This is the sixth in a series of Conservation Yearbooks prepared by the U.S. Department of the Interior as environmental reports to the public concerning problems of water resources in the United States. Information presented includes descriptive information, statistical data, and extensive color photographs. The methods of presenting information…

In this third special educational supplement, the swamp is discussed. Included is information on where land and water meet to form the great incubator of wildlife, and on endangered species of wildlife, such as the red wolf, brown pelican, manatee, great white heron and woodstork. (BT)

A discussion of man's role in controlling the environment is presented. An optimistic picture of the future is given with regard to this control. (JP)

Those planning educational facilities should recognize the vital importance of energy conservation and its future effects on both the ecology of the nation and the economics of the school. (Author)

Charges that militants are exaggerating the threat of ecological disaster and offers evidence in support. (Author)

Argues that even if militants are exaggerating the threat of ecological disaster the world will be better off for their warnings. (Author/JF)

Employing the device of a fantasy, a landscape architect demonstrates that the world is an interdependent, interacting biosphere. (Author)

Illustrates activities which social studies teachers can use to integrate environmental concepts into existing curricula. Activities include: The Web of Life, designed to develop student understanding of energy, producers, consumers, decomposers, and raw materials; and Population and Resources, based on identifying effects of resource depletion on…

Summarizes information about salt marshes, including descriptions of their development and structure, details of their values in terms of commercial fishing, stabilization of coastal zones, "reclamation" for grazing and cropfields, recreation and aesthetics. (CS)

Submitted are both the rationale and the various perspectives fundamental to the development of an environmental ethics curriculum. These perspectives, each of which shifts the view of humanity away from an anthropocentric focus, include an holistic approach to environmental perceptions and a biocentric approach with concentration on life…

Asserts that mental health counselors working within ecosystemic context need cogent theory of human and systemic development to guide assessment and treatment planning. Describes and illustrates Developmental Counseling and Therapy and Systemic Cognitive-Developmental Therapy as two integrative models that unify individual, family, and network…

Responds to previous article by Rigazio-DiGilio on Developmental Counseling and Therapy and Systemic Cognitive-Developmental Therapy as two integrative models that unify individual, family, and network treatment within coconstructive-developmental framework. Discusses hidden complexities in cognitive-developmental ecosystemic integration and…

Describes a course that requires students to work in groups to address local ecological problems of interest to a client external to the university. Students learn the skills needed to apply their knowledge and gain satisfaction by assisting others. The ecological projects provide an important source of feedback to identify the strengths of the…

To date, the concept of ecological justice, when applied to international climate change policy, has largely focused on the North-South dichotomy and has yet to be extended to Central and Eastern European countries. This article argues that current formulations of climate change policy cannot address potential issues of ecological injustice to…

The conceptual underpinning and the organizational structure of the existing system of higher environmental education in Russia are analysed. The system, embracing 129 universities, has been created in the last 10 years. At present there is a shift from general environmental education to education for sustainable development. The new system is…