Environmental Studies Program

• Benton County’s Prairie Species Habitat Conservation Plan: Signposts for the future of species-based land-use regulation?

  Novick, Adam (The Wildlife Society, Oregon Chapter, February 10, 2011)

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  Novick, Adam 2011-03-07T20:05:00Z 2011-03-07T20:05:00Z 2011-02-10 http://hdl.handle.net/1794/11006 18 p. Presented at the annual meeting of the Oregon chapter of The Wildlife Society, Bend OR, 10 Feb 2011. Does Benton County's recently approved Habitat Conservation Plan address concern that species-based land-use regulation (whether prohibitions or mitigation requirements) might be counterproductive to the survival of maintenance-dependent species on non-federal land? I suggest that despite significant limitations, the plan gives this concern unprecedented recognition, including a promise of some prosecutorial discretion and a recommendation to refine rules implementing the US Endangered Species Act. I discuss what might help the US Fish and Wildlife Service and others do more to address this concern. en_US The Wildlife Society, Oregon Chapter Biodiversity conservation policy Conservation-reliant species Regulatory disincentives US Endangered Species Act of 1973 Habitat conservation -- Oregon -- Benton County Safe harbor agreements Candidate conservation agreements with assurances Prosecutorial discretion Benton County (Or.) p\Prairie species Aldo Leopold Game theory Game-theoretic analyisis Supply curve analysis United States. Endangered Species Act of 1973 Endangered Species Act of 1973 Leopold, Aldo Land use -- Oregon -- Benton County -- Planning Benton County’s Prairie Species Habitat Conservation Plan: Signposts for the future of species-based land-use regulation? Presentation
• Educating for Ecological Intelligence: Practices and Challenges

  Bowers, C. A. (University of Oregon, 2009)

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  Bowers, C. A. 2009-05-28T15:53:48Z 2009-05-28T15:53:48Z 2009 http://hdl.handle.net/1794/9268 115 p. Contents: Chapter 1. Introduction -- Chapter 2. Educational Reforms that Foster Ecological Intelligence -- Chapter 3. Educating Students About the Political Economy of the Cultural Commons and the Nature of Sustainable Wealth -- Chapter 4. The Misuse of Academic Freedom in an Era of Global Warming -- Chapter 5. How Computers Contribute to the Enclosure of the Cultural Commons -- Chapter 6. The Leadership Role of Deans in Colleges of Education en_US University of Oregon Ecology -- Study and teaching Cultural commons Educating for Ecological Intelligence: Practices and Challenges Book
• Transitions: Educational Reforms that Promote Ecological Intelligence or the Assumptions Underlying Modernity?

  Bowers, C. A. (2008)

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  Bowers, C. A. 2009-02-23T23:19:28Z 2009-02-23T23:19:28Z 2008 http://hdl.handle.net/1794/8618 203 p. Table of Contents: Introduction Chapter 1 Conceptual Steps to Ecologically Sustainable Educational Reforms Chapter 2 E. O. Wilsonâ s Drift into Scientism: The Challenge Facing Science Educators Chapter 3 The Environmental Ethic Implicit in Three Theories of Evolution Chapter 4 Why the Lakoff and Johnson Theory of Metaphor Marginalizes the Cultural Issues Related to the Ecological Crises Chapter 5 Revitalizing the Cultural Commons or an Individualized Approach to Planetary Citizenship: The Choice Before Us Chapter 6 The Case Against John Dewey as an Environmental and Eco-Justice Philosopher Chapter 7 Why a Critical Pedagogy of Place is an Oxymoron Chapter 8 The Double Bind of Environmentalists Who Identify Themselves as Liberals Chapter 9 The Real Failure of University Faculty Chapter 10 Rethinking Social Justice Issues Within an Eco-Justice Conceptual and Moral Framework Chapter 11 Suggestions for a State-Wide Approach to Ecologically Sustainable Educational Reforms Chapter 12 What Should be Included in Teacher Education Programs in an Era of Global Warming en_US Transitions: Educational Reforms that Promote Ecological Intelligence or the Assumptions Underlying Modernity? Book
• Toward a Post-Industrial Consciousness: Understanding the Linguistic Basis of Ecologically Sustainable Educational Reforms

  Bowers, C. A. (2008)

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  Bowers, C. A. 2008-10-08T18:15:59Z 2008-10-08T18:15:59Z 2008 http://hdl.handle.net/1794/7411 178 p. The focus in the following chapters is on the different ways that language, which is now represented in most classrooms from the early grades through graduate school as a conduit in a sender/receiver process of communication, carries forward many of environmentally destructive misconceptions of the past. Each chapter examines, within the context of different discourses, how the layered metaphorical nature of the language/thought connection continues to reinforce the same mindset that underlies a number of key characteristics of Western culture that still are not being addressed—even by environmental thinkers. 435469 bytes application/pdf en_US Educational change Education -- Social aspects Environmental education Environmental ethics -- Study and teaching Toward a Post-Industrial Consciousness: Understanding the Linguistic Basis of Ecologically Sustainable Educational Reforms Book
• University Reform in an Era of Global Warming

  Bowers, C. A. (2008)

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  Bowers, C. A. 2007-10-24T19:36:07Z 2007-10-24T19:36:07Z 2008 http://hdl.handle.net/1794/5135 Corrected, revised and expanded ed. 151 p. 331034 bytes application/pdf en_US Educational change Global warming -- Environmental aspects University Reform in an Era of Global Warming Book
• Educational Reforms that Address the Silences

  Bowers, C. A. (2007)

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  Bowers, C. A. 2007-10-24T19:35:57Z 2007-10-24T19:35:57Z 2007 http://hdl.handle.net/1794/5134 91 p. 314344 bytes application/pdf en_US Educational change Education -- Social aspects Environmental education Environmental ethics -- Study and teaching Educational Reforms that Address the Silences Book
• Handbook for Faculty Workshops on How to Introduce Cultural Commons and Ecojustice Issues into Their Courses

  Bowers, C. A. (2007)

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  Bowers, C. A. 2007-03-23 2007-03-23 2007 http://hdl.handle.net/1794/3941 106 p. 206308 bytes 106162 bytes application/pdf application/pdf en_US Ecojustice Cultural commons Educational reforms Handbook for Faculty Workshops on How to Introduce Cultural Commons and Ecojustice Issues into Their Courses Book
• The Willamette Valley: Past and Present

  Unknown author (University of Oregon, Environmental Leadership Program, 2007)

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  2007-02-23T23:55:51Z 2007-02-23T23:55:51Z 2007 http://hdl.handle.net/1794/3897 12 p. 233707 bytes application/pdf en_US University of Oregon, Environmental Leadership Program The Willamette Valley: Past and Present Article
• Critical Essays on the Enclosure of the Cultural Commons: The Conceptual Foundations of Today’s Mis-Education

  Bowers, C. A. (Ecojustice Press, 2007)

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  Bowers, C. A. 2007-01-29T21:53:50Z 2007-01-29T21:53:50Z 2007 http://hdl.handle.net/1794/3807 131 p. 320010 bytes application/pdf en_US Ecojustice Press Critical Essays on the Enclosure of the Cultural Commons: The Conceptual Foundations of Today’s Mis-Education Book
• The River's People

  Thompson, Jessica (University of Oregon, Environmental Leadership Program, 2006)

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  Thompson, Jessica 2006-11-21T23:17:19Z 2006-11-21T23:17:19Z 2006 http://hdl.handle.net/1794/3646 13 p. According to archeological evidence, the Kalapuya, the Willamette valley's first inhabitants, came to the area at least 10,000 years ago. (Mackey, 2004) However, according to Carol Logan, a Kalapuya with ancestral roots throughout the Willamette valley, the Kalapuya have been here forever. 122334 bytes application/pdf en_US University of Oregon, Environmental Leadership Program The River's People
• Flooding and Change on the Willamette River

  University of Oregon. Environmental Leadership Program (University of Oregon, Environmental Leadership Program, 2006)

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  University of Oregon. Environmental Leadership Program 2006-11-21T23:17:02Z 2006-11-21T23:17:02Z 2006 http://hdl.handle.net/1794/3645 7 p. A brief history about alterations, flooding, and Fred's experiences in the flood of 1964 on the Willamette River. 102285 bytes application/pdf en_US University of Oregon, Environmental Leadership Program Floods Willamette River (Or.) Flooding and Change on the Willamette River Article
• Restoration Stewardship Project : web site

  University of Oregon. Environmental Leadership Program (University of Oregon, Environmental Leadership Program, 2006)

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  University of Oregon. Environmental Leadership Program 2006-10-02T15:50:46Z 2006-10-02T15:50:46Z 2006 http://darkwing.uoregon.edu/%7Eecostudy/elp/restoration/ http://hdl.handle.net/123456789/1120 http://hdl.handle.net/1794/3418 23 p. Web site at http://darkwing.uoregon.edu/%7Eecostudy/elp/restoration/ harvested April 21, 2006. 18442690 bytes application/pdf en_US University of Oregon, Environmental Leadership Program Restoration Stewardship Project : web site Other
• Restoration Stewardship Project Final Report 2004-2005

  Miller, Jerica; Parker, Jess; Skelton, Kate; Dietz, Rudy (University of Oregon, Environmental Leadership Program, July 22, 2005)

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  Miller, Jerica Parker, Jess Skelton, Kate Dietz, Rudy 2006-09-29T23:28:40Z 2006-09-29T23:28:40Z 2005-07-22 http://hdl.handle.net/1794/3417 14 p. 390584 bytes application/pdf en_US University of Oregon, Environmental Leadership Program Restoration Stewardship Project Final Report 2004-2005 Other
• Transforming Environmental Education: Making the Cultural and Environmental Commons the Focus of Educational Reform

  Bowers, C. A. (Ecojustice Press, 2006)

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  Bowers, C. A. 2006-07-14T18:20:26Z 2006-07-14T18:20:26Z 2006 http://hdl.handle.net/1794/3070 176 p. Abstract The primary focus of this book is on the need to integrate environmental education into a more general curriculum that engages students in terms of their daily experiences in their community’s cultural and environmental commons, and in providing them the language necessary for articulating what is being lost as more aspects of their commons are enclosed by market forces. If effect, this book is focused on the pedagogical and curricular reforms that are a necessary part of making the renewal of the cultural and environmental commons a central focus of educational reform. The how-to-do-it discussion of fostering the student’s communicative competence for articulating the difference between a commons-based and market-consumer based experiences introduces examples that would be appropriate in the early grades as well as how courses at the university level need to be refocused in order to clarify how the development of different disciplines contributed to the marginalization and silences that now characterize most North American’s relationships with the commons. The emphasis on pedagogical and curricular reforms are set against a background discussion of how such terms as the environment and environmental education are now being politically contested, as well as against the background of economic globalization, and the rapid rate of global warming and other changes in natural systems—such as the changes in the chemistry of the world’s oceans. The book can also be seen as laying out an approach to educational reform that makes the renewing of the cultural and environmental commons the responsibility of classroom teachers and university professors across the disciplines. Content: Chapter 1: Introduction Chapter 2: Understanding the Cultural and Environmental Commons Chapter 3. Integrating Environmental Education into Commons Education Chapter 4: Teaching Sustainable Cultural Assumptions Chapter 5: The Classroom Practice of Commons Education Chapter 6: The Political Context of Commons Education Chapter 7: Toward Culturally Grounded Approaches to Teaching and Learning Afterword: A Case of Linguistic Complicity: How the Formulaic Thinking of George Lakoff Supports the Market Liberal’s Agenda of Enclosing What Remains of the Commons 408131 bytes application/pdf en_US Ecojustice Press Transforming Environmental Education: Making the Cultural and Environmental Commons the Focus of Educational Reform Book
• Renewing the Commons: University Reform in an Era of Degraded Democracy and Environmental Crises

  Bowers, C. A. (Ecojustice Press, 2006)

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  Bowers, C. A. 2006-07-14T18:12:35Z 2006-07-14T18:12:35Z 2006 http://hdl.handle.net/1794/3068 189 p. Abstract What is Unique About the Themes Addressed in the Book: The initial question that prompted the writing of this book was: What is there about an American university education that enables so many graduates to make the seemingly seamless transition from the classroom to becoming advisors and supporters of President George W. Bush’s policies? Further investigation led to an examination of the three main themes that set this manuscript off from other critiques of the policies of President Bush. First, the entire analysis, as well as recommendations for reforming universities, address how the current misuse of our two most prominent political terms of liberalism and conservatism leads to a basic misunderstanding of the policies that are being pursued under these two labels. I point out that the domestic and foreign policies of the Bush administration, as well as such think tanks as the CATO and American Enterprise Institutes, are based on the market-liberal thinking of John Locke, a partial reading of Adam Smith, and more recent libertarian thinkers. Thus, to refer to the policies that give corporations a greater influence over legislation in the areas of health care, energy, and the role-back of environmental protection as examples of conservatism is a problem that has its roots in the failure of universities to expose students to the history of conservative thinkers from Edmund Burke to Wendell Berry, and to the history of liberal thinkers from Locke, Smith, and Mill to current libertarians. I also provide an explanation of how the misuse of our political labels leads self-identified conservative students not to understand that they are actually proponents of market-liberal policies, and that many of their professors are in the social justice tradition of liberalisms—and that both share a number of the deep cultural assumptions that give conceptual direction and moral legitimacy to the industrial/consumer culture that is now being globalized. The failure of social justice liberal faculty is in not introducing students to the history of liberal and conservative thinkers in the West, thus leaving most university graduates without an understanding of what separates the classical liberal theorists from the philosophic conservative thinkers such as Edmund Burke and environmental conservatives such as Wendell Berry and Vandana Shiva. The irony is that the ideas of Burke and Berry are essential to understanding the importance of revitalizing the world’s diverse cultural commons as ecologically sustainable alternatives to the hyper-consumerism promoted by market liberals. The second theme is that the fundamentalist Christians that are part of the president's base of political support hold the view that they know the will of God and that their political mission is to be "God's regents" until the Second Coming. Their theology, which is not shared by evangelical Christians such as Jim Wallis, leads them to adopt a friend/enemy approach to politics that contributes to undermining what remains of the traditions that support a democratic, open, pluralistic society that is able to move forward through compromise and negotiation. I also point out that conserving the traditions of separation of church and state, an independent judiciary, the separation of power between the main branches of government, is not part of the political agenda of these fundamentalists who now number in the millions. I also point out how the fundamental Christians view the destruction of the environment as yet another sign that the rapture and the end-of-time is near. As self-identified liberals are not comfortable using the language of conservatism, they continue to emphasize the importance of the autonomous individual and of representing change as progressive in nature. Consequently they are not speaking out on the importance of conserving the traditions that are the basis of our civil liberties and the social justice issues that are still to be addressed. Thus, they are caught in a linguistic double bind. An example of this linguistic double bind is George Lakoff’s reference to “progressive environmentalism.” The third theme is the need for educational reforms that address what university students need to know about the nature and importance of the cultural and environmental commons (aspects of the culture and environment that have not been monetized and incorporated into the industrial and consumer-dependent culture). A knowledge of how the world’s diverse cultural commons represent sites of resistance to the further spread of a market economy that leaves increasing numbers of people in America vulnerable to the loss of jobs, of health benefits, and of pensions takes on special importance today. What remains of the world's diverse cultural and environmental commons (and they still exist across American, even in urban areas) hold out the possibilities of a more communitycentered existence that involves reliance on intergenerational knowledge and skills that lead to mentoring, mutual support systems, and self-reliant activities that reduce dependence upon a money economy. The manuscript contains a chapter that explains how courses in existing disciplines can be used to help students understand why the importance of the intergenerational knowledge was marginalized by Western philosophers, the history of cultural forces that have contributed to the enclosure of the commons, how different technologies impact the commons, the economics and environmental impact of the cultural commons, and the connections between conserving the linguistic diversity of the cultural commons and conserving habitats and species. The last chapter examines the similarities between the theocracy/market-liberal oriented policies and the characteristics of fascist societies that came to power through a weakened democratic process between the two world wars. While we are not there yet, the nearly forty percent of hard-core Bush supporters, as well as the nearly fifty percent of adults that think that evolution is a liberal-inspired myth suggest that we are further down the slippery slope than many people realize. If we continue to move down this slippery political slope, the future of the environmental movement will be further weakened. Indeed, any major environmental crisis, such as the topping out of oil production and its subsequent decline, may lead to the kind of social unrest that preceded the rise of earlier fascist governments. Table of Content: Preface Chapter 1 The Convergence of Crises: Challenges Facing Higher Education Chapter 2 The Anti-Democratic and Anti-Social Justice Record of Powerful University Graduates Chapter 3 How Liberal Faculty are Complicit in the Education of President George W. Bush’s Political Base (At first glance this may seem an outrageous claim. Reading the short piece on my website that has been incorporated into this chapter, and that is titled the “real failure of liberal faculty”, will clarify the basis for the claim…<http://cabowers.net//>) Chapter 4 The Role of Education in the Anti-Democratic End-game of the Christian Right Chapter 5 Revitalizing the Commons as the Focus for Reforming Universities Chapter 6 The Slippery Slope: Will We be too Late in Recognizing Where It Leads? Chapter 7 Disillusionment and Resistance: Will it be Enough? Notes 443596 bytes application/pdf en_US Ecojustice Press Renewing the Commons: University Reform in an Era of Degraded Democracy and Environmental Crises Book
• Expanding the range of regulatory strategies for conserving biodiversity: implications of the Willamette Valley's oak savanna

  Novick, Adam (University of Oregon, Environmental Studies Program, June , 2006)

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  Novick, Adam 2006-07-14T15:04:33Z 2006-07-14T15:04:33Z 2006-06 http://hdl.handle.net/1794/3064 1 p. Presented at the conference "Managing Biodiversity in Pacific Northwest Forests: Strategies and Opportunities," held in Portland OR, 5 - 6 June 2006. The conference was sponsored by USDA Forest Service PNW Research Station and Region 6, USDI Bureau of Land Management, USGS Forest and Rangeland Ecosystem Science Center and Cooperative Forest Ecosystem Research, National Park Service, and Oregon State University. 137025 bytes application/pdf en_US University of Oregon, Environmental Studies Program Biodiversity Conservation market Incentives Regulatory disincentives Willamette River Valley (Or.) Oak savanna Endangered Species Act: Private Land Investment-backed expectations Substantive due process Policy decision space United States. Endangered Species Act: Private Land Expanding the range of regulatory strategies for conserving biodiversity: implications of the Willamette Valley's oak savanna Presentation
• A Kalapuya perspective

  Logan, Carol (University of Oregon, Environmental Leadership Program, 2006)

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  Logan, Carol 2006-06-18T15:18:02Z 2006-06-18T15:18:02Z 2006 http://hdl.handle.net/1794/2898 6 minutes. Human Connection Runs Deep... Who were the very first residents of the Willamette Valley? How did they view the river? The history and connection of the Kalapuya is found deep within the layers of the valley. 7203534 bytes application/x-filemaker en_US University of Oregon, Environmental Leadership Program A Kalapuya perspective Recording, oral
• A History of Valley River Center

  Lovinger, Nena (University of Oregon, Environmental Leadership Program, 2006)

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  Lovinger, Nena 2006-06-18T15:17:49Z 2006-06-18T15:17:49Z 2006 http://hdl.handle.net/1794/2897 4 minutes, 51 seconds. This is Nena Lovinger's story about the building of the Valley River Center. 5833152 bytes application/x-filemaker en_US University of Oregon, Environmental Leadership Program Valley River Center A History of Valley River Center Recording, oral
• A Bridge Story

  Macphee, Sara (University of Oregon, Environmental Leadership Program, 2006)

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  Macphee, Sara 2006-06-18T15:17:40Z 2006-06-18T15:17:40Z 2006 http://hdl.handle.net/1794/2896 6 p. This is the story of one musician's connection to the Willamette River. 32621 bytes application/pdf en_US University of Oregon, Environmental Leadership Program A Bridge Story Article
• Voices From Our Community Gardens

  Pena, Eduardo; Muller, Mamfiel; Cantril, Sarah (University of Oregon, Environmental Leadership Program, 2006)

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  Pena, Eduardo Muller, Mamfiel Cantril, Sarah 2006-06-18T15:17:29Z 2006-06-18T15:17:29Z 2006 http://hdl.handle.net/1794/2895 5 minutes, 1 second. The land along the Willamette River has undergone many drastic changes over the past 200 years, a silent witness to environmental, social and cultural decisions being made on top. The soil holds buried stories, some deep and others just now being layered upon the surface. In seeking a positive way to study agricultural land use in Eugene the story of the Community Gardens along the river are particularly compelling. What triggered their development? Who do they serve and what are their stories? 2411205 bytes application/x-filemaker en_US University of Oregon, Environmental Leadership Program Voices From Our Community Gardens Recording, oral

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