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Continuous professional development is critical for Extension staff, and many agriculture-focused Extension employees are tasked with outreach related to a wide variety of natural resource topics. The purpose of this study is to help prioritize trainings needed by Kansas Extension agents and specialists based on their current level of knowledge and interest in staying up to date on 18 different natural resource topics. Responses to a statewide survey were analyzed using the Borich model. Results indicate priority professional development needs related to soil health; effects of climate; invasive species, harmful algal blooms; and groundwater, surface water, and air quality.

Coagulation is an important process in the context of water purification; and the seed protein of the moringa tree ("Moringa oleifera") is a remarkably effective coagulant. The laboratory course described here is designed to provide high-school students with a stepwise, hands-on experience in investigating the protein-rich coagulant found in "Moringa" seeds. First, the seed powder was applied to model polluted water containing fine clay, food dyes, copper sulfate, and bacteria. This treatment changed the polluted water into clear water via coagulation; all students were convinced that the coagulation-inducing agent was a thermostable cationic protein. Finally, basic biochemical techniques (e.g., chromatographic separation and electrophoresis) were used to show that the target coagulant is a dimeric protein composed of 6.5 and 4.5 kDa subunits. Overall, this made it possible for the students to gain a deeper understanding (more comprehensive than the information taught in formal classes) of protein structure and its real-world implications. This stepwise exercise can be applied to research-based learning programs in high school, as it is an effective learning tool.

The experience of poverty embodies complex, multidimensional stressors that may adversely affect physiological and psychological domains of functioning. Compounded by racial/ethnic discrimination, the financial aspect of family poverty typically coincides with additional social and physical environmental risks such as pollution exposure, housing burden, elevated neighborhood unemployment, and lower neighborhood education levels. In this study, we investigated the associations of multidimensional social disadvantage throughout adolescence with autonomic nervous system (ANS) functioning at 17 years. Two hundred and twenty nine low-income Mexican-American adolescents (48.6% female) and their parents were assessed annually between the ages of 10 and 16. Participants' census tracts were matched with corresponding annual administrative data of neighborhood housing burden, education, unemployment, drinking water quality, and fine particulate matter. We combined measures of adolescents' electrodermal response and respiratory sinuses arrhythmia at rest and during a social exclusion challenge (Cyberball) to use as ANS indices of sympathetic and parasympathetic activity, respectively. Controlling for family income-to-needs, youth exposed to greater cumulative water and air pollution from ages 10-16 displayed altered patterns of autonomic functioning at rest and during the social challenge. Conversely, youth living in areas with higher housing burden displayed healthy patterns of autonomic functioning. Altogether, results suggest that toxin exposure in youths' physical environments disrupts the ANS, representing a plausible mechanism by which pollutants and social disadvantage influence later physical and mental health.

We report our progress on the "River Memorial Museum" didactic intervention project developed with schools, in the basin of the Atoyac River in Mexico, that are significantly impacted by the pollution produced through industrialisation. The teachers of the elementary schools in these communities, environmental scientists, educators, and community activists participated jointly in a "co-construction" process, designing "interdisciplinary" educational activities to study local environmental issues and recovering the principles of a "socio-critical perspective of mathematical modelling." In this paper, we centre on presenting the methodology of the didactic intervention with the teachers of one school of an Atoyac River basin community and the principles for designing educational activities we developed collaboratively with them. We believe this methodology could be helpful to support others in thinking about similar opportunities in their communities.

Water analysis is an excellent interdisciplinary topic for project-based learning. An undergraduate course was designed to engage the senior undergraduate chemistry students in a real-life experience. In this course, students developed methodologies based on published American Society for Testing and Materials (ASTM) methods for the measurement of fluoride, phenols, and metals in real water samples. The procedures were utilized to analyze target analytes in real water samples from various sources, such as seawater, sewage water, swimming pool water, tap water, and drinking water in the eastern province of the Kingdom of Saudi Arabia (KSA). These areas are profoundly affected by urbanization. The students analyzed the samples by employing a portable total dissolved solids (TDS) meter, a pH/ion-selective electrode (ISE) benchtop meter, an inductively coupled plasma-optical emission spectrometry (ICP-OES), and a gas chromatography-flame ionization detector (GC-FID). The ASTM methods allowed the students to gather research-level data and study regional environmental issues. The students prepared and presented their results at the departmental conference. Through the water analysis project, students acquired field and laboratory research skills, performed a quantitative analysis of data sets, developed collaborative interactions, as well as utilized their writing and communication skills. The exposure of students to these research tools provided them with experience in dealing with the limitations of trace level analysis in real samples. The outcome of this study provided the students with an overview of how their theoretical knowledge was connected to the country's limited water sources and pollution problems.

This study examines the effects of a place-based intervention program on the sense of place of Bedouin elementary school students. These students live on the banks of the polluted Hebron Stream in Israel, where a three-pronged restoration program has recently been established, including the stream's rehabilitation, the establishment of local waste treatment, and an environmental education program. Our study follows groups of fifth-graders (n = 107) throughout a 2-year, place-based learning program in the Hebron Stream area. The program's purpose is to teach students about authentic environmental phenomena in the stream's surroundings, while fostering their sense of attachment to the stream. Data were gathered, before, during, and after the intervention, via drawings and individual interviews, and analyzed using quantitative and qualitative content analysis. The findings show that after the intervention, Hebron Stream became part of the students' sense of place, with many students drawing a cleaner, more esthetically pleasing stream, and about a third drawing the stream as a "healthy" ecosystem. The students' explanations of their drawings showed a rise in their awareness of the stream's importance as a natural resource, and an increased awareness of the relationship between the stream, the community, and political-economic situation. Though they were openly critical of flaws in the current progress of the restoration process, they also expressed optimism regarding the improvement in the stream's conditions that contrasted sharply with their earlier fatalistic attitudes. This change in attitude was also expressed in declared changes in the students' personal environmental behaviors. The results of this study provide a comprehensive understanding of the relationship between people and their immediate environment. It offers both pedagogical and theoretical recommendations for studies of sense of place and place-based education initiatives undertaken in contaminated natural environments.

Environmental health issues are major risk factors in the global burden of disease. This paper therefore focuses on the most important link between health and environment. It discusses the most important environmental threats to health in the 21st Century especially in the low and middle income countries. It reviews the burden of disease from unsafe water supply, hygiene, sanitation, outdoor and indoor poor pollution toward achieving the Millennium Development Goals (MDG). It examines the contributions of personal hygiene to reduce the burden of environmentally-related health problems, comment on the consequences of environmental health problems on human health and explain the future global challenges to reduce the burden of disease in the community. Towards the most cost-effective ways of reducing the global burden of environmental related health problems, it was therefore recommended that there should be a reduction in the air pollutants to enhance health status of the inhabitants through the use of improved stove or gas for cooking at homes. There is need to focus on investment in low-cost environmental sanitation, improve water quality for human consumption and inculcate the handwashing habit to reduce the burden of food-water borne infections.

Environmental protection is a sensitive issue in the world today. Erratic weather changes have been witnessed in many parts world including Kenya. Indeed, scholars and critics have argued that human beings are a major contributing factor to destruction of nature through industrialization, farming activities, transport, deforestation, wildlife attacks, and destruction of wetlands, unplanned rubbish dumping and pollution. Environmental protection as a problem is real and has dire consequences such as global warming, soil erosion, floods, reduction in wetlands, drought, pollution, human wildlife conflict, diseases and illnesses, food insecurity, unsafe drinking water, desertification among other threats. In underdeveloped countries like Kenya the consequences are devastating. It's because of this global reality that the researcher sought to establish whether environmental education is advanced in "Kidagaa Kimemwozea"; a Kenyan secondary school Swahili novel set book. The objectives were: To examine the environmental themes in the "Kidagaa Kimemwozea" Swahili novel set book and to evaluate its environmental protection impact on learners. The sampled "Kidagaa Kimemwozea" novel set book was content analyzed in terms of environmental theme illustrations through ordinary words. Moreover, a questionnaire was given to randomly sampled 43 secondary school students to collect their views on how those illustrations impacted on their views on environmental protection.

One's knowledge, perception, and attitude are fundamental in determining how one behaves regarding environmental hazards. While science has made great strides in promoting environmental health, threats still exist, largely due to individual actions in response to potential health hazards. Undergraduate students (n = 395) enrolled in an introductory Health Education course participated in an environmental health awareness survey examining knowledge, attitudes, and behaviors. Results indicated that there was a general lack of knowledge among participants about environmental health-related issues. In addition, it was determined that males were more likely to have positive attitudes towards issues relating to air quality and the green environment. Further analyses revealed that there was a significant relationship between age and attitudes toward issues dealing with sustainability. In addition, race/ethnicity predicted attitudes toward water quality and recycling behaviors. While students typically possessed positive attitudes toward environmental health, they engaged in non-eco-friendly behaviors. Because knowledge influences a person's attitude, and ultimately behavior, continued efforts in environmental health education should be refined. (Contains 4 tables.)

Green is often used as a synonym for environmental or ecological, especially as it relates to products and activities aimed at minimizing damage to the planet. Scientists and engineers have long had important roles in the environmental movement. Their expertise is focused on a variety of issues, including increasing energy efficiency, improving air and water quality, and sustaining natural resources. With interest in such projects growing, there should be additional opportunities for these scientists and engineers in the future. Some discussions of these occupations classify workers by environmental issue, such as air quality, solid waste management, or land conservation. Others group them by project category, such as environmental protection, environmental health and safety, and natural resources management. This article uses the latter method to describe the job duties, employment, outlook, wages, and training requirements for conservation scientists, environmental engineers, environmental scientists, and hydrologists.

Water quality is an important interdisciplinary environmental topic for project-based learning. An undergraduate summer research internship program at a public minority serving institution engaged environmental science majors in community-based research experiences. The research focused on the field monitoring of water quality for surface water and groundwater in urban areas of New York and New Jersey that have been heavily impacted by industrialization and urbanization. Groups of students collected water samples from the tidal section of the Passaic River and the Hackensack River, as well as the Newark Bay in New Jersey. Groundwater samples were also collected from a sandy coastal aquifer located in the East Shore of Staten Island, New York. Students analyzed water samples using a portable pH-EC meter, a portable colorimeter, or field test kits for various water quality parameters in the field or laboratory. Students prepared and presented research posters in conferences and at a local community event. The water quality monitoring project helped students to develop field and laboratory research skills, quantitative skills, collaboration skills, as well as written and oral communication skills. The research experiences enhanced students' attitudes toward science careers and motivated students to pursue degrees in science. The community-based environmental project can be implemented in various undergraduate science courses focusing on the chemistry of natural waters to facilitate inquiry-driven learning and connect classroom learning to the real world.

This article describes a five-day online energy module, developed by the Concord Consortium (an educational research and development organization) in which students compare the effects of various energy sources on air quality, water quality, and land use. The module's interactive models explore hydraulic fracturing, real-world data on energy production and consumption, and scaffolded argumentation tasks to help students examine evidence and discuss the issues associated with claims based on models and data. The free module, which aligns with the "Next Generation Science Standards," runs on computers or tablets.

Purpose: This paper is the continuation of an earlier paper in this journal on global megatrends provoking institutional changes. It contains sectoral analyses with relevance to environmental protection. Conclusions for suitable institutional reorganisation of (environmental or other) institutions are presented. The paper aims to discuss these issues. Design/methodology/approach: A planet-wide information system might optimally also include areas such as human development indicators, water supply and demand and deforestation issues. Findings: While administrations are increasingly oriented towards servicing a society, environmental institutions should specifically take care of global megatrends in the following areas: genetic engineering and biological safety, integrated plant technology in industry, climate protection, agriculture, noise, emissions and air pollution, sustainability, spatial planning and regional planning, radiation protection and nuclear power, Environmental Impact Assessment (EIA) and Environmental Information Act, traffic, forest, water. Originality/value: The approach of this paper is the long-term matching of (national) administrative structures with (global) megatrends.

At a conference on environmental change in Latin America, Homero Aridjis, writer, environmental activist, and founder of the Grupo de los Cien, quoted Yeats when answering my question about the connection between his prolific literary work and untiring activism: "In dreams begin responsibility." He later explained that through writing poetry and narrative our ideas of how we envision a more hopeful future--our dreams--often begin through the subjective lens of artistic expression. Interestingly, however, Aridjis's novel "La leyenda de los soles" depicts the future not as we hope it could be, but rather, as a reality in complete disrepair: a dystopic vision. Through an examination of Aridjis's apocalyptic novel and selections from his poetic work, and of Vicente Leñero's "La gota de agua", I argue that both authors raise awareness in the reader about pressing urban ecology problems in Mexico's capital city. In depicting environmental issues--a severe water shortage in "La gota de Agua" and the Distrito Federal on the brink of apocalypse in "La leyenda de los soles--both Aridjis and Leñero question conventional literary language relating to the city and to the non-human world.

America's adult populace has failed to keep pace with the rapid inundation of science-centric knowledge affecting nearly every facet of personal, familial, and communal life. With three out of every four American adults considered scientifically illiterate, adult civic science literacy (CSL) has reached alarmingly low levels. The purpose of this research is to determine if the CSL of adults can be elevated through a renewed citizen science paradigm (RCSP)--incorporating nonformal outdoor adult education and structured experiential learning--in which volunteers conduct scientific research in an unfamiliar domain while maintaining the basic tenet of data collection in citizen science programming. From 67 program volunteers, 23 adults were purposively selected on the basis of their complete participation throughout the program. Data were collected through a repeated measures design, self-report surveys ("n" = 23) and quantitatively analyzed. The results revealed the RCSP statistically significantly elevated the CSL--science vocabulary knowledge ("p" less than 0.001) and science process understanding ("p" less than 0.001)--of participating adults while collecting more than 30,000 pieces of scientific data for the supporting agency that funded the program.

A collaborative environmental service-learning project was implemented between upper-level undergraduate science majors and graduate chemistry students at a large state school and first-year students at a small private liberal arts college. Students analyzed the water quality in a nature preserve by determining the quantities of 12 trace metals, seven anions including nitrate and phosphate, and "Escherichia coli" and coliform bacteria. Dissolved oxygen, temperature, and pH were recorded in the field as well. Students publicly communicated their results by creating deliverables such as a standard operating procedures manual, a PowerPoint presentation, and a professional-quality poster. The project was successful and student learning and interest in environmental chemistry were enhanced. The community response was particularly positive. (Contains 6 tables and 1 figure.)

A 3-week laboratory module was developed for an undergraduate microbiology course that would connect student learning to a real-life challenge, specifically a local water-quality project. The laboratory series included multiple field trips, sampling of soil and water, and subsequent analysis for bacteria and nitrate. Laboratory results confirmed the usefulness of comparing real environmental samples, and student survey and performance data supported the original hypothesis of this study in terms of student learning objectives.

This semi-guided inquiry activity explores the macroinvertebrate fauna in water sources affected by different levels of pollution. Students develop their ability to identify macroinvertebrates, compare aquatic fauna from different sources of water samples, evaluate water quality using an index, document and analyze data, raise questions and hypotheses, and discuss other possible issues that could be investigated at a later time. These sets of activities were designed for freshman high school students but are applicable to middle school students as well.

Level 6 (final-year BSc) students undertook case studies on between-site and temporal variation in river-water quality. They used professionally-collected datasets supplied by the Environment Agency. The exercise gave students the experience of working with large, real-world datasets and led to their understanding how the quality of river water is dependent upon both natural processes and human activities. (Contains 2 tables and 1 figure.)

An insatiable appetite for energy, a burgeoning world population, and a heightened awareness of climate change are focusing global attention on sustainability, an issue that may very well determine the future course of civilization. The pursuit of a sustainable lifestyle today is of paramount importance for future generations. Achieving sustainability calls for the stewardship of all the natural systems of the planet, with everyone taking responsibility for solving the environmental problems people face today and will continue to face in the future. In response to widespread environmental degradation, the author suggests the practice of sustainable design. Sustainable design is a real, practical, and long-term practice that could make a huge contribution to energy savings and environmental health around the world if fully embraced and adopted on a global scale. This approach brings together building design, energy efficiency, indoor environmental quality, material selection, site planning, resource efficiency, and water use to boost energy savings, and makes the most of all the building's elements. Sustainable design takes into consideration the building structure, its systems, and its site location as a whole and examines how they will best fit together to save energy and reduce environmental impact. In this article, the author discusses five broad categories for sustainable design: (1) site; (2) energy; (3) materials; (4) indoor quality; and (5) water, and describes how to use these categories in the classroom. (Contains 3 figures.)

This study reports findings from a 10-day professional development institute on curricular trends involving 19 secondary mathematics and science teachers and administrators from Japan, Malaysia, Indonesia, Thailand, Korea, Philippines, the United States, and People's Republic of China. Participants explored the roles of culture, place, and personal experience in science education through writings and group discussions. Initially, Asian participants tended to view indigenous knowledge and practices more negatively than U.S. peers. After a presentation on indigenous Hawaiian practices related to place and sustainability, they evaluated indigenous practices more positively and critiqued the absence of locally relevant science and indigenous knowledge in their national curricula. They identified local issues of traffic, air, and water quality they would like to address, and developed lessons addressing prior knowledge, place, and to a lesser extent, culture. These findings suggested critical professional development employing decolonizing methodologies articulated by indigenous researchers Abbott and Smith has the potential to raise teachers' awareness of the connections among personal and place-based experiences, cultural practices and values, and teaching and learning. An implication was the development of a framework for professional development able to shift science instruction toward meaningful, culture, place, and problem-based learning relevant to environmental literacy and sustainability. [This study was supported by the Consortium for Hawaii Ecological Education, under the U.S. Department of Education, Native Hawaiian Education Act.]

In 1986, Lake Nyos, a volcanic lake in Cameroon, released a huge amount of carbon dioxide gas, killing over 1,700 people in the surrounding area. This case study, developed for use in a limnology or aquatic biology course, explores that event, introducing students to concepts relating to lake formation, thermal stratification, and dissolved gases. Students interpret graphs showing temperature, dissolved oxygen, pH, and conductivity measurements for the lake, and then synthesize these different types of limnological data to solve the problem. (Contains 5 resources.)

Describes the cross-national educational network, Schools for a Living River Elbe. The project is thought to be the largest educational water-quality project in the world. The establishment of the project and the results of an initial survey show that the project is in a position to develop instructional and ecologically stimulating activities. (Author/PVD)