DOCSLIB.ORG

Evening of Education Program

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Evening of Education Program Norwegian IB Schools (NIBS) presents An f EVENING o EDUCATION Generating ideas and sharing amongst colleagues Join us online! Wednesday 03 February, 2021 kl.17.00 - 20.00 Session 1 Suitable for: kl.17.00 - 17.50 Leadership Diplomma Programme Middle Years Programme Primary Years Programme Narratives for Change: Exploring Ecological Literacy through New Cultural Stories presenter: Kathy Burke How can we become ecologically literate? This talk was accepted for the IB European Education Festival in Warsaw last March but was canceled due to Covid. The digitally interactive presentation is based on masters' level research into ecological literacy. It offers suggestions for how we can include new ecological narratives in all our grade levels and subjects by developing new cultural stories of interdependence, interconnectedness and mutuality with the natural world, through systems thinking, biophilia, place based learning and our IB principles and practices. There will be time for in-person or online interaction and opportunity for feedback to the larger group. This is an inspirational and innovative talk with hands-on suggestions and many links to resources. Join this session The Power of Reading presenter: Thomas Dodgson I will talk about how we have begun to implement a new approach to how we teach reading at AIS. The programme is from the UK and uses carefully selected, high quality texts. I will talk about some of the different ways that I have used it in my Grade 3 class and how we have started to roll it out into other Grades in the PYP. Join this session Designing A Learning Environment To Support Play, Inquiry and Agency presenter: Tracey Leys «There are three teachers of children: adults, other children, and their physical environment.» Loris Malaguzzi In this workshop we will consider the importance of the physical environment in teaching young children. How can we set up a physical environment which inspires curiosity, wonder, a sense of belonging, comfort and safety? How can we bring beauty into the classroom? How can we create a learning space which encourages play, choice, exploration? How does your learning space reflect your (and your student's) values and ideas? What would your ideal learning space look like? My experience lies mainly in early PYP (working with children from 6-9 years old). This workshop should provide inspiration for all PYP teachers, including those working with older children, who are interested in creating a more thoughtful, intentional learning space. Bring a friend as some tasks will require collaboration. Join this session IDUs in Norwegian IB MYP Schools presenter: Annie Termaat The nature of knowledge in curriculum (questions/ discussions/ patterns)• What is the role of IDUs in the MYP? Research data so far 3 - 4 MYP schools (share results, graphs etc)• What happens to IDU length over the course of the programme? • Subject group combinations in IDUs – actual and ideated data.• What benefits and challenges did participating schools experience?• The types of support that would benefit teachers in MYP schools – research data and literature data.This research is ongoing, part of a paper being prepared for a postgraduate course at Deakin University, Australia, a Graduate Diploma in Education Research . The original research paper is now due in May ‘21 Participating schools were approached between August and December ‘20. If further Norwegian MYP schools that now wish to participate and contribute, this is most welcome because additional data is likely to give these patterns and trends greater validity. I am proud to have been a teacher in a Norwegian IB MYP friskole for the past 4 years, finding it a uniquely collaborative professional environment for disciplinary teachers. I believe this model of junior secondary education has significance for the world. Data on how IDU practice can be delivered effectively will be of great benefit to all. Meeting ID: 850 4869 1976 Passcode: Z3d2xx Join this session Session 2 Suitable for: kl.18.00 - 18.50 Leadership Diplomma Programme Middle Years Programme Primary Years Programme The use of synthetic phonics to support the teaching of early reading and writing in an IB school presenter: Angela Hjelset-King A look at how we use and have adapted the RWInc phonics program to teach reading and writing through a structured inquiry model. The presentation will explore the what, how, when, where and why behind our method and our belief that this is the most effective and inclusive way to teach children to read and write using synthetic phonics. Meeting ID: 948 6383 2131 Passcode: 348229 Join this session Investigating the new Personal Project updates presenter: Katheryn Tester This presentation is to unpack the updates for the personal project and will be an idea sharing session for the potential impact, opportunities and challenges into implementing these for the fall of 2021. This season is geared towards schools who have PP already in place. Existing personal project coordinators, programme coordinators or existing supervisors can consider how the changes to the guide may impact the routines that are already established in your schools. Join this session Nature Connection presenters: Lesley Schäfer & Katharine Burke This past year teachers at Skagerak International School teamed up to start a ground to table garden for the school. Starting with a small unpromising rocky area on the school grounds, the school involved primary and middle school classes, the first year class in the High School’s Environmental Systems and Societies class, and a band of committed teachers. In a remarkable synthesis of efforts, skills and passion, this team had a first year harvest that led to a school wide ‘Soup and Focaccia’ made from garden produce and offered to every student in our school of over 400. In this presentation we will share our experiences and the remarkable ongoing nature connectedness it has fostered, and offer advice for starting your own garden project and nature connectedness. Join this session Inclusive learning environments presenter: Ivon Verdu Through the workshop we will explore how to design inclusive learning environments by implementing simple strategies to ensure that all students can access learning. We will spend some time discussing common challenges practitioners face and how they may overcome these. We will also have the opportunity to look at the impact of designing our learning environments with our SEN students in mind. Meeting ID: 913 0780 8058 Passcode: 607126 Join this session Session 3 Suitable for: kl.19.00 - 19.50 Leadership Diplomma Programme Middle Years Programme Primary Years Programme The best of John Hattie, Dylan Wiliam & Stephen Heppell presenter: Mark Cringle The teaching profession has amassed a wealth of pedagogical approaches that claim to have a significant positive impact on children's learning. We now operate in an education mindfield, an endless abyss of choice with truthiness often the guiding compass. This session exploys a professional framework for choosing what works in the inquiry classroom based on the best recommendations from three legends from the world of education academia. Meeting ID: 965 7721 9188 Passcode: 481855 Join this session Embedding social competence into the PoI presenter: James Hallett & Susanne Hebnes Tromsø International School have worked on developing a mixed-age social competence program that is embedded in our Plan of Inquiry. Two of our units are now centred around social competence every year, and have been designed to allow full age-mixing within PYP. We will present how we have used the principles in the enhanced documents to create this program as well as ensuring a progression in curriculum targets. We will also discuss the logistics, challenges and successes of implementing such a program and the positive effect it has had on our school community. Meeting ID: 427 719 2199 Passcode: A48ELN Join this session Transitioning from the PYP - MYP presenter: Andrew Johns At AIS we are working on building a continuum within our school. It is therefore essential that schools are aware of the challenges students face when going from the PYP to the MYP. All schools need to understand and support students through this transition. The aim of the session is to share strategies that AIS have embedded into our practice that help students adapt to their new life in the MYP program and what we still need to do moving forward. Join this session Continuous Improvement in the Classroom presenter: Scott Benzenberg The goal of the workshop is to explore ways that teachers and educational leaders can use strategies from LEAN and other improvement models to continuously check, reflect and improve educational practice. The workshop will highlight ways to structure routines to gather ongoing feedback from students and colleagues, align practices with strategic outcomes and work more efficiently towards these aims. Notes: I'm currently writing an MBA thesis on continuous improvement methods in educational leadership and would be very interested if there are fellow NIBS colleagues who might be willing to help me collect data for the research Meeting ID: 695 2256 2562 Passcode: 365564 Join this session.
Load more

Recommended publications
  • A Journal About Education in Pacific Circle Countries
    Pacific- Asian Education A Journal about Education in Pacific Circle Countries Volume 22 Number 1 2010 Pacific-Asian Education The Journal of the Pacific Circle Consortium for Education Volume 22, Number 1, 2010 EDITOR Elizabeth Rata, School of Critical Studies in Education, Faculty of Education, The University of Auckland, New Zealand. Email: [email protected] EXECUTIVE EDITORS Airini, The University of Auckland, New Zealand Alexis Siteine, The University of Auckland, New Zealand CONSULTING EDITOR Michael Young, Institute of Education, University of London EDITORIAL BOARD Kerry Kennedy, The Hong Kong Institute of Education, Hong Kong Meesook Kim, Korean Educational Development Institute, South Korea Carol Mutch, Education Review Office, New Zealand Gerald Fry, University of Minnesota, USA Christine Halse, University of Western Sydney, Australia Gary McLean,Texas A & M University, USA Leesa Wheelahan, University of Melbourne, Australia Rob Strathdee, Victoria University of Wellington, New Zealand Xiaoyu Chen, Peking University, P. R. China Saya Shiraishi, The University of Tokyo, Japan Richard Tinning, University of Queensland, Australia ISSN 1019-8725 © Pacific Circle Consortium for Education Publication design and layout: Halcyon Design Ltd, www.halcyondesign.co.nz Published by Pacific Circle Consortium for Education http://pacificcircleconsortium.org/PAEJournal.html Pacific-Asian Education Volume 22, Number 1, 2010 CONTENTS Editorial 5 Elizabeth Rata Articles Why educators must differentiate knowledge from experience 9 Michael
    [Show full text]
  • Contemporary Falmer Press, Taylor & Francis, 1900
    DOCUMENT RESUME ED 398 571 CS 012 599 AUTHOR Marum, Ed, Ed. TITLE Children and Books in the Modern World: Contemporary Perspectives on Literacy. REPORT NO ISBN-0-7507-0543-4 PUB DATE 96 NOTE 163p. AVAILABLE FROM Falmer Press, Taylor & Francis, 1900 Frost Road, Suite 101, Bristol, PA 19007-1598 (hardcover: ISBN-0-7507-0542-6, $69.95; paperback: ISBN -O -7507- 0543 -4, $24.95). PUB TYPE Collected Works General (020) Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Childrens Literature; *Cultural Context; Elementary Secondary Education; Futures (of Society); Instructional Effectiveness; Interdisciplinary Approach; *Literacy; Literature Appreciation; *Mass Media; *Theory Practice Relationship IDENTIFIERS Cultural Studies; Educational Issues; *Literacy as a Social Process; Teaching Perspectives; Text Factors ABSTRACT This collection of articles is concerned with contemporary attitudes and approaches to the teaching of literacy, children's literature, and other non-book texts and media. The collection offers practical as well as theoretical perspectives and addresses issues of good pracice as well as of policy. It provides interdisciplinary perspectives drawn from Great Britain, Europe, and the United States and deals with a range of important literacy issues, including: the changing meanings and applications of literacy in the 20th century; literature as cultural heritage and its place in contemporary society; literature defined in the social frame; and the quality of literacy teaching in relation to social expectations. Following an introduction by the editor, articles in the collection are:(1) "Literacy: Its Roller-coaster Ride through U.S. Education" (John S. Simmons);(2) "Beyond England's National Curriculum for English" (Ed Marum);(3) "Core Curriculum; Cultural Heritage; Literacy: Recent Perspectives and Trends in Norwegian Education" (Bjorg B.
    [Show full text]
  • Transformative Learning in Theory and Practice
    Design for Social Learning Transformative Learning in Theory and Practice ‘The Visual Communication of Ecological Literacy’ Making the Invisible Visible 16 - 18 December 2010 University of Brighton Jody Joanna Boehnert University of Brighton EcoLabs | www.eco-labs.org The Visual Communication of Ecological Literacy Jody Joanna Boehnert - MPhil - School of Architecture and Design Why? Context Levels of Learning & Engagement Presently humanity’s ecological footprint exceeds its regenerative capacity by 30%. This global overshoot is growing and ecosystems are 1st: Education ABOUT Sustainability being run down as wastes (including greenhouse gases) accumulate in Content and/or skills emphasis. Easily accommodated the air, land, and water. Climate change, resource depletion, pollution, into existing system. Learning ABOUT change. loss of biodiversity, and other systemic environmental problems ACCOMMODATIVE RESPONSE - maintenance. threaten to destroy the natural support systems on which we depend. 2nd: Education FOR Sustainability What? Systems, Networks, Values Additional values emphasis. Greening of institutions. Problems cannot be understood in isolation but must be seen as Deeper questioning and reform of purpose, policy and practice. interconnected and interdependent. We must learn to engage with Learning FOR change. REFORMATIVE RESPONSE - adaptive. complexity and think in terms of systems to address current ecological, social and economic problems. Images can be useful tools to help with this learning process. 3rd: SUSTAINABLE Education Capacity building and action emphasis. How? Transformational Learning Experiential curriculum. Institutions as learning communities. Learning AS change. TRANSFORMATIVE RESPONSE - enactment. The value / action gap permeates education for sustainability and is obvious in environmental coverage in the media. The gap between Stephen Sterling, 2009 our ideas about what we value and what we are actually doing to address the problem is the notorious value / action gap.
    [Show full text]
  • 11 a Framework for Integrating Ecological Literacy, Civics Literacy, and Environmental Citizenship in Environmental Education
    //INTEGRAS/TEMPLATES///INTEGRAS/CUP/PHASE1/PAGINATION/LIVEJOB_022_EEA/PAGEPROOF/3B2/0521824109C11.3D – 227 – [227–266/40] 19.10.2004 9:32PM ALAN R. BERKOWITZ, MARY E. FORD AND CAROL A. BREWER 11 A framework for integrating ecological literacy, civics literacy, and environmental citizenship in environmental education INTRODUCTION Environmental education practitioners span all of the natural and social sciences in terms of their training and passion. Practitioners have a range of science backgrounds, from very little science back- ground to science degrees and some view science as a root cause of environmental problems. The matter is made more complicated by the fact that environmental education does not have a professional train- ing dimension in the same way that physics or sociology do. Although such training gives disciplines focus and rigor, some say this leads to a rigidity that environmental education does not require. Thus, there is a diversity of perspectives on the role the science of ecology should play in environmental education. There are two concerns about ecology in environmental educa- tion. First, the ecology can reflect outdated ecological science and epistemology. Second, at times, too much or too little attention is given to ecology, or there may be an overly rigid, linear, and hierarch- ical view of environmental education building on science (ecology) ‘‘facts’’ toward ‘‘environmentally responsible behaviors.’’ There are several reasons why these problems arise and persist. Educators who emphasize ‘‘Environmental Literacy,’’ or ‘‘Citizenship’’ as the primary mission of environmental education, especially those advocating the development of ‘‘pro-environment values,’’ or ‘‘environmentally responsible behavior,’’ can at times ignore, misinterpret, or take a strong oppositional stance towards the science component of environ- mental education.
    [Show full text]
  • Increasing Ecoliteracy and Student Creativity in Waste Utilization
    International Journal of Evaluation and Research in Education (IJERE) Vol. 8, No. 2, June 2019, pp. 255~264 ISSN: 2252-8822, DOI: 10.11591/ijere.v8i2.18901 255 Increasing ecoliteracy and student creativity in waste utilization Sekarsari Sunaryo Putri, Muhammad Japar, Riana Bagaskorowati Elementary Education Department, Universitas Negeri Jakarta, Indonesia Article Info ABSTRACT Article history: This study aimed to determine the increase in ecoliteracy and creativity in waste utilization by using a project-based-learning (PBL) model in social Received Mar 19, 2019 studies learning. This research was a classroom action research (Action Revised Apr 25, 2019 Research). This research was conducted in the fifth grade (V) of Primary Accepted May 2, 2019 Schools. Observation sheet, interview, documentation, and field notes instruments were used to collect data. The results of this study showed that there was an increase in ecoliteracy ability. In addition, students become Keywords: more active in the learning process and more courageous in expressing their opinions. This shows that the ecoliteracy and creativity of students can be Creativity improved through the project-based-learning model. Ecoliteration Project based learning Social studies learning Copyright © 2019 Institute of Advanced Engineering and Science. All rights reserved. Corresponding Author: Riana Bagaskorowati, Elementary Education Department, Universitas Negeri Jakarta, Rawa Mangun Muka Street, RT.11/RW.14, Rawamangun, Pulo Gadung, East Jakarta City, Jakarta Special Capital Region, 13220. Email: [email protected] 1. INTRODUCTION Increasing the caring attitude that is instilled by teachers to students is very important for environmental sustainability as well as in the opinion of Fritjof Capra who calls ecoliteracy as a condition where people have understood ecological principles and lived according to environmental principles in managing life together with humanity on earth [1].
    [Show full text]
  • Ecology Design
    ECOLOGY and DESIGN Ecological Literacy in Architecture Education 2006 Report and Proposal The AIA Committee on the Environment Cover photos (clockwise) Cornell University's entry in the 2005 Solar Decathlon included an edible garden. This team earned second place overall in the competition. Photo by Stefano Paltera/Solar Decathlon Students collaborating in John Quale's ecoMOD course (University of Virginia), which received special recognition in this report (see page 61). Photo by ecoMOD Students in Jim Wasley's Green Design Studio and Professional Practice Seminar (University of Wisconsin-Milwaukee) prepare to present to their client; this course was one of the three Ecological Literacy in Architecture Education grant recipients (see page 50). Photo by Jim Wasley ECOLOGY and DESIGN Ecological by Kira Gould, Assoc. AIA Literacy in Lance Hosey, AIA, LEED AP Architecture with contributions by Kathleen Bakewell, LEED AP Education Kate Bojsza, Assoc. AIA 2006 Report Peter Hind , Assoc. AIA Greg Mella, AIA, LEED AP and Proposal Matthew Wolf for the Tides Foundation Kendeda Sustainability Fund The contents of this report represent the views and opinions of the authors and do not necessarily represent the opinions of the American Institute of Architects (AIA). The AIA supports the research efforts of the AIA’s Committee on the Environment (COTE) and understands that the contents of this report may reflect the views of the leadership of AIA COTE, but the views are not necessarily those of the staff and/or managers of the Institute. The AIA Committee
    [Show full text]
  • Essential Elements of Ecological Literacy and the Pathways to Achieve It: Perspectives of Ecologists
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2011 Essential Elements of Ecological Literacy and the Pathways to Achieve It: Perspectives of Ecologists Brooke Baldauf McBride The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation McBride, Brooke Baldauf, "Essential Elements of Ecological Literacy and the Pathways to Achieve It: Perspectives of Ecologists" (2011). Graduate Student Theses, Dissertations, & Professional Papers. 380. https://scholarworks.umt.edu/etd/380 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. ESSENTIAL ELEMENTS OF ECOLOGICAL LITERACY AND THE PATHWAYS TO ACHIEVE IT: PERSPECTIVES OF ECOLOGISTS By BROOKE BALDAUF MCBRIDE Master of Science, Western Washington University, Bellingham, WA, 2003 Bachelor of Science, University of Wisconsin, Madison, WI, 1999 Dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Forestry, Society and Conservation The University of Montana Missoula, MT May 2011 Approved by: Dr. Sandy Ross, Ph.D., Associate Dean Graduate School Dr. Carol A. Brewer, Ph.D., Chair Division of Biological Sciences, Emeritus Dr. Paul Alaback, Ph.D. Department of Forest Management, Emeritus Dr. Betsy Wackernagel Bach, Ph.D. Communication Studies Dr. Alan Berkowitz, Ph.D. Cary Institute of Ecosystem Studies Dr.
    [Show full text]
  • Environmental Literacy and Its Implications for Effective Public Policy Formation Julianna H
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Tennessee, Knoxville: Trace University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange Baker Scholar Projects Baker Center for Public Policy 5-2015 Environmental Literacy and its Implications for Effective Public Policy Formation Julianna H. Burchett Follow this and additional works at: http://trace.tennessee.edu/utk_bakerschol Recommended Citation Burchett, Julianna H., "Environmental Literacy and its Implications for Effective Public Policy Formation" (2015). Baker Scholar Projects. http://trace.tennessee.edu/utk_bakerschol/27 This Report is brought to you for free and open access by the Baker Center for Public Policy at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Baker Scholar Projects by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. ENVIRONMENTAL LITERACY AND ITS IMPLICATIONS FOR EFFECTIVE PUBLIC POLICY FORMATION By Julianna H. Burchett A senior thesis submitted in partial fulfillment of the requirements for the distinction of BAKER SCHOLAR at the Howard H. Baker Jr. Center for Public Policy THE UNIVERSITY of TENNESSEE, KNOXVILLE May 2015 Thesis Supervisor: Dr. John Nolt Burchett 2 TABLE OF CONTENTS ABSTRACT ....................................................................................................................................4 ACKNOWLEDGEMENTS ..........................................................................................................5
    [Show full text]
  • ECIL 2015 Abstracts
    Tallinn University Information Sciences of the School Abstracts of Digital Technologies The Third European Conference on Information Literacy (ECIL) October 19-22, 2015, Tallinn, Estonia Editors: Sonja Špiranec, Sirje Virkus, Serap Kurbanoğlu, Esther Grassian, Diane Mizrachi, Loriene Roy, Denis Kos The Third European Conference on Information Literacy (ECIL) October 19-22, 2015, Tallinn, Estonia 2015, Tallinn, Estonia (ECIL) October 19-22, The Third European Conference on Information Literacy Abstracts European Conference on Information Literacy (ECIL) October 19-22, 2015, Tallinn, Estonia Abstracts Editors: Sonja Špiranec, Sirje Virkus, Serap Kurbanoğlu, Esther Grassian, Diane Mizrachi, Loriene Roy, Denis Kos Tallinn University Tallinn, 2015 European Conference on Information Literacy, October 19-22, 2015, Tallinn, Estonia: Abstracts http://www.ilconf.org Publisher: Tallinn University http://www.tlu.ee ISBN 978-9949-29-241-7 Tallinn University and authors All rights reserved Organizing Office: Tallinn University, Information Sciences http://www.tlu.ee European Conference on Information Literacy (2015: Tallinn) European Conference on Information Literacy, October 19-22, 2015, Tallinn, Estonia: Abstracts / Editors: Sonja Špiranec, Sirje Virkus, Serap Kurbanoğlu, Esther Grassian, Diane Mizrachi, Loriene Roy, Denis Kos,.- Tallinn: Tallinn University, 2015. XXII, 238p Includes index and references. ISBN 978-9949-29-241-7 1. Librarianship – Congresses 2. Information Science – Congresses 3. Information Literacy –Congresses I. Špiranec, Sonja. II. Virkus, Sirje. III. Kurbanoğlu, Serap. IV. Grassian, Esther. V. Mizrachi, Diane. VI. Roy, Loriene. VII. Kos, Denis, VIII. Title European Conference on Information Literacy (ECIL). Abstracts Organization European Conference on Information Literacy (ECIL) was co-organized by the Department of Information Management of Hacettepe University, the Department of Information and Communication Sciences of Zagreb University and the Information Sciences of the School of Digital Technologies of Tallinn University.
    [Show full text]
  • Numeracy and Sustainability
    ETHICS IN SCIENCE AND ENVIRONMENTAL POLITICS 2003, 83–91 Published November 20 ESEP PAPER Numeracy and sustainability John Cairns, Jr.* Department of Biology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia 24061, USA ABSTRACT: Sustainable use of the planet is based on the assumption that humankind can maintain conditions suitable for inhabiting the planet indefinitely. No robust evidence supports this assump- tion nor rejects it, and adequate evidence on this issue may not be available for centuries. Numeracy is the ability to use or understand numerical techniques of mathematics. Even if adequate numerical data were available, the important decisions humankind makes regarding sustainable use of the planet should not be guided by numerical information alone, such as economic numbers, but by eco- and sustainability ethics, which provide a values framework that indicates how the numbers should be used and interpreted. KEY WORDS: Sustainability · Numeracy · Eco-ethics · Sustainability ethics · Sustainable develop- ment Resale or republication not permitted without written consent of the publisher The trouble with our times is that the future is not what it used to be. Paul Valery INTRODUCTION and interpreted. The emphasis on severely limited numbers is a major weakness of the United Nations Sustainable use of the planet is based on the Commission on Environment and Development (1987) assumption that humankind has the right to alter the report, which focused on development (commonly planet so that human life can inhabit Earth indefinitely. regarded as synonymous with growth). Development In doing so, environmental conditions of the planet is just one metric valued by one species. Sustainability may be shifted so that they are optimal for one species, involves a variety of metrics for a complex, multivariate but not necessarily for all species or even a majority of living system called the interdependent web of life.
    [Show full text]
  • NARRATIVE Directions in Econarratology
    ENVIRONMENT New NARRATIVE Directions in Econarratology edited by ERIN JAMES AND ERIC MOREL ENVIRONMENT AND NARRATIVE THEORY AND INTERPRETATION OF NARRATIVE James Phelan and Katra Byram, Series Editors ENVIRONMENT AND NARRATIVE NEW DIRECTIONS IN ECONARRATOLOGY EDITED BY Erin James AND Eric Morel THE OHIO STATE UNIVERSITY PRESS COLUMBUS Copyright © 2020 by The Ohio State University. This edition licensed under a Creative Commons Attribution-NonCommercial-NoDerivs License. Library of Congress Cataloging-in-Publication Data Names: James, Erin, editor. | Morel, Eric, editor. Title: Environment and narrative : new directions in econarratology / edited by Erin James and Eric Morel. Other titles: Theory and interpretation of narrative series. Description: Columbus : The Ohio State University Press, [2020] | Series: Theory and interpretation of narrative | Includes bibliographical references and index. | Summary: “Collection of essays connecting ecocriticism and narrative theory to encourage constructive discourse on narrative’s influence of real-world environmental perspectives and the challenges that necessitate revision to current narrative models”—Provided by publisher. Identifiers: LCCN 2019034865 | ISBN 9780814214206 (cloth) | ISBN 0814214207 (cloth) | ISBN 9780814277546 (ebook) | ISBN 0814277543 (ebook) Subjects: LCSH: Ecocriticism. | Environmental literature. | Narration (Rhetoric) Classification: LCC PN98.E36 E55 2020 | DDC 809/.93355—dc23 LC record available at https://lccn.loc.gov/2019034865 Cover design by Andrew Brozyna Text design by Juliet Williams Type set in Adobe Minion Pro for Ben and Freddie, my favorites From Erin for Grandmaman, an avid reader and early recommender of books From Eric CONTENTS Acknowledgments ix INTRODUCTION Notes Toward New Econarratologies ERIN JAMES AND ERIC MOREL 1 I. NARRATOLOGY AND THE NONHUMAN CHAPTER 1 Unnatural Narratology and Weird Realism in Jeff VanderMeer’s Annihilation JON HEGGLUND 27 CHAPTER 2 Object-Oriented Plotting and Nonhuman Realities in DeLillo’s Underworld and Iñárritu’s Babel MARCO CARACCIOLO 45 II.
    [Show full text]
  • An Assessment of Environmental Literacy Among Oklahoma Public High School Students and the Factors Affecting Students' Environmental Literacy
    An Assessment of Environmental Literacy Among Oklahoma Public High School Students and the Factors Affecting Students' Environmental Literacy The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Williams, Riley Denae. 2017. An Assessment of Environmental Literacy Among Oklahoma Public High School Students and the Factors Affecting Students' Environmental Literacy. Master's thesis, Harvard Extension School. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33826276 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA An Assessment of Environmental Literacy among Oklahoma Public High School Students and the Factors Affecting Students’ Environmental Literacy Riley Denae Williams A Thesis in the Field of Sustainability and Environmental Management for the Degree of Master of Liberal Arts in Extension Studies Harvard University May 2017 Copyright 2017 Riley Denae Williams Abstract The purpose of this study was to assess the environmental literacy of Oklahoma public high school students. The Oklahoma Environmental Literacy Assessment Tool (OELAT), an instrument designed to ascertain environmental literacy among high school students, was used to address research questions concerning student subpopulations including: gender, grade level, residence and participation in elective courses. There were 980 respondents to the OELAT representing a wide variety of elective interests. Since the data reflected behaviors that were self-reported by students and not actually observed, the quality of students’ responses may have been compromised and thus considered a limitation.
    [Show full text]