Arctic education refers not only to the teaching,but also to research,communication,dissemination as well as popularization of knowledge related to the Arctic.This article reviews joint efforts between Chinese and Ame...Arctic education refers not only to the teaching,but also to research,communication,dissemination as well as popularization of knowledge related to the Arctic.This article reviews joint efforts between Chinese and American educators and researchers to promote cooperation and understanding in Arctic education and research,and examines the facing challenges of China-U.S.Arctic education cooperation which include current political or economic tensions between the two countries,the differing perspectives and priorities on Arctic policy,the disproportion in Arctic scientific research,different research methodologies and discourse system in social science.This article also argues that there are opportunities for the two countries to cooperate in Arctic education.Common goals and interests in the Arctic,Arctic-dedicated institutions with significant Arctic research capabilities and partnerships around the world provide foundations for Arctic education cooperation.The implementation of a new science-based Arctic treaty of the Arctic Council is an opportunity for China-U.S.Arctic education cooperation.As for future cooperation,it suggests that in addition to promoting the direct bilateral cooperation,cooperation within international cooperation platforms and mechanisms,especially within the Arctic Council also needs to be further promoted.展开更多
The opening of the Arctic Ocean has prompted the signing of the Agreement to Prevent Unregulated High Seas Fisheries in the Central Arctic Ocean(CAOF Agreement)by 10 parties,including the five Arctic Ocean coastal sta...The opening of the Arctic Ocean has prompted the signing of the Agreement to Prevent Unregulated High Seas Fisheries in the Central Arctic Ocean(CAOF Agreement)by 10 parties,including the five Arctic Ocean coastal states and the world’s leading distant-water fishing states.The negotiation process,initiated by the United States,progressed in two stages:the“A5 process”and the“A5+5 process”.The CAOF Agreement sets a precedent for cooperation between Arctic and non-Arctic states in managing Arctic high seas resources.It also incorporates several innovative management approaches for Arctic fisheries,such as the precautionary approach,ecosystem-based management,and state-of-the-art scientific knowledge as the basis for decision-making.Since 2015,China has actively participated in the negotiation and implementation of the CAOF Agreement.This article carefully analyzes the background and progressiveness of the CAOF Agreement and examines the responsibility that all state parties share concerning the sustainable use of marine living resources in the Central Arctic Ocean.The article also reviews China’s interests and engagement in the Arctic region,withparticular attention to its participation in the CAOF Agreement.Finally,the article concludes by discussing China’s role and implications for sustainable Arctic governance and its broader implications for evolving international environmental and ocean governance.展开更多
International cooperation is vital for the polar regions.China’s past polar cooperation has tended to focus on intergovernmental and bilateral mechanisms rather than regional cooperation.However,regional and subregio...International cooperation is vital for the polar regions.China’s past polar cooperation has tended to focus on intergovernmental and bilateral mechanisms rather than regional cooperation.However,regional and subregional cooperation is playing an increasing role in the polar regions with the rapid development of geopolitics and global climate change.Involvement in three subregional polar organizations—the Asian Forum for Polar Sciences(AFoPS),the Pacific Arctic Group(PAG),and the China-Nordic Arctic Research Center(CNARC)—in the last two decades reflects China’s improved skills and flexibility in participating in international polar cooperation and represents an exercise in the“win-win”principle under China’s Arctic policy.This paper presents a review of the development of polar subregional cooperation,examines China’s participation in three of subregional organizations and provides feasible suggestions for China’s future engagement with these organizations.展开更多
基金supported by the 2021 Youth Research Fund Project“Research on Legal Issues of Protection of China’s Rights and Interests in the Antarctic under the Background of Momentous Changes of a Like Not Seen in a Century”of Shanghai University of Political Science and Law(Grant no.2021XQN27)the 2020 Research Fund Project“Indian Polar Policy Research”of China National Institute for SCO International Exchange and Judicial Cooperation(Grant no.20SHJD027)the China Association of Marine Affairs(CAMA)Project“Key Issues in the Exploitation and Utilization of Polar Biological Resources under the New Situation”(Grant no.CODF-AOC202301).
文摘Arctic education refers not only to the teaching,but also to research,communication,dissemination as well as popularization of knowledge related to the Arctic.This article reviews joint efforts between Chinese and American educators and researchers to promote cooperation and understanding in Arctic education and research,and examines the facing challenges of China-U.S.Arctic education cooperation which include current political or economic tensions between the two countries,the differing perspectives and priorities on Arctic policy,the disproportion in Arctic scientific research,different research methodologies and discourse system in social science.This article also argues that there are opportunities for the two countries to cooperate in Arctic education.Common goals and interests in the Arctic,Arctic-dedicated institutions with significant Arctic research capabilities and partnerships around the world provide foundations for Arctic education cooperation.The implementation of a new science-based Arctic treaty of the Arctic Council is an opportunity for China-U.S.Arctic education cooperation.As for future cooperation,it suggests that in addition to promoting the direct bilateral cooperation,cooperation within international cooperation platforms and mechanisms,especially within the Arctic Council also needs to be further promoted.
基金supported by the China Association of Marine Affairs(CAMA)Project,“Key Issues in the Exploitation and Utilization of Polar Biological Resources under the New Situation”(Grant no.CODF-AOC202301)the Chinese Arctic and Antarctic Administration(CAA)entrusted project“Study on the Impact of BBNJ Agreement’s Institutional Design on China’s Security in Polar Regions”(Grant no.JDB2024060701014).
文摘The opening of the Arctic Ocean has prompted the signing of the Agreement to Prevent Unregulated High Seas Fisheries in the Central Arctic Ocean(CAOF Agreement)by 10 parties,including the five Arctic Ocean coastal states and the world’s leading distant-water fishing states.The negotiation process,initiated by the United States,progressed in two stages:the“A5 process”and the“A5+5 process”.The CAOF Agreement sets a precedent for cooperation between Arctic and non-Arctic states in managing Arctic high seas resources.It also incorporates several innovative management approaches for Arctic fisheries,such as the precautionary approach,ecosystem-based management,and state-of-the-art scientific knowledge as the basis for decision-making.Since 2015,China has actively participated in the negotiation and implementation of the CAOF Agreement.This article carefully analyzes the background and progressiveness of the CAOF Agreement and examines the responsibility that all state parties share concerning the sustainable use of marine living resources in the Central Arctic Ocean.The article also reviews China’s interests and engagement in the Arctic region,withparticular attention to its participation in the CAOF Agreement.Finally,the article concludes by discussing China’s role and implications for sustainable Arctic governance and its broader implications for evolving international environmental and ocean governance.
文摘International cooperation is vital for the polar regions.China’s past polar cooperation has tended to focus on intergovernmental and bilateral mechanisms rather than regional cooperation.However,regional and subregional cooperation is playing an increasing role in the polar regions with the rapid development of geopolitics and global climate change.Involvement in three subregional polar organizations—the Asian Forum for Polar Sciences(AFoPS),the Pacific Arctic Group(PAG),and the China-Nordic Arctic Research Center(CNARC)—in the last two decades reflects China’s improved skills and flexibility in participating in international polar cooperation and represents an exercise in the“win-win”principle under China’s Arctic policy.This paper presents a review of the development of polar subregional cooperation,examines China’s participation in three of subregional organizations and provides feasible suggestions for China’s future engagement with these organizations.
文摘目的探索基于虚拟现实(virtual reality,VR)的注意力训练对抑郁发作患者认知功能的改善效果。方法纳入64例符合DSM-5诊断标准的抑郁症及双相障碍抑郁发作患者,采用简单随机抽样法分为VR训练组(n=23)、计算机认知矫正治疗(computerized cognitive remediation therapy,CCRT)训练组(n=21)和空白对照组(n=20)。认知训练干预前,采用中文版精神分裂症认知功能评估成套测验[Measurement and Treatment Research to Improve Cognition in Schizophrenia(MATRICS)Consensus Cognitive Battery,MCCB]B版检测3组的信息处理速度(information processing speed,IPS)、注意/警觉性(attention/alertness,ATT)、工作记忆、词语学习、视觉学习、推理及问题解决、社会认知7个领域的认知功能;检测完成后,VR训练组和CCRT训练组分别进行VR注意力训练和CCRT注意力训练,训练周期为4周,每周5 d,每天训练时长为30 min,空白对照组不做任何与注意力训练相关的处理。训练结束后,再次采用MCCB A版检测3组的认知功能。采用重复测量方差分析和配对样本t检验比较3组的认知功能变化差异。结果(1)干预前,3组认知功能分数差异无统计学意义(均P>0.05)。(2)经过4周干预后,在IPS、ATT和视觉学习上,VR训练组[(56.74±9.68)、(56.48±10.22)、(57.83±4.16)分]、CCRT训练组[(48.90±9.77)、(49.48±9.51)、(55.95±5.52)分]和空白对照组[(50.35±7.93)、(47.55±7.80)、(47.95±9.90)分]的组别×时点存在交互作用(F=14.06、12.88、9.39,均P<0.01);简单效应分析显示,VR训练组的IPS和ATT得分高于CCRT训练组和空白对照组(均P<0.05),VR训练组和CCRT训练组的视觉学习得分高于空白对照组(均P<0.01)。(3)VR训练组的IPS、ATT、视觉学习和总体认知干预前后比较差异有统计学意义(t=-9.33、-6.00、-5.13、-6.26,均P<0.01)。结论基于VR注意力训练对患者的注意力具有一定的改善作用,并且其效果可能优于CCRT注意力训练。
