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Journal articles on the topic 'Ecology|Environmental science'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Hamilton, Stephen K. "Stable isotopes in ecology and environmental science." Journal of the North American Benthological Society 28, no. 2 (June 2009): 516. http://dx.doi.org/10.1899/0887-3593-028.002.0516.

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2

Grey, Jonathan. "Stable Isotopes in Ecology and Environmental Science." Freshwater Biology 54, no. 2 (September 22, 2008): 434–35. http://dx.doi.org/10.1111/j.1365-2427.2007.01876.x-i1.

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3

Beerling, D. J., K. Lajtha, and R. H. Michener. "Stable Isotopes in Ecology and Environmental Science." Journal of Animal Ecology 64, no. 4 (July 1995): 540. http://dx.doi.org/10.2307/5661.

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4

Golley, Frank B. "Deep Ecology from the Perspective of Environmental Science." Environmental Ethics 9, no. 1 (1987): 45–55. http://dx.doi.org/10.5840/enviroethics19879115.

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5

Murray-White, James. "Critical Political Ecology – the Politics of Environmental Science." Comparative Sociology 6, no. 1-2 (2007): 236–37. http://dx.doi.org/10.1163/156913307x208159.

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6

Newby, Howard. "Ecology, amenity and society: social science and environmental change." Town Planning Review 61, no. 1 (January 1990): 3. http://dx.doi.org/10.3828/tpr.61.1.v277t47222145018.

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7

Frontani, Heidi Glaesel. "Critical Political Ecology: The Politics of Environmental Science (review)." Southeastern Geographer 45, no. 1 (2005): 145–47. http://dx.doi.org/10.1353/sgo.2005.0001.

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8

ISHIKAWA, Mikiko. "Science & Dream Roadmap in the Fields of Ecology and Environmental Science." TRENDS IN THE SCIENCES 20, no. 3 (2015): 3_12–3_14. http://dx.doi.org/10.5363/tits.20.3_12.

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9

Bixler, R. Patrick. "The political ecology of local environmental narratives: power, knowledge, and mountain caribou conservation." Journal of Political Ecology 20, no. 1 (December 1, 2013): 273. http://dx.doi.org/10.2458/v20i1.21749.

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Political ecology seeks to address notable weaknesses in the social sciences that consider how human society and the environment shape each other over time. Considering questions of ideology and scientific discourse, power and knowledge, and issues of conservation and environmental history, political ecology offers an alternative to technocratic approaches to policy prescriptions and environmental assessment. Integrating these insights into the science-policy interface is crucial for discerning and articulating the role of local resource users in environmental conservation. This paper applies political ecology to addresses a gap in the literature that exists at the interface of narratives of local environmental change and local ecological knowledge and doing so builds a nuanced critique of the rationality of local ecological knowledge. The ways that we view nature and generate, interpret, communicate, and understand the "science" of environmental problems is deeply embedded in particular economic, political, and ecological contexts. In interior British Columbia, Canada, these dynamics unfold in one of the most rigorously documented examples of the negative effect of anthropogenic disturbance on an endangered species – declining mountain caribou population. Science notwithstanding, resource users tell narratives of population decline that clearly reflect historical regularities deeply embedded in particular economic, political, and ideological constructions situated in local practices. This research assesses these narratives, discusses the implications, and explores pathways for integrating local knowledge and narratives into conservation science and policy. A more informed understanding of the subjectivities and rationalities of local knowledges can and should inform conservation science and policy.Keywords: Political ecology, local ecological knowledge, narrative, environmental change, environmental management, British Columbia, Rangifer tarandus caribou.

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10

King, Graham, George McDonic, Timothy O'Riordan, and Christopher Wood. "Ecology, amenity and society: social science and environmental change: comments." Town Planning Review 61, no. 1 (January 1990): 3. http://dx.doi.org/10.3828/tpr.61.1.l80n6g140u33m034.

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11

Robertson, David P., and R. Bruce Hull. "Public ecology: an environmental science and policy for global society." Environmental Science & Policy 6, no. 5 (October 2003): 399–410. http://dx.doi.org/10.1016/s1462-9011(03)00077-7.

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12

Evans, James. "Book Review: Critical political ecology: the politics of environmental science." Progress in Development Studies 4, no. 2 (April 2004): 165–66. http://dx.doi.org/10.1177/146499340400400214.

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13

Sponsel, Leslie E. "Cultural Ecology and Environmental Education." Journal of Environmental Education 19, no. 1 (September 1987): 31–42. http://dx.doi.org/10.1080/00958964.1987.10801958.

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14

White, Richard. "Environmental History, Ecology, and Meaning." Journal of American History 76, no. 4 (March 1990): 1111. http://dx.doi.org/10.2307/2936588.

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15

Zimmerman, Michael E. "Feminism, Deep Ecology, and Environmental Ethics." Environmental Ethics 9, no. 1 (1987): 21–44. http://dx.doi.org/10.5840/enviroethics19879112.

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16

Riesch, Rüdiger, Martin Plath, and David Bierbach. "Ecology and evolution along environmental gradients." Current Zoology 64, no. 2 (January 31, 2018): 193–96. http://dx.doi.org/10.1093/cz/zoy015.

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17

Andersen, Robert A. "Algae: ecology, economic uses and environmental impact." Phycologia 52, no. 4 (July 2013): 381–82. http://dx.doi.org/10.2216/13-br3.1.

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18

Romaniuk, Ruslana, Olena Antonova, Oksana Sorochynska, Olga Tsurul, and Marina Sidorovich. "The essence and mechanisms of environmental competence formation in students of natural science departments." E3S Web of Conferences 280 (2021): 09004. http://dx.doi.org/10.1051/e3sconf/202128009004.

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A comparative analysis of the ecological (environmental) educational component of the training in students of Natural Science Departments (Chemistry, Biology, Earth Sciences, Ecology) and future teachers of natural sciences has been carried out. The general and professional competences, program results of training, and applicants training educational programs on the example of several Ukrainian universities are analyzed. It is revealed that the formation of environmental competence is carried out by acquiring environmental education by means of interactive technologies, forms, and methods of organizing the educational process. The positive influence of students’ involvement in research, environmental, ecological, and naturalistic work in extracurricular time on the formation of their environmental competence has been confirmed. The role of educational and industrial practices in the process of students’ professional training and the formation of their environmental competence is emphasized.

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19

Wyner, Yael, and Rob DeSalle. "An Investigation of How Environmental Science Textbooks Link Human Environmental Impact to Ecology and Daily Life." CBE—Life Sciences Education 19, no. 4 (December 2020): ar54. http://dx.doi.org/10.1187/cbe.20-01-0004.

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Pre-college and college-level environmental science textbook case studies were analyzed for how they portray the human-environment connection. It was found that daily life connections were frequently absent from human impact discussions and that almost all case studies described human impacts without linking them to their ecological underpinnings.

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20

Salvador, Ricardo J. "Integrating sustainable agriculture, ecology, and environmental policy." Field Crops Research 42, no. 2-3 (August 1995): 150–53. http://dx.doi.org/10.1016/0378-4290(95)90046-2.

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21

Kulhavy, David L., Daniel R. Unger, Reid Viegut, I.-Kuai Hung, and Yanli Zhang. "Integration of CITYgreen Landscape Ecological Analysis into a Capstone Environmental Science Course." International Journal of Higher Education 9, no. 6 (September 30, 2020): 259. http://dx.doi.org/10.5430/ijhe.v9n6p259.

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CITYgreen Geographic Information Systems software was used to develop a campus wide cover type map for Stephen F. Austin State University in an environmental science landscape ecology course. The finding indicated an equal division of forest cover type compared to impervious surface of buildings and paved surface. Once the classification was completed, students chose an area for reforestation identified in CITYgreen, while raising funds for the purchase of trees for the project. Before completing the project, students reviewed tenets of landscape ecology, civic ecology education, and benefits of urban forestry. At the completion of the project, students reviewed service-learning aspects of campus beautification reflecting on making a difference, working outdoors, and using high end technology to complete a real-world environmental project incorporating partnerships and teamwork. The outcome demonstrates the benefits of applying ecological planning to complete an environmental project based on a perceived need within a campus setting.

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22

Smock, Leonard A. "Freshwater ecology: concepts and environmental applications." Journal of the North American Benthological Society 21, no. 4 (December 2002): 728–29. http://dx.doi.org/10.2307/1468442.

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23

Heinen, Joel T., and Roberta (‘Bobbi’) S. Low. "Human Behavioural Ecology and Environmental Conservation." Environmental Conservation 19, no. 2 (1992): 105–16. http://dx.doi.org/10.1017/s0376892900030575.

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We contend that humans, as living organisms, evolved to sequester resources to maximize reproductive success, and that many basic aspects of human behaviour reflect this evolutionary history. Much of the environment with which we currently deal is evolutionarily novel, and much behaviour which is ultimately not in our own interests, persists in this novel environment. Environmentalists frequently stress the need for ‘sustainable development’, however it is defined (seeRedclift, 1987), and we contend that a knowledge of how humans are likely to behave with regard to resource use, and therefore a knowledge of what kinds of programmes are likely to work in any particular situation, is necessary to achieve sustainability. Specifically, we predict that issues which are short-term, local, and/or acute, such as an immediate health-risk, will be much easier to solve than issues which are broad, and which affect individuals other than ourselves, our relatives, and our friends. The bigger the issue is, the less effective is likely to be the response. Hence, the biggest and most troublesome ecological issues will be the most difficult to solve —inter aliabecause of our evolutionary history as outlined above.This may not appear to bode well for the future of the world; for example, Molte (1988) contends that there are several hundred international environmental agreements in place, but Carroll (1988) contends that, in general, none of them is particularly effective if the criterion for effectiveness is a real solution to the problem. There are countless examples of ‘aggressors’ (those nations causing the problem) not complying with an agreement, slowing its ratification, or reducing its effectiveness (e.g.the USversusCanada, or Great BritainversusSweden, with regard to acid rain legislation: Fig. 1,cf.Bjorkbom, 1988). The main problem in these cases is that the costs are externalized and hence discounted by those receiving the benefits of being able to pollute. Any proposed change is bound to conflict with existing social structures, and negotiations necessarily involve compromise in aquid pro quofashion (Brewer, 1980). We contend, along with Caldwell (1988) and Putnam (1988), that nations are much too large to think of as individual actors in these spheres. Interest groups within nations can affect ratification of international environmental treaties; for example, automobile industry interestsversusthose of environmental NGOs in the USA on the acid rain issue. It may even be that our evolutionary history is inimical to the entire concept of the modern nation state.Barring major, global, socio-political upheaval, we suggest that a knowledge of the evolution of resource use by humans can be used to solve at least some resource-related problems in modern industrial societies. In some cases, these can probably be solved with information alone, and in other cases, the problems can probably be solved by playing on our evolutionary history as social reciprocators; environmental problems which tend to be relatively local and short-term may be solvable in these ways. Economic incentives can provide solutions to many other types of problems by manipulating the cost and benefits to individuals. We suggest that broader, large-scale environmental problems are much more difficult to solve than narrower, small-scale ones, precisely because humans have evolved to discount such themes; stringent regulations and the formation of coalitions, combined with economic incentives to use alternatives and economic disincentives (fines) not to do so, may be the only potential solutions to some major, transboundary environmental issues.In preparing this argument, we have reviewed literature from many scholarly fields well outside the narrow scope of our expertise in behavioural ecology and wildlife conservation. Our reading of many works from anthropology, economics, political science, public policy, and international development, will doubtless seem naïve and simplistic to practitioners of those fields, and solving all environmental problems will ultimately take expertise from all of these fields and more. In general, however, we have found agreement for many of our ideas from these disparate disciplines, but much of their literature does not allow for a rigorous, quantitative hypothesis-testing approach to analysing the main thesis presented here — an approach that we, as scientists, would encourage. We hope to challenge people interested in environmental issues from many perspectives, to consider our arguments and find evidence,proorcon, so that we (collectively) may come closer to a better analysis of, and ultimately to solutions for, our most pressing environmental problems.

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24

Cort, Robin. "Ecology, Impact Assessment, and Environmental Planning. Environmental Science and Technology. A Wiley-Interscience Publication.Walter E. Westman." Quarterly Review of Biology 61, no. 1 (March 1986): 130–31. http://dx.doi.org/10.1086/414831.

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25

Lemons, John. "Can Stress Ecology Adequately Inform Environmental Ethics?" Journal of Environmental Systems 15, no. 2 (January 1, 1985): 103–25. http://dx.doi.org/10.2190/rpux-36ge-8fkk-563v.

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26

Veselovskii, A. V., D. A. Kuzmina, G. L. Stesik, and A. A. Khramov. "Databank “Land Use, Ecology, and Environmental Protection”." Scientific and Technical Information Processing 34, no. 5 (October 2007): 241–48. http://dx.doi.org/10.3103/s0147688207050012.

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27

Martin-Cantarino, Carlos. "Integrative Science as Adaptive Device in Environmental Crisis: A Perspective from Ecology." Politics and the Life Sciences 18, no. 2 (September 1999): 244–46. http://dx.doi.org/10.1017/s0730938400021365.

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28

Korfiatis *, Konstantinos J. "Environmental education and the science of ecology: exploration of an uneasy relationship." Environmental Education Research 11, no. 2 (April 2005): 235–48. http://dx.doi.org/10.1080/1350462042000338388.

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29

White, Lesley. "Social Ecology as Innovative Tertiary Environmental Education." Australian Journal of Environmental Education 8 (1992): 59–75. http://dx.doi.org/10.1017/s0814062600003311.

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Social ecology as expressed by the Social Ecology Centre, (Faculty of Agriculture & Rural Development, University of Western Sydney, Hawkesbury), is an emerging field of learning concerned with improving the quality of the interrelationships between people and between people and the environment. The essence of this improvement is powerfully depicted by Albert Einstein, with this plea for people to widen their sense of compassion and concern to all life:A human being is part of the whole, called by us ‘Universe’ a part limited in time and space. He experiences himself, his thoughts and feelings as something separated from the rest, a kind of optical delusion of his consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature and its beauty.Social ecology then is concerned with recognising and transcending this ‘optical delusion’ of which Einstein speaks.In 1992 the Social Ecology Centre will be offering, through the introduction of the Bachelor of Applied Science (Social Ecology) [B. App. Sc. (Soc. Ecol.)] program, a substantively new and different approach to environmental education at a tertiary level. The establishment of the B.App.Sc. (Soc. Ecol.) will provide for the first time learning opportunities in social ecology at undergraduate level.

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30

McNeil, James, Anneke DeLuycker, and Sarah Putman. "Using Environmental DNA to Connect Lab Science with Field Practice." American Biology Teacher 80, no. 4 (April 1, 2018): 285–89. http://dx.doi.org/10.1525/abt.2018.80.4.285.

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Experiential learning helps students make connections between different skill sets and allows them to engage in a deeper level of inquiry. To enhance the connection between field and laboratory practice for undergraduate students in our wildlife ecology curriculum, we developed an exercise using environmental DNA (eDNA) analysis. eDNA sampling involves extracting and amplifying the DNA from specific organisms from an environmental sample, rather than from the organisms themselves, and has been rapidly adopted by conservation practitioners around the world. In our activity, students collect water samples from a local pond and process them to detect the presence of American bullfrogs. Practicing this procedure not only introduces them to professional skills they may utilize in their careers, but also helps create context for how laboratory science and field work support each other and can be used to connect to larger issues of conservation, environmental studies, or ecology.

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31

Zanotti, Laura, Courtney Carothers, Charlene Aqpik Apok, Sarah Huang, Jesse Coleman, and Charlotte Ambrozek. "Political ecology and decolonial research: co-production with the Iñupiat in Utqiaġvik." Journal of Political Ecology 27, no. 1 (January 28, 2020): 43–66. http://dx.doi.org/10.2458/v27i1.23335.

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Environmental social science research designs have shifted over the past several decades to include an increased commitment to multi-, inter-, and transdisciplinary team-based work that have had dual but complementary foci. These address power and equity in the substantive aspects of research, and also to adopt more engaged forms of practice, including decolonial approaches. The fields of political ecology, human geography, and environmental anthropology have been especially open to converge with indigenous scholarship, particularly decolonial and settler colonial theories and research designs, within dominant human-environmental social science paradigms. Scholars at the forefront of this dialogue highlight the ontological (ways of knowing), epistemological (how we know), and institutional (institutions of higher education) transformations that need to occur in order for this to take place. In this article we contribute to this literature in two ways. First, we highlight the synergies between political ecology and decolonial scholarship, particularly focusing on the power dynamics in research programs and historical legacies of human-environmental relationships, including those of researchers. Second, we explore how decolonial research pushes political ecologists and other environmental social scientists to not only consider adopting international and local standards of working with, by and for Indigenous Peoples within research programs but how this work ultimately extends to research and education within their home institutions and organizations. Through integrating decolonized research practices in the environmental social sciences, we argue that synthesizing multiple knowledge practices and transforming institutional structures will enhance team-based environmental social science work to improve collaboration with Indigenous scientists, subsistence practitioners, agency representatives, and sovereign members of Indigenous communities.Keywords: Alaska; collaboration; co-production; decolonial; Indigenous Knowledges; Iñupiaq Peoples

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32

Scoville, Judith N. "Value Theory and Ecology in Environmental Ethics." Environmental Ethics 17, no. 2 (1995): 115–33. http://dx.doi.org/10.5840/enviroethics199517225.

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33

Hammes, Frederik. "Editorial Perspectives: using bacteria in rubber ducks to improve scientific literacy, advance citizen science, and expand fundamental science." Environmental Science: Water Research & Technology 5, no. 3 (2019): 442–43. http://dx.doi.org/10.1039/c9ew90008j.

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34

Holt, Jodie S. "Applications of Physiological Ecology to Weed Science." Weed Science 39, no. 3 (September 1991): 521–28. http://dx.doi.org/10.1017/s0043174500073318.

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Weed scientists are trained broadly in agronomy, botany, chemistry, soils, and other agricultural disciplines. The study of weeds, rather than the techniques used or the questions asked, unifies weed scientists around a common focus. It is often difficult for weed scientists to identify closely with any one scientific discipline, since the techniques and questions of many disciplines are needed to address problems posed by weeds. One discipline with relevance and potential for addressing weed science problems is physiological ecology. The study of the functioning or adaptation of plants in relation to environmental influences has its roots in both classical ecology and experimental physiology. Application of this discipline to weed science may take an environmental approach (e.g., studying limiting factors in the environment), a physiological approach (e.g., studying the responses of critical plant processes to environmental stress), or a more autecological approach (e.g., studying the physiological basis for the adaptation of a particular weed to a particular habitat). Many methodologies and technologies are available for both field and laboratory investigations. For example, photosynthesis, a major determinant of plant growth, can be investigated in the field at the leaf, plant, or canopy level using plant growth analysis or a portable infrared gas analyzer (IRGA) and appropriate assimilation chambers. Investigations of photosynthesis in the laboratory can focus on the plant, leaf, chloroplast, or thylakoid level using an IRGA or the techniques of polarography (measurement of evolved oxygen) or fluorometry. Application of such approaches to weed science should improve our understanding of the basis for particular weed problems and thus broaden our options for management.

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35

Wyner, Yael, Jonathan Becker, and Bruce Torff. "Explicitly Linking Human Impact to Ecological Function in Secondary School Classrooms." American Biology Teacher 76, no. 8 (October 1, 2014): 508–15. http://dx.doi.org/10.1525/abt.2014.76.8.4.

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Both the old National Science Education Standards (NSES) and the recent Next Generation Science Standards (NGSS) devote significant resources to learning about human environmental impact. Whereas the NSES advocate learning about human environmental impact in a section apart from the science-content learning strands, the NGSS embed them in the core life-science and ecology learning strands. We describe a study that compared the effects of these different approaches on ninth-grade biology student learning. It found that students learned significantly more human-environmental-impact and ecological-function content when human-impact content was embedded in ecology content than when human impact was taught as a discrete unit from ecology.

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36

Tisdell, Clement A. "Environmental Conservation: Economics, Ecology, and Ethics." Environmental Conservation 16, no. 2 (1989): 107–12. http://dx.doi.org/10.1017/s0376892900008870.

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This paper argues that the comparative lack of concern for Nature conservation in the ‘Western World’ has been a product of its economic development experience, the nature of its economic systems and economic organizations (both market and centrally controlled ‘state socialist’), and its centralized political systems as well as its Judaic-Christian value system. But some change in attitude has occurred in recent years, and there is now far more readiness than formerly to consider the economic and direct benefits to Man of conservation of living resources (see, for example, the World Conservation Strategy), and growing interest in the possible ethical rights of other sentient (and perhaps even non-sentient) beings. In general, however, economists remain unsympathetic to ecologists who do not subscribe to their economic value-systems.

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37

Quigley, P. "Romantic Ecology: Wordsworth and the Environmental Tradition." Interdisciplinary Studies in Literature and Environment 1, no. 1 (April 1, 1993): 194–97. http://dx.doi.org/10.1093/isle/1.1.194.

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38

Sharareh, Nasser, Rachael P. Behler, Amanda B. Roome, Julian Shepherd, Ralph M. Garruto, and Nasim S. Sabounchi. "Risk Factors of Lyme Disease: An Intersection of Environmental Ecology and Systems Science." Healthcare 7, no. 2 (April 30, 2019): 66. http://dx.doi.org/10.3390/healthcare7020066.

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Lyme disease (LD) cases have been on the rise throughout the United States, costing the healthcare system up to $1.3 billion per year, and making LD one of the greatest threats to public health. Factors influencing the number of LD cases range from environmental to system-level variables, but little is known about the influence of vegetation (canopy, understory, and ground cover) and human behavioral risk on LD cases and exposure to infected ticks. We determined the influence of various risk factors on the risk of exposure to infected ticks on 22 different walkways using multinomial logistic regression. The model classifies the walkways into high-risk and low-risk categories with 90% accuracy, in which the understory, human risk, and number of rodents are significant indicators. These factors should be managed to control the risk of transmission of LD to humans.

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39

Polli, Andrea. "Eco-media: art informed by developments in ecology, media technology and environmental science." Technoetic Arts 5, no. 3 (September 18, 2007): 187–200. http://dx.doi.org/10.1386/tear.5.3.187_1.

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40

Callaway, Ruth, Suzanne Grenfell, and Christian Lønborg. "Small estuaries: Ecology, environmental drivers and management challenges." Estuarine, Coastal and Shelf Science 150 (October 2014): 193–95. http://dx.doi.org/10.1016/j.ecss.2014.06.009.

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41

Nelson, Karen, Barbara A. Methé, and George A. Kowalchuk. "Environmental Microbial Ecology in an “Omics” Era." Microbial Ecology 53, no. 3 (April 3, 2007): 369–70. http://dx.doi.org/10.1007/s00248-007-9215-4.

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42

Sack, Lawren, Will K. Cornwell, Louis S. Santiago, Margaret M. Barbour, Brendan Choat, John R. Evans, Rana Munns, and Adrienne Nicotra. "A unique web resource for physiology, ecology and the environmental sciences: PrometheusWiki." Functional Plant Biology 37, no. 8 (2010): 687. http://dx.doi.org/10.1071/fp10097.

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PROtocols, METHods, Explanations and Updated Standards Wiki (PrometheusWiki, http://www.publish.csiro.au/prometheuswiki/) is a new open access, fully searchable web resource that contains protocols and methods for plant physiology, ecology and environmental sciences. Contributions can be uploaded by anyone in the community, with attributed authorship, and are open for wiki-style comment. This resource allows the gathering in one place of methods, links to published methods and detailed protocols used by leading laboratories around the world, with annotation. As a web resource, PrometheusWiki is continually evolving and updatable, easily and rapidly searchable and highly accessible. It will also enhance communication, allowing multimedia description of protocols and techniques, with spreadsheet tools, slide shows and video files easily integrated into the text. This resource is anticipated to lead to strong benefits in standardising methods, improving access to training for students and professionals, promoting collaborations and expanding the cutting edge of research.

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43

Cheng, Chin-Fa. "Environmental Ontology in Deep Ecology and Mahayana Buddhism." Environmental Ethics 38, no. 2 (2016): 145–63. http://dx.doi.org/10.5840/enviroethics201638213.

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44

Phillips, Sarah, Tom Griffiths, and Libby Robin. "Ecology and Empire: Environmental History of Settler Societies." Environmental History 3, no. 3 (July 1998): 384. http://dx.doi.org/10.2307/3985187.

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45

Hagen, J. B. "Teaching Ecology during the Environmental Age, 1965-1908." Environmental History 13, no. 4 (October 1, 2008): 704–23. http://dx.doi.org/10.1093/envhis/13.4.704.

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46

Stojanovic, Vladimir, Dragan Dolinaj, and Milana Pasic. "The human-geographic perspective of environmental studies." Zbornik Matice srpske za drustvene nauke, no. 134 (2011): 113–19. http://dx.doi.org/10.2298/zmsdn1134113s.

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The ecological approach in geography became very prominent in the 1970s and has been of great importance for the further development of this science. Together with the expansion of environmental pollution, this has had an impact on the current treatment of environmental protection in social geography. This research is a part of cultural ecology - political ecology, where the influence of geography is evident, as well as in other scientific fields, such as environmental geography, geo-ecology, and conservation geography. The importance of social geography in environmental studies is particularly obvious in the context of global initiatives and action concerning nature protection, where every initiative is directly faced with numerous problems, like relations with local communities, borders and cross-border cooperation (in the example of internationally protected areas).

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Martinez-Alier, Joan, Isabelle Anguelovski, Patrick Bond, Daniela Del Bene, Federico Demaria, Julien-Francois Gerber, Lucie Greyl, et al. "Between activism and science: grassroots concepts for sustainability coined by Environmental Justice Organizations." Journal of Political Ecology 21, no. 1 (December 1, 2014): 19. http://dx.doi.org/10.2458/v21i1.21124.

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In their own battles and strategy meetings since the early 1980s, EJOs (environmental justice organizations) and their networks have introduced several concepts to political ecology that have also been taken up by academics and policy makers. In this paper, we explain the contexts in which such notions have arisen, providing definitions of a wide array of concepts and slogans related to environmental inequities and sustainability, and explore the connections and relations between them. These concepts include: environmental justice, ecological debt, popular epidemiology, environmental racism, climate justice, environmentalism of the poor, water justice, biopiracy, food sovereignty, "green deserts", "peasant agriculture cools downs the Earth", land grabbing, Ogonization and Yasunization, resource caps, corporate accountability, ecocide, and indigenous territorial rights, among others. We examine how activists have coined these notions and built demands around them, and how academic research has in turn further applied them and supplied other related concepts, working in a mutually reinforcing way with EJOs. We argue that these processes and dynamics build an activist-led and co-produced social sustainability science, furthering both academic scholarship and activism on environmental justice.Keywords: Political ecology, environmental justice organizations, environmentalism of the poor, ecological debt, activist knowledge

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Liseev, Igor K. "Ecology as a Way to Combine Knowledge about the Natural and Social in Human Being." Epistemology & Philosophy of Science 57, no. 4 (2020): 133–37. http://dx.doi.org/10.5840/eps202057466.

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The article considers the process of expanding the subject and methods of research in modern environmental science. It is shown how, following the traditional biological science of ecology, new directions of ecological knowledge arise under the influence of research activities: social ecology, anthropoecology. Knowledge about a human being is achieved through the use of both natural and human sciences. A great step in expanding the subject of modern ecology was the intensive formation of human ecology in recent years, in which the need for the formation of a unity of natural science and socio-humanitarian research methods was reflected most clearly. In contrast to biological ecology, in which the main focus of research was the principles of natural science research, in social ecology, socio-humanitarian issues become dominant, and in human ecology-the synthesis of natural science and socio-humanitarian approaches. It's time to abandon the progressive illusions of the past and move on to the awareness of the specifics of sustainable civilizational development at the present stage. This sustainable development presupposes the co-evolution of society and nature, such a co-development of society and nature, in which both components of this single system do not oppose each other, do not conflict, but organically presuppose each other in their combined, harmonious development. Thus, now acting as a unified science that studies the interaction of the central coreof the system and its environment, ecology sets new guidelines for understanding the organization of scientific knowledge, the mood of the modern world picture is falling. A promising way for ecology is to grow into a modern universal organizational science. But this is a distant prospect. However, even now, such a renewed ecology can provide much for Russia’s search for its modern civilizational path, clarifying the organization of scientific knowledge, specifying the contours of the modern scientific picture of the world.

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Allenby, Brad. "Environmental Security as a Case Study in Industrial Ecology." Journal of Industrial Ecology 2, no. 1 (December 1998): 45–60. http://dx.doi.org/10.1162/jiec.1998.2.1.45.

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MILLS, AARON L. "Soil Microbial Ecology-Applications in Agricultural and Environmental Management." Soil Science 157, no. 3 (March 1994): 195–97. http://dx.doi.org/10.1097/00010694-199403000-00010.

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