Bibliography: Ecology (page 625 of 627)

This annotated bibliography is curated specifically for the Water Protectors . Info website.  Some of the authors featured on this page include Michael Brody, Lester R. Brown, Inc. Information Dynamics, Elizabeth Gunner, Jeanne C. Tucker, Western Australia Science Education Association, TN. Tennessee Administrative Software Clearinghouse. Memphis State Univ, Kay Fairwell, Minneapolis. Minnesota Univ, and John H. Adams.

Minnesota Univ., Minneapolis. (1982). Out-of-School Science Learning Experiences for Parents and Their Middle School Children: Introduction. [A Course for Parents and Children.]. As an effort to supplement the science which is taught in schools, this document describes the development and implementation of five out-of-school short courses for middle school children and their parents. The courses meet on Saturdays for five weeks and are intended to be taught at informal science learning sites such as zoos, science museums, nature centers and planetariums. Course activities are intended to increase the scientific knowledge of the participants as well as time that parents and children spend with each other. All of the courses also contain home activities for parents and children to do together. The first section of this document includes the history of this project, the rationale for selecting the courses, and a synopsis of the courses. The courses described are: (1) animal behavior; (2) building telegraphs, telephones, and radios; (3) microcomputers; (4) nighttime astronomy; and (5) winter study. A section on "administrative organization" discusses teaching sites, scheduling, participant registration, publicity and cost. Another section, "instructional organization," explains the teacher's guides, planning considerations and evaluation processes. Appendices include sample publicity brochures, newspaper articles, confirmation letters, a certificate of participation, and references.   [More]  Descriptors: Animal Behavior, Astronomy, Conservation Education, Course Content

Tucker, Jeanne C., Ed.; Umbarger, Vivian C., Ed. (1979). Social Gerontology Training Manual. This guide for educators, human service workers, and others interested in social gerontology contains four sections covering fifteen subject areas/sessions. Unit 1, Societal Structure and Its Relationship to the Aged, presents data concerning demographics of the aging population, historical factors having an impact upon value processing of older adults, changing roles in families, and an overview of gerontology program resources. Unit 2, Gerontological Mental Health, provides information regarding selected life events/stress factors in the aging cycle, including emotional adjustments to cope with death and aging, recognition and management of grief, creative use of leisure, and impact of ageism. Unit 3, Physical Aspects of Aging, reviews the biological basis and physical changes and their implications, including special factors involving the ecosystem of environmental impact and drug use and misuse. Unit 4, Cultural Values and Their Impact on Older Kansans, discusses ethnic experiences and cultural values as related to needs, concerns, and resources of specific elderly groups with examples of cultural heritage and unique problems of service delivery and programming objectives for Spanish speaking, Indian, and Mid-western rural elderly. For each session these materials are provided: sample agendas, training objectives, condensed lectures, group exercises/discussions, examples of audiovisual aids, and bibliography. Descriptors: Adjustment (to Environment), Adult Development, Adult Education, Aging (Individuals)

Wimberly, Ronald C., Comp. (1982). Rural Sociology in the South: 1982. Proceedings of the Rural Sociology Section of the Southern Association of Agricultural Scientists (Orlando, Florida, February 7-10, 1982). A total of 33 papers are collected for dissemination to other sociologists and graduate/undergraduate students, and represent the broad thrusts southern sociology brings to bear on rural and agricultural problems. The seven sessions are entitled: The Sociology of Agriculture (three papers); The Sociology of Communities (six papers); Social Change (seven papers); Rural Crime (five papers); Demographic Changes (five papers); Education, Aspirations, and Employment (four papers); and Land and Farm Resources (three papers). The papers in the Education section include: The Effects of Two Generations of Status Attainments on Educational Aspirations for Offsprings; Completing College and the Quality of Employment–A Look at the Costs of Dropping Out; A Comparative Analysis of Job Satisfaction Among Ecologically-Oriented Occupational Groups; and Present and Future Supply and Demand of Home Economics Instructors in Higher Education. The final portion of the document contains the minutes of the 1982 business meeting, a copy of the program of the Rural Sociology Section of the 79th Annual Convention of the Southern Association of Agricultural Scientists, a directory of participants and attenders of the 1982 meeting, operations procedures for the Rural Sociology Section, and a brief history of the Rural Sociology Section prepared by C. L. Cleland. Descriptors: Agriculture, Area Studies, Change, Community Change

Throgmorton, Larry, Ed.; And Others (1978). Outdoor Biology Instructional Strategies Trial Edition, Set IV. Eight games are included in the 24 activities in the Outdoor Biology Instructional Strategies (OBIS) Trial Edition Set IV. There are also simulations, crafts, biological techniques, and organism investigations focusing on animal and plant life in the forest, desert, and snow. Designed for small groups of children ages 10 to 15 from schools and community youth organizations, the activities include the study of squirrel food-storage strategies, desert plants, vines, damselfly and dragonfly populations, hopping animals, tree growth, soil differences, and plants that can live in the snow. These strategies for outdoor learning experiences are individually packed in folios that include pertinent biological concepts, materials lists, preparation, action, follow up and a list of related activities. Also included in the Set are a guide to OBIS; a "Leader's Survival Kit" with ideas for safety, conservation, and site selection, as well as suggestions for combining activities from Sets I, II, III, and IV into concept and skill modules; and a "Leader's Tool Box", describing certain biological techniques and detailing the building and use of home-made equipment such as thermometer dip-sticks, pollen boards, and desert leaf models.   [More]  Descriptors: Activity Units, Animal Behavior, Biology, Construction (Process)

Brody, Michael; And Others (1988). An Assessment of Student Knowledge in Fourth, Eighth and Eleventh Grades of Science and Natural Resource Concepts Related to Acidic Deposition. This study assessed the level of scientific and natural resource knowledge that 4th, 8th, and 11th grade students in Maine possessed concerning acidic deposition. A representative sample of public school students (n=175) was interviewed on 12 concept principles considered critical to a full understanding of the acidic deposition problem. These included geological, meteorological, ecological, political, and economic concepts. Student knowledge was rated for each concept principle on a scale of complete, high partial, low partial, or no understanding. Common misconceptions were also noted. Generalized correct concept statements of current student knowledge was reported as well as generalized missing concepts. The results suggest some implications for teaching about acidic deposition and the design of environmental education curriculum materials based upon student knowledge. Ways that can help teachers better teach students about current environmental problems and thus help learners gain an appreciation for the complex and multidisciplinary nature of science and the environment are discussed.   [More]  Descriptors: Air Pollution, Concept Formation, Controversial Issues (Course Content), Ecology

Brown, Lester R.; And Others (1986). State of the World 1986. A Worldwatch Institute Report on Progress toward a Sustainable Society. The third of three annual assessments concentrating on the relationship between the world economy and its environmental support systems, this edition expands earlier themes on how economic demands of a world population approaching 5 billion affects the earth's natural systems and resources to embrace threats to security as well. The first of 11 sections, "A Generation of Deficits" (Lester R. Brown) examines not only deficits and debts in the United States, but in other countries as well. In section 2, "Assessing Ecological Decline," Lester R. Brown and Edward C. Wolf discuss profiles and social consequences of ecological decline, economic costs, "political fallout," and the need for integrated analysis. Next, in "Increasing Water Efficiency," Sandra Postel describes water-saving irrigation methods, new cropping patterns, recycling and reuse, conservation in cities, and balancing the water equation. The next section, "Managing Rangelands," (Edward C. Wolf) is followed by two articles, "Moving beyond Oil," and "Reforming the Electric Power Industry" by Christopher Flavin. Section 7, "Decommissioning Nuclear Power Plants," (Cynthia Pollock) addresses issues concerning decontamination and dismantlement, waste disposal, and cost. Two health articles: "Banishing Tobacco," and "Investing in Children," by William U. Chandler are followed by a look at "Africa's Decline," (Lester R. Brown and Edward C. Wolf). In the final section, "Redefining National Security," Lester R. Brown addresses new threats to security, militarization of the world economy, costs to the two super-powers, countries reducing arms outlays, and challenges to world peace.   [More]  Descriptors: Agricultural Trends, Developed Nations, Developing Nations, Disarmament

Ogbu, John U. (1981). Schooling in the Ghetto: An Ecological Perspective on Community and Home Influences. Social scientists have adopted two different views on the influence of the community and home on academic achievement of lower-class and minority students. The first is the deficit perspective, or the failure-of-socialization hypothesis. The second is the difference perspective, or the cultural-discontinuity/failure-of-communication hypothesis. Both deficit and difference perspectives on oppressed minorities reflect external definitions of community and home influences on ghetto children's school learning. In contrast, an ecological perspective enables the specification of important community and home influences affecting the ability of young members of caste-like minority groups to benefit from schooling. Various responses black people have made to the job ceiling and inferior education historically imposed on them affect their children's ability to learn in school. Because blacks continually fight against the schools, they have grown suspicious of the schools; their resulting alienation makes commitment to and perseverance at academic tasks difficult. Black people's disillusionment over the job ceiling imposes similar liabilities. Various survival strategies blacks have developed to cope with their economic and social problems often demand attitudes, competencies, and behaviors that are apparently incompatible with those required for school success. For example, collective struggle teaches blacks that they are not responsible as individuals for their failures, including school failure, and that failure is the fault of "the system"; clientship teaches them that reward does not depend so much on personal efforts at an assigned task as on one's ability to manipulate the powers that be; and hustling emphasizes the virtues of exploiting and manipulating others to achieve desired material success and/or prestige. A 14-page bibliography concludes the document.   [More]  Descriptors: Academic Achievement, Adjustment (to Environment), Blacks, Caste

French, Dan; Phillips, Connie (1983). Crossroads: Quality of Life in a Nuclear World. A High School Science Curriculum. One of a set of high school curricula on nuclear issues, this 10-day science unit helps students understand the interrelationship between the economy, the arms race, military spending, and the threat of nuclear war. Through activities such as role playing, discussion, brainstorming, and problem solving, students develop their ability to evaluate issues and information in order to make educated decisions. Topics covered in the 10 lessons are: the background of nuclear weapons; individual and current world conflicts; weapons; the biological and ecological effects of a nuclear explosion; Hiroshima; radiation; civil defense; nuclear proliferation; perceptions of national security, resources, and a healthy economy; and military spending. In a culminating activity, students are encouraged to express their feelings and explore ways they can affect society. Each lesson includes a plan sheet, readings, student activities, and a homework assignment. Additional materials include an evaluation form; bibliography; and lists of informational, instructional, and audiovisual materials. Descriptors: Biology, Budgets, Civil Defense, Conflict Resolution

Information Dynamics, Inc., Silver Spring, MD. (1981). Meeting Environmental Workforce Needs. Determining Education and Training Requirements. Proceedings of the National Conference on Meeting Environmental Workforce Needs (Washington, D.C., February 1981). Will the nation have the trained workforce required to deal with environmental problems in the 1980s and beyond? With the growing public concern about hazardous wastes, impure drinking water, polluted air, use and care of natural resources, and new legislation and funding targeted at these concerns, the need for examining workforce requirements and education and training capabilities becomes imperative, and was the subject of the conference reported in this book. The program focused on the following topics: (1) assessments of future job opportunities in occupations related to the environment; (2) available programs and curricula for occupational training in areas where growth in environmental opportunities is projected; (3) ability of the nation's schools, colleges, and other training facilities to meet anticipated needs; (4) guidance and counseling efforts needed to help students and workers assess their aptitudes and select appropriate training; (5) assessment of environmentally related jobs for minorities; (6) efforts to improve linkage between educators and industry, government, and labor to assure best use of education and training resources; (7) workforce planning for state environmental agencies; and (8) use of cooperative programs to meet state and local workforce shortages. Conference participants included nationally recognized planners, administrators, and policy makers in schools, colleges, industry, labor organizations, professional associations, citizen groups, and government agencies. Their 39 papers and perspectives comprise the chapters of this book. Descriptors: Career Counseling, Conservation (Environment), Cooperative Education, Counselor Role

Western Australia Science Education Association. (1983). Annual Science Education Conference (9th, Murdoch University, Perth, Western Australia, September 23, 1983). This proceedings contains the texts of 14 science education research studies which were presented at the 1983 Western Australia Science Education Conference. They include: "Students' Understanding of Chemical Equilibrium: A Report of Research in Progress" (Patrick J. Garnett, Mark W. Hackling); "Measuring the Learning Environment in Elementary and Middle Science Classrooms" (Trevor W. Lacy); "The Effect of Inservice Training on Teacher Attitudes and Primary School Science Classroom Climates–An Interim Report" (Pauline Hutchinson); "Why Teach Science?" (Leonie J. Rennie), focusing on primary school science instruction; "Identifying Characteristics of Primary Science Teaching Styles" (L. N. McKenna); "Time Available for Teaching: A Survey in Four West Australian Schools" (M. C.  Crosbie); "Primary Science Today" (John D. Rowe); "How Well Do Standard Piagetian Protocols Assess Aboriginal Children's Conservation Behavior?" (David F. Treagust, Ross Hastie); "Enhancing Student Engagement in Upper Primary and Lower Secondary Science Activities" (Kenneth G. Tobin); "Beyond the Keller Plan" (Phillip Jennings), reviewing application of the Keller scheme in college physics; "John Forrest National Park as an Ecological Study Area" (Bill Foulds, Judy Parsons); "Priorities for Computer Education in W.A." (M. J. O'Loughlin, J. Luca); "Techniques for Formative Evaluation of Science Curricula" (Barry J. Fraser); and "Problem Solving in Physics" (John Deacon), examining problem-solving methods and misconceptions found in student answers on the 1979 W.A. Tertiary Admissions Physics Examination. Descriptors: Chemical Equilibrium, Classroom Environment, Computer Science Education, Conservation (Concept)

Adams, John H.; And Others (1985). An Environmental Agenda for the Future. Early in 1981 the chief executives of ten major environmental and conservation organizations began meeting for the purpose of enhancing the effectiveness of their organizations in helping to protect the nation's environmental quality. This agenda represents 4 years of work by these and other individuals, and it attempts to collectively reflect the thoughts and concerns of various experts called upon by the core group. It also drew on ideas generated at nine regional conferences held around the nation during that same time period. The Environmental Agenda for the Future is organized around 11 major subject areas. These include: (1) nuclear issues; (2) human population growth; (3) energy strategies; (4) water resources; (5) toxics and pollution control; (6) wild living resources; (7) private lands and agriculture; (8) protected land systems; (9) public lands; (10) urban environments; and (11) international responsibilities. An introductory chapter presents a summation of the expected environmental problems of the future, a discussion of the link between environmental factors and the economy, and some anticipated benefits of managing our natural resources and providing environmental protection. A seven-page bibliography provides some recommended resources for each of the 11 areas addressed in the report. Descriptors: Air Pollution, Conservation (Environment), Cooperative Planning, Ecology

Memphis State Univ., TN. Tennessee Administrative Software Clearinghouse. (1987). Project WILD: Aquatic Education Activity Guide. Project WILD is an interdisciplinary, supplementary environmental and conservation education program which emphasizes wildlife. This document is one guide developed by Project WILD with the specific purpose of focusing on aquatic wildlife, or any wild animals that depend upon aquatic environments for survival. The book contains instructional activities which are designed to be integrated into school subjects and skill areas, especially science, social studies, language arts, mathematics, and art. It is suggested that educators in non-school settings, such as youth leaders, camp personnel, and park naturalists could also use the guide. The 40 activities are divided into sections dealing with: (1) awareness and appreciation; (2) the diversity of wildlife values; (3) ecological principles; (4) management and conservation; (5) people, culture, and wildlife; (6) trends, issues, and consequences; and (7) responsible human actions. The appendices include a variety of references, cross-listings, and additional instructional suggestions. Also provided are a glossary of terms, the Project WILD conceptual framework, and a list of agencies and organizations that can provide information. Descriptors: Animals, Conservation (Environment), Depleted Resources, Ecology

Fairwell, Kay, Ed.; And Others (1975). Outdoor Biology Instructional Strategies Trial Edition. Set II. The 24 activities in the Outdoor Biology Instructional Strategies (OBIS) Trial Edition Set II use living organisms such as crabs, birds, crayfish, lichens, and insects to investigate biological interrelationships, organism behavior, and species density to promote greater environmental and sensory awareness. The activities, designed primarily for groups of children ages 10 to 15, focus on terrestrial, beach, freshwater, marine, woodland, and other habitats. Light and its effect on animal behavior, study of intertidal plant and animal colonies, hibernation site study, comparison of insects in lawn areas and weedy areas, a simulated oil spill, investigation of sea movements and currents, and a series of environmental games are among the specific activities. Each is presented in a folio with an introduction, list of materials, action, discussion, and follow up. There are three additional folios: (1) an introduction to OBIS: (2) a "Leader's Survival Kit", with suggestions for the combination of the Set I and II activities into various learning modules organized by biological or environmental concept, skill, or habitat; and (3) an OBIS Tool Box, containing Equipment and Technique Cards with instructions for the construction and use of inexpensive equipment, such as bird feeders and tide stakes.   [More]  Descriptors: Activity Units, Animal Behavior, Biology, Construction (Process)

Gunner, Elizabeth (1985). Teaching about Africa South of the Sahara. Report. Council of Europe Teachers' Seminar (Lahti, Finland, August 5-10, 1984). Educators from European countries were presented with up-to-date information about Africa. The seminar was intended to help teachers present the African experience as cogently as possible in their classrooms. The main topics of the seminar are discussed, papers are summarized, discussions of the working groups are presented, participants' reactions to the seminar are discussed, and recommendations are listed. Papers deal with a variety of topics, including European attitudes toward Africa, the image of Africa in textbooks, the use of film for teaching about Africa, the development of national languages in Africa, the need to recognize the contribution of African art to world culture, the need for planners to listen to the views of African villagers, and Africa and the international community. Working groups examined the historical, cultural, and ecological approaches to studying Africa. Participants reacted very favorably to the seminar. It was recommended that children be made aware of African lands, and that the myths and stereotypes be dispelled. Appendices contain a participant list and addresses of centers providing resources on Africa. Descriptors: African Culture, African History, Area Studies, Comparative Education

Penick, John E., Ed.; Meinhard-Pellens, Richard, Ed. (1984). Science/Technology/Society. Focus on Excellence, Volume 1, Number 5. This document describes 10 examples of innovative and outstanding science/technology/society (STS) programs. These programs were selected using state criteria and at least four independent reviewers. While Project Synthesis offered a desired state, these examples of excellence provided views of what is already a reality. The goals of an exemplary science program are provided along with the criteria for excellence. The programs described are: (1) "Unified Science Modules"; (2) "Solar Project Class"; (3) "Environmental Science"; (4) "Energy and Us"; (5) "Mankind: A Biological and Social View"; (6) "Wallingford Auditing Technical Team"; (7) "Science/Mathematics/Computer Magnet School"; (8) "Contemporary Issues in Science"; (9) "Earthscope"; and (10) "Marine Environmental Program." Also included are a critique on STS and a paper on teaching STS in secondary school.   [More]  Descriptors: Computer Uses in Education, Critical Thinking, Cultural Influences, Demonstration Programs

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