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This article investigates international differences in environmental knowledge and attitudes among business administration students. The Environmental Knowledge and Attitude Scale, developed by Maloney, Ward, and Braucht (1975) and used by Synodinos (1990), was administered to 85 upper division business administration students at Loyola University Chicago and 111 upperdivision business students at the National University of Singapore. No significant differences were found between the two samples on the Knowledge, Concern, or Willingness to Act subscales. The United States students' higher mean score on the Actual Behavior subscale was significant but may only reflect relative possibilities for participation in environmental activities. Overall, the United States sample falls short of what could be hoped for given the age of America's conservation movement and recent intensity of its environmental movement. The results underscore the importance of increasing the environmental/ecological component in business curricula., While concern for the environment and efforts to improve it are today worldwide, it was in the U.S. where the environmental movement first took hold and where the earliest environmental [...]

During recent years, members of educational and professional communities have grappled with how best to prepare people to respond to environmental problems. The higher education community has responded, in part, [...]

Exploration of the common interests and concerns between environmental engineering and ecological engineering is expected to improve the understanding of man's natural surroundings. Ecotechnologists and environmental engineers also possess a common quantitative framework since both professions utilize systems analysis as a design and assessment technique. Both professional approaches have developed programs and methods which incorporate the distinct perspectives of each discipline.

Recent publications by the SEAC and NCC, particularly in relation to Sc1, Scientific Investigation, show an almost complete neglect of innovative fieldwork studies for schoolchildren and simply recommend the growing of seeds as an example of environmental exploration. There are more exciting ways of involving both primary and secondary school children in ecological investigations and in exploration of the environment. Alternative methods for exploring the NCC model are presented.

Ecology is a complex and diverse subject to teach to young children and a difficult concept for them to grasp. A simple and enjoyable way of teaching the principles of ecology to young students involves the use of Lego, an educational construction toy in the form of different kinds of coloured building bricks. By using Lego bricks children are able to imitate population growth and co-existence, resource competition, community building, prey-predator relationships and the regulation of ecosystems.

THREE YEARS ago I wrote for the Kappan about an innovative science education project that culminated in a summer session for at for at-risk elementary students. We held our summer […]

Knight (1993) claims that we in applied ecology already are recruiting the right type of students, are educating them properly, and that applied ecology is itself progressing adequately. I thoroughly maintain that his claims cannot stand up to counterexample nor to logical analysis. We must project our ideals out beyond the status quo; attaining them will require revolutionary changes in how we recruit and educate students.

Describing the progression of insects that arrive at a cadaver can be a useful and exciting tool for teaching students about complex concepts such as ecological succession. Key Words: Forensics; entomology; teaching; ecology; succession; decomposition., One of the challenges in science education is making complicated topics interesting and relevant to students' experiences, particularly in the case of concepts that span large geographic or temporal scales. [...]

In recent years, environmental health has occupied a larger portion of the health concerns of the community. The issues of excess lead burdens in children, environmental impacts on genetic diseases, contaminated water and food supplies, atmospheric concerns, and global warming are but a few of the contemporary issues. The number of rising issues appears to be outpacing the entry of scientists into the field, especially those of persons of color. The author presents an assumption, not universally held, that increased numbers of black scientists will enhance national efforts in the prevention of environmentally caused disease and in the conservation of natural resources. The population mix in this country is changing; the Asian and Hispanic populations have increased by more than 50 percent, while the black populace has increased to more than 12 percent of the total. The minority groups earned a disproportionately small number of doctoral degrees in chemistry, in all its branches. In fact, the total number of degrees in this area have declined throughout the population. These reductions are even more serious when it is realized that chemistry plays a central role in the progress of our understanding of a large number of issues in environmental health. There appears to be an increased level of federal support for minority students, and for schools that encourage their enrollment. Many of the federal programs are cited and described. Similarly, nonfederal initiatives are supporting access to academia by the underrepresented segments of our society. However, those who do achieve their goals frequently encounter reduced salaries compared with those of their White counterparts. These and other social and economic barriers still need to be addressed and changed. (Consumer Summary produced by Reliance Medical Information, Inc.)

SYNOPSIS. This essay completes Science as a Way of knowing, an educational project of the American Society of Zoologists and eleven cosponsoring organizations. It is also the third part of my attempt to produce a "Conceptual Framework for Biology." The discussion of Evolution continues and is followed by Classification, Ecology, Geographic Distribution, Biology and Human Welfare, and the Nature of Science. The intended audience is those who teach the first-year biology courses in colleges and universities as well as biology teachers in the precollege grades.

Why 'Geography Matters' is open to many interpretations. The Interm Report of the Working Group produced a large number of adverse reactions, particularly in the specification of factual content. The final proposals responded to criticism and are likely to enjoy general approval, but from a broader perspective they reflect the educational priorities of central policy which have defined the framework within which the National Curriculum is to operate. The attainment targets in geography express these expectations and pressures. In the longer term a dualism between the elements of an enterprise and an ecological perspective is identified, and evaluated against the dynamic background of a changing contemporary society within which Geography 5 - 16 has to function.

This paper provides a detailed account of Henry Allan Gleason's career in ecology, paying particular attention to the development of his controversial individualistic hypothesis of the plant community. It is noted that Gleason developed and maintained a high level of skill in floristic botany. The argument is advanced that the individualistic hypothesis embodies a floristic perspective on vegetation. His pioneering papers on the quantitative analysis of vegetation are carefully examined and it is argued that they too reflect floristic and individualistic concerns. The overall shape of Gleason's career is interpreted in terms of acquired skills, pedagogical inputs, institutional contexts, and professional and social interests. It is suggested that the characteristics of the work of many of his ecological colleagues may likewise be explained in terms of skills and interest, particularly those gained in other fields, such as physiography and physiology. The reasons for the generally hostile initial reaction to Gleason's individualistic concept are examined. As well as providing historical background to the long and continuing debate over the nature of the plant community, an examination of Gleason's career sheds important light on the cognitive development of American plant ecology during a formative period for the discipline. Other historians have not fully realised the extent of Gleason's involvement in ecology during this time. Zusammenfassung Dieser Artikel gibt eine detaillierte Beschreibung der okologischen Laufbahn Henry Allan Gleasons, mit besonderer Beachtung der Entwicklung seiner umstrittenen, individualistischen Hypothese uber die Pflanzengesellschaft. Unter Berucksichtigung von Gleasons grossen Fahigkeiten in floristischer Botanik wird argumentiert, dass seine individualistische Hypothese eine floristische Perspektive der Vegetation verkorpert. Seine bahnbrechenden Arbeiten zur quatitativen Analyse der Vegetation werden sorgfaltig untersucht und es wird der Standpunkt vertreten, dass auch sie floristische und individualistische Ansichten widerspiegeln. Die Gesamtkarriere Gleasons wird in Himblick auf erworbene Fahigkeiten, padagogische Einflusse, institutionelle Zusammenhange, sowie professionelle und soziale Interessen zu versthen versucht. Es wird darauf hingewiressen, dass die charakteristischen Zuge in den Arbeiten vieler seiner Kollegen ebenfalls unter dem Blickwinkel von Fahigkeiten und Interessen erklart werden konnen--insbesondere sofern diese auf anderen Gebieten wie Zb. Physiographie und Physiologie erworben wurden. Zusatzlich werden die Grunde fur die anfangs im allgemeinen feindselige Reaktion auf Gleasons individualistischen Ansatz untersucht. Eine Untersuchung von Gleasons Laufbahn beleuchtet wesentliche Aspekte in der cognitiven Entwicklung der amerikanischen Planzenokologie wahrend der Grunderzeit dieser Disziplin und tragt ausserdem zu dem geschichtlichen Hintergrund der langdauernden Debatte uber das Wesen der Pflanzengesellschaft bei. Bis jetzt wurde das Ausmass von Gleasons Beteiligung in den okologischen Fragestellungen seiner Zeit von Historikern nicht voll gewurdigt.

Conservation biologists benefit from a sense of history. Any practice of conservation biology that excludes history is incomplete. The word conservation indicates an awareness of changes over time, and the impact of present actions on the future. There should be a greater interaction between conservation biologists and environmental historians.

The energy efficiency of farming is part of the study of ecology and can be taught in schools through farm visits so that data can be gathered for further examination in the classroom. Details of how a farm visit can be used to study the energy efficiency of farming are presented, including the calculation of energy input and output associated with a dairy herd.

Introduction Bibliometrics is an LIS research method. It is a quantitative study of the literature on a topic and is used to identify patterns of publication, authorship, and secondary journal [...]