Proposes that a cooperative effort among scientists, politicians, and the public will be needed to slow or reverse the destruction of cultural resources such as the pyramids of Egypt resulting from environmental factors. Factors cited leading to deterioration include air pollutants, ozone exposure, and mass tourism. (MDH)

Examines reasons some whale populations are depressed despite bans on whaling. Discusses recovery efforts and the impacts of historical whaling, illegal killing of whales, injury from ships, commercial overfishing, and atmospheric pollution. (LZ)

The Natural Resources and Environmental Management Program is designed to help people understand their relationship to the environment, practice stewardship, make informed decisions, and appreciate biodiversity. Areas of emphasis include air, land, and water quality; citizen responsibility; conflict management; approaches to land use and species…

Examines the consequences of an historic lack of interaction between conservationists and those in the biomedical community. Focuses on the sound management of the world's biological diversity in order to maintain public health and discusses opportunities for enhanced collaboration. (LZ)

Issues of the state of the economy, fuel consumption, environmental protection, interdependence, and global competition are relevant to technology education and must be addressed to shape the economic and technological future of the United States. (SK)

Mainstream development is obsessed with material goods, considers humans superior to nature, disempowers women, centralizes resources, and reduces diversity. Sustainable development seeks harmony with nature, is people oriented, focuses on basic needs of all, decentralizes resources, and requires participatory rather than representative democracy.…

Discusses the critical importance of values in the conflicts over energy development projects on Native lands. Points out the differences between societies based on consumption versus those based on renewable development and reciprocity, and the difficulties in resolving intercultural conflicts based on value differences. (SV)

Examines the use of biodiversity prospecting as a method for tropical countries to value biodiversity and contribute to conservation upkeep costs. Discusses the first agreement between a public interest organization and pharmaceutical company for the extraction of plant and animal materials in Costa Rica. (LZ)

Discusses South African national development priorities, sustainable development, and the future of agriculture and presents three scenarios of possible national action: production for sale and export, household food security, and conservation of natural resources. (MKR)

Discusses the economic impact on the surrounding community 15 years after Redwood National Park attained its final size. (MDH)

Agricultural educators must play a dual role in protecting the environment: (1) they must teach future agriculturalists that environmentally sound practices do work, and (2) they must teach the public to have realistic expectations about agricultural practices and products. (Author/JOW)

Discusses the problems of waste disposal, recycling, and resource recovery. Includes information on the social and cultural impact, the three classes of resource recovery (reuse, direct recycling, and indirect recycling), and specific products (paper, glass, plastics, metals, and so on). Includes a student quiz and possible outcomes. (JOW)

Examines safety and environmental compliance issues surrounding higher education facilities management. Using performance standards is argued to be the best approach to staying in compliance, and advice is given on how to effectively use this approach. (GR)

Training farmers to care for the environment must address the complex relationship between farming and the environment. The example of maize weeding in France demonstrates the process of decision making on a farm and the need for teaching about complexity and adopting a pragmatic approach to training. (SK)

High school agricultural students in Iowa (n=386) rated their knowledge of sustainable agriculture as limited. They expected it to have high impact environmentally and socially. Results provide a basis for curriculum development in this area. (SK)