Search

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ambiente & Sociedade is the property of Nepam Unicamp and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Environmental education in Malaysia is not a specific subject in the school curriculum. Rather, its general principles are dispersed across the whole of the curriculum. Consequently, teachers without adequate awareness regarding environmental issues may not make an effort to educate students on the importance of preservation and conservation of the environment, and may refrain from inculcating sustainable practices. The Iskandar Malaysia (IM) Ecolife Challenge is an initiative taken under a low-carbon policy. Its ambitions are twofold: first, to educate both students and teachers on low-carbon issues, and second, to impart the tools with which a low-carbon society may be developed in the IM region. The program took place in 2014, over a period of 1 month, with 80 primary schools participating across IM. The activities covered recycling, saving water and saving electricity, as well as the completion of a workbook designed to raise consciousness of local and global environmental concerns. A survey conducted before and after the program, with 5641 (36.1 %) of 15,623 primary sixth grade students (12 year olds) who had participated in the program, showed that their low-carbon practices had increased by 8 %, while their teachers' awareness had increased by 5 %. The survey also showed that the total weight of recycling items collected during the period of intervention was 45,540 kg, while a total of 90,857 kWh of electricity and 767.85 m of water were saved by the schools. If such an initiative was to be implemented across all 228 primary schools in the IM region, the implications are considerable: a total of 322 kt CO could potentially be reduced in 1 month, which would help to achieve a low-carbon society. [ABSTRACT FROM AUTHOR]

This essay explores the development of education for environmental protection. It chronicles the global effort to achieve sustainable development since the 1970s following the continuous destruction of the environment, including programs related to sustainable development operated by the United Nations. Also discussed is the effort of the U.S. government to address pollution and climate change.

Copyright of Revista Jurídica (0103-3506) is the property of Revista Juridica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Can we avoid inheriting serious issues from research related to environmental education when the researcher community is addressing education for sustainable development? This paper identifies and discusses three main issues: if an explicit and coherent concept of environmental education or education for sustainable development is missing; if the field is dominated by researchers with an environmental science background; and if the research is aiming at improving practice through prescriptive, normative recommendations. The elaboration of the issues is taking a point of departure in the World Environmental Education Congress 2007 in Durban with perspectives for future ESD research and traces the historical roots of some of the trends and issues. It is argued that the overall question is related to a basic dichotomy: is the researcher seeing the role as a support to solving environmental problems here and now, or is the researcher seeing long-term empowerment through education as the main idea. [ABSTRACT FROM AUTHOR]

The environmental problem is so complex that it is necessary to involve all the social actors upon addressing this issue; and at the same time, it is essential to guarantee access to the environmental information available, because it is an indispensable factor in making decisions that are environmentally suitable and socially endorsed; which would allow for sustainable development to be achieved. [ABSTRACT FROM AUTHOR]

This paper examines the implications for sustainability policy of environmental uncertainty and indeterminacy, and relates the associated problems with a conventional understanding of sustainable development to Hayek's critique of collective planning. It suggests that the appropriate recourse is not, however, a Hayekian endorsement of the free market, but an extension of his key idea of spontaneous order to characterise the learning society. The argument is illustrated by a practical application: the analysis of natural capital explored in this Special Issue is shown to be directly relevant to the improvement of the UK's headline sustainability indicators package. [ABSTRACT FROM AUTHOR]

Examines the ecological imbalance in the context of China's "Development of the West' program. Use of the program as a barometer for indicating how much the ideal of environmental sustainability will become integrated into China's development model; Western China's depletion and degradation of water, forest, and grassland resources; Need for a holistic, multisector approach to environmental protection and awareness; Importance of environmental education and environmental awareness.

Sustainability has become a focal topic and important goal for many people concerned about environmental issues. It is, therefore, important for educators, and others, to talk about sustainability with their students and colleagues—about its meaning, curricular application, and practice. However, I do not think this is sufficient. In this paper I will examine limitations of the language of sustainability and implications for environmental thinking. Before launching into a critique, I do acknowledge the importance of "sustainability" and the usefulness of this concept. Many ecological processes are not sustained—not kept going continuously. Species are going extinct at an alarming rate and whole ecosystems are at risk. So, sustainability is important. However, we must also pay attention to what sustainability is not. And, we should consider why these limitations matter. For example, "education for sustainability" has gained rapid acceptance, yet little critical attention has been given to the term. Just as many environmental educators have expressed reservations about "education for sustainable development," I believe there are serious problems associated with allowing our work to be subsumed by the term "education for sustainability." In this presentation I will explore reasons for educators, and others, to be concerned about relying on the language and goals of sustainability. These areas of concern, or limitations, are discussed in terms of determinism, exclusivity, and conceptualization. Some suggestions are provided to help refocus our direction. [ABSTRACT FROM AUTHOR]

The article discusses various issues related to environment law and policy. One significant issue is the development of environment law in relation to environmental information. International environmental law has chosen the principle of free access to information and the principle of disclosure. Environmental protection will only be effective when people have the right to information and the right to participation. Another key issue is the growing concern for the conservation of fishes, forests and natural resources that contribute to sustainable development.

Provides information on Victoria's Commissioner for Environmental Sustainability. Argument of environmental sustainability on the use of environmental resources; Use of resources in such a way not to compromise the rights of future generations; Objectives and functions of the commissioner; Audit public environmental education programs; Accountability of the commissioner.

The article offers information on the United Nations Conference on environmental education that was held in Stockholm, Sweden in 1972. Topics discussed include education on environmental programming, focus of the conference on environmental protection, political influence on environment and sustainable development.

The article presents information related to the environmental education (EE). It is noted that EE holds promise to holistically mitigate the damage suffered by human interaction with the eco-system where science education has fallen short. It is mentioned that the observation of natural phenomenon has been the focus on natural science education, which is a predecessor to EE.

Highlights electronic resources on environmental topics, focusing on Internet resources. Description of the solutions-based Web site Sustainable Sources; Information on the Ecosystem Management and Environmental Education bulletin billboard system offered by the Florida Department of Environmental Protection; Features of the Water Online Times Web site.