UNESCO-UNEP ENVIRONMENTAL EDUCATION NEWSLETTER ~~

Vol. XI11, No 4, December 1988

Natural Disasters and Environmental Education

Natural hazards, such as earthquakes, windstorms (cyclones, hurricanes, tornadoes, typhoons), tsunamis (tidal waves), floods, landslides, volcanic eruptions, wildfires and other hazards of natural origin, need not become national disasters. This seeming paradox is the real meaning of the recent resolution adopted by the General Assembly of the United Nations, namely, to designate the 1990s as the International Decade for Natural Disaster Reduction. In so doing, the U N General Assembly emphasized the critical role of environmental education b y recognizing that "scientific and technical understanding of the causes a n d impact of natural disasters and of w a y s to reduce both h u m a n and property losses has progressed to such an extent that a concerted effort to assemble, disseminate and apply this knowledge through national, regional and world-wide programmes could have very positive effects in this regard, particularly for developing countries."

Furthermore, four of the five goals established for the International Decade for Natural Disaster Reduction aré the extended goals of environmental education (EE) in the full sense of environmental problem-solving and interdisciplinarity and people's participation in environmental decisions: " T o devise appropriate guidelines and strategies for applying existing knowledge, taking into account the cultural and economic diversity a m o n g nations; " T o foster scientific and engineering endeavours aimed at closing critical gaps in k n o w ledge in order to reduce loss of life and property; " T o disseminate existing and n e w information related to measures for the assessment, prediction, prevention and mitigation of natural disasters; (and) " T o develop measures for the assessment, prediction, prevention and mitigation of natural disasters through programmes of technical assistance and technology transfer, demonstration projects, and education and training, tailored to specific hazards and locations, and to evaluate the effectiveness of those programmes." T w o of the U N agencies most concerned with the planning and implementation of the International Decade for Natural Disaster Reduction are Unesco and the U N Environment Pro-

gramme (UNEP). Thirteen years before, in fact, these organizations jointly launched the International Environmental Education Programme, which will play its integral part in the projects and activities of the designated Decade (with reports appearing regularly in Connect). T o begin with, one might schematically consider the characteristics of an effective education and training programme for natural disaster preparedness. It is: participatory in design; specific to a community; based on an assessment of the information needed concerning prevention, mitigation and recovery; integrated with existing disaster warning and response systems; established as an ongoing process; and involves, as a priority, the most vulnerable section of the population.

the development of a warning system to allow evacuation and/or protection of hazardous areas w h e n disaster appears imminent. Preparedness plans for specific hazards should be developed to ensure necessary, effective action. They should be based on realistic scenarios, assumptions and organizational frameworks, have precise goals, an inter and intraorganizational focus and include means for revision and periodic rehearsals. Target groups for education and training programmes should include: the general public, concerned professionals (engineers, farmers, health and social workers, planners, insurers, et al.), government agencies, private enterprise firms, endangered populations and policy and decision makers. Education and training programmes should be adapted to specific target groups. H o w best communicate the subject matter to a target group can be determined by answering the following questions specific to a country: W h a t information networks and organizations are most efficient in this respect? W h a t materials would be most instructive and motivating? W h a t resources (human, material, financial, etc.) are available for the purpose? The most instructive learning situation would obviously be an actual disaster. For this reason, full documentation on past disasters should be m a d e available during the teaching/learning process. Finally, disaster preparedness education and training should be seen as a key c o m ponent of a complete counter-disaster prog r a m m e which also includes disaster legislation, planning, organizational structurization and resource use. A realistic approach to the subject matter to be taught and learned should start with an identification of the problems specific to a country or area and the successes and failures in past mitigation efforts. Problems associated with earthquake mitigation, for example, involve effectiveness of disaster management, vulnerability of structures, enforcement of design and construction codes, early warning and evacuation plans, etc.

The subject matter includes the study of natural hazards as physical p h e n o m e n a , vulnerability or the impact of various disasters upon people, property and the physical environment, the ways to mitigate these impacts, and disaster preparedness plans.

At the community level, the subject matter should be easily understandable and aim at answering these questions: W h a t will the disaster do? W h a t is the best action to be taken personally, by the family and by the community? W h a t are the organizations, plans and programmes of governmental and nongovernmental bodies for disaster relief and rehabilitation? H o w can these services be used most effectively? H o w can local disaster operations be best supported?

Basic approaches in the mitigation of disasters concern: land-use planning, so as to restrict the use and occupancy of potentially hazardous sites; controlling the "hazardous process," that is, regulating h o w people treat the land so as to reduce the impacts of certain disasters, such as flooding, erosion, etc.; reducing the impact of the "hazardous process," by reducing the vulnerability of structures and facilities through design and construction guides for specific hazards; and early warning, that is, monitoring of natural proceses so as to permit, where possible,

At the professional operational level, the subject matter is necessarily more technical concerning the hazards most likely to be encountered: physical and organizational aspects, needs for medical aid, relief, food, shelter and rehabilitation. At the policy and decision-making level, training should aim at keeping key executive personnel periodically informed about policies, plans, organizations and programmes; and include critical post-disaster analyses of operations concluding with constructive proposals for improvements and reforms.

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Connect

Education and training for disaster preparedness can be both formal and nonformal. H o w e v er, since the ultimate responsibility for the consequences of a natural hazard rests upon the government, it is generally agreed that there should be governmental responsibility for an efficient national disaster preparedness body with a clear mandate for education and training. Forms of education and training depend on the level of the target audience: elementary school programmes, community gatherings, radio and television talks, posters and exhibitions; activities by health organizations and local police; seminars, roundtables, short courses, field training, simulation exercises and post-disaster

reviews, especially for professionals and policy makers. Environmental education and training of both the specialist and the general public, at all levels and for all age groups, can thus greatly contribute to the International Decade for Natural Disaster Reduction of the 1990s — and beyond. (The above article is based largely on Mustafa O . Erdik's, "Training and Education for Disaster Preparedness," in Regional Development Dialogue, Spring 1988, published by the U N Centre for Regional Development, Nagoya, Japan.)

E E Field Reports African Seminar on Environmental Education at the University Level A regional seminar on The Integration of an Environmental Dimension in General University Education in Africa was held in Dakar, Senegal, 24-27 M a y 1988. There were fortyfive participants from nine countries. The seminar was organized by the Unesco National Commission of Senegal within the framework of the U n e s c o - U N E P International E E Programme and conducted by the Environmental Sciences Institute of the Cheikh Anta Diop University of Dakar. The objectives of the seminar were to: elaborate on the concept, content and priorities of E E in the African context; identify the principal E E problems and needs and indicate guidelines for the incorporation of E E into university programmes; formulate a policy regarding the preparation and acquisition of appropriate E E materials; act as a forum for the exchange of

information and experience on E E in Africa; and establish a framework in Africa for the exchange of E E information and experience regionally and subregionally at the university level. The seminar was organized into working groups and plenary sessions. The plenary sessions dealt with E E concepts, contents and methodologies as well as research and teacher training. T h e three working groups dealt with more specific details on the implementation of E E at the university level — strategies, programmes, basic approaches, research, etc. In addition, there were presentations of university case studies and country reports. (A final report of the African seminar is available for institutions by writing to Connect, address on last page. The report is largely in French; several presentations are in English.)

Training Seminar on Nonformal E E for the Caribbean A Subregional Training Seminar on Nonformal Environmental Education for the Caribbean was held in Georgetown, Guyana, 25-31 M a y 1987. The seminar was organized by the University of Guyana in collaboration with the Guyana National Commission for Unesco and within the framework of the U n e s c o — U N E P International E E Programme (IEEP). There were twenty-six participants w h o came from Barbados, Cuba, Dominica, Grenada, Guyana, Jamaica, St. L u cia, St. Vincent and the Grenadines. The Caribbean Conservation Association was also represented. Plenary and workshop sessions were organized around the principal objectives of the subregional training seminar, which were: to examine the concept, importance, needs and target groups for nonformal E E ; to establish a process for developing nonformal E E ; to identify major environmental issues and problems to be treated by nonformal environmental information; to December 1988

examine methods, materials, training of personnel and evaluation in nonformal E E ; to examine legislation, administration and financing in nonformal E E ; to study coordination mechanisms between formal and nonformal E E ; to introduce Guidelines for the Development of Nonformal Environmental Education ( E E Series N o . 23), developed by the I E E P , and to study possibilities for its adaptation to the Caribbean; and to promote the exchange of information and experience on the development of E E in the Caribbean. A final report has been published which includes the major presentations, a summary of country reports, a description of U N E P ' s I N F O T E R R A (environmental information network) and other elements of the nonformal E E seminar. (For more information, write to: D r . Joycelynne Loncke, Deputy Vice-Chancellor, University of Guyana, Guyana). 3

National Training Workshop on Environmental Education — Egypt A National training Workshop on Environmental Education was held in Behna, Egypt, 5-17 March 1988. There were over sixty participants. The workshop was organized by the Institute of Environmental Studies and Research of the University of Ain Shams, Cairo, within the framework of the U n e s c o - U N E P International E E Programme. The workshop was directed towards religious teachers and the I m a m s of Mosques in Egypt. Its objectives were to clarify Islamic attitudes towards the environment, the conception of the universe, the place of people in it, their use of natural resources and their role as custodians of the environment and its resources.

The thirteen days of the workshop were devoted to discussions of each aspect of the objectives as described. They also included consideration of environmental problems and solutions, legislation and the natural heritage and field trips to natural reserves as well as to polluted areas.

A report has been published in English by the Institute of Environmental Studies and Research which contains a description of E E efforts and programmes in Egypt, proceedings and results of the workshop and a special section on Islam and environmental concerns.

Nonformal Environmental Education in Botswana

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Organizations involved in environmental education outside the formal school system of Botswana are: the Department of Wildlife and National Parks, the National M u s e u m and Art Gallery, the Botswana Society, the Forestry Association of Botswana, the Kalahari Conservation Society and Thusano Lefatsheng (primarily a rural development body devoted to agriculture). T h e educational activities of these organizations are coordinated by the E E Reference Group, which includes representatives of each organization as well as those of the Ministry of Education and the University of Botswana. TheWildlife Education Unit, initiated in 1973 as a division of the Department of Wildlife and National Parks ( D W N P ) , n o w has a staff of fifteen education officers. Its activities include talks, slide shows, film projections, magazines, posters, seminars, conferences and exhibitions. All levels of the general public are aimed at both inside and outside the national parks. T h e Gaborene G a m e Reserve, recently opened on the outskirts of the country's capital, has E E as its major objective. A visitors' centre has been set up and numerous school groups, and others, are using the facilities. The Wildlife Clubs of Botswana, originally an activity of the Education Unit, are n o w largely independent while maintaining links to the D W N P . There are currently fifty clubs whose programmes aim at youth (and secondary-school teacher) training in the appreciation of natural resources through workshops, seminars, film shows, rallies, field trips, media programmes, art competitions and newsletters. The Education Division of the National Museum, Monuments and Art Gallery has a particularly active E E programme which has led to its being called "our living m u s e u m . " This is the result of the m u s e u m ' s policy of reaching out to the community through its "mobile m u s e u m " , 4

regular radio programmes and newsletter. The "mobile m u s e u m " has two vehicles with instructional materials and film equipment. The popular quarterly m u s e u m magazine is titled " T h e Zebra's Voice". The Botswana Society has been involved in E E since 1968 and aims at the general public. Its activities include talks and lectures, workshops and symposia, newsletters, journals and reports. T h e Botswana Bird Club is a branch of the Society and issues its o w n journal ("Babbler") and other publications. It also conducts research programmes and field outings. The Forestry Association of Botswana is a relatively recent organization whose aim is to foster public awareness of the effects of deforestation and resulting desertification and to motivate the public through such annual events as National Tree Planting D a y . T h e Association supports other organizations as well in their E E efforts to combat environmental degradation. Activities include the publishing of a journal and various newsletters and the conducting of seminars and workshops. The Kalahari Conservation Society directs its E E efforts towards current decision makers, including members of Parliament, the House of Chiefs, District Councillors, members of the Land Boards and tribal administrators as well as education planners and other key education personnel. The K C S considers this approach as most likely to achieve immediate results in the solution or alleviation of Botswana's environmental problems. In this connection a direct information service is being developed as well as the maintenance of personal contact. Future plans include the aid of a U N volunteer under the auspices of the U N E P Outreach Programme to work with the Education Ministry's Curriculum Development Unit and to organize teachertraining E E workshops. Connect

Environmental Education in Finland Environmental education in Finland is being developed in accordance with a n e w approach, which attempts to take into account different local needs. This has meant that municipalities, schools and other institutions of learning all m a k e their o w n contribution to E E . There are no detailed directives at the national level; decisions are m a d e provincially. Schools and institutions work out environmental education solutions reflecting local considerations and needs. Also n e w , for Finland, is E E planning based on collaboration between educational and environmental authorities. Environmental as well as specific E E concerns are dealt with not only by school departments of provincial administrations, but also by their planning and housing and environmental departments. Environmental education is integrated into school curricula, which are developed at the municipal level. Environmental studies focus on

the immediate environment; municipalities are deemed responsible for keeping environmental studies up to date in terms of evolving conditions and n e w knowledge and practice. Environmental studies are part of practical training in vocational schools and adapted for each specialized branch of training. T h e impact of h u m a n activity, especially work, upon the environment is emphasized. Vocational schools and institutions develop their o w n solutions for the incorporation of E E into the curricula. Local problem-solving is considered an essential part of the E E process, particularly for the motivation of students. Ethics and values are increasingly finding their place in the decision-making aspect of environmental education, in addition to the acquisition of basic skills and knowledge. T h e educational approach is interdisciplinary. School-community activity is stressed.

Environmental Education in The German Democratic Republic Environmental education is considered a lifelong process in the G e r m a n Democratic Republic ( G D R ) , beginning at pre-school age and continuing thereafter. The most useful formative instruction is initiated' in the kindergarten. There is a special E E textbook for kindergarten teachers plus a variety of toys, colouring books and kits inspiring pupils to be aware of their environment and to love, respect and care for nature. Children's books and card games stress the same values. In ten-year comprehensive schools and advanced secondary schools, environmental concern is an integral part of such subjects as biology, geography, local history, physics, chemistry and polytechnical education in general. M a n y of the students belong to such out-ofschool groups as " Y o u n g Biologists," " Y o u n g Natural Scientists" and " Y o u n g Technicians." They are often supported by the Society for Nature and the Environment and the Cultural League of the G D R . Pupils, age 16 to 18, at advanced secondary schools have optional courses in natural science. Vocational training, which follows the c o m prehensive school or advanced secondary school, incorporates E E into each special branch or December 1988

activity. Problems of environmental protection and planning are specific to each subject and to each of over three hundred kinds of vocation. Low-waste technologies and resource recovery and recycling are taught. Intensive advanced training in environmental protection and planning has been introduced. The environmental training of engineers and technicians not only deals with the environmental problems they will encounter, but also encourages their initiative in finding n e w solutions and technologies. This is reflected in the " Y o u n g Innovator's Exhibitions". A n environmental dimension has been incorporated into the social sciences as well as into technology and techniques and other sciences. Post-graduate, fourterm courses have been inaugurated in air protection, waste-water disposal and emission control. Public organizations, such as the Society for the Dissemination of Scientific Knowledge and the C h a m b e r of Technology, in addition to the two mentioned above, contribute to public enviromental education through lectures, conferences, special courses, radio and T V programmes, environmental publications and guidelines. 5

Environmental Education in Jamaica The roles played by both formal and nonformal environmental education "have been of tremendous value in terms of influencing development decisions in relation to resource exploitation and conservation," according to the authorities of Jamaica. "In this regard, a growing segment of the society is n o w ready to participate in the decision-making process."

spectors, w h o monitor their communities' environment for the detection and amelioration of nuisances causing, or associated with, disease. The course work covers a two-year period; the third year is devoted to an internship under the guidance of supervisors trained by the W I S P H . Students function as public health inspectors during their internship.

At the primary level of formal education, pupils are exposed to a general awareness of the environment, the relationship between living and non-living things and the development of desirable attitudes towards their surroundings. T h e approach generally employed is the "infusion" method, by which the environmentally relevant aspects of subjects already being taught are emphasized. It involves minimal additional work on the part of the teacher and requires n o extra funding. T h e principles learned form the basis u p o n which a more advanced study of ecology can be taught at the next level.

T h e College of Arts, Science and Technology offers a seven-week course over two summers on "Water W o r k s and Sewage Plant Operations." In addition, the college presents a course in environmental chemistry, introducing students to various types of pollution, their prevention and solution. T h e college is currently moving towards a diploma programme in environmental technology, which will form environmental specialists.

At the secondary level, curriculum development has kept pace with environmental changes and corresponding knowledge. Syllabuses for Grades 7-9 reflect this development in general science, agricultural science and social studies. T h e introduction in 1983 of the Caribbean Examination Council (Grade II) Examination Syllabuses has had considerable impact at the secondary level and has also influenced syllabus development at both lower and higher levels of the educational system. At the tertiary level, there are three major institutions which conduct various aspects of E E : T h e University of the West Indies, the West Indies School of Public Health and the College of Arts, Science and Technology. Students at teacher colleges are also instructed in environmental themes through informal talks and seminars organized by the Association of Science Teachers of Jamaica in conjunction with such agencies as the Natural Resources Conservation Division. At the University of West Indies ( U W I ) , the Faculties of Natural Sciences, Social Sciences, Medicine, and Arts and General Studies all offer courses which include environmental concepts and themes. A n estimated total of 600 lectures per academic year are devoted to environmentally related topics. In addition, there is the recently formed inter-faculty Environmental Studies G r o u p whose interdisciplinary aims are to : promote inter-faculty environmental studies ; assist faculty environmental study groups; publish an annual bulletin of U W I environmental related activities; organize seminars and promote public relations; and identify funding for environmentally education and research at U W I . T h e West Indies School of Public Health is under the administration of the Ministry of Health and trains public-health nurses and in6

Informal environmental education in Jamaica consists of two major components: public education activities conducted by (1) the publicsector resource-management agencies and (2) non-governmental organizations, including the business community and service clubs. T h e major thrust is to foster appropriate attitudes, vital to sustainable development. This involves informing the populaton on resource limitations and development choices in Jamaica's fragile island ecosystem. T h e major vehicles for this information are the media, public exhibitions, posters, lectures and seminars. Public-sector agencies, include the Natural Resources Conservation Division, the Fisheries Division, the Office of Disaster Preparedness, the Forestry Department, the Environmental Control Division, the Energy Division and the T o w n Planning Department. Most of these agencies have public education programmes and, in addition, conduct extensive on-the-job training of their technical staff, which constitutes the core of the nation's environmental resource personnel. O n e of the most successful efforts of a government agency has been that of the Office of Disaster Preparedness, which conducts a public education p r o g r a m m e along the lines indicated in the leading article of this issue of Connect. Nongovernmental organizations carrying out E E activities are: the Natural History Society of Jamaica, the Jamaica Society of Scientists and Technologists, the Jamaica Geographical Society, and the Association of Science Teachers of Jamaica. Their activities include seminars, publications, public lectures and discussions, field trips, community projects, exhibitions and mass media programmes. A s for the business c o m m u nity, Shell has sponsored the Jamaica Junior Naturalists and Bata C o m p a n y has financed the printing of E E teaching materials. (Based on a report to the M o s c o w E E Congress of 1987 by D r . Donald Wilson.) Connect

Population and the Environment The following is a condensed extract of the 1988 State of World Population Report by Dr. Nafis Sadik, Executive Director of UNFPA : The U N World Commission on Environment and Development (Brundtland Commision; see Connect, June 1988) emphasized the need for a new era of economic growth and development based on policies that "sustain and expand the environmental resource base" of the earth. Speaking for the U N system, the SecretaryGeneral said in this 1987 report to the General Assembly: "It must be the c o m m o n purpose to forge from... varied, sometimes contradictory, economic, social and political conditions, a global environment of sustained development, social justice, and peace."

• finding new and renewable sources of energy and increasing energy efficiency; • protecting • species and preventing further loss. Population, Environment and Development Whatever the goals of population policies, the elimination of poverty, measures to improve health, education, and the status of w o m e n are essential for their success. They are also essential for sustainable development. Conclusion

Population

Degradation of the natural resource base and the loss of productive land can be reversed, but only through increased and more effective cooperation between industrialized and developing countries. This will be particularly important in introducing environmentally safe industrial development and in slowing rapid population growth, particularly the growth of giant cities.

• slowing and eventually stabilizing rapid population growth; • providing urban alternatives to mega-cities; • finding settled, safe homes for "environmental refugees"; • planning a safe future for increasing numbers of people.

Under the stress of increasing numbers and demands, the environment has shown surprising resilience. With care and attention to balanced programmes of conservation and sustainable development on the part of the international community, governments, industry, and all levels of society, the earth is capable of supporting the increasing needs of the next century.

Environment

Understanding of the problems continues to grow. Understanding of possible solutions is also growing. It is already clear that no country or group is i m m u n e from danger, that all countries, communities and individuals, rich or poor, developed or developing, can be important agents both of conservation or of destruction, depending on the choices they m a k e and the policies they adopt; and finally that, as individuals or as nations, there is no escaping our responsibility. W e share a c o m m o n future.

Establishing a sustainable relationship between h u m a n numbers and resources will require:

• reversing deforestation and erosion in major watersheds; • checking the spread of deserts; • introducing sustainable water management; • reducing acidification and hazardous waste; • developing and introducing environmentally safe industrial processes. Resources • eliminating hunger through sustainable agriculture;

From Unesco Population (newsletter), July 1988

EE News and Publications The 3rd International E E Conference for Secondary Schools has been announced for 24-30 June 1989, to be held in O a k Park, Illinois, U . S . A . The conference theme will be Technology and the Environment. The meeting is sponsored by groups in Spain, the Netherlands, England and the U . S . A . For more information, write: Pollution Control Center, O a k Park River Forest High School, 201 N . Scoville, O a k Park, IL 60302, U . S . A . ; or Foundation for E E in Europe, Nassauplein 8, 1815 G M Alkmaar, Netherlands. The 9th International Seminar on Natural Areas and Tourism was held in the province of Chubut, Argentina, 16-24 September 1988. The participants were administrators of park, wildlife and tourism systems and came from North and December 1988

South America, Europe, Australia and Japan. The 10th International Seminar will also be held in Chubut, in 1990. For more informaton, write: Argentine A c a d e m y of Environmental Sciences, Education Mission, Uriarte 2456 8°33, 1425 Buenos Aires, Argentina. • • A n International Workshop on the Establishment and Use of Ecopedagogical Areas was held in Volary, Czechoslovakia, 25 - 29 M a y 1987. Participants were 61 specialists w h o came from 10 countries as well as representatives of Unesco, U N E P and I U C N . The workshop was in part preparation for the M o s c o w E E Congress of 1987. For more information, write: Institute of Forest Ecology, Slovak A c a d e m y of Sciences, Leninova 2, CS-96053 Zvolen, Czechoslovakia. 7

Environmental Education, an instructional module for teachers, has been published by the Unesco E E Project, Faculty of Science, Jadavpur University, Calcutta 700 032, India. T h e module is in English and contains 244 pages. Part I deals with socio-economic and cultural aspects of the environment and ecodevelopment. Part II considers the didactic dimensions of E E . • • • A catalogue of important U N publications on various aspects of the environment — legislation, pollution, water and waste m a n a g e m e n t , etc. — is available by writing: U N Bookshop/Sales Unit, Palais des Nations, C H - 1 2 1 1 , G e n e v a 10, Switzerland. A m o n g recent audio-visual and printed productions of Unesco's M A B P r g r a m m e are: (1) a packaged slide-tape s h o w in English " C o m b a t ing desertification in the pre-Saharan zones" which contains 79 colour slides, a 22-minute cassette and a booklet containing the script and instructions for use; (2) a packaged slide-tape s h o w in French o n " L ' H o m m e en zone aride: évolution d u n o m a d i s m e " which contains 72 colour slides, a 20-minute cassette and a booklet containing the script and instructions for use; and (3) a Final Report, in French, titled, "Actes du Séminaire organisé dans le cadre d u Projetpilote de lutte contre la désertification dans le sud-tunisien" (Djerba, Tunisia, 24-29 N o v e m b e r 1986). For m o r e information, write: M A B , Unesco, 7 place de Fontenoy, 75700 Paris, France. The Learning Environments of Early Childhood in Asia: Research Perspectives and Changing Programmes is a brochure prepared by I D R C , U N I C E F and Unesco. It is based on a workshop of that title which was charged with "exploring the features of the home and community environment for pre-school children in disadvantaged areas, which are conducive to cognitive and social development" eventually to aid "a successful transition from home to school." Write: Unesco Principal Regional Office for Asia and the Pacific, P . O . Box 1425, G P O , Bangkok 10501, Thailand. • The Bulletin of U N E P ' s I N F O T E R R A (No. 3, 1988) announces that "a world-wide conference of I N F O T E R R A national focal point managers will be held in Moscow, U S S R , 13-18 March 1989." For more in-

formation, write: I N F O T E R R A , U N E P , P.O. Box 30552, Nairobi, Kenya. W H O ' s international journal, World Health Forum, N o . 3, 1988, contains a special section on "Environmental Health." Write: World Health Organization, Distribution and Sales, 1211 Geneva 27, Switzerland. - • • IAEA Bulletin, N o . 2, 1988, is devoted primarily to nuclear education and training. A summary Report on the Post Accident Review Meeting on the Chernobyl Accident has also been published by the International Atomic Energy Agency. Write: I A E A Division of Publications, P . O . B o x 100, A - 1 4 0 0 Vienna, Austria. - • • T h e 1988 catalogue of A u dio Visuals for the Environment has been issued by the International Centre for Conservation Education, Greenfield H o u s e , Guiting Power, Cheltenham, Glos G L 5 4 5 T Z , U . K . T h e 31st World Scouts Conference held in Melbourne, Australia, 11-15 January 1988, conducted a Conference W o r k s h o p on Conservation and Environment. A resolution called on Scouts all over the world to work with U N E P so as to strengthen their activities in the field of environment and environmental education. • • Sahabat A l a m Malaysia (Friends of the Earth) announces a n e w newsletter, Environmental News Digest, available on a paid subscription basis. Write: S A M , 43, Salween, R o a d , 10050 Penang, Malaysia. • A bi-monthly periodical, Natural Hazards Observer, is published bimonthly by Natural Hazards Research and Applications Information Center, Institute of Behavioural Science N o . 6, C a m p u s B o x 482, University of Colorado, Boulder, Colorado 80309, U . S . A . • • • T h e Spring 1988 issue of The Biosphere, newsletter of T h e International Society for E E , is devoted to E E in the U . S . A . since 1977 (based on a report to the M o s c o w E E Congress of 1987). Write: School of Natural Resources, Ohio State University, 2021 Coffey R o a d , C o l o m b u s , Ohio 43210, U . S . A . • BERC Bulletin is a periodical of research and information on basic education in Eastern and Southern Africa, w h o s e N o v e m ber 1987 issue is devoted to "Basic Education and the Environment." Write: Basic Education R e source Centre, Kenyatta University, P . O . B o x , 43844 Nairobi, K e n y a .

Save trees. Save trees. This issue is printed on recycled paper. Connect is also published in French as Connexion, in Spanish as Contacto, in Russian as Kontakt and in Arabic as Arrabita. Contents are exactly the same in all editions. Connect is free. Reproduction of its contents is not only permitted, it is solicited and encouraged.

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