For this particular exercise, we did not survey them because the focus was to explore perceptions among actors linked to the study area (e.g., local inhabitants and visitors) and among environmental students.
While technical students' ratings were practically unaffected by their attitudes toward wind energy, the ratings awarded by environmental students were strongly influenced by their attitudes toward wind energy the ratings increased with the respondent's more positive attitude toward wind energy (Fig. 1).
Two years ago, the proposed $50 million project, Over The River, stirred controversy when environmental students at Denver University sued to block the work, concerned that the drilling of 9,100 holes in the ground would severely impact the region's natural ecosystem.
Cooperation around trade issues -- beginning with the fight against NAFTA -- served as an important opportunity for labor, community, environmental, student and faith-based organizations to start forming relationships.
However, of the three student populations, environmental studies students consistently demonstrated greater awareness and more accurate conceptions of ocean acidification, compared with biology and chemistry/biochemistry students.
There is no committed pro-environmental student found, even though they learnt environmental courses from the primary till tertiary level of their education.
Of the three student populations, a greater proportion of environmental studies students (81%, n = 42/52) listed changes in ocean and atmospheric temperatures, compared with biology (73%, n = 98/134) and chemistry/biochemistry (60%, n = 36/60) students.
Of the three student populations, a greater proportion of environmental studies students (54%, n = 28/52) listed the impact of sea level rise, compared with 37% of biology (n = 49/134) and 48% of chemistry/biochemistry (n = 29/60) students.
Of the three student populations, a greater proportion of environmental studies students (92%, n = 48/52) selected "yes" on the closed-ended scale, compared with biology (42%, n = 56/134) and chemistry/biochemistry (23%, n = 14/60) students.
Of the three student populations, a greater proportion of environmental studies students (37%, n = 19/52) listed ocean acidification, compared with only 12% of biology (n = 16/134) and 7% of chemistry/biochemistry (n = 4/60) students.
Of the three student populations, a greater proportion of environmental studies students (81%, n = 42/52) specifically named carbon dioxide as a greenhouse gas, compared with biology (44%, n = 59/134) and chemistry/biochemistry (53%, n = 32/60) students.
