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Books on the topic '960703 Environmental Education and Awareness'

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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

Environmental awareness. Aldershot, Hampshire, England: Gower, 1999.

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2

Webster, Ken. Energy: economic awareness and environmental education. Godalming: WWF, 1990.

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3

Webster, Ken. Energy: economic awareness and environmental education. Godalming: WWF, 1990.

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4

Webster, Ken. Energy: economic awareness and environmental education. Godalming: WWF, 1990.

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5

Webster, Ken. Energy: economic awareness and environmental education. Godalming: WWF, 1990.

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6

UK, World Wildlife Fund, ed. Energy: Economic awareness and environmental education. Godalming, Surrey: WWF-United Kingdom, 1990.

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7

Wilson, Lynn, and Carolyn N. Stevenson. Promoting climate change awareness through environmental education. Hershey PA: Information Science Reference, 2016.

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8

Les, Ray, ed. World energy issues: Activities to build awareness & understanding. [U.S.?]: ECO Publishing International, 2009.

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9

Sinha, Sudhanshu. Enviornment education, catching 'em young: Creating environmental awareness. New Delhi: India-Canada Environment Facility, 2007.

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10

Fredriksen, Biljana C., and Camilla Groth, eds. Expanding Environmental Awareness in Education Through the Arts. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4855-8.

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11

Mussell, Dave. Climate change awareness and action education kit. Drayton Valley, Alta: Pembina Institute for Appropriate Development, 1997.

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12

Ferguson, Robert. Environmental Public Awareness Handbook Mongolia Environmental Public Awareness Handbook: Case Studies and Lessons Learned in Mongolia. [Ulaanbaatar]: Environmental Public Awareness Programme; UNDP Mongolia Communications Office, Communications Coordinator: David South, 1999.

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13

Global warming: Activities to build awareness & understanding. [U.S.?]: ECO Publishing International, 2009.

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14

Smith, Roger. Strands in the web: 201 activities for teaching environmental awareness. Toronto: Pippin Publishing, 1994.

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15

Alejo, Myrna J. Eco-walk: Environmental awareness program for schoolchildren in Baguio City, Philippines. Ottawa, ON: Institute on Governance, 1999.

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16

Cameron, White, and Robinson Stacey, eds. Awareness to citizenship: Environmental literacy for the elementary child. Lanham, Md: University Press of America, 2000.

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17

Environment, Development, Education and Training Group. and United Nations Environment Programme, eds. Good earth-keeping: Education, training and awareness for a sustainable future. London: UNEP-UK, 1992.

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18

Manjengwa, J. M. A preliminary survey of environmental awareness in some secondary school pupils in Zimbabwe. Harare, Zimbabwe: Institute of Environmental Studies, University of Zimbabwe, 1997.

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19

Elremisy, Mai. Environmental education in Arab universities: A regional survey to assess the level of awareness on environmental problems. Cairo: CEDARE, Centre for Environment and Development for the Arab Region and Mediterranean Europe, 2000.

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20

Ontario. Ministry of the Environment. Research and Technology Branch. Report on environmental research, technology development and awareness activities. Toronto, Ont: Research and Technology Branch, 1991.

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21

Simpson, Martha Seif. Environmental awareness activities for librarians and teachers: 20 interdisciplinary units for use in grades 2-8. Jefferson, N.C: McFarland, 1995.

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22

Language arts and environmental awareness: 100+ integrated books and activities for children. New Haven, Conn: Linnet Professional Publications, 1998.

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23

Baseline survey on awareness of education for sustainable development in learning institutions in Kenya. Nairobi, Kenya: National Environment Management Authority (NEMA), 2012.

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24

Protecting our food & water supply: Activities to build awareness & understanding. [U.S.?]: ECO Publishing International, 2009.

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25

Benson, Cliff. Review of environmental education and community awareness, Niue, 1992: Report for the South Pacific Regional Environment Programme and the Government of Niue. [Apia, Western Samoa: South Pacific Regional Environment Programme, 1992.

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26

Simply effective group cognitive behaviour therapy: A guide for practitioners. Hove, East Sussex [England]: Routledge, 2011.

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27

Prabhakar, V. K. Environmental Awareness, Training and Education. Anmol Publications Pvt. Ltd., 2012.

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28

Natural Resources Management Project (Indonesia), ed. Environmental education and awareness in Bukit Baka. Jakarta: Associates in Rural Development for Office of Agro-Enterprise and Environment, USAID, 1992.

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29

Environmental Education Awareness Project: 1996 progress report. Apia, Western Samoa: South Pacific Regional Environment Programme, 1997.

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30

The problems of ecological awareness. Katowice: Wydawnictwo Uniwersytetu Śląskiego, 1995.

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31

Azad Kashmir. Planning and Development Dept. and Area Development Programme (Azad Kashmir). Programme Support Unit., eds. Environmental education and awareness strategy for Azad Jammu & Kashmir. Azad Kashmir: Area Development Programme AJK, Programme Support Unit, 2001.

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32

(Editor), Margaret Smeaton, ed. Awareness into Action. Geographical Association, 1995.

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33

Azad Kashmir. Planning and Development Dept. and Area Development Programme (Azad Kashmir). Programme Support Unit., eds. Environmental education and awareness strategy for Azad Jammu & Kashmir. Azad Kashmir: Area Development Programme AJK, Programme Support Unit, 2001.

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34

Walter, Leal Filho, Dykes Clare, Murphy Zena, University of Bradford. European Research and Training Centre on Environmental Education., and Commonwealth of Learning, eds. Raising awareness on biodiversity: Commonwealth examples. Bradford: European Research and Training Centre on Environmental Education, 1996.

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35

Natural Resources Management Project (Indonesia), ed. Environmental education and awareness: Strategy for Bukit Baka-Bukit Raya National Park. Jakarta: Associates in Rural Development for Office of Agro-Enterprise and Environment, USAID, 1993.

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36

Fredriksen, Biljana C., and Camilla Groth. Expanding Environmental Awareness in Education Through the Arts: Crafting-With the Environment. Springer, 2022.

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37

Our Europe: Environmental awareness and language development through school exchanges. (Brighton): Keep Britain Tidy Group Schools Research Project, Brighton Polytechnic, 1985.

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38

Silver, James. Environmental Awareness: A Professional Instructional Tool for In-Service Teachers, Grades 5-10. Kendall/Hunt Publishing Company, 1993.

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39

Smith, Sean. You can save the earth: A handbook for environmental awareness, conservation and sustainability. 2018.

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40

Gillian, Martin-Mehers, ed. Achieving environmental objectives: The role and value of communication, education, participation, and awareness (CEPA) in conventions and agreements in Europe. Gland, Switzerland: IUCN Commission on Education and Communication, 2004.

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41

An inquiry into environmental education: Levels of knowledge, awareness and concerns among New York State high school students. Buffalo, N.Y: The Research Program in Environment and Society, State University of New York at Buffalo, 1990.

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42

Circle Time Poetry Science: Delightful Poems With Activities That Help Young Children Build Phonemic Awareness, Oral Language, and Early Science Skills. Teaching Resources, 2005.

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43

Alicia, Michelle R. Saturdays in the park: Natural resource awareness, understanding and action through the development of the DuPuis Reserve, a project-based approach to South Florida environmental education. 2000.

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44

de Shalit, Avner. From Environmental Ethics to Environmental Action. Edited by Stephen M. Gardiner and Allen Thompson. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199941339.013.48.

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How should we move from environmental ethics—discussing reasons for action—to environmental action: doing and being engaged? Since the way a problem is defined constitutes the way it is solved, it is important to see whether we define the problem as one of environmental awareness—how people think about human-nature relationships—or as one of political consciousness: holding a belief that environmental matters constitute a political issue that should be treated not merely as a technological case but rather as a political one. Both options are possible, yet imply different modes of action. The former option (environmental awareness) implies radical changes in education, and the latter implies radical changes in our political institutions. Since radical changes (in mind or intuitional) need political legitimacy, many activists assume that democracy is an obstacle. It is argued that this is empirically false and confuses the problem with the solution.
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45

Kashiwagi, Helena Midori, Maurício Cesar Vitória Fagundes, and Luciane Godoy Bonafini. Formação de agentes ambientais mirins: Protocolo de aplicação de atividades de educação ambiental para professores da educação do campo. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-386-2.

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This educational product is part of the author's dissertation carried out in the Postgraduate Program in Professional Master's in National Network for Teaching Environmental Sciences at the Federal University of Paraná. The work entitled Protocol for the application of Environmental Education activities for teachers of Rural Education originated from the activities developed at the Municipal School of Campo in Amparo, a fishing community, located in Paranaguá Bay, in the State of Paraná. The general objective of this investigation was to develop actions of awareness and Environmental Education in the School to be applied in the community. Based on these actions, the purpose was to develop a protocol for rural education teachers to train child environmental agents with the function of being multipliers of local knowledge and citizenship attitudes for their families and community residents. In the moments of interaction between school and community, we tried to work on awareness in environmental education so that in the future local environmental problems can be reduced or eliminated.
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46

Rose, Shanomae. SEES Research Series: Student Research Articles and Practitioner Essays on the Green Economy. Edited by Elsa Cromarty, Therese Ferguson, Artie Harricharran, and Bonita Hunter. School of Earth and Environmental Sciences, University of Guyana. reproduced digitally by Journal of Academic Research and Essays, 2013. http://dx.doi.org/10.52377/grhs6594.

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The SEES Research Series is a publication of the School of Earth and Environmental Sciences (SEES) of the University of Guyana. It serves as a forum for the sharing and dissemination of undergraduate and postgraduate student research in the areas of environmental management and earth sciences produced by students within the School, as well as other Schools and Faculties across the University of Guyana. The research and the findings and recommendations emanating from the studies serve as useful and relevant reference points for various organisations and agencies in Guyana with a focus on and interest in environmental management problems and issues. Moreover, this publication is intended to contribute to public awareness and education amongst the wider University community and the general public.
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47

Urban Stormwater. CSIRO Publishing, 1999. http://dx.doi.org/10.1071/9780643100596.

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The intense concentration of human activity in urban areas leads to changes in both the quantity and quality of runoff that eventually reaches our streams, lakes, wetlands, estuaries and coasts. The increasing use of impervious surfaces designed to provide smooth and direct pathways for stormwater run-off, has led to greater runoff volumes and flow velocities in urban waterways. Unmanaged, these changes in the quantity and quality of stormwater can result in considerable damage to the environment. Improved environmental performance is needed to ensure that the environmental values and beneficial uses of receiving waters are sustained or enhanced. Urban Stormwater - Best-Practice Environmental Management Guidelines resulted from a collaboration between State government agencies, local government and leading research institutions. The guidelines have been designed to meet the needs of people involved in the planning, design or management of urban land uses or stormwater drainage systems. They provide guidance in ten key areas: Environmental performance objectives; Stormwater management planning; Land use planning; Water sensitive urban design; Construction site management; Business surveys; Education and awareness; Enforcement; Structural treatment measures; and Flow management. Engineers and planners within local government, along with consultants to the development industry, should find the guidelines especially useful. Government agencies should also find them helpful in assessing the performance of stormwater managers. While developed specifically for application in Victoria, Australia, the information will be of value to stormwater managers everywhere.
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