This document outlines activities from a mini-workshop on teaching and perpetuating earth stewardship education. It discusses identifying existing programs and networks supporting earth stewardship education, issues yet to be addressed, and developing an action plan or rubric for a course. It provides templates for an action plan and discusses using rubrics to evaluate student work. The document also covers various principles of earth stewardship, environmental citizenship, and effective teaching methods.
This document outlines a mini-workshop on teaching and perpetuating earth stewardship education. It includes 3 activities: 1) Identifying existing programs and discussing their impact, frequency, stakeholders, growth potential, and limitations. 2) Identifying issues related to teaching earth stewardship that have yet to be addressed. 3) Developing an action plan or rubric for an existing or planned course using existing and new content and principles. The document provides background on concepts like environmental stewardship, guiding principles, and effective teaching methods to engage students and improve their learning.
The Ecology of Transformation Katia Sol PhD Defense Nov 5 2013katia7sol
This document summarizes a PhD dissertation on a study of the Ecology of Leadership program at the Regenerative Design Institute. The research examined practices that support individual and collective transformation in times of global crisis. A relational methodology was used that centered relationships and connections. Major findings included a "Tree Model" for inner transformation from self-connection to engagement in the world. Practices supporting self-connection, connection to nature, and connection to community were explored. Nature was found to be a teacher, healer, and mirror for personal growth.
This document discusses an Indigenous/Ecological approach to transformation presented by Katia Sol. It outlines the global context of crisis across multiple levels and an opportunity for global transformative learning. Katia presents a relational epistemology and methodology for research grounded in relationships and reconnection to self, nature, village, and engagement in the world. The core of her work focuses on practices that support individual and collective transformation through cultivating connection across these different spheres in a holistic way.
This document discusses different approaches to human ecology and their relation to disasters. It describes three main approaches: ecosystem approach, landscape approach, and perception approach.
The ecosystem approach focuses on interactions between organisms and their environment. It recognizes humans as integral parts of ecosystems. The landscape approach takes a holistic view of natural features, infrastructure, stakeholders, and external forces affecting an area. It facilitates inclusive risk assessment and planning.
The perception approach involves three stages: selection of sensory information, organization of information into patterns based on proximity, similarity, and difference, and interpretation to explain selections and organizations in a way that makes sense, influenced by both internal and external factors.
Human ecology theory views humans and families as interacting with their environments. It considers these relationships as systems, with families carrying out biological, economic, and social functions for themselves and society. Families and environments are interdependent and influence each other. Families must adapt as they allocate resources to meet individual and family needs while balancing cooperation with demands for autonomy. The goal is survival and improving quality of life while sustaining natural resources.
The Psychology of Sustainability Behavior - For Facilities Managers Doherty 1...Thomas Doherty
The Psychology of Sustainability Behavior: Implications for Facilities Managers
This talk will provide a framework to help you understand some different ways that people think about environmental sustainability and the use of natural resources in businesses and organizations. We will identify some best practices for communicating with and motivating different stakeholders and implementing behavior change programs. These include recognizing and honoring different beliefs, setting realistic goals, and utilizing appropriate incentives. In this model, differences of opinion about the role of sustainability in the workplace--what we will call “environmental diversity”--are seen as a source of innovation.
1. Andrew Light argues that environmental ethics should take a more pragmatic approach and embrace both biocentric and anthropocentric views to engage the public on environmental issues. This will make environmental ethics more accessible and allow environmental philosophers to better persuade people.
2. Ramachandra Guha provides a developing world perspective on environmental ethics, arguing that Western conservation models can harm indigenous communities. Sustainability approaches must consider how local human populations interact with nature.
3. Brian Walker and David Salt introduce resilience thinking, which focuses on systems' ability to withstand disturbances rather than optimization. Considering interconnected social and ecological systems can increase nature's value and support sustainability.
This document outlines a mini-workshop on teaching and perpetuating earth stewardship education. It includes 3 activities: 1) Identifying existing programs and discussing their impact, frequency, stakeholders, growth potential, and limitations. 2) Identifying issues related to teaching earth stewardship that have yet to be addressed. 3) Developing an action plan or rubric for an existing or planned course using existing and new content and principles. The document provides background on concepts like environmental stewardship, guiding principles, and effective teaching methods to engage students and improve their learning.
The Ecology of Transformation Katia Sol PhD Defense Nov 5 2013katia7sol
This document summarizes a PhD dissertation on a study of the Ecology of Leadership program at the Regenerative Design Institute. The research examined practices that support individual and collective transformation in times of global crisis. A relational methodology was used that centered relationships and connections. Major findings included a "Tree Model" for inner transformation from self-connection to engagement in the world. Practices supporting self-connection, connection to nature, and connection to community were explored. Nature was found to be a teacher, healer, and mirror for personal growth.
This document discusses an Indigenous/Ecological approach to transformation presented by Katia Sol. It outlines the global context of crisis across multiple levels and an opportunity for global transformative learning. Katia presents a relational epistemology and methodology for research grounded in relationships and reconnection to self, nature, village, and engagement in the world. The core of her work focuses on practices that support individual and collective transformation through cultivating connection across these different spheres in a holistic way.
This document discusses different approaches to human ecology and their relation to disasters. It describes three main approaches: ecosystem approach, landscape approach, and perception approach.
The ecosystem approach focuses on interactions between organisms and their environment. It recognizes humans as integral parts of ecosystems. The landscape approach takes a holistic view of natural features, infrastructure, stakeholders, and external forces affecting an area. It facilitates inclusive risk assessment and planning.
The perception approach involves three stages: selection of sensory information, organization of information into patterns based on proximity, similarity, and difference, and interpretation to explain selections and organizations in a way that makes sense, influenced by both internal and external factors.
Human ecology theory views humans and families as interacting with their environments. It considers these relationships as systems, with families carrying out biological, economic, and social functions for themselves and society. Families and environments are interdependent and influence each other. Families must adapt as they allocate resources to meet individual and family needs while balancing cooperation with demands for autonomy. The goal is survival and improving quality of life while sustaining natural resources.
The Psychology of Sustainability Behavior - For Facilities Managers Doherty 1...Thomas Doherty
The Psychology of Sustainability Behavior: Implications for Facilities Managers
This talk will provide a framework to help you understand some different ways that people think about environmental sustainability and the use of natural resources in businesses and organizations. We will identify some best practices for communicating with and motivating different stakeholders and implementing behavior change programs. These include recognizing and honoring different beliefs, setting realistic goals, and utilizing appropriate incentives. In this model, differences of opinion about the role of sustainability in the workplace--what we will call “environmental diversity”--are seen as a source of innovation.
1. Andrew Light argues that environmental ethics should take a more pragmatic approach and embrace both biocentric and anthropocentric views to engage the public on environmental issues. This will make environmental ethics more accessible and allow environmental philosophers to better persuade people.
2. Ramachandra Guha provides a developing world perspective on environmental ethics, arguing that Western conservation models can harm indigenous communities. Sustainability approaches must consider how local human populations interact with nature.
3. Brian Walker and David Salt introduce resilience thinking, which focuses on systems' ability to withstand disturbances rather than optimization. Considering interconnected social and ecological systems can increase nature's value and support sustainability.
The document analyzes water governance in coupled social-ecological systems in Namibia. It discusses how the social-ecological system in the Cuvelai-Etosha Basin has traditionally had a strong coupling between diverse livelihoods and variable natural conditions. However, political and economic changes are causing the system to transition. The concepts of resilience and governance in social-ecological systems are introduced, focusing on maintaining key functions and adapting to change through options and alternatives. Governance structures that foster resilience acknowledge uncertainty, include different knowledge types, and allow for locally developed solutions through polycentric and multilayered structures.
The document discusses different perspectives on environmentalism: egocentrism, which sees nature as existing for human use; homocentrism, which recognizes humanity's dependence on nature but prioritizes human needs; and ecocentrism, which assigns intrinsic value to all living things. It notes criticisms of ecocentrism and introduces deep ecology, which views humans as part of ecological whole. Deep ecology is based on principles like rejecting human exceptionalism and recognizing humanity's interdependence with all life. The document also contrasts the dominant Western worldview with the new ecological paradigm.
This document discusses different approaches to human ecology and their relation to disasters. It describes three main approaches: ecosystem approach, landscape approach, and perception approach.
The ecosystem approach focuses on biological organization and interactions between organisms and their environment. It recognizes humans as integral parts of ecosystems. The landscape approach takes an interdisciplinary view of both natural and human-built features, stakeholders, and external forces affecting an area. It facilitates inclusive risk assessment and planning.
The perception approach involves three stages - selection of information, organization of selected information into patterns based on proximity, similarity, or difference, and interpretation of organized information based on internal and external factors like personality, experience, and environmental cues.
Trim tab spring 2013 Regenerating the wholeBill Reed
The document discusses the concept of regenerative design and living system design. The key points are:
1) Regenerative design aims to engage human activities in positive relationships with all life by restoring ecosystems and focusing on interrelationships rather than just minimizing impacts.
2) Living system design views places as unique, interconnected systems and recognizes that life only regenerates through exchange of energies between interrelated living entities.
3) The role of design is to create opportunities for ongoing, evolutionary relationships between people and life that inform infrastructure and buildings.
Environmental psychology is an interdisciplinary field that focuses on the interplay between individuals and their surroundings. The field defines the term environment broadly, encompassing natural environments, social settings, built environments, learning environments, and informational environments.
Sumetee Pahwa Gajjar - Uncertainty from withinSTEPS Centre
Workshop on climate change and uncertainty from below and above, Delhi. http://steps-centre.org/2016/blog/climate-change-and-uncertainty-from-above-and-below/
Environmental ethics examines the moral relationship between humans and the environment. It believes humans are part of both society and the natural world of plants, animals, and ecosystems. There are three main branches: anthropocentrism views humans as having authority over nature, biocentrism grants moral status to all life, and ecocentrism values nature itself. Environmental ethics helps make people aware of destructive human impacts and teaches respect for diverse life forms. It is concerned with responsible conduct regarding nature and natural resources.
Engaged Buddhism and a Universal Climate Change EthicJames King
Presentation given at Central Washington University's SOURCE 2016, based on my senior capstone thesis. Examines the social and ethical nature of climate change, the environmental and social contributions of the engaged Buddhist movement, and how this can contribute to a universal climate change ethic. Presentation created and delivered by James King.
The document discusses the concepts of affect, place attachment, and weak architecture in relation to the construction of place. It explores how affect is embodied and embedded in time and space, operating below cognition. Place attachment is formed through experience-in-place and topophilia, an affective link between people and environments. Weak architecture advocates an approach that is delicate, ambiguous, and allows for improvisation over fixed forms.
2017 - Liberating Diverse Creativities: The Future of Arts Based Environment...Marna Hauk, PhD
This presentation was designed to support a professional development workshop nurturing liberating creativities, introducing environmental education researchers to arts-based educational research. Together we explore justice and empathy, surface and value diversity through multiple ways of knowing, and engage with arts-informed ways of researching. The slides have an accompanying briefing paper. The experiential dimension of the planned workshop is captured with recommendations for practicing hands-on, interactive infusions and collaborative inquiry. Affirmations, motivations for the work, lenses for the research, approaches, and research examples are included. Emergent movements such as just sustainability arts in research, arts and humanities in environmental educational research, and arts-STEM all highlight the importance of arts-based educational research methods.
The document discusses bridging the gap between emergency preparedness and response for all communities. It notes that preparedness efforts have not accounted for varying financial resources and that minorities and those with lower incomes are more vulnerable during disasters. It argues that environmental education and preparedness programs need to consider the distinct demographic characteristics of communities to be effective and ensure social and environmental justice. The document concludes by stressing the importance of understanding coupled human-environment systems and social determinants of health to promote resilience for all.
2017- Slides - Land and Place as Principal Investigator - Turning the Researc...Marna Hauk, PhD
Imagine a future in which land and place increasingly serve as co-researchers or principal investigators in environmental and sustainability education research. Land-based pedagogy, critical place inquiry, indigenous knowledge systems and indigenous ways of knowing, feminist materialisms, bioculturally responsive curriculum development, nature as teacher, terrapsychology, living systems ethical research considerations, and Gaian methods all converge. These slides and briefing paper help explore questions of consent, data-gathering, authorship, and ethics through experiential, collaborative dialogue with examples, paradigms, and methods. Participants walk away with knowledge of effective practice and a resource bibliography to continue to innovate away from anthropocentric assumptions in environmental and sustainability education and towards more inclusive paradigms, methodologies, lenses, and frames for higher quality research.
Chapter 13 environmental philosophy and theoriesstanbridge
The document outlines several categories of environmental philosophy theories:
1) Ecological limits theories established the concept of an ecosystem's carrying capacity and tragedy of the commons, showing environmental limits.
2) Environmental value theories attribute ethical value to nature, arguing humans have obligations beyond just human interests.
3) Holistic theories expand ethical considerations to whole ecosystems rather than just individuals, showing value in preserving species and communities.
4) Justice theories apply concepts of just distribution of goods and hazards to environmental resources and impacts, addressing inequities along lines like race and income.
Overall, the theories provide different lenses for understanding human-environment relationships and guiding sustainable practices, though they ultimately agree on the need for
Isobenefit Lines by Luca D'Acci
Algorithmic Sustainable Design. Morphogenesis, by Antonio Caperna
The Structure of Pattern Language, by Antonio Caperna
Generative processes of Mediterranean Cities and Towns, by Besim S. Hakim
Algorithmic Sustainable Design: “The Nature of Order”, by Antonio Caperna
This document discusses various topics relating to environmental ethics, including the definition of environmental ethics as the study of human interactions with the environment. It explores questions in environmental ethics, different worldviews regarding ethics and the environment, including human-centered and earth-centered views. The document also outlines several perspectives in environmental ethics such as anthropocentric, stewardship, biocentric, and ecofeminism views. Environmental justice and issues like environmental racism and toxic colonialism are also summarized.
This document provides information on permaculture principles and design. It discusses 12 permaculture design principles, including observing and interacting, catching and storing energy, and obtaining a yield. It also covers the permaculture ethics of earth care, people care, and fair share. Group guidelines for respectful discussion and participation are outlined. Site analysis categories like sun, wind, water resources are defined for permaculture design.
The document discusses different environmental worldviews and ethics related to humanity's relationship with the natural world. It outlines three main worldviews: planetary management, which views humans as apart from nature and able to manage resources for unlimited growth; stewardship, which sees humans as responsible managers of the Earth; and environmental wisdom, which views humans as dependent on and part of nature. It also discusses trends toward more sustainable worldviews and values, as well as strategies for developing more environmentally and socially just societies such as reducing consumption, pollution and waste.
The document analyzes water governance in coupled social-ecological systems in Namibia. It discusses how the social-ecological system in the Cuvelai-Etosha Basin has traditionally had a strong coupling between diverse livelihoods and variable natural conditions. However, political and economic changes are causing the system to transition. The concepts of resilience and governance in social-ecological systems are introduced, focusing on maintaining key functions and adapting to change through options and alternatives. Governance structures that foster resilience acknowledge uncertainty, include different knowledge types, and allow for locally developed solutions through polycentric and multilayered structures.
The document discusses different perspectives on environmentalism: egocentrism, which sees nature as existing for human use; homocentrism, which recognizes humanity's dependence on nature but prioritizes human needs; and ecocentrism, which assigns intrinsic value to all living things. It notes criticisms of ecocentrism and introduces deep ecology, which views humans as part of ecological whole. Deep ecology is based on principles like rejecting human exceptionalism and recognizing humanity's interdependence with all life. The document also contrasts the dominant Western worldview with the new ecological paradigm.
This document discusses different approaches to human ecology and their relation to disasters. It describes three main approaches: ecosystem approach, landscape approach, and perception approach.
The ecosystem approach focuses on biological organization and interactions between organisms and their environment. It recognizes humans as integral parts of ecosystems. The landscape approach takes an interdisciplinary view of both natural and human-built features, stakeholders, and external forces affecting an area. It facilitates inclusive risk assessment and planning.
The perception approach involves three stages - selection of information, organization of selected information into patterns based on proximity, similarity, or difference, and interpretation of organized information based on internal and external factors like personality, experience, and environmental cues.
Trim tab spring 2013 Regenerating the wholeBill Reed
The document discusses the concept of regenerative design and living system design. The key points are:
1) Regenerative design aims to engage human activities in positive relationships with all life by restoring ecosystems and focusing on interrelationships rather than just minimizing impacts.
2) Living system design views places as unique, interconnected systems and recognizes that life only regenerates through exchange of energies between interrelated living entities.
3) The role of design is to create opportunities for ongoing, evolutionary relationships between people and life that inform infrastructure and buildings.
Environmental psychology is an interdisciplinary field that focuses on the interplay between individuals and their surroundings. The field defines the term environment broadly, encompassing natural environments, social settings, built environments, learning environments, and informational environments.
Sumetee Pahwa Gajjar - Uncertainty from withinSTEPS Centre
Workshop on climate change and uncertainty from below and above, Delhi. http://steps-centre.org/2016/blog/climate-change-and-uncertainty-from-above-and-below/
Environmental ethics examines the moral relationship between humans and the environment. It believes humans are part of both society and the natural world of plants, animals, and ecosystems. There are three main branches: anthropocentrism views humans as having authority over nature, biocentrism grants moral status to all life, and ecocentrism values nature itself. Environmental ethics helps make people aware of destructive human impacts and teaches respect for diverse life forms. It is concerned with responsible conduct regarding nature and natural resources.
Engaged Buddhism and a Universal Climate Change EthicJames King
Presentation given at Central Washington University's SOURCE 2016, based on my senior capstone thesis. Examines the social and ethical nature of climate change, the environmental and social contributions of the engaged Buddhist movement, and how this can contribute to a universal climate change ethic. Presentation created and delivered by James King.
The document discusses the concepts of affect, place attachment, and weak architecture in relation to the construction of place. It explores how affect is embodied and embedded in time and space, operating below cognition. Place attachment is formed through experience-in-place and topophilia, an affective link between people and environments. Weak architecture advocates an approach that is delicate, ambiguous, and allows for improvisation over fixed forms.
2017 - Liberating Diverse Creativities: The Future of Arts Based Environment...Marna Hauk, PhD
This presentation was designed to support a professional development workshop nurturing liberating creativities, introducing environmental education researchers to arts-based educational research. Together we explore justice and empathy, surface and value diversity through multiple ways of knowing, and engage with arts-informed ways of researching. The slides have an accompanying briefing paper. The experiential dimension of the planned workshop is captured with recommendations for practicing hands-on, interactive infusions and collaborative inquiry. Affirmations, motivations for the work, lenses for the research, approaches, and research examples are included. Emergent movements such as just sustainability arts in research, arts and humanities in environmental educational research, and arts-STEM all highlight the importance of arts-based educational research methods.
The document discusses bridging the gap between emergency preparedness and response for all communities. It notes that preparedness efforts have not accounted for varying financial resources and that minorities and those with lower incomes are more vulnerable during disasters. It argues that environmental education and preparedness programs need to consider the distinct demographic characteristics of communities to be effective and ensure social and environmental justice. The document concludes by stressing the importance of understanding coupled human-environment systems and social determinants of health to promote resilience for all.
2017- Slides - Land and Place as Principal Investigator - Turning the Researc...Marna Hauk, PhD
Imagine a future in which land and place increasingly serve as co-researchers or principal investigators in environmental and sustainability education research. Land-based pedagogy, critical place inquiry, indigenous knowledge systems and indigenous ways of knowing, feminist materialisms, bioculturally responsive curriculum development, nature as teacher, terrapsychology, living systems ethical research considerations, and Gaian methods all converge. These slides and briefing paper help explore questions of consent, data-gathering, authorship, and ethics through experiential, collaborative dialogue with examples, paradigms, and methods. Participants walk away with knowledge of effective practice and a resource bibliography to continue to innovate away from anthropocentric assumptions in environmental and sustainability education and towards more inclusive paradigms, methodologies, lenses, and frames for higher quality research.
Chapter 13 environmental philosophy and theoriesstanbridge
The document outlines several categories of environmental philosophy theories:
1) Ecological limits theories established the concept of an ecosystem's carrying capacity and tragedy of the commons, showing environmental limits.
2) Environmental value theories attribute ethical value to nature, arguing humans have obligations beyond just human interests.
3) Holistic theories expand ethical considerations to whole ecosystems rather than just individuals, showing value in preserving species and communities.
4) Justice theories apply concepts of just distribution of goods and hazards to environmental resources and impacts, addressing inequities along lines like race and income.
Overall, the theories provide different lenses for understanding human-environment relationships and guiding sustainable practices, though they ultimately agree on the need for
Isobenefit Lines by Luca D'Acci
Algorithmic Sustainable Design. Morphogenesis, by Antonio Caperna
The Structure of Pattern Language, by Antonio Caperna
Generative processes of Mediterranean Cities and Towns, by Besim S. Hakim
Algorithmic Sustainable Design: “The Nature of Order”, by Antonio Caperna
This document discusses various topics relating to environmental ethics, including the definition of environmental ethics as the study of human interactions with the environment. It explores questions in environmental ethics, different worldviews regarding ethics and the environment, including human-centered and earth-centered views. The document also outlines several perspectives in environmental ethics such as anthropocentric, stewardship, biocentric, and ecofeminism views. Environmental justice and issues like environmental racism and toxic colonialism are also summarized.
This document provides information on permaculture principles and design. It discusses 12 permaculture design principles, including observing and interacting, catching and storing energy, and obtaining a yield. It also covers the permaculture ethics of earth care, people care, and fair share. Group guidelines for respectful discussion and participation are outlined. Site analysis categories like sun, wind, water resources are defined for permaculture design.
The document discusses different environmental worldviews and ethics related to humanity's relationship with the natural world. It outlines three main worldviews: planetary management, which views humans as apart from nature and able to manage resources for unlimited growth; stewardship, which sees humans as responsible managers of the Earth; and environmental wisdom, which views humans as dependent on and part of nature. It also discusses trends toward more sustainable worldviews and values, as well as strategies for developing more environmentally and socially just societies such as reducing consumption, pollution and waste.
This document outlines ecological literacy and ways to develop it. It introduces teachers and lessons, defining ecological literacy as understanding natural systems and principles that sustain life. Developing empathy, embracing sustainability, anticipating consequences, and understanding nature's role are presented as eco-literate practices. Possible activities to develop ecological literacy include clean-up drives, nature walks, gardening, sustainability challenges, and community projects. Participating in challenges provides knowledge on environmental issues and inspiring reductions in impacts. The document encourages being good stewards of the Earth.
SWaRMA_IRBM_Module3_#1, Gendered vulnerabilities and the socioeconomic driver...ICIMOD
This presentation is the part of 12-day (28 January–8 February 2019) training workshop on “Multi-scale Integrated River Basin Management (IRBM) from the Hindu Kush Himalayan Perspective” organized by the Strengthening Water Resources Management in Afghanistan (SWaRMA) Initiative of the International Centre for Integrated Mountain Development (ICIMOD), and targeted at participants from Afghanistan.
The four key facets of ESD inclusive curriculum by Dr. Geetika SalujaDr. Geetika Saluja
ESD inclusive curriculum is the wisdom to perceive the interconnectedness of all life and living.
The courage not to fear and the compassion for all immediate surrounding with a will to make a difference
This document provides an overview of environmental ethics. It begins by defining what environmental ethics is and is not. It then discusses some key concepts in ethics like anthropocentrism. Much of environmental ethics can be summarized by a diagram called the "Environmental Ethics Rectangle" which outlines different approaches. The document discusses several influential thinkers in environmental ethics like Singer, Regan, Taylor and their ideas. It also discusses how a virtue ethics approach could frame environmental issues and provides some practical suggestions from pragmatist philosophers on developing an environmental ethics.
This document provides an overview of environmental ethics. It begins by defining what environmental ethics is and is not. It then discusses some key concepts in ethics like anthropocentrism. Much of environmental ethics can be summarized by a diagram called the "Environmental Ethics Rectangle" which outlines different approaches. The document discusses several influential thinkers in environmental ethics like Singer, Regan, Taylor and their ideas. It also discusses how a virtue ethics approach could frame environmental issues and provides some practical suggestions from pragmatist philosophers on developing an environmental ethics.
The document summarizes key aspects of the scientific method and environmental science. It discusses how scientists test ideas through observation, hypothesis formation, experimentation, and peer review. The scientific method aims to systematically test hypotheses to build theories that can explain natural phenomena. Environmental ethics examines human relationships with the natural world from anthropocentric, biocentric, and ecocentric perspectives. Sustainability seeks to meet environmental, economic, and social goals by limiting humanity's impact on Earth to ensure resources for future generations. The document concludes that applying science and finding balanced solutions can help address environmental problems and move society toward greater health, longevity, peace, and prosperity.
The document discusses environmental virtue ethics and the four cardinal virtues - justice, prudence, temperance, and fortitude - in an environmental context. It provides examples of each virtue, such as justice requiring action to foster just relationships between people and the Earth. Prudence involves assessing means to accomplish environmental goals. Temperance can moderate consumption as an antidote to greed. Fortitude challenges people to move beyond fear to work for environmental justice. The document aims to help people understand virtuous relationships with nature.
The document discusses three key social work concepts:
1) The life course perspective views a person's life as integrated stages shaped by relationships, transitions, and social change from birth to death. It recognizes both continuity and variability.
2) A strengths-based approach focuses on individuals' strengths rather than weaknesses and emphasizes empowerment, recognizing internal and external strengths.
3) The person-in-environment perspective sees individuals as interacting with and influenced by their physical, social, cultural, and historical environments. It views people and their environments as a dynamic system influencing each other.
SOCIAL RESPONSIBILITY of an Indivdual in SocietyVivek631355
Social responsibility means that individuals and companies must act in the best interests of their environment and society as a whole. As it applies to business, social responsibility is known as corporate social responsibility (CSR) and is becoming a more prominent area of focus within businesses due to shifting social norms.
The crux of this theory is to enact policies that promote an ethical balance between the dual mandates of striving for profitability and benefiting society as a whole. These policies can be either commission (philanthropy: donations of money, time, or resources) or omission (e.g., “go green” initiatives such as reducing greenhouse gasses or abiding by U.S. Environmental Protection Agency regulations to limit pollution).
Environmental ethics examines the moral relationship between humans and the environment. It considers how ethical principles like justice, sustainability, sufficiency, compassion, solidarity, and participation can guide environmental decision-making and behavior. Applying these principles involves considering all stakeholders affected by an issue, including future generations, other species, and ecosystems. It also means ensuring all parties, especially vulnerable groups, can meaningfully participate in decisions that impact them. Overall, environmental ethics aims to promote equitable, sustainable, and compassionate treatment of both humans and non-humans.
The Commons as underlying logic to federate social disparate social change and sustainability efforts. A talk at the 'Imagine the Common Good' conference, Paris, August 25 to 28, 2013. Part of the Cultural Diversity & the Common Good panel.
Version française: http://www.slideshare.net/helenefinidori/fdrer-les-efforts-pour-un-monde-meilleur
This document provides an overview of key concepts in environmental science, including:
1) It defines the environment as all living and non-living things that surround us and our interactions with them. It emphasizes that humans are part of the natural world and depend on its healthy functioning.
2) It discusses pressures on the global environment like population growth, resource consumption, pollution, and species extinction. The "tragedy of the commons" explains how unregulated resource use can lead to depletion.
3) Environmental science aims to understand how the natural world works and develop solutions to environmental problems using an interdisciplinary approach combining natural and social sciences. Its goal is sustainability and meeting needs without compromising future resources.
The document outlines 10 things that individuals can do to live more sustainably, with references to additional pages in the Campus Green Guide for further information on each topic. The list includes recommendations to reduce driving, consume less, eat a plant-based diet, use less electricity and heat, reduce consumption of products and chemicals, be informed on environmental issues, and get involved through volunteering or advocacy. The overall message is that small individual actions can contribute to more sustainable living.
The document discusses the author's connection to and passion for the ocean. It describes fond childhood memories of helping sea turtle hatchlings in the Seychelles and finding solace swimming in the ocean after losing a close friend. However, the author expresses fear over the damage humans have done to oceans through pollution and climate change. They find hope in people who remain passionate about protecting oceans and inspiring others to help.
See its promotional video:
http://www.youtube.com/watch?v=jkxAAt8wP9Y
“Living Lab” is an intensive program for a group of students
To use their own body as a site of experiment for understanding the psychological factors influencing their habits of consumption and
To collaboratively generate a database for how the activities of their community (for example, their school/workplace interact with wider human and ecological systems;
Ultimately using creative social media tools and academic or scientific reports to
Mobilize other youth and the wider communities to become more environmentally aware
Advocate for inclusion of the successes coming out of this experiential learning to be incorporated in their official curriculums.
Similar to Teaching & Perpetuating Earth Stewardship Education (20)
This document discusses the concept of significant figures and how to determine the number of significant figures in measurements and calculations. It defines significant figures as the "important digits" that indicate the precision of a measurement. Rules are provided for determining significant figures depending on leading or trailing zeros and whether the number is read from left to right or right to left. Examples demonstrate applying these rules and how to round final answers in calculations like addition, subtraction, multiplication and division based on the least precise measurement used. The key takeaway is that significant figures convey precision and final answers should not be more precise than the least precise input.
This document discusses hypothesis testing. It explains that hypothesis testing is used to determine if data is statistically significant enough to reject or fail to reject the null hypothesis. The key aspects covered are:
- Identifying when hypothesis testing is appropriate
- Distinguishing between the null and alternate hypotheses
- Determining whether to reject or fail to reject the null hypothesis based on comparing a test statistic to a critical value from a distribution table
This document discusses how scientists measure the hydrologic cycle. It describes traditional methods like stream gaging stations, groundwater wells, and SNOTEL stations to monitor streams, groundwater levels, and snowpack. It also discusses newer geodetic methods like GPS and GRACE satellites that can measure subtle changes in gravity or ground movement related to water storage and flow. These comprehensive measurements across different reservoirs help scientists better understand the complex global hydrologic cycle.
The document discusses how the coastline of North America during the Cretaceous Period 80 million years ago, with a Western Interior Seaway dividing the continent, still influences patterns today. It notes that the fertile soil deposited along this ancient coastline attracted slave plantations, and after emancipation the populations remained high in African Americans. As a result, modern voting patterns follow the same curve as the long-gone Cretaceous coastline, with counties with larger African American populations voting predominantly Democrat.
This PowerPoint document provides instructions for an activity to analyze climate and biomes using data on cities from around the world. Students will sort city climate information cards into biome categories, plot locations on a map, and fill out a worksheet characterizing climate and biome for each city. The PowerPoint includes over 50 slides providing detailed climate and location data on cities to support categorizing into biomes.
This document provides instructions for tracking weather systems using maps. Students are asked to print maps showing the location of low pressure centers over time. By examining the date and time stamps, students track one low pressure system as it moves across the United States over several days, recording its location on blank maps. They then connect the locations with a line to show the storm's path. Students also have the option to track additional storms, measure distances traveled between maps to calculate speed, or use software to analyze and animate the map images.
This document provides an overview of traditional and geodetic methods for measuring water resources. It discusses the hydrological cycle and key reservoirs and fluxes. Traditional measurements like gauging stations and SNOTEL stations that measure snowpack are introduced. Geodetic methods using GPS and gravity satellites are presented as newer techniques to measure vertical land motion, snow depth, soil moisture, and groundwater levels. Declining trends in snowpack and streamflow in Montana watersheds are highlighted as impacts of climate change on water resources. Stakeholders in water resources like local residents, industry, and government are identified.
This document defines and compares the three main measures of central tendency: mean, median, and mode. It explains that the mean is calculated by adding all values and dividing by the total number of values, the median is the middle value when the values are arranged in order, and the mode is the most frequently occurring value. The document also notes that outliers can affect the mean more than the median or mode. An example calculation is provided to demonstrate how an outlier impacts each measure. The key takeaway is that the mean, median and mode are important for summarizing large datasets with a single representative value.
Soils are essential to supporting life and human civilization. As populations grow, pressures on soils increase and maintaining soil health is important. Throughout history, human activities like deforestation, overgrazing, and poor irrigation have led to soil degradation problems like erosion, desertification, and salinization. This has negatively impacted societies by reducing agricultural productivity and sometimes causing civilizations to fail. However, more recent initiatives show people rediscovering the importance of soils and taking steps to promote sustainable land use and soil conservation.
The document discusses soil classification systems and soil surveys. It explains that soil taxonomy is a hierarchical system used to classify soils based on observable properties like color, structure, and chemistry. Soils are grouped into increasingly broader categories from the most specific level of series up to the broadest level of order. Soil surveys involve soil scientists mapping and describing soils in a given area in order to group soils with similar properties. The classifications aim to convey information about soil formation and management needs.
The document discusses nutrient management and soil fertility. It outlines key nutrients needed by plants and their analogous benefits for human health, including nitrogen for growth, potassium for water uptake and disease resistance, and calcium for growth and strong bones. It also addresses how soil pH impacts nutrient availability and describes common nutrient deficiencies like zinc deficiency that causes stunted growth and yellowing.
This document discusses several issues that can negatively impact soil quality including disturbed and degraded soil, desertification, deforestation, salinization, run-off, mineral extraction, and wind erosion. These processes can damage soil structure and reduce fertility.
The document discusses the major biomes of the world and the soils typically found within each one. It describes the key biomes as tropical rainforests, temperate forests, boreal forests, grasslands, tundra, deserts, shrublands, and wetlands. Each biome is defined by its climate, vegetation, and characteristic soil orders that form as a result of the particular environmental conditions within that biome.
This document discusses the physical properties and formation of soil. It describes how soil characteristics like color, texture, structure, and horizons/profiles influence water movement, storage, erosion, and plant growth. Soil formation is influenced by climate, organisms, topography, parent material, and time in a process known as CLORPT. The physical properties of soil determine how quickly water can infiltrate and percolate through different soil types.
This document discusses various natural and human-caused processes that can degrade soils, as well as best management practices to mitigate soil degradation. It covers topics like erosion from water and wind, desertification, acidification, salinization, effects of deforestation, urbanization, construction projects, land application of manures and wastes, and mining reclamation. Sustainable land management and soil conservation techniques aim to renew resources rather than deplete them over time through practices like maintaining vegetative cover, controlling grazing intensity, and properly applying nutrients from wastes.
This chapter discusses the living components of soil, including bacteria, fungi, protists, and fauna. Bacteria and fungi play important roles in nutrient cycling and forming soil structure. Fungi exist as filaments called hyphae that can form partnerships with plant roots. Protists include amoebas, ciliates, and flagellates that consume bacteria and debris. Larger soil fauna include earthworms, nematodes, springtails, and arthropods that further break down organic matter and improve soil structure through bioturbation. The variety of organisms in soil work together to create a living system that supports plant growth.
This document discusses the 2012-2017 California drought and its impacts. It provides historical context on droughts in California and examines precipitation data. Specific topics covered include:
1. The spatial extent and timing of the 2012-2017 drought across California and how it compares to historical droughts.
2. How precipitation was measured using tools like snow pillows and GPS reflection to track snow levels.
3. The societal impacts of the drought, including mandatory water rationing and transformations to California's landscape and economy.
This document discusses using GPS vertical positioning to monitor groundwater storage changes. It begins by explaining that groundwater mining is a global problem, and that extracting groundwater causes the land surface to rise as the total water storage decreases. It then discusses how GPS networks can detect these vertical position changes at the sub-centimeter level on a daily basis, allowing monitoring of seasonal water changes. Finally, it notes that long-term groundwater pumping can lead to both reversible and irreversible subsidence exceeding several meters, and provides examples from California's Central Valley.
This document discusses methods for characterizing groundwater storage, including traditional well measurements and satellite-based GRACE observations. It defines terrestrial water storage as all water on the land surface, and explains that groundwater often dominates variations in storage. Wells measure groundwater levels, with changes indicating replenishment or depletion over time. GRACE satellites detect changes in mass distribution and associated gravity field variations to infer changes in total water storage, including groundwater, at coarse spatial scales. The document provides examples of using both approaches to monitor groundwater in key aquifers.
The document provides an introduction to GPS/GNSS basics, including:
- GPS uses 24-32 satellites in medium Earth orbit that transmit positioning and timing data. Receivers need signals from 4 satellites to calculate a 3D location.
- Ground control stations monitor the satellites and send updates to synchronize their atomic clocks and orbital data.
- GPS determines location by calculating distances to satellites using signal transmission times and triangulating the receiver's position.
- Precise GPS uses permanent stations with stable monuments to collect data over many years, achieving sub-centimeter positioning and millimeter-per-year velocity estimates.
Teaching & Perpetuating Earth Stewardship Education
1. TEACHING & PERPETUATING
EARTH STEWARDSHIP EDUCATION
JOHN WARFORD, PH.D.
FLORIDA AGRICULTURAL & MECHANICAL UNIVERSITY
A MINI-WORKSHOP FACILITATED AT THE 2019 EARTH EDUCATORS RENDEZVOUS,
TENNESSEE STATE UNIVERSITY NASHVILLE, TN. JULY 14TH, 2019
2. ACTIVITY #1: IDENTIFY AND DISCUSS PROGRAMS, PEOPLE,
CURRICULUMS, FORUMS, AND NETWORKS THAT SUPPORT
EARTH STEWARDSHIP EDUCATION & ITS PERPETUATION.
• NOTE THE LEVEL OF IMPACT OR EXPOSURE OF YOUR CHOSEN EVENT S/ ACTIVITIES, PROGRAMS, OR
NETWORKS.
• NOTE THE FREQUENCY OF THE EVENTS OR ACTIVITIES.
• NOTE THE RANGE OF STAKEHOLDERS INVOLVED.
• ACCESS THE POTENTIAL FOR GROWTH AND PERPETUATION OF THE EVENTS, PROGRAMS, ACTIVITIES, OR
NETWORKS YOU CHOSE.
• DETERMINE WHAT WEAKNESSES OR LIMITATIONS (IF ANY) EXIST IN THE EVENTS, PROGRAMS, ACTIVITIES,
OR NETWORKS YOU CHOSE.
• IDENTIFY ANY POTENTIAL CHALLENGES THAT EXIST.
3. ACTIVITY #2: IDENTIFY AND DISCUSS ISSUES RELATED TO
TEACHING, LEARNING, OR SUPPORTING EARTH STEWARDSHIP
EDUCATION YET TO BE ADDRESSED. ADD ANY RESOURCES,
PRINCIPLES, GUIDELINES THAT HAVE NOT BE PRESENTED.
• TAKE NOTE OF THE NATURE OF THE ISSUES. ARE THE ISSUES THAT SURFACE TECHNNICAL,
EDUCATIONAL, POLITICAL, PERSONAL, COMMERICAL AND FINANCIAL, ETC. OR COMBINATIONS
THEREOF?
• DETERMINE IF THE ISSUES YOU’VE INDENTIFIED ARE COMMON OR UNIQUE.
• RESTATE OR REVISE, IF NEED BE, THE PROVIDED PRINCIPLES AND APPROACHES OFFERED IN THE
FOLLOWING SLIDES.
4. ACTIVITY #3: DEVELOP A RUBRIC OR AN ACTION PLAN
THAT EMPLOYS NEW AND/OR EXISTING CONTENT,
CONCEPTS, PRINCIPLES, OR METHODS FOR A PLANEED OR
EXISTING COURSE OR ACTIVITY.
• SEE THE ACTION PLAN TEMPLATE LINK BELOW. MAKE YOUR PLAN AS COMPLETE AS POSSIBLE. FREELY
CONSULT WITH OTHERS ABOUT HOW REALISTIC AND FEASIBLE IT IS IN ALL AREAS.
• ALSO, ASK YOURSELF THESE TWO QUESTIONS: “WILL MY PLAN DO WHAT IT CLAIMS TO DO?”
(EFFACACY) AND “ IS MY PLAN EFFECTIVE?” (POTENCY).
• ALSO BELOW, SEE THE LINKS ON RUBRICS.
• THERE ARE ALSO LINKS TO CONCEPT MAPS
5. WHAT IS STEWARDSHIP?
• Stewardship is a theological belief that
humans are responsible for the world, and
should take care of it.
• So the acceptance of responsibility leads to the action(s)
of care-taking.
• thinking attitudes behaviors conditions
6. ENVIRONMENTAL STEWARDSHIP
• Refers to responsible use and protection of the natural
environment through conservation and sustainable practices.
• Conservation is the sustainable use and management of a natural
resource by using that resource at a rate slower than its replacement rate.
• Resilience-Based Ecosystem Stewardship emphasizes resilience as a
basic feature of the changing world as well as ecosystems that provide a suite
of ecosystem services rather than a single source, and stewardship that
recognizes resource managers as an integral part of the systems they manage.
Resilience refers to the ability of a system to absorb disturbance and still
maintain its basic function.
7. ENVIRONMENTAL STEWARDSHIP
• Three categories of environmental stewards:
doers donors practitioners
• Doers go out and help the cause by taking action. Donors are people
that financially help the cause – through fundraising and monetary
donations. Practitioners work on a day to day basis to steer
government agencies, scientists, stakeholder groups, or or any other
group towards stewardship outcomes.
• Increasing Capacity for Stewardship of Oceans and Coasts, p.30
8. WHAT ARE WE TRYING TO DO?
PERPETUATE ENVIRONMENTAL CITIZENSHIP
THROUGH EXPOSURE, EDUCATION, AND TRAINING.
• Earth Stewardship requires a new ethic of environmental
citizenship on the part of individuals, businesses, & governments.
This must be based on a clear understanding of the consequences,
tradeoffs, and opportunities associated with action choices that
influence the trajectory of our planet… This in turn requires
effective communication of issues & opportunities and improved
alignment of incentives with those social norms that foster
sustainable behavior. - Ecological Society of America
9. WHY SHOULD I (OR ANYONE ELSE) CARE?
• Self-Preservation & Self Perpetuation
(survival, well-being, longevity, and the stability & enhancement of one’s quality of life)
• Enlightened Self-Interest
(acting to further the interests of others ultimately serve my own self-interests)
An appreciation for the need & the value of the Commons.
• The High Cost to be Paid for Apathy &
Unsustainable Behavior / Conditions
10. GUILDING PRINCIPLES FOR
SUSTAINABLE ACTIONS AND STRATEGIES
• IS IT LIFE-AFFIRMING?
• IS IT JUST (BALANCED AND HARMONIOUS)?
• IS IT FOR THE GREATER GOOD OF THE INDIVIDUAL, THE GROUP,
AND THE PERPETUATION OF THE GROUP?
(PRINCIPLES OVER PREFERENCES)
• HAVE I CONSIDERED THE PURPOSE, FUNCTION, & MOVEMENT
OF THE SYSTEM, OPERATION, ENTITY OR OBJECT?
11. What defines the nature of the relationship
between humans & the natural environment?
Dependency Adaptation Modification
The failure to embrace these three manifestations of reality,
especially the one of dependency, makes the appreciation
and perpetuation of Earth Stewardship nearly impossible.
12. WHAT IS THE QUALITY OF YOUR
EXCHANGE WITH THE ENVIRONMENT?
• There are three main types of relationships between living
things in Nature. As human beings, you and I also operate
by these same laws of Nature.
• COMMENSAL RELATIONSHIPS (benefit / nothing)
• SYMBIOTIC RELATIONSHIPS (benefit / benefit)
• PARASITIC RELATIONSHIPS (benefit / harm)
13. BALANCE & THE IMMUNE SYSTEM OF EARTH
• Balance is a stable condition created by the cancellation of negative
forces with equal opposing, positive forces.
• Balance is the state of equilibrium, harmony.
• Balance is the preferred state in Nature, humans, and the Universe.
• Equilibrium (Balance) is mandatory to the life of any system.
• The Earth is able to execute in its movements, perform its functions, and fulfill
its purpose - because it is able remain vibrant. Remaining vibrant is contingent its
immune system is able to function. Immune system viability requires a critical
degree of equilibrium , or balance within its complex systems.
14. THE EIGHT FORCES OF CREATION
(THESE FORCES OPERATE IN A BINARY DYNAMIC)
• MOVEMENT AND STILLNESS
• SOLIDIFICATION AND FLUIDITY
• EXTENSION AND CONTRACTION
• UNITY AND DIVISION
15. A FEW REASONS TO TAKE A DIFFERENT
APPROACH TO OUR CONNECTION TO RESOURCES
• DETOX, PURIFY, & SIMPLIFY (as a basic life-perpetuation and health need.)
• THE INTENTIONAL CREATION OF NEW HABITS
(as a commitment to self-improvement and an opportunity to set a better example to others.)
• TRANSFORMATION AND BALANCE
(as a recognition that growth is life-affirming & balance is the preferred state in nature & the cosmos.)
• COMMUNITY ENHANCEMENT
(as an obligation to put into practice our understanding that the collective and the continuum makes
our social and moral development possible.)
16. SOME OF THE METHODS AND MEANS
TO EXPOSE, ENGAGE, AND TEACH OTHERS
ABOUT ENVIRONMENT STEWARDSHIP
• Feature Films / Documentaries / Short Films / Books / Blogs /
Social Media Platforms / Live Streaming / Group Activities / Skits /
Community Events / Instructional Curriculums / Field Trips / Field
Studies / Research Assignments / Research Camps / Competitions
& Awards / Games & Play / Conferences / Websites / Professional
Organizations
17. EFFECTIVE TEACHING INCLUDES
• COMMITTING TO EFFICACY AND POTENCY IN WHAT YOU HAVE DESIGNED AND
WHAT YOU DELIVER.
• WORKING TO GET PEOPLE TO THE NEXT STEP – AS OPPOSED TO DEMANDING THEY
UNDERSTAND THE WHOLE PICTURE.
• UTILIZING THE POWER OF ENLIGHTENED SELF INTEREST. IMAGINE BEING ASKED
THE QUESTION: “WHY SHOULD I CARE?”
• TAPPING INTO THE THREE INTERDEPENDENT LEVELS OF HUMAN BEINGS:
THOUGHT, DESIRE, AND ACTION.
• Encouraging THOUGHTS that move others into CLARITY (knowledge / wisdom)
• Encouraging DESIRES that move others into LOVE OF LIFE (life-affirming, and good producing)
• Encouraging BEHAVIORS that lead others into ACTS OF SERVICE (for others & self)
18. PART OF OUR CHALLENGES AS TEACHERS
IS TO TAKE STUDENTS FROM WHAT THEY SEE INTO WHAT THEY DON’T SEE,
SHOW THEM IT’S THERE… TAKE THEM FROM THE KNOWN TO UNKNOWN.
AS TEACHERS WE CAN USE ALL THREE WAYS OF LEARNING… DETERMINE
WHERE YOUR STUDENTS ARE IN ORDER TO GET THEM TO THE NEXT STEP.
IT IS NOT A REASONABLE EXPECTATION FOR US TO BELIEVE STUDENTS WILL
SEE THE BIGGER PICTURE RIGHT WAY JUST BECAUSE YOU AND I HAVE THE
ABILITY TO SEE IT, AND CAN PAINT THE PICTURE FOR THEM.
WE OFTEN HAVE THE ABILITY, IF NOT THE NEED, TO TAP INTO A STUDENT’S
INDIVIDUAL VALUE SYSTEM TO SPARK THEIR MOVITATION TO LEARN.
19. THE THREE WAYS PEOPLE LEARN
• Inference It stands to reason that a stronger healthier
planet is a better place to inhabit. More stable ecosystems
are more secure. Also, more predictable planetary dynamics
makes the Earth a more secure home for us. More stability
and equilibrium means more bounty from, and less volatility
in, Nature. More stability & increased equilibrium translates
into safer and potentially more vibrant & stable human built
environments.
20. THE THREE WAYS PEOPLE LEARN (CONT’D)
• Observation I have seen the benefits of reduced
incidents of life-threatening & dangerous natural conditions
lost of life and property over time since our initiatives to
help restore the balance in nature and minimize waste and
pollution.
• Experience I have personally benefitted from acts of
environmental stewardship. My engagement has provided
me (emotional, physical, spiritual) rewards. And I attribute
these rewards to improved conditions in the Nature (and the
built environment) due to environmental stewardship.
21. ENGAGEMENT – THE KEY TO SUCCESS
CONSIDER IMPROVING ENGAGEMENT BY:
• SHARING KNOWLEDGE AS SKILLS AND SKILLS AS KNOWLEDGE.
• TURNING YOUR STUDENTS INTO TEACHERS. (WHAT CAN THEY TEACH YOU IN
EXCHANGE FOR WHAT YOU ARE ASKING THEM TO LEARN FROM YOU?)
• TEACHING ROOT KNOWLEDGE. (WHAT ARE THE BASIC ASSUMPTIONS,
DEFINITIONS, AND FOUNDATIONS AT THE CORE OF WHAT YOU ARE ASKING
YOUR STUDENTS TO LEARN? TAKE YOUR STUDENTS TO IT.)
• ASKING. ASK THEM FOR HELP AND COOPERATION. (CAN YOU BE THEIR
TEACHER IF THEY DO NOT WANT TO YOUR STUDENT LEARNERS?)
22. CULTURAL WAYS OF KNOWING
• COUNTING AND MEASURING
• IMAGERY & PATTERN RECOGNITION
• TRANSCENDENCE
• CODE
• THE DOMINANT METHOD USED BY ANY ETHNIC GROUP IS DETERMINED BY THAT GROUP’S
COLLECTIVE VALUE SYSTEM. EDWIN J. NICHOLS (2011)
23. LINKS TO RESOURCES - MOVIES
• Earth Day Watch List: 17 Films About Sustainability and Climate Change – PBS
• www.pbs.org/independentlens/blog/earth-day-watch-list-17-new-films-about-sustainability-climate-
change/
• Eco-Friendly Kids Movies
• www.ranker.com/list/best-eco-friendly-kids-movies/ranker-film/
• Earth Day Movies: Movies That Celebrate Our Planet – Reader’s Digest
• www.rd.com/culture/earth-day-movies/
• Green Planet Films _ Nature and Environment films from around the world
• www.greenplanetfilms.org/
• Ways to Teach Children About Environmental Stewardship - Cupanion
• www.cupanion/2019/04/teach-children-environmental-stewardship/
• Environmental Movies – Common Sense Media
• www.commonsensemedia.org/lists/environmental-movies/
24. LINKS TO RESOURCES - BOOKS
Book Worm: 5 Environmental Stewardship Books For Children
https://Earth911.com
Preserving the Environment – Books That Encourage Stewardship
www.booklistonline.com/Classroom-Connections-Preserving-the-Environment-Books-That-Encourage-Stewardship-Barbara-A-
Ward/pid=4249141
Eight Books for Earth Day and Beyond – Scholastic
www.scholastic.com/teachers/blog-posts/alycia-zimmerman/eight-books-earth-day-and-beyond/
5 Best Books on Stewardship and Generosity – LifeWay Leadership
https://leadership.lifeway.com/2015/11/03/5-best-books-on-stewardship-and-generosity/
Earth Stewardship – Linking Ecology and Ethics in Theory and Practice
www.springer.com/gp/book/9783319121321/
Books for a Better Planet! – 18 Earth-Friendly-Reads for Kids – Brightly
www.readbrightly.com/books-better-planet-9-earth-friendly-raeds-kids/
25. LINKS TO SOME ASSOCIATIONS & GROUPS
ECOLOGICAL SOCIETY OF AMERICA www.esa.org/
NATIONAL GEOGRAPHIC SOCIETY
THE NATURE CONSERVANCY www.nature.org/en-us/
SIEERA CLUB www.sierraclub.org/
NATURAL RESOURCES DEFENSE FUND www.Nrdc.org/
WORLD WILDLIFE FUND www.worldwildlife.org/
THE WILDLIFE CONSERVATION SOCIETY www.wcs.org/
OCEANA www.ocean.org/
CONSERVATION INTERNATIONAL www.conservation.org/
THE NATIONAL AUDUBON SOCIETY www.audubon.org/
WILDLIFE ALLIANCE www.wildlifealliance.org/
THE TRUST FOR PUBLIC LAND www.tpl.org/
OCEAN CONSERVANCY www.oceanconservancy.org/
EARTHWATCH INSTITUTE www.earthwatch.org/
INTERNATIONAL UNION for CONSERVATION www.iucn.org/
XERCES SOCIETY www.xerces.org/
26. WE KNOW ALL SYSTEMS HAVE…
• ELEMENTS
• INTERCONNECTIONS (LINKAGES) OF….
• FUNCTIONS (WHAT THEY DO)
• PURPOSES (WHY THEY EXIST)
• FLOWS OR DYNAMICS (THE NATURE OF MOVEMENT) IN DEGREE & KIND
• SPATIAL BOUNDARIES OR DIMENSIONS
• TEMPORAL LIFESPANS
27. EARTH SYSTEMS CONCEPTUAL FRAMEWORKS
• WE WANT OUR STUDENTS TO BE ABLE TO UTILIZE THESE FOUR
FRAMEWORKS. TEACHERS HAVE THE RESPONSIBILITY TO DETERMINE
THE NEEDED SCOPE & SEQUENCE OF WHAT IS TAUGHT.
• EARTH SYSTEMS PERSPECTIVE
• EARTH SYSTEMS THINKING SKILLS
• COMPLEXITY SCIENCES
• AUTHENTIC COMPLEX EARTH ENVIRONMENTAL SYSTEMS
HANNAH SCHERER, et al. (2017)
28. ACTION PLAN TEMPLATE
• NAME INSTITUTION WORKSHOP TITLE
• KEY FOCUS - WHAT IS THE FOCUS OF THE WORK THAT IS BEING
INFORMED BY THE WORKSHOP? (THIS COULD BE A STATEMENT OF YOUR
OVERARCHING GOAL OR CHALLENGE.)
• GOALS– WHAT NEEDS TO BE ACCOMPLISHED?
• SUCCESS – HOW WILL YOU DETERMINE THAT YOU HAVE SUCCESSFULLY
REACHED THE GOALS YOU SET?
• MAJOR ELEMENTS – WHAT ARE THE MAJOR WORK ELEMENTS
INVOLVED IN ATTEMPTING THOSE GOALS? WHO WILL DO THE WORK?
29. ACTION PLAN TEMPLATE (CONTINUED)
• TIMELINE AND ASSIGNMENTS – WHEN WILL TASKS BE
ACCOMPLISHED AND WHO WILL COMPLETE THEM? WHO ELSE NEEDS TO
BE INVOLVED IN THE WORK AND HOW WILL YOU ENGAGE THEM?
• OTHER QUESTIONS TO THINK ABOUT – DESCRIBE WHY THIS COURSE
OF ACTION IS A GOOD STRATEGY IN THE CONTEXT OF YOUR INSTITUTION /
DEPARTMENT / PROGRAM. WHAT CHALLENGES DO YOU ANTICIPATE?
30. WHO YOU CALLIN’ A “RUBRIC”?
• RUBRICS– MULTIDIMENSIONAL SETS OF SCORING GUIDELINES THAT
CAN BE USED TO PROVIDE CONSISTENCY IN EVALUATING STUDENT WORK.
• RUBRICS ARE USED FROM THE INITIATION TO THE COMPLETION OF A
STUDENT’S PROJECT… THEY ALSO HELP TEACHERS AUTHENTICALLY
MONITOR A STUDENT’S LEARNNG PROCESS AND DEVELOP AND REVISE A
LESSON PLAN.
• TWO COMMON TYPES OF RUBRICS: TEAM & PROJECT RUBRICS.
WWW.EDUTOPIA.ORG
31. CONTACT INFORMATION
• JOHN WARFORD, PH.D.
(850) 321-7482 johnwarford07@gmail.com
john.warford@famu.edu
PLEASE STAY IN TOUCH…