bluuebunny/crossref_metadata_2025 huggingface dataset:
Inbreeding and Heterosis in Pig Breeding
Authors: Donald H. P.
Published: July 2016

The two fundamental methods for genetical improvement of livestock are selection on die basis of performance and mating according to relationship. The most familiar forms of the latter are crossbreeding and inbreeding according as mates are chosen which are less closely or more closely related than the average of the breed.

The possibilities of inbreeding, followed by crossing, were exploited in the production of ‘ hybrid corn’ in U.S.A. and the success achieved led to the hope that similar methods might be successful in livestock breeding. Accordingly the Regional Swinebreeding Laboratory organised a programme of producing inbred lines of pigs and then crossing them. During the 12 years of this programme, about 90 inbred lines have been started and about 50 still survive. Inbreeding degeneration is greatest in those characters, such as fertility and viability, which have been subject to intense natural or artificial selection. The inbreeding decline in growth rate and economy of food utilisation is considerably less. When the lines are crossed in pairs the average performance of the first cross pigs is the same as that of the initial population.
The Feeding of Antibiotics to Pigs
Authors: Blount W. P.
Published: July 2016

The credit for the discovery that antibiotics in stable form added to feedstuffs (in amounts so small that they resemble vitamins) have growth-promoting properties, goes to Lederle Laboratories, a subsidiary of the American Cyanamid Company. This was in 1948 and was revealed during studies with residues following the manufacture of aureomycin. It was found that these were a rich source of vitamin B12 which had been discovered to have growth-promoting properties when added to all-vegetable diets. But the aureomycin residues contained a further stimulus to growth which was later found to be related to the antibiotic itself.
Progeny Testing of Welsh Mountain Sheep
Authors: G. L. Williams
Published: July 2016

The progeny test is generally regarded as an important aid to selection in livestock improvement. It is by no means a new method, but it seems to be in the limelight today. The usual methods of selection have brought us to a certain standard of performance, and apparently any further imporvement can only result through the application of the progeny test.

It is worth pointing out that cattle, especially dairy cattle, pigs and poultry have received more attention by the scientist than sheep. This may be due to the fact that these animals are more under the direct control of the breeder than sheep. They require daily attention whereas a hill flock of sheep may not be seen for weeks or months by the breeder. Again one has definite objectives in view when breeding dairy cows or hens; one can weigh the milk and count the eggs but the task of the hill sheep worker is considerably more complicated.
Comparative Value of Three Sources of Vitamins A and D for Fattening Pigs
Authors: Barber R. S. , Braude R. , Coates M. E. , Harrison G. F. , Mitchell K. G. , Thompson S. Y.
Published: July 2016

The efficacy of three sources of vitamins A and D supplements was tested in an experiment with fattening pigs involving the following four treatments :

(1) Control—basal meal.

(2) As control, but at one week of age the pigs had been given a single intramuscular injection of a commercial preparation, supplying 500,000 i.u. of vitamin A and 100,000 i.u. of vitamin D3.

(3) Basal meal + 1 % cod-liver oil (containing 500 i.u./g. of vitamin A and 68 i.u./g. of vitamin 3), supplying 2,270 i.u. of vitamin A and 309 i.u. of vitamin D3 per lb. of diet.

(4) Basal meal + synthetic vitamins A and D concentrate (containing 50,000 i.u./g. of vitamin A and 5,000 i.u./g. of vitamin D3), added to supply 2,250 i.u. of vitamin A and 300 i.u. of vitamin D3 per lb. of diet.

The basal meal which was the standard fattening diet used at Shinfield consisted of: fine miller’s offal 50, barley meal 30, flaked maize 10, white fish meal 10, all parts by weight. It should be noted that the diet contained a precursor of vitamin A, and it was calculated that this would provide about one-third of the recommended allowance of vitamin A for fattening pigs.
Investigations on the Vertebral Column of the Welsh Pig
Authors: Rees Evans E. T.
Published: July 2016

Body length has long been emphasized by the Scandinavian breeders as being of paramount economic importance in the selection of pigs for the British market. (Rozycki; Jespersen and Madsen ; cited by Smith and Robison, 1934). The development of strains or breeds of pigs possessing some uniformity regarding body length may well assist materially in producing at home the type of bacon which the British housewife needs instead of the continued importation of such bacon from those countries which have for so long dominated our markets. The difficulty of assessing in the live pig what its carcass grade will be, or of forecasting in the weaner its potential quality as a baconer, calls for scientific investigation into the ways and means of doing this, particularly for the selection of pigs for breeding and improvement policies.
Problems of hill sheep improvement
Authors: Doney J. Mackay
Published: July 2016

For any programme of livestock improvement to be successful it is necessary to investigate the mode of inheritance of the various economic characters and their relative importance in the given set of circumstances. Many practical attempts at agricultural improvements have failed to give satisfactory results because the objective has not been well co-ordinated with the overall economic, environmental and even social conditions.

In this paper the possibilities of genetic improvement of a flock of Welsh Mountain sheep will be reviewed in the light of the results of investigations carried on at the College Farm of the University College of North Wales, Bangor, from 1949 to 1955. The investigations were made to determine the relative values and mode of inheritance of several basic measurable characters in the flock of 600 breeding ewes managed under typical hill conditions.
Drama as a Tool in Interpretation: Practitioner Perceptions of its Strengths & Limitations
Authors: Adcock Lynne , Ballantyne Roy
Published: July 2016

Although environmental and heritage interpretation aims to connect humans with their natural and cultural heritage, and has the potential to contribute to a vision of sustainable living, it often falls short of engaging and inspiring its audiences. Some interpreters advocate the use of artistic approaches to create more affective (imaginary-emotional-sensory-aesthetic) experiences. One approach considered compatible is drama. Powerful dramatic experiences can embed interpretive stories in the emotions and leave enduring impressions. Drama is accepted as an interpretive tool overseas, yet it is under-utilised in Australia. How can it be used to strengthen interpretation in this country? This paper presents the outcomes of research investigating the perceptions of ten Queensland practitioners of dramatised interpretation regarding drama's strengths, limitations and value as a tool in interpretation. The authors contend that drama has much to offer interpretation, although further evaluative studies are clearly needed.
Planning for Success: Factors Influencing Change in Teacher Education
Authors: Ferreira Jo-Anne , Ryan Lisa , Tilbury Daniella
Published: July 2016

Teacher education is widely recognised as a key strategy that is yet to be effectively utilised to embed environmental education and/or education for sustainability in schools. This paper reports on a research study that examined a range of pre-service teacher education initiatives, both in Australia and internationally, that were seeking to reorient teacher education towards environmental sustainability. This paper reports on six factors utilised across the initiatives that were critical to their success. These were (1) the nature and length of funding arrangements; (2) the range and quality of partnerships and networks; (3) the curriculum focus and the teaching and learning processes used; (4) the nature of, and incentives for, participant engagement; (5) the level at which a change was being sought; and (6) the use of evaluation as a tool for learning and ongoing improvement. This paper discusses why and how each of these six factors proved critical and explores the implications for initiatives seeking to reorient teacher education towards environmental sustainability.
Caring for the Environment: Challenges from Notions of Caring
Authors: Martin Peter
Published: July 2016

In 2003 John Fien presented an argument for environmental education to encompass deep and wide caring for human and nonhuman nature (Fien, 2003). His philosophical discussion of care outlined work by Nel Noddings (1984; 1992). In this paper I continue that project by indicating how Noddings' work provides signposts for environmental educators to think about their students' relationships with the nonhuman natural world. I argue that one consequence of Noddings' conception of care is that advocacy for considering humans to be a part of nature might be counterproductive to developing a student's capacity to understand a caring relationship with nature. In conclusion I draw on the structure of a care ethic to suggest practical implications for environmental education and the development of a relational self.
Happy Birthday Silent Spring: Towards Reconceptualising Science and the Environment
Authors: Dillon Justin
Published: July 2016

Rachel Carson's book, Silent Spring, an exposé of the perils of aenal spraying of pesticides in the post-war years, was first published forty years ago, in 1962. Views about the book and its impact vary considerably. This paper takes a critical look at some of the claims made by her supporters, in her name, about the role and value of science. Carson is highly critical of some aspects of science and of some scientists, however, I argue that Carson did not argue against the value of science as a way of knowing. Her message that it is the misuse of science, sustained by individual greed and market forces, that is the problem, has been lost, deliberately or accidentally.
Environmentalism & Education
Authors: Blake Trevor , Cock Peter
Published: July 2016

In this paper we examine the tension between the development of an holistic understanding of the diverse relations linking people and environments and the dominant, technocratic orientation of tertiary environmental studies programs. Different ideologies of environmentalism are seen to be reflected in specific modes of research, education and social practice. We describe how the Graduate School of Environmental Science at Monash University has worked with these tensions. We have sought in the GSES to incorporate a more interdisciplinary, critical environmentalism that may promote a movement towards a more sustainable, equitable and enriching society.
Fostering Civic Participation Through Youth Town Councils in Europe
Authors: Mortari Luigina
Published: July 2016

One objective of environmental education is that of educating the young to play an active role as members of civil society. A way of promoting this kind of learning is that of engaging the young in participatory activities in which they can contribute to the conception and planning of a better quality of urban life.

This paper presents an educative experience based on the assumption that in order for the young to be empowered to become responsible citizens, it is important to grant them the role of “young citizens”, who actively contribute to the construction of a new way of thinking about the quality of urban life and where they are engaged in the production of ideas to be realised in the urban environment.

The educational research is framed in the phenomenological-hermeneutic theory of inquiry. The data have been collected from the analysis of the ideas expressed by the participants both in individual written reflections and in conversations in the classroom.
Indigenous Knowledge: Towards Learning Materials and Methodologies that Respond to Social Processes of Marginalisation and Appropriation in Eastern Southern Africa
Authors: O'Donoghue Rob
Published: July 2016

This study sheds light on how a rich legacy of intergenerational, contextual knowing (indigenous environmental knowledge) was successively overlooked and marginalised, or was appropriated and re-orientated in developing scientific institutions, in eastern southern Africa. The Nguni case evidence reviewed, uncovers a somewhat blind appropriation and reorientation of environmental knowledge in the colonial administration and within emerging scientific institutions. It examines how processes such as this served to marginalise indigenous “ways of knowing,” and consequently, “African knowledge systems” in the region. Evidence of colonial oppression is nothing new, but a closer look at some of the institutional processes involved is used to inform the design of the “IK & Today,” materials being developed with educators and communities by researchers working on The National Research Foundation (NRF) programme of the Rhodes University Environmental Educatiuon Unit.
Environmental Attitudes and Knowledge of Year 11 Students in a Queensland High School
Authors: Clarke Bruce
Published: July 2016

In 1993 a secondary school in Queensland was surveyed in order to measure the environmental attitudes and knowledge of its community. A questionnaire was developed using published items wherever possible. This report describes the responses provided by the year 11 population of the school. Demographic data on gender, region of birth, neighbourhood type and subject orientation were collected. Attitudinal data was collected in three parts: an affective component using the New Environmental Paradigm scale, a verbal commitment component and an actual commitment component. Data on factual and conceptual knowledge were also collected. Respondents registered highly positive attitudes and commitments to the environment but generally low scores on the knowledge scales. Demographic, attitudinal and knowledge data were analysed for possible interrleationships; correlations obtained were similar to those reported in the literature. However, the respondents' gender and academic orientation were not statistically related to their pro-environmental attitudes or knowledge.
Higher Education Inc.: The Personal and Professional Dilemmas of Environmental Educators Undertaking Research With/For Private Corporations
Authors: Davis Julie , Ferreira Jo-Anne
Published: July 2016

We are living in an era of market-driven, globalised economies characterised by reduced public investments in what, until now, have been considered public goods and services. In Australia and elsewhere, education, and higher education in particular, has seen steady declines in government funding. This has prompted universities to become much more entrepreneurial and to seek out new funding opportunities to support their teaching and research activities. This paper reflects on the personal and professional dilemmas and challenges we faced as two early career environmental education researchers who were commissioned to undertake research for a private corporation. As a result of issues raised during this process, we engaged in a critical reflection of our perceptions and feelings about our involvement in the project. In essence, dilemmas and challenges centred around two issues: (1) control/ ownership of the research; and (2) the clash between corporate and university values. This paper explores these issues and suggests that greater mindfulness on the part of individual researchers as well as the development of better university-corporate partnership processes and protocols might provide useful starting points for overcoming such dilemmas and for moving forward with university-corporate research partnerships.
Teacher Education: A Diluted Environmental Education Experience
Authors: Miles Rebecca , Harrison Linda , Cutter-Mackenzie Amy
Published: July 2016

This paper presents the findings of a small-scale research project about student teachers' perceptions and experiences of environmental education. The context of this study is a pre-service teacher education faculty in rural New South Wales, Australia. A combined methods approach was applied, with a survey designed from rich data elicited through focus group interviews. The focus of this paper is on the findings of the survey, revealing that prospective teachers' preparedness in environmental education is diluted by their teacher education experience and that such experiences are not providing a stimulus for novice teachers to practice environmental education.
Australia's Response to a UN Decade in Education for Sustainable Development
Authors: Tilbury Daniella
Published: July 2016

The United Nations Decade of Education for Sustainable Development (DESD) 2005-2014 provides a significant platform to enhance the profile of Education for Sustainable Development (ESD) in formal and informal learning spaces and ultimately to assist in transforming our future into a more sustainable one. The article presents a brief summary of Australia's response to the DESD since its announcement in 2003. It argues that if stakeholders interpret the Decade as “business as usual”, rather than as a chance to reflect on how to be more strategic and reach out to key decision-makers or how to be more effective in involving a greater number of stakeholders in learning and change for sustainability, then the opportunities presented by the DESD will be missed.
UNESCO's Approach to Implementing the Decade of Education for Sustainable Development (DESD) in Asia and the Pacific
Authors: Elias Derek
Published: July 2016

As lead agency of the DESD, UNESCO focuses on partnerships to activate networks and projects in support of ESD. Established committees in Asia and the Pacific are enhancing coordination and cooperation throughout the region. At present, the focus is on mobilising the media, private sector and youth as key stakeholders in achieving ESD. UNESCO recognises the value of linkages and is linking to other programs such as teacher education and supporting existing institutions working in related fields of ESD. UNESCO is involved in a collaborative project to develop monitoring and reporting mechanisms for the DESD in Asia-Pacific. Awareness-raising is increasing understanding of ESD and encouraging active involvement of partners across the region.
South America and Education for Sustainable Development
Authors: Ostuni Josefina
Published: July 2016

Three South American countries, Argentina, Chile and Brazil, have been selected in order to study the impact of the document “The United Nations Decade of Education for Sustainable Development”. In these countries, whose people react energetically against any attempt to break the environmental balance, the synergic power of education is recognized. Therefore, it can be observed that the content sustainable development has been incorporated in the new educational schemes since 1990s in all their levels. The analysis in the formal, non formal and informal education of these countries shows us that they have the environmental issue well contemplated. But, it is necessary to emphasize the interrelations of three essential components: environment, society and economy in order to develop solidary values for improving a sustainable present and future existence. In relation to the “The United Nations Decade”, it is noticed that although different measures have been adopted, conjoint work by the region's countries from a Latin American perspective is required.
Sustainable Development in Learning, Leadership and the Law: A Review Essay
Authors: Gough Noel
Published: July 2016

This review essay offers a critique of the concepts of sustainability and sustainable development through an appraisal of three recent texts. These texts explore issues of sustainability and sustainable development in the context of three different (but interrelated) discourses-practices, namely, (lifelong) learning, (educational) leadership and (environmental) law. The texts reviewed are:

Halsey, Mark. (2006). Deleuze and Environmental Damage: Violence of the Text. Aldershot: Ashgate.

Hargreaves, Andy, & Fink, Dean. (2006). Sustainable Leadership. San Francisco: Jossey-Bass.

Scott, William A. H., & Gough, Stephen R. (2004). Sustainable Development and Learning: Framing the Issues. London and New York: RoutledgeFalmer.
Public Participation in Stagwatching Surveys of a Rare Mammal - Applications for Environmental and Public Education
Authors: Lindenmayer David , Tanton Michael , Linga T. , Craig Steve
Published: July 2016

There is increasing awareness of environmental issues in Australia (Victorian Government 1986, 1987). However, public participation in many such issues is typically limited to comment and submission on government policy, management plans and a range of other environmental statements. It is rare for the public to be involved in the scientific research upon which many environmental policies are based.

Recent surveys for the rare and endangered Leadbeater's Possum, Gymnobelideus leadbeateri have been an exception to this trend (Lindenmayer et al. 1990a, 1990b, 1990c). These studies have used a new wildlife survey technique termed stagwatching (Lindenmayer, 1989; Lindenmayer & Press, 1989) involves observing and counting animals emerging from nest and den sites in very large living or dead trees with hollows (“stags”) at, or close to, dusk. Animals are observed and recognised in silhouette. Because many Australian animals regularly move between nest sites, stagwatching is dependent on simultaneously watching all stags in a known area (= 3 ha in this study) (Smith et al. 1989). This makes stagwatching extremely labour intensive and its success is dependent on substantial participation by the public. Our experience of this public support suggests that stagwatching has considerable value for use in public and environmental education to increase the awareness of methods of study and understanding of forest biology and conservation. The values of stagwatching in environmental education are identified in this paper, and a case study of the use of stagwatching in surveys for Leadbeater's Possum is also presented. The methods used to organise the stagwatching program are documented so they may be adopted and modified for teaching a range of topics about Australian forests.
Into the 1990s: EE in the USA
Authors: Disinger John F. , Floyd Donald W.
Published: July 2016

Activities in environmental education in the United States during the 1980s are summarized, in terms of audiences involved – formal (school), college/university, and non-formal. Discussion focusses on specific programs and materials, in summary fashion. Trends are noted, and speculative projections into the 1990s are offered.
Developments & Challenges in Australian Environmental Education
Authors: Fensham Peter J.
Published: July 2016

This year of 1990 is an appropriate time to review the place of environmental education in the Australian school curriculum. After a period in the mid 1980s when environmental issues and political attention to the environment were on the back burner in comparison with economic issues, the environment is again a top international political priority. With Green victories in a number of European elections, even the hitherto unmindful Thatcher government in Britain is claiming an environmental concern and announcing several conservation measures, albeit with rather distant targets compared with a number of their prospective partners in Europe.

The Hawke government in its third term sensed a growing environmental disenchantment among its supporters, and appointed one of its heavy-weights to the Environment portfolio. This move, and the strong action he took over several sensitive issues, were enough to keep the Green preferences in line and ensure in 1990 a fourth, unprecedented Labor term of office.

The first Australian government involving official Green support appeared in Tasmania and in most of the other states the governments have upgraded Conservation and the Environment among their ministries.

Most Australians, according to a poll conducted late in May (The Age, 15 June, 1990), feel that the threat to the environment is real, and that its protection should be put ahead of economic growth. Such strong public support for the environment would have been unthinkable a decade ago, even though the evidence for much of the now widely recognised damage to the Australian and global environment was available.
The Waste Wise Schools Program: Evidence of Educational, Environmental, Social and Economic Outcomes at the School and Community Level
Authors: Armstrong Patricia , Sharpley Brian , Malcolm Stephen
Published: July 2016

The Waste Wise Schools Program was established by EcoRecycle Victoria to implement waste and litter education in Victorian schools. It is now operating in over 900 schools in Victoria and 300 schools in other Australian states / territories. This paper provides detailed case studies of two active schools in the Waste Wise Schools Program and considers for each school how the Program started, what it meant to the school, the environmental, educational, social and economic outcomes of the Program and the key success factors. It discusses evidence that the Program has changed the thinking and behaviour of many families at the schools, suggesting that the children may be acting as catalysts to influence their parent's waste wise behaviour, i.e. having an intergenerational influence. Guidelines for promoting this influence are proposed.
Adolescent Students' Conceptions of Different Environments Through Photographs
Authors: Gerber Rod , Kwan Tammy
Published: July 2016

Photographs of familiar and unfamiliar environments are used extensively in studies about areas around the world. The study reported here describes a pilot investigation of how 27 Australian secondary school adolescent students understood and interpreted a familiar environment (represented by Australia) and unfamiliar environments (represented by Singapore and Hong Kong) through 18 coloured photographs. Few of these adolescent students had visited Singapore or Hong Kong, but most of them have travelled in their home country, Australia. They have viewed more of the Australian environment than the Asian environments through media such as television.

The results from this pilot study revealed considerable variation in their understanding of Australian as opposed to Asian environments. The familiar Australian environments were described in physical and human terms whereas the less familiar Asian environments were described in human and cultural terms. Qualitatively different conceptions were also derived from the adolescent students' interpretation of land use and environment from these photographs.
For the Total Environment: Bill Stapp's Contribution to Environmental Education
Authors: Gough Annette
Published: July 2016

Bill Stapp passed away in May 2001, thirty one years after his first influential visit to Australia. Although many among the current generation of younger environmental educators might not know his name they are very likely to be working within a framework for environmental education that he worked hard to establish. This paper discusses his contribution from a socially critical standpoint and within the context of the relationship between formal education and informal settings that underpinned his work. In writing this paper I draw on his writings, commentaries on his work, personal knowledge and an in-depth interview I conducted with him in 1991.
Sustaining Innovation in Education: Experiences in the Learning for a Sustainable Environment Project
Authors: Tilbury Daniella
Published: July 2016

This paper provides a discussion about what education and development planners can learn about initiating and sustaining innovation at the teacher education level from the Learning for a Sustainable Environmentproject. It reflects upon how research processes can contribute to sustainable (long-term) developments within teacher education. Essentially, it seeks to address questions about how to make environmental education a permanent feature of teacher education practice and curricula.

The chapter begins with arguments why the issue of sustaining innovation has become an important one. It then identifies the principles and processes within the Learning for a Sustainable Environmentproject which support its innovative components on a long-term basis. The final section reflects upon the next stage of the project which is to involve the setting up of action research networks within different countries. It discusses how the principles and processes of sustainability identified, may be used to support the national process. The value of the Learning for a Sustainable Environmentmodel for developments in education at the practical level is also briefly considered. The chapter argues that the action research network model used in Learning for a Sustainable Environmentproject provides a democratic, culturally relevant and sustainable approach to development in education at the cross-cultural level.
Environmental Responsibility through Social Construct Analysis: Insights from a Twenty Year Experiment
Authors: Fisher Frank
Published: July 2016

Maurice Strong's UN environment conference in Stockholm, 1972, provided international legitimacy for environmental concerns. From that springboard a number of Australian universities established the nation's first environmental studies programs, all Masters degrees. Ten years later Monash University made its program's first and only substantial transformation, a formal obligatory (‘core’) introduction to transdisciplinary thinking. This special sectionof theAJEEoffers six examples of student writings from that attempt. They are drawn from the work of the year 1999 students who undertook part 1 of the three part core subjectSystems Thinking and Practice.

In 1979, seven years after its commencement, an Ad Hoc Committee to Review the Master of Environmental Science Program at Monash University proposed to ‘integrate the diversity of subjects that comprise the core’ and to minimise the ‘dangers of superficiality … and narrow specialisation’. No further guidance was given as to what this meant nor how it was to be done. Nevertheless, from this seed began the intellectual transformation the program. No additional funding was provided. The project was simply supported by the good will of staff from various faculties. To date a thousand students have wrestled with the new program in one form or another.
Legislation in Australia: Social Control or Education?
Authors: Clarke Tenille
Published: July 2016

The primary function of legislation in Australia is that of an educative one rather than an enforcement role. An example of legislation the main function of which is to educate is the Occupational Health and Safety Act, 1985 (O.H.&S. Act). The main aim of the Act is to legislate for a safe work place, breaches of the Act can induce human suffering, therefore the Act is designed to prevent workplace accidents, not to prosecute.

The O.H.&S. Act was introduced after a time of social change. The sixties and seventies were times of protest on matters concerning equality for women and for many underprivileged groups. As a result of this, a demand for the rights of safety within the workplace followed. With the advent of the Act in 1985 came a legitimation to the premises of workplace health and safety. The demands for workplace health and safety were recognised by the government and it accommodated by legislating for a safe workplace. The OH & S Act satisfies a need to educate the public on workplace safety and the right to workplace rehabilitation after a workplace illness, by using many social mechanisms. These mechanisms include the set up of a beaurocratic organisation—Workcover, to administer the Act. Workcover educates the public through the use of training schemes, graphic television commercials and standards as a guide to correct practice. Evolution of the Act to management of safety by employers and employees demonstrated that legislation is a self-referential system that has feedback loops which are the result of the education of society. The mechanisms used in the processes of education are socially constructed. Legislation is therefore used to guide society into acceptance of an ideal/framework.
Listening to Secondary Pre-service Teachers: Implications for Teacher Education
Authors: Jenkins Kathy
Published: July 2016

This paper highlights issues identified in a study that explored the perceptions of secondary pre-service teachers, from Key Learning Areas (KLAs) that are traditionally and non-traditionally linked to environmental education. Perceptions shared by these pre-service teachers illustrated that they held views about the nature and scope of environmental education that could limit their practice as potential environmental educators. They also shared perceptions about constraints to the implementation of environmental education policy into practice. Implications for pre-service teacher education are discussed in light of these findings.
Gesturing Toward an Intercultural Conversation in Environmental Education
Authors: O'Riley Pat
Published: July 2016

Considering global revisioning and reshaping of the relationships between and among people, other living things, geographies, epistemologies and ways of (re)presenting the world, environmental education might benefit from a more diverse knowledge community. The conversation in environmental education has been largely articulated by science educators and others schooled in the ways of the West. Indigenous communities have not been an integral part of the conversation, rather indigenous epistemologies have been absented or whited out (and otherly hued) and now virtual ized in the Net/scape.

According to John Willinksy (1998), the legacy of imperialism in the West is that we are schooled in differences. We are taught how to divide the world and to construct borderlines of discrimination and privilege between the West and ‘the rest’. In this context difference is seen as negative. Willinsky (1998) argues that students have a right to know that exclusion of ‘other’ is ‘not simply an oversight but a feature of how the disciplines … have gone about dividing the world since the age of the empire’ (p. 250). Furthermore, Noel Gough (1998) writes that Western education attempts to generate global knowledge for all and ‘all around the world,’ but it is the economic interests of ‘developed’ nations [and, I would add, the interests of the political/economic elite of ‘developing’ countries] which are reflected ‘obscuring the exploitation, domination, and social and political inequities underlying global environmental degradation’ (p. 511).
Research in Progress: Does Environmental Interpretation Influence Behaviour through Knowledge or Affect?
Authors: Howard Jonathon ,   Office of National Tourism
Published: July 2016

Interpretation is frequently seen as effective in managing tourist-wildlife interactions because it increases awareness about a species and encourages a conservation ethic (Beckmann 1991, Moscardo 1998). Interpretation has been advocated as the most effective management strategy for wildlife encounters (Orams 1996). Implicit in this belief is that by changing people's attitude, interpretation will change their behaviour (Roggenbuck 1992).

Petty et al. (1997) define an attitude as an evaluation of an object (eg. people, animal, etc.) that exists along a dimension ranging from positive to negative. In reflecting on attitude change it helps to conceptualise an attitude as comprised of three main components: affect, cognition, and behaviour. The affective component consists of a person's feeling towards an object, the cognitive component consists of a person's knowledge and understanding of an object and the behavioural component involves a person's actual behaviour towards the object (Knudson et al. 1999).

Although attitude is conceptualised as having three main components, most past research on interpretation has focused on changes in cognition (Beckmann 1991). Howard (1998) suggested that as people attend interpretive programs at leisure affective realms are important, and as such, mood theory might improve our understanding of: the intrinsically rewarding feelings that characterise this type of leisure experience; and how interpretation may influence people's behaviour. The influence of affective realms on interpretive programs is poorly understood and not well researched (Howard 1998). This paper contributes to our understanding of cognition and affect in interpretive setting by providing the results of a preliminary study conducted at Mon Repos Conservation Park.
Partnerships in Environmental Education: The University of Notre Dame Australia, CALM, Local Government and the Community
Authors: Morrison-Saunders Angus , Field Gil ,   Australian National Training Authority,   Commonwealth Department of Tourism,   Department of Conservation and Land Management,   Department of Conservation and Land Management,   Department of Conservation and Land Management undated,   Department of Conservation and Land Management,   Environment Australia,   State Training Board of Western Australia,   UNESCO-UNEP
Published: July 2016

The Department of Conservation and Land Management (CALM), which is responsible for the management of natural areas in public ownership within Western Australian and wildlife management throughout the state, has entered into a partnership with the University of Notre Dame Australia to deliver some of the units within their Environmental Studies and Tourism programmes. CALM involvement with the university started in 1994 with the provision of occasional guest lecturers and involvement in field excursions with the students over a range of units (eg. during visits to national parks and other sites managed by CALM). More recently, however, CALM have taken the responsibility for presenting two units in their entirety: ES/ BS 181 Ecotourism and Heritage Management andES280/380 Recreation Planning and Management. In addition to the partnership between these two institutions, the two units directly involve local government and the community.

This paper presents details of the two units and discusses how this partnership contributes towards community leadership and responsibility and represents effective environmental education.

In order to appreciate the educational benefits of the partnership between CALM and the University of Notre Dame Australia, a brief overview of the two units taught by CALM is provided.

The Ecotourism and Heritage Management unit focuses on interpretation techniques in natural and cultural heritage area management and the business of cultural and ecotourism. Subjects include interpretive planning, project design and evaluation as well as the planning, design and presentation of ecotours and other guided interpretive activities.
Aboriginal Education and Colonialism: Our Earthlinks Under Threat
Authors: Everett Jim
Published: July 2016

Three themes are set out in this paper. The first is that learning about ecologically sensitive living–and putting that living into practice–are central to Aboriginal indigenous education. Second, Australia's first peoples were and are deprived of landscapes providing the base to their spirituality; continuing processes maintain that loss of independence. The third is that Aboriginal and non-Aboriginal Australians need to address quickly courses of action which provide for a reinvigoration of that landscape connection and independence. This need has points of significance for environmental educators, several of which are presented.
Postgraduate Environmental Education Research: Meeting the Needs of the Community
Authors: Harris John , Robottom Ian
Published: July 2016

This article reports on experiences gained in two postgraduate programs in environmental education—one at the University of Canberra and one at Deakin University. The paper draws from the work of several postgraduate students who are exploring environmental issues in their communities as part of their postgraduate studies. The paper addresses some issues associated with community-based environmental education, including:

• research as participation in the critical appraisal of environmental situations

• the need for the research to be responsive to the needs and interests of the community

• the role of the researcher as change agent.

The article concludes that community-based environmental education research is a powerful learning experience for postgraduate students who are at the forefront of the research process and communicating directly with the community.
The Significance of ‘Special Ways of Knowing’ for Environmental Education
Authors: Mahony Denis
Published: July 2016

Attempts to model the learning process in environmental education were seriously pursued during the latter part of the 1970's (Greenall Gough 1993) and became a preoccupation with many researchers during the 1980's. This article which contributes to this body of research reports on a study undertaken between 1988 and 1994 (Mahony 1994). The project focused on a process antecedent to the above model, namely the manner by which a person comes to understand and relate to his or her environment, on the premise that a viable environmental education should be based on this foundation.

This study of an adult rural population in the Wollombi Valley of NSW, Australia, combined a contextual historical survey with a qualitative field study derived from an interpretivist paradigm. It identified four intuitive and experiential ways of knowing which constituted well defined ideologies and for which the term ‘positions’ was adopted to convey an idea of their existential and entrenched character. The positions were designated Men of the Land, Earth People, Other Agenda Folk and Unaligned Individuals.
Beyond Constructivism: A Goethean Approach to Environmental Education
Authors: Hoffmann Nigel
Published: July 2016

Environmental education is only at a developmental stage, having originated in response to the environmental problems which have been most pressingly felt in the last thirty years or so. There is a general concern that we do not unconsciously carry into our new philosophies and methodologies the very dysfunctions which led to our environmental problems in the first place. Consequently there has been a search for paradigms of knowledge and enquiry which are adequate for the new problems that we face, paradigms which recognise the essential interrelatedness of all forms of life and the fact that enquirers are themselves part of environments, not just external observers as it is considered in classical rationalist science. The philosophy and method of critical evaluation which goes by the name ‘constructivism’ declares itself to be a way which can lead us beyond the mistakes of earlier theories of knowledge. I will be contending that, rather than being a way beyond rationalism and positivism, the constructivist approach is entirely bound up with that which it seeks to criticise, even if it assumes a radical posture. Out of this critique of constructivism and by way of the ideas of the German philosophers Friedrich Nietzsche and Martin Heidegger and the scientific methods of the poet and ‘nature-philosopher’ Johann von Goethe, I will adumbrate an approach to a new form of environmental education which I believe can satisfy our concern that the problems of the past are not perpetuated in a new guise.
Environmental Education: A Mismatch Between Theory and Practice
Authors: Spork Helen
Published: July 2016

Environmental education has received widespread recognition over many years as being an important process in the preservation and improvement of the world's environment (Lucas, 1979; UNESCO-UNEP, 1988). Environmental education assumes this importance through its potential to involve people at local, national and global levels in a socially active, problem solving, critical and participatory process (Greenall, 1987, 1990; Robottom, 1987) to ultimately develop environmentally literate, responsible and active citizens (Hines, Hungerford and Tomera, 1986/87; Stapp, 1969). Obviously then, environmental education is much more than just a process of knowledge transmission about the environment and awareness raising of specific environmental problems. Rather, environmental education is described by many (e.g. Greenall, 1987; Huckle, 1983; Lucas, 1979; Robottom, 1987) as a process that facilitates the challenging of dominant environmental attitudes and behaviour patterns of individuals, groups and entire societies to bring about positive social transformation and the development of a new environmental ethic.

For environmental education to fulfil this role of social and ethical change, it is internationally recognised that environmental education must address knowledge, awareness, skill, attitude and participation objectives (UNESCO-UNEP, 1976, 1978, 1988). Much of the literature on environmental education encapsulates this range of objectives into three broad categories or forms - education in the environment, education about the environment and education for the environment. Education in and about the environment is intended to develop the knowledge, awareness, attitude and skill objectives, while education for the environment has its focus on the values, ethics, problem solving and action objectives.
The Importance of Indicators and Standards to Social Awareness and why the Environmentally Concerned must Involve themselves in the Creation of New Indicators
Authors: Tan Bernard
Published: July 2016

Since the beginning of industrial revolution, growth and development of industries have brought new creations and changes to our life. This continuous progress has produced major environmental accidents and has influenced the human's health, climatic change, destruction of ozone layer, extinction of animal species and plants.

These global crises and environmental tragedies highlight areas of significant concerned. Environmental groups are promoting and educating the communities on environmental issues and induce awareness on environmental trends and regulatory policies to establish effective ways to curb pollution, reduce generation of wastes and to enforce stringent standards and regulations on industries.
Having Our Say: The Youth Environment Council
Authors: Clark Peter
Published: July 2016

On May 12-13 1997, at the instigation of the Chief Executive officer of what was the South Australian Department for Education and Children's services a student forum held in Adelaide dealt with many issues surrounding the idea of ecologically sustainable living. It was attended by 250 students from Years 4-12 with participants coming from most parts of the state. At the end of two days of group discussions and guest speakers students presented group responses to the Ministers for Education and Children's Services and for Environment and Natural Resources. Student responses addressed the following questions:

What and how should we learn about ecologically sustainable living in school?

What do schools need to do to be places that follow the principles of ecologically sustainable living?

What could the Department for Education and Children's Services do to support students and schools to achieve ecologically sustainable living practices?
Playing With the Planet: Environmental Education and Entertainment Software
Authors: Gray Kathleen , Nott Michael
Published: July 2016

A genre of computer software with which users simulate designing and managing natural resources and ecosystems deserves critical attention from environmental educators. Such software encourages users to develop their understanding of theoretical and applied ecology by manipulating virtual environmental forces in imaginative ways. This paper refers readers to a directory of software titles in thie genre. It argues that there is significant social and educational momentum toward increased use of such resources for teaching and learning about the environment. It presents some reservations about the nature and purpose of this genre of software, and outlines ethical, economic and experiential questions about it which have implications for the future direction of environmental education.