Bibliography: Ecology (page 615 of 627)

This annotated bibliography is curated specifically for the Water Protectors . Info website.  Some of the authors featured on this page include Nancy Landes, Columbus. National Center for Research in Vocational Education. Ohio State Univ, Elaine L. Douma, Lynton K. Caldwell, Paula A. Sinanoglu, John W. Butzow, Robert S. McNamara, Gaye Leigh Green, Columbus. Div. of Elementary and Secondary Education. Ohio State Dept. of Education, and W. M. Laetsch.

McNamara, Robert S. (1985). The Challenges for Sub-Saharan Africa. Sir John Crawford Memorial Lecture (1st, Washington, DC, November 1, 1985). The economic crisis in Sub-Saharan Africa threatens to condemn an entire continent to human misery unless stronger action is taken to control population growth, reverse ecological devastation, eliminate distortions in domestic economic policies, and increase external development finance. Substantial increases in financial assistance to Africa are needed, including a raise in bilateral aid of at least 30 percent per year, increased assistance of the World Bank, further debt rescheduling, and establishment of special research programs to increase the world's understanding of African ecological issues. Outside assistance, however, must be matched by internal efforts, including efforts to change a number of disturbing domestic political policies, eliminate pervasive corruption, stop the use of scarce resources for defense and luxury projects, and reverse repression of internal dissent. Appendices include statistical data on basic indicators (Gross National Product, adult literacy, life expectancy, infant mortality, growth of per capita food production, levels of food imports, external debt and debt service, net transfers of external finance, and actual and projected populations. Descriptors: Developed Nations, Developing Nations, Ecology, Economic Development

Caterini, Charles (1982). Investigating a Seashore. The Outdoor Education Program for student-teachers in University of New Brunswick's (Canada) Faculty of Education comprises four weekend trips to study four different ecosystems. The seashore community of Deer Island (New Brunswick) was chosen in 1980 as a typical ecosystem. The 3-day field trip revolved around activities that could be adapted for use with elementary through secondary classes. Before the outing the student-teachers were briefed; following the trip, "round-up" sessions considered ways to integrate the trip's activities with the main school program. The trip began with an orientation and continued throughout the weekend with activities, including: a hike around the Island, map studies of the area, a lecture on the Island's marine biology, sketching the beach, determining low and high tide, recording plants and animal life, studying a tide-pool, barnacles and Periwinkle shells, looking for evidence of man's pollution, reflecting on thoughts stimulated by the environment, visiting a herring weir and the local wharf, touring a coastal fishing village, touring the Passamaquoddy area by boat and a demonstration of scallop dragging, learning about the local lore, and a compass activity. Response to the weekend of intensive study and exploration was great. Descriptors: Ecology, Environmental Education, Experiential Learning, Field Studies

Childs, Sally A. (1980). Adventure Deprivation – A Social Disease. Self Concept Through School Camp. People are steadily being deprived of decision making opportunities. However, the freedom and sense of adventure to be found in the outdoors can help renew feelings of self-direction in our lives. Many theories about the nature of self have been evolved since Aristotle's time. Social benefits, self conceptualization and self assessment may all result from the study of self. Outdoor education relates to self concept in its use of the natural environment as a laboratory to provide opportunities for educational growth through direct experiences and "real" discoveries. Resident camps can offer new social experiences as well as educational opportunities. A 1978 study of 60 seventh graders who attended a 5 day outdoor education camp and were tested before and after the experience indicated that although most showed no significant change, 3 students showed considerable growth in self concept. The element of risk involved in adventure programs can also be an effective catalyst for enhancing self concept. Programs like Outward Bound and Homeward Bound have been used as effective alternatives to traditional treatment programs for delinquents by helping develop positive self concepts. Outdoor adventure programs for adults, some corporation-sponsored, have been successful in encouraging leadership and self-confidence. Descriptors: Adult Learning, Adventure Education, Behavior Change, Delinquent Rehabilitation

ReVelle, Penelope; ReVelle, Charles (1984). The Environment: Issues and Choices for Society. Second Edition. This textbook is recommended for use in introductory level Environmental Studies courses. The content and format are designed to accommodate students with various academic backgrounds and to allow for a variety of teaching approaches (such as lectures, discussions, and case studies). Generally, each chapter provides background information, a controversial issue and viewpoints, supplementary material, and concludes with questions, references and suggestions for further reading. Graphics support the major concepts. The contents of the text are organized into eight sections and 34 chapters. Major headings for these sections and chapters include: (1) humans and other nations that inhabit the earth (ecosystems, wildlife); (2) resources of land and food (land habitats, soil erosion); (3) water resource problems (eutrophication, pollution control); (4) conventional sources of energy (coal, oil, nuclear power); (5) air pollution and energy-related water pollution (climate, acid rain, energy as a pollutant); (6) natural sources of power and energy conservation (wind, solar); (7) human health and the environment (carcinogens, toxic substances); and (8) land resource issues (private land-use, preserving natural areas). Descriptors: Air Pollution, Conservation (Environment), Ecology, Energy

Laetsch, W. M.; Knott, Robert C. (1981). Outdoor Biology Instructional Strategies (OBIS): 1972-79. Final Project Report. Prepared for the National Science Foundation (NSF), this report summarizes the development and work of the Outdoor Biology Instructional Strategies (OBIS) project from 1972 to 1979. One hundred activities for ten- to fifteen-year-olds in community groups (scouts, clubs, camps, churches, etc.) were developed, field tested, revised, and made available to the public. The intent of the materials was to increase the environmental awareness, knowledge, and management skills of future decision makers by teaching about major biological concepts and ecological interactions in an informal educational setting. Special characteristics of the program include a national scope within regional and local diversity, flexible use patterns, "leaderproof" activities, multidisciplinary approach, and grassroots involvement. This report outlines, phase by phase, the procedures used in developing OBIS and offers a model useful to other curriculum developers interested in producing attractive, community-based materials. It discusses the folios, field and resource centers, community involvement, activity production, instructional strategies, domestic and international adaptations, and commercial production (1979-1981).   [More]  Descriptors: Biology, Community Involvement, Community Organizations, Curriculum Development

Douma, Elaine L. (1980). Competency Based Consumer Education. This document is intended as a tool to help teachers develop a competency-based consumer education curriculum. It first briefly discusses the need for a competency-based approach over a K-14 continuum. The major portion of the document then consists of lists of competencies on a K-14 continuum that are nonsubject specific. They are categorized into the four major goal areas that comprise consumer education: (1) decision making; (2) resource management; (3) consumer roles, rights, responsibility; and (4) knowledge of the marketplace. Under each goal are five to seven subordinate objectives for which are listed grade level-appropriate indicators or statements that describe specific behaviors of individuals who have achieved given levels of competencies. (The grade levels are K-3, 4-6, 7-9, 10-12, and 13-14.) A one-page summary outline discusses use of the K-14 competency-based consumer education matrix. Descriptors: Behavioral Objectives, Competency Based Education, Consumer Economics, Consumer Education

Green, Gaye Leigh (1996). Installation Art: A Bit of a Spoiled Brat or Provocative Pedagogy?, Art Education. Provides an introduction and overview of installation art. Installation art challenges the accepted notion of passive viewing and comments on concepts concerning art and the environment by creating spatial environments using natural materials. Describes several student installation art projects and the issues raised by this approach. Descriptors: Aesthetic Values, Art Appreciation, Art Criticism, Art Education

Sinanoglu, Paula A., Ed.; Maluccio, Anthony N., Ed. (1981). Parents of Children in Placement: Perspectives and Programs. Addressed primarily to direct service personnel and others interested in direct work with parents, this book includes a collection of articles reflecting different perspectives on and approaches to parents involved with the foster care system. Following introductory chapters which examine the emerging focus of interest on parents of children in placement and the role of the caseworker in working with parents of such children, the book is divided into the following sections: perspectives of early child welfare professionals on the topic; discussions from an ecological perspective on the topic; discussions from a sociocultural perspective on the topic; examinations of pertinent legal issues; viewpoints on the importance of parents for children in placement; viewpoints on the impact of child placement on parents; perspectives on programs and methods of working with parents; and discussions of special aspects of child welfare, including worker burnout and parent-child visitation. Each section is prefaced by a brief discussion of the particular readings and their relevance, as well as suggestions for further reading. Descriptors: Adoption, American Indians, Biological Parents, Burnout

Butzow, John W.; And Others (1980). What Adventures Can You Have in Wetlands, Lakes, Ponds, and Puddles? A Marine Education Infusion Unit on Wet Environments. Revised Edition. Intended for use in middle and junior high schools, these nine classroom and field activities help students better understand the great diversity of natural communities and the complex interactions of aquatic organisms. A background information section presents teachers with an overview of wetlands, streams, lakes and ponds, and puddles. Classroom activities ask students to view films, participate in a food web exercise, create indoor wet environments using jars and a small children's plastic swimming pool, decorate the classroom with art projects, and study the human history of salt marshes. Field trips allow students to investigate a stream, saltwater marsh, lake, and the school-site watershed. Each activity outlines the objectives, field site when appropriate, materials, timing, and procedures. Teacher resources include lists of organizations, people, teaching units, places to visit, books, and films. Information sheets and student handouts are also included.   [More]  Descriptors: Activity Units, Ecology, Elementary Secondary Education, Environmental Education

Ohio State Dept. of Education, Columbus. Div. of Elementary and Secondary Education. (1985). Energy and Resource Conservation. Minimum Standards Leadership Series 1985. This publication can be used as: a guide for improving, expanding, and balancing the existing energy and resource conservation education program; a resource for planning appropriate inservice education activities in energy and resource conservation education for school district personnel; and a source of information for locating high quality curricular materials, background information, and community resources. It consists of seven chapters which focus on, respectively: (1) energy and resource conservation in the curriculum (examining components and outcomes related to lifelong learning skills, concepts and understandings, and ethical behavior); (2) energy and resource conservation in the course of study (with excerpts from school district philosophies, program philosophies, program goals, and with suggestions for constructing a model course of study); (3) choosing energy and resource conservation activities; (4) teaching strategies; (5) planning inservice programs and types of inservice actvities; (6) using nonschool resources (including local resources, stage agency resources, state organizations, national organizations, and federal agencies); and (7) summary information. Appendices include biographical sketches of individuals who have made a contribution to envrionmental/conservation education and lists of curriculum and other types of resources. Descriptors: Conservation Education, Conservation (Environment), Curriculum Development, Ecology

Caldwell, Lynton K. (1985). U.S. Interests and the Global Environment. Occasional Paper 35. This essay presents an argument for policies responsive to global environmental needs by examining the causes and consequences of six critical environmental issues, and then offering specific U.S. policy recommendations. Following an explanation of the global nature of environmental problems, a summary of the salient facts regarding the following six issues is provided: quality of the atmosphere, depletion of fresh water, loss of soil productivity, loss of genetic diversity, tropical deforestation, and toxic contamination and hazardous materials. In each of these cases, human behavior has disrupted the natural biogeochemical cycles of the biosphere, thereby generating chain reactions that multiply the problems confronting people and their governments. It is argued that regardless of the policy positions of the government on international environmental issues, U.S. citizens are involved in all of the aforementioned global issues and many more. The essay urges the United States to return to a position of leadership in global environmental matters, based on the conclusion that the cost of regaining credibility and leadership in international environmental affairs could be much less than the ultimate failure to do so. A glossary of acronyms and a list of Stanley Foundation papers and activities are also included in the document.   [More]  Descriptors: Air Pollution, Citizen Participation, Ecology, Environmental Standards

Ohio State Univ., Columbus. National Center for Research in Vocational Education. (1975). Military Curricula for Vocational & Technical Education. Entomology Specialist 1-5. This plan of instruction, lesson plans, and student study guides and workbooks for a secondary-postsecondary level course for an entomology specialist are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The course includes training on procedures for insect and rodent control, collection and identification of specimens, determination of control measures, identification and use of treatment solutions, and operation and maintenance of insecticide dispersal equipment. Three blocks of instruction cover 155 hours: (1) Entomology Fundamentals, Pesticides, and Equipment (11 lessons, 49 hours); (2) Control of Medically Important Pests (9 lessons, 58 hours); and (3) Control of Economically Important Pests (7 lessons, 48 hours). A Specialty Training Standard for student evaluation is provided. The plan of instruction details the units of instruction, objectives, duration of lessons, and support materials needed. A study guide and a workbook are provided for each block. These materials contain objectives, reading assignments, and review exercises. Military manuals, commercial texts, and audiovisuals are recommended, but not provided. A pictorial reference ("Pictorial Keys") on insects is available from the National Center Clearinghouse–see availability statement.   [More]  Descriptors: Agricultural Education, Agricultural Occupations, Agriculture, Behavioral Objectives

Peterson, James R. (1984). Energy and Water Conservation Curriculum Development in Irrigation Technology for the Pacific Northwest. Final Report. This project was conducted to develop curriculum materials for classes in energy and water conservation for the Irrigation Technology Program at Walla Walla Community College. To develop the curriculum, the principal investigator read and analyzed materials on the subjects of water and energy conservation, participated in a short course on drip irrigation, contacted businesses in the West to discuss the practices used for water and energy conservation, and attended the 1984 International Irrigation Exposition and Conference. The final result was the development of two new three-quarter credit classes titled "Drip Irrigation" and "Water and Energy Conservation." It was found that there was a large demand from the irrigation industry for people with a background in energy and water conservation, so the classes were designed to supply those needs. In the future, sections of the classes will be used as short seminars. (Outlines of the two courses and a list of resources used are included as appendixes to this report.) Descriptors: Agronomy, Community Colleges, Conservation Education, Conservation (Environment)

Fogl, John; Landes, Nancy (1979). Of 100 You Only Get 10 or Food For Thought. Teacher's Guide and Student Guide. Net Energy Unit. Draft. This module consists of three activities and an evaluation section. Each activity can be conducted in class or assigned as homework. Activity 1 introduces the students to food chains and energy transfers through trophic levels. Activity 2 explores energy inputs and outputs in the United States food system and encourages the student to identify inefficiencies in the system. Activity 3 relates the financial cost of the energy intensive food system to the consumer. The evaluation section allows the student to suggest means of decreasing the energy consumption of our food system.   [More]  Descriptors: Class Activities, Conservation Education, Curriculum Development, Ecology

Caton, Albert, Ed.; And Others (1984). Harvesting the Ocean: 3. Using the Sea Wisely. This booklet contains the third in a series of three interdisciplinary units which focus specifically on the Pacific Ocean and its surrounding countries. The unit, intended primarily for upper secondary students, consists of readings and interdisciplinary activities (science, art, social studies, English, and home economics) presented in four parts. Part 1 looks at the issue of using the sea wisely in broad terms and raises the question of the world's food problem and present and potential ocean resources. Part 2 gives a basic introduction to some concepts of international law as they relate to the law of the sea. A case study on the regulation of whales is included. Part 3 examines the main sources of ocean pollution, focusing in particular on oil spills and chemical effluent from industry. The importance of and damage to shoreline and estuarine systems is addressed, as is the effectiveness of the Kuala Juru Co-operative in Malaysia, where local inhabitants responded to pollution by creating a new aquaculture fishery and administering it through a cooperative. Part 4, which focuses on fishery management, includes a case study on the state of the Southern Bluefin and discussions of ecosystem management, aquaculture, and finding alternatives for fish and fish products. Descriptors: Ecology, Environmental Standards, Estuaries, Fisheries

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