城郊环境污染问题的环境社会学阐释——青岛市李沧区九水东路环境问题的实证考察

随着城市规模的不断扩张,城市环境问题的边缘化日益严重。本文选取青岛市城市扩张的新兴地带——青岛市李沧区九水东路为个案,运用"受益圈.受害圈"、"社会两难论"等环境社会学分析模式,分析青岛城郊环境污染问题的成因,主张从"生活环境主义"理论视角入手,探索解决环境问题的答案。     

台州市脐橙商品化栽培中若干问题研究

高效农业的发需要优质农产品的培育种植，脐橙为柑桔中优名果之一，已有在台州黄岩引入栽培80年，但始终处于零星栽培状态，通过脐橙原产地气候背景分析，说明脐橙具有较强抗旱能力，制约台州平原脐橙商品化栽培的主要原因是立地的地下水位过高，应用统计分析确出，在管理得当的情况下，适宜脐橙栽培的光温水气象因子及台州脐橙商品化栽培的适宜种植区域。     

论社会生态中的职业教育

任何事物都与其环境系统相互联系、相互影响、相互作用。运用社会生态学方法对我国职业教育进行综合考量,解析职业教育与环境系统的内在联系和相互作用,有助于把握影响我国职业教育发展的相关社会因素,探究社会发展对职业教育的特殊要求,阐明社会变革对职业教育的特定作用,进而揭示职业教育发展的内在规律。     

保护环境发展经济

在发展经济的同时，一定要保护好环境，注意经济和环境的协调发展。     

《国际环境法导论》述评

＂《国际环境法导论》述评＂一文对英文版Guide to International Environmental Law（《国际环境法导论》①）一书进行了深入细致的概括评析,结合该书两位作者——亚历山大·基斯（Alexandre-Charles Kiss）教授和黛娜·谢尔顿（Dinah Shelton）教授的学术特点,详细阐述了国际社会协商订立环境义务的内在原因以及对义务实施加以监督的过程,重点讨论了国际环境法律义务和国内环境立法的关系。分析了《国际环境法导论》一书在国际环境法理论与实践发展进程中产生重大影响的内在原因。     

河北平原深层地下水环境恶化原因与对策

河北平原深层地下水由于超采严重 ,导致地下水环境严重恶化及诸多环境问题的产生 ,从环境约束出发 ,确定地下水开采量 ,优化开采结构 ,是解决这一问题的根本途径     

“环境科学导论”课程教学改革探索

"环境科学导论"是环境工程专业的基础课程,在教学过程中激发学生的学习热情和对环境学的兴趣具有重要的意义。文章探讨了"环境科学导论"课程教学改革应该采用的方式方法,可通过调节教学内容、调整教学层次和改进教学方法等行之有效的教学方法和途径,达到预期的教学目标,培养出新时代的环保人才。     

Online professional development for environmental educators: strategies to foster critical thinking and social interactions

Abstract

Massive open online courses (MOOCs) offer opportunities for professional development of environmental educators globally, yet we lack understanding of participants? cognitive and social learning processes and of how instructors can enhance these processes. Based on the Community of Inquiry framework, we used a survey and coded participant discussion board and Facebook posts to examine the cognitive, social, and teaching presence in the Environmental Education: Transdisciplinary Approaches to Addressing Wicked Problems MOOC, offered by Cornell University. Rather than train educators in a specific curriculum, the goal of the MOOC is to expand educators? critical and transdisciplinary thinking about the field of environmental education and to enhance social interactions to support learning, educators, and knowledge co-creation. Results indicate that cognitive presence is higher on the discussion board whereas social presence is higher on Facebook. Over half of cognitive posts focused on exploration, a lower level of learning, whereas just less than a fifth reflected higher level integration, suggesting room for enhancing cognitive learning. Our results suggest strategies to encourage higher levels of thinking and more meaningful social interactions to foster learning, educator support, and co-creation of knowledge, thereby improving online professional development.     

我国大学生环境意识研究综述

以最近10年高校大学生环境意识的研究为依据,综述了我国高校大学生环境意识的现状研究、存在问题、策略探索等方面,并提出未来研究发展的建议,以期进一步提高我国高校大学生环境意识水平。     

Evaluation of the non‐formal forest education sector in the state of North Rhine‐Westphalia,Germany: organisations,programmes and framework conditions

Although a large number of different organisations offer various forest education programmes within Germany, specific information (i.e., sectoral and programme content and provision at a state level) is lacking. This study used a survey of all 61 forest education organisations (43 respondents) in the state of North Rhine‐Westphalia, Germany, to evaluate its forest education sector, with a specific focus on the organisations, demand for its services, forest educational programmes and framework conditions. Input from expert interviews was also used to develop recommendations. The study indicates that, especially with children as the main target group, many non‐formal programmes are offered to support the formal environmental education sector and to promote leisure activities in the forest. Yet, despite a high demand for forest education, low personnel resources restrict the number of visits and activities, principally owing to limited financial resource. We also discuss the provision of innovative new educational programmes and supplementary services, combined with increased quality management, that could be beneficial to the future development of the sector in NRW.