bluuebunny/crossref_metadata_2025_split huggingface dataset:
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

AbstractThis 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

AbstractThree 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

AbstractThis 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.
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

ABSTRACTA 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.
Preferred Futures 2020: Are Students Interested in Sustainable Futures?
Authors: Hicks David 
Published: July 2016

ABSTRACTThis article begins by comparing public awareness and interest in sustainability with the views of experts in this field. Attention is then drawn to the need for people to be able to imagine their preferable futures before they can begin to work towards them. Futures workshops are cited as a means to this end and a pilot study is described which used this procedure to enable participants to identify the key elements of their desired futures. A preliminary assessment is made of the effectiveness of such a process and the saliency of sustainability in these images of preferred futures.
Environmental Education: Implementation in a NSW Department of School Education Region
Authors: Skamp Keith 
Published: July 2016

ABSTRACTSurvey results are described for the perceived, implementation of the NSW Environmental Education Curriculum Statement in one School Region. Data provide a picture of the extent to which schools have documented Environmental Education policies and the amount and kind of implementation at school level. Reference is made to the use of field study centres, community involvement, and the extent and possible impact of professional development opportunities on these measures. Comparisons are made between the primary and secondary sectors. Professional development does appear to have had some impact, and the ‘across curricula’ approach seems to have had partial success. Reasons for the limited involvement of secondary schools are suggested. The extent of primary project work which was occurring appeared encouraging but there were unanswered questions about whole school programs. NSW Government initiatives such as Field Study Centres and the Greening of Schools program appeared to be playing important roles.
An environmental ethic for outdoor education: dilemma and resolution
Authors: McRap K. 
Published: July 2016

AbstractPrograms designed to promote the use of natural environments for leisure purposes need to be based on a sound and justifiable environmental ethic. This paper attempts to develop such an ethic. The general and basic ecological attitude, arguments relating to the need for human survival, other arguments which relate to human interests such as the need for beauty, recreation and scientific endeavours and utilitarian arguments relating to the needs of future generations are examined and are seen as being morally and practically inadequate.The only justifiable environmental ethic is seen as one which has. as its central concept, the interdependent natural community in which the interests of all individual members of the community (including the interests of human beings) are regarded as secondary to the good of the total community. In the ethic, humans protect the natural environment because the entities of nature are “fellow-travellers”, members of the same moral community.
Why not education for the environment?
Authors: I.M. Robottom  
Published: July 2016

At the inaugural national conference of the Australian Association for Environmental Education in Adelaide (October, 1980), it was clear that multiple interpretations existed of the key descriptor ‘environmental education’. At that conference, at earlier international conferences (e.g., Tbilisi, 1977) and in recent Australian curriculum materials (e.g., The Curriculum Development Centre's (CDC's) Environmental Education Project), the terms education about the environment, education in the environment, and education for the environment were and have been used to capture the various interpretations of environmental education. An explication of these terms is offered in the Environmental Education Project (CDC, 1981), and in Fensham (1979).These terms seems to embrace the various facets to emerge in discourse about environmental education — they can, perhaps, be taken as representing the accepted dimensions of environmental education.
Impacts of the Adoption of Genetically Engineered Crops on Farm Financial Performance
Authors: McBride William D. , El-Osta Hisham S. 
Published: July 2016

AbstractThe rapid adoption of genetically engineered (GE) crops by U.S. farmers suggests that these technologies have been perceived to improve farm financial performance. This study develops and applies an econometric model to data from corn and soybean producers in order to evaluate the financial impacts of the adoption of GE crops. Results indicate that the adoption of GE crops has had a limited impact on financial performance that varies by crop, type of technology, type of farm, and region of the nation. Factors other than the financial impacts appear to be important reasons for the rapid adoption of GE crops.
Lags in Real Property Revaluations and Estimates of Shortfalls in Property Tax Collections in North Carolina
Authors: Walden Michael L. , Denaux Zulal 
Published: July 2016

AbstractFinancing local public goods is a major issue in many communities, especially those that have experienced rapid growth. This paper analyzes problems associated with locally collected real property taxes where the real property tax base is only revaluated at long time intervals. Using counties in North Carolina as the subject of the analysis, we find that effective real property tax rates fall between revaluations. We calculate that a system of taxing market values of real property at a constant legislated tax rate would have yielded additional annual revenues of $320 million for North Carolina counties over 1980 to 1995.
Agriculture's Seat at Big Policy Tables
Authors: Bradford Garnett L. 
Published: July 2016

AbstractAgricultural policy in the U.S. is examined in a metaphorical context. It is likened to securing a place at a large family dinner table. Until the early 1970s effective and relatively comprehensive agricultural policy shifts could be largely effected through the “USDA dinner table,” (and its affiliates). Today, meaningful agricultural policy is crafted and implemented at a number of other big policy tables, e.g., energy and the environment, education, health and human services.