Risk-taking and environmental perception

This paper investigates the relationship between pupils' environmental perception (in terms of preservation and utilisation of nature) and personality (in terms of risk-taking). 713 secondary school pupils in Switzerland were investigated. Environmental perception was assessed via three factors: Preservation, Utilisation of Nature and Consideration for Conservation. Risk-taking was evaluated via six factors: Positive Risking, Ambivalence, Thrill in Gambling, Ineffective Control, Effective Control, and Anger Reaction. Analysis of the correlation matrix between Risk-taking and Environmental perception revealed three profiles (types): the high scorer on Preservation is the controlled and cautious gambler. The Utiliser (anthropocentric) profile is essentially a mirror image of the first: the Utiliser does not enjoy unpredictable risks, reacts with anger when risks fail and has little control over his/her own risk-taking behaviour. The Consideration for Conservation (ecocentric) profile assumes a position between these two profiles.     

Two paradigms of professional development in environmental education

Summary In environmental education in this information age, it is particularly important to adopt the approach of enquiring critically into the environmental, educational and social values informing environmental, educational and social actions when and where required, rather than to simply adopt the approach of emphasising the acquisition and retention of information of an alleged universal type — information drawn from the stockpile of objective knowledge collected by others. This paper argues that to achieve this aim, environmental education in an information age requires aparadigm shift in the areas of professional development — a shift from a paradigm of information technology to a paradigm of information critique. A perspective on the form of this paradigm shift in the particular field of professional development in environmental education is the subject of this paper.Dr Ian Robottom is Senior Lecturer in the Curriculum Studies Centre of the School of Education, at Deakin University, Australia. His main interests lie in teacher education, educational enquiry, and environmental education. He conducts an off-campus environmental education course (B.Ed level) for practising teachers studying at a distance, is a member of the Council of the Australian Association for Environmental Education., and Editor of theAustralian Journal of Environmental Education.     

A national strategy for environmental education: an approach to a sustainable future?

Chapter 36 of Agenda 21 called on each nation to bring together a widely cross-sectoral group of people to prepare a national strategy for environmental education and training. In Scotland this process had already begun and the Secretary of State's Working Group on Environmental Education presented him with its recommendations for a strategy in April 1993, which he accepted in a statement of intent in June, 1995. The process itself, the comments received on the report since publication and continuing developments in the field, have demonstrated the importance of adopting broad definitions for both environment and education, spreading involvement in production of the strategy to all sectors and as wide a range of individuals as possible, dividing up the work so as to focus on all the main contexts in which learning takes place, working with the main potential implementers and not depending entirely on the availability of new resources. The process was in itself rewarding and its importance should not be underestimated. The approach adopted and the issues which it raised appear to have wide applicability to similar programmes elsewhere. This paper describes the process adopted in preparing the strategy, reviews some of the subsequent developments in Scotland, and assesses the factors which may have contributed to its success so far.Professor John C. Smyth, OBE is Emeritus Professor of Biology at the University of Paisley. He is President of The Scottish Environmental Education Council and he presented this paper at the Global Forum '94 Academic Conference Towards a Sustainable Future: Promoting Sustainable Development, Manchester, UK.     

Ethics and the Genetic Engineering of Food Animals

Biotechnology applied to traditional foodanimals raises ethical issues in three distinctcategories. First are a series of issues that arise inthe transformation of pigs, sheep, cattle and otherdomesticated farm animals for purposes that deviatesubstantially from food production, including forxenotransplantation or production of pharmaceuticals.Ethical analysis of these issues must draw upon theresources of medical ethics; categorizing them asagricultural biotechnologies is misleading. The secondseries of issues relate to animal welfare. Althoughone can stipulate a number of different philosophicalfoundations for the ethical assessment of welfare,most either converge on Bernard Rollins principle ofwelfare conservation (Rollin, 1995), or devolve intodebates over the ethical significance of animaltelos or species integrity. The principle of welfareconservation prohibits disfunctional geneticengineering of food animals, but would permit alteringanimals biological functions, especially when (as inmaking animals less susceptable to pain or suffering)do so improves an individual animals well being.Objections to precisely this last form of geneticengineering stress telos or species integrity asconstraints on modification of animals, and thisrepresents the third class of ethical issues. Most whohave formulated such arguments have failed to developcoherent positions, but the notion of species being,derived from the 19th century German tradition,presents a promising way to analyze the basis forresisting the transformation of animal natures.     

Environmental Education: Biodiversity

Environmental education was a principal topic on the agenda of the Stockholm 1972 Conference. In response to its recommendation UNESCO and UNEP developed and launched the International Environmental Education Program (IEEP) in 1977. Environmental education was perceived to encompass in-school and out-of-school activities and public awareness. Later developments added training to its objectives and the concept of sustainable development to its dimensions. The international Convention on Biological Diversity (CBD) represented a phase in the world commitment to conservation of nature. It underpinned biodiversity in the fields of environmental education. Biodiversity education is based on five pivots: scale of boundaries (from local to worldwide), perspectives, goals, themes (vary according to actors), and assimilation (evaluation of programs of action). Directions relate to learners and teachers, and processes address: awareness, school education, education (and professional training) at tertiary level, roles of communication and media institutions.     

Desertification Control and Management of Land Degradation in the Thar Desert of India

India has 2.34 million km² of hot desert called Thar located in the north-western part of Rajasthan between latitudes 23°3 and 30°12 North and longitudes 63°30 and 70°18 East. The Indian desert is spreading annually over 12000 ha of productive land degrading it and slowly advancing towards the national capital New Delhi at the rate of 0.5 km per year. The Indian desert is characterised by huge shifting sand dunes; high wind speed; scarce rainfall; and intense solar radiation. Tremendous efforts have been made since the 1960s to arrest desertification and for ecological restoration of the Thar desert. An Ambitious afforestation programme including stabilisation of shifting sand dunes and creation of micro-climates through tree-screens and shelter-belt plantation was launched by the forest department of Rajasthan. A huge canal, 649 km long was also introduced to the Thar desert for ecological restoration.     

The limits of technological optimism

Summary Technological optimism is the doctrine that a growing number of technological improvements in such areas as food production, environmental quality and energy will sustain life as human population soars. It evolved as a response to the Malthusian study The Limits to Growth (The Club of Rome, 1972). Like population biologist Paul Ehrlich, Professor James Krier of the University of Michigan Law School believes that the technological optimists may be wrong. Krier describes how the marginal costs of pollution control increasingly rise. He faults biologist Barry Commoner for neglecting population growth as the cause of pollution and positing the postwar technological transition as its cause. He argues that population growth forced this transition as science searched for substitutes for dwindling resources. Krier criticises as an article of faith the technological optimists' belief that S-curve patterns of technological advance will always arrive in response to the J-curve of exponential population growth. He thinks that the technological optimists may be deluding humanity by predicting the continual emergence of technological breakthroughs at ever-increasing rates. He favours growth policies that would allow humanity to ease into a steady state of resource use and minimise the maximum cost, which would be a global crash after technological innovation fails. Krier laments that modern technolgy can worsen pollution and invites problems of latency, irreversibility, zero-infinity risk and remoteness. He thinks that approapriate technologies which have failed economically may fail politically because the political process has been captured by opposing interests. Krier urges that the population crisis should be adressed insteadAndrew D. Basiago is a graduate of UCLA and Northwestern School of Law's environmental law programme. As writer, lawyer and environmental planner he has written articles about ecology for the Cousteau Society and interviewed such luminaries as R. Buckminster Fuller, Amory B. Lovins and     

Sewage as a resource: a case study of afforestation using sewage irrigation in Jaipur,Rajasthan, India

Summary Human beings use huge quantities of water every day for drinking, cleaning and various cultural functions and dispose of it as wastewater within sewage. With increase in population, the magnitude of this waste is multiplying enormously and beyond the recycling capacity of local ecosystems to become a major health and environmental hazard. Re-use of wastewater for afforestation purposes in the form of sewage silviculture combines the dual benefit of water conservation with environmental sanitation. Such experiments are being carried out at the World Forest Arboretum in Jaipur, Rajasthan, India. Biological treatment of the sewage before application, to improve its irrigational quality, to remove harmful chemicals and to prevent the risk of these passing into the human food chain is being undertaken. The aquatic weeds Lemna and Eichhornia are being used to purify the wastewater. The technique is both economically viable and ecologically sustainable.Dr Rajiv K. Sinha is assistant professor in Human Ecology at the University of Rajasthan.     

Automobile pollution in India and its human impact

Summary Automobiles are a necessary evil, while they have made living easy and convenient, they have also made human life more complicated and vulnerable to both toxic emissions and an increased risk of accidents. Urban people are most affected and amongst the worst sufferers are traffic policemen who are particularly close to the fumes of automobile exhaust. Studies made in Jaipur, India, indicate that there is high rate of occurrence of respiratory, digestive, ocular and skin problems amongst the traffic policemen and a significant number of them become victims of lung disorders in the very first few months of their posting to a traffic department. Traffic policement everywhere should wear pollution masks for their own safety and to arouse public awareness of the risk of automobile pollution.Dr Rajiv K. Sinha is Assistant Professor in Human Ecology at the Indira Gandhi Centre of Human Ecology, Environmental and Population Studies at the University of Rajasthan. He was formerly a teaching assistant at University of Windsor,     

Environmental knowing and action

Environmental knowing includes the very many bodies of formal theory which have some relevance to the environment, as well as the knowing which comes from experience in the environment. This knowing can be seen as informing action both conceptually and instrumentally. This paper presents a multidisciplinary and transdisciplinary approach which can inter-relate these many knowings in a way which is relevant to and contingent on definition of particular environmental problems. This problem-focused approach involves application of a set of questions which are implied by a taxonomy of ignorance. The paper shows how the approach can inter-relate knowings as diverse as Taoism and energy-efficiency standards, with the purpose of informating environmental action.     

An education 21 programme: orienting environmental education towards sustainable development and capacity building for Rio

Summary Environmental education is essential to the success of Agenda 21. Yet currently it is without focus and effectively side-lined. This paper supplies a strategy and accompanying methodology for establishing environmental education as a major force for implementing Agenda 21. The author proposes the establishment of an Education 21 programme and the designation of the educational community as a new Rio major group. Recommendations are made to appropriate competent bodies.Trevor Harvey is the Director of Studies in the Department of Environmental Management at Farnborough College of Technology. An earlier version of this paper was presented at the International Academic Conference on the Environment entitled, Towards a Sustainable future: Promoting Sustainable Development. Which was in Manchester, UK Part of Global Forum, June 1994.     

A course in Environmental Planning and Management

Summary This paper describes a 13-weeks, third-year course in Environmental Planning and Management developed and taught by the authors. Initiated in 1969, the course consists of a mix of lectures, seminars, workshop/laboratory sessions and field-based projects. The objectives of the course are for students: to become aware of the need for, and the complexities of, environmental management; to be able to criticise constructively work done by environmental agencies and consultants, managers and decision makers; and to learn and apply some of the methods and techniques used in environmental management.Topics covered by the current syllabus are: concepts of resource and environment; constitutional aspects; international law and the environment; Australian and Canadian environmental legislation and agencies; human manipulation of ecosystems; energy subsidies; modification of biogeochemical cycles; population dynamics and cropping; fisheries; national parks and reserves—policies in different countries; international heritage areas; environmental assessment (including impact assessment, land evaluation, land capability and land suitability assessment); and regional, integrated land-use and environmental planning and management. Techniques taught include: field surveys and interviewing; laboratory analysis of selected water quality, sediment and soil parameters including nutrient concentrations, heavy metal and pesticide residues; and for some students, applications of geographic information systems (GIS) technology following preceding GIS courses.A major problem is selecting the most appropriate mix between the social and natural sciences—appropriate, first in terms of students' heterogeneous skills and backgrounds, and second, in terms of understanding the causes of environmental problems and issues, and devising practicable solutions.     

Environmental education research notes (USA)

Conclusion Selections reported above were chosen as representative and reflective of the varieties of environmental education research currently reported in the literature. They were picked for this paper somewhat arbitrarily, from among more than 70 surviving an initial screening. No selection bias was intended, other than for the purpose of providing a representative variety. In most cases, abstracts printed in theCurrent Index to Journals in Education, Resources in Education, orDissertation Abstracts International were used in preparing these notes.These notes have been compiled by John F. Disinger, Professor of Environmental Education, School of Natural Resources, The Ohio State University, Columbus, Ohio 43210, USA; he is also Associate Director, Education Resources Information Centre (ERIC) Clearinghouse for Science, Mathematics, and Environmental Education (SMEAC). This contribution by Professor Disinger is in response to the editorial, Invitation to Promote Research Cooperation (The Environmentalist, 1 (3) 177–178.     

Abatement systems for SOx,NOx, and particles — Technical options

Summary This technical paper summarizes the various systems currently available for the removal of SO_x, NO_x and particles from possible acid rain emission sources associated with industrial processes. Preferred systems are outlined in the conclusions.This paper was first presented at the Institution of Environmental Sciences Seminar An Update on Acid Rain which took place in London during November, 1984. Stanley Wallin is a Principal Scientific Officer at Warren Spring Laboratory. He is an engineer working in the environmental field, and his main interests and research are in the measurement and control of pollution from stationary sources. He acts as a consultant for the European Economic Community, the Environmental Protection Agency, and the UK's Health and Safety Executive.     

Culture,ethics, and the environment — Towards the New Synthesis

Summary This largely philosophical article argues that we need to examine the roots of our cultural worldview if we are to understand the causes of our global crises and current obstacles to desirable change. Calls for a new ethic are likely to be ineffectual in the absence of a challenge to the damaging dichotomy between fact and value that characterises our culture. However, the dominant worldview is under increasingly strong challege from organic systems thinking which has far-reaching implications, and which suggests that Western culture's dominant assumptions are not in accord with reality. If our culture, and individuals in it, are able to become more balanced, decisive desirable change could take place in society. This balance will involve the proper reintegration of ethical dimensions into thinking, based upon the recognition of the importance of the integrity of human communities and natural systems. This constitutes an emergent worldview and coherent philsophical framework to which many groups are already giving expression. It is imperative that this cultural change is understood and supported as it represents genuine hope for the future.After a teaching career in England and Canada, Stephen Sterling joined, as Assistant Director, the United Kingdom Council for Environmental Education (CEE). He was involved in writing the Education Report forThe Conservation and Development Programme for the UK, and has acted in an advisory capacity on a number of national and international documents on environmental education and environmental ethics. He has edited the CEE's journalReview of Environmental Education Developments for six years. The views expressed in this article are his own.     

Environmental management systems in further and higher education institutions

Many people within the further and higher education sector in the United Kingdom (UK) have now accepted that responsible environmental management of their day to day site operations is necessary, but they are still unclear as to what lengths they need to go to obtain marketplace credibility. Many people in other sectors believe that the only way to achieve real credibility in this area is to become accredited by the new British Standard BS7750 Specification for Environmental Management Systems. Others are expressing concern that such systems are cumbersome to operate and generate a needless level of bureaucracy and additional unwelcome paperwork.This paper briefly discusses the responsibilities of further and higher education institutions with regard to environmental management and outlines one possible alternative to the BS7750 approach, the Confederation of British Industry (CBI) Environment Initiative. It also outlines the approach taken by the University of Strathclyde over the past three years in the development of an environmental management manual for the Estates Management Department and the development of a system to control university-wide environmental management.In conclusion this paper will focus on the suitability of BS7750 systems within further and higher education institutions in comparison with the approach adopted in the CBI Environment Initiative.This paper was first presented at Global Forum '94 Academic Conference Towards a Sustainable Future: Promoting Sustainable Development, Manchester, UK.Mr K. McDonach is a research assistant and Dr P. Yaneske is Director in the Safety and Environmental Management Unit of the University of Strathclyde.     

An environmental impact assessment of the proposal to build a wind farm at Langdon Common in the North Pennines,UK

Summary This paper measures the diversity of environmental impacts inherent within a proposal by the Central Electricity Generating Board (CEGB) to build a demonstration wind farm at Langdon Common in the North Pennines, UK. This assessment was made in April, 1989 in the wake of the European Community Directive on Environmental Impact Assessment (EIA) and its subsequent interpretation within the UK Town and Country Planning (Assessment of Environmental Effects) Regulations (1988).Langdon Common lies within an Area of Outstanding Natural Beauty (AONB) and within a Site of Special Scientific Interest (SSSI). These designations create a contentious choice of site made by the CEGB and the extent of environmental impact is subsequently made more broad. While the conclusions drawn are specific to Langdon Common, the methodology evolved within the project lends itself to further application to other sites in the future. The following Environmental Impact Assessment can, therefore, be seen as a step towards the reconciliation of the acceptable siting of wind turbines in the UK and the capacity of the planning system to regulate such development.This paper by Alex Steele received the Institution of Environmental Sciences award and First Prize for the best undergraduate environmental project in the UK in 1989. Alex Steele graduated from Sunderland Polytechnic in that year and now works as an Environmental Planner for a leading company of Environmental Management Consultants.     

Educating for our environment: an Australian experience

This paper examines how some of the principles of environmental education have been taken up in environmental strategies and activities in Victoria, Australia. The focus is upon the efforts of the State Government-funded Victorian Environmental Education Council (VEEC) to encourage the development of environmental education in sectors and organizations outside the formal education sector and not usually associated with either the environment or education. The relative success of initiatives fostered in marginalized community sectors and in the private industry sector are discussed. Following the abolition of the VEEC (late 1993) with a change of government, questions are raised about the sustainability of environmental reform agendas in the public political domain. In view of the fragility of sympathetic political environments, it is argued, that for environmentally sustainable development a broader commitment to social justice and social change must be fundamental to environmental education principles and processes to both include all sections of the community and, also, to actually change who makes decisions and how and where they are made.Jeannie Rea lectures in environmental policy and polities at Victoria University of Technology, Victoria, Australia. She was the Trades Hall Council representative on the Victorian Environmental Education Council and worked with others, on a publication chronieling exemplary environmental education projects in Victoria.     

Biosphere reserves in Germany: A contribution to support sustainable development

Summary Biosphere reserves are protected areas of representative environments internationally recognised for their value for conservation and for their ability to provide the scientific knowledge, skills and human values to support sustainable development. Biosphere reserves — as a part of the UNESCO programme Man and the Biosphere (MAB) — make up a world-wide network sharing research information on ecosystem conservation, management and development. They include strictly protected core-areas — representative examples of natural or minimally disturbed ecosystems. Core areas are surrounded by buffer zones in which research, environmental education and training and recreation can take place. Buffer zones are, in turn, surrounded by transition areas, large open areas where the aim is to ensure rational development of the natural resources of the region. At present, twelve biosphere reserves are designated in Germany, covering in all an area of 11,589 km². The role of biosphere reserves to support sustainable development in Germany and Europe is discussed.Karl-Heinz Erdmann is a geographer and Deputy Secretary General at the Secretariat of the German National Committee for the UNESCO Programme on Man and Biosphere (MAB), Federal Agency for Nature Conservation. He is also a Committee Member of the Society for Man and Environment (GMU).     

Teaching strategies for environmental education

Summary It is possible to distinguish four target groups for tertiary environmental education: the Technical Group, the Subject Specialist Group, the Management Group and the Lay Group. Each of these groups requires different sets of skills and abilities. The Technical Group needs to know how to measure environmental parameters. The Subject Specialist Group needs to know about environmental systems. The Management Group needs to have the skills and abilities to resolve complex environmental issues and problems. The Lay Group needs to have attitudes, philosophies and values about the environment. Each of these in turn require different teaching strategies. For the Technical Group, practical experimental teaching methods based on the traditional subject approach appear to be the most suitable. The Subject Specialist Group needs presentational methods based on either an infusion approach or a new subject approach. For the Management Group, a combination of high level disciplinary teaching combined with intensive short skills courses and more extensive junctions or environmental encounters, all of which make use of practice methods of teaching, are suggested. For the Lay Group, experiential methods, where the student's attitudes are challenged by experiences in either an in-service situation or through simulation exercises, seem to be most appropriate.Dr David Stokes is Dean of the Faculty of Applied Science and Head of the Department of Environmental Studies at Victoria College, and Bruce Crawshaw is currently a lecturer seconded to the Universiti Pertanian Malaysia.