Teaching for community environmental action: an alternative instructional model for environmental concepts and issues in schools

Summary Whether environmental education in the school curriculum is treated as a separate subject or as an interdisciplinary entity, the end product should be the same: to provide learners with the desire to preserve or develop optimum environments and to improve less desirable ones. In this endeavour, the learners must ultimately reach out to participate in community decisions and environmental management activities, for that is where the environmental problems abound. Moreover, young persons are generally more knowledgeable than many adults on environmental matters and are more aware of the effects of environmental degradation. When they participate in community environmental management, they may also develop unique and particularly dynamic qualities.Research worldwide suggests that very few teaching programmes encourage environmental participation. In Kenya teachers tend to use deductive teaching methods which do not encourage participation, although there may be ample opportunities in the local environment to facilitate such participation. A more refined, reconstructivist inquiry strategy, committed to the attainment of participative environmental education objectives is suggested. The approach, referred to as an operation-environment instructional model emphasizes action research, supported by a series of other vital stages, as fundamental to the agenda for environmental learning.William W. Toili possesses both Bachelor and Master's Degrees in Education from Nairobi as well as a Master's Degree from the University of Leeds, UK. He is currently a lecturer in Environmental Education at Maseno University College.     

Biodegradation of aliphatic and aromatic hydrocarbons by natural soil microflora and pure cultures of imperfect and lignolitic fungi

The biodegradation of aliphatic and aromatic hydrocarbons by natural soil microflora and seven fungi species, including imperfect strains and higher level lignolitic species, is compared in a 90-day laboratory experiment using a natural, not-fertilized soil contaminated with 10% crude oil. The natural microbial soil assemblage isolated from an urban forest area was unable to significantly degrade crude oil, whereas pure fungi cultures effectively reduced the residues by 26-35% in 90 days. Normal alkanes were almost completely degraded in the first 15 days, whereas aromatic compounds (phenanthrene and methylphenanthrenes) exhibited slower kinetics. Aspergillus terreus and Fusarium solani, isolated from oil-polluted areas, produced the more efficient attack of aliphatic and aromatic hydrocarbons, respectively. Overall, imperfect fungi isolated from polluted soils showed a somewhat higher efficiency, but the performance of unadapted, indigenous, lignolitic fungi was comparable, and all three species, Pleurotus ostreatus, Trametes villosus and Coriolopsis rigida, effectively degraded aliphatic and aromatic components. The simultaneous, multivariate analysis of 22 parameters allowed the elucidation of a clear reactivity trend of the oil components during biodegradation: lower molecular weight n-alkanes > phenanthrene > 3-2-methylphenanthrenes > intermediate chain length n-alkanes > longer chain length n-alkanes > isoprenoids approximately 9-1-methylphenanthrenes. Irrespective of the individual degrading capacities, all fungi species tested seem to follow this decomposition sequence.