WRITING INSTRUCTIONS FOR STUDENTS

To make the text larger (and easier to read), press the Cntrl and + sign at the same time. Do that several times until you are comfortable with the size of the text.

The goal of this assignment is for groups of students (or, an individual student) to develop a new Wikipedia article, or choose an underdeveloped article on Wikipedia, and write or improve it to Good Article status.

Beware: this assignment sounds pretty easy. It isn't. To be done properly, it will require many hours of work to search for relevant literature and to write high quality, dense prose to summarize the topic area. Your task is is to summarize and entire area of research related to your topic in a very condensed, accurately referenced, and accurate encyclopedic form. You will also have to learn about about how to format the text using wiki code, and how to properly present the information.

To get an idea of what a good encyclopedia article looks like, see these Wikipedia articles:

Note: Some of the information below may not apply to this particular assignment.

Introduction for students[edit]

Wikipedia, The Free Encyclopedia, is an encyclopedia that can be edited by anyone. It has many millions (!) of editors (Wikipedians), many of whom are students like you. The vast majority of them are volunteers who find editing this site to be an enjoyable experience, even a hobby. Therefore I hope you will enjoy this exercise and the course! After all, there are not many exercises that tell you to do something that over a million people think is 'fun'. :)

Wikipedia:Tutorial is the best place to start your adventure with this wiki. Please familiarize yourself with instructions for students and if you have any questions, check the Wikipedia:FAQ/Editing or Help:Contents and if you cannot find what you are looking for, ask the friendly people at Wikipedia:Help desk Please make sure you read Wikipedia:Wikiquette. Please try to think what impression you want other Wikipedians to have of our university — and of yourselves.

Talk Pages. Note: We will not be using Talk pages as part of this project, unless I have indicated otherwise. If we do: You should expect that the course lecturer, other students, and even (or especially) other Wikipedia editors (not affiliated with our course) will leave you various messages on your talk pages. When working on the exercises below, you should log in to Wikipedia and check your messages. Whenever you have a new message and are logged to Wikipedia, you will see a large orange message, 'You have new messages', on every Wikipedia page you access. To make this message disappear, you should click on it and read the message. Note that it is customary to leave new messages at the bottom of the talk/discussion pages, and to reply to somebody's messages on their talk pages. If you want to leave somebody a message, make sure you are editing their talk page, not their user page. Remember to sign your talk and discussion messages (you may want to watch this tutorial on using talk pages).

Some other useful tips: whenever you are done with an edit and want to save a page, fill out the edit summary box and view a preview of the page after your edit to make sure it looks as you actually want it to look. Only then click the "Save Page" button. You may find the page history tool and watchlist tools to be very useful when you want to check what changes by other editors have been made to the article(s) you are working on.

Assignment[edit]

IMPORTANT: Some of the information below may not apply to your specific class. I will let you know how it differs for your specific class.'

Project overview:

Your assignment is to choose an underdeveloped course-related subject to research and write about on Wikipedia. You will perform a literature search on that subject, and work with an assigned group to create a new article (or expand an existing one), following any and all Wikipedia standards. During the active project phase, you will monitor and respond to feedback on your article, and assist other groups by reading and commenting on their work.

Project details:

This assignment is worth up to 30 points.

Work together with your group members to create an interesting, in depth article about your very narrow topic. Note: If you wish, you can opt to work by yourself, or with one or two other students. It is very important that each member of the group "pull their weight" to work cooperatively and contribute equally. Larger groups are more likely to have one or more 'slackers' -- so let me know if you wish to work either by yourself or with a smaller group. (On the other hand, if a larger group works together well, the finished product can be better with generally less overall work for everyone.)

The first phase of the project will involve using our own class wiki (rather than Wikipedia) to develop a working draft.

Make sure you familiarize yourself with encyclopedia-type writing before you begin. Writing for Wikipedia is very different from writing an essay, although not that far from writing a descriptive scientific paper, and you need to fit in with the proper format. Please read the following guidelines to get a handle on how you should write your article BEFORE you start writing:

Wikipedia:What Wikipedia is not, which summarizes what Wikipedia is, and what it is not;
Wikipedia:Neutral point of view, which describes Wikipedia's core approach to neutral, unbiased article-writing;
Wikipedia:No original research, which explains what is, and is not, valid encyclopedic information;
Wikipedia:Verifiability, which explains what counts as a verifiable source and how a source can be verified;
Wikipedia:Citing sources, which describes what kinds of sources should be cited and the manner of doing so; and
Wikipedia:Manual of Style, which offers a style guide.

Wikipedia maintains a high standard of writing, and has taken great pains to improve these standards. You need to follow their directions to the letter, since deviating from these standards will invite article deletion.

Feel free to include photos or graphics, but remember that not all pictures on the web are free for the taking. Familiarize yourself with Wikipedia's Copyright Policy to ensure you are not doing anything wrong (copyright violation, in the real, world, means what plagiarism in academia).

Your article must include at least several academic book or journal sources. You should also include a list of external links giving the reader more information on your subject, and link to your page from other Wikipedia pages, so your page is not an orphan. To answer that question in your head: yes, you can go on someone else's article and link to your own. That's the beauty of Wiki!

Important tips[edit]

Read the fine manual :)

Wikipedia:FAQ/Editing will give you all the information you need to edit pages and start your own. Read it! Help:Contents and Wikipedia:Tutorial are very useful, too.

Talk pages

Whenever editing a talk page, add four tildes ~~~~ to the end of all comments you make on talk pages. This will let people know who is talking. You can also just press the signature button (you may want to watch this tutorial on using talk pages).

What kind of an article are we writing?

We are not doing any original research. You will not be collecting data, analyzing it, or writing about your experiences. We will not be witting an essay with personal opinions or judgments.

If you want to learn how to write nicely, check this guide

How to satisfy Criterion 1a - despite the weird name, it is a very useful set of suggestions

Getting the article assessed as a Good Article (GA)

At the top of this page you will find a "how to" for nomination. There is also a dedicated guide for nominating good articles. If you can nominate it sooner than the deadline, the better for you - every day gives you more time to read comments by the reviewers and address them. Remember: you may get max score (25%) even if you don't address all the comments of the reviewer in time (particularly if he posts them very late); but addressing them and passing through the GA process guarantees you the max score (25%) for this assignment. The assignment does not with the nomination, you will likely have to fix various issues pointed out by the reviewer. If the reviewer posts useful comments, you should do your best to address them; of course this mean you may disagree with him if you think you know better (reviewers are not perfect).

Useful links:

We don't own the articles

Wikipedia is a project with millions of editors, who collaborate on all articles. We don't own the articles we work on. Don't be surprised if you receive comments from editors who are not part of the course, or if they do edit your article. All editors are here to help; don't hesitate to get extra help - Wikipedia has ton of places you can do so.

Expect to interact (politely) with others

It is likely that over the course of the project, you will receive messages from editors outside our course, and that they will make edits to your article. Be polite in replying, and don't hesitate to ask them to explain something.

Work on the wiki

A. Don't work on a draft in Microsoft Word. Work on a draft in the article on the class wiki. This way your colleagues (and instructor) will be aware of what you are doing the instant you do so, and can comment on it sooner.

B. Don't exchange comments by email. Exchange comments by using article's talk pages, for the same reasons as above (unless you are certain that your discussion have to stay private). If you like to receive email notifications, you can monitor the article's talk pages (and your own userpage talk page) by subscribing to that page RSS feed (see Wikipedia:Syndication).

Plagiarism and copyvio warning

Plagiarism is not only against university's and course policies, it is also against Wikipedia policies (see WP:PLAGIARISM). And attributing somebody doesn't mean cut and paste jobs are allowed (WP:COPYVIO). Violations of plagiarism/copyvio policies will result in lower grade and other sanctions (per university's policy). Please note that the course instructor is not the only person checking constantly for plagiarism and copyright violations; the Good Article reviewer will do so as well, and Wikipedia has a specialized group of volunteers specializing in checking new contributions for those very problems (you don't want your work to appear here or here!). In particular, note that extensive quoting is not allowed, and changing just a few words is still a copyvio (it doesn't matter if you attribute the source). Bottom line, you are expected to read, digest information, and summarize it in your own words (but with a source). For more info see: this plagiarism handout, Wikipedia:Copy-paste, Wikipedia:Quotations, Wikipedia:Close paraphrasing, a guide from Purdue University.

Getting extra help

You should not hesitate to ask your fellow students from other groups for help, for example if you see they have mastered some editing trick you have yet to learn. Wikipedia volunteers are often active in this chat help channel. We are here to collaborate, not compete. If you can lobby and get help/assistance/advice from other editors to improve your work (for example by using Wikipedia:New contributors' help page, Wikipedia:Requests for feedback, Wikipedia:Peer review, Wikipedia:Help desk or Wikipedia:Reference desk), I am perfectly fine with it. Be bold and show initiative, it usually helps. See also "how to get help" handout.

Additional advice

work on a draft on Wikipedia, in the article; don't work in Microsoft Word or such
keep an eye on your userpage discussion page, and on article's discussion page, where other group members and other Wikipedia editors - and the instructor - may leave you tips, advice and other comment
remember its a collaborative assignments. Work with your colleagues from the first day on a single wiki-draft. Groups whose members work alone and try to combine their parts a day or so before the final submission don't do very well.
don't focus solely on your own sections. Help your teammates by proofreading their section, see if they have trouble with things you've figured out.
Images. See this image uploading handout, this uploading image video tutorial, Wikipedia:Images, and in particular, the Wikipedia:Finding images tutorial and the Wikipedia:Picture tutorial. Try to avoid looking for images on "the web", focus on the Wikipedia's sister project, Wikimedia Commons, which has millions of images that can be used on Wikipedia without any restrictions.
reference questions? Revisit the Wikipedia:Tutorial/Citing sources and watch a video tutorial on how to add footnotes and proper references to your article.

Grading[edit]

Here is a checklist for article quality.

If the project involves writing a new article (rather than just adding to one), the article includes an intro summary (lead in the Wikipedia terminology), at least 2 body paragraphs per group member, conclusion, and bibliography
There are no grammatical/spelling errors throughout the paper.
Introduction summarizes the subject properly and does not include unique information not present in the main body of the article
Conclusion sums up the paper without ending abruptly
Paper is structured logically, and there are no weird gaps (Note: "weird gaps" occur for example when you chose to write about a historical trend, but your group "forgets" to research few centuries in the middle; or when you are presenting an overview by country, but decide that few random countries are enough, because you use an arbitrary "two countries per group" member rule instead of thinking which countries are important to cover for the subject discussed)
Sources used are reliable
In-paper citations are present and used correctly according to Wikipedia format see Wikipedia:Citing sources
In-paper citations are done in a consistent format, and provide all the necessary information (in brief: author's name, publication title, publisher information, page number if source has pages, URL if source is online, see ASA style for details)
Body of the paper explores the chosen subject in adequate detail. (Note: “adequate detail” means I shouldn’t be able to do a quick literature search and find information not included in the paper. I want you to search current and past literature, books, newspapers, websites, etc. and summarize all the information you find into an easy-to-read and understand paper. If you are missing major bits of information, or have included incorrect information without citations to back up your findings, you will lose major points here).
Paper should conform to Wikipedia writing standards (Wikipedia:Neutral point of view, Wikipedia:No original research)

How to fail the assignment:

plagiarism, or extensive quotations
letting others do all the work and hoping you can still get some points
missing deadlines
logging in an editing only at the very end of the course, where you discover you are not sure how to edit Wikipedia, and that your contribution does not really fit the articles your other members were working on

Copyright notice[edit]

Wikipedia copyright: by taking this course, you agree that your work on Wikipedia will be contributed to under a free and open license used by that project.

Go back to the class wiki project page.

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Research resources that are available from Dr. Mills[edit]

MATERIALS AVAILABLE ON MyLMU Connect[edit]

Log into to MyLMU Connect, go to our class, click on "Content" in the left menu, click on "Research Materials - Reference Sources," and click on the subtopic area. There are articles and book chapters there available for downloading.

WEBSITES[edit]

See the following website for a list of reources, organized by major topic area. This is a website for instructors, but there is much useful information, links and references to get you started:

http://www.teachgreenpsych.com/introduction-to-instructor-resources.php

BOOKS[edit]

If you would like to review a book chapter from one of the following books, email me the Author/Title, and the book chapter name and number, and I'll try to get you a copy of it.

Evolutionary Perspectives in Environmental Problems[edit]

by Dustin J. Penn and Iver Mysterud, editors

Introduction: The Evolutionary Roots of Our Ecological Crisis Dustin J. Penn Iver Mysterud 1
Human Nature and Resource Conservation
Human Behavioural Ecology and Conservation Joel T. Heinen Bobbi S. Low 9
The Evolved Psychological Apparatus of Human Decision-Making is One Source of Environmental Problems Margo Wilson Martin Daly Stephen Gordon 31 The Ecological Noble Savage Hypothesis
Game Conservation or Efficient Hunting? Raymond Hames 53
Behavioral Ecology of Conservation in Traditional Societies Bobbi S. Low 67
Evolutionary Ecology and Resource Conservation Michael S. Alvard 81
The Tragedy of the Commons
The Tragedy of the Unmanaged Commons Garrett Hardin 105
Closing the Commons: Cooperation for Gain or Restraint? Lore M. Ruttan 109
Revisiting the Commons: Local Lessons, Global Challenges Elinor Ostrom Joanna Burger Christopher B. Field Richard B. Norgaard David Policansky 129
Grassland Conservation and the Pastoralist Commons Monique Borgerhoff Mulder Lore M. Ruttan 141
The Evolution of Discounting and Conspicuous Consumption
Conserving Resources for Children Alan R. Rogers 157
Two Truths about Discounting and Their Environmental Consequences Norman Henderson William J. Sutherland 165
Sex Differences in Valuations of the Environment? Margo Wilson Martin Daly Stephen Gordon Adelle Pratt 169
The Evolutionary of Magnanimity: When is It Better to Give than to Receive? James L. Boone 183
Overpopulation and Fertility Declines
Evolutionary Economics of Human Reproduction Alan R. Rogers 201
More Status or More Children? Social Status, Fertility Reduction, and Long-Term Fitness James L. Boone Karen L. Kessler 219
The Demographic Transition: Are We Any Closer to an Evolutionary Explanation? Monique Borgerhoff Mulder 237
Biophilia
Biophilia and the Conservation Ethic Edward O. Wilson 249
Human Behavioral Ecology: 140 Years without Darwin is Too Long Gordon H. Orians 259
Conclusion: Integrating the Biological and Social Sciences to Address Environmental Problems Iver Mysterud Dustin J. Penn 281

Ecological Psychology: Creating a More Earth-Friendly Human Nature[edit]

by George S. Howard
Chapter
1 On a Certain Blindness in Humans 5
2 Psychology and World Overpopulation 11
3 Already Dead? 28
4 Sustainability in an Increasingly Toxic World 35
5 The Business of Ecology 44
6 Combating Killer Thoughts 54

Pt. II Act Locally 63
7 The Light Bulb Kid 66
8 Habits at First Are Silken Threads 71
9 Recycling Trashy Systems 81
10 Cheap Is Beautiful: Is Your Money Working as Hard as You Are? 93
11 Water, Water Everywhere: But Is It Safe to Drink? 105
Epilogue: Changing Human Nature 117

Psychology of Environmental Problems[edit]

by Deborah Winter, Susan M. Koger

Ch. 1 What on Earth Are We Doing? 1
Ch. 2 Freudian Psychology 27
Ch. 3 Social Psychology 55
Ch. 4 Behavioral Psychology 87
Ch. 5 Physiological and Health Psychology 121
Ch. 6 Cognitive Psychology 154
Ch. 7 Holistic Approaches: Gestalt and Ecopsychology 185
Ch. 8 Putting It Together: Using Psychology to Build a Sustainable World 211

Psychology and Environmental Change[edit]

by Raymond S. Nickerson

Chapter
1 Introduction 1
2 The Problem 12
3 Behavior as a Cause of Environmental Change 47
4 Attitude Assessment and Change 72
5 Changing Behavior 91
6 Technology Enhancement 118
7 Substituting Resource-Light for Resource-Heavy Technologies 137
8 Artifact Design and Evaluation 148
9 Consumption, Consumerism, and Environmental Economics 159
10 Risk and the Psychology of Prevention 172
11 Cost-Benefit and Tradeoff Analyses 185
12 Competition, Cooperation, Negotiation and Policymaking 203
13 Concluding Comments 215

ARTICLES[edit]

SOME FREE ONLINE ARTICLES:

Mills, M.E. (2012). Evolutionary psychology and the prospects for human sustainability. The Evolutionary Review, 3, 171 - 179.

American Psychological Association (2010). Psychology and Global Climate Change. 108 pp. Download PDF file from: http://www.apa.org/science/about/publications/climate-change.aspx . Cost: Free

Balbus, A. (2012). Increasing public understanding of climate risks and choices: Learning from social science research and practice. Report of the Workshop on Climate Communication, Ross School of Business, University of Michigan, January 19-21, 2012. Maybe downloaded in PDF format for free at: http://snre.umich.edu/assets/events/UCS_ErbWorkshopReport.pdfCost: Free

Benson, E. (2008) Society’s Grand Challenges: Insights from Psychological Science on Global Climate Change. American Psychological Association. 30 pp. Download PDF for free at:http://www.apa.org/research/action/gc-climate-change.pdf

Manning, C. (2009). The Psychology of sustainable behavior: Tips for empowering people to take environmentally positive action. Minnesota Pollution Control Agency. Cost: Free http://www.pca.state.mn.us/index.php?option=com_k2&view=item&id=2286

World Watch Institute. (2013). State of the World 2013: Is Sustainability Still Possible? Island Press Publisher. ISBN: 978-1-61091-037-8. Paperback copy Cost: $22.
(individual chapters for free at: http://www.worldwatch.org/bookstore/publication/state-world-2013-sustainability-still-possible ).

World Watch Institute. (2012). State of the World 2012: Moving Toward Sustainable Prosperity Island Press Publisher. ISBN: 978-1-61091-037-8. Paperback copy Cost: $22.
(May be downloaded as EBook in PDF and Kindle formats for $22 or individual chapters for free at: http://www.worldwatch.org/stateoftheworld2012 ).

OTHER ARTICLES

Below is a list of relevant research articles related to ecological / conservation psychology:

( From: http://www.conservationpsychology.org/resources/articles/ )

If you want a copy of one of these articles, do a search using

http://scholar.google.com

using the author(s) name and/or title of the article. You may be able to get the full text off the article online (especially if you are on-campus).

Journal Issues on Specifically on Conservation Psychology

American Psychologist, May 2000, Volume 55, Number 5
Environmental Sustainability

Curator: The Museum Journal, 2004, Volume 47, Issue 3
http://www.altamirapress.com/...

Environmental Education Research, November 1999, Volume 5, Number 4
Five Critical Commentaries on Significant Life Experience

Environmental Education Research, November 2002, Volume 8, Number 3
Mind the Gap

Environmental sustainability. (2000). American Psychologist, 55(5).

Human Ecology Review, Winter 2003, Volume 10, Number 2
http://www.humanecologyreview.org/102.htm

Journal of Social Issues, Fall 2000,Volume 56, Number 3 http://www.findarticles.com/p/articles/mi_m0341/is_3_56

Population and Environmental Psychology Bulletin, Spring 2001, Volume 27, Number 2
http://web.uvic.ca/~apadiv34/contents/PEPB/PEPB272.pdf

Test Human Ecology Review, Winter 2003, Volume 10, Number 2
http://www.humanecologyreview.org/102.htm

Other Articles

Aftandilian, D. (2004). Growing green kids. Chicago Wilderness Magazine. Retreived December 12, 2004 from http://chicagowildernessmag.org/issues/fall2004/gr...

Allen, J. B., & Ferrand, J. L. (1999). Environmental locus of control, sympathy, and proenvironmental behavior: A test of Geller's actively caring hypothesis. Environment and Behavior, 31(3), 338-353. http://eab.sagepub.com/cgi/content/abstract/31/3/3...

Andreasen, A. R., & Tyson, C. B. (1994). Applying social marketing to ecological problems through consumer research. In J. A. Cote & S. M. Leong (Eds.), Asia Pacific advances in consumer research (Vol.1) (pp. numbers). Singapore: Association for Consumer Research.

Atkin, C. K., & Freimuth, V. (1989). Formative evaluation research in campaign design. In R. Rice & C. Atkin (Eds.), Public Communication Campaigns. CA: Sage Publications. http://www.sagepub.com/book.aspx?pid=1823

Bator, R. J., & Cialdini, R. B. (2000). The application of persuasion theory to the development of effective proenvironmental public service announcements. Journal of Social Issues, 56(3), 527 - 541. http://www.findarticles.com/p/articles/mi_m0341/is...

Bechtel, R., Corral-Verdugo, V., & Pineiro, J. (1999). Environmental belief systems: United States, Brazil & Mexico. Journal of Cross Cultural Psychology, 30(1), 122-123. http://jcc.sagepub.com/cgi/content/abstract/30/1/1...

Benson, E. (2003). Green judgment and green decisions . Monitor on Psychology, 34(4), 29. http://www.apa.org/monitor/apr03/green.html

Benson, E. (2003). Thinking green. Monitor on Psychology, 34(4), 28. http://www.apa.org/monitor/apr03/underlies.html

Bixler, R. D., & Floyd, M. (1999). Hands on or hands off? Disgust sensitivity and preference for environmental education activities. Journal of Environmental Education, 30(3), 4-12. http://www.questia.com/PM.qst?a=o&d=94298862

Bixler, R., Floyd, M., & Hammitt, W. (2002) Environmental socialization: Quantitative tests of the childhood play hypothesis. Environment and Behavior, 34(6), 795-818.

Booth, A. L. (1998). Caring for nature 101, or alternative perspectives on educating natural resource managers and ecologically conscious citizens. Journal of Environmental Education, 29(3), 4-21. http://www.questia.com/PM.qst?a=o&d=95865272

Bott, S., Cantrill, J., & Myers, Jr., E. O. (2003). Place and the promise of conservation psychology. Human Ecology Review, 10(2), 100-112. http://www.humanecologyreview.org/pastissues/her10...

Bradley, J. C., Waliczek, T. M., & Zajicek, J. M. (1999). Relationship between environmental knowledge and environmental attitude of high school students. Journal of Environmental Education, 30(3), 17-23. http://www.questia.com/PM.qst?a=o&d=94298903

Bragg, E. A. (1996). Towards ecological self: Deep ecology meets constructionist self theory. Journal of Environmental Psychology, 16(2), 93-108. http://www.ingentaconnect.com/content/ap/ps/1996/0...

Brandenburg, A. M., & Carroll, M. S. (1995). Your place or mine?: The effect of place creation on environmental values and landscape meanings. Society and Natural Resources, 8(5), 381-398.

Brook, A. T. (2001). What is conservation psychology? Population and Environmental Psychology Bulletin, 27(2), 1-2. http://web.uvic.ca/~apadiv34/contents/PEPB/PEPB272...

Cantrill, J. (1993). Understanding environmental advocacy: Interdisciplinary research and the role of cognition. Journal of Environmental Education, 24(1), 35-42.

Cantrill, J. (1993). Communication and our environment: Categorizing research in environmental advocacy. Journal of Applied Communication Research, 21, 66-95.

Cantrill, J. (1998). The environmental self and a sense of place: Communication foundations for regional ecosystem management. Journal of Applied Communication Research, 26, 301-318.

Cantrill, J., & Senecah, S. L. (2001). Using the 'sense of self-in-place' construct in the context of environmental policy-making and landscape planning. Environmental Science and Policy, 4(4-5), 185-203.

Chawla, L. (1980). Significant life experiences: A new research area in environmental education. Journal of Environmental Education 11(4), 20-25.

Chawla, L. (1998a). Significant life experiences revisited: A review of research on sources of environmental sensitivity. Environmental Education Research, 4(4), 369-382.

Chawla, L. (1998b). Research methods to investigate significant life experiences: Review and recommendations. Environmental Education Research, 4(4), 383-397.

Chawla, L. (1999). Life paths into effective environmental action. Journal ofEnvironmental Education, 31(1), 15-26.

Chawla, L. (2001). Significant life experiences revisited once again: Response to Vol.5(4) 'Five critical commentaries on significant life experience research in environmental education.' Environmental Education Research, 7(4), 451-461.

Chenoweth, R. E., & Gobster, P. H. (1990). The nature and ecology of aesthetic experiences in the landscape. Landscape Journal, 9(1), 1-8.

Chipeniuk, R. (1995). Childhood foraging as a means of acquiring competent humancognition about biodiversity. Environment and Behavior, 27(4), 490-512.

Cialdini, R. B., Kallgren, C. A., & Reno, R. R. (1994). A focus theory of normative conduct: A theoretical refinement and reevaluation of the role of norms in human behavior. Journal of Personality and Social Psychology, 58, 1015-1086.

Clary, E. G., Snyder, M., Ridge, R. D., Copeland, J., Stukas, A. A., Haugen, J., et al. (1998). Understanding and assessing the motivations of volunteers: A functional approach. Journal of Personality and Social Psychology, 74(6), 1516-1530. http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=...

Clay, R. (2001). Green is good for you. Monitor on Psychology, 32(4), page number. http://www.apa.org/monitor/apr01/greengood.html

Clay, R. (2001). Many approaches to being green. Monitor on Psychology, 32(4), page number. http://www.apa.org/monitor/apr01/greenapproach.htm...

Clay, R. (2001a). Keeping national forests green and user friendly. Monitor on Psychology, 32(4), page number. http://www.apa.org/monitor/apr01/greenforests.html

Clay, R. (2001b). Other psychologists in the field. Monitor on Psychology, 32(4), page number. http://www.apa.org/monitor/apr01/greenpsych.html

Clay, R. (2001c). Greening of APA. Monitor on Psychology, 32(4), page number. http://www.apa.org/monitor/apr01/greenapa.html

Clayton, S. (2000). Models of justice in the environmental debate. Journal of Social Issues, 56(3), 459-474. http://www.findarticles.com/p/articles/mi_m0341/is...

Clayton, S., & Opotow, S. (2003). Justice and identity: Changing perspectives on what is fair. Personality and Social Psychology Review, 7(4), 298-310.

Clayton, S., & Opotow, S. (Eds.). (1994). Green justice: Conceptions of fairness and the natural world [Special issue]. .Journal of Social Issues 50(3).

Coley, J. D. (1995). Emerging differentiation of folkbiology and folkpsychology: Attributions of biological and psychological properties to living things. Child Development, 66(6), 1856-1 874. http://www.blackwell-synergy.com/links/doi/10.1111...

Corral-Verdugo, V., Bechtel, R., & Fraijo-Sing, B. (2003). Environmental beliefs and water conservation: An empirical study. Journal of Environmental Psychology, 23(3), 247-258.

Corral-Verdugo, V., Frías, M. & González, D. (2003). On the relationship between antisocial and anti-environmental behaviors: An empirical study. Population and Environment, 24, 273-286.

Cottrell, S., & Graefe, A. (1997). Testing a conceptual framework of responsible environmental behavior. Journal of Environmental Education, 29(1), 17-28. http://www.questia.com/PM.qst?a=o&d=96248464

Covitt, B. (2002). Motivating environmentally responsible behavior through service-learning. In S. Billig & A. Furco (Eds.), Advances in service-learning research (Vol. 2) (pp. numbers). Greenwich, CT: Information Age Publishing.

Coyle, K. (2004). Understanding environmental literacy in America: Making it a reality. Washington, DC: National Environmental Education Training Foundation. Retrieved December 12, 2004 from http://www.neetf.org/roper/ELR.pdf

Crocker, J., & Wolfe, C.T. (2001). Contingencies of self-worth. Psychological Review, 108(3), 593-623.

Cuba, L., & Hummon, D. (1993). A place to call home: Identification with dwelling, community, and region. Sociological Quarterly, 34(1), 111-131.

Culen, G. R., & Volk, T. L. (2000). Effects of an extended case study on environmentalbehavior and associated variables in seventh-and eighth-grade students. Journal ofEnvironmental Education, 31(2), 9-15.

Cvetkovich, G., & Earle, T.C. (Eds.). (1992). Public response to environmental hazards [Special issue]. Journal of Social Issues, 48(4).

Daitch, V., Kweon, B., Tyler, L., & Vining, J. (1996). Personal environmental histories: Expressions of self and place. Human Ecology Review, 3(1), 19-31. http://www.humanecologyreview.org/31abstracts.htm

De Young, R. (1993). Changing behavior and making it stick: The conceptualization and management of conservation behavior. Environment and Behavior, 25(4), 485-505.

De Young, R. (1996). Some psychological aspects of a reduced consumption lifestyle: The role of intrinsic satisfaction and competence. Environment and Behavior, 28, 358-409.

De Young, R. (2000). Expanding and evaluating motives for environmentally responsible behavior. Journal of Social Issues, 56(3), 509-526. http://www.findarticles.com/p/articles/mi_m0341/is...

De Young, R., Duncan, A., Frank, J., Gill, N., Rothman, S., Shenot, J., et al. (1993). Promoting source reduction behavior: The role of motivational information. Environment and Behavior, 25(1), 70-85.

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Gene Myers also has a bibliography of resources on Environmental History and Ethics http://www.ac.wwu.edu/~gmyers/ehebib.html

Gene Myers has a great bibliography of articles relating to Children's Development and Environmental Responsibility. http://www.ac.wwu.edu/%7Egmyers/Envr487bib.html

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