Authors argue that a paradigm shift is happening where viewing water solely as a commodity or resource and is being replaced by acknowledging its ecological and social connections. This has significant implications for water management, and how Colorado approaches water management is of significant interest as we move forward with the Colorado Water Plan. Through interviews with farmers and ranchers in the Gunnison River Basin of Colorado, this paper explores the theme of interconnectedness and how this affects the goals and best approach to water management. It concludes that despite a number of opinions which reflect the emerging paradigm, application of this paradigm varies greatly between people and topic, and can be more integrated into how we think of water management.
Boredom is a phenomenon experienced by most individuals in modern western society. While some research has been done on the topic, there still remains plenty of potential research to be done on boredom and its effects on our lives. This essay consists of a review of literature pertaining to boredom, analysis of psychoanalytic theory as it can be applied to boredom, and an exploration of the wilderness as a theoretical treatment for those suffering from boredom. A discrepancy is made between situative boredom, the more benign form of boredom, and existential boredom, which is considered to be a serious psychic ailment. This paper focuses on existential boredom and how the relationship that the individual has with modern society can create the conditions where existential boredom can manifest itself in the individual. The end result is a commentary on how the social situatedness of the individual within society causes the individual to engage with the world inauthentically, resulting in a lack of meaningful experience that characterizes existential boredom.
The creation and implementation of assessments for how students of all ages develop environmental literacy are key components for educating citizens to function in a sustainable society and understanding how expressions of environmental literacy may or may not lead to environmentally responsible behavior (ERB). The literature on ERB suggests that personality and affective components of environmental literacy are crucial motivators for action. We coded various versions of the Lectical Ecological Stewardship Assessment (LESA) to investigate the development of skills related to undergraduate students’ reasoning related to ecological stewardship. The analysis revealed that when prompts focused mainly on students’ decision-making processes about environmental issues, evidence emerged for external locus of control and a lack of self-efficacy. However, when students were asked about their potential or actual personal action in relation to the issues, their responses indicated they were operating from an internal locus of control and had developed self-efficacy. Overall, we found little evidence that students had developed environmental sensitivity, suggesting that either this is lacking or a prompt needs to be developed to target this affective component of ecological stewardship.