bluuebunny/crossref_metadata_2025_split huggingface dataset:
Sustainable Schools: Making Energy Efficiency a Lifestyle Priority
Authors: Purnell Ken , Sinclair Mark , Gralton Anna 
Published: July 2016

AbstractPromoting efficient energy use in schools that consequently reduces greenhouse gas emissions is the purpose of a residential Energy Efficiency in Schools (EEIS) program reported on in this paper. Research on this program aligns with one of the “key overarching sustainability issues”, set out in the Learning for Sustainability: NSW Environmental Education Plan 2002-2005: “Sustaining energy use, cutting greenhouse gases”. The EEIS program was sponsored by Queensland EPA, Ergon Energy and Education Queensland. Participants learnt about innovation, leadership, coal mining, greenhouse issues, the “greenhouse challenge”, conducting energy audits, alternative energy and promoting energy efficient practices in school and the community.Three EEIS models in Queensland that supported change in energy usage behaviours of participants (school students, parents and staff) is examined. In each of the models, interviews were conducted and questionnaires were completed with participants. In Model 1 it was found that, overall; the EEIS program did develop positive energy efficient behaviours in those who participated. In relation to whole school effects, mixed results were obtained. In Model 1 a rural school initially reduced energy consumption by fifty percent and in Model 2 significant changes in energy efficient behaviours in the school communities occurred. In Model 3 one school followed through an action plan and similar positive effects were observed. The development of an action plan that is implemented in the school, the selection of suitable participants, and post-program visits to schools by relevant staff were among the factors that contributed to the overall success. Each model was found to have achieved their aims to varying degrees but had outcomes that are likely to have both lifetime and possibly intergenerational effects.
How Can the VET Sector Drive the Adoption of Sustainable Practices in Industry?
Authors: Kent Jenny 
Published: July 2016

AbstractVocational education and training (VET) is often considered the enigma of education. For those that work in or research sustainable education within the schools and higher education sections, VET appears somewhat like the mysterious second cousin: often difficult to access and difficult to understand. VET differs quite markedly from the other education sectors. Its industry, skill and competency foci have been established through a distinct range of national and international drivers. Both the limited understanding of how VET operates and its institutional characteristics has bound the integration of sustainable education practices within the sector. This paper provides a brief overview of the VET sector within Australia and provides some insight into how sustainable education practices are being developed in VET. The recognition of elements of common ground between VET and sustainable education are proposed as an entrée into the sector that can influence the adoption of sustainable practices by industry.
Local Environmental Risk Assessment as a Sustainability Education Tool
Authors: Smith Garry , Koernicke Ingo 
Published: July 2016

AbstractExperience in Australia has demonstrated that problems arise when sustainability requirements appear to conflict with individual development rights or local lifestyles. Community partnering between government and the public is therefore of fundamental importance in working towards sustainable development. Unfortunately genuine partnering is only rarely achieved today, and consultation is a poor working alternative.Research at Sutherland Shire Council has concluded that citizens are prepared to undertake genuine partnering, including personal involvement in understanding and initiating lifestyle changes. However such willingness is subject to being provided with adequate information and with a genuine government commitment to take action.The paper describes a local environmental risk assessment procedure which successfully informs citizens about local risks and which demonstrates government commitment to openness and facts-based sustainability planning.
Perceptions of the Environment among the Gebaliya Bedouin
Authors: Reiss Michael J. 
Published: July 2016

AbstractThis paper provides data about how a people still in close contact with their natural physical environment, yet moving from nomadism to a sedentary (though still largely agricultural) lifestyle, perceive their environment. Drawings were obtained from children, and interviews undertaken with adults among the Gebaliya Bedouin in the Sinai desert. The drawings reveal an abundance of animal and plant life and a relative paucity of human artefacts. Wildlife and landscape evidently constitute a central component of these children's environments. The adult interviews reveal how the relationship of the Bedouin with their physical environment, though still an intimate one, has changed in the last two generations. The results are interpreted in the light of social and cultural changes among the Gebaliya Bedouin. The findings reported here may need to be heeded if attempts to preserve endangered wildlife in the Sinai desert, are to succeed.
Nature-Based Tourism as Education for Sustainability: Possibilities, Limitations, Contradictions
Authors: Brookes Andrew 
Published: July 2016

AbstractIn what sense might nature based tourism be considered education for sustainability? “Educational” confers an implied worthiness which may seem to offset the environmental costs of tourism. Moreover, nature-based tourism may indeed have an important educational role to play. This paper examines the role of “education” in ecotourism discourse, and argues that a predominance in ecotourism of an overly simplified set of educational concepts. These fail to convince that “educational” nature based tourism provides a significant contribution to education for sustainability, and equally fail to establish the necessity for tourism as a means to those educatonal ends which are achieved. The paper concludes with a discussion of some of the considerations which a more serious consideration of nature based tourism as education would have to take into account.
Teaching Responsibility for Climate Change: Three Neglected Issues
Authors: Lenzen Manfred , Smith Syd 
Published: July 2016

AbstractBased on a review of NSW and Victorian education materials, we conclude that the following three issues are neglected within education about climate change, and should be included in future syllabuses: (1) there are large disparities in per-capita greenhouse gas emissions between industrialised and developing countries. Hence, international equity and its implications for Australians must be addressed. (2) There is a considerable gap between the outcome of Australian emissions abatement, and reductions, which are necessary to achieve an ecologically sustainable and internationally equitable emissions level. Given the absence of adequate technological and political incentives, the potential of individual responses must be further explored. (3) Responsibility for climate change is not restricted to emissions from households and private cars, but must be extended towards emissions associated with the personal consumption of goods and services.
Adult Environmental Education and Ecology
Authors: Slattery Deirdre 
Published: July 2016

AbstractLand management is often a three-way partnership between management agencies, scientists and community members. Co-operation between these three sectors in working for better environmental outcomes has a long history in Victoria, and nature conservation has often previously been achieved through successful adult environmental education. The recent development of an ecology course on the Box and Ironbark forests continues this tradition. It was organised by the Department of Natural Resources and Environment (DNRE) for community interest groups and was taught by scientists.This article presents the results of qualitative research into some participants' view of their learning on the course. It suggests significant directions for adult learning in environmental education. An intensive experience of field-based scientific inquiry appeared to prompt not only ecological learning but also development of aesthetic, moral and action dimensions for the interviewees. The article suggests that environmental education needs to embrace fruitful elements of various learning methods for adults, including scientific learning about ecology. The process of enabling people to extend their knowledge of natural settings and processes can also enhance their relationship with and commitment to these places.
Stand Up, Stand Up and Be Counted: Undermining Myths of Environmental Education
Authors: Fien John 
Published: July 2016

AbstractThis paper explores some of the ideas that underlie different conceptions of sustainable development. It suggests the notion of ‘sustainable living’ may provide direction for the role of environmental education in the transition towards a sustainable society. Aspects of the emerging concept of ‘education for sustainable living’ are used to analyse some widely-held assumptions about environmental education practice. In doing so the paper seeks to contribute to the process of identifying a vision and practice appropriate to environmental education for a new millennium.
Ethnography, the Environment and Education—the Rottnest Voluntary Guide Experience
Authors: Ilett Annie 
Published: July 2016

This paper was originally written as part of my Masters of Education study of environmental education on Rottnest Island, Western Australia. This paper describes an initial observation exercise employing ethnographic research techniques to reveal the motivations, culture and world view of the Rottnest Voluntary Guides, a group of people who volunteer their time to conduct free environmental tours for the public visiting the Island.This observation exercise was followed up by an in-depth study, involving interviews with individual Guides, in an attempt to learn: how members of the group construct their world; what assumptions they make; what it is to be a member of that group; and why they chose to spend their time with the group.
Environmental Education Education and Self-concept: A Focus on Deaf Students (E.E. and the Deaf Self-concept)
Authors: Lostroh Diane 
Published: July 2016

To date there is a lack of research literature which indicates how environmental education is best implemented for people with a hearing loss and the contributions environmental education can make to their education and personal development. This research study focuses on environmental education for deaf students, taking into account low self-concept experienced by deaf individuals.It should be noted that the terms ‘deaf’ and/or ‘hearing-impaired’ are used by authors for their descriptions of people with a hearing loss. These terms may be distinguished as follows:
The generic term hearing impairment can be used to define a hearing loss at any level and the term deaf, on the other hand, is restricted to hearing loss that renders reception of speech nonfunctional (Simeonsson 1986, p. 196).
If You Really Want To Save The Environment
Authors: Trainer Ted 
Published: July 2016

It is important to distinguish between two sorts of greenies. First there are those who think that the environmental problem can be solved by more attention to clearing up, or minimising in future, the damage caused by industrial-affluent society. Most environmentally concerned people are in this category, calling for things like more pollution control, but having no recognition of any need to question our affluent lifestyles or the rate of producing and consuming and economic growth their society involves. The first part of the following discussion argues that this common position is mistaken, that there is no chance of solving the environment problem without facing up to drastic reduction in GNP and ‘living standards’.Unfortunately there are at present few greenies of the second type; people who realise that environmental damage is just one more huge problem being generated by our unsustainable ‘growth and greed’ society. There is no more important issue for environmental educators to focus on than the question of whether it is sufficient to patch up the damage being caused while plunging on down the track to ever-greater affluence and GNP, or whether the problems can only be solved by fundamental transition to a very different society, a radical conserver society. The argument below is that there is no chance of solving the environment problem nor any of the other major global problems facing us unless we move to lifestyles, patterns of settlement, values, and especially to an economic system which permit us to live well on far lower rates of per capita resource use and environmental impact that we have at the present in countries like Australia.
Environmental Education in New Zealand
Authors: Dowling Ross 
Published: July 2016

Environmental education in New Zealand (NZ) was born out of the environmental movement during the 1960s and 1970s. During that time it became increasingly apparent that we needed to know more about ourselves, our surroundings and the interactions between these two. The central impulse of environmental education is to help develop people who are knowledgeable of, concerned about, and motivated to do something for, the environment. This involves being:1. Knowledgeable about the physical, social and economic environment of which people are a part;2. Concerned about environmental problems; and3. Motivated to act responsibly in enhancing the quality of our environment as well as our life.In NZ a common misconception held was that environmental education is the same as outdoor education. It is not. Environmental education is concerned with those aims listed above, whereas outdoor education is now taken to mean, and is officially called, ‘Education Outside the Classroom’. Obviously the two are neither synonymous nor mutually exclusive (Dowling 1986). In the school context, environmental education has traditionally been considered as any teaching about ‘the environment’. Today, however, it is being understood as a process which is multi-disciplinary in approach and for the environment at heart.
After Secondary
Authors: Wragg David 
Published: July 2016

Just how successful have we been in our roles as environmental educators? With the huge groundswell of interest our society has in the environmental field it is of interest to track the progress of five students that have moved on from our school. As potential movers and shapers in future years these students have been chosen to talk about their ideas, experiences and concerns about environmental education.The background to Environmental Education at St. Joseph's College, Geelong, lies in the ever-changing curriculum of the school. During the early 1990s there was a major upheaval in choices. Chinese replaced French, Geography and English Literature disappeared and Environmental Studies was trialed as one of the new VCE subjects. Our Principal, Mr. Peter Cannon, was always receptive to new ideas.All major assignments were location-based and presented some relevant local issues. Included were Coode Island, the chemical storage facility and its possible relocation, the scallop industry of Port Phillip Bay, the You Yangs and the Striped Legless Lizard.
The Allen Strom Eureka Prize for Environmental Education 2000 and 2001
Authors: Young Geoff 
Published: July 2016

In the five years since the NSW Environment Protection Authority sponsored the first $10,000 Allen Strom Eureka Prize for Environmental Education, there has been a perceptible climate change in the context for environmental education. Although the aim of the award—‘to encourage and reward excellence in the design, implementation and evaluation of environmental education programs’—remains relevant and has not been amended since 1997, many readers might be asking, ‘what, no mention of sustainability?’Those who promote education for sustainability (EfS) see it as a powerful and embracing framework for environmental education and their efforts have gained momentum within a number of critical areas: in the professional and research literature (including, of course, the AJEE), within policies at international, national, state and local levels, and within professional discourses and practices. However, EfS has rolled out very much as a work in progress and there is, as yet, no orthodoxy (thankfully!) about exactly what the term encompasses.
Reconsidering What Feels Like Failure: Lessons From Environmental Life History
Authors: Chenery Mary Faeth , Beringer Almut 
Published: July 2016

ABSTRACTIn the research which was the original focus for this account, an ‘environmental life history’ study, things turned out as expected—findings replicated previous environmental life history results. Yet the investigator in this apparently ‘successful’ research, Mary Faeth Chenery, was left with questions such as “So what?” and “Have I simply reproduced the conditions which contribute to the problems I'm trying to solve?” Her colleague, Almut Beringer, has critiqued—and ‘re-viewed’—the study, setting out some reasons why the research was indeed of value. The two ‘halves’ of this article open a dialogue about the value of environmental life history research, and offer some insights into qualitative research method in environmental education. In the process, implications may be drawn for environmental education and for a range of issues within qualitative research.
Environmental Awareness in the Workplace: An Evaluation Study
Authors: Walker Lisa 
Published: July 2016

ABSTRACTThis study examined the effects of Sydney Water's work based environmental education program, the CARE Update, on the knowledge, attitudes, beliefs and reported behaviour of Sydney Water Customer Service Officers. A paired sample of eighty Customer Service Officers were surveyed by a combination of questionnaire and interview techniques. A comparison was made with a matched sample from the general community. Customer Service Officers who had attended the CARE Update course were more likely to support the attitudes and beliefs embodied in the New Environmental Paradigm when compared with of officers who had not attended the course and with the matched sample from the general community. However, staff who attended the course were no more knowledgeable on a number of key aspects of their job related responsibilities for environmental protection and were no more likely to report changes in their behaviours for environmental protection, either at work or at home, than were other officere who had not attended the course.
A deep ecological approach to wetlands
Authors: Sylvan Richard 
Published: July 2016

AbstractDeep Ecology is a philosophical approach well attuned to Environmental Education. It creates a context in which the natural world can be viewed apart from traditional “useful” human-bound categories. Many educators see the “value” of nature as an educational resource, but fail to notice the deeper meanings recognised by deep ecologists. It is in this inner illumination that deep ecology has its greatest educational appeal. It provides a philosophical setting that encourages individuals to seek meaning outside themselves in nature itself. It promotes direct and personal identification with natural systems as an important path towards ecological consciousness.
A new beginning for environmental education in Australia
Authors: Greenall A. 
Published: July 2016

In 1980-81 when I last wrote about the future of environmental education in Australian schools I was quite pessimistic and concluded that environmental education had been a phenomenon of the affluent seventies in Australia. This conclusion was based on observations, reading and experience with schools, education authorities and curriculum projects over the preceding seven years.Environmental education aims to develop not only awareness, understanding and skills. Most importantly, it also aims to encourage feelings of concern for the environment and protection. This means that it is concerned with social reconstruction — environmental education programs must have moral and political components if they are to achieve the accepted aims of environmental education. In 1980-81 I argued that environmental education had been subjected to incorporation within the existing hegemoney of schools in a neutralised form — the radical ‘action’ components of the environmental education aims had been deleted from school programs whilst the less controversial cognitive and skill aims had been retained, together with the name ‘environmental education’. There was evidence that programs of this genre had increased during the seventies, including an increased environmental content in traditional subjects in the curriculum. In general terms there was little inducement for schools to implement all the aims of environmental education.
Marginal Value of Quality Attributes for Natural and Organic Beef
Authors: Boland Michael , Schroeder Ted 
Published: July 2016

AbstractThe objective of this research is to determine the marginal value of attributes to consumers with respect to natural beef or beef produced with organic grains. A hedonic model is used to value attributes of 11 different primal cuts. Results suggest that producers under this particular natural/implant-free marketing alliance should market high-yielding animals rather than high-quality grading animals. Consumers of this beef value taste, as measured by dry aging, and leanness, as measured by USDA Select grade. The economic magnitudes of the variables under a producer's control were small relative to those that could be controlled by a processor.
Variable Rate Nitrogen Application on Corn Fields: The Role of Spatial Variability and Weather
Authors: Roberts Roland K. , Mahajanashetti S. B. , English Burton C. , Larson James A. , Tyler Donald D. 
Published: July 2016

AbstractMeta-response functions for corn yields and nitrogen losses were estimated from EPIC-generated data for three soil types and three weather scenarios. These metamodels were used to evaluate variable rate (VRT) versus uniform rate (URT) nitrogen application technologies for alternative weather scenarios and policy options. Except under very dry conditions, returns per acre for VRT were higher than for URT and the economic advantage of VRT increased as realized rainfall decreased from expected average rainfall. Nitrogen losses to the environment from VRT were lower for all situations examined, except on fields with little spatial variability.
Using Insurance to Enhance Nitrogen Fertilizer Application Timing to Reduce Nitrogen Losses
Authors: Huang Wen-Yuan 
Published: July 2016

AbstractNitrogen applied before planting is more vulnerable to loss to the environment than nitrogen applied during the growing season, but the growing season application can increase the risk of lower yields caused by adverse weather that prohibits farmers to complete N application. An expected utility framework is used to illustrate the potential economic benefit of insurance for a farmer to reduce this risk cost. An expected-value variance analysis is used to illustrate the potential benefit of insurance to Iowa corn growers who apply N fertilizer only during the growing season.
Farm-Level Effects of Adopting Herbicide-Tolerant Soybeans in the U.S.A.
Authors: Fernandez-Cornejo Jorge , Klotz-Ingram Cassandra , Jans Sharon 
Published: July 2016

AbstractThis paper estimates the on-farm impacts of adopting herbicide-tolerant soybean on herbicide use, yields, and farm profits, using an econometric model that corrects for self-selection and simultaneity and is consistent with profit maximization. The model is estimated using nationwide farm-level survey data for 1997. Given that the use of herbicide-tolerant soybeans involves the substitution of a particular herbicide—primarily glyphosate—for other herbicides, we explicitly consider this substitution process in the model.