The focus of this study was to characterize the surface water and groundwater hydrology of borrow-pit wetlands located within the borders of the Lewisville Lake Environmental Learning Area (LLELA), east of the Elm Fork of the Trinity River. The wetlands were excavated into alluvial deposits downstream of the Lewisville Lake Dam. Both surface water and groundwater contribute to the hydro-period of the borrow-pit wetlands. Nearby marshes exhibit characteristics of groundwater discharge. Salinity in groundwater-fed wetlands could affect establishment of vegetation, as suggested from plant surveys. Surface water input from storm events dilutes salinity levels. Management of LLELA wetlands should include long-term evaluation of hydrology and plantings to enhance habitat. Plans for additional wetlands should consider both surface water and groundwater inputs.

Several researchers have noted that the knowledge and awareness of children with regard to environmental concepts and issues are at a low level. The major aim of this study was to investigate the knowledge and understanding of primary school children about selected environmental concepts and issues such as conservation, recycling, pollution and environmental protection. This study also aimed at understanding how the children’s conceptions are developed and how the knowledge of these critical concepts shape their environmental awareness and practices outside the classroom. This information will assist those who have responsibilities for Environmental Education within schools and for those who develop support programmes for the protection, restoration and enhancement of the quality of the environment. The study was conducted at three primary schools and four children were selected from each school. This study involved the use of semi-structured interviews to ascertain details of children’s knowledge and conceptions about environmental issues. The study has established that the majority of children that took part in this study understand the environment only from a physical and biophysical perspective. This is characterised by a limited conception of the environment where the environment is thought to be a place, a place with living things and a place with living things and people. The research findings in the study also indicated that the majority of children that took part in investigation utilized by this study recognised basic facts concerning environmental problems; however most of them could not apply their knowledge to comprehend the consequences or suggest potential solutions to the environmental problems. This study will help towards the establishment of a sound basis for Environmental education in schools. / Dissertation (MEd (Environmental Education))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Master of Landscape Architecture or Regional and Community Planning / Department of Landscape Architecture/Regional and Community Planning / Timothy Keane / Kansas City is expecting a 25% growth in population by 2050. This design proposal promotes West Bottoms as a potential area to house some of the new population, and more importantly supply a live and work community for these people. West Bottoms is also home to major industry in Kansas City as well as an up and coming art culture. West Bottoms has great potential for a community that allows the existing and new population to be a part of a live-work-play community with the vacancies in the area. The projected population growth is expected to promote sprawl, further increasing the average driving time to the city. West Bottoms currently has few connections to the downtown and offers few reasons to come to the area. These connections are mainly major bridges or highways. Another issue West Bottoms faces is flooding problems from OK Creek and Turkey Creek, which lead into the Kansas and Missouri Rivers. Finally, post and present industrial soil contamination threatens the groundwater. When mixed with flooding concerns, this contamination is potentially harmful for the health of downstream cities. Drawing inspiration from travels, Kansas City charm, plants, art, and water storage, case studies were researched. Themes from each case study were quantified. These themes paired with inventory and analysis of the West Bottoms provided the basis for the design proposed here. The successional design of the area will progress from a contaminated landscape to a landscape that holds floodwater. The final design holds all of the stormwater from the 100 year 1, 2, 3, 6, 12, and 24 hour rain events. The final design incorporates areas of learning, a variety of paths and seating, a live-work-play community, clean and creative industry, and an art culture that sustains the excitement for the timeline of succession. Overtime this landscape will evolve into a new destination for Kansas City using an integrated solution remediating the soil and holding flood waters as an amenity for the new population.

Issues and challenges that teachers and educator encounter in implementing school-based Environmental Education have been established, described and explored against the background of the South African education system. In a succinct manner sources upon and from which Curriculum 2005 (C2005) is founded have been explored. Within C2005 the foundations of EE have been traced. International and national trends and developments have been illuminated and the contributions of these endeavours are eminent in school-based EE. The methodology and research process of study does not claim to be the only one appropriate for this research question. However, the research focus has been studied through the chosen methodology as the socio-historical context demanded. The research process has been dynamic with the researcher responding to the emerging data and being guided by the research activities outlined in the research design. The two case studies have provided the researcher with valuable data necessary for making sound judgements about issues and challenges encountered during the implementation of environmental learning in formal education structures. Although the research question has been adequately explored, the study does not claim to be exhaustive and with no limitations. It is hoped that the recommendations made in the study, based on the findings, will be valuable to teachers, educators and education policy makers involved with EE implementation in formal education. / Educational Studies / D.Ed. (Didactics)

Issues and challenges that teachers and educator encounter in implementing school-based Environmental Education have been established, described and explored against the background of the South African education system. In a succinct manner sources upon and from which Curriculum 2005 (C2005) is founded have been explored. Within C2005 the foundations of EE have been traced. International and national trends and developments have been illuminated and the contributions of these endeavours are eminent in school-based EE. The methodology and research process of study does not claim to be the only one appropriate for this research question. However, the research focus has been studied through the chosen methodology as the socio-historical context demanded. The research process has been dynamic with the researcher responding to the emerging data and being guided by the research activities outlined in the research design. The two case studies have provided the researcher with valuable data necessary for making sound judgements about issues and challenges encountered during the implementation of environmental learning in formal education structures. Although the research question has been adequately explored, the study does not claim to be exhaustive and with no limitations. It is hoped that the recommendations made in the study, based on the findings, will be valuable to teachers, educators and education policy makers involved with EE implementation in formal education. / Educational Studies / D.Ed. (Didactics)

Lewisville Lake Environmental Learning Area (LLELA) is an 809-hectare property in Denton County, TX. A study of the vegetation community identified 466 species in 104 families, with 25% of the species from only two families, Asteraceae and Poaceae. The property demonstrates the characteristics of an early successional community, dominated by weedy species. Prairie communities are dominated by Johnson grass and ragweed, with climax tall grass prairie communities only in areas that have been planted with native grass seed. Forest communities are similarly in an early successional stage, dominated by the hackberry-elm-ash alliance, with small remnants of native Cross Timbers found in isolated patches. Species richness and diversity were highest in the forests and lowest in the wetlands; evenness, though not different across ecosystems, demonstrated a strong seasonal component. The species list was compared with previously reported lists for Denton County, and 256 species identified had not been previously reported for the county. A wetland restoration study was conducted to determine if there was a difference in survival and growth between potted transplants with intact root systems and bare-root transplants. Two different mesh sizes were used for protection, and the success of the different caging was evaluated. Of eight species, only four survived through the second growing season. There was no significant difference in the success of the propagule types for Sagittaria latifolia. The treatments planted with intact root systems showed significantly higher growth and reproduction than the bare-root treatments for Eleocharis quadrangulata, Heteranthera dubia, and Vallisneria americana. There was no survival recorded in the coarse mesh cages, likely due to the presence of crayfish that are able to get through the coarser mesh and feed on the transplants.