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Host by Sanjeewa Rajasooriya : University of Waikato (Earth Science & Environmental Science)  End Music: All Human After by Epidemic Sound  Find out all Sri Lankan Podcasts here: www.podcasts.lk  Find us on: https://anchor.fm/hangfree  Facebook: www.fb.com/hangfreepodcast  Website: www.deedfree.com  Contact details  Deegayu Dissanayake  [email protected]  Thank You ! --- Support this podcast: https://anchor.fm/hangfree/support

This week the fellas have the pleasure of speaking with Sean Christie, MD, FRCSC, a renowned neurosurgeon and expert in making operating rooms more environmentally sustainable. Sean is a professor, vice chair, and director of research at the division of neurosurgery at Dalhousie University. Operating rooms are known to generate large amounts of waste and consume significant amounts of energy and resources. Sean shares with us his insights on the importance of creating more eco-conscious operating rooms and the benefits it can bring not only to the environment but also to patient care and hospital finances. Through his expertise and experience, Sean demonstrates how making operating rooms more eco-friendly can have a significant impact on reducing the healthcare industry's environmental footprint and promoting a healthier and more sustainable future for all.Join the post-episode conversation over on Discord! https://discord.gg/expeUDN

This week the fellas have the pleasure of speaking with Sean Christie, MD, FRCSC, a renowned neurosurgeon and expert in making operating rooms more environmentally sustainable. Sean is a professor, vice chair, and director of research at the division of neurosurgery at Dalhousie University. Operating rooms are known to generate large amounts of waste and consume significant amounts of energy and resources. Sean shares with us his insights on the importance of creating more eco-conscious operating rooms and the benefits it can bring not only to the environment but also to patient care and hospital finances. Through his expertise and experience, Sean demonstrates how making operating rooms more eco-friendly can have a significant impact on reducing the healthcare industry's environmental footprint and promoting a healthier and more sustainable future for all.Join the post-episode conversation over on Discord! https://discord.gg/expeUDN

This week the fellas have the pleasure of speaking with Sean Christie, MD, FRCSC, a renowned neurosurgeon and expert in making operating rooms more environmentally sustainable. Sean is a professor, vice chair, and director of research at the division of neurosurgery at Dalhousie University. Operating rooms are known to generate large amounts of waste and consume significant amounts of energy and resources. Sean shares with us his insights on the importance of creating more eco-conscious operating rooms and the benefits it can bring not only to the environment but also to patient care and hospital finances. Through his expertise and experience, Sean demonstrates how making operating rooms more eco-friendly can have a significant impact on reducing the healthcare industry's environmental footprint and promoting a healthier and more sustainable future for all.Join the post-episode conversation over on Discord! https://discord.gg/expeUDN

This week the fellas have the pleasure of speaking with Sean Christie, MD, FRCSC, a renowned neurosurgeon and expert in making operating rooms more environmentally sustainable. Sean is a professor, vice chair, and director of research at the division of neurosurgery at Dalhousie University. Operating rooms are known to generate large amounts of waste and consume significant amounts of energy and resources. Sean shares with us his insights on the importance of creating more eco-conscious operating rooms and the benefits it can bring not only to the environment but also to patient care and hospital finances. Through his expertise and experience, Sean demonstrates how making operating rooms more eco-friendly can have a significant impact on reducing the healthcare industry's environmental footprint and promoting a healthier and more sustainable future for all.Join the post-episode conversation over on Discord! https://discord.gg/expeUDN

This week the fellas have the pleasure of speaking with Sean Christie, MD, FRCSC, a renowned neurosurgeon and expert in making operating rooms more environmentally sustainable. Sean is a professor, vice chair, and director of research at the division of neurosurgery at Dalhousie University. Operating rooms are known to generate large amounts of waste and consume significant amounts of energy and resources. Sean shares with us his insights on the importance of creating more eco-conscious operating rooms and the benefits it can bring not only to the environment but also to patient care and hospital finances. Through his expertise and experience, Sean demonstrates how making operating rooms more eco-friendly can have a significant impact on reducing the healthcare industry's environmental footprint and promoting a healthier and more sustainable future for all.Join the post-episode conversation over on Discord! https://discord.gg/expeUDN

William Paterson University Galleries director Kristen Evangelista worked with WP environmental science professor Nicole Davi to create a special project with professional artist Tattfoo Tan. Tan's artistic focus is sustainability and WP students worked with him to create mobile gardens that will be incorporated into his upcoming exhibition. For more info: http://www.wpunj.edu/coac/gallery and http://www.wpunj.edu/cosh/departments/environmental-science.

William Paterson University Galleries director Kristen Evangelista worked with WP environmental science professor Nicole Davi to create a special project with professional artist Tattfoo Tan. Tan's artistic focus is sustainability and WP students worked with him to create mobile gardens that will be incorporated into his upcoming exhibition. For more info: http://www.wpunj.edu/coac/gallery and http://www.wpunj.edu/cosh/departments/environmental-science.

EHS AP Environmental Science dumped with WikiTeam tools.

398 pages ; 28 cm

398 pages ; 28 cm

398 pages ; 28 cm

398 pages ; 28 cm

398 pages ; 28 cm

398 pages ; 28 cm

These two environmental education units were designed for use at the sixth-grade level. The first unit focuses on science and is a five-week study which emphasizes ecology along a creek. The unit is designed around the idea that a creek and its surrounding area serve as a suitable focus for environmental study because they illustrate many ecological principles. The objectives, teaching strategies, materials, and evaluation techniques reinforce the basic creek theme. A flowchart, worksheets, supplementary materials, illustrations, tables, and maps are included. The second unit, a social studies unit, illustrates the environmental concepts which are inherent in the program Man: A Course of Study (MACOS) and are designed to be used in conjunction with the MACOS program. The unit is developed around three environmental generalizations: interdependency, adaptation, and recycling. Objectives, activities and strategies, materials, and evaluation techniques are identified for each generalization. The unit also contains a flowchart to help the teacher coordinate the unit and MACOS program, quizzes, vocabulary words, and graphs. (TK)

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate to practical process oriented science instruction rather than theory or module building. Included in each booklet is a student section with an introduction, performance objectives, and science activities which can be performed individually or as a class, and a teacher section containing notes on the science activities, resource lists, and references. This booklet introduces the student to the effects of chemicals and chemical reactions on the environment. The estimated time for completing the activities in this module is 3-4 weeks. (SL)

This teacher's guide contains parts three and four of the four-part first year Portland Project, a three-year secondary integrated science curriculum sequence. Part three of the guide deals with topics such as the cell, reproduction, embryology, genetics, genetic diseases, genetics and change, populations, effects of density on populations, ecosystems, and communities. Part four deals with related topics. After studying about ecosystems in general terms, the emphasis is shifted to studying about the harmful effects of human activities in upsetting the balance of ecosystems. Topics include water pollution, air quality, and effects of air pollution. In both parts, laboratory exercises are suggested and lengthy lists of supplementary materials are included. Notes for the teacher, examples of data, and problem calculations are included. (SL)

Under a grant from the North Dakota State Board for Vocational and Technical Education, a project in vocational research in the field of Environmental Science Technology was conducted for the purpose of developing vocational education curricula. The resulting curricula is for a two year program. The proposal is divided into suggested courses to be taken in each of three quarters for the two years. The document outlines the program by listing which courses are to be taken during a particular quarter, the number of periods a week to be spent in each course, the units of credit to be earned for each course, and the total units of credit earned each quarter (seventeen to nineteen). Each course cited in the program outline is then considered in a separate outline where the subject, the course objective, its description, and its major divisions are enumerated. While most of the courses are from the area of environmental science technology or civil engineering technology, courses in communications, sociology, physical education, and psychology are included in the program. Outlines are not available for courses in the two latter areas. Tests and references are suggested for most of the courses. (AG)

The aim of this study was to investigate if integrating basic analytical methods and computer interface technology would result in a positive change in student attitude. Students' self-concept of science knowledge and skills (Capability), opinion towards science (Affect), and perceptions of the value of science (Value) were determined with attitudinal surveys administered in a pre/post test design. Three separate lab modification groups were compared based upon level of integration over three academic semesters. The main findings were student attitude toward science improved with more integration. (Contains 3 tables.)

Using module-based courses has been suggested to improve undergraduate science courses. A course based around a series of modules focused on major environmental issues might be an effective way to teach non-science majors about ecology and ecology's role in helping to solve environmental problems. I have used such a module-based environmental science course for non-majors. The course is divided into 5 modules, with each module addressing a key environmental issue, specifically global climate change, human population growth, sustainable use of natural resources, habitat loss, and the value of biodiversity. Each module follows the same basic structure: 1) an introduction to the question, 2) an investigation of the basic science underlying the question, and 3) an investigation and discussion of the human aspect of the question (i.e., what can we do?, what are the costs and benefits of addressing the question?, are there any social, economic, or cultural factors that affect our ability to address the issue?, etc.). Each module has associated laboratory exercises that culminate with field-based student-designed surveys of biodiversity on the Denison University Biological Reserve. The module-nature of the course allows for the integration of science and non-science disciplines around basic environmental questions, and appears to be an effective means of teaching environmental science and ecology to non-majors. (Contains 2 tables.)

Using module-based courses has been suggested to improve undergraduate science courses. A course based around a series of modules focused on major environmental issues might be an effective way to teach non-science majors about ecology and ecology's role in helping to solve environmental problems. I have used such a module-based environmental science course for non-majors. The course is divided into 5 modules, with each module addressing a key environmental issue, specifically global climate change, human population growth, sustainable use of natural resources, habitat loss, and the value of biodiversity. Each module follows the same basic structure: 1) an introduction to the question, 2) an investigation of the basic science underlying the question, and 3) an investigation and discussion of the human aspect of the question (i.e., what can we do?, what are the costs and benefits of addressing the question?, are there any social, economic, or cultural factors that affect our ability to address the issue?, etc.). Each module has associated laboratory exercises that culminate with field-based student-designed surveys of biodiversity on the Denison University Biological Reserve. The module-nature of the course allows for the integration of science and non-science disciplines around basic environmental questions, and appears to be an effective means of teaching environmental science and ecology to non-majors. (Contains 2 tables.)

The Texas Natural Resource Conservation Commission (TNRCC) is the lead environmental agency for the State of Texas. It's charged is to oversee Texas natural resources: air, water, and waste management. The challenge is to manage these resources in a manner so that air and water are sustainable for the future and waste management is dealt with responsibly. The TNRCC developed a comprehensive training program for teachers in environmental education. The Teaching Environmental Science, (TES) course was developed in cooperation with Texas Southern University and other universities around the State of Texas. The Teaching Environmental Science course is a free environmental graduate summer course for K-8 teachers. The emphasis is on water, air, and waste issues that affect the local community. The course creates partnerships between teachers, local and state experts, and provides extensive environmental education materials and resources. This graduate course fosters an awareness of environmental concerns for the environment in urban areas. It also provides each teacher the knowledge base and the access to resources in order to become change agents in protecting and improving the environment. This paper will focus on the partnership, the planning, and the implementation of this graduate course at Texas Southern University. (Author)

Directors and faculty members representing undergraduate environmental science/studies, in conjunction with the American Institute of Biological Sciences generated this report on the current status of and future prospects in undergraduate environmental science (ES) education. Despite their varied backgrounds and the diverse nature of their programs and institutions, they concurred on the following issues: mission and impact, curriculum, program structure, students, administration, and funding. The conclusions of the report are as follows: (1) ES programs have had a national impact, with respect to general awareness of environmental issues and in the training of professionals with the expertise to work on solving complex, cross-disciplinary environmental problems; (2) ES graduates must have an interdisciplinary perspective, with adequate depth in one of the technical areas, as well as a grasp of policy and ethics; (3) ES graduates need to have analytical and problem-solving skills, computer skills, critical thinking skills, and both oral and written communication skills; (4) ES programs should provide experiential activities through field work, internships, or research experiences; (5) strong faculty and administrative support is integral to the effectiveness of the interdisciplinary approach; and (6) increased federal funding is small relative to the scope of environmental problems and a significant barrier to program development. Four models of administrative arrangements are described and evaluated for effectiveness as support structures for interdisciplinary programs such as ES. These include a traditional departmental status, an interdisciplinary program structure with contractual arrangements for teaching responsibilities, interdisciplinary program structure with voluntary faculty participation, and programs housed within existing departments. (MCO)

In order to assess the effects of environmental stimulation on the perceptual thresholds of high active and low active mentally retarded persons, 36 male and female residents from a state institution (mean IQ 56 and 60 for high and low groups, respectively) were observed under three conditions of environmental stimulation: no noise, white noise, and cafeteria noise. Each subject's activity level was recorded for exactly five minutes, on each occasion, by means of an ultrasonic motion detector, and was compiled by an electromagnetic counter. Results showed that the high- and low-active mentally retarded persons did not differ in perceptual threshold measures under the restricted auditory conditions. There were no significant differences between all of the possible comparisons of level of activity with the other dimensions of the study or with any of the associated interactions. An extensive list of references and a detailed review of the literature accompany the study. (RD)

In order to assess the effects of environmental stimulation on the perceptual thresholds of high active and low active mentally retarded persons, 36 male and female residents from a state institution (mean IQ 56 and 60 for high and low groups, respectively) were observed under three conditions of environmental stimulation: no noise, white noise, and cafeteria noise. Each subject's activity level was recorded for exactly five minutes, on each occasion, by means of an ultrasonic motion detector, and was compiled by an electromagnetic counter. Results showed that the high- and low-active mentally retarded persons did not differ in perceptual threshold measures under the restricted auditory conditions. There were no significant differences between all of the possible comparisons of level of activity with the other dimensions of the study or with any of the associated interactions. An extensive list of references and a detailed review of the literature accompany the study. (RD)

The handbook is designed to assist teachers to obtain an clear picture of many kinds of activities and programs used in a resident program for environmental education. Information and guidelines are included on such items as: (1) role of the teacher who brings a class to a resident program; (2) preparation and planning programs; (3) use of the outdoors as a learning environment; (4) skills and knowledges in environmental sciences and related topics in environmental education; (5) evaluation of environmental education; and (6) role of the staff of the Conservation and Environmental Science Center (CESC) in providing services for each participating school. Related documents are RC 003 788, RC 003 789, RC 003 790, and RC 003 791. (SW)

The handbook is designed to assist teachers to obtain an clear picture of many kinds of activities and programs used in a resident program for environmental education. Information and guidelines are included on such items as: (1) role of the teacher who brings a class to a resident program; (2) preparation and planning programs; (3) use of the outdoors as a learning environment; (4) skills and knowledges in environmental sciences and related topics in environmental education; (5) evaluation of environmental education; and (6) role of the staff of the Conservation and Environmental Science Center (CESC) in providing services for each participating school. Related documents are RC 003 788, RC 003 789, RC 003 790, and RC 003 791. (SW)

The handbook is designed to assist teachers to obtain an clear picture of many kinds of activities and programs used in a resident program for environmental education. Information and guidelines are included on such items as: (1) role of the teacher who brings a class to a resident program; (2) preparation and planning programs; (3) use of the outdoors as a learning environment; (4) skills and knowledges in environmental sciences and related topics in environmental education; (5) evaluation of environmental education; and (6) role of the staff of the Conservation and Environmental Science Center (CESC) in providing services for each participating school. Related documents are RC 003 788, RC 003 789, RC 003 790, and RC 003 791. (SW)

Text book published by Government of Tamil Nadu.

Text book published by Government of Tamil Nadu.

The purpose of this study was to investigate the identity conflicts I was experiencing as an environmental educator entering a doctoral program in science education. My inquiry used self-study methodology with a variety of data sources, including sixteen weeks of personal journal entries, audio-recordings of four critical friend meetings, and three instructor evaluations completed by my students. Findings from this study show a progression of thoughts, emotions, and questions that came out of my comparisons of environmental education and science education, formal, and informal education, as well as three critical instances that led to an understanding of my own professional identity. Overarching connections were found within pedagogical practices. Implications regarding the need for life-long teacher reflection as well as suggestions for ways to build bridges across differing educational fields are discussed.

Determinants of educational achievement extend beyond the school environment to include the home environment. Both environments provide tangible and intangible resources to students that can influence science achievement. South Africa provides a context where inequalities in socio-economic status are vast, thus the environments from whence students draw resources vary. This paper investigates school and home environments to determine what resources influenced science achievement. Multiple regression analyses were conducted on data from 11,969 South African Grade Nine students, who participated in the Trends in International Mathematics and Science Study in 2011. The findings reveal that both the school and home environments play important roles in students' science achievement, with the strongest associations exhibited with: speaking the language of the test at home, home assets, and the condition of school buildings. Implications for policy are discussed.

Presented are four information bulletins produced by the ERIC Clearinghouse for Science, Mathematics, and Environmental Education in 1981. Bulletin 1 is concerned with various pieces of information related to citizen participation activities in which citizens interact with each other to get a response from the government regarding governmental activities. Bulletin 2 contains a review of Project Synthesis as this is reported in Volume 3 of "What Research Says to the Science Teacher," produced by the National Science Teachers Association. Project Synthesis involved an attempt to use a discrepancy model in which a desired state of affairs in science education is set forth and compared with the actual state of affairs. Bulletin 3 focuses on cognitive and affective goals of problem solving as these relate to mathematics education. Bulletin 4 contains an overview of Clearinghouse activities for 1981. Nine ERIC/SMEAC information analysis products are highlighted in this bulletin, along with a description of Clearinghouse services for ERIC users. (PB)

Presented are four information bulletins produced by the ERIC Clearinghouse for Science, Mathematics, and Environmental Education in 1981. Bulletin 1 is concerned with various pieces of information related to citizen participation activities in which citizens interact with each other to get a response from the government regarding governmental activities. Bulletin 2 contains a review of Project Synthesis as this is reported in Volume 3 of "What Research Says to the Science Teacher," produced by the National Science Teachers Association. Project Synthesis involved an attempt to use a discrepancy model in which a desired state of affairs in science education is set forth and compared with the actual state of affairs. Bulletin 3 focuses on cognitive and affective goals of problem solving as these relate to mathematics education. Bulletin 4 contains an overview of Clearinghouse activities for 1981. Nine ERIC/SMEAC information analysis products are highlighted in this bulletin, along with a description of Clearinghouse services for ERIC users. (PB)

This is a syllabus for a course ENV100 'Environmental Science' held for National College, South Bend, Indiana.5 March 2012. Created by Gerard Arthus and released under the Creative Commons License in the Public Domain.

The student materials present lessons about occupations related to environmental control, stationary engineering, and refrigeration. Included are 18 units organized by objective, information, reference, procedure, and assignment. Each lesson involves concrete trade experience where science is applied. Unit titles are: safety and housekeeping, applied physics, basic hand tools, heating systems, stationary engineering and heating equipment, boiler room systems, combustion, combustion equipment, refrigeration, refrigeration equipment, cooling towers and ponds, ventilating systems and accessories, air conditioning, basic electricity, instruments, operation, and service and maintenance. (LJ)

The student materials present lessons about occupations related to environmental control, stationary engineering, and refrigeration. Included are 18 units organized by objective, information, reference, procedure, and assignment. Each lesson involves concrete trade experience where science is applied. Unit titles are: safety and housekeeping, applied physics, basic hand tools, heating systems, stationary engineering and heating equipment, boiler room systems, combustion, combustion equipment, refrigeration, refrigeration equipment, cooling towers and ponds, ventilating systems and accessories, air conditioning, basic electricity, instruments, operation, and service and maintenance. (LJ)

Learning outcomes for introductory college-level science classes include content knowledge and a range of critical thinking and analysis skills. In this context, rich writing assignments that engage students in researching content, constructing arguments, and critiquing other students' work are highly desirable but unwieldy due to large enrollment. Calibrated Peer Review (CPR) is a web-based program that engages peers in writing and in reviewing each other's writing. The authors explored whether students saw CPR as simply a way to improve writing skills, or if they also thought the process had other educational benefits. The researchers gathered student perspectives using open-ended qualitative questionnaires. We report on the themes that emerged in these survey responses over two semesters, and examine some implications of the students' perspectives for future use of CPR in an introductory science course.

Learning outcomes for introductory college-level science classes include content knowledge and a range of critical thinking and analysis skills. In this context, rich writing assignments that engage students in researching content, constructing arguments, and critiquing other students' work are highly desirable but unwieldy due to large enrollment. Calibrated Peer Review (CPR) is a web-based program that engages peers in writing and in reviewing each other's writing. The authors explored whether students saw CPR as simply a way to improve writing skills, or if they also thought the process had other educational benefits. The researchers gathered student perspectives using open-ended qualitative questionnaires. We report on the themes that emerged in these survey responses over two semesters, and examine some implications of the students' perspectives for future use of CPR in an introductory science course.

Learning outcomes for introductory college-level science classes include content knowledge and a range of critical thinking and analysis skills. In this context, rich writing assignments that engage students in researching content, constructing arguments, and critiquing other students' work are highly desirable but unwieldy due to large enrollment. Calibrated Peer Review (CPR) is a web-based program that engages peers in writing and in reviewing each other's writing. The authors explored whether students saw CPR as simply a way to improve writing skills, or if they also thought the process had other educational benefits. The researchers gathered student perspectives using open-ended qualitative questionnaires. We report on the themes that emerged in these survey responses over two semesters, and examine some implications of the students' perspectives for future use of CPR in an introductory science course.

Learning outcomes for introductory college-level science classes include content knowledge and a range of critical thinking and analysis skills. In this context, rich writing assignments that engage students in researching content, constructing arguments, and critiquing other students' work are highly desirable but unwieldy due to large enrollment. Calibrated Peer Review (CPR) is a web-based program that engages peers in writing and in reviewing each other's writing. The authors explored whether students saw CPR as simply a way to improve writing skills, or if they also thought the process had other educational benefits. The researchers gathered student perspectives using open-ended qualitative questionnaires. We report on the themes that emerged in these survey responses over two semesters, and examine some implications of the students' perspectives for future use of CPR in an introductory science course.

Learning outcomes for introductory college-level science classes include content knowledge and a range of critical thinking and analysis skills. In this context, rich writing assignments that engage students in researching content, constructing arguments, and critiquing other students' work are highly desirable but unwieldy due to large enrollment. Calibrated Peer Review (CPR) is a web-based program that engages peers in writing and in reviewing each other's writing. The authors explored whether students saw CPR as simply a way to improve writing skills, or if they also thought the process had other educational benefits. The researchers gathered student perspectives using open-ended qualitative questionnaires. We report on the themes that emerged in these survey responses over two semesters, and examine some implications of the students' perspectives for future use of CPR in an introductory science course.

The National Institute for Occupational Safety and Health (NIOSH) and the Karolinska Institutet in cooperation with the Stockholm County Council took the lead in organizing this conference. The international conference Occupational and Environmental Exposures of Skin to Chemicals - 2005 (OEESC-2005) was held at the Karolinska Institutet (Solna Campus, Berzeliuslab.) in Stockholm, Sweden, 12 – 15 June 2005. It brought together occupational and environmental health professionals, dermatologists, laboratory scientists, policy-makers and others to focus on improved prevention of local and systemic injury and disease caused by exposing skin to chemicals.

Includes bibliographical references (p. 473-480) and index

Includes bibliographical references (p. 473-480) and index

Includes bibliographical references (p. 473-480) and index

Includes bibliographical references (p. 473-480) and index

Environmental science education is important for developing environmental literacy, fostering critical thinking, and equipping students with the skills to address global environmental challenges. This paper investigates innovative teaching strategies for engaging students in environmental science, focusing on hands-on activities, creative pedagogical approaches, and technology integration. By examining case studies and identifying potential barriers, such as limited resources and institutional resistance, this paper highlights successful strategies that enhance student engagement, motivation, and learning outcomes. The future of environmental science education lies in interdisciplinary, real-world problem-solving approaches that prepare students for the complexities of environmental sustainability.

Environmental science education is important for developing environmental literacy, fostering critical thinking, and equipping students with the skills to address global environmental challenges. This paper investigates innovative teaching strategies for engaging students in environmental science, focusing on hands-on activities, creative pedagogical approaches, and technology integration. By examining case studies and identifying potential barriers, such as limited resources and institutional resistance, this paper highlights successful strategies that enhance student engagement, motivation, and learning outcomes. The future of environmental science education lies in interdisciplinary, real-world problem-solving approaches that prepare students for the complexities of environmental sustainability.