Environmental education programs that are limited solely to classroom instruction, occasional field trips, or short outdoor camping experiences may not be achieving their main goal. The author's research suggests that students should regularly play half-day "hooky" in loosely supervised small groups, in the most pristine habitats locally…

Surveys media coverage of the 1969 National Environmental Policy Act (NEPA), concluding that there was a general lack of press attention to NEPA and that Congress constructed its own social reality with respect to NEPA in the absence of an agenda-setting role by the press. (GT)

In a study conducted by the National Wildlife Federation in the fall of 1976, readers were asked to rank ten key environmental issues in order of their importance. Fighting water pollution was regarded as the top overall priority, but encouraging population control received the most first place votes. (BT)

Describes projects funded by Yorkshire Water's Annual Environmental Award Scheme that enables schools to develop their own wildlife habitat. (JRH)

Describes a project of the Hoosier National Forest that uses a combination of public involvement and a unique partnership with Indiana University to protect an abused wilderness using interpretation. (JRH)

Describes results of questionnaire studies of children's ideas on which species most warrant conservation and why. When six animals meriting conservation were presented, children listed them in the following order: whale, panda, elephant, monkey, shark, and crocodile. The study showed that children tend to be most influenced toward the worthiness…

Reviews and critiques the processes, circumstances, and leadership that enabled Northland College to make significant progress toward sustainability. An Environmental Council that supported strong linkages between student learning and sustainability was key to the progress. The council was an incubator of leadership from which students, faculty,…

Discusses how institutions of higher education can use their campus environments as a teaching tool and laboratory for finding solutions to environmental dilemmas and ensure that their campus operations, including the landscape, are exemplary models of environmental practice--even if it means far fewer expanses of lawn. Includes a list of…

Efforts to infuse environmental messages into the school curriculum through isolated superficial activities have failed. Earth education takes a different approach through carefully crafted sequential programs for the ages 4-18--fun-filled experiential adventures that develop feelings, understandings, and harmonious lifestyles for the earth. (SV)

Discusses the responsibility of wilderness educators to educate themselves, students, and land managers on how to use the wilderness while nurturing its wildness. Outlines basic principles and techniques of teaching in the wilderness while minimizing impact. Offers practical suggestions on how wilderness educators can cooperate with land managers.…

Argues that environmental education has failed to change our culture's treatment of the earth because it neglects the spiritual elements of environmental relationships. Discusses the incorporation of Native American spirituality into outdoor education, and suggests student activities to develop spiritual perspectives. Contains 10 references. (SV)

Reviewed are the production and endorsement of the National Conservation Strategy for Australia and its subsequent progress. The discussion focuses on the actual and potential roles of the commonwealth government, state and territorial governments, and nongovernmental organizations in implementing the strategy. (CW)

Causes of the degradation of Brazilian Atlantic Forest in the southeastern cocoa region of the State of Bahia are investigated by means of a survey on cocoa planter's forest conservation attitudes. Policies encouraging private forest conservation, and development of forest-conserving agricultural alternatives for landless poor are recommended. (LZ)

Presents the Story Model which helps students to ask meaningful questions and answer them in a systematic way that shows respect for the environment. (MKR)

Minimum-impact camping techniques that can be applied to resident camp programs include controlling group size and behavior, designing camp sites, moving groups frequently, proper use of fires, proper disposal of food and human wastes, use of biodegradable soaps, and encouraging staff and camper awareness of impacts on the environment. (LP)