To inform local and regional decisions about protecting short-term and long-term quality of life, the Consortium for Atlantic Regional Assessment (CARA) provides data and tools (for the northeastern United States) that can help decision makers understand how outcomes of their decisions could be affected by potential changes in both climate and land use. On an interactive, user-friendly website, CARA has amassed data on climate (historical records and future projections for seven global climate models), land cover, and socioeconomic and environmental variables, along with tools to help decision makers tailor the data for their own decision types and locations. CARA Advisory Council stakeholders help identify what information and tools stakeholders would find most useful and how to present these; they also provide in-depth feedback for subregion case studies. General lessons include: (1) decision makers want detailed local projections for periods short enough to account for extreme events, in contrast to the broader spatial and temporal observations and projections that are available or consistent at a regional level; (2) stakeholders will not use such a website unless it is visually appealing and easy to find the information they want; (3) some stakeholders need background while others want to go immediately to data, and some want maps while others want text or tables. This article also compares what has been learned across case studies of Cape May County, New Jersey, Cape Cod, Massachusetts, and Hampton Roads, Virginia, relating specifically to sea-level rise. Lessons include: (1) groups can be affected differently by physical dangers compared with economic dangers; (2) decisions will differ according to decision makers' preferences about waiting and risk tolerance; (3) future scenarios and maps can help assess the impacts of dangers to emergency evacuation routes, homes, and infrastructure, and the natural environment; (4) residents' and decision makers' perceptions are affected by information about potential local impacts from global climate change.
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The Institute for Science Education (IPN) in Kiel, Germany, has a long tradition in environmental education research, material and instruction development, and teacher education. This paper presents its research program on "Factors of Environmental Activity" consisting, at present, of three empirical research studies. These projects share a common theoretical model, the Integrated Action Model, describing the environmental action generating process. Study 1 evaluates the validity of this model; Study 2 appIies it to evaluate the effects of school environmental instruction; Study 3 applies it to evaluate the effects of nature experience. As this research pertains to Germany, a description of the school system and institutionalisation of environmental instruction is included.The research pro~am "Factors of Environmental Activity," conducted at the Institute of Science Education (IPN) in Kiel, Germany, evolved following developments both in the institutionalisation of and research in environmental education. These developments pertain predominantly to West-Germany and to the time coinciding with and following the environmental movement at the beginning of the 1970s. As this research mainly deals with school aged subjects and the school setting, a description of the West German school system is included. Following this section, our investigation of the issue of environmental action motivation is outlined from which three empirical research projects have evolved. Each of these projects is described. The report concludes with a discussion. tnstitutionalisation of Environmental Education in German Schools Definition of Environmental EducationThe term "environmental education" is widely used, but it has no single, indisputable meaning. Lucas (1980) classified this term in the categories "education about the environment," "education for the environment" and "education in the environment" and mixed categories. Education about the environment is concerned with providing a cognitive understanding of the issues. Education for the environment is directed toward environmental preservation and is characterised by particular purposes or aims. Education in the environment is characterised by the technique of stressing direct contact in physical and social environments outside the classroom. Environmental education in Germany reflects all these qualities. For research purposes it is necessary to distinguish among these qualities. Without further inquiry, it is often difficult to determine what exactly is meant when the term environmental education is used. Where relevant and where possible we will be try to be explicit about which of these categories is meant. DEMPSEY ET AL. Recommendations for Environmental Education in German SchoolsSeveral international workshops and governmental conferences document the ~owing importance of international cooperation in contemporary environmental education issues. For example, environmental education was first defined at the IUCN (International Workshop on Environmental Education) in Nev...
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