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61.
《Research Policy》2019,48(10):103668
Policies and politics are crucial elements of sustainability transitions. Transition pathways unfold as a result of continuous struggles of actors over policy goals and instruments. Taking a policy mix perspective, we study policies and policy preferences of key industry actors in the ongoing energy transition at the level of the European Union. We introduce two central analytical dimensions for transition pathways: the degree of sustainability (here: renewable energy ambition) and the degree of disruption (here: whether to pursue centralized or decentralized energy system configurations). We find that the current EU energy policy mix is heterogeneous with respect to the issue of (de-)centralization, whereas most policies and actors express high or moderate ambitions for renewable energy. Our paper makes three contributions. It demonstrates how actors and policy preferences can be explicitly included in the study of policy mixes. To the literature on transition pathways, we introduce sustainability as another key dimension in addition to disruption. Lastly, we propose a novel methodology for analyzing the politics of transition pathways. 相似文献
62.
《Research Policy》2019,48(10):103758
Climate change and sustainable development are the defining challenges of the modern era. The field of sustainability transitions seeks systematic solutions for fundamental transformations of socio-technical systems towards sustainability, and exploring the role of policy mixes has been a central research agenda within the field. In the extant literature, there exists a lack of both conceptual and empirical research on the vertical dimension of policy mixes for sustainability transitions. This study provides a multilevel and evolutionary interpretation of the vertical interactions of policy mixes in the process of industrial path development towards sustainability transitions. An exemplary case of solar water heating (SWH) technology in Shandong Province in China is presented, capturing both the bottom-up and top-down processes of interactions. On the one hand, urban-level policy initiatives can inform higher-level policymaking; on the other hand, national-level priorities can greatly configure policy strategies for lower-level governments. Moreover, as the industry matures, the interactions of multilevel policy mixes evolve from simpler, unidirectional patterns to more complex, bidirectional ones through a vertical policy-learning feedback mechanism. This study generates two important policy implications that extend beyond the Chinese context: first, dynamic vertical interactions between multilevel governments indicate the need to develop more nuanced perspectives on the design of policy mixes; second, policy makers need to hold a more dynamic view of policy mixes by recognizing their temporal and coevolutionary nature through the policy learning process. 相似文献
63.
Self-efficacy is a parameter capable of predicting change in teacher behavior. We designed a questionnaire to investigate self-efficacy for promoting Education for Sustainability (EfS), which includes pro-environmental behaviors and environmental attitudes, to answer the question: What characteristics of self-efficacy for promoting EfS among pre-service teachers allow promotion of EfS in the private and public spheres? Findings reveal that skill is the key predictor of self-efficacy in promoting EfS. The characteristics of a pre-service teacher with a high level of self-efficacy for promoting EfS included positive attitudes towards the environment, pro-environmental behaviors in the private and public spheres, and belief in the EfS course providing relevant skills for promoting EfS. Outside of the school, a high level of self-efficacy is characterized by pro-environmental behaviors in the private and public sphere. We conclude that EfS courses should emphasize skills as a key to increasing self-efficacy in promoting EfS. 相似文献
64.
One aspect of the increasing position of sustainability in higher education is establishment of distinct interdisciplinary environment-oriented programs. The point-of-departure of this study is differentiation between teaching- and non-teaching-oriented students, in view of their different respective professional roles in society. The motives and environmental literacy (EL) of incoming students were investigated in three types of sustainability programs in Israel: undergraduate teacher-training, graduate teacher-education and graduate non-teacher programs. For all students acquiring knowledge was the major motive for studies. Undergraduate student-teachers demonstrated the least developed EL, although it is slightly higher than that found for incoming student-teachers a decade ago. Graduate teacher-students displayed strong identity as educational agents-of-change and role-models; however, their limited environmental-knowledge raises questions concerning providing knowledge foundations in undergraduate teacher-training programs, indicating the necessity to supplement this in graduate teacher-programs. Graduate non-teacher students perceive their continuing sustainability-oriented studies as a means for developing an environmental career and enter these programs relatively environmentally-literate. The implications focus on necessary components and characteristics of sustainability-programs directed to teaching- and non-teaching-oriented students. These include the necessity to strengthen the environmental-knowledge component in programs directed to teachers; and embed opportunities for professional internships within graduate programs for non-teachers seeking environmental careers. 相似文献
65.
Academics are increasingly expected to produce concrete and directly applicable solutions to hard-to-solve ‘real-world problems’ such as poverty, development, and environmental degradation. However, conventional assessments of the impact of science on society have not yet been adequately adapted to capture the diverse effects of this type of problem-centred research. Drawing on a case study of a large-scale project on (un)sustainable consumption, this paper demonstrates the range, complexity and potential long-term nature of impact in interdisciplinary sustainability research. It thus supports arguments for alternative approaches to impact assessment that question conventional views of translating scientific knowledge into action, value the multi-directionality of science-society relations and recognise diverse forms of engagement between scientists and non-scientific actors through non-academic channels and outputs. The paper also challenges common (mis)conceptions of work practices in a university context by demonstrating the highly innovative and inclusive nature of much sustainability research that seeks to address the needs of diverse communities of actors. It is argued that only radically different ways of conceptualising and measuring short-, medium- and long-term impacts can capture the success or otherwise of social-scientific and interdisciplinary sustainability research. 相似文献
66.
Ben Levin 《Journal of Educational Change》2007,8(4):323-336
Much has been written about sustainable large-scale change but there are few examples of it. Over the last 4 years, the province
of Ontario, Canada, has been engaged in just that work of moving from a system that was in constant conflict to one that generates
both good results and positive energy. This paper describes the origin, main elements and results to date of the Ontario education
strategy as an example of large-scale change in education that is respectful of educators, fair to students and communities,
and based on the best available knowledge.
相似文献
| Ben LevinEmail: |
67.
《Sport Management Review》2015,18(1):99-110
Indonesia's Mentawai Islands are widely regarded as a surfer's “Nirvana.” This paper uses qualitative interviews and participant observation to explore the politics of surf tourism recreational capacity management in the Mentawais, and the wider implications for Mentawaian host communities’ involvement in the surf tourism economy. While much of the Mentawaian surf tourism industry was vehemently opposed to a recently introduced capacity management model, the market responded favourably. There appear to be immediate advantages for government and local communities in incentivising low-volume, high-yield land-based surf tourism development, and social carrying capacity measures such as vocational training and cultural interchange emerge as viable adjuncts to purely physical carrying capacity regulation. 相似文献
68.
Gunilla Lagnesjö 《文物保护研究》2015,60(6):14-19
During the ICCROM Forum on Conservation Science in 2013, one of the main themes discussed was the ability for conservation science to contribute to global societal priorities. Today's world is in many ways globalized. Human actions have an impact at local as well as global level. Information travels fast, more or less in real time. To set up a framework for international interactions and cooperation, the majority of the recognized nations have joined the United Nations and signed the Universal Declaration on Human Rights. Global societal priorities are various and wide-ranging. This paper deals primarily with those that are referred to under the UN Millennium Development Goals and the term Sustainable Development. The first aims to fight extreme poverty, raise education levels, achieve gender equality, combat diseases, etc. The second deals with the interconnecting systems of social, economic, and environmental sustainability. A core aspect in the discussion is that culture and cultural heritage is integrated in all human activities, yet is diverse because culture holds various values, meanings, and functions for different groups in society. Cultural heritage is a powerful tool to reach and interact with people. It can be used for good and for ill. For conservation science as a discipline to take its professional responsibility seriously, it should contribute to the multi-, inter-, and transdisciplinary environment of conservation, and enhance its benefits for society. Through advanced research it can provide historical perspectives and raise awareness of traditional methods, transforming it into ‘easily accessible’ knowledge. It can also contribute by providing facts and information that can open up different narratives based on the same cultural historical realia. Examples of how that can be done are given under the headings: social, economic, and environmental sustainability. Finally, addressing the global conservation community, the following three areas are recommended for future development: the need for process managers and facilitators; the need for active participation in the global sustainability challenges, and the need for inspirational role models and case studies. 相似文献
69.
中国地下水资源对区域经济社会发展 总被引：1，自引：0，他引：1
在我国各地区经济社会发展过程中,地下水资源所起的支撑作用是有明显差异的。对地下水资源所起的支撑作用进行定量评价,不仅可以直观地测度地下水的重要性,而且能够为水文地质调查宏观部署提供基础依据。通过构建地下水资源支撑度评价指标体系,对我国各省(自治区、直辖市)地下水对经济社会发展的支撑作用进行了初步评价。结果表明:地下水资源支撑度最高的10个省份依次是山西、北京、河北、内蒙古、山东、河南、宁夏、贵州、陕西和辽宁;地下水资源支撑度最低的5个省份是江西、湖南、福建、浙江和上海;从区域来说,地下水资源支撑度最高的是黄淮海地区、鄂尔多斯高原与银川河套平原区、黄土高原东部地区及贵州省,其次是东北地区和西北地区,东南沿海地区最低。根据评价结果,对我国区域水文地质调查宏观部署提出了若干建议。 相似文献
70.
是否高质量、可持续发展是学科建设的核心问题,学科可持续发展度是表征学科高质量、可持续发展的程度。从教育系统工程的视角,应用层次分析法基本原理建构学科可持续发展度层次分析模型,确定学科可持续发展度指标体系,将成对比较判断矩阵的特征向量作为学科可持续发展度评价指标的权重,确定相关评价指标的影响力排序。结果分析表明,学科方向前沿引领性、学科科研平台、学科团队协同能力、学科社会服务能力、国际交流与合作、学科研究生质量等是影响学科可持续发展度的主要因素。由此可见,注重学科方向的前沿引领,强化学科科研平台和学科团队协同能力建设,增强学科社会服务能力,扩大国际交流合作,提高学科研究生质量等是提高学科可持续发展度的重要措施。 相似文献