title: Development of an environmental education programme for waste management with local communities in Sabah, Malaysia

authors: Pudin, Susan

subjects: environmental education

abstract: Environmental education can play a major role in achieving sustainability. In the context of this research, environmental education is defined as a process to impart and instil knowledge, skills, attitudes, motivations and commitment among the population to work towards environmental solutions, problem prevention and to live sustainably. This research focussed on non-formal environmental education with adults in communities in Sabah, Malaysia.
 
In Sabah, solid waste is a significant problem, and oil palm plantations are one of the main agricultural activities that produce solid agricultural waste or by-products in rural areas. This research focussed on co-constructing an environmental education programme for waste management with villagers, including the independent oil palm smallholders, in local communities in Beaufort, Sabah. 

This research has elements of both interpretivism and a critical theory approach. It has elements of interpretivism because of the interaction with the local communities to obtain their views and perceptions on waste management practices in their own areas. It was also partially aligned with the critical theory paradigm because it sought to create positive changes among the communities in terms of waste management practices by providing an avenue for discussions, creating empowerment and collaboration.

The theoretical principles of community environmental education drawn from the areas of community education and environmental education guided the framing of the research design. Data were collected in two stages. Stage one involved interviews with government officers, a community survey and a focus workshop with two rural communities. This data combined with the theoretical principles of community environmental education guided a co-construction of an educational programme on waste management for the two communities. Stage two involved the programme implementation, and an evaluation process which included a survey, interviews and observation. All closed and scale questions in both surveys were analysed quantitatively. The open-ended data gathered from the questionnaires, interviews, focus workshop and observation were analysed using thematic analysis. 

This study found that the communities had a genuine concern for the environment and a desire to improve their waste management practices. However, they did not seem to know how to do so, and their knowledge of environmental and waste management issues seemed low. An attitude-behaviour gap in which favourable environmental attitudes were not matched by environmentally-friendly behaviours was also observed. The community members were unaware or uncertain about guidelines that might guide their waste management. It was also reported there was a lack of environmentally-friendly options such as waste disposal and recovery facilities and services, as well as alternatives for proper disposal in their villages.

Change in attitudes and behaviour among the community seemed slow to progress, and it was found that changes in waste management practices at a personal level were easier to effect, rather than as a community. The findings of this research indicated a tendency towards pro-environmental behaviour motivated by goals other than environmental; in this case, monetary gains or incentives.

The evidence in this research showed that it was possible to co-construct an environmental education programme with local communities. The programme was co-constructed and implemented based on the literature and data on the perceptions, needs and current situation of community waste management through the perspectives of the government officers and local communities. There was clear evidence that the programme made a difference in a short-term; however, long-term outcomes of the programme were not apparent. 

This study has shown that a model developed from theoretical principles of community environmental education provided useful guidance in practice but that implementation of the model in local contexts has many constraints that need to be considered.

text: Development of an environmental education programme for waste management with local communities in Sabah, Malaysia Environmental education can play a major role in achieving sustainability. In the context of this research, environmental education is defined as a process to impart and instil knowledge, skills, attitudes, motivations and commitment among the population to work towards environmental solutions, problem prevention and to live sustainably. This research focussed on non-formal environmental education with adults in communities in Sabah, Malaysia.
 
In Sabah, solid waste is a significant problem, and oil palm plantations are one of the main agricultural activities that produce solid agricultural waste or by-products in rural areas. This research focussed on co-constructing an environmental education programme for waste management with villagers, including the independent oil palm smallholders, in local communities in Beaufort, Sabah. 

This research has elements of both interpretivism and a critical theory approach. It has elements of interpretivism because of the interaction with the local communities to obtain their views and perceptions on waste management practices in their own areas. It was also partially aligned with the critical theory paradigm because it sought to create positive changes among the communities in terms of waste management practices by providing an avenue for discussions, creating empowerment and collaboration.

The theoretical principles of community environmental education drawn from the areas of community education and environmental education guided the framing of the research design. Data were collected in two stages. Stage one involved interviews with government officers, a community survey and a focus workshop with two rural communities. This data combined with the theoretical principles of community environmental education guided a co-construction of an educational programme on waste management for the two communities. Stage two involved the programme implementation, and an evaluation process which included a survey, interviews and observation. All closed and scale questions in both surveys were analysed quantitatively. The open-ended data gathered from the questionnaires, interviews, focus workshop and observation were analysed using thematic analysis. 

This study found that the communities had a genuine concern for the environment and a desire to improve their waste management practices. However, they did not seem to know how to do so, and their knowledge of environmental and waste management issues seemed low. An attitude-behaviour gap in which favourable environmental attitudes were not matched by environmentally-friendly behaviours was also observed. The community members were unaware or uncertain about guidelines that might guide their waste management. It was also reported there was a lack of environmentally-friendly options such as waste disposal and recovery facilities and services, as well as alternatives for proper disposal in their villages.

Change in attitudes and behaviour among the community seemed slow to progress, and it was found that changes in waste management practices at a personal level were easier to effect, rather than as a community. The findings of this research indicated a tendency towards pro-environmental behaviour motivated by goals other than environmental; in this case, monetary gains or incentives.

The evidence in this research showed that it was possible to co-construct an environmental education programme with local communities. The programme was co-constructed and implemented based on the literature and data on the perceptions, needs and current situation of community waste management through the perspectives of the government officers and local communities. There was clear evidence that the programme made a difference in a short-term; however, long-term outcomes of the programme were not apparent. 

This study has shown that a model developed from theoretical principles of community environmental education provided useful guidance in practice but that implementation of the model in local contexts has many constraints that need to be considered.

year: 2015

title: The amplitude and origin of sea-level variability during the Pliocene epoch

authors: Grant, G.R.

subjects: Science & Technology

abstract: Earth is heading towards a climate that last existed more than three million years ago (Ma) during the ‘mid-Pliocene warm period’¹, when atmospheric carbon dioxide concentrations were about 400 parts per million, global sea level oscillated in response to orbital forcing²,³ and peak global-mean sea level (GMSL) may have reached about 20 metres above the present-day value⁴,⁵. For sea-level rise of this magnitude, extensive retreat or collapse of the Greenland, West Antarctic and marine-based sectors of the East Antarctic ice sheets is required. Yet the relative amplitude of sea-level variations within glacial–interglacial cycles remains poorly constrained. To address this, we calibrate a theoretical relationship between modern sediment transport by waves and water depth, and then apply the technique to grain size in a continuous 800-metre-thick Pliocene sequence of shallow-marine sediments from Whanganui Basin, New Zealand. Water-depth variations obtained in this way, after corrections for tectonic subsidence, yield cyclic relative sea-level (RSL) variations. Here we show that sea level varied on average by 13 ± 5 metres over glacial–interglacial cycles during the middle-to-late Pliocene (about 3.3–2.5 Ma). The resulting record is independent of the global ice volume proxy³ (as derived from the deep-ocean oxygen isotope record) and sea-level cycles are in phase with 20-thousand-year (kyr) periodic changes in insolation over Antarctica, paced by eccentricity-modulated orbital precession⁶ between 3.3 and 2.7 Ma. Thereafter, sea-level fluctuations are paced by the 41-kyr period of cycles in Earth’s axial tilt as ice sheets stabilize on Antarctica and intensify in the Northern Hemisphere³, ⁶. Strictly, we provide the amplitude of RSL change, rather than absolute GMSL change. However, simulations of RSL change based on glacio-isostatic adjustment show that our record approximates eustatic sea level, defined here as GMSL unregistered to the centre of the Earth. Nonetheless, under conservative assumptions, our estimates limit maximum Pliocene sea-level rise to less than 25 metres and provide new constraints on polar ice-volume variability under the climate conditions predicted for this century.

text: The amplitude and origin of sea-level variability during the Pliocene epoch Earth is heading towards a climate that last existed more than three million years ago (Ma) during the ‘mid-Pliocene warm period’¹, when atmospheric carbon dioxide concentrations were about 400 parts per million, global sea level oscillated in response to orbital forcing²,³ and peak global-mean sea level (GMSL) may have reached about 20 metres above the present-day value⁴,⁵. For sea-level rise of this magnitude, extensive retreat or collapse of the Greenland, West Antarctic and marine-based sectors of the East Antarctic ice sheets is required. Yet the relative amplitude of sea-level variations within glacial–interglacial cycles remains poorly constrained. To address this, we calibrate a theoretical relationship between modern sediment transport by waves and water depth, and then apply the technique to grain size in a continuous 800-metre-thick Pliocene sequence of shallow-marine sediments from Whanganui Basin, New Zealand. Water-depth variations obtained in this way, after corrections for tectonic subsidence, yield cyclic relative sea-level (RSL) variations. Here we show that sea level varied on average by 13 ± 5 metres over glacial–interglacial cycles during the middle-to-late Pliocene (about 3.3–2.5 Ma). The resulting record is independent of the global ice volume proxy³ (as derived from the deep-ocean oxygen isotope record) and sea-level cycles are in phase with 20-thousand-year (kyr) periodic changes in insolation over Antarctica, paced by eccentricity-modulated orbital precession⁶ between 3.3 and 2.7 Ma. Thereafter, sea-level fluctuations are paced by the 41-kyr period of cycles in Earth’s axial tilt as ice sheets stabilize on Antarctica and intensify in the Northern Hemisphere³, ⁶. Strictly, we provide the amplitude of RSL change, rather than absolute GMSL change. However, simulations of RSL change based on glacio-isostatic adjustment show that our record approximates eustatic sea level, defined here as GMSL unregistered to the centre of the Earth. Nonetheless, under conservative assumptions, our estimates limit maximum Pliocene sea-level rise to less than 25 metres and provide new constraints on polar ice-volume variability under the climate conditions predicted for this century.

year: 2019

title: Representations of te reo Māori and te ao Māori in a translingual picturebook: How my Koro became a Star

authors: Barbour, Julie Renee

subjects: Indigenous language and culture

abstract: While English is the most commonly used language in Aotearoa New Zealand, it is a multilingual nation with two languages recognised as official: te reo Māori (the Māori language) and New Zealand Sign Language. The English language is dominant in children’s literature published in Aotearoa New Zealand, but since the 1980s there has been an increase in the number of picturebooks featuring two languages, te reo Māori and English. Previous work has explored how representations of te reo Māori and English in pukapuka pikitia reorua (dual language picturebooks) in Aotearoa reflect changing attitudes towards the two languages. In this article, we focus particularly on Brianne Te Paa and Story Hemi-Morehouse’s picturebook How my Koro became a Star. Originally written in te reo Māori, this multi-award winning picturebook is located at the beginning of Matariki, the Māori New Year celebration. In a move away from the linguistic analysis of te reo Māori being ‘borrowed’ by English, we consider how storytellers like Te Paa weave Māori language together with English in a translingual publication, supporting reader comprehension of Māori vocabulary and cultural meanings through embedded illustrations and explanations, inviting the curious reader to learn beyond the story.

text: Representations of te reo Māori and te ao Māori in a translingual picturebook: How my Koro became a Star While English is the most commonly used language in Aotearoa New Zealand, it is a multilingual nation with two languages recognised as official: te reo Māori (the Māori language) and New Zealand Sign Language. The English language is dominant in children’s literature published in Aotearoa New Zealand, but since the 1980s there has been an increase in the number of picturebooks featuring two languages, te reo Māori and English. Previous work has explored how representations of te reo Māori and English in pukapuka pikitia reorua (dual language picturebooks) in Aotearoa reflect changing attitudes towards the two languages. In this article, we focus particularly on Brianne Te Paa and Story Hemi-Morehouse’s picturebook How my Koro became a Star. Originally written in te reo Māori, this multi-award winning picturebook is located at the beginning of Matariki, the Māori New Year celebration. In a move away from the linguistic analysis of te reo Māori being ‘borrowed’ by English, we consider how storytellers like Te Paa weave Māori language together with English in a translingual publication, supporting reader comprehension of Māori vocabulary and cultural meanings through embedded illustrations and explanations, inviting the curious reader to learn beyond the story.

year: 2025