China S Strategy Towards Environmental Governance Microform An Examination Of The Interaction Between Pedagogy And Practice Of Environmental Education In Creating And Achieving Objectives For Sustainable Development

This thesis involves a case-study methodology that explores programs and initiatives undertaken in the fields of environmental education focusing on the elementary and middle school curriculum and teacher education programs in China. The major objectives of this research are (1) to study the status of environmental education in Chinese elementary and middle schools; (2) to study the commonalities in approaches to environmental education and education for sustainable development in the existing curriculum; and (3) to study the lived challenges of implementing environmental education in today's schools in China. The study will address the following question: How can elementary and middle schools integrate environmental education objectives into their existing school programs without radical curricula changes? The thesis suggests that environmental education programs can be combined naturally with a school curriculum by identifying points of overlap between existing curricula and environmental education goals to facilitate natural, unforced integration of these programs. I have investigated these programs and initiatives concomitantly with the proposals for curriculum reform developed in China. This investigation includes an in-depth examination of the impact of such programs on students, teacher education programs, school systems and local communities. Qualitative data was collected and used to describe the evolution of environmental education programs within schools in the country scrutinized in this study. Research was also conducted on the etiology, nature and potential of any program developed by Chinese school systems for the purpose of integrating environmental education within the teacher education programs and consequently within the regular classroom curriculum.

Vols. for 1973- include the following subject areas: Biological sciences, Agriculture, Chemistry, Environmental sciences, Health sciences, Engineering, Mathematics and statistics, Earth sciences, Physics, Education, Psychology, Sociology, Anthropology, History, Law & political science, Business & economics, Geography & regional planning, Language & literature, Fine arts, Library & information science, Mass communications, Music, Philosophy and Religion.

In Shaken Authority, Christian P. Sorace examines the political mechanisms at work in the aftermath of the 2008 Sichuan earthquake and the broader ideological energies that drove them. Sorace takes Communist Party ideas and discourse as central to how that organization formulates policies, defines legitimacy, and exerts its power. Sorace argues that the Communist Party has never abandoned its conviction that discourse can shape the world and the people who inhabit it. Sorace also demonstrates how the Communist Party's planning apparatus continues to play a crucial role in engineering China’s economy and market construction, especially in the countryside.Sorace takes a distinctive and original interpretive approach to understanding Chinese politics, and Shaken Authority demonstrates how Communist Party discourse and ideology influenced the official decisions and responses to the Sichuan earthquake. Sorace provides a clear view of the lived outcomes of Communist Party plans, rationalities, and discourses in the earthquake zone. The three case studies he presents each demonstrate a different type of reconstruction and model of development: urban-rural integration, tourism, and ecological civilization. Sorace’s work emphasizes the need for a grounded literacy in the political concepts, discourses, and vocabularies of the Communist Party itself. To dismiss China’s official discourse as "empty propaganda," Sorace argues, makes China and Chinese realities harder to understand, not easier.

Describes the philosophy, mission, function, objectives, structures and service to culture and professions of the university as an institution.

This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premised on an understanding of a learning society, in which all social and cultural groups, irrespective of gender, race, social class, ethnicity, mental health difficulties are entitled to quality learning throughout their lives. Overall the thrust is to see the importance of recognising non-formal and informal learning as part of the larger movement for re-directing education and training for change. This change is one that builds on an equitable society and economy and on sustainable development principles and values such as respect for others, respect for difference and diversity, exploration and dialogue.

Cultivating Peace: Conflict and collaboration in natural resource management