Forest City Studio is a group in Shanghai that trains volunteers to educate the public about native species conservation. The document discusses two of their civic ecology projects: 1) A public garden where they replaced exotic plants with native ones, increasing biodiversity and reducing costs. 2) An abandoned wetland they explored with visitors, finding native and invasive plants, and advocating to preserve it. The author Yan Zhu has an interdisciplinary background in environmental fields and is interested in connecting with others in Shanghai who care about nature and the environment.
This is the 4th lesson of the course - Foundation of Environmental Management taught at the Faculty of Social Sciences and Humanities, Rajarata University of Sri Lanka
Environment studies Unit-I for B.Com, BBA, BA, B,Sc - I year, B.TechBalasri Kamarapu
Environment, EVS, Non-Renewable resources, Renewable resources, ECOSYSTEM, living/biotic component, ‘keystone’ species., PRODUCERS, CONSUMERS AND DECOMPOSERS, FOOD CHAINS, FOOD WEBS AND ECOLOGICAL PYRAMIDS, ENERGY FLOW IN THE ECOSYSTEM, Water cycle, Carbon cycle, Oxygen cycle, Nitrogen cycle and Energy cycle, Biodiversity, HOTSPOTS OF BIODIVERSITY, CONSERVATION OF BIODIVERSITY, Ex-situ conservation, RAINWATER HARVESTING, WATERSHED MANAGEMENT, Causes, Effects & Control measures of Air Pollution, Solid Waste Management, Incineration, Vermi – Composting, Global warming, Ozone layer depletion, DISASTER MANAGEMENT: FLOODS, EARTHQUAKES, CYCLONES, THE WILDLIFE PROTECTION ACT, FOREST CONSERVATION ACT, THE WATER (PREVENTION AND CONTROL OF POLLUTION) ACT, THE AIR (PREVENTION AND CONTROL OF POLLUTION) ACT, Women and Child Welfare.
Resources are defined as matter, space and time utilized for the wellbeing of mankind is called as resources. The natural resources are materials, which living organisms can take from nature for sustaining their life or any components of the natural environment that can be utilized by man to promote his welfare is considered to be natural resources.
Thesis- SIGNIFICANCE OF VERTICAL FARMING IN HYBRID ARCHITECTURESwapnilWagh36
Deakin University -School of Architecture and Built Environment
Trimester 1 – 2017
SRR 711 – Master of Architecture Thesis
Unit Chair: Dr.Astrid Roetzel
Supervisor: Susan Ang
Field of study:
SIGNIFICANCE OF VERTICAL FARMING IN HYBRID ARCHITECTURE
Submitted by -Swapnil Dattatray Wagh
Word Count: 8431
This is the 4th lesson of the course - Foundation of Environmental Management taught at the Faculty of Social Sciences and Humanities, Rajarata University of Sri Lanka
Environment studies Unit-I for B.Com, BBA, BA, B,Sc - I year, B.TechBalasri Kamarapu
Environment, EVS, Non-Renewable resources, Renewable resources, ECOSYSTEM, living/biotic component, ‘keystone’ species., PRODUCERS, CONSUMERS AND DECOMPOSERS, FOOD CHAINS, FOOD WEBS AND ECOLOGICAL PYRAMIDS, ENERGY FLOW IN THE ECOSYSTEM, Water cycle, Carbon cycle, Oxygen cycle, Nitrogen cycle and Energy cycle, Biodiversity, HOTSPOTS OF BIODIVERSITY, CONSERVATION OF BIODIVERSITY, Ex-situ conservation, RAINWATER HARVESTING, WATERSHED MANAGEMENT, Causes, Effects & Control measures of Air Pollution, Solid Waste Management, Incineration, Vermi – Composting, Global warming, Ozone layer depletion, DISASTER MANAGEMENT: FLOODS, EARTHQUAKES, CYCLONES, THE WILDLIFE PROTECTION ACT, FOREST CONSERVATION ACT, THE WATER (PREVENTION AND CONTROL OF POLLUTION) ACT, THE AIR (PREVENTION AND CONTROL OF POLLUTION) ACT, Women and Child Welfare.
Resources are defined as matter, space and time utilized for the wellbeing of mankind is called as resources. The natural resources are materials, which living organisms can take from nature for sustaining their life or any components of the natural environment that can be utilized by man to promote his welfare is considered to be natural resources.
Thesis- SIGNIFICANCE OF VERTICAL FARMING IN HYBRID ARCHITECTURESwapnilWagh36
Deakin University -School of Architecture and Built Environment
Trimester 1 – 2017
SRR 711 – Master of Architecture Thesis
Unit Chair: Dr.Astrid Roetzel
Supervisor: Susan Ang
Field of study:
SIGNIFICANCE OF VERTICAL FARMING IN HYBRID ARCHITECTURE
Submitted by -Swapnil Dattatray Wagh
Word Count: 8431
Specialties: High degree of leadership, communication, and creative design. Fast learner and very diverse in my range of skills. Pays close attention to detail and works efficiently in a fast paced environment. Thick skinned and does not easily frazzle. Works harder and smarter under pressure. Proficient with the following: Mac and PC computers, HTML, Microsoft Office (Word, Excel, PowerPoint), Adobe Creative Suite, WordPress, Square Space, AutoCad, and Video Editing Software.
Redefining the Role of Botanic Gardens: Towards a New Social Purpose
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Increase Food Production with Companion Planting in your School Garden
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Promotion of Inclusive Society through Therapeutic Sensory Stimulation Garden...Hazreena Hussein
Asia Pacific International Conference on Environment-Behaviour Studies `Developments and Social Behaviours`, Barcelona Spain, 29 August - 1 September 2015.
Study of the Impacts of Gardening to Older People: Wan Golden Organic Farming Project
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Increase Food Production with Companion Planting in your School Garden
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Locating and Reordering Discourses - EnvironmentTeacher Arzadon
This paper explored the dynamics of inculcating environmental care discourses in a peri-urban village in the Philippines. The project involved mobilizing the whole village to revive its biologically dead river and implement waste segregation in every home. What environmental care discourses were found in the community and where did they come from? What representations did they create? How were they enacted and inculcated? To answer these questions, ethnography was employed along with deconstruction and critical discourse analysis. It was found that the state-led environmental care programs privileged techno-managerial and economic discourses, presented as expert knowledge belonging to scientific communities. The techno-managerial discourse normalized people as deficient and needy and the environment as an objectified helpless captive. Environmental care as an economic concern was about making money out of waste and providing lucrative profit to owners of waste-management businesses. Such discourse normalized people as consumers and potential recipients of loans for waste infrastructure projects. The village did not fully accept the state-led discourses and instead critically examined and melded them with their own discourse of environmental care -- spirituality-inspired and communitarian. The spirituality-inspired environmental discourse viewed environmental care as a battle between good and evil and learning is typified as a “conversion” process. Communitarian discourse cast environment as a nurturing place where people connect with their collective past. These endogenous discourses were inculcated and reproduced through compelling folklore and cultural symbols. The educative processes were informal, embedded in the daily activities in the village, mediated by unlikely teachers like garbage collectors and student volunteers. In the end, this study argues that environmental education is a critical and agentic process of navigating through multiple discourses. It is also process of identifying and locating endogenous discourses as the major point of departure.
Human ecology home work_society.18.3.2011Mauri Ahlberg
Prof. Mauri Ahlberg's keynote presentation on the International Conference on Excellence in the Home
Sustainable Living Professional Approaches to Housework, March 17-18, 2011
The Grocers Hall, London EC2R 8AD
1. CE MOOC Project
Native Species
Conservation
Group in
Shanghai
Forest City Studio
Shanghai, China
Yan Zhu
2. 1
PROJECT INTRODUCTION
Forest City Studio was initiated by a group of young and passionate
naturalists who work together to protect the natural lands and conserve
native species in Shanghai.
I got to know Forest City Studio through their educational program on
interpreter training. Starting the first week of September, a group of 50
volunteers attended this interpreter training program and learned about
the plants, insects, fish, birds, mammals, and shells commonly seen and
used to be found in Shanghai. They also learned about the geological
formations of Yangtze River Delta, the long civilization of ancient
Chinese who live in the area, and loss of biodiversity in Shanghai, from a
small fishing village to a metropolitan.
In addition to indoor lectures and discussion, we have opportunities to
apply these knowledge and skills in several outdoor bases, including
public gardens, abandoned wild lands, wetland parks etc. Volunteers
may bring their children or nephews/nieces to these outdoor training.
We can practice our interpretation skills with fellow volunteers and the
children.
90% volunteers successfully completed the 2-month intensive training
program (10am to 5pm on weekends) and started to impart their
knowledge and skills to the general public, notably children, help them
identify what they saw in the parks, wetlands, and neighborhood
gardens, and raise their awareness of native species and interaction with
the outdoors. Our goal is to increase the public’s understanding of
native species, help prevent invasive species such as water hyacinth and
lion fish, and gather the public effort in the conservation of native plants
and animals.
3. 2
TEN PRINCIPLES
The project included both indoor lectures and outdoor field practices. I
think, the civic ecology practices can be seen through two outdoor field
bases we have investigated.
Emergence: Why do civic ecology practices happen?
1. Civic ecology practices emerge in broken places.
2. Because of their love for life and love for the places they have lost,
civic ecology stewards defy, reclaim and re-create these broken
places.
Bricolage: Piecing the practice together
3. In re-creating place, civic ecology practices re-create community.
4. Civic ecology stewards draw on social-ecological memories to re-
create places and communities.
5. Civic ecology practices produce ecosystem services.
6. Civic ecology practices foster well-being.
7. Civic ecology practices provide opportunities for learning.
Zooming Out: A systems perspective
8. Civic ecology practices start out as local innovations and expand to
encompass multiple partnerships.
9. Civic ecology practices are embedded in cycles of chaos and
renewal, which in turn are nested in social-ecological systems.
Policy Makers: Understanding and enabling
10. Policy makers have a role to play in growing civic ecology
practices.
4. 3
Yijiayuan Garden of Native Plants: Located in an abandoned construction
site by the Yaogao Highway (Principle 1), Yijiayuan is a residence block
in Pudong, Shanghai (South of the Huangpu River). The government
plants botanical plants nearby this residence area to beautify the
surroundings, but many of the palm trees they planted could not survive
the cold winters in Shanghai. Plus, it costs a fortune to care for these
trees, so some of the land in this garden was left alone. Although other
trees such as camphor trees and willow trees were native to China, but
they were not native plants in Shanghai. In addition, when planted in
large areas with the same species, many died of diseases or bug attacks.
Because of our love for Shanghai (Principle 2), we worked with volunteer
interpreters and local residents to identify and record the species in the
garden, and then replaced the exotic species with native plants (Principle
3). This not only increased the diversity of garden and provide food for
native birds and butterflies (Principle 5), but also reduced the workload
for gardeners as well as the cost for maintenance. Even though it is a
public garden, the government has been supportive for this practice
(Principle 10) as it brings the community together and help increase the
science literacy of citizens (Principle 7).
A Natural Wetland: We also investigated an abandoned parking lot near
Shanghai Science and Technology Museum. Because of the construction
for the museum, a wetland was formed naturally with the mud piles, the
dig holes, rain water, and seeds of native plants brought by wind
(Principle 1). We found more than 100 native plants in the area,
including the endangered wild beans that was used to cultivate
soybeans and several herbs that can be used for traditional Chinese
medicine (Principle 4). However, we also found Eichhornia crassipes,
commonly known as water hyacinth, a highly problematic invasive
species in ponds and lakes in China. Another exotic species we identified
was Solidago Canadensis, also known as Canada goldenrod or Canadian
goldenrod. It was introduced as an ornamental in flower gardens, but
now has taken over the herbaceous perennial native plant in China
(Principle 7). The team at Forest City Studio has brought many urban
citizens to this ignored wild area in the populated and urbanized
5. 4
Pudong. Many families who have been visiting the science and
technology museum regularly had no idea of this wild area nearby until
they participated in the interpretation activities held by Forest City
Studio. These educational program guide children to observe, discover,
and use all their senses to explore in the nature, help them connect with
the place they were born and will grow up, and build a sense of place
(Principle 2). This place has been a wonderland for native species, the
local residents who love and care about nature, parents and child who
want to spend meaningful family time, as well as farmer who harvest
lotus and other edible water plants. However, the new construction
project will start next Spring and we might not be able to come back to
this place. Because of our love for the land, we are advocating for public
awareness of the importance of urban wild land and voices out for
keeping this land with socioecological memories (Principle 3).
SELF INTRODUCTION
As an interdisciplinary researcher, Yan Zhu holds a B.E. in Environmental
Engineering (2006), a M.Sc. in Environmental Management (2009), and a
Ph.D. in Science Education (2015). Her volunteering experience at
environmental organizations (e.g., WWF, Friends of Nature, WCS) and work
experience as environmental/outdoor educators (e.g., Wolf Ridge ELC, MN
and W. Alton Jones EEC, RI) led her into the field of environmental
education (EE). Her research interests include the assessment of
environmental literacy, as well as the development of formal EE curriculum
for K-16 and non-formal EE programs for national parks, museums,
botanic gardens, and youth centers etc. In March, 2015, She returned
China and started working in an Educational Group located in Shanghai, a
metropolitan with a population of over 20 million. She felt a sense of lost
and suffers from retro-culture shock, and resorted to the museums of
natural history, botanic gardens, zoos, and parks to reconnected with the
nature.
COURSE REFLECTION
Although I had to work full-time on weekdays for money and attend extra
courses on weekend for personal interest, I still managed to completed
Civic ecology course. This course has been very helpful to understand the
6. 5
underlying reasons of my behavior and environmental stewardship of
many civic groups in China. I echoed most on the theory of biophilia and
topophilia, and found it as a link to make new friends in this metropolitan.
This course helps me reach out to the community and connect with people
who love nature and care for the environment. For example, I benefits a lot
from the CE MOOC wechat group when I can discuss and learn from
classmates all over China. Plus, it is great to meet some of my online
classmates in the real world as we have been actively participating in the
civic ecology practices. Small world, but we are together for a better,
sustainable world.