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An overview of current education efforts within the ecological Society of America
No full textEducation has been and remains an important focus within the Ecological Society of America (ESA). Since the late 1980s, the number of initiatives, sections, and committees devoted to education, especially at the undergraduate level, has increased greatly. The purpose of this article is to identify and describe the education-related initiatives and groups within ESA (as of May 2025), especially to provide information for new members. Education activities within ESA are coordinated by the Office for Education and Diversity Programs (OEDP). The Education Committee, which reports to ESA’s Governing Board, engages in various education-related activities on behalf of the Board. Three sections within the ESA address education: the Education Section, the Researchers at Undergraduate Institutions, and the Communication and Engagement Section. ESA’s Four-Dimensional Ecology Education (4DEE) framework was endorsed by the Society’s Governing Board in 2018 and is overseen by a 4DEE Sub-Committee. Three working groups currently help to implement aspects of 4DEE, including nonmajors and general education, video and media, and integration. The ESA sponsors various online resources to support education, including the EcoEdDL digital library, the EcoEd email listserv, and the Teaching with Issues and Experiments in Ecology (TIEE) online journal. Education has become an integral part of the ESA’s Annual Meeting, where attendees can find numerous oral presentations, poster sessions and workshops, including the popular Resources for Ecology Education Fair and Share (REEFS). The Strategies for Ecology Education, Diversity and Sustainability (SEEDS) initiative is ESA’s flagship outreach program. The OEDP sponsors a Life Discovery-Doing Science Education Conference (LDC) that meets annually or semi-annually. Each year, the ESA formally recognizes an outstanding ecology educator through its Eugene P. Odum Award for Excellence in Ecology Education. ESA members wishing to become involved in ESA’s education initiatives should visit http://www.esa.org/education for more information
Community Based Psychosocial Wellness Groups for Children and Adolescents with Neurodivergent Conditions
No full textAim and Purpose:
Research Question: What is the impact of community based psychosocial wellness groups on the overall mental health and wellness of children and adolescents with neurodivergent conditions?
Aim: To reach more children by creating a Surf-Fit program located within a local community setting.
Purpose: To create and implement effective community-based psychosocial wellness groups in collaboration with Gnome Surf
Reflections on The Craft
No full textI am a Creative Writing major and I am cohosting a club, Writer Anonymous, on campus that aims to serve as a place where writers can share their work (this can be anything from narrative works to poetry, or even nonfiction writing and essays) either for the love of it, or to find critique and constructive feedback. I love to read and have amassed a sort of miniature library at home. My favorite book is the one that got me into reading in the first place: The Ranger\u27s Apprentice by John Flanagan
The Failure of Poland’s Intermarium Policy in the Interwar Period
No full textAfter the collapse of Europe’s continental empires following World War I, a number of national movements established states in Central/Eastern Europe amid the ensuing power vacuum. Amongst these new states was the 2nd Polish Republic, sitting between a defeated Germany and a Russia embroiled in civil war. Recognizing that this situation would not last, Polish federalist thinkers, including Józef Klemens Piłsudski and Józef Beck, opted to create a political alignment of Central/Eastern European states to more effectively resist the traditional German and Russian dominance of the region following the collapse of the Polish-Lithuanian Commonwealth in the late 18th century. In modern academic circles, this policy became known as Intermarium, literally meaning ‘between the seas’. This study will use a historical institutionalist framework and causal process tracing to understand how the rise of nationalism, internal and regional political divisions, and the lack of outside support doomed the policy’s outcome. These institutional forces meant that Central/Eastern European states were unsuccessful in adopting a unified political position during a critical period of weakness in Germany and Russia. Following the recovery of Germany and the consolidation of the Soviet Union, the policy became less and less viable, particularly since Western support to the region declined in favor of adopting an appeasement approach toward Germany. The increasing power disparity between Central/Eastern States and the two surrounding powers led many of its components to adopt a policy of non-provocation eventually contributing to the region’s collapse during World War II
