“It wouldn't be the same without nature”—The value of nature according to Finnish upper secondary school students

This article describes an interview study on Finnish upper secondary school students' values of nature. Even if the Finnish adolescents' interest in nature has decreased, most of the interviewees in this study regarded nature as worthy of maintenance. They valued nature for its material, aesthetic, and recreational values, as well as its diversity and future value, and because of their holistic view of nature. The nature values of the students were complex. Therefore, we suggest education that supports their value development through deliberation, authentic involvement, and outdoor activities.     

How pre-service teachers navigate trade-offs of food systems across time scales: a lens for exploring understandings of sustainability

In response to the increasing recognition of the need for sustainable food systems, research on students’ and educators’ knowledge of food systems and sustainability more broadly has grown but has generally focused on what people ‘fail’ to understand. Moving away from this deficit approach, the present study used semi-structured interviews to explore how 12 pre-service teachers (PSTs) in the US consider sustainability in terms of the trade-offs – or concurrent costs and benefits – associated with using different agricultural resources over short, medium, and long terms. Drawing upon the constructs of framing, metacognition, and complex causality, the study found that the majority of PSTs referred to indirect experiences of seeing or hearing about agricultural resources to demonstrate stable knowledge of short-term trade-offs and construct tentative knowledge about medium-term trade-offs. Few described long-term trade-offs. Most participants also acknowledged some gaps in their knowledge in discussing trade-offs across the different time scales. Findings suggest the importance of leveraging and building upon educators’ (and ultimately students’) prior experiences to build their understanding of complex trade-offs that underlie food systems. The study also illustrates the value of using the concept of trade-offs across time scales to explore people’s conceptions and understandings of sustainability.     

Pre-service teachers’ attitudes toward education for sustainability and its relevance to their learning: implications for pedagogical practice

The education for sustainability (EfS) literature espouses participatory, praxis-orientated, place-based and holistic approaches to teaching and learning. The introduction of a first-year EfS unit for pre-service teachers at James Cook University provided an opportunity to explore their attitudes toward EfS and their perceptions of the relevant aspects of the unit to their learning. In this mixed-methods study, pre-service teachers (N = 100) completed a Likert-style survey at the beginning and end of the unit that examined their attitudes toward EfS. Three pre-service teachers were also interviewed to explore further their perceptions and experiences, one semester after completing the unit. Significant improvements were found in pre-service teachers’ EfS self-efficacy, and familiarity with and interest in sustainability issues. Participants also perceived EfS to be relevant to their learning, particularly the praxis-orientated pedagogies in which they engaged, as they believed it developed their knowledge, skills and confidence to teach sustainability in schools. For one pre-service teacher, her experiences of EfS during her practicum enhanced its relevance, as she was able to link theory and practice. The implications of these findings for both teacher education and pedagogical practice for EfS in higher education are also discussed.     

From nature deficit to outdoor exploration: curriculum for sustainability in Vermont’s public schools

Children today are spending less time than ever outdoors, contributing to a culture of environmental apathy and separation from the natural world. In the growing field of environmental education, teachers are challenged to introduce the outdoors into their curriculum. In Vermont, some public school teachers have successfully implemented environmental education into their practice in a variety of interesting ways. This paper analyzes a series of teacher interviews and observations in Vermont public schools to identify successful strategies and pedagogies being utilized for environmental education. Several common themes emerged from this study, including place-based education, hands-on exploration, and free choice learning.     

技术标准联盟价值创造解析

技术标准联盟的出现是一种复杂的技术、经济现象,有其深刻的历史必然性,蕴含着经济全球化和知识经济时代的丰富内涵。法律所赋予技术专利的极强专属性和高度不可模仿性,无疑使其成为了技术标准联盟价值创造的源泉。联盟成员企业通过“化敌为友”、“综合利用”、“学习内化”三种途径创造价值;通过周而复始的“组织学习”,实现技术标准联盟的升级与扩展。     

农村社会养老保险政策实施公平性有效性及可持续性评估——兼论新型农村社会养老保险的改革与发展战略

为国民（特别是农村人口）建立社会养老保险制度,不仅是一个国家经济社会发展的体现,也是一个国家社会文明和社会和谐的标准。国家对农村社会养老保险进行了积极探索,从老农保到新农保,走过了太多的坎坷与崎岖历程。新农保的理念较为清晰,以公平为指向,但在试点具体实施中存在强制或捆绑参保缴费,损害了制度的公平性,制度的有效性仍然不足,制度的可持续性依然不明晰。新农保应该适时调整政策,并通过相关改革与战略性发展措施,切实提高制度的公平性、有效性和可持续性。     

“参与式博物馆”之“参与”的理论与模式——《参与式博物馆:迈入博物馆20时代》书评

妮娜·西蒙从参与的原则出发,建构了“参与式博物馆”的参与理论,强调从个性化到社交化的渐进式转变,同时探讨了参与的四种模式,即:贡献型、合作型、共同创造型与招待型,并为参与的可持续发展提出对策。妮娜笔下的“参与式博物馆”是在“Web 2.0”大潮下勾勒的“博物馆2.0”蓝图,她希望更多的博物馆与文化机构能加入到参与式博物馆的阵营,重塑博物馆与观众的关系,提升博物馆的传播效益。     

基于CRM的图书馆联盟用户管理研究

本文分析了客户关系管理的概念、内容及方法,并探讨了如何将客户关系管理应用于图书馆联盟用户管理中,改善图书馆联盟用户管理方法,从而提升图书馆服务质量,提高图书馆竞争力。     

石油高校图书馆联盟文献资源共享模式思考

文章分析了文献共享的常用模式,指出文献传递是现阶段石油高校图书馆联盟文献资源共享的主要模式。从文献传递的内容、文献传递的平台和文献传递的人力资源三个方面分析石油高校图书馆联盟文献传递的建设;最后针对联盟文献建设与共享提出了自己的一些建议。