Learning to care : national directory of Student Community Service programs.

Mode of access: Internet.

Section recommendations on facilities, programs, and services; with related recommendations from other sections and special concerns sessions /

Cover title: "Recommended for action: facilities, programs and services."

Better health for rural America; plans of action for farm communities.

Mode of access: Internet.

Responsible Tourism for the New Museum: An evaluation of offsite museum travel programs

Thesis (Master's)--University of Washington, 2016-06

Conservation action in the Galapagos: Feral pig (Sus scrofa) eradication from Santiago Island

Introduced mammals are major drivers of extinction and ecosystem change. As omnivores, feral pigs (Sus scrofa) are responsible for wholesale adverse effects on islands. Here, we report on the eradication of feral pigs from Santiago Island in the Galápagos Archipelago, Ecuador, which is the largest insular pig removal to date. Using a combination of ground hunting and poisoning, over 18,000 pigs were removed during this 30-year eradication campaign. A sustained effort, an effective poisoning campaign concurrent with the hunting program, access to animals by cutting more trails, and an intensive monitoring program all proved critical to the successful eradication. While low and fluctuating control efforts may help protect select native species, current eradication methods, limited conservation funds, and the potential negative non-target impacts of sustained control efforts all favor an intense eradication effort, rather than a sustained control program. The successful removal of pigs from Santiago Island sets a new precedent, nearly doubling the current size of a successful eradication, and is leading to more ambitious projects. However, now we must turn toward increasing eradication efficiency. Given limited conservation funds, we can no longer afford to spend decades removing introduced mammals from islands.

Measuring environmental education program impacts and learning in the field: Using an action research cycle to develop a tool for use with young students

Despite the increasing importance of, and interest in, documenting the impact of environmental education programs on students' learning for sustainability, few tools are currently available to measure young students' environmental learning across all the dimensions of knowledge, skills, attitudes and behaviours. This paper reports on the development of such a tool, using an iterative action research process with 134 students, aged six to eleven, attending programs at an Environmental Education Centre in Queensland. The resulting instrument, the Environmental Learning Outcomes Survey (ELOS) incorporates observations of students' engagement in learning processes as well as measuring learning outcomes, and allows both of these aspects to be linked to particular components of the environmental education program. Test data using the instrument are reported to illustrate its potential usefulness. It is envisaged that the refined instrument will enable researchers to measure student environmental learning in the field, investigate environmental education program impacts and identify aspects of programs that are most effective in facilitating student learning. [Author abstract]

Bringing hope to crisis: critical thinking, ethical action and social change

This paper departs from this point to consider whether and how crisis thinking contributes to practices of affirmative critique and transformative social action in late-capitalist societies. I argue that different deployments of crisis thinking have different ‘affect-effects’ and consequences for ethical and political practice. Some work to mobilize political action through articulating a politics of fear, assuming that people take most responsibility for the future when they fear the alternatives. Other forms of crisis thinking work to heighten critical awareness by disrupting existential certainty, asserting an ‘ethics of ambiguity’ which assumes that the continuous production of uncertain futures is a fundamental part of the human condition (de Beauvoir, 2000). In this paper, I hope to illustrate that the first deployment of crisis thinking can easily justify the closing down of political debate, discouraging radical experimentation and critique for the sake of resolving problems in a timely and decisive way. The second approach to crisis thinking, on the other hand, has greater potential to enable intellectual and political alterity in everyday life—but one that poses considerable challenges for our understandings of and responses to climate change...

How does knowledge relate to political action?

In this paper we investigate the relation between knowledge and political action, focusing on knowledge claims stemming from science that at the same time have relevance in a policy context. In so doing, we will revisit some well-known and some lesser known approaches, such as C.P. Snow's thesis of the two cultures and Mannheim's conceptualization of theory and practice. We arrive at a distinction between knowledge for practice and practical knowledge, which we briefly apply to the case of climate change science and policy. We state as our thesis that policy is ever more reliant on knowledge, but science can deliver ever less certainty. Political decisions and programs have to recognize this fact, either implicitly or explicitly. This creates a paradox that is normally resolved through the political decision and not the dissemination of "truth" in the sense of uncontested knowledge. We use the case of the Intergovernmental Panel on Climate Change as an example. © 2012 Copyright ICCR Foundation.

Cape Breton Provides Pointers for the Adjustment Programs Required by the Decline of the Old Economy (Working Paper 14)

The Cape Breton Development Corporation need not, should not, be dying in the way it is. “Devco” has been widely represented as a failure dragged out too long. In fact it had for a time considerable success in a role too difficult to be often attempted. The main failure was in the political will to stick to its purpose. This commentary is in three parts. The first, major section discusses the purpose of Devco and the policies that served the purpose quite well but were maintained for little more than a decade. It suggests that the benefits would have been greater if Devco had been started earlier in the period of postwar prosperity. The second section comments on the enfeeblement of Devco in the 1980s. The removal of its development function also weakened, and has eventually led to the abandonment of, Devco’s social purpose in the operation of coal mining. Third, a short epilogue pointing out that, while the Cape Breton case is extreme, there will be increasing need to moderate the socially disruptive consequences of accelerating economic change. There are lessons from the Devco experience: the longer remedial action is delayed, the more difficult and expensive it becomes, and the more necessary for its effectiveness is a steady political will.

Regional Workshop for designers monitors responsible for training programs for staff in public and school libraries

In Bogota, from 22 to 26 September 1980 a Seminar Workshop on Education and Training of Personnel in the organization and management of school libraries, sponsored by UNESCO, CERLAL, SECAB and the National Ministry of Colombia. The meeting reiterated that one of the weaknesses of library services is the lack of qualified personnel. As an immediate action is decided to set up a working group composed of experts from those agencies that have had experiences in the field of personnel training, such as Colombia, Venezuela and Costa Rica.

Facilitating reflection and action: the possible contribution of video to mathematics teacher education

In the Interconnected Model of Teacher Professional Growth (Clarke & Hollingsworth, 2002), change in teacher beliefs, knowledge and practice is mediated by either enaction or reflection. The stimulus for change can be provided by an external source such as a professional development program or it can result from the teacher’s inevitable classroom experimentation and reflection on the consequences of that experimentation. This paper explores the role that video can play in catalysing change and facilitating teacher reflection. In particular, we examine: (i) international research employing video and the capacity of such research to inform practice and stimulate teacher reflection in both pre-service and in-service settings; (ii) the use of video in professional development programs and the choice between exemplary and problematic practice as catalysts for teacher reflection in both pre-service and in-service programs; and (iii) teacher agency and the catalytic role of video in supporting teachers’ reflection on their own practice, through the use of video as the communicative medium to sustain a professional community of reflective practitioners.

A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION

My dissertation emphasizes a cognitive account of multimodality that explicitly integrates experiential knowledge work into the rhetorical pedagogy that informs so many composition and technical communication programs. In these disciplines, multimodality is widely conceived in terms of what Gunther Kress calls “socialsemiotic” modes of communication shaped primarily by culture. In the cognitive and neurolinguistic theories of Vittorio Gallese and George Lakoff, however, multimodality is described as a key characteristic of our bodies’ sensory-motor systems which link perception to action and action to meaning, grounding all communicative acts in knowledge shaped through body-engaged experience. I argue that this “situated” account of cognition – which closely approximates Maurice Merleau-Ponty’s phenomenology of perception, a major framework for my study – has pedagogical precedence in the mimetic pedagogy that informed ancient Sophistic rhetorical training, and I reveal that training’s multimodal dimensions through a phenomenological exegesis of the concept mimesis. Plato’s denigration of the mimetic tradition and his elevation of conceptual contemplation through reason, out of which developed the classic Cartesian separation of mind from body, resulted in a general degradation of experiential knowledge in Western education. But with the recent introduction into college classrooms of digital technologies and multimedia communication tools, renewed emphasis is being placed on the “hands-on” nature of inventive and productive praxis, necessitating a revision of methods of instruction and assessment that have traditionally privileged the acquisition of conceptual over experiential knowledge. The model of multimodality I construct from Merleau-Ponty’s phenomenology, ancient Sophistic rhetorical pedagogy, and current neuroscientific accounts of situated cognition insists on recognizing the significant role knowledges we acquire experientially play in our reading and writing, speaking and listening, discerning and designing practices.