Relevant bibliographies by topics / Environmental knowledge

Academic literature on the topic 'Environmental knowledge'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Environmental knowledge"

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Arcury, Thomas. "Environmental Attitude and Environmental Knowledge." Human Organization 49, no. 4 (December 1990): 300–304. http://dx.doi.org/10.17730/humo.49.4.y6135676n433r880.

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Vanetti, Eric J., and Gary L. Allen. "Communicating Environmental Knowledge." Environment and Behavior 20, no. 6 (November 1988): 667–82. http://dx.doi.org/10.1177/0013916588206001.

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Wernick, Iddo. "Environmental Knowledge Management." Journal of Industrial Ecology 6, no. 2 (February 8, 2008): 7–9. http://dx.doi.org/10.1162/108819802763471735.

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Yearley, Steven. "Environmental knowledge interests." Science as Culture 4, no. 3 (January 1994): 466–69. http://dx.doi.org/10.1080/09505439409526399.

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Chen, Haohui, and Ian D. Bishop. "Collaborative Environmental Knowledge Management." International Journal of E-Planning Research 2, no. 1 (January 2013): 58–81. http://dx.doi.org/10.4018/ijepr.2013010104.

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This article describes the integration of a smartphone, a world viewer and a geodatabase into a collaborative virtual environment (CVE) as a knowledge management platform for use in land management. A spatial interoperability mechanism was designed for integration of these various technologies distributed in different system layers and written in different programming languages. As users may vary in their education backgrounds and understanding of advanced information technologies, the proposed platform employs existing popular spatial technologies to facilitate usage. The platform includes an iPhone™ application, a web portal based on Google Earth™ viewer and a data server, all of which may be deployed in different and distant places, allowing remote collaboration. To evaluate the usability of the platform, a case study was implemented involving a scientist, a farmer and an agricultural consultant working collaboratively, but remotely, within the system to support their farming practices, decision-making and agricultural research. Users found that the efficiency of agricultural knowledge transfer was increased, and the centralized knowledge database would also be helpful for tracking farming history and supporting agricultural research. This represents a new paradigm in agricultural knowledge management, where relationships between the three key parties are bidirectional, in contrast to the traditional knowledge transfer pattern. This paradigm can be readily extended to other environmental management contexts.
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Kweon, Byoung-Suk, Christopher D. Ellis, Sang-Woo Lee, and George O. Rogers. "Large-Scale Environmental Knowledge." Environment and Behavior 38, no. 1 (January 2006): 72–91. http://dx.doi.org/10.1177/0013916505280092.

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Synodinos, Nicolaos E. "Environmental attitudes and knowledge." Journal of Business Research 20, no. 2 (March 1990): 161–70. http://dx.doi.org/10.1016/0148-2963(90)90060-q.

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Saurin, Julian. "Global environmental degradation, modernity and environmental knowledge." Environmental Politics 2, no. 4 (December 1993): 46–64. http://dx.doi.org/10.1080/09644019308414101.

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Huang, Po-Shin, and Li-Hsing Shih. "Effective environmental management through environmental knowledge management." International Journal of Environmental Science & Technology 6, no. 1 (December 10, 2008): 35–50. http://dx.doi.org/10.1007/bf03326058.

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Wan, Qinyuan, and Wencui Du. "Social Capital, Environmental Knowledge, and Pro-Environmental Behavior." International Journal of Environmental Research and Public Health 19, no. 3 (January 27, 2022): 1443. http://dx.doi.org/10.3390/ijerph19031443.

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As the value form of public access to environmental information, the impact of social capital on pro-environmental behavior cannot be ignored. Based on the data of the Chinese General Social Survey 2013 (CGSS2013), this study measures social capital from four aspects—social trust, social norms, social network, and social participation—and it empirically tests the impact of social capital on private and public pro-environmental behavior. The study finds that social capital helps promote pro-environmental behavior. Specifically, the more the public abides by social norms, the higher the degree of social participation, and the stronger the willingness to adopt private and public pro-environmental behaviors. However, the improvement of social trust only has a significant impact on the private environmental behaviors, and the expansion of the social network scale only has a significant impact on the public pro-environmental behaviors. The enhancement of social capital enriches environmental knowledge and promotes pro-environmental behaviors. The mechanism test shows that environmental knowledge plays an intermediary role in the path of social capital affecting individual pro-environmental behavior. The improvement of social capital has a significant impact on the environmental knowledge of individuals with high subjective social class. The gender heterogeneity of social capital affecting environmental knowledge mainly stems from social trust and social network. The stronger the degree of social trust, the richer the environmental knowledge of women, and the social network mainly affects the knowledge level of men. In addition, the publics in the southern region are more likely to be affected by social trust and improve environmental knowledge. Based on the above research conclusions, this paper puts forward policy suggestions on institutional aspects, such as increasing support for informal environmental organizations, carrying out differentiated sustainable development education, and improving the mechanism of environmental information communication.
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Dissertations / Theses on the topic "Environmental knowledge"

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Miles, Leon Anthony. "Knowledge management and environmental management." Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365193.

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Fukuda, Kyoko. "Computer-Enhanced Knowledge Discovery in Environmental Science." Thesis, University of Canterbury. Mathematics and Statistics, 2009. http://hdl.handle.net/10092/2140.

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Encouraging the use of computer algorithms by developing new algorithms and introducing uncommonly known algorithms for use on environmental science problems is a significant contribution, as it provides knowledge discovery tools to extract new aspects of results and draw new insights, additional to those from general statistical methods. Conducting analysis with appropriately chosen methods, in terms of quality of performance and results, computation time, flexibility and applicability to data of various natures, will help decision making in the policy development and management process for environmental studies. This thesis has three fundamental aims and motivations. Firstly, to develop a flexibly applicable attribute selection method, Tree Node Selection (TNS), and a decision tree assessment tool, Tree Node Selection for assessing decision tree structure (TNS-A), both of which use decision trees pre-generated by the widely used C4.5 decision tree algorithm as their information source, to identify important attributes from data. TNS helps the cost effective and efficient data collection and policy making process by selecting fewer, but important, attributes, and TNS-A provides a tool to assess the decision tree structure to extract information on the relationship of attributes and decisions. Secondly, to introduce the use of new, theoretical or unknown computer algorithms, such as the K-Maximum Subarray Algorithm (K-MSA) and Ant-Miner, by adjusting and maximizing their applicability and practicality to assess environmental science problems to bring new insights. Additionally, the unique advanced statistical and mathematical method, Singular Spectrum Analysis (SSA), is demonstrated as a data pre-processing method to help improve C4.5 results on noisy measurements. Thirdly, to promote, encourage and motivate environmental scientists to use ideas and methods developed in this thesis. The methods were tested with benchmark data and various real environmental science problems: sea container contamination, the Weed Risk Assessment model and weed spatial analysis for New Zealand Biosecurity, air pollution, climate and health, and defoliation imagery. The outcome of this thesis will be to introduce the concept and technique of data mining, a process of knowledge discovery from databases, to environmental science researchers in New Zealand and overseas by collaborating on future research to achieve, together with future policy and management, to maintain and sustain a healthy environment to live in.
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Gutto, Bassett Priscilla Pambana. "Handcraft and Environmental Knowledge: Mapuche Women Weavers." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/146.

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Beginning in a small informal collective of Mapuche women weavers in Puerto Saavedra, Chile, I explore how ecological knowledge has survived through textile handcraft, passed down from mother to daughter . Through analysis of interviews and observations with the women as weavers , I reflect on the importance of centering Indigenous women's knowledge, systematically excluded from the environmental cannon. The weavers maintain and shape traditions that have survived colonization and its disruption of Indigenous access to land and ways of living. They produce and transmit environmental knowledge on which they depend for subsistence and cultural expression. Using ecofeminism as a framework, I argue that the Mapuche women weavers' knowledge is counternarrative and expert knowledge. Through these stories told by hand and through oral story-telling it becomes clear that it is not enough to simply celebrate their beautiful craft and sustainable ways of interacting with the more-than-human environment; it is essential, also, to engage in activist work towards environmental and social justice.
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Parker, Jonathan. "Sustainable Environmental Identities for Environmental Sustainability: Remaking Environmental Identities with the Help of Indigenous Knowledge." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177240/.

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Early literature in the field of environmental ethics suggests that environmental problems are not technological problems requiring technological solutions, but rather are problems deeply rooted in Western value systems calling for a reorientation of our values. This dissertation examines what resources are available to us in reorienting our values if this starting point is correct. Three positions can be observed in the environmental ethics literature on this issue: 1. We can go back and reinterpret our Western canonical texts and figures to determine if they can be useful in providing fresh insight on today's environmental challenges; 2. We abandon the traditional approaches, since these are what led to the crisis in the first place, and we seek to establish entirely new approaches and new environmental identities to face the environmental challenges of the 21st century; 3. We look outside of the Western tradition for guidance from other cultures to see how they inhabit and interact with the natural world. This dissertation presents and evaluates these three options and ultimately argues for an approach similar to the third option, suggesting that dialogue with indigenous cultures and traditions can help us to reorient our values and assist in developing more sustainable environmental identities.
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Chi, Jeffrey C. (Jeffrey Chien-Chuen). "The knowledge evolution framework : a knowledge management perspective on the impact of knowledge segregation on product development projects." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8621.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2001.
Includes bibliographical references (p. 199-216).
Developing offerings faster, better and cheaper than competitors has become critical to success. In response to these commercial pressures, many industries have shifted from a sequential, functional development paradigm to a concurrent, team-based paradigm. Increasing the concurrence and cross-functional development, however, also dramatically increases the dynamic complexity of development projects. This is added complexity on top of the increasing technological complexity of offerings. Whilst traditional models based on tools such as the CPM and PERT have been used for the planning and management of such projects successfully in the past, the increase in complexity has shown that such tools are less capable of planning and predicting the outcome of projects. This is due to the dynamic nature of projects and the task-based approach used. Recent research using dynamic simulation tools such as system dynamics have indicated reasons that project duration and cost have been consistently underestimated. The differentiation is attributed to the ability of dynamic simulation tools to capture the iterative nature of work. Existing research has, however, concentrated on iteration as a result of errors, quality control and shifting targets. Although these factors do contribute to iteration, they seem almost exogenous factors where independent policies can be used to mitigate the need for iteration. Yet all texts on design and product development describe the process as an iterative one. There must, therefore, be some endogenous factors that result in an inherent need for iteration. With the level of complexity of projects, specialization becomes necessary. As a result, no individual within a project has 'lull" knowledge about the project and its current state of development. In other words, the information and knowledge is segregated to different parts of the project organization. This research proposes a shift towards a knowledge-evolution paradigm and uses it to investigate the impacts of such knowledge segregation on the performance of product development projects. This proposed framework acts, in part, to provide management levers and measurements in managing the knowledge within product development projects. These are measurements that the traditional task-based frameworks cannot directly provide. A dynamic simulation model of a development project with multiple persons was built using the system dynamics methodology. The model portrays the segregation of knowledge and studies its impact on the rate of development and iteration. The model was applied to projects with a scope defined by the Delta Design Game. Though simple, the Delta Design game provides the boundaries in understanding the interactions amongst participants in a typical process and has been used in the past primarily to demonstrate this aspect of design. The model simulation bore results that closely resembled real life behavior of the Delta Design project. The model was also applied to the investigation of differing policies for improved project performance. These policies include strategies involving conservatism in design, preemptive measures against iteration and reduction of knowledge segregation through the decoupling of the knowledge processes. The model structure provides insight as to the effectiveness of these strategies. The research finds that rework and iteration happens inherently in development projects and its prevalence is interwoven into the fabric of the system architecture and project organization structure. Finally, this research has shown value in the knowledge evolution paradigm by gathering insights through which task-based models could not. In so doing so, it is shown that there is value in developing this conc
by Jeffrey C. Chi.
Ph.D.
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Hannibal-Paci, Christopher James. "His knowledge and my knowledge, Cree and Ojibwe traditional environmental knowledge and sturgeon co-management in Manitoba." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0008/NQ53046.pdf.

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Lasso, de la Vega Ernesto. "AWARENESS, KNOWLEDGE, AND ATTITUDE ABOUT ENVIRONMENTAL EDUCATION: RESP." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2648.

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Over the last 30 years, environmental education has been part of the curriculum in Southwest Florida public schools. Curriculum objectives, such as, environmental attitude, knowledge, and awareness (AKA), have been investigated in the literature as ways to improve the overall behavior of future citizens toward the environment. The purpose of this study was to evaluate the aforementioned objectives among the following groups: environmental specialists, high school instructors, high school students, and the parents of the corresponding students in three Southwest Florida counties during the 2003-2004 school year. An instrument was developed to measure the groups' levels of awareness, knowledge, and attitude as well as their levels of self-efficacy. The returned surveys represented responses from: 27 environmental specialists, 15 high school instructors, 224 high school students, and 222 parents. This study found statistically significant differences among the groups regarding the levels of awareness, knowledge, and attitude as related to environmental issues. The environmental specialists scored highest for all AKA components as compared to the lowest levels presented by parent awareness, parent attitude, and high school student knowledge. In addition, factors such as socioeconomic status, ethnicity, and preference of leisure activities resulted in differences among the groups regarding their levels of environmental AKA. This study supports the evaluation of AKA levels among participants as an appropriate approach to the evaluation of environmental curriculum objectives. In addition, the study suggests a simplified measurement of AKA as an attempt to unify the parameters measured by numerous instruments found throughout environmental education literature. The results of this study may assist environmental specialists, instructors, and school districts in the evaluation of environmental education curricula.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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DaSilva, Christian M. (Christian Michael) Carleton University Dissertation International Affairs. "Divergence or convergence? Local environmental knowledge, secondary schools, and environmental education in Tanzania." Ottawa, 1995.

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Sato, Atsuko. "Beyond boundaries Japan, knowledge, and transnational networks in global atmospheric politics /." Thesis, University of Hawaii at Manoa, 2002. http://catalog.hathitrust.org/api/volumes/oclc/53965208.html.

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Finn, Gavin Alexander. "Event-driven knowledge-based design." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11386.

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Books on the topic "Environmental knowledge"

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Edington, John. Indigenous Environmental Knowledge. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62491-4.

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Aboriginal environmental knowledge: Rational reverence. Burlington, VT: Ashgate, 2008.

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Max, Boykoff, and Evered Kyle, eds. Contentious geographies: Environmental knowledge, meaning, scale. Burlington, VT: Ashgate Pub., 2008.

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Goodman, Michael K. Contentious geographies: Environmental knowledge, meaning, scale. Burlington, VT: Ashgate Pub., 2008.

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Economy-Environment-Development-Knowledge. London: Taylor & Francis Group Plc, 2004.

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Preston, Christopher J. Grounding knowledge: Environmental philosophy, epistemology, and place. Athens, GA: University of Georgia Press, 2002.

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Grounding knowledge: Environmental philosophy, epistemology, and place. Athens, Ga: University of Georgia Press, 2003.

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Muthoka, Margaret G. Environmental education: Essential knowledge for sustainable development. Kampala, Uganda: Longhorn Publishers, 1998.

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Thornton, Thomas F., and Shonil A. Bhagwat, eds. The Routledge Handbook of Indigenous Environmental Knowledge. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781315270845.

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Gambro, John S. A m odel of twelfth-grade environmental knowledge. Washington, D.C: Educational Resources Information Center, 1991.

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Book chapters on the topic "Environmental knowledge"

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McGregor, Deborah. "Anishinaabe Environmental Knowledge." In Contemporary Studies in Environmental and Indigenous Pedagogies, 77–88. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-293-8_5.

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Fang, Wei-Ta. "Indigenous Knowledge." In Envisioning Environmental Literacy, 33–67. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7006-3_2.

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Pellizzoni, Luigi. "Environmental Knowledge and Deliberative Democracy." In Environmental Sociology, 159–82. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8730-0_10.

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Hannigan, John. "Science, knowledge and environmental problems." In Environmental Sociology, 126–43. 4th ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003193777-6.

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Edington, John. "Introduction." In Indigenous Environmental Knowledge, 1–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62491-4_1.

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Edington, John. "Farming." In Indigenous Environmental Knowledge, 13–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62491-4_2.

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Edington, John. "Food Supplies and Nutrition." In Indigenous Environmental Knowledge, 47–68. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62491-4_3.

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Edington, John. "House Design and Construction." In Indigenous Environmental Knowledge, 69–96. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62491-4_4.

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Edington, John. "Fuel Supplies." In Indigenous Environmental Knowledge, 97–122. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62491-4_5.

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Edington, John. "Herbal Medicine." In Indigenous Environmental Knowledge, 123–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62491-4_6.

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Conference papers on the topic "Environmental knowledge"

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Chullen, Cinda, Ken Thomas, Joe McMann, Kristi Dolan, Rose Bitterly, and Cathleen Lewis. "U.S. Spacesuit Knowledge Capture." In 41st International Conference on Environmental Systems. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2011. http://dx.doi.org/10.2514/6.2011-5199.

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Su, Baoru, and Yong Liu. "Function Knowledge Retrieval Based on Functions Knowledge Ontology." In 2nd International Conference on Civil, Materials and Environmental Sciences. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/cmes-15.2015.163.

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Erdogan, S., T. Shaneyfelt, A. Honma, and C. Muir. "Integrated Knowledge Base for Environmental Research." In Joint International Conference on Autonomic and Autonomous Systems and International Conference on Networking and Services - (icas-isns'05). IEEE, 2005. http://dx.doi.org/10.1109/icas-icns.2005.58.

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Islami, Zukya Rona, Ramdan Afrian, and Faiz ‘Urfan. "Environmental Intelligence Concept in Indigenous Knowledge." In 2nd International Conference on Science, Technology, and Modern Society (ICSTMS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210909.073.

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Buchtele, Roman. "EMPLOYMENT OF GRADUATES WITH ENVIRONMENTAL KNOWLEDGE." In 17th International Bata Conference for Ph.D. Students and Young Researchers. Tomas Bata University in Zlín, 2021. http://dx.doi.org/10.7441/dokbat.2021.09.

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Shanginova, G. A. "ENVIRONMENTAL KNOWLEDGE OF PRIMARY SCHOOL CHILDREN." In Prirodopol'zovanie i ohrana prirody: Ohrana pamjatnikov prirody, biologicheskogo i landshaftnogo raznoobrazija Tomskogo Priob'ja i drugih regionov Rossii. Izdatel'stvo Tomskogo gosudarstvennogo universiteta, 2020. http://dx.doi.org/10.17223/978-5-94621-954-9-2020-100.

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The article is devoted to the results of a survey of primary school students conducted in Ulan-Ude. The survey revealed the average level of environmental culture of students, which does not meet the requirements of the Federal state educational system of primary General education (grades 1–4).
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Erdogan, Sevki, Ted Shaneyfelt, Wade de Smith, Yani Ivanov, Andrew Honma, and Cam Muir. "Knowledge base design for environmental research." In the 2005 conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1095242.1095267.

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Erdogan, S., T. Shaneyfelt, W. de Smith, Y. Ivanov, A. Honma, and Cam Muir. "Knowledge base design for environmental research." In 5 Richard Tapia Celebration of Diversity in Computing Conference. IEEE, 2005. http://dx.doi.org/10.1109/rtcdc.2005.201647.

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Khapsaeva, Dana Valeryevna. "Environmental Initiatives Of Public Organizations In Environmental Regulation In North Ossetia." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.103.

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Thornton, Bob M., James B. Schultz, and Edson A. Worden. "ECLSS Computer Aided Testing Using Knowledge Based Systems." In International Conference On Environmental Systems. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1991. http://dx.doi.org/10.4271/911359.

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Reports on the topic "Environmental knowledge"

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Feddema, J., J. Rivera, S. Tucker, and J. Matek. Knowledge assistant for robotic environmental characterization. Office of Scientific and Technical Information (OSTI), August 1996. http://dx.doi.org/10.2172/273817.

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Ballas, James A. Implicit Knowledge in the Identification of Environmental Sounds: Causal Uncertainty and Stereotype. Fort Belvoir, VA: Defense Technical Information Center, October 1987. http://dx.doi.org/10.21236/ada214940.

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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska, and Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.

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A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
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Butner, R. Scott, Lesley J. Snowden-Swan, and Peter C. Ellis. Tethys: The Marine and Hydrokinetic Technology Environmental Impacts Knowledge Management System -- Requirements Specification -- Version 1.0. Office of Scientific and Technical Information (OSTI), November 2010. http://dx.doi.org/10.2172/1015527.

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Stagner, Rachel. Effects of Ethnicity and Gender on Sixth-Grade Students' Environmental Knowledge and Attitudes After Participation in a Year-Long Environmental Education Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1538.

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Barker, Amanda, Jay Clausen, Thomas Douglas, Anthony Bednar, Christopher Griggs, and William Martin. Environmental impact of metals resulting from military training activities : a review. Engineer Research and Development Center (U.S.), February 2022. http://dx.doi.org/10.21079/11681/43348.

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The deposition of metals into the environment as a result of military training activities remains a longterm concern for Defense organizations across the globe. Of particular concern for deposition and potential mobilization are antimony (Sb), arsenic (As), copper (Cu), lead (Pb), and tungsten (W), which are the focus of this review article. The fate, transport, and mobilization of these metals are complicated and depend on a variety of environmental factors that are often convoluted, heterogeneous, and site dependent. While there have been many studies investigating contaminant mobilization on military training lands there exists a lack of cohesiveness surrounding the current state of knowledge for these five metals. The focus of this review article is to compile the current knowledge of the fate, transport, and ultimate risks presented by metals associated with different military training activities particularly as a result of small arms training activities, artillery/mortar ranges, battleruns, rocket ranges, and grenade courts. From there, we discuss emerging research results and finish with suggestions of where future research efforts and training range designs could be focused toward further reducing the deposition, limiting the migration, and decreasing risks presented by metals in the environment. Additionally, information presented here may offer insights into Sb, As, Cu, Pb, and W in other environmental settings.
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Koester, F., and Jan Dierking. BONUS XWEBS policy brief No. 4.: Use and usefulness of food web knowledge in resource management and marine environmental conservation. EU BONUS project XWEBS, 2021. http://dx.doi.org/10.3289/xwebs_policy_brief_4.

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8

Pross, Camille. Women environmental human rights defenders in Nepal and the Philippines: unpacking the (mal)development–disaster risk relationship through lived experiences. Stockholm Environment Institute, December 2023. http://dx.doi.org/10.51414/sei2022.055.

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9

Hicks, Jacqueline. Trade Facilitation for Environmental Goods and Services. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/k4d.2021.038.

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Abstract:
This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how reform in customs procedures can facilitate international trade in environmental goods and services. Overall, it finds that there is a general belief in the literature from the World Trade Organization (WTO), International Trade Center and World Bank, that streamlining customs procedures supports international trade in environmental goods. There is survey evidence that firms exporting environmental goods encounter difficulties with customs procedures at the point of entry. Previous trade facilitation projects have not considered trade in environmental goods, so provide no evidence about what has or has not worked well. The evidence base identified during this literature review was extremely small, and came largely from international trade institutions such as the WTO or World Bank, or research organisations working with them. Most of the references to trade in EGS and customs procedures were mentioned in passing as mutually compatible without going into further detail. One of the few documents to combine trade in EGS with trade facilitation is not available for public viewing.
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10

Gagnon, Paul, Jeanette Gallihugh, Shawn Komlos, Susan Durden, E. Vaughan, Elizabeth Murray, and Trudy Estes. Incorporating social and environmental outputs in decision-making : workshop outcomes. Engineer Research and Development Center (U.S.), October 2022. http://dx.doi.org/10.21079/11681/45700.

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This document summarizes the notable outcomes of the workshop “Quantifying and Incorporating Social and Environmental Outputs in Decision-Making—Research and Development Needs and Strategy Workshop.” The workshop was held 24 and 25 July 2019 in Alexandria, Virginia, at the US Army Corps of Engineers’ (USACE) Institute for Water Resources (IWR). The workshop sought to identify gaps in knowledge, methods, data, and tools and to identify types of subject matter experts who would be needed for the research team. A total of 22 participants attended the facilitated workshop, representing a broad array of expertise: economists, scientists, planners, social scientists, project managers, and researchers from a number of USACE organizations and partnering academics across the United States. Together, these attendees reviewed existing policy and research and prioritized future work to fill gaps in methods and procedures for incorporating social and environmental inputs across a broad range of USACE projects.
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