共查询到20条相似文献，搜索用时 62 毫秒
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防灾减灾对于人类生存具有重要的意义,生命意识和维护生命的能力也是幼儿成长过程中必须形成和具备的.基于幼儿园防灾减灾能力的内涵,从规划与管理、结构性建设、非结构性因素、政府政策、防灾减灾意识这五方面着手,本课题组对江苏省100所幼儿园进行了调查,分析了江苏省幼儿园防灾减灾能力建设现状的相关情况.结果表明,幼儿园在这方面存在诸多不足,需要通过完善应急预案,丰富灾害演练形式,保证建筑抗灾能力,多层次全方面统筹资金,健全相关规章制度,加强宣传教育等方式来提升幼儿园的防灾减灾能力. 相似文献
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《绵阳师范学院学报》2020,(4):23-27
面对灾害频发的国情,人们对安全的需求日益增长。我国进入新时代后,以习近平同志为核心的党中央把防灾减灾工作摆在党和国家全局的重要位置,作出了一系列重大决策,防灾减灾相关理念应运而生,内容丰富,博大精深,具有严谨深刻的内在逻辑性,主要包括"两个坚持,三个转变"的指导思想、尊重自然的基本原则、以人民为中心的政治立场和构建人类命运共同体的战略高度,形成严密的逻辑体系。这一系列防灾减灾重要论述是今后一个时期我国防灾减灾、救灾抗灾工作的根本遵循和行动指南,它将有力地指导着我国防灾减灾救灾能力不断提升。 相似文献
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依托地学教育推动我国防灾减灾高等教育事业发展 总被引：1，自引：0，他引：1
我国防灾减灾高等教育的薄弱突出表现在所培养的高等专业人才与科学研究和防灾减灾事业发展的需要不相适应的矛盾上。地学教育是防灾减灾高等教育的基础性支撑,通过人才培养和科技创新促进我国防灾减灾高等教育的发展,进而推动整个防灾减灾事业的不断进步。防灾科技学院作为全国唯一以防灾减灾教育为主的本科高校,依托地学教育逐渐形成了多个稳定和富有成果的防灾减灾学术研究团队,为促进我国防灾减灾高等教育的发展作出了贡献。 相似文献
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2008年5月12日,汶川突发8．0级特大地震。在汶川地震一周年纪念活动上,胡锦涛总书记发表重要讲话强调：要继续扎扎实实加强防灾减灾工作。提高防灾减灾能力是保护人民生命财产安全的必然要求,也是人类社会共同面临的重大课题。要坚持兴利除害结合,防灾减灾并重,治标治本兼顾,政府社会协同,全面提高对自然灾害的综合防范和抵御能力。 相似文献
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袁丽 《荆州师范学院学报》2004,27(3):87-89,103
根据我国的灾害特点，以及防灾减灾管理的现状，除尽快建设完善灾害监测预报体系外，还应：1)在搞好经济建设工作的同时，必须注重减灾；2)重视城市灾害防御；3)要提高灾害应急能力；4)加强防灾减灾立法工作，提高综合抗灾减灾能力；5)加强防灾减灾科普知识宣传，提高全民防灾减灾的能力。 相似文献
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我国新时期中小学防灾减灾教育长效机制的构建 总被引：1，自引：0，他引：1
廖贤富 《成都教育学院学报》2009,23(9):31-34
我国是世界上自然灾害比较严重的国家,为了减轻自然灾害给人们带来的生命财产损失,有必要对公民进行系统的防灾减灾教育,以提高其防灾减灾意识和技能。而受多种因素的制约,我国的防灾减灾教育总体上还处在起步阶段,存在诸多问题,最根本的是未形成防灾减灾教育的长效机制。因此,在新时期,必须构建起系统完善的灾害教育体系,形成以政府、社会、学校为主体,以学校教育为核心,立足于学生全面发展的总体原则。在该原则的指导下：加强政府的教育立法和管理,使防灾减灾教育制度化和规范化;完善我国中长期教育规划;以新课改为契机,推进学校的教育改革,使课程设置、教学方式、教学评价等适应防灾减灾教育的要求;加强灾害教育的师资力量建设。 相似文献
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方国联 《内江师范学院学报》2010,25(10):95-99
中国是世界上自然灾害多发的少数国家之一,具有自然灾害种类多,发生频率高、强度大,分布广、地域差异明显等特征.近年来,我国自然灾害发生频繁,损失巨大,造成了人员的身心创伤,增加了社会不安定因素,破坏了自然资源与环境.这就从客观上要求我们要提高防灾减灾教育必要性的认识,借鉴国外先进的防灾减灾教育经验,从政府重视开始,推动防灾减灾教育普及化、经常化和法制化;从基础教育着手,把防灾减灾教育纳入国民教育体系;采取多种形式,加强对公众的防灾减灾宣传;加强防灾减灾专业人员的培训,为落实科学发展、构建和谐社会做出应有的贡献. 相似文献
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一个城市在建设规划时,有关政府部门一定要制定详尽的防灾减灾规范,构建完善的防灾减灾体系。
从整个城市防灾减灾体系来看,上海相比于世界上的发达城市,差距是长期的避难场所的不足。 相似文献
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R.V. Vaidyanatha Ayyar 《International Journal of Educational Development》1996,16(4):347-353
These observations on policy and planning against the backdrop of globalisation are made from the perspective of a large, high population, developing country with considerable human resources and a federal democratic polity trying to liberalise its economy.Whether in the realms of products, ideas, culture or media, one notices two concurrent but opposing streams — homoegenisation and particularisation. This paradox is of great relevance while discussing the impact of globalisation on the policies as well as content and process of education. It is now universally accepted that during the stabilisation phase of structural adjustment, effective policies should be put in place to protect public expenditure on basic services, such as primary education, as an integral part, rather than ex-post. As the economics of education is not considered central to the discipline in the way trade or macroeconomics is, education is not part of the reform package.The increasing and multiple demands on education accentuate the policy-maker's dilemma, particularly in developing countries where the climate is of fiscal austerity, to find resources for education and ensure their optimal allocation among different stages of education. The stylised models postulating priorities with reference to levels of education development are no more relevant than deterministic theories of stages of growth.While alternatives to public funding can contribute significantly, education would continue to be heavily dependent on public exchequer. Financing policy should, therefore, encompass a mixture of reinforced and consistent measures to mobilise resources from multiple sources and simultaneously enhance the efficiency of resource use. Multiplicity, however, casts a heavy burden on the policy-maker.Economic analysis, an essential component of policy planning, often gives little guidance on policy implementation. It needs to be complemented by a sensitivity to the institutional and political settings which constrain policy choices and condition policy processes, and to the tensions inherent in steering the system towards the desired goals of policy changes.Education systems the world over are engulfed in crisis, but one which lacks immediacy and high visibility. Policy leadership lies in scanning the continuously changing environment, identifying the targets of opportunity to get the system do what is right, building a coalition of relevant groups, setting choices that minimise foot-dragging by the unenthusiastic and subversion by the opposed and continuing to retain leeway so that uncertainties are clarified over a period of time.The management of change thus is a process of iterative negotiations and the events are a result of the interplay of conflict and compromise among diverse interests. The outcomes are indeterminate and at variance to what is envisaged. Consequently, monitoring and evaluation need to have a bifocal vision, both longitudinal and cross-sectional, for assessing a process that is essentially probabilistic. It cannot rely on simplistic models of policy formulation and objectively verifiable indicators.In the area of basic education, there is agreement on what the goals should be and what the ideal strategies are. While what needs to be done is clear, how, or much of how, is not. Concepts like capacity building, process projects and participation are not self-executing. For implementing these essential strategies the antagonistic cooperation of a host of actors and modifications of the standard operating procedures of many organisations is called for. Different layers of government, teachers and teacher unions, resource organisations, NGOs and activists have important roles to play and have to be brought on board.The challenge in implementation lies in mastering the logistics of bringing the resources and actors together and of deploying them to achieve agreed goals. Though not recognised, negotiations are at the heart of most of these processes. In policy planning as well as implementation the task of combining the strategic vision with tactical decisions and responses to the emerging situation is formidable. 相似文献
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《British Journal of Educational Studies》2012,60(1):37-46
ABSTRACTThis article examines the participation of ‘third-sector’ organisations in public education in England. These organisations act as a cross-sectoral policy network made up of new kinds of policy experts: mediators and brokers with entrepreneurial careers in ideas. They have sought to make education reform thinkable, intelligible and practicable in terms of a computational discourse consisting of code, networks, interactivity and feedback, and related ideas of decentralisation, open methods and personalisation. What characterises this style of thinking is an ‘anti-political’ preoccupation with computer-coded systems and the idea of networks as a model for new political and educational forms. 相似文献
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This study investigated child compliance and maternal instruction during planning. Based on the Child Behavior Checklist and free-play observations, 40 mothers and their 4- to 5-year-old children were assigned to a group with children who behaved within the normal range of compliance ( n = 20) or a group with children with high rates of noncompliance for this age ( n = 20). Mothers in the noncompliant group provided more low-level, directive, and negative instruction; requested more compliance; and shared less task responsibility with children. Mothers in both groups responded to child compliance by increasing or maintaining the level of instruction. Results are discussed in relation to the role of child compliance in regulating opportunities for cognitive development in social context. 相似文献
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<城乡规划法>的制定和颁布有着特殊的时代背景和重要意义,对城市规划学科的发展产生了重要的影响.规划的重心由"城市"向"城乡"转变.随着城乡统筹协调发展的深入开展,城市规划人才培养和学科教学面临新的机遇和挑战.针对当前形势,结合<城乡规划法>的内容探讨了城市规划的教学改革中存在的问题并提出了相应的建议. 相似文献
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大学校园生态规划中的几点思考 总被引：1，自引：0，他引：1
林翠敏 《福建工程学院学报》2004,2(3):309-311
主要从大学校园规划的土地利用、生态教育、生态景观和校园建筑等几个方面探讨了大学校园规划中应当注意的几个生态学课题。 相似文献
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Miguel Angel Escotet 《Prospects》1986,16(4):423-442