Diversity and the Conservation Movement
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Suggested Reading List
Community Read 2013—Suggested Reading List We here at Longwood Gardens started thinking about Sand County Almanac as we began to seriously plan for our new Meadow Garden a few years ago. We have spent a considerable amount of time learning, reading, thinking and talking. The Longwood Library and Archives staff encourage you to continue your reading beyond Sand County Almanac by Aldo Leopold. Here, we review a short list of titles on the life of Aldo Leopold, the conservation movement (local and national), gardening thoughtfully in your own yard, and nature in our contemporary world. You will find these titles at public libraries, local bookstores, and elsewhere in your community. Let us know if you find these suggestions interesting and useful. Email us your comments at [email protected] Berry, Wendell. Bringing it to the table: On farming and food. Counterpoint, 2009. This book, introduced by Michael Pollan, brings together a selection of Wendell Berry’s best essays on farming, farmers and food. He writes cogently about the importance of connecting to one’s local environment. Berry’s writing centers around the fact that our connection to the land has been made abstract by the industrialized food system and, as a result, we are neglecting our care of it. He calls for a return to ethics in our relationship with the land through the food we eat and the local environments we live in. Bowe, Alice. High-impact, low-carbon gardening: 1001 ways to garden sustainability. Timber Press, 2011. This book is a good primer for gardeners wishing to start using more sustainable gardening practices. -
Connecting Children to Nature: a Multiple Case Study of Nature Center Preschools
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Department of Teaching, Learning and Teacher Education Education 12-2012 CONNECTING CHILDREN TO NATURE: A MULTIPLE CASE STUDY OF NATURE CENTER PRESCHOOLS Patti Ensel Bailie University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/teachlearnstudent Part of the Educational Methods Commons Bailie, Patti Ensel, "CONNECTING CHILDREN TO NATURE: A MULTIPLE CASE STUDY OF NATURE CENTER PRESCHOOLS" (2012). Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education. 24. https://digitalcommons.unl.edu/teachlearnstudent/24 This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. CONNECTING CHILDREN TO NATURE: A MULTIPLE CASE STUDY OF NATURE CENTER PRESCHOOLS by Patti Ensel Bailie A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: Interdepartmental Area of Educational Studies (Teaching, Curriculum, and Learning) Under the Supervision of Professor Carolyn Pope Edwards Lincoln, Nebraska December, 2012 CONNECTING CHILDREN TO NATURE: A MULTIPLE CASE STUDY OF NATURE CENTER PRESCHOOLS Patti Ensel Bailie, Ph.D. University of Nebraska, 2012 Adviser: Carolyn Pope Edwards Environmental degradation, childhood obesity, and aggression of youth are societal problems that appear unconnected. -
Pro-Environmentalism: Environmentalist Social Identity, Environmentalist Stereotypes, and Green Consumerism Engagement
Pro-environmentalism: Environmentalist Social Identity, Environmentalist Stereotypes, and Green Consumerism Engagement by Annamaria Klas B.A. (Psych, Media) (Psych, Hons) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy (Psychology) Deakin University October, 2016 iv Acknowledgements Although this PhD is a culmination of my hard work and dedication, I could not have achieved this milestone without the help and guidance of many others. Therefore it is with great pleasure I offer a number of people with much deserved gratitude and thanks. First and foremost I begin by thanking my current supervision team of Dr Lucy Zinkiewicz and Dr Jin Zhou who although came on to this project late in the game, still treated me like I was with them from the beginning. Thanks especially to Lucy for her guidance and assistance, for her infinite enthusiasm and support, and for her extremely detailed feedback (which only helped me become a better writer). Thanks also to Jin for being so welcoming and friendly, for offering much emotional support and practical advice, and for reading multiple drafts at once (which is a feat in itself). Special thanks also goes to Dr Gery Karantzas who may have not been an ‘official’ supervisor still took me under his wing from the start, and provided me with much support, wisdom, and honesty. Thanks also to Professor Ben Richardson for always making time to provide me with statistical, professional, and common sense advice, even when he moved on to greener pastures. Further thanks to Dr Janine McGuinness, who originally begun this project with me, and to all the academics I have met through SASP. -
The Polysemy of Environmentalist Terms and Correlated Environmental Actions
Journal of Ecological Anthropology Volume 8 Issue 1 Volume 8, Issue 1 (2004) Article 4 2004 Who is an Environmentalist? The Polysemy of Environmentalist Terms and Correlated Environmental Actions Danielle Tesch University of Delaware Willett Kempton University of Delaware Follow this and additional works at: https://scholarcommons.usf.edu/jea Recommended Citation Tesch, Danielle and Kempton, Willett. "Who is an Environmentalist? The Polysemy of Environmentalist Terms and Correlated Environmental Actions." Journal of Ecological Anthropology 8, no. 1 (2004): 67-83. Available at: https://scholarcommons.usf.edu/jea/vol8/iss1/4 This Research Article is brought to you for free and open access by the Anthropology at Scholar Commons. It has been accepted for inclusion in Journal of Ecological Anthropology by an authorized editor of Scholar Commons. For more information, please contact [email protected]. Vol. 8 2004 Tesch and Kempton / Who is an Environmentalist? 67 Who is an Environmentalist? The Polysemy of Environmentalist Terms and Correlated Environmental Actions DANIELLE TESCH WILLETT KEMPTON Abstract Conducting and interpreting an interview is more problematic when informants use a word that has multiple meanings and interpretations. In this case, the problematic word, “environmentalist,” labeled several socially- defined identities that were central to the study. The analysis is based on interviews with 156 members of 20 diverse environmental groups (and two comparison groups) in the Eastern United States, including their views on -
NAAEE 49Th Annual Conference Agenda by Whova
NAAEE 49th Annual Conference Event Schedule Mon, Oct 05, 2020 2:30pm Advocacy, Policy, and Civic Engagement eePRO Group Meeting 2:30pm - 3:30pm, Oct 5 Meeting eePRO Group networking meeting; all attendees welcome! Coordinator Sarah Bodor NAAEE Brock Adler Chair, Advocacy Committee, NAAEE Guidelines for Excellence eePRO Group Meeting 2:30pm - 3:30pm, Oct 5 Meeting eePRO Group networking meeting; all attendees welcome! Coordinator Sarah Johnson Wild Rose Education Renee Strnad (she/her) Envrironmental Educator, North Carolina State University Bora Simmons Director, National Project for Excellence in Environmental Education 4:00pm Data Literacy eePRO Group Meeting 4:00pm - 5:00pm, Oct 5 Meeting eePRO Group networking meeting; all attendees welcome! Coordinator Corey Filiault World Resources Institute Maxwell Kennady NAAEE Early Childhood EE eePRO Group Meeting 4:00pm - 5:00pm, Oct 5 Meeting eePRO Group networking meeting; all attendees welcome! Coordinator Emily Van Laan Conference and Communications Specialist, NAAEE- Natural Start Alliance Suzanne Major University of Montreal Natalie Crowley First Grade Teacher, Berkwood Hedge School Betty Olivolo Senior Advisor, Natural Start Alliance, NAAEE NAAEE Affiliate Meet-Up with EPA Coordinators 4:00pm - 5:30pm, Oct 5 Meeting Affiliates By invitation only. Representatives from NAAEE Affiliate organizations will connect with EPA regional coordinators to provide updates from the field and explore opportunities for collaboration. Coordinator Sarah Bodor NAAEE Speakers Judy Braus (she, -
Tyler Nature Center Draft Environmental Assessment
Draft Environmental Assessment Tyler Nature Center Regional Office Complex Replacement Project Smith County, Texas Prepared by Texas Parks and Wildlife Department and US Fish and Wildlife Service April 25, 2019 TABLE OF CONTENTS INTRODUCTION .......................................................................................................................... 4 PURPOSE AND NEED .................................................................................................................. 4 PROPOSED ACTION and ALTERNATIVES .............................................................................. 5 Alternative A: Reconstruction of the Regional Office Complex (Proposed Action) .................. 5 Alternative B: No Action ............................................................................................................ 5 Other Alternatives Considered but Dismissed from Further Analysis ........................................ 6 AFFECTED ENVIRONMENT ...................................................................................................... 6 Physical Resources ...................................................................................................................... 6 Air ............................................................................................................................................ 7 Soils ......................................................................................................................................... 7 Water/Wetlands ...................................................................................................................... -
Kristen Gaston American Environmental Movement: From
Kristen Gaston American Environmental Movement: From Preservation to Pragmatism The environmental movement of the twenty-first century encompasses a wide array of fields of study, such as sociology, political science, history, biology, and ecology. However, the movement began to truly take form and gain momentum in the mid-twentieth century as new environmental problems began to surface in the United States and around the world. The decades of the 1960s and 1970s in the United States marked a shift in the environmental movement‟s focus from one of preservation and conservation to one of practical and international solutions to emerging environmental concerns in American society. To understand this shift in focus, it is essential to have a basic understanding of the environmental movement prior to the 1960s. In the beginning of the twentieth century, a popular Progressive movement existed in the United States. The Progressives, according to Benjamin Kline, believed the materialism of the industrial boom “had eroded the purity of the American soul and simple values of the past.” With the realization that the country had gone as far west as possible, it had become increasingly important to use the nation‟s natural resources more responsibly.1 The Progressives and many Americans turned to the government to manage and regulate the conservation of nature‟s resources, believing this was the only way to effectively regulate the use of resources.2 Although Kline claims the conservation movement concentrated on creating “policy of responsible, efficient, and planned use of resources,”3 it appears that the Progressives focused mostly on the preservation of resources from the wilderness, specifically lumber. -
Lecture 3 the Modern Environmental Movement Lecture 3
Lecture 3 The Modern Environmental Movement Lecture 3: Outline I. Species of the day II. Beginnings of the Conservation Movement III.The Green Decade IV. The Endangered Species Act (1973) V. The 1980’s and the Post 9/11 World VI. The Rise of New Conservation Strategies (Ecosystem Management) VII.The Conservation Movement Today (Our Next President?) 1 Species of the Day Bighorn Sheep (Ovis canadensis) Threats: Conservation Status: • Habitat loss Endangered, USFWS, 1998 • Habitat fragmentation • Increased predation • Exposure to disease • Increased competition for resources Beginnings of the Conservation Movement Ecosystem Management Preservationist Ethic Muir Resource Conservation Ethic - Pinchot 1500 1600 1700 1800 1900 2004 Anthropocentrism Romantic-Transcendentalism Thoreau 1985 Emerson Society of Evolutionary- Conservation ecological land ethic Biology Leopold Forest Reserve Act (1891) 2 Beginnings of the Conservation Movement Late 19th Century • Industrial Revolution • Loss of the Western Frontier • Over consumption of natural resources • Rise of the Romantic Transcendental Conservation Ethic Beginnings of the Conservation Movement Romantic Transcendentalism (early to mid-1800’s) Viewed the natura l world as a source not simp ly of material goods, but also of aesthetic satisfaction, philosophical insight, and spiritual solace. Ralph Waldo Emerson Henry David Thoreau “A lake is the landscape's most beautiful and expressive feature. It is Earth's eye; looking into which the beholder measures the depth of his own nature.” ~ Thoreau 3 Beginnings of the Conservation Movement Ecosystem Management Preservationist Ethic Muir Resource Conservation Ethic - Pinchot 1500 1600 1700 1800 1900 2004 Anthropocentrism Romantic-Transcendentalism Thoreau 1985 Emerson Society of Evolutionary- Conservation ecological land ethic Biology Leopold Forest Reserve Act (1891) Beginnings of the Conservation Movement Preservationist Ethic • Intrinsic value of nature and typified in the romantic- tdtltranscendental movement. -
Editorial the “New Conservation”
Editorial The “New Conservation” A powerful but chimeric movement is rapidly gaining the characters of older conservation icons, such as Henry recognition and supporters. Christened the “new con- David Thoreau, John Muir, and Edward Abbey, are de- servation,” it promotes economic development, poverty famed as hypocrites and misanthropes and contempo- alleviation, and corporate partnerships as surrogates or rary conservation leaders and writers are ignored entirely substitutes for endangered species listings, protected ar- (Lalasz et al. 2011). eas, and other mainstream conservation tools. Its pro- The new conservationists assume biological diversity ponents claim that helping economically disadvantaged conservation is out of touch with the economic realities people to achieve a higher standard of living will kin- of ordinary people, even though this is manifestly false. dle their sympathy and affection for nature. Because its Since its inception, the Society for Conservation Biology goal is to supplant the biological diversity–based model has included scores of progressive social scientists among of traditional conservation with something entirely dif- its editors and authors (see also letters in BioScience, ferent, namely an economic growth–based or human- April 2012, volume 63, number 4: 242–243). The new itarian movement, it does not deserve to be labeled conservationists also assert that national parks and pro- conservation. tected areas serve only the elite, but a poll conducted by Institutional allies and supporters of the new conser- the nonpartisan National Parks Conservation Association vation include the Gordon and Betty Moore Foundation, and the National Park Hospitality Association estimates the Long Now Foundation, the Nature Conservancy, and that 95% of voters in America want continued govern- the social-justice organization The Breakthrough Institute ment support for parks (National Parks Conservation (Nordaus & Shellenberger 2011). -
EE BROCHURE 12-06.Pub
SCHUYLKILL CONSERVATION DISTRICT ENVIRONMENTAL EDUCATION PROGRAM GUIDE Discover your natural world! It’s right Environmental education is before about conserving our natural your eyes! resources and making sure that they will be available for future generations to use AWARENESS wisely too. APPRECIATION “Porcupine Pat” McKinney, Environmental Education Coordinator Schuylkill Conservation District 1206 AG Center Drive, Pottsville, PA 17901 [email protected] ACTION 570.622.4124 x 113 Schuylkill Conservation District Schuylkill Conservation District Environmental Education Environmental Education Program Guide Program Guide About these programs: The programs in the guide are available year-round at any location including the Dr. James S. Shadle Nature Center Check out these ‘net resources. Our within the Bear Creek Environmental Area in the county partners for environmental education! fairgrounds, your school grounds or other natural loca- Porcupine Pat tions. Programs are “hands-on” and “minds-on” and are designed to comply with the Pennsylvania Department of PA Center for Environmental PA Association of Education Environment and Ecology Standards. Of Education: www.pcee.org Environmental Educators: course, any program can be tailored to meet your individ- www.paee.net ual group’s needs. PA Association of Schuylkill River Conservation Districts: About this guide: Greenway Association: www.pacd.org All programs allow for a flexible time frame including 30-, www.schuylkillriver.org 45-, or 60-minutes for each one. All listings suggests -
Ecological Footprints of Nations
ECOLOGICAL FOOTPRINTS OF NATIONS HOW MUCH NATURE DO THEY USE? -- HOW MUCH NATURE DO THEY HAVE? March 10, 1997 Mathis Wackernagel, Larry Onisto, Alejandro Callejas Linares, Ina Susana López Falfán, Jesus Méndez García, Ana Isabel Suárez Guerrero, Ma. Guadalupe Suárez Guerrero With comments and contributions by Gianfranco Bologna, Hazel Henderson, Manfred Max-Neef, Norman Myers, William E. Rees and Ernst Ulrich von Weizsäcker Illustrations by Iliana Pámanes Centro de Estudios para la Sustentabilidad Universidad Anáhuac de Xalapa Apdo. Postal 653 91000 Xalapa, Ver., MEXICO tel.: ++52 (28) 14-96-11 fax: ++52 (28) 19-15-15 e-mail: [email protected] SUMMARY This “Footprints of Nations” report compares the ecological impact of 52 large nations, inhabited by 80 percent of the world population. It also shows to what extent their consumption can be supported by their local ecological capacity. One key finding is that today, humanity as a whole uses over one third more resources and eco-services than what nature can regenerate. In 1992, this ecological deficit was only one quarter. After introducing the rationale and assessment method for this study, the report explains how such biophysical analyses can help build a sustainable future. A computer diskette is included in this report. It contains the data and the calculations for the ecological footprints for each country. THIS “RIO+5 FORUM” STUDY WAS COMMISSIONED AND FINANCED BY THE EARTH COUNCIL, COSTA RICA.1 1 ECOLOGICAL FOOTPRINTS OF NATIONS Why measure our use of nature? BOX 1: Sustainability and people’s use of nature When the Earth Summit concluded at Rio in 1992, the world was challenged to lessen its Sustainability requires decent and equitable impact on the Earth. -
I a Thesis Submitted to the Department of Environmental Sciences
A thesis submitted to the Department of Environmental Sciences and Policy of Central European University in part fulfillment of the Degree of Master of Science ENVIRONMENTAL JUSTICE AND SUSTAINABLE URBAN AGRICULTURE IN MIAMI Jacob POLICZER CEU eTD Collection May 2013 Budapest I Erasmus Mundus Masters Course in Environmental Sciences, Policy and Management MESPOM This thesis is submitted in fulfillment of the Master of Science degree awarded as a result of successful completion of the Erasmus Mundus Masters course in Environmental Sciences, Policy and Management (MESPOM) jointly operated by the University of the Aegean (Greece), Central European University (Hungary), Lund University (Sweden) and the University of Manchester (United Kingdom). Supported by the European Commission’s Erasmus Mundus Programme CEU eTD Collection II Notes on copyright and the ownership of intellectual property rights: (1) Copyright in text of this thesis rests with the Author. Copies (by any process) either in full, or of extracts, may be made only in accordance with instructions given by the Author and lodged in the Central European University Library. Details may be obtained from the Librarian. This page must form part of any such copies made. Further copies (by any process) of copies made in accordance with such instructions may not be made without the permission (in writing) of the Author. (2) The ownership of any intellectual property rights which may be described in this thesis is vested in the Central European University, subject to any prior agreement to the contrary, and may not be made available for use by third parties without the written permission of the University, which will prescribe the terms and conditions of any such agreement.