Mainstream scientists have grave concerns regarding unsustainable lifestyles in a world with finite resources. Lack of environmental literacy, sustainability values, connectedness to nature and environmental education as a core subject need to be addressed through environmental education. This mixed-methods content analysis examines and compares five state environmental education standards, national environmental education guidelines and the Earth Charter for inclusion of sustainability values. The Earth Charter states the international consensus principles of sustainability values. Data were generated through traditional quantitative coding, computer text analysis and the creation of document profiles through qualitative methods. Triangulation of the findings from these three methods showed that state standards and national guidelines adequately address ecological integrity principles, but not environmental justice principles associated with flourishing, sustainable communities. The North American Environmental Education guidelines and Wisconsin and Colorado state standards do include reflection on environmental values, issue analysis and environmental agency objectives. The Advanced Placement Course Description, New York and Texas standards are less concerned with ethics or values and more concerned with an ecological, scientific approach to environmental education. With the current political climate, international sustainability values as expressed by the Earth Charter would not pass through policy gatekeepers. In a standards-driven climate, standards are needed to open the gate for inclusion of environmental education in school curricula.

Household economic value for southern Appalachian spruce-fir forest protection may be sensitive to changes in the forest's physical condition. Further, different recreation groups may hold significantly dissimilar values for forest protection. Household and recreation group willingness to pay for southern Appalachian spruce-fir forest protection was estimated using responses from a mail-out referendum style contingent valuation survey. To test the hypothesis that willingness to pay for forest protection is not sensitive to the condition of the forest's physical condition, 1,000 southeastern households were randomly assigned one of two different forest protection scenarios. Households in the first sample were asked to value a protection program for a forest showing no visible sign of impact from insect or atmospheric disturbance. Households in the second sample were asked to value a protection program for a forest already experiencing impact from insect infestation and air pollution. Logit analysis of the two samples revealed no statistically significant difference in willingness to pay between the two forest protection programs. These results suggest that, over the range of forest conditions tested, a household's value for forest protection may be insensitive to the forest's physical condition. / Master of Science

This thesis aims at bringing about a greater awareness of the interpretive nature of forestry sciences by examining the ethics and values underlying the “Emulation of Natural Disturbance” (END) forest management approach in Canada. The thesis contains four main manuscripts. The first manuscript reports on a mental models analysis of the meaning of the END for academic forestry scientists across Canada. The results of this study indicate inconsistencies and contradictions between scientists’ mental model of the END, which puts into question the utility and appropriateness of the END for forestry policy. The second manuscript discusses the ethics underlying the END and critiques its policy implications from a pragmatic perspective. In the third manuscript the ethics and values underlying the END are put in relation with Holmes Rolston III’s ethics of “Following Nature”. The last manuscript reports on a survey of forestry curricula across North America conducted to ascertain the level of formal training in ethics afforded to professional foresters and natural resource managers. This manuscript contains a proposed course syllabus in forestry ethics. The curricula study complements the other manuscripts in that it is meant as another means by which to promote interdisciplinary dialogue among forestry scientists, environmental ethicists, and social scientists. In this thesis, in addition to trying to illustrate how ethics shape our interpretations of forests, a pragmatic approach is used to dissolve the fact/values and Nature/Culture dichotomies in forestry sciences and to argue for a more democratic approach to forestry policy.

This thesis aims at bringing about a greater awareness of the interpretive nature of forestry sciences by examining the ethics and values underlying the “Emulation of Natural Disturbance” (END) forest management approach in Canada. The thesis contains four main manuscripts. The first manuscript reports on a mental models analysis of the meaning of the END for academic forestry scientists across Canada. The results of this study indicate inconsistencies and contradictions between scientists’ mental model of the END, which puts into question the utility and appropriateness of the END for forestry policy. The second manuscript discusses the ethics underlying the END and critiques its policy implications from a pragmatic perspective. In the third manuscript the ethics and values underlying the END are put in relation with Holmes Rolston III’s ethics of “Following Nature”. The last manuscript reports on a survey of forestry curricula across North America conducted to ascertain the level of formal training in ethics afforded to professional foresters and natural resource managers. This manuscript contains a proposed course syllabus in forestry ethics. The curricula study complements the other manuscripts in that it is meant as another means by which to promote interdisciplinary dialogue among forestry scientists, environmental ethicists, and social scientists. In this thesis, in addition to trying to illustrate how ethics shape our interpretations of forests, a pragmatic approach is used to dissolve the fact/values and Nature/Culture dichotomies in forestry sciences and to argue for a more democratic approach to forestry policy.

Abstract / Resumé The Ontario provincial government faces the challenge of getting public support in the implementation of its RE policy. This thesis aims at investigating the effects of environmental values and political ideology on public support for renewable energy policy in Ottawa, Canada. Data was collected through open-ended interviews with fifty respondents in and around Ottawa, transcribed, coded and analysed using the NVivo software. Results indicate that environmental values and political ideology affect public support for renewable energy policy, but economic factors also play a role. The provincial government can think of ways to reduce the cost of electricity, invest on education and the creation of awareness on the benefits of renewable energy and the different initiatives that are offered by the RE policy to increase public support. Public ownership of RE projects and more democratic policy-making could also increase public support. Le gouvernement provincial de l'Ontario fait face au défi d'obtenir le soutien public dans la mise en œuvre de sa politique d'ER. Cette thèse vise à étudier les effets des valeurs environnementales et de l'idéologie politique sur le soutien public à la politique sur l'énergie renouvelable à Ottawa, au Canada. Les données ont été recueillies par les entrevues ouvertes avec une cinquantaine de répondants à Ottawa et dans les environs. Ils ont été transcrits, codées et analysées à l'aide du logiciel NVivo. Les résultats indiquent que les valeurs environnementales et l'idéologie politique affectent le soutien public à la politique d'énergie renouvelable, mais les facteurs économiques jouent également un rôle. Le gouvernement provincial peut réfléchir à des moyens de réduire le coût de l'électricité, investir dans l'éducation et sensibiliser les gens aux avantages de l'ER et aux différentes initiatives offertes par la politique sur l'ER pour accroître le soutien public. La propriété publique de projets d'ER et l'élaboration de politiques plus démocratiques pourrait également accroître le soutien public.

This thesis aims at bringing about a greater awareness of the interpretive nature of forestry sciences by examining the ethics and values underlying the “Emulation of Natural Disturbance” (END) forest management approach in Canada. The thesis contains four main manuscripts. The first manuscript reports on a mental models analysis of the meaning of the END for academic forestry scientists across Canada. The results of this study indicate inconsistencies and contradictions between scientists’ mental model of the END, which puts into question the utility and appropriateness of the END for forestry policy. The second manuscript discusses the ethics underlying the END and critiques its policy implications from a pragmatic perspective. In the third manuscript the ethics and values underlying the END are put in relation with Holmes Rolston III’s ethics of “Following Nature”. The last manuscript reports on a survey of forestry curricula across North America conducted to ascertain the level of formal training in ethics afforded to professional foresters and natural resource managers. This manuscript contains a proposed course syllabus in forestry ethics. The curricula study complements the other manuscripts in that it is meant as another means by which to promote interdisciplinary dialogue among forestry scientists, environmental ethicists, and social scientists. In this thesis, in addition to trying to illustrate how ethics shape our interpretations of forests, a pragmatic approach is used to dissolve the fact/values and Nature/Culture dichotomies in forestry sciences and to argue for a more democratic approach to forestry policy. / Forestry, Faculty of / Graduate

La présente recherche vise à analyser et à comprendre les freins au développement de comportements écocitoyens dans les établissements d’enseignement primaire au Togo. Pour ce faire, plusieurs méthodes ont été mobilisées pour la recherche. Il s’agit d’abord, de l’exploitation de l’offre d’éducation environnementale présente dans les manuels scolaires en cours d’usage. Ensuite, l’enquête par questionnaire auprès de 358 enseignants de l’école primaire a permis de collecter les données relatives à la prédisposition des enseignants à la préservation ou à l’utilisation de l’environnement. Enfin, l’observation de 21 classes pendant les cours d’éducation environnementale suivi d’entretiens individuels approfondis avec chaque enseignant dont la classe est observée.Ainsi, il ressort de la recherche que le curriculum formel préconise d’éduquer les élèves à deux valeurs environnementales fondamentales. Il s’agit d’une part, de la tolérance, ce qui veut dire avoir conscience des menaces qui pèsent sur l’environnement et d’autre part, de l’autonomie qui est le fait de participer aux actions de lutte pour la préservation de l’environnement. Quant aux enseignants, ils sont favorables à la préservation de l’environnement ; cependant, cette prédisposition des enseignants à la préservation de l’environnement s’amoindrit quand entre en jeu la satisfaction des besoins immédiats de l’homme. S’agissant du curriculum implanté, il se limite à éduquer les élèves à la tolérance.L’offre d’éducation environnementale à l’école primaire au Togo reste inefficace et inadéquate, d’où la nécessité de prendre des mesures en vue de développer le savoir-être environnemental dans les écoles primaires. / The present research aims at analyzing and understanding obstacles to the development of eco-citizenship behavior in primary schools in Togo. Thus, several methods were mobilized for the research. First, it is about exploring the educational curriculum present in textbooks, in order to analyze formal education programs. Then, survey by questionnaire of 358 primary school teachers help to collect the data relative to teachers' predisposition to the preservation or use of the environment. Finally, observation of 21 classes during environmental education courses followed by in-depth individual interviews with each teacher were made to appreciate the implemented curriculum.Thus, research shows that the formal curriculum advocates to educate the pupils using two fundamental environmental values. On the one hand, it is about tolerance, being aware of threats to the environment and, on the other hand, the autonomy that is involving in the actions of fight for the preservation of the environment. As for teachers, they are in favor of preserving the environment; however, this predisposition of the teachers in the environmental protection decreases when the satisfaction of human immediate needs comes in play. Concerning the implemented curriculum, it is limited to educating pupils to tolerance (to be aware of the danger).The environmental educational offer in the primary school in Togo remains ineffective and inadequate, hence the need of taking measures to develop the environmental skills in primary schools.

abstract: Professional environmental scientists are increasingly under pressure to inform and even shape policy. Scientists engage policy effectively when they act within the bounds of objectivity, credibility, and authority, yet significant portions of the scientific community condemn such acts as advocacy. They argue that it is nonobjective, that it risks damaging the credibility of science, and that it is an abuse of authority. This means objectivity, credibility, and authority deserve direct attention before the policy advocacy quagmire can be reasonably understood. I investigate the meaning of objectivity in science and that necessarily brings the roles of values in science into question. This thesis is a sociological study of the roles environmental values play in the decisions of environmental scientists working in the institution of academia. I argue that the gridlocked nature of the environmental policy advocacy debates can be traced to what seems to be a deep tension and perhaps confusion among these scientists. I provide empirical evidence of this tension and confusion through the use of in depth semi-structured interviews among a sampling of academic environmental scientists (AES). I show that there is a struggle for these AES to reconcile their support for environmentalist values and goals with their commitment to scientific objectivity and their concerns about being credible scientists in the academy. Additionally, I supplemented my data collection with environmental sociology and history, plus philosophy and sociology of science literatures. With this, I developed a system for understanding values in science (of which environmental values are a subset) with respect to the limits of my sample and study. This examination of respondent behavior provides support that it is possible for AES to act on their environmental values without compromising their objectivity, credibility, and authority. These scientists were not likely to practice this in conversations with colleagues and policy-makers, but were likely to behave this way with students. The legitimate extension of this behavior is a viable route for continuing to integrate the human and social dimensions of environmental science into its practice, its training, and its relationship with policy. / Dissertation/Thesis / M.S. Environmental Social Science 2012

The increasing popularity of cycling activities and events, and the need to encourage cycling to reduce tourism greenhouse gas (GHG) emission, require a better understanding of the motivations of cycle tourists. Cycle tourism is one kind of green sustainable tourism. While numbers of aspects of cycle tourism have been identified in previous studies, environmental values might be one of the factors to determine cycle tourism choice. Most findings show that personal factors are the main reason of cycling activity while environmental values play merely little role in the cycle tourism. This thesis project is aimed to study the motivations of non-club recreational cycle tourists in Kalmar, Sweden and the role of environmental values as a motivation of cycle tourism behavior. Qualitative exploration method has been adopted and 13 local cycle tourists have been interviewed for the project. By applying the environmental values framework, this thesis links two main factors of environmental values to the cycle tourism behavior, that is closeness to nature and environmental concern. The findings show that environmental values are good predictor of cycle tourism behavior. The role of environmental values as a motivation of cycle tourism is improving though still not the main motivation. More explicit attention to environmental related knowledge education may inform the operationalization and promotion of local cycle tourism development. As modern people may attach importance to hedonic experience for their cycle tourism activities, further researches are needed to understand the relationship of hedonic consumption values and cycle tourism behaviors. Keywords: cycling tourism; motivation; qualitative; environmental values; closeness to nature; environmental concern

Environmental quality is a construct that has currency at the interface between science and policy—it is used both to describe current conditions as well as prescribe desired future conditions. However, environmental quality has a multiplicity of definitions, owing to: a) the fact that there are a number of terms (or "sub constructs") taken to be synonymous with environmental quality (i.e. environmental health, sustainability, biodiversity, integrity, and the like), and b) the fact that each of these sub constructs, in turn, have multiple meanings. Many in the field of natural sciences have been working on this problem of ambiguity—attempting to develop precise and powerful definitions. Still others argue that environmental quality is a concept open to societal negotiation (in addition to scientific discovery). In this thesis, I argue that environmental quality can be understood and discussed by examining understandings of Nature and evaluations for Nature that seem to contribute to the ambiguity of meanings and outcomes for environmental quality. To reach these conclusions, I interviewed 24 stakeholders who represented a broad range of concerns about and interests in environmental quality on private forest land in Southwest Virginia. I reviewed nearly 300 pages of interview text, looking for emerging themes and structures from their hour-long (on average) discussions of environmental quality. I found that among these 24 stakeholders, there were indeed, many ways of defining environmental quality (i.e. health, biodiversity, site productivity, et cetera). Additionally, I found that these different definitions for environmental quality seem to correlate with different understandings of Nature (what is Nature like?) and different values for Nature (how should Nature be used?) I conclude by discussing these implications, using examples from forestry outreach and extension. / Master of Science