Students’ engagement with learning theory
- Authors: Schudel, Ingrid J
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:6093 , http://hdl.handle.net/10962/d1008615
- Description: This paper reflects on a module on ‘Teaching and Learning Interactions’, presented as part of the Rhodes University Advanced Certificate in Education (Environmental Education).The module is designed to help students use theoretical logic to enhance (not replace) their practical logic of how teaching and learning takes place. Data was analysed from three teaching and learning activities in the module. After the first participatory activity on water and sanitation, students narrated what teaching and learning had taken place using language available from their prior experiences. In a second activity students were introduced to explanations of learning, provided by learning theorists. In the third activity students analysed a case study, using a variety of questions relating to teaching and learning. They then had to consider these same questions in the light of a participatory on-course teaching and learning activity. The paper reflects on how students have used understandings of the nature of reality, the construction of knowledge, the use of language, situated learning, action competence and social change, in order to narrate their teaching and learning experiences on the ACE(EE) course. Through this, the paper trials a reflexive approach to the teaching of learning theory in environmental education.
- Full Text:
- Date Issued: 2005
Students’ Engagement with Learning Theory
- Authors: Schudel, Ingrid J
- Date: 2005
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294436 , vital:57221
- Description: This paper reflects on a module on ‘Teaching and Learning Interactions’, presented as part of the Rhodes University Advanced Certificate in Education (Environmental Education).The module is designed to help students use theoretical logic to enhance (not replace) their practical logic of how teaching and learning takes place. Data was analysed from three teaching and learning activities in the module. After the first participatory activity on water and sanitation, students narrated what teaching and learning had taken place using language available from their prior experiences. In a second activity students were introduced to explanations of learning, provided by learning theorists. In the third activity students analysed a case study, using a variety of questions relating to teaching and learning. They then had to consider these same questions in the light of a participatory on-course teaching and learning activity. The paper reflects on how students have used understandings of the nature of reality, the construction of knowledge, the use of language, situated learning, action competence and social change, in order to narrate their teaching and learning experiences on the ACE(EE) course. Through this, the paper trials a reflexive approach to the teaching of learning theory in environmental education.
- Full Text:
- Date Issued: 2005
Exploring a knowledge-focused trajectory for researching environmental learning in the South African curriculum
- Authors: Schudel, Ingrid J
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294375 , vital:57216 , xlink:href="https://www.researchgate.net/publication/305730521"
- Description: This paper explores the past twenty years of environmental learning in the South African curriculum in order to consider how one might best research a knowledge focus within the Fundisa for Change national teacher education programme. In exploring this knowledge focus, the paper draws on international literature. It also extensively, but not exclusively, draws on two key publications which informed the 2002 and the 2011 curriculum changes in South Africa. The paper draws on social realist curriculum theory, underpinned by critical realism. This theoretical perspective, which includes Bernstein’s pedagogic device and particularly recontextualisation of knowledge across the pedagogical landscape, provides a language of description for critically reviewing knowledge and environmental learning. In particular, the review develops five perspectives on environmental knowledge as it pertains to curriculum which include: Perspective #1) new environmental knowledge in the curriculum; Perspective #2) environmental knowledge in local and global contexts; Perspective # 3) dynamic knowledge for open-ended and futuristic thinking; Perspective #4) depth and complexity of environmental knowledge; and Perspective #5) combining discipline-specific core knowledge and skills with a systems perspective. The paper argues for a re-emphasis and review of new environmental knowledge and learning support materials. It suggests a consideration of context-rich but not context-bound explorations of local and global environmental issues and the need for adopting open-ended and futuristic thinking in the context of the dynamism of environmental knowledge. This involves exploring systems of meaning and structures of knowledge in dealing with the complexity of environmental knowledge and acknowledging the challenges of a transformative ideology within such a complex knowledge system. Additionally, the paper argues for creative ways of working across disciplines to develop better understanding of discipline-specific concepts and their potential to contribute to meaningful learning. The paper concludes by suggesting a research trajectory for future environmental education research in the context of the new South African Curriculum and Assessment Policy Statement (CAPS) extending the emphasis in this paper on the official recontextualising field, to fields across the entire pedagogic device.
- Full Text:
- Date Issued: 2014
Ethics in context: Essential flexibility in an international photo-elicitation project with children and young people
- Authors: Burningham, Kate , Venn, Susan , Hayward, Bronwyn , Nissen, Sylvia , Aoyagi, Midori , Hasan, Mohammed Mehedi , Jackson, Tim , Jha, Timlendu , Mattar, Helio , Schudel, Ingrid , Yoshida, Aya
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392098 , vital:68721 , xlink:href="https://doi.org/10.1080/13645579.2019.1672282"
- Description: Existing literatures have discussed both ethical issues in visual research with young people, and the problems associated with applying ‘universal’ ethical guidelines across varied cultural contexts. There has been little consideration, however, of specific issues raised in projects where visual research is being conducted with young people simultaneously in multiple national contexts. This paper contributes to knowledge in this area. We reflect on our experiences of planning and conducting the International CYCLES project involving photo elicitation with young people in Bangladesh, Brazil, India, Japan, New Zealand, South Africa and the UK. While some issues such as varying access to technology for taking and sharing photos and diverse cultural sensitivities around the use of photography were anticipated in advance, others were more unexpected. Balancing the need for methods to be appropriate, ethical and feasible within each setting with the desire for sufficient consistency across the project is challenging. We argue that an ‘ethics in context’ approach and an attitude of ‘methodological immaturity’ is critical in international visual research projects with young people.
- Full Text:
- Date Issued: 2020
Cultivating a scholarly community of practice
- Authors: Lotz-Sisitka, Heila , Ellery, Karen , Olvitt, Lausanne L , Schudel, Ingrid J , O'Donoghue, Rob
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69777 , vital:29579 , https://hdl.handle.net/10520/EJC15102
- Description: In the field of Environment and Sustainability Education we are seeking ways of developing our teaching and supervision practices to enable social changes in a rapidly transforming field of practice where global issues of truth, judgement, justice and sustainability define our engagements with the public good. This article explores the process of cultivating a scholarly community of practice as a model of supervision that not only engages scholars in an intellectual community oriented towards socio-ecological transformation, but also extends and enhances dialogue with individuals on the technical and theoretical aspects of their postgraduate studies.
- Full Text: false
- Date Issued: 2010
Rhodes University EE and Sustainability Unit
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294423 , vital:57220 , xlink:href="https://doi.org/10.1177/097340820700100127"
- Description: In the early 1990s, in response to the emphasis laid on environment and development issues by the new South African Constitution, Rhodes University undertook several initiatives such as establishing the first Chair of Environmental Education (EE) in Africa. Another important initiative was the introduction of an open-entry participatory course for environmental educators. Owing to its flexible format and practice-based methodology, the course gained rapid popularity, necessitating the setting up of a Service Centre to help meet the increased demand. The Chair and the Service Centre have been providing a range of short courses in environment and sustainability education to professionals, and are today widely known as the Rhodes University Environmental Education and Sustainability Unit (RUEESU). The Unit offers PhD and Masters level programmes in EE, encourages meaningful research in key thematic areas, and is actively involved in publishing, and policy transformation. It also endeavours to define the role of Universities in enabling sustainability education.
- Full Text:
- Date Issued: 2007
The effectiveness of schools-based National Arbor Week activities in greening of urban homesteads
- Authors: Parkin, Fiona , Shackleton, Charlie M , Schudel, Ingrid J
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294447 , vital:57222 , xlink:href="https://doi.org/10.1016/j.ufug.2006.08.001"
- Description: Arbor Day, or Week, is a well-established greening initiative worldwide, focusing on tree planting and the benefits thereof. Frequently most effort is targeted at institutions such as schools and community groups. Yet there has been limited assessment of the success of Arbor Day, or Week, activities both at the schools, or the wider dissemination in neighbouring communities and suburbs. The objective of this study was to determine the influence of school-based Arbor Week activities on learners’ home-based practices regarding tree planting and urban forestry. Learners from three schools in Grahamstown South Africa, with good Arbor Week participation, were assessed on their tree planting knowledge. The learners’ parents were also interviewed to determine whether the information obtained by the learners at school was taken home. A control group consisting of people with no children or very young children was also assessed. This study found that Arbor Week activities were, for the most part, successfully taught in the case study schools, and most of the learners stated that their knowledge of trees and their benefits came from their school activities. However, many learners could not remember the activities in which their schools partook the previous year. Whilst most learners were aware of the importance of trees, few had encouraged tree planting at home. However, over one-fifth of adults claimed that their knowledge of the benefits of trees was as a consequence of Arbor Day activities when they were young. Numerous constraints to tree planting were provided by learners and both the adult groups, the two most frequent being limited space and falling leaves making their yards untidy. External organisations should become more actively involved and provide much needed support systems if greening initiatives are to reach the wider community.
- Full Text:
- Date Issued: 2006
Modelling dialectical processes in environmental learning
- Authors: Schudel, Ingrid J
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294409 , vital:57219 , xlink:href="https://doi.org/10.1080/14767430.2017.1288061"
- Description: This paper describes a critical realist intensive case study, which develops and tests a ‘dialectic process model of transformative learning’. The model is inspired by Bhaskar's (1993) onto-axiological chain (or MELD Schema) as outlined in his formulation of dialectical critical realism. The study describes transformative environmental learning processes focusing on food security in two primary schools in rural South Africa. The model elaborates on the four links in the onto-axiological chain by describing four knowledge interests across the two cases: knowledge of ‘what is and what is not’, knowledge of ‘what could be’, knowledge of ‘what should be’, and knowledge of ‘what can be’. The model also highlights the emergent nature of epistemic relations in transformative learning processes. The paper discusses the model in relation to a transformative, open-ended and context specific approach to Environmental Education (EE)/ESD. The paper illustrates that Bhaskar’s MELD is a robust schema for investigating learning-led change in EE and suggests its relevance in other research contexts concerned with societal transformation.
- Full Text:
- Date Issued: 2017
Exploring the practical adequacy of the normative framework guiding South Africa’s National Curriculum Statement
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J
- Date: 2007
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294386 , vital:57217 , xlink:href="https://doi.org/10.1080/13504620701284860"
- Description: This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to socio‐political and socio‐ecological histories in post‐apartheid curriculum transformation processes. The article critically considers the process of working with a normative framework in the defining of environmental education teaching and learning interactions, and seeks not only to explore the policy discourse critically, but also to explore what it is about the world that makes it work in different ways. Drawing on Sayer’s perspectives on the possibilities of enabling ‘situated universalism’ as a form of normative theory, and case‐based data from a teacher professional development programme in the Makana District (where the authors live and work), the article probes the relationship between the establishment of a ‘universalising’ normative framework to guide national curriculum, and situated engagements with this framework in/as democratic process. In this process it questions whether educators should adopt the ‘norms’ as presented by society and simply universalize and implement them as prescribed by curriculum statements, or whether educators should adopt the strategies of postmodernists and reduce normative frameworks to relations of power situated in particular contexts.
- Full Text:
- Date Issued: 2007
Editorial
- Authors: Schudel, Ingrid , Le Grange, Lesley , Reddy, Chris
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387193 , vital:68214 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/167508"
- Description: The unprecedented levels of human influence on the global enviroment have drawn the attention of scientists to the extent that in 2002, the Nobel Laureate, Paul Crutzen, helped in postulating a new geological epoch named the Anthropocene (Crutzen, 2002). This idea is not new and Crutzen describes an observation by an Italian geologist named Antonio Stoppani who, in 1873, spoke about an 'anthropozoic era'. Stoppani described this era as a 'new telluric force which in power and universality may be compared to the greater forces of earth' (Stoppani, 1873 in Crutzen, 2002).
- Full Text: false
- Date Issued: 2016
Research Projects Portfolio.
- Authors: Schudel, Ingrid Joan
- Date: 2000
- Subjects: Environmental education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2015 , http://hdl.handle.net/10962/d1016368
- Description: This collection of research projects tells a story of the time I have spent with members of the Albany Working for Water team; including preparations made, lessons learned and insights gained. My first project was to analyse the methodology of a research paper. I chose the paper by Arjen Wals because I intended, like him, to examine people's perceptions of environmental issues. From this paper I gained ideas for a qualitative research process and learnt the importance of theoretical and methodological consistency. My next project was to present a report on my research into the perceptions of workrelated environmental issues among the Albany Working for Water workers. From this research I gained insight into the knowledge of the workers and also some of the misconceptions that they have about social and ecological issues. I made educational recommendations based on these insights. This experience inspired me to initiate a play with a group of the workers about alien plant eradication. The process of developing this play formed the basis for a research paper that I have submitted as another research project. Concurrent with the development of the play, I conducted a fourth research project that was a situational analysis of the Albany Workingfor Water Project. I hoped that this analysis would provide useful insight into the context of the above two projects. Overall, I hope the story reflects how I have grown through the learning experiences I shared with the Albany Working for Water team. I would like to extend to my thanks to all those who assisted and shared my journey with me.
- Full Text:
- Date Issued: 2000
Situated culture, ethics and new learning theory: emerging perspectives in environmental education research
- Authors: Lotz-Sisitka, Heila
- Date: 2005
- Language: English
- Type: Article
- Identifier: vital:6095 , http://hdl.handle.net/10962/d1008617
- Description: Celebrating the 8th International Invitational Research and Development Seminar. This edition of the EEASA Journal celebrates the hosting of the 8th International Invitational Research and Development Seminar on Environmental and Health Education in South Africa in March 2005. The International Invitational Research and Development Seminars are ‘special events’ in the field of environmental and health education research. They are characterised by their democratic, deliberative nature, and by their intent to scope innovation and methodological issues. First established some years ago in Copenhagen, Denmark, these seminars have provided an evolving international forum for researchers interested in research methodology to meet and frame new themes, trends and issues arising in the field of environmental education and health education research.
- Full Text:
- Date Issued: 2005
Corrigendum to “Perinatal maternal depression in rural South Africa: Child outcomes over the first two years”. Journal of Affective Disorders, 247 (2019) 168-174
- Authors: Joan Christodoulou , Karl Le Roux , Mark Tomlinson , Ingrid M. Le Roux , Linnea Stansert Katzen , Mary Jane Rotheram-Borus
- Date: 2020
- Language: English
- Type: Journal Article
- Identifier: http://hdl.handle.net/11260/4136 , vital:44029
- Full Text:
Exploring the practical adequacy of the normative framework guiding South Africa’s National Curriculum Statement
- Authors: Schudel, Ingrid , Lotz-Sisitka, Heila
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391193 , vital:68630 , xlink:href="https://www.tandfonline.com/doi/full/10.1080/13504620701284860"
- Description: This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to socio-political and socio-ecological histories in postapartheid curriculum transformation processes. The article critically considers the process of working with a normative framework in the defining of environmental education teaching and learning interactions, and seeks not only to explore the policy discourse critically, but also to explore what it is about the world that makes it work in different ways. Drawing on Sayer’s perspectives on the possibilities of enabling ‘situated universalism’ as a form of normative theory, and case-based data from a teacher professional development programme in the Makana District (where the authors live and work), the article probes the relationship between the establishment of a ‘universalising’ normative framework to guide national curriculum, and situated engagements with this framework in/as democratic process. In this process it questions whether educators should adopt the ‘norms’ as presented by society and simply universalize and implement them as prescribed by curriculum statements, or whether educators should adopt the strategies of postmodernists and reduce normative frameworks to relations of power situated in particular contexts.
- Full Text:
- Date Issued: 2006
Die dood, die minnaar en die oedipale struktuur in die Ingrid Jonker-teks
- Authors: Van Wyk, André Johan
- Date: 1987
- Subjects: Jonker, Ingrid, 1933-1965 -- Criticism and interpretation Afrikaans poetry -- History and criticism
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3608 , http://hdl.handle.net/10962/d1003917
- Description: From Inleiding: In dié inleiding word die implikasies van die woord "teks", asook die resepsie van die Ingrid Jonker-teks in die lig van haar dood, en 'n eie benaderingswyse, in teenstelling met die tradisionele kritiese metodes, bespreek. 1.1 Die teks: Die Ingrid Jonker-teks behels (met die dood, die rninnaar en die OedipaIe struktuur as uitgangspunt) aIIes waarop die woorde "Ingrid Jonker", as teks - die parentese tussen die datums op haar grafsteen - dui. Dit beteken dat genre-onderskeidinge en die onderskeid biografie en literatuur opgehef word. Verdere implikasies van die woord "teks" gaan vervolgens ter inleiding ondersoek word. Daar sal ruim gebruik gemaak word van die literêr-teoretiese en filosofiese veronderstellinge van Julia Kristeva, Maurice Blanchot, Jacques Derrida, Jacques Lacan, Pierre Macherey en Roland Barthes.
- Full Text:
- Date Issued: 1987
Tools to enrich vulnerability assessment and adaptation planning for coastal communities in data-poor regions: application to a case study in Madagascar
- Authors: Cochrane, Kevern L , Rakotondrazafy, H , Aswani, Shankar , Chaigneau, Tomas , Downey-Breedt, Nicola , Lemahieu, Anne , Paytan, Adina , Pecl, Gretta T , Plagányi, Éva , Popova, Elizaveta , Van Putten, Ingrid E , Sauer, Warwick H H , Byfield, Val , Gasalla, Maria A , Van Gennip, Simon J , Malherbe, Willem , Rabary, Andriantsilavo , Rabeariso, Ando , Ramaroson, N , Randrianarimanana, V , Scott, Lucy E P , Tsimanaoraty, P M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/145347 , vital:38430 , DOI: 10.3389/fmars.2018.00505
- Description: Here we describe an interdisciplinary and multi-country initiative to develop rapid, participatory methods to assess the vulnerability of coastal communities and facilitate adaptation to climate change in data-poor regions. The methods were applied in Madagascar as a case study. The initiative centered on an exploratory research exercise in two communities in the south-west of Madagascar, a workshop held in Antananarivo in June 2016, combined with a component on communicating ocean science and climate change to stakeholders. It utilized innovative and rapid approaches to combine global and local skills and information on adaptation and resilience building, taking cognizance of national policies, and was based on the principles of a holistic, integrated and participatory approach. This paper summarizes the activities undertaken and assesses how effective they were in achieving the project goals, as well as presenting examples of the outputs obtained.
- Full Text:
- Date Issued: 2019
Ethics in context
- Authors: Burningham, Kate , Venn, Susan , Hayward, Bronwyn , Aoyagi, Midori , Hasan, Mohammed Mehedi , Mattar, Helio , Schudel, Ingrid J , Yoshida, Aya
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294364 , vital:57215 , xlink:href="https://doi.org/10.1080/13645579.2019.1672282"
- Description: Existing literatures have discussed both ethical issues in visual research with young people, and the problems associated with applying ‘universal’ ethical guidelines across varied cultural contexts. There has been little consideration, however, of specific issues raised in projects where visual research is being conducted with young people simultaneously in multiple national contexts. This paper contributes to knowledge in this area. We reflect on our experiences of planning and conducting the International CYCLES project involving photo elicitation with young people in Bangladesh, Brazil, India, Japan, New Zealand, South Africa and the UK. While some issues such as varying access to technology for taking and sharing photos and diverse cultural sensitivities around the use of photography were anticipated in advance, others were more unexpected. Balancing the need for methods to be appropriate, ethical and feasible within each setting with the desire for sufficient consistency across the project is challenging. We argue that an ‘ethics in context’ approach and an attitude of ‘methodological immaturity’ is critical in international visual research projects with young people.
- Full Text:
- Date Issued: 2020
Governance mapping: a framework for assessing the adaptive capacity of marine resource governance to environmental change
- Authors: Dutra, Leo X , Sporne, Ilva , Haward, Marcus , Aswani, Shankar , Cochrane, Kevern , Frusher, Stewart , Gasalla, Maria A , Gianesella, Sônia M , Grant, Tanith , Hobday, Alistair J , Jennings, Sarah , Plagányi, Éva , Salim Shyam S , Sauer, Warwick , Taboada, Manuela B , Van Putten, Ingrid E
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/421592 , vital:71864 , xlink:href="https://doi.org/10.1016/j.marpol.2018.12.011"
- Description: Marine social-ecological systems are influenced by the way humans interact with their environment, and external forces, which change and re-shape the environment. In many regions, exploitation of marine resources and climate change are two of the primary drivers shifting the abundance and distribution of marine living resources, with negative effects on marine-dependent communities. Governance systems determine ‘who’ makes decisions, ‘what’ are their powers and responsibilities, and ‘how’ they are exercised. Understanding the connections between the actors comprising governance systems and influences between governance and the environment is therefore critical to support successful transitions to novel forms of governance required to deal with environmental changes. The paper provides an analytical framework with a practical example from Vanuatu, for mapping and assessment of the governance system providing for management of coral reef fish resources. The framework enables a rapid analysis of governance systems to identify factors that can encourage, or hinder, the adaptation of communities to changes in abundance or availability of marine resources.
- Full Text:
- Date Issued: 2019
Youth Attitudes and Participation in Climate Protest
- Authors: Prendergast, Kate , Hayward, Bronwyn , Aoyagi, Midori , Burningham, Kate , Hasan, Mehedi , Jackson, Tim , Jha, Vimlendu , Kuroki, Larissa , Lukianov, Anastasia , Mattar, Helio , Schudel, Ingrid J , Venn, Sue , Yoshida, Aya
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294471 , vital:57224 , xlink:href="https://doi.org/10.3389/fpos.2021.696105"
- Description: This article examines youth participation the school climate strikes of 2018 and 2019 (also known as #Fridays4Future), through an exploratory study conducted in seven diverse cities. Despite the international nature of the climate strikes, we know little about the factors that influenced youth participation in these protests beyond the global North. This matters because youth of the global South are disproportionately impacted by climate change and there is growing concern that the climate movement is dominated by narratives that marginalize the voices and priorities of Indigenous communities and people of color. In this context, the exploratory research reported here aimed to compare the attitudes of climate protesters (n = 314) and their non-protester peers (n = 1,217), in diverse city samples drawn from a wider study of children and youth aged 12–24 years, living in Christchurch (New Zealand); Dhaka (Bangladesh); Lambeth, London (United Kingdom); Makhanda (South Africa); New Delhi (India); São Paulo (Brazil); and Yokohama (Japan). Using cross-sectional data (N = 1,531) and binary logistic regression models, researchers examined three common explanations for youth participation in protest: availability (biographical and structural), political engagement (reported individual and collective efficacy of strikers and non-strikers), and self-reported biospheric values amongst participants. Results indicate that even in diverse city samples, structural availability (civic skills and organizational membership) predicted strike participation across city samples, but not political engagement (self-efficacy and collective efficacy). Youth who reported that ‘living in harmony with nature and animals’ was important for their wellbeing, were also more likely to strike than their peers. Descriptive statistics indicated that the majority (85 percent) of all protestors in this study agreed climate change was a serious issue and a startling 65 percent said that they think about climate change “all the time”. Reported rates of youth climate protest participation varied across city samples as did the extent to which participants reported having friends take part or expecting climate change to have a personal impact. While the study is exploratory, it points to the need for more extensive research to understand the diversity of youth participation in ‘global climate strikes’.
- Full Text:
- Date Issued: 2021
Sub-volcanic intrusions and the link to global climatic and environmental changes:
- Authors: Svensen, Henrik H , Planke, Sverre , Neumann, Else-Ragnhild , Aarnes, Ingrid , Marsh, Julian S , Polteau, Stéphane , Harstad, Camilla H , Chevallier, Luc
- Date: 2018
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/145166 , vital:38414 , ISBN 9783319140841 , https://link.springer.com/chapter/10.1007/11157_2015_10
- Description: Most of the Large Igneous Provinces (LIPs) formed during the last 260 million years are associated with climatic changes, oceanic anoxia, or extinctions in marine and terrestrial environments. Current hypotheses involve (1) degassing of carbon from either oceans or shallow sea-bed reservoirs, (2) degassing from flood basalts, or from (3) sedimentary basins heavily intruded by LIP-related sills. These hypotheses are based on detailed geological and geochemical studies from LIPSs or relevant proxy data sequences. Here we present new data on gas generation and degassing from a LIP, based on the LA1/68 borehole north of the Ladybrand area in the Karoo Basin, South Africa.
- Full Text:
- Date Issued: 2018