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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Living Standards; Development; Human Resources; Natural Resources; Physical Environment; Measurement; Comparative Analysis; Social Indicators
Abstract:
The resource-infrastructure-environment (RIE) index was proposed as an alternative measure of progress which was then employed to: (1) compare the aggregate (single summary) index findings between Australia (mid-industrialised nation), Mexico (emerging economy), and the US (highly industrialised nation); and (2) compare the RIE index against the gross domestic product (GDP), human development index (HDI) and genuine savings (GS) measure. This paper builds on the previous work by assessing the seven themes and 21 dimensions which comprise the RIE index for the three aforementioned nations, as well as the associated policy implications. The results identified Australia's strength in the human resource and infrastructure themes. For Mexico, strong contributions came from the natural and generated resource themes as well as the physical environment theme, while the US performed strongly in the infrastructure themes. The comparative results of the US and Mexico illustrated that it is possible to achieve high levels of progress without an excessive reliance on high levels of production and income.
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Author(s): |
Watson, Alan E. |
Source: |
Social Indicators Research, v110 n2 p597-611 Jan 2013 |
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Well Being; Ecology; Environmental Education; Natural Resources; Social Values; Recreational Activities; Social Change; Disproportionate Representation; Use Studies; Trend Analysis; Social Indicators; Physical Environment; Public Policy; Policy Analysis; Measurement; Sociometric Techniques; Comparative Analysis; Conservation (Environment); Wildlife; Forestry
Abstract:
A societal decision to protect over 9 million acres of land and water for its wilderness character in the early 1960s reflected US wealth in natural resources, pride in the nation's cultural history and our commitment to the well-being of future generations to both experience wild nature and enjoy benefits flowing from these natural ecosystems. There is no question that our relationship with wilderness has changed. Individually it is probably quite easy to examine differences in the role wilderness plays in the quality of our lives today compared to some previous time. But how the role of wilderness protection has changed for society is more difficult to describe. In only a few places do we have data across multiple decades that would allow us to even examine how users or their use may have changed over time. At the Boundary Waters Canoe Area Wilderness in northern Minnesota we are fortunate to have multiple studies that can give us some 40 years of insight into how some aspects of use have changed there. For example, an analysis of results of visitor studies at the Boundary Waters Canoe Area Wilderness in 1969, 1991 and 2007 reveal some big differences in who is out there today, most notably the presence of a much older, more experienced and better educated user population, almost exclusively white and predominantly male. It is time to decide whether the best thing for wilderness and or society is to try to restore historic patterns of use (to include younger people, the less wealthy and lower educated) in greater numbers, to try to identify new markets within growing underrepresented populations, or adapt our perception of wilderness stewardship to better include planning for emerging social values of a new generation with other indicators of well-being. A growing population with greater dependence on ecosystem services provided by protected nature could lead to wilderness protection becoming an important quantitative and qualitative element of quality of life indices in the very near future.
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Pub Date: |
2012-07-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Environmental Education; Elementary School Students; Constructivism (Learning); Elementary School Science; Natural Resources; Inquiry; Outdoor Education; Science Instruction; Teaching Methods; Comparative Analysis; Observation; Field Trips; Interpersonal Communication; Learning Strategies; Competition; Games; Journal Writing; Notetaking; Measurement Techniques
Abstract:
There has been an increased use of authentic practices in both science and environmental education in recent years. Such practices can utilize social constructivist frameworks to consider the learning that may be taking place as students become engaged in tool use. The current study focuses on a group of elementary school students studying the Everglades in the field and in a classroom setting during one academic year. In particular, we observed students' use of tools (identified as tool-conventions to include both artifacts and conventions) and compared their use in both settings. We found that in the field, students spent considerable amount of time engaged in data collection activity such as taking observations and measurements that resembled what scientists might be doing and included the invention of new tools to facilitate data gathering. In this context, students generally worked more independently from the teacher, collaborated in small work groups, and engaged in more self-directed inquiry. In the classroom, while some of the scientific field tools were practiced in anticipation of their use in the field, activity included more teacher direction, often resembling what might be found in other types of classroom work and the tools used there often supported this work. Models of tool use based on Yrjo Engestrom's activity approach were constructed for both settings. Implications of the results include the importance of viewing tool use in authentic learning with a sociocultural and activity perspective to reflect the socially constructed nature of such learning. (Contains 5 figures, 1 table, and 3 endnotes.)
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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Females; Sex Role; Natural Resources; Food; Behavior
Abstract:
The role of women in natural resource use has been a recurrent theme in social scientific research, especially in relation to developing countries. In contrast to much of this literature which focuses on differences and "tensions" between female and male roles, we argue that the interplay between and "complementarity" of such gendered roles might be highly relevant in understanding contested resource use, but are often neglected. We explore here the role of women in illegal hunting, specifically bushmeat hunting in eastern Africa. Using qualitative data from two sites, lower Omo in Ethiopia and western Serengeti in Tanzania, we found that in both places women, while not actively hunting, played a strong role through a variety of verbal and non-verbal behaviours that motivated male hunting and discouraged their non-hunting. Hunting activities were highly gendered and driven by the interplay between male and female roles, which served to maintain these activities despite strong disincentives from legislation and conservation and development interventions. In contrast to the current literature on women and natural resource use, we thus found that gendered roles complemented and reinforced each other. We discuss implications for research on gender, environment and development, and for the design of conservation-oriented interventions. (Contains 1 table.)
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Author(s): |
Kimmerer, Robin Wall |
Source: |
Journal of Environmental Studies and Sciences, v2 n4 p317-323 Nov 2012 |
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Pub Date: |
2012-11-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Experiential Learning; Teaching Methods; Environmental Education; Science Education; Natural Resources; Course Content; Public Policy; World Views; Ecology; Sustainable Development; College Science; Indigenous Knowledge; Indigenous Populations; College Instruction; Multicultural Education; Educational Philosophy; Religious Factors; Scientific Principles
Abstract:
Scientific ecological knowledge (SEK) is a powerful discipline for diagnosing and analyzing environmental degradation, but has been far less successful in devising sustainable solutions which lie at the intersection of nature and culture. Traditional ecological knowledge (TEK) of indigenous and local peoples is rich in prescriptions for the philosophy and practice of reciprocal, mutualistic relationships with the earth. Scientists and policy makers all over the world are calling for incorporation of the wisdom of TEK into natural resource planning and environmental policy. TEK has a legitimate place in the education of the next generation of environmental scientists, yet this body of knowledge and the process by which it is generated are virtually absent from the environmental science classroom. Integrating TEK and SEK holds a great promise for broadening and deepening the teaching of environmental science, yet the challenges to such integration are significant in the mainstream classroom. I have found that key elements of this integration include fostering intellectual pluralism in a student population largely unaware of other epistemologies by: (1) clear and disciplined analysis of how TEK and SEK are grounded in different worldviews. Mutually respectful evaluation of the divergences and convergences of these epistemologies creates the foundation for critical examination of how synergy might be created between them; (2) engagement of the indigenous pedagogy of direct, experiential learning in which the land and its inhabitants are recognized as primary knowledge sources; (3) holistic engagement of multiple elements of human capacity: mind, body, emotion, and spirit, not just the intellect which is exclusively privileged in conventional environmental science education; (4) recognition that in indigenous approaches, knowledge and responsibility are inextricably linked, so the course content and approach simultaneously cultivate the responsibility that accompanies knowledge acquisition, including protection and appropriate use of cultural knowledge; and (5) recognition that the mutually exclusive duality between matter and spirit which is essential to the scientific worldview is bridged in TEK where material and spiritual explanations, the secular and the sacred, may simultaneously coexist.
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