Добірка наукової літератури з теми "Wetland conservation Study and teaching Victoria"

Wetlands are critical habitats for human health, well-being, ecological integrity, and national development. Freshwater ecosystems supply a variety of products and services, yet they are frequently underappreciated. Long-term economic viability necessitates an understanding of the role that finite natural resources play in economic activity and production, as well as the connection people have with, and the value they place on, those natural resources. The purpose of this study was to determine peoples' Willingness to Pay (WTP) for the maintenance of the Lake Victoria Ecosystem. The research was conducted in the Kenyan counties of Migori, Siaya, Busia, Kisumu, and Homa Bay. Using the Statistical Package for Social Sciences (SPSS), the gathered data were coded, cleaned, and analyzed. According to the findings, 40.9% of locals were prepared to spend roughly KES 500 for the conservation initiative. From the study, Lake Victoria ecosystem in Kenya had a total WTP of KES 616,279,069 each year. According to the findings, those who benefitted directly from the lake's resources were more inclined to pay for the program. This empirical research is a helpful input for identifying market segments among inhabitants, which may aid in generating more cash for biodiversity conservation in the Lake Victoria Basin.

In this study, the VR 360° panoramic technology is used to develop a virtual wetland ecological system for applications in environmental education. The system provides a virtual wetland environment for autonomous exploration, where the user can conduct inquiry-based learning by cardboard VR to obtain essential information and concepts in ecological protection. It contains the learning contents of wetland ecology and creatures in Hsinchu coastal areas, northern Taiwan. To investigate the learning effectiveness of the VR system, we recruited 42 seventh graders as participants and divided them evenly into two groups. The experimental group used the virtual wetland ecological system for learning and the control group learned with conventional teaching materials. The differences of the experimental results indicated: (1) the experimental group showed a high degree of satisfaction after using the virtual wetland ecological system; (2) the learning achievement of the experimental group was significantly higher than that of the control group; (3) the learning motivation of the experimental group was significantly higher than that of the control group. The virtual wetland ecological system can enhance the learning effectiveness and learning motivation using low-cost cardboard glasses, so it is a suitable tool for promoting environmental education in remote areas.

Carrum Carrum Swamp was a vast wetland to the south-east of Melbourne, Victoria, Australia, at the time that it was first sighted by white colonists in 1803. By 1878, the colonists had commenced converting the swamp to dry land for agricultural and horticultural pursuits, and 100 years later it was predominantly residential land. Shifting values in the 1970s led to environmental concerns about water quality in local creeks and Port Phillip Bay and subsequent residential development on the former swamp included the construction of stormwater treatment wetlands. Perceptions of wetlands are now diverse, including positive perceptions that support their presence in urban settings. In contrast, traditionally, wetlands have been perceived negatively, as waste lands, leading to their drainage. Nevertheless, alternative, perhaps positive, perceptions could have existed, only to be overwhelmed by the negative perceptions driving drainage. Understanding the full range of past perceptions is important to ensure that the historical record is correct and to provide historical context to contemporary perceptions of wetlands. It will better equip natural resource managers and designers and managers of constructed wetlands in urban locations to ensure that wetlands are healthy, functioning and appreciated by their local and wider communities. Thus, the perceptions of Carrum Carrum Swamp by colonists from 1803 to 1878 were examined through qualitative content analysis of historical documents, and a typology was developed. Seven different perceptions were identified: scientific, premodern, exploitative, romantic, aesthetic, medico-mythic and ecological. Most could be traced to the colonists’ predominantly British heritage, but one perception arose in the colony in response to the specific environmental conditions that the colonists encountered. This ecological perception valued wetlands as places of predictable water supply in a land of unpredictable rainfall. It recognised wetlands as part of a broader hydrological system, with influences on the local climate. Its proponents promoted the need for a different approach to the management of wetlands than in Britain and Europe. Nevertheless, a dominant exploitative perception prevailed, leading to the drainage of Carrum Carrum Swamp. The typology developed in this study will be useful for exploring perceptions of other wetlands, both colonial and contemporary.

Cladocerans are important filter-feeders transferring energy up the food web to different invertebrate and vertebrate predators. Along the flood period, cladocerans are one of the primary food sources for juvenile fish in floodplain. Resting egg banks allow cladoceran populations to overcome the environmental stress, related to several limnological changes, including complete drying of temporary wetlands. After drought, resting egg banks influence cladoceran community attributes during the cyclic and successional processes driven by episodic flood events. In this study we compared the taxonomic richness of active (from the water column) and dormant (from the sediment) Cladocera assemblages and analyzed the structure of resting egg banks, comparing the diversity, abundance and apparent viability/unviability of the eggs, between six temporary and six permanent wetlands, located along the Ovens River Floodplain, Victoria, Australia. The qualitative analysis shows higher taxonomic richness in active assemblages from temporary (24 taxa) than permanent (13 taxa) wetlands compared to dormant assemblages present in resting egg banks (9 taxa) from temporary and permanent wetlands. However, richness was influenced by taxonomic level of identification, with the majority of resting eggs only being identified to the taxonomic level of family (i.e. Chydoridae). Total taxa richness within egg banks was similar between wetland types, however, on average higher Shannon’s diversity of resting eggs was found within permanent (1.53) than temporary (0.82) wetlands. This is likely to be due to more stable wetlands not providing appropriate cues to trigger dormancy induction or breakage for specific populations, leading to higher values of evenness in permanent than temporary wetlands. Comparing permanent and temporary wetlands, higher abundance of resting eggs (more than four times) consisting of higher abundance of unviable eggs and similar viable egg abundance to permanent wetlands, was found within temporary wetlands, suggesting that the increased resting egg abundance in temporary wetlands is balanced by the losses due to factors such as predation, parasitism or other physical damage, during the terrestrial phase. Despite resistant outer shell structure, this study highlights that the damage to egg integrity is intensified in wetlands that undergo dry phases. Cladoceran resting egg banks represent the potential assemblage to recover after disturbance events such as drying, and information about these is important to ensure appropriate management and conservation of floodplain biodiversity.

This thesis presents the findings of an exploration of teacher perceptions and actions to conserve wetlands in Kenya. It reports findings of a case study survey done with 54 primary school teachers from seven of eight Kenyan provinces. The teachers were sampled from a larger group of 242 teachers who participated in an in-service course on wetlands conservation. The in-service course engaged teachers in exploring various aspects of wetlands and how they could enhance their conservation using both formal and non-formal contexts. The survey approach was used in the research and was augmented with a reflective process. Survey tools used were the questionnaires and interviews. The reflective process entailed observation, document analysis, field notes and the researcher’s diary. Research data was analysed in several stages. The study revealed that teachers were users of local wetlands just like other members of their communities. The teachers differed among themselves with respect to their perceptions of the value and threats to their local wetlands. The teachers also differed in their perceptions of community awareness of their local wetlands. The teachers’ perceptions about environmental education and wetlands were not holistic. The teachers recorded various opportunities to foster wetlands conservation in their local contexts at school and the community. These were their fellow teachers, the pupils, the subjects taught, clubs, environmental days and the community. The relative importance of these opportunities differed among the teachers. Many teachers claimed being motivated to promote wetlands conservation using both formal and non-formal contexts. Their motivation was based on diverse aspects of wetlands, education and the in-service training they attended in 1999. However, the intensity of motivation differed for each aspect. For instance, at community level in-service training was a major motivator while the curriculum aspects were not mentioned at all. Teachers reported having involved their pupils and the community in several activities to conserve the local wetlands. These activities seemed to be dominated by theoretical approaches, eco-management activities and visits to wetlands. There was little evidence to indicate the teachers being engaged in addressing the implications for sustainability of the perceived local wetland values and threats. The activities reported also failed to show engagement with local environmental problems as a deliberate proactive process involving exploration, discussion, action taking and reflection. Most of the activities were presented as one off activities rather than as a cyclic continuously improving series of interventions. The overall scenario presented by the teachers is one of inadequacy in addressing the sustainable use of wetlands. Teachers suggested various constraints that affect their realisation of environmental education for wetlands sustainability. The constraints traverse various aspects of the economic, biophysical, political, educational and social aspects of wetlands conservation. The study suggested the need for teachers to treat their contextual and personal conceptions as problematic rather than as simplistic or linear issues and to formulate ways to address them. This study suggests a potential but under-utilised opportunity to promote wetlands sustainability. The overall picture generated by the data in this study is a need to consider wetland training for teachers that integrates the holistic aspects of wetlands as well as the environmental education for sustainability perspectives grounded in local contexts.

Mondi is an international packaging and paper company that manages over 300 000 ha of land in South Africa. After over a decade of working with Mondi to improve its wetland management, wetland sustainability practices were still not integrated into the broader forestry operations, despite some significant cases of successful wetland rehabilitation. An interventionist research project was therefore conducted to explore the factors inhibiting improved wetland management, and determine if and how expansive social learning processes could strengthen organisational learning and development to overcome these factors. In doing so, the research has investigated how informal adult learning supports organisational change to strengthen wetland and environmental sustainability practices, within a corporate plantation forestry context. How individual and/or group-based learning interactions translate to the collective, at the level of organisational change was a key issue probed in this study. The following three research questions were used to guide the research: 1. What tensions and contradictions exist in wetland management in a plantation forestry company? 2. Can expansive learning begin to address the tensions and contradictions that exist in wetland management in a plantation forestry company, for improved sustainability practices? 3. Can expansive social learning strengthen organisational learning and development, enabling Mondi to improve its wetland sustainability practices, and if so how does it do this? Cultural historical activity theory (CHAT) and the theory of expansive learning provided an epistemological framework for the research. The philosophy of critical realism gave ontological depth to the research, and contributed to a deeper understanding of CHAT and expansive learning. Critical realism was therefore used as a philosophy to underlabour the theoretical framework of the research. However CHAT and expansive learning could not provide the depth of detail required to explain how the expansive learning, organisational social change, and boundary crossings that are necessary for assembling the collective were taking place. Realist social theory (developed out of critical realism by Margaret Archer as an ontologically located theory of how and why social change occurs, or does not) supported the research to do this. The morphogenetic framework was used as a methodology for applying realist social theory. The expansive learning cycle was used as a methodology for applying CHAT and the theory of expansive learning; guiding the development of new knowledge creation required by Mondi staff to identify contradictions and associated tensions inhibiting wetland management, understand their root causes, and develop solutions. Through the expansive learning process, the tensions and contradictions become generative as a tool supporting expansive social learning, rather than as a means to an end where universal consensus was reached on how to circumvent the contradictions. The research was conducted in five phases: • Phase 1: Contextual profiling to identify and describe three activity systems in Mondi responsible for wetland management: 1) siviculture foresters; 2) environmental specialists; 3) community engagement facilitators. The data was generated and analysed through through document analysis, 17 interviews, 2nd generation CHAT analysis, and Critical Realist generative mechanism analysis; • Phase 2: Analysis and identification of tensions and contradictions through a first interventionist workshop. Modelling new solutions to deal with contractions, and examining and testing new models in and after the second interventionist workshop; • Phase 3: Implementing new models as wetland management projects and involved project implementation. This included boundary crossing practices of staff in the three activity systems, reflection and re-view in a further five progress review/interventionist workshops, and a management meeting and seminar; • Phase 4: Reflecting on the expansive learning process, results, and consolidation of changed practices, through nine reflective interviews and field observations; • Phase 5: Morphogenic/stasis analysis of the organisational change and development catalysed via the expansive social learning process (or not). The research found that expansive social learning processes supported organisational learning and development for improved wetland management by: 1) strengthening the scope, depth, and sophistication of participant understanding; 2) expanding the ways staff interact and collaboratively work together; 3) democratising decision making; 4) improving social relations between staff, reducing power differentials, and creating stronger relationships; 5) enhancing participant reflexivity through deeper understanding of social structures and cultural systems, and changing them to support improved wetland and environmental practice of staff, and developing the organisational structures and processes to strengthen organisational learning and development; and 6) using the contradictions identified as generative mechanisms to stimulate and catalyse organisational learning and development for changed wetland/environmental management.

碩士
大葉大學
環境工程學系碩士班
102
The teaching activities for promoting student cognition on wetland conservation at a city elementary school were explored in this study. The school is at Nantun District, Taichung City and the participants were senior students. At the beginning, the teaching process was reviewing and evaluating the basic knowledge of the students on wetland conservation and relevant law. Based on the results, the plan of subsequent teaching activities using film media was developed. After implementing the teaching plan, the evaluation of learning performance was conducted. Study contents include setting question for evaluation, design of teaching activities, and evaluation before and after teaching, and data analysis. In the aspect of student cognition, the film media could interest the students; however they have known the wetland environment to some extent before. Consequently the difference in the student performance of learning before and after the teaching might not be significant. On the other hand, the student cognition on Wetland Conservation Act is strengthened significantly. Accordingly, it is possible for students to know and understand the basic contents and spirit of environmental law by means of proper course design and teaching process.

碩士
國立臺北教育大學
社會與區域發展學系碩士班
101
The purpose of this research was to discuss the influence and difference of the elementary senior students’ knowledge and attitude of wetland conservation by different teaching strategy as well as discuss the relationship between the knowledge and attitude of wetland conservation. The conclusion of the study can provide to edit the teaching materials of ecological conservation and the references for teachers to edit the ecological conservation material into the elementary curriculum. The study used the self-compiled wetland teaching material to teach and the “questionnaire of elementary students’ knowledge and attitude of wetland conservation” as the research tool to proceed the analysis. The study took 90 fifth grades students in Wugu elementary school of New Taipei city to be the study sample . Dividing them into Experiment Groups A ,B and Control Group C. The methods used to analyze the information in this study include descriptive statistics, paired-samples test, single-factor variations data analysis, two-way analysis of variance, Pearson product-moment correlation, and etc. The main results of this research are the following: 1. After the applying of wetland curriculum, the knowledge of wetland ecological conservation to the Experiment Group students has been remarkable different from the Control Group. For students, the wetland curriculum effectively promote their conservation knowledge. 2. There is no remarkable difference of the attitude of wetland conservation between the group A, applied by field trip strategy , the group B, applied by the indoor class strategy and the group C, which wasn’t taught any wetland conservation class. For students, the wetland conservation curriculum doesn’t improve their attitude as well as their knowledge on the wetland conservation. 3. For students, the field trip strategy which combines the school-based curriculum development, thematic integrated curriculum and students’ life experience, living environment and background knowledge promotes the whole learning effects of wetland curriculum.