Showing papers on "Environmental education published in 1971"

A Typology of Outdoor Recreation Activity Preferences

Abstract: (1971). A Typology of Outdoor Recreation Activity Preferences. The Journal of Environmental Education: Vol. 3, Communicating Everyman's Ecology, pp. 28-34.

The Public, The Media, and the Knowledge Gap

Abstract: (1971). The Public, The Media, and the Knowledge Gap. Environmental Education: Vol. 2, No. 4, pp. 3-8.

Environmental Education: One Approach to Resolving the Environmental Crisis.

Abstract: overly optimistic (Michael, 1970), pollution, congestion, and exploitation of natural resources are not new problems. In fact, there is evidence that civilizations as far back as Ancient Rome experienced many of the problems which afflict us today. Why, then, has the environment suddenly become such a popular cause? There are many reasons. Among many young people who have been brought up amid social controversies such

Involving Citizens in Water Resources Planning: The Communication-Participation Experiment in the Susquehanna River Basin.

Abstract: THOMAS E. BORTON~ is a Lecturer in the Department of Urban Planning and a Research Associate in the Environmental Simulation Laboratory at the University of Michigan. His recent research includes studies in public participation t/n/~e/x/ ~ of M/c/!/a’ ~V/s fc$earc/! /nc/u

Environmental Education Through Information-Seeking: The Case of an "Environmental Teach-In"

Abstract: mass media, from our friends, and from our own observations. In order to understand how we actually become informed and educated about the environment, we must borrow from the research traditions of public information-seeking, adult education, use of mass media, and interpersonal communication. There are environmental &dquo;events&dquo; which have served to focus public attention on environmental problems, and there has been an increase in the amount of information available to the public in the past two years. It is our purpose here to analyze one such event, an &dquo;environmental teach-in,&dquo; and to examine its impact

The Living-Learning Community

Abstract: ONLY ONE PROPOSAL NEEDED FOR EACH APARTMENT! Name of Proposed Community: _______________________________ Date: ____________ Apartment Representative: __________________ Signature: _________________________ Faculty/Staff Sponsor: ______________________ Signature: _________________________ □ I have read the proposal and expectations of the sponsor. Please print your name, circle which classification you will be in fall 2008, circle which semesters you plan on living in your living-learning community, and sign. Name: Classification: So Jr Sr Signature: Expected Residency: FA08 SP09 Name: Classification: So Jr Sr Signature: Expected Residency: FA08 SP09 Name: Classification: So Jr Sr Signature: Expected Residency: FA08 SP09 Name: Classification: So Jr Sr Signature: Expected Residency: FA08 SP09 Name: Classification: So Jr Sr Signature: Expected Residency: FA08 SP09 Name: Classification: So Jr Sr Signature: Expected Residency: FA08 SP09 Name: Classification: So Jr Sr Signature: Expected Residency: FA08 SP09 Name: Classification: So Jr Sr Signature: Expected Residency: FA08 SP09

Population education--critical questions.

Abstract: This discussion initially notes some "leads" to the the population education literature and is then organized around 10 controversial questions that help explain why population education is a somewhat confused area: 1) should population education be linked to environment/ecology; 2) how urgent are population problems; 3) should individual and family implications of family size and "shape" be included; 4) to what extent should ideas based on value judgments be included; 6) at what grade levels should population education take place; 7) should population education ivolve specific new courses or general permeation of all courses; 8) what is the importance for population education of research on students attitudes toward population education; 9) should population education be started fairly quickly or after time spent in designing and refining strategies; and 10) can population education be of any value and if so what. No reviews of research exist but there are adequate general introductions to population education and its "literature" and bibliographies. If population education is tied to environmental education it should be on the larger basis of resources and environment as a whole and not on the narrow crusade against pollution. If the moderate views about U.S. population growth become widely known population education may lose some of its support. Population education might theoretically start in the 1st school years and continue throughout with appropriate adaptations to age. There is no research to indicate at what grade levels if any population education would be more effective. The Population Reference Bureau lists 3 alternative strategies to the question of new courses or other strategies: massive reforms of curricula special units for existing courses and permeation of the entire fabric of education with population materials. Discussions of population education frequently take for granted that population education will be helpful. There is no research that supports this view but there are many situations where practical programs cannot wait for research findings.

Man in the marine environment

Abstract: This report has three primary objectives; it attempts to examine the relationship of various cultural systems to the marine environment, seeks to create an inventory of uses man has put the marine environment to, and makes an analysis of the attitudes of people towards the marine environment.

It's not too late

Abstract: Requirements: The Dr. Barbara Anne Wheeler Scholarship is for students who have a minimum 3.5 GPA, and have shown their dedication in the fields of study to which Dr. Wheeler has devoted her career. In addition to the Kean University Foundation, Inc. Scholarship Application, matriculated students are required to submit an essay of not more than two pages describing their educational interests in the areas of activism and global diversity. The scholarship application can be picked up in the scholarship office in Townsend Hall, or downloaded from the Kean.edu site by following the links for “Financial Aid.” Be sure to indicate on the scholarship application that you are applying for Fall 2010. Completed applications may be mailed to or dropped off with Dr.Emily Filardo, Kean University, Hutchinson Hall J-330P,1000 Morris Avenue, Union, NJ 07083.