Biostatistics’ Contribution to Global Environmental Education

2020 ◽  
pp. 1-11
Author(s):  
Luis R. Vieira ◽  
Fernando Morgado
Keyword(s):  
Environmental Education ◽  
Global Environmental

scholarly journals Educação Ambiental: Um Itinerário Persistente e Crítico de Expansão de Cidadania

2012 ◽  
Vol 20 (40) ◽  
pp. 95-122
Author(s):  
Francisco Teixeira ◽  
Keyword(s):  
Public Policy ◽  
Environmental Education ◽  
Essential Elements ◽  
Historical Evolution ◽  
Ethical Dimension ◽  
Global Environmental ◽  
Environmental Public Policy

The aim of this article is to disclose the historical evolution of the concept and practice of Environmental Education through the study of its national and international roots, essential elements, principles and respective dimensions. The persistent processes of its ‘re-conceptualization’, within global environmental (public) policy, and the inherent ethical dimension of the environmental education towards sustainability are also challenges here necessarily taken into consideration.

scholarly journals Global Environmental Education: Towards a Way of Thinking and Acting

1991 ◽  
Vol 18 (1) ◽  
pp. 13-18 ◽  
Author(s):  
William B. Stapp ◽  
Nicholas Polunin
Keyword(s):  
Environmental Education ◽  
News Media ◽  
Media Coverage ◽  
Stratospheric Ozone ◽  
Global Perspective ◽  
Human Populations ◽  
Clear Understanding ◽  
Global Issues ◽  
Global Environmental ◽  
The World

Our world of Mankind and Nature is becoming more and more seriously threatened as human populations and profligacy increase. Yet short of near-future calamity, there should be hope in global environmental education as a basis for countering such threats as those of world hunger, acidic precipitation, increasing desertification, nuclear proliferation, ‘greenhouse’ warming, and stratospheric ozone depletion. We need to educate people throughout the world to see these dangers in their global context and to act always within this perspective — be they decision-makers, legislators, or mere private citizens. For their actions and effects compound to make up those of their pandominant species, the likes of which our unique planet Earth can surely never have experienced before, and consequently its all-important Biosphere, constituting virtually the whole of our and Nature's lifesupport, is totally unprepared to withstand.The above means that decisions and concomitant actions at the personal level can and often do affect the globe, to however infinitesimal a degree, and of this all people on Earth should be forewarned, acting on it with clear understanding and due responsibility. Particularly North Americans should realize that their effect is disproportionately large, as they use some 36% of the world's resources although comprising only about 6% of its population. Towards remedying such anomalies and effecting an improved sharing of responsibility among all the world's human inhabitants, an urgent need is, clearly, effective global environmental education. We need a world of concerned people with the knowledge that personal decisions and local actions can affect others very widely, and that each individual human being thus has a role in furthering solutions to environmental, as well as political and social problems.With the need for such thinking and action so clear, and the stakes so very high, why is it that global perspectives are not better integrated into today's educational system? ‘The answer is that the barriers to such integration and concomitant action are many and strong, and due understanding of holism's fundamental importance is barely beginning to sweep our prejudice-bound world.’ These barriers include lack of student interest and pertinent enrolment, lack of international perspective among teachers and in the general press, and lack of television and other news-media coverage of such real world affairs. A general obstacle lies in the tendency of educational efforts to emphasize differences rather than similarities — scarcely conducive to fostering an interdependent, one-world ethic. Yet global issues should be our ultimate consideration, and holistic practice our means of furthering them for lasting survival.It is clear that we humans no longer have the option of foregoing a global perspective, and that there is dire need for widely-increased global environmental education to inculcate greatly-increased respect and concern for the world environment. This is brought starkly to mind on realization that practically all the horrors which now beset our world were known fairly widely already twenty years ago — including threats to the stratospheric ozone shield, the ‘greenhouse effect’ on world climate, the effects of deforestation and devegetation with ever-increasing human population pressures, and many more — and that new ones keep on emerging. These latter include build-up of nuclear-waste and other pollutions, AIDS, everincreasing acidic deposition and salinization, flooding of lowlands and other effects of climatic changes, and further foreseeable problems that are likewise of our own making in being due to human overpopulation, ignorance, and/or profligacy.

scholarly journals Criteria for an Effective Environmental Education

2020 ◽  
Vol 13 (1) ◽  
pp. 162-165
Author(s):  
János Novák
Keyword(s):  
Climate Change ◽  
Environmental Education ◽  
Environmental Protection ◽  
Municipal Waste ◽  
Environment Management ◽  
Pet Bottles ◽  
Extra Energy ◽  
Global Environmental ◽  
Average Person ◽  
Living Being

AbstractEnvironmental awareness could also be called environment management, since it is necessary to organize, or rather manage any activities performed in order to protect the environment. A person who cares about their environment in their own household performs organizational tasks that are far more complex than people living in households who don’t care, or care less about their environment. Consider how much extra energy it takes to selectively collect plastic PET bottles, or to properly dispose of used batteries, compared to those who just dispose of these together with municipal waste, out of negligence or laziness. Many think that the activities of the average person don’t matter since there are so many of us on Earth that a single person’s efforts won’t change anything. Man, as a living being, is not capable of making decisions that would solve problems emerging in the next 20, 30 or 40 years; we usually start dealing with issues that we think will matter within the next 2–3 years: but we have admit that 2–3 years are not enough to solve global environmental protection and climate change problems. This way of thinking can easily lead to the decline of humanity in the future.

Advancing Urbanization

2017 ◽  
Author(s):  
David Maddox ◽  
Harini Nagendra ◽  
Thomas Elmqvist ◽  
Alex Russ
Keyword(s):  
Environmental Education ◽  
Urban Design ◽  
Public Engagement ◽  
Urban Environmental Education ◽  
Global Environmental

This chapter explains the importance of telling the story of “advancing urbanization”—both the global acceleration of urbanization and the promise offered by urbanization—for urban environmental education. It argues that cities—their design and how we live in them—will be key in our struggle for sustainability, indeed our future. As cities grow, as they are newly created, and as more and more people choose or require them as places to live, our decisions about urban design and city building will determine the outcomes of long-term challenges related to resilience, sustainability, livability, and justice. Rather than being the essential cause of the global environmental dangers we face, cities will be key to success in overcoming these dangers. The chapter examines the role of environmental education in fostering public engagement through clarifying and transmitting the challenges, values, actions, and methods for achieving sustainable, resilient, livable, and just cities.

Study on the Environmental Education of Hydraulic Engineering

2014 ◽  
Vol 672-674 ◽  
pp. 2249-2252
Author(s):  
Xiu Ying Meng ◽  
Shu Hui Li
Keyword(s):  
Environmental Education ◽  
Environmental Protection ◽  
Environmental Problems ◽  
Hydraulic Engineering ◽  
Quality Education ◽  
University Education ◽  
Organizational Environment ◽  
Global Environmental Problems ◽  
Global Environmental ◽  
Specialized Education

With the increasingly serious global environmental problems, environmental education is an important part of the quality education on hydraulic engineering in colleges. The main methods of environmental education include specialized education, infiltration education and organizational environment education , etc. The global environmental problems can be associated with university education itself through environmental education, and then promote the development of environmental protections and the development of environmental protection industry.

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