Relevant bibliographies by topics / Ecological practice

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Ecological practice'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Ecological practice"

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Little, Suzanne. "Ecological Sustainability in Practice." Australasian Journal of Environmental Management 10, no. 3 (January 2003): 135–37. http://dx.doi.org/10.1080/14486563.2003.10648584.

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Annan, Jean, Anna Priestley, and Roger Phillipson. "Narrative psychology: A tool for ecological practice." Kairaranga 7, no. 2 (July 1, 2006): 20–27. http://dx.doi.org/10.54322/kairaranga.v7i2.53.

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This article suggests that while educational psychology espouses an ecological view of human development, the implementation of practices that reflect this perspective has often been obstructed. In many circumstances, practices that attribute problems to individuals, or groups of individuals, continue. These contrast with ecological practices that position problems in the interaction between people with various needs and their particular worlds. The article suggests that many educational and community systems operate to maintain individual-centred practices and that many tools currently available to educational psychologists were developed for more traditional approaches. Narrative inquiry is recommended in this article as one available toolthat supports ecological practice. The article, presented in two parts, discusses the shared theoretical foundations of ecological practice and narrative inquiry. It illustrates one way in which narrative inquiry integrates with familiar patterns of practice in educational psychology. The narrative approach to psychology is presented here as a way of thinking and talking about practice rather than as a therapy or a method of scientific research.
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Abdukadrova, Maloxat Norijonovna. "Formation Of Environmental Competence: Theory And Practice." American Journal of Social Science and Education Innovations 03, no. 01 (January 10, 2021): 24–28. http://dx.doi.org/10.37547/tajssei/volume03issue01-05.

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This article deals with peculiarities of formation of ecological competence as an important part of ecological education. The basis of environmental competence, the basis for its formation as an integral quality is the corresponding knowledge and skills. Ecological competence includes the ability to apply the acquired knowledge, practical activities and behavior for their use and is almost identical to the “ecological culture of the individual”.
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Yan, Wentao. "The Logic of Ecological Practice." Urban Planning International 34, no. 171 (June 19, 2019): 1–8. http://dx.doi.org/10.22217/upi.2019.140.

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Gerasimchuk, I. "Ecological Practice of Transnational Corporations." Voprosy Ekonomiki, no. 9 (September 20, 2006): 154–57. http://dx.doi.org/10.32609/0042-8736-2006-9-154-157.

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Sherman, Jodi D., and Susan Ryan. "Ecological Responsibility in Anesthesia Practice." International Anesthesiology Clinics 48, no. 3 (2010): 139–51. http://dx.doi.org/10.1097/aia.0b013e3181ea7587.

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Soyez, Konrad, and Anton Moser. "Ecological bioprocessing - challenges in practice." Acta Biotechnologica 13, no. 3 (1993): 299–301. http://dx.doi.org/10.1002/abio.370130313.

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Annan, Jean. "Ecological practice: Illustrations from educational psychology in New Zealand." Kairaranga 6, no. 2 (July 1, 2005): 10–18. http://dx.doi.org/10.54322/kairaranga.v6i2.26.

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Educational psychologists in most parts of the world report that they take ecological approaches to their work. But what does working ecologically mean? How do we recogniseecological practice? This article discusses some salient aspects of the practice of psychologists who say they work ecologically. The first section of the paper presents a global perspective oncurrent practice, considering critical points of the journey of educational psychology from its inception to the present day. This brief history highlights important features of currentpractice by contrasting them with previous ways of working. It makes reference to a selected number of the many theories that have influenced the progression of educationalpsychology. The history is followed by more detailed discussion of the particular theory currently emphasised in educational psychology literature. This discussion is builtaround four emerging themes in ecological practice:1. Multi-systemic units of analysis.2. Collaboration in multiple relationships.3. Supportive learning environments.4. Evidence-based practice.To illustrate the practical application of each of these elements, the article refers to examples of New Zealand practice in which the ecological themes are evident.
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CHEN, Hongbo. "Theoretical Understanding of and Practice Path for Building an Ecological Economic System." Chinese Journal of Urban and Environmental Studies 07, no. 04 (December 2019): 1975010. http://dx.doi.org/10.1142/s2345748119750101.

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The economic system aimed at integrating industries and ecosystems is one of the five major systems for building an ecological civilization. What is an ecological economic system? It is an economic system that can keep economic growth ecologically neutral, i.e. an economic system that can maintain high-speed economic growth by following ecological and economic rules and without destabilizing ecosystems, so as to meet people’s ever-growing needs for a better life. Its features include minimum impacts on ecosystems and maximal eco-economic benefits, zero-carbon renewable energy as drivers, efficient connection between clean production and ecological industrial chains, equal stress on economical, non-waste material consumption and diversified non-material consumption. In practice, building an ecological economic system requires the establishment of a market system based on reflecting the scarcity of ecological elements, a technology support system relying on ecological innovation, a modern ecological industry system oriented to high-quality development, an investment system targeted at ecological capital gain and value realization, and a performance evaluation system guided by eco-efficiency and benefits. Besides, it is also required to establish and improve the property right system for ecological assets, study and formulates guiding policies for industries, speed up the eco-friendly reform of tax system, strengthen the innovation of green financial system and strictly observe the ecological red line.
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Xiang, Wei-Ning. "Ecophronesis : The ecological practical wisdom for and from ecological practice." Landscape and Urban Planning 155 (November 2016): 53–60. http://dx.doi.org/10.1016/j.landurbplan.2016.07.005.

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Dissertations / Theses on the topic "Ecological practice"

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Sarco-Thomas, Malaika. "Twig dances : improvisation performance as ecological practice." Thesis, University of Plymouth, 2010. http://hdl.handle.net/10026.1/936.

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This thesis charts the role of dance improvisation performance as a practice of ecology by analyzing data collected from a series of experiments in improvisation. Conducted in a number of locations in Europe and Asia, these experiments examine the usefulness of improvisation performance practices to notions of “ecology” and common understandings of humans’ relationships to our environment. Using “ecology” to describe an investigation of interrelationship as well as a commitment to act with an awareness of one’s actions in the social, mental and natural spheres discussed by Felix Guattari (2000), I outline ways contemporary improvisation practices can facilitate this investigation. To do this I draw on my own experience as a dancer at the Performing Arts Research and Training Studios (PARTS) in Brussels from 2004-2006, and as codirector of the TWIG Project in China in 2006. Using the experiences of improvising, learning dance, seeing dance, performing dance, creating scores for dance, and teaching movement improvisation, I argue that ecological practice is defined by its ability to instill a sense of “response ability” and personal agency in its practitioners. As a way of observing and incorporating new knowledge, improvisation functions herein both as a research practice and as the object of study. By improvising and documenting my experiences using a phenomenological lens derived from Merleau-Ponty’s work, I reflect on how practices of awareness in dancing can constitute new ways of knowing. I discuss how improvising can assist awareness of the body’s relationship with the environment at a number of levels including sensory, spatial, temporal, conceptual, social and political. I also investigate the notion of paradox as a theme throughout the thesis and present its usefulness as a way of producing and reflecting upon a practice of bodily research. The term “twig dances” represents an expanded understanding of what I mean by “improvising”, and points to my use of improvisation as a research process. As an action taken “to understand or realize something”, a twig dance is any of a number movement practices which take as their focus an active investigation into relationships between people and the non-human world.
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Murray, Shaun Patrick. "Eniatype : transdisciplinary practice for methodologies of communication." Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/312.

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The thesis demonstrates a rethinking of methodologies of communication through ecological design. Human communication and ecological accountability are inextricably linked in architectural design: the current global ecological crisis underscores this fundamental connection. Within architectural practice the communication from architect to participant or environment is not at all straightforward. This is also true of the dyadic relation between context, design and communication in architectural education. Notational systems within architectural education used as a communication tool have made the composition of architecture an activity like the composition of fiction: the activity of communication. So deep is the connection between architecture and communication in our culture that for much of the time we ignore it and behave as if notation were really a transparent window – just as in reading a working drawing in architectural practice we may ignore the intermediacy of notation and imagine that thoughts are reaching us directly from the architect’s mind. The most important criterion of notational systems, whether literally or architectural, is precisely that it should not draw attention to itself, nor disturb the illusion of neutrality and faithfulness. Through original design exploration, this work proffers a critical vision towards the built environment. These conceptions challenge the everyday education of architectural design by offering a transdisciplinary framework for design production. The work concludes with the necessity for a new design field entitled ‘Eniatype’. Eniatype is still in its nascent stages. It has the potential to become a far-reaching awareness that bonds the disciplines of design ecologies, theory of notation, instructional design and aesthetics; together they form the acronym ENIA. The work establishes the theoretical foundation for Eniatype in four parts. Part one, ideation, is a survey of visions on architectural practice illustrating original concepts such as ‘Correalism‘, ’Reflexive Architecture‘ and ’Recursive Vision‘. Part two, Enia, illustrates the principles of design ecologies, theory of notation, instructional design and aesthetical strands in projects such as ’Basque Enia‘ and ’Beijing Enia‘. Part three, Type, conveys the principles of the logical theory of types in ’Working Drawing, Participant and Environment‘. Part four, Eniatype, synthesise these approaches through a series of research sessions towards a transdisciplinary idea of architectural education and practice. The work describes a burgeoning field, Eniatype, which promotes ecological transitions within local and global contexts through architectural education. By linking working drawing and environment within architectural education, unique ecological design proposals were produced, which promote a new role in defining the ciphers of future design thought.
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Lance, Andrew C. "SOIL MICROBIOTA AND ECOLOGICAL RESTORATION:CONNECTIONS AND IMPLICATIONS FOR PRACTICE." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1584098163050123.

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Clarke, Joni Adamson. "A place to see: Ecological literary theory and practice." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187115.

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"A Place to See: Ecological Literary Theory and Practice" approaches "American" literature with an inclusive interdisciplinarity that necessarily complicates traditional notions of both "earliness" and canon. In order to examine how "Nature" has been socially constructed since the seventeenth century to support colonialist objectives, I set American literature into a context which includes ancient Mayan almanacs, the Popol Vuh, early seventeenth and eighteenth century American farmer's almanacs, 1992 Nobel Peace Prize winner Rigoberta Menchu's autobiography, the 1994 Zapatista National Liberation army uprising in Mexico, and Leslie Silko's Almanac of the Dead. Drawing on the feminist, literary and cultural theories of Donna Haraway, Carolyn Merchant, and Michel Foucault, Julia Kristeva, Edward Said, Annette Kolodny, and Joseph Meeker, I argue that contemporary Native American writers insist that readers question all previous assumptions about "Nature" as uninhabited wilderness and "nature writing" as realistic, non-fiction prose recorded in Waldenesque tranquility. Instead the work of writers such as Silko, Louise Erdrich, Simon Ortiz, and Joy Harjo is a "nature writing" which explores the interconnections among forms and systems of domination, exploitation, and oppression across their different racial, sexual, and ecological manifestations. I posit that literary critics and teachers who wish to work for a more ecologically and socially balanced world should draw on the work of all members of our discourse community in cooperative rather than competitive ways and seek to transform literary theory and practice by bringing it back into dynamic interconnection with the worlds we all live in--inescapably social and material worlds in which issues of race, class, and gender inevitably intersect in complex and multi-faceted ways with issues of natural resource exploitation and conservation.
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Snowball, Georgia. "Ecological practice : Performance making in the age of the anthropocene." Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/166474.

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The emerging field of Performance and Ecology addresses approaches to performance and performance making in response to the profound challenges heralded by the age of the Anthropocene. Transdisciplinary artist-scholars within this paradigm bring into question spatiotemporal relationships between all things, through varying artistic and scholarly practices. This practice-led-research project seeks to create work at the open intersections of the human and more-than-human, audience and performer, practice and research. The aim of the project is to disturb these binaries, which contribute to hierarchies of destruction of all multispecies beings and habitats, including humans. Through performance, this work addresses and critiques distinctive ways of being in, listening to, and viewing our shared world. The accompanying exegesis highlights how performance can reveal what otherwise remains hidden in this entangled process. The exegesis documents the development of site-specific performance works over three active modes: Walking, Dancing and Writing. These experiments in performance include both solo works and participatory projects. All works traverse these modes and are influenced by current international and Australian performance practices in site-specific Walking, Dancing and/or Writing. Three main projects are discussed through text, photograph and video. These are Promenade Locale a participatory walking project that took place in Central Victoria, Ends of the Earth and Instability, dance solos performed in Melaka, Malaysia and the practice of Weather Writing, which takes places at my home, also in Central Victoria.
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Myers, Michael David. "Cultivation ridges in theory and practice : cultural ecological insights from Ireland /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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McGarry, Dylan. "Empathy in the time of ecological apartheid : a social sculpture practice-led inquiry into developing pedagogies for ecological citizenship." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013154.

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Considering the ecological crisis and the increased disconnection between human beings and nature, this study attempts to find the social and aesthetic educational response needed for developing ecological citizenship for the 21st century. In this transdisciplinary study I articulate what at first seems a clumsy attempt to enable the capacities of the embodied ecological citizen, and which later emerges as an alchemical ‘social sculpture’ approach to learning that expands the range of capacities available to the citizen and the citizen’s immediate community. This learning bridges the gap between purely biocentric and technocentric forms of education, and addresses the ambiguity of concepts and forms of action such as ‘sustainability’. My primary focus is enabling both communal and personal forms of agency: new ways of 'doing’ and 'being' in the world as it changes radically. I argue that this demands constantly reflecting on and engaging without understanding, place and perception of the problems we see. Attending to a call for the importance of complex learning processes, that deepens our understanding of sustainability, and the need for methodological and pedagogical approaches to accessible forms of learning socially in the era of climate change and environmental degradation, this study offers a particular insight into the education of an ecological citizen. In particular I examine a form of learning that enables individuals to explore relationships between themselves and their ecologies (both physical and social), and that encourages personal forms of knowing so that each person’s values can be cultivated within the experience and intuitive expression from both inner and outer realities. Central to my research focus is addressing the difficulties inherent in ‘ecological apartheid’, which is defined as a growing separation of relationships that include the human being’s relationship with the natural world, as well as disconnections experienced within one’s own inner and outer capacities. Subsequently I investigate forms of learning that encourage agency that most appropriately enable citizens to respond personally to both inner and outer forms of disconnection. ‘Personal’ and ‘relational agency’ are defined and investigated through an initial twelve-month collaborative participatory contextual profiling exploratory research period in South Africa (phase A), where I explore various forms of multiple-genre creative social learning practice that develop an accessible set of methodologies and pedagogies for the ecological citizen. Through this exploratory research, I place significance in the relatively unknown field of social sculpture, which I investigate through a self-made apprenticeship with Shelley Sacks, an expert in the field. This is documented through a rigorous ethnographic inquiry over a period of 18 months. Following this I undertake another two-year collaborative, practice-based research study across South Africa (phase B: 17 towns, with a total of 350 citizens) and eventually abroad (United Kingdom, Germany, USA and Belgium).The focus of this study was the implementation of a collaboratively developed citizen learning practice entitled Earth Forum developed by Shelley Sacks as a progression from her work “Exchange Values: voices of insivible lives” and my collaboative exploration into Earth Forum and its further development draws heavily from social sculpture methods obtained during the apprenticeship, and applied in 36 different incidences. I further explore the efficacy of this practice in enabling and expanding the capacities of participants, particularly those that encourage the development of personal and relational agency. This was achieved through a pedagogical development and expansion period (phase C). A primary finding through the iterative phase (phase D) was the value of imaginal contemplation, attentive listening, and empathy as capacities that enable an ecological citizen’s overall capability. I ascribed this to Nussbaum and Sen’s (1993) capability theory and the need to enable the articulation and implementation of a citizen’s valued ‘beings and doings’. Through this iterative phase, specific attention is given to listening and intuitive capacities in enabling personal and relational agency, and specifically I observed the fundamental role of imagination in this form of learning. Particularly valuable for the educational contribution of this study is the pedagogical development of the Earth Forum practice that enables an accessible, socially constructed form of learning. This contributes specifically to exploring ‘how’ social learning is undertaken, and I argue that an aesthetic approach to learning is vital for the education of the ecological citizen. I carefully describe how one can conduct collaborative practice-based research that utilises creative connective practice in agency development. This collaborative approach, with regard to learning socially and capacity development for ecological citizenship (that focuses its attention on addressing ecological apartheid and separateness), is articulated through a multiple-genred text. I found that empathetic capacity in ecological citizen education is relatively unexplored, and within listening and as well in empathy theory, that the role of imagination in listening and empathy development, requires greater attention. I attempt to reveal how connective practice considers aesthetic form and shape in expanding capacities of human beings, and introduce novel expanded forms of developing pedagogies that encourage personal and relational agency in the context of ecological apartheid from the artsbased field of social sculpture. Finally, I aim in this study to share the potential value found in social sculpture theory and practice into the field of environmental education and social learning through a reflection on the current context of education and social learning, and its potential enrichment via social sculpture processes.
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Triggs, Valerie. "Art as ecological practice : a curriculum of movement for teacher education methods." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43427.

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This a/r/tographic research investigates the partially accessible forces of movement that engender and co-substantiate experience. It renders an image of a vital socio-geologic ecology consisting of feelings of the energies of movement of all bodies made through struggles of rendering manifest the fullness of experience in its every example. In regards to teacher education methods, this is addressed as both an ecological and aesthetic issue. Feelings of capacity for being affected and for affecting generate more reality. Rather than attempting to separate, unqualified feelings emerging within affects’ temporal events add qualities with an existence and energy of their own. Increasing standardization, accountability schemes and attempted control of quality pose problems for the ecological significance of feelings of capacity to vary. This research addresses methods rather than just the subjects engaged in them to generate an image of a more tightly imbricated ecology that also includes the affects of our practices. It seeks educational experiences where subjects of all kinds subsist to the extent that they resonate with feelings of capacity for being moved and for moving within this ecology. Each chapter re-poses the issue of conveying experience’s simultaneity of continuity and discontinuity. Aesthetic practice and art-making are needed for feelings that precede cognition and for more repeated availability of making determinations within experience which are not simply opportunities for direct exchange but rather tokens of trust for invention and unprecedented space. Drawing concepts from a variety of disciplines, each chapter re-poses educational experience in ways that do not put methods in charge and through aesthetic experience, reconnect to the world by opening to the non-human world of which we are a part. Tending towards teacher education as currere, a living curriculum, this study suggests three qualities of assessment: availability, arrival, and the analog. Through initiating and proliferating creative practices, a/r/tographic methodology in teacher education is encouraged to draw on art’s methods of generating productive entanglements. Repeated affective engagement in creative practice is suggested towards augmenting and sustaining a more inhabitable present and future.
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Littlemore, James. "The ecological impact of recreation in British temperate woodlands." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/56202/.

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In recent decades, the ecological impact of recreation in woodlands and forests has been a subject of considerable world-wide interest. However, there are few studies examining the effects of recreation on woodland vegetation, soils and fauna in Britain. This thesis identifies recreational trampling as a major contributor in facilitating ecological change in urban fringe semi-natural ancient temperate woodlands of Warwickshire, England. Relationships with trampling intensity are generally curvi- linear, suggesting that the rates of damage are most rapid at initial stages of trampling. Biotic communities are shaped so that their structure and diversity is related to the type, intensity and frequency of impact. The impact of trampling on vegetation is the most precise indicator of recreational use. Multi-variate analyses indicates that trampling is the primary organisational gradient operating on ground vegetation, with trail centres dominated by secondary plant associations at equilibrium with the trampling pressure. Trail margins are dominated by vegetation that is tolerant of low levels of trampling and high rates of competition. Experimental trampling experiments show that the ecological carrying capacity of woodlands for recreation are lower than previously thought; from below 150 people per year in Rubusfruticosus agg. and Pteridium aquilinum dominated stands to below 75 people per year in coniferous stands with Hyacinthoides non-scripta ground flora. The ability of vegetation to tolerate trampling is related to plant anatomy, morphological adaptations, plant strategies, growth rate, position of the perennating bud, environmental conditions such as canopy density and is more a function of the ability to recover from trampling rather than to resist. By virtue of their delicate morphology, stands dominated by shade tolerant species are the most vulnerable to trampling. Increases in soil compaction and decreases in pore space and oxygen content are recognised as important in shaping woodland vegetation and fauna, and the reduction in soil inhabiting invertebrate and micro-organism populations have consequences for woodland processes. A bioindicator index to assess soil damage is provided using Acari body length. Models summarising the ecological changes associated with trampling and the ecological carrying capacity of woodlands are provided, along with a woodland management checklist and an index of vulnerability for resource managers to assess the potential of woodland stands to withstand recreational use.
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Lyon, Christopher. "Exploring power in the theory and practice of resilience." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/34a6d76d-9753-4ee2-adc1-a9aac3765046.

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This thesis explores the question of how social power is accounted for in the theory and practice of resilience. Beginning with a critical assessment of the social ecological systems (SES) perspective that underpins much of the theory and study of resilience, this thesis develops a framework, based on Gaventa’s powercube, for understanding power that also incorporates a much less hierarchical understanding of the dimensions of space and time. This revised ‘powerplane’ framework is applied to two empirical case studies of practices of resilience. Applying the powerplane to the case of government-led Scottish community emergency resilience planning finds that while the practices of resilience result in greater levels of engagement and interaction between local and regional levels of government, a gap exists between local government and the public it represents. Applying the powerplane to the grassroots case of Transition Town Peterborough, Canada, shows that intimate knowledge of local social and political institutions can allow a grassroots organisation to introduce resilience ideas into social and political community life. Together the two case studies reveal three key insights from resilience practices aimed at local contexts, rooted in: (1) institutionalising community engagement practices; (2) differences between formal and informal understandings of resilience; and (3) the scope of the risks resilience is aimed at mitigating. Critically exploring these issues in turn helps to illuminate questions about the efficacy, as well as the social and political implications of the resilience practice in question. For theory, the research shows that reconsidering hierarchical notions of scale and time in SES resilience can provoke new thinking about the role of power in resilience practices. In doing so, insights from this research offer novel challenges and complementarities to they way existing critiques of resilience approaches to account for social power issues.
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Books on the topic "Ecological practice"

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Shmelev, Stanislav E. Ecological Economics: Sustainability in Practice. Dordrecht: Springer Science+Business Media B.V., 2012.

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Ecological engineering: Principles and practice. Boca Raton, Fla: Lewis Publishers, 2004.

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Social work practice: An ecological approach. Westport, Conn: Auburn House, 1996.

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M, Kogan, ed. Ecological theory and integrated pest management practice. New York: Wiley, 1986.

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Gunther, Teubner, Farmer Lindsay 1963-, and Murphy Declan 1965-, eds. Environmental law and ecological responsibility: The concept and practice of ecological self-organization. Chichester: Wiley, 1994.

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Child mental health practice from the ecological perspective. Lanham: University Press of America, 1991.

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name, No. Human and ecological risk assessment: Theory and practice. New York, NY: Wiley Interscience, 2003.

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J, Paustenbach Dennis, ed. Human and ecological risk assessment: Theory and practice. New York: J. Wiley, 2002.

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Doug, Aberley, ed. Futures by design: The practice of ecological planning. Gabriola Island, BC: Philadelphia, PA, 1994.

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Rosemary, Hails, ed. An introduction to ecological modelling: Putting practice into theory. Oxford [England]: Blackwell Science, 1997.

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Book chapters on the topic "Ecological practice"

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Beer, Tanja. "Ecological Practice." In Ecoscenography, 63–99. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-7178-4_3.

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Schildhauer, Mark. "Data Integration: Principles and Practice." In Ecological Informatics, 129–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59928-1_8.

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Payne, Malcolm. "Systems and ecological practice." In Modern Social Work Theory, 184–211. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40603-3_7.

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Shmelev, Stanislav E. "Business and Sustainable Development: CSR in Practice." In Ecological Economics, 225–41. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1972-9_12.

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Xiang, Wei-Ning. "Ecophronesis: The Ecological Practical Wisdom for and from Ecological Practice." In EcoWISE, 13–32. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-0571-9_2.

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Alston, Margaret, Aila-Leena Matthies, and Jennifer McKinnon. "Conclusion: Developing an Ecological Practice Framework." In Ecological Social Work, 218–21. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40136-6_13.

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Wiens, John A. "The Science and Practice of Landscape Ecology." In Landscape Ecological Analysis, 371–83. New York, NY: Springer New York, 1999. http://dx.doi.org/10.1007/978-1-4612-0529-6_16.

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Alston, Margaret, Kerri Whittenbury, and Deborah Western. "Rural Community Sustainability and Social Work Practice." In Ecological Social Work, 94–111. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40136-6_6.

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Barbetta, Pietro, Maria Esther Cavagnis, Inga-Britt Krause, and Umberta Telfener. "Clinical Practice as Ecological Aesthetics." In Ethical and Aesthetic Explorations of Systemic Practice, 127–40. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429437410-7.

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Boetto, Heather. "Developing Ecological Social Work for Micro-Level Practice." In Ecological Social Work, 59–77. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40136-6_4.

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Conference papers on the topic "Ecological practice"

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Velichkina, Larisa N. "Promoting ecological knowledge and ecological culture of population at the intersettlement library of Verkhovye district, Orel Region." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-61-68.

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The experience of Verkhovye District Intersettlement Library in promoting ecological knowledge and educating ecological culture in offline and online formats is discussed. The following activities are highlighted: publications discussions, building proper ecological behavior, support of population’s awareness of environmental condition, educating citizens to be capable to think ecologically.
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Mamaeva, Elena V., and D. I. Kaminsky. "Ecological Consciousness." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-199-203.

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The «green library» status carries serious responsibility: librarians have not only to provide traditional services but also to organize reading circle, primarily for ecological discussions. Along with research projects and political reforming, ecology implies educating personal ecological consciousness. The successful experience of Children’s Library No. 215 is discussed.
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Vlasova, Elena Yu. "From minor formats of ecological education toward ecological fest." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-69-71.

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Politova, Nina I., and O. V. Kondrashova. "Ecological education for building ecological culture of the society." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-237-240.

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Prawati, Maria Tamarina. "Virtual Reflective Practice: An Ecological Perspective." In 2022 10th International Conference on Information and Education Technology (ICIET). IEEE, 2022. http://dx.doi.org/10.1109/iciet55102.2022.9779046.

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Mukasheva, Rashila S. "Ecological education through arts." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-204-209.

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The significance of ecological consciousness cannot be denied, and educating ecological culture and environmental friendliness makes foundation for safety for the future generations. Along with the day of ecological knowledge celebrated by many countries on April 15, Kazakhstan also celebrates the day of ecologist on June 5. The East Kazakhstan Arts Museum holds photo exhibitions, contests, role and situational games (at school vacation camps), demonstrates video films on nature and environmental protection, organizes tours, etc. These events are both of educational and pedagogical importance.
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Shamala, Mikhail M. "Ecological toponyms of Lutugino District." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-300-307.

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The concept of «ecological toponymics» has been developed since 1993. The main tas of the discipline is to investigate into toponymic evidences of physicogeographic conditions and landscapes of the past, ecofactors that influenced demic diffusion and adaptation to new sociogeographic and landscape environment, tracing areas of biotic communities and individual species lost in anthropogenesis. E. L Lyubimova, E. M. Murzaev, V. S. Zhekulin and others were The pioneers of these studies tas.
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Ismailov, Zakir I. "Ecological education as an imperative of our time. Documentary information resource «The ecology of Azerbaijan» to promote ecological education and to develop ecological culture." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-127-128.

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The major libraries worldwide have been looking today for new forms an methods of providing significant ecological information, improving their resources to communicate the most important wisdom of life. The significance of the topic prompts the librarians of the Presidential Library to facilitate their activities aimed at educating ecological culture and promoting ecological knowledge.
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Isaeva, Alla B. "Municipal libraries’ educating ecological culture of population in Belgorod Region: The ecological aspect of local studies." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-122-126.

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Belgorod libraries provide ecological education of population to improve the quality of live environment, to promote ecological knowledge, to conserve ecosystems and ecological traditions of the region. Their approach is aimed at finding integrated solutions to the key problems of nature protection, preservation of natural heritage, development of ecotourism, landscape development
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Grineva, E. A., L. V. Bakaeva, and M. M. Cherniaeva. "Ecological actions in the implementation of the practice-activity component ecological culture." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-03-2019-03.

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Reports on the topic "Ecological practice"

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Hutchinson, Jade, Julian Droogan, Lise Waldek, and Brian Ballsun-Stanton. Violent Extremist & REMVE Online Ecosystems: Ecological Characteristics for Future Research & Conceptualization. RESOLVE Network, August 2022. http://dx.doi.org/10.37805/remve2022.5.

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Despite this increasing focus on violent extremist ecosystems in the online sphere, it is unclear the extent to which ecological terms in literature on extremism—and particularly literature focused on the online space—are empirically validated or even consistently used. Indeed, there remain fundamental gaps in understanding and defining what we mean when we discuss the ecology of violent extremism and online violent extremist ecosystems. These gaps have notable implications for defining what an online ecosystem actually is—including its characteristics, impact, scope, and reach—and identifying appropriate policy responses to address them. This is of particular importance in the context of the growing volume of studies looking at racially and ethnically motivated (REMVE) communities online and across multiple platforms. Based on findings from a structured literature review examining the use of terms “ecosystem” and “ecology” in terrorism and violent extremism studies and related disciplines, this research brief presents a list of ten ecological characteristics for further consideration by those working in research, policy, and practice focused on online violent extremist ecosystems. Brief examples are provided of how these characteristics might be conceptualized in research into REMVE online ecosystems, given the increased attention REMVE online ecosystems have garnered in recent years. This review of the literature indicates that the concepts and terms “ecosystem” and “ecology” have potential, if limited, analytical utility for policymakers and academics, beyond their descriptive and currently largely metaphorical use in the literature. Despite the clear limitations which accompany the translation of natural science terminology into terrorism and violent extremism studies, certain characteristics of ecosystems may present specific analytical perspectives useful to those seeking to address or study terrorism and violent extremism online. For instance, although digital environments are not true ecological systems in the biological sense, delineating and defining conceptual components of an ecosystem may provide a shared conception when used to describe how extremist violence emerges from online environments, or when used to interpret these descriptions in a policy and practice setting. Descriptive definitions and the proposed advantages and limitations of using characteristics related to ecosystems are addressed in the following sections.
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Pappas, Gregory. Horizontal Models of Conviviality or Radical Democracy in the Americas Zapatistas, Boggs Center, Casa Pueblo. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, 2021. http://dx.doi.org/10.46877/pappas.2021.34.

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In this paper, I argue that despite their different circumstances (size, location, history, demography), the Zapatistas (Chiapas, Mexico), Boggs Center (Detroit, USA), and Casa Pueblo (Adjuntas, Puerto Rico) share common lessons that are worth considering, at a time when there is so much uncertainty and disagreement about how best to address social injustices and much disillusionment with representative democracy. After a summary of the history and accomplishments of each of these American communal activist organisations, I present the common lessons and consider some challenges and possible objections. They provide an alternative between naïve optimism and cynical passive pessimism. They practice horizontal models of conviviality and a holistic, ecological, and experimental approach to ameliorating injustices.
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Price, Roz. Socio-economic Factors Impacting Marine Protected Areas in the Eastern Tropical Pacific Marine Corridor (CMAR) Region. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/k4d.2022.107.

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This rapid review explores socio-economic and political issues that may affect the effectiveness of the Eastern Tropical Pacific Marine Corridor (CMAR). It specifically focuses on key socioeconomic and governance issues around marine protected areas (MPAs) and exclusive economic zones (EEZs) of Colombia, Costa Rica, Ecuador and Panama based in the Eastern Tropical Pacific ocean. Research highlights the importance of understanding perceptions and context in environmental governance analyses and practice (Partelow, Jäger & Schlüter, 2021); and MPAs are increasingly recognised as being embedded in social-ecological systems, where human dimensions (e.g., social, economic, cultural, political, and institutional) interact with ecological characteristics (Burbano & Meredith, 2020, p.2). How do you define the effectiveness of an MPA is another key question to consider (but not explored in detail in this review). Bearing in mind that most MPAs have multiple objectives, including non-biological, which highlights the need for the development and adoption of standardised effectiveness metrics beyond biological considerations to measure factors contributing to their success or failure (Giakoumi et al., 2018). For example, there are growing calls for marine conservation success to move beyond area coverage to include a broader set of metrics related to the effective and equitable management of the marine environment (see Bennett et al., 2021). Hence, the more information the better when establishing integrated, well-designed and connected MPAs – for example, the more information on a sea area, the coastal populations and their socio-ecological relationships, the better stressors, systemic impacts and inter-annual variabilities can be identified, and the more effective protection can be developed (Relano, Palomares & Pauly, 2021, p.13).
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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.

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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.
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Schuck-Zöller, Susanne, Sebastian Bathiany, Markus Dressel, Juliane El Zohbi, Elke Keup-Thiel, Diana Rechid, and Suhari Mirko. Developing criteria of successful processes in co-creative research. A formative evaluation scheme for climate services. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.541.

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Climate change and its socio-ecological impacts affect all sectors of society. To tackle the multiple risks of climate change the field of climate services evolved during the last decades. In this scientific field products to be applied in practice are developed in constant interaction between climate service providers and users. To judge the effectiveness of these co-creation endeavours, evaluation is crucial. At present, output and outcome assessments are conducted occasionally in this research field. However, the summative evaluation does not help to adjust the ongoing process of co-creation. Thus, our work focuses on the formative evaluation of co-creative development of science-based climate service products. As the first step, main characteristics of the product development process were identified empirically. Secondly, we determined the six sub- processes of climate service product development and related process steps. Thirdly, we selected the questions for the formative evaluation relevant to all the sub-processes and process-steps. Then, a literature review delivered the theoretical background for further work and revealed further quality aspects. These aspects from literature were brought together with our results from the empirical work. In the end, we created a new scheme of quality criteria and related assessment questions for the different sub-processes in climate services, based on both, empirical and theoretical work. As the authors take into account the process of co-production in a real-life case, the criteria and assessment questions proposed are operational and hands-on. The quality aspects refer to the five principles of applicability, theoretical and empirical foundation, professionalism, transparency of processes and the disclosure of preconditions. They are elaborated comprehensively in our study. The resulting formative evalu- ation scheme is novel in climate service science and practice and useful in improving the co-creation processes in climate services and beyond.
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Provost, Leigh, Mary Bryant, Eve Eisemann, and Duncan Bryant. Coastal resilience : benefits of wrack and dune systems and current management practices. Engineer Research and Development Center (U.S.), August 2022. http://dx.doi.org/10.21079/11681/45282.

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The purpose of this US Army Engineer Research and Development Center (ERDC) technical note (TN) is to review both the ecological and geomorphological impacts of wrack on dune systems and provide an overview of current beach dune and wrack management practices. As part of the US Army Corps Regional Sediment Management (RSM) Program, this TN also introduces a case study investigating wrack management solutions for dune stabilization.
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Wyndham, Amber, Emile Elias, Joel Brown, Michael Wilson, and Albert Rango. Drought Vulnerability Assessment to Inform Grazing Practices on Rangelands of Southeastern Colorado’s Major Land Resource Area 69. USDA Southwest Climate Hub, July 2018. http://dx.doi.org/10.32747/2018.6947062.ch.

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Increased climate variability, including more frequent and intense drought, is projected for the southwestern region of the United States. Increased temperatures and reduced precipitation lower soil water availability, resulting in decreased plant productivity and altering species composition, which may affect forage quality and quantity. Reduced forage quality and increased heat stress attributable to warmer temperatures could lead to decreased livestock performance in this system, which is extensively used for livestock grazing. Mitigating the effects of increasing drought is critical to social and ecological stability in the region. Reduced stocking rates, change in livestock breeds and/or grazing practices are general recommendations that could be implemented to cope with increased climatic stress. Ecological Sites and their associated state–and-transition models (STMs) are tools to help land managers implement and evaluate responses to disturbances. The projected change in climate will vary depending upon geographic location. Vulnerability assessments and adaptation strategies are needed at the local level to inform local management decisions and help ameliorate the effects of climate change on rangelands. The United States Department of Agriculture (USDA) Southwest Climate Hub and Natural Resources Conservation Service (NRCS) worked together to produce this drought vulnerability assessment at the Major Land Resource Area (MLRA) level, based on ecological sites and state-and-transition models that will help landowners and government agencies to identify and develop adaptation options for drought on rangelands. The assessment illustrates how site-specific information can be used to help minimize the effects of drought on rangelands and support informed decision-making for the selection of management adaptations within MLRA 69.
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Wyndham, Amber, Emile Elias, Joel R. Brown, Michael A. Wilson, and Albert Rango. Drought Vulnerability Assessment to Inform Grazing Practices on Rangelands of Southeastern Colorado’s Major Land Resource Area 69. United States. Department of Agriculture. Southwest Climate Hub, January 2018. http://dx.doi.org/10.32747/2018.6876399.ch.

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Increased climate variability, including more frequent and intense drought, is projected for the southwestern region of the United States. Increased temperatures and reduced precipitation lower soil water availability resulting in decreased plant productivity and altering species composition which may affect forage quality and quantity. Reduced forage quality and increased heat stress attributable to warmer temperatures could lead to decreased livestock performance in this system, which is extensively used for livestock grazing. Mitigating the effects of increasing drought is critical to social and ecological stability in the region. Reduced stocking rates, change in livestock breeds and/or grazing practices are general recommendations that could be implemented to cope with increased climatic stress. Ecological Sites (ESs) and their associated state and transition models (STMs) are tools to help land managers implement and evaluate responses to disturbances. The projected change in climate will vary depending on geographic location. Vulnerability assessments and adaptation strategies are needed at the local level to inform local management decisions and help ameliorate the effects of climate change on rangelands. The USDA Southwest Climate Hub and Natural Resources Conservation Service (NRCS) worked together to produce this drought vulnerability assessment at the Major Land Resource Area (MLRA) level based on ESs/STMs that will help landowners and government agencies identify and develop adaptation options for drought on rangelands. The assessment illustrates how site-specific information can be used to help minimize the effects of drought on rangelands and support informed decision-making for selecting management adaptations within MLRA 69.
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Wyndham, Amber, Emile Elias, Joel Brown, Michael Wilson, and Albert Rango. Drought Vulnerability Assessment to Inform Grazing Practices on Rangelands of Southeastern Colorado’s Major Land Resource Area 69. USDA Southwest Climate Hub, March 2018. http://dx.doi.org/10.32747/2018.6965584.ch.

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Increased climate variability, including more frequent and intense drought, is projected for the southwestern region of the United States. Increased temperatures and reduced precipitation lower soil water availability resulting in decreased plant productivity and altering species composition which may affect forage quality and quantity. Reduced forage quality and increased heat stress attributable to warmer temperatures could lead to decreased livestock performance in this system, which is extensively used for livestock grazing. Mitigating the effects of increasing drought is critical to social and ecological stability in the region. Reduced stocking rates, change in livestock breeds and/or grazing practices are general recommendations that could be implemented to cope with increased climatic stress. Ecological Sites (ESs) and their associated state and transition models (STMs) are tools to help land managers implement and evaluate responses to disturbances. The projected change in climate will vary depending on geographic location. Vulnerability assessments and adaptation strategies are needed at the local level to inform local management decisions and help ameliorate the effects of climate change on rangelands. The USDA Southwest Climate Hub and Natural Resources Conservation Service (NRCS) worked together to produce this drought vulnerability assessment at the Major Land Resource Area (MLRA) level based on ESs/STMs that will help landowners and government agencies identify and develop adaptation options for drought on rangelands. The assessment illustrates how site-specific information can be used to help minimize the effects of drought on rangelands and support informed decision-making for selecting management adaptations within MLRA 69.
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10

Wyndham, Amber, Emile Elias, Joel R. Brown, Michael A. Wilson, and Albert Rango. Drought Vulnerability Assessment to Inform Grazing Practices on Rangelands in Southeast Arizona and Southwest New Mexico’s Major Land Resource Area 41. United States. Department of Agriculture. Southwest Climate Hub, August 2018. http://dx.doi.org/10.32747/2018.6818230.ch.

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Increased climate variability, including more frequent and intense drought, is projected for the southwestern region of the United States. Increased temperatures and reduced precipitation lower soil water availability, resulting in decreased plant productivity and altered species composition, which may affect forage quality and quantity. Reduced forage quality and increased heat stress attributable to warmer temperatures could lead to decreased livestock performance in this system, which is extensively used for livestock grazing. Mitigating the effects of increasing drought is critical to social and ecological stability in the region. Reduced stocking rates and/or a change in livestock breeds and/or grazing practices are general recommendations that could be implemented to cope with increased climatic stress. Ecological Sites (ESs) and their associated state-and-transition models (STMs) are tools to help land managers implement and evaluate responses to disturbances. The projected change in climate will vary depending upon geographic location. Vulnerability assessments and adaptation strategies are necessary at the local level to inform local management decisions and help to ameliorate the effects of climate change on rangelands. The USDA Southwest Climate Hub and the Natural Resources Conservation Service (NRCS) worked together to produce this drought vulnerability assessment at the Major Land Resource Area (MLRA) level: it is based on ESs/STMs that will help landowners and government agencies to identify and develop adaptation options for drought on rangelands. The assessment illustrates how site-specific information can be used to help minimize the effects of drought on rangelands and to support informed decision-making for selecting management adaptations within MLRA 41.
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