The website page at this link:-  http://nationalculturalpolicy.com.au/ , but now appears to be offline (November 2011) This includes (did include)  a short, one page discussion outline. The three key themes for this discussion are

• keeping culture strong
• engaging the community
• powering the young

Bluecray is currently putting together a Formal Submission.  The submission has a largely Environmental Educational and Advocacy agenda.  WHY?

Because  ENVIRONMENT encompasses all. Cultural interactions of our many different communities do not preclude  our diverse and wonderful Environment.

• “Education”:- an etymological history, at http://www.babeled.com/2008/11/27/word-power-education/
• “What on earth is Environment?” by J. Stan Rowe – slightly revised edition (Published in The Trumpeter 6 (4):123-126. 1989.) at Ecospherics Ethics . – includes the etymology of “environment” as :”derived from the French ‘virer,’ to turn, whence ‘in/viron’ meaning to encircle“
• “Ecocentrism and Traditional Ecological Knowledge” by J. Stan Rowe
• Sustainability Education in Australia . (Australian Government)
• Sustainability Education Publications in Australia .(Australian Government)
• Australian Wildlife Protection Council – and sample Environmental Education  “Wildlife Awareness Program” with assignment, syllabus plans, references and resources
  

• Senate Environment and Communications Committee (Parliament of Australia : SENATE):-  ”The koala—saving our national icon” 22 September 2011  Commonwealth of Australia 2011 ISBN 978-1-74229-524-4
  

• ACARA :-The Australian Curriculum, Assessment and Reporting Authority. become involved “Your input into Australian curriculum development is welcomed and encouraged“
• Australian Stereotypes and cultural identity : at Australian Policy Online (APO) – and the story also on ABC Fora 23rd October 2009.
• Oodgeroo Noonuccal: Biographic Note and POETRY

##Australian Centre for Cultural Environmental Research – “The Australian Centre for Cultural Environmental Research (AUSCCER) is an exciting new research initiative commencing in 2009, funded by the University of Wollongong and the Australian Research Council (ARC).“##

AND SO……………..

ENVIRONMENT gives us the breath of life, the food we eat, the clothes we wear, the energy we use and the waters we share. Our unique Australian Environment  inspires our Art,  Stories, Music, Architecture, Lifestyles and Visions.

Culturally, Australia IS a distinctly diverse continent. Our Heritage is unique & complex – both its social and  natural components.

“Reading the Constitution out Loud”  by Marcia Langton at Meanjin.com.au  .

Cross-Cultural Environmental Education & Australia’s Cultural Policy

Cross-Cultural Environmental Education in Australia does not  only mean Aboriginal cultures interfacing with other non-indigenous cultures. It is about all cultures interfacing, in a pluralistic #(see below) sense. And all Cultures, including Aboriginal CULTURES have stories, art, crafts, foods, plants,  animals and heritage that have woven their way into our unique pluralistic Australian Nation.

However, the Traditional,  long time Custodians of Australia, with their widespread Cultural Heritage, are to be treasured and respected. Our Indigenous Peoples have a UNIQUE HERITAGE and are immensely precious, as is their contribution to our  National Natural and Cultural Heritage.  Within Aboriginal Cultures,  the Environment and the Culture of their country & people are intrinsically linked. This is a basis for Australian Indigenous LAND CLAIMS.

Cross-Cultural Environmental Education has much to offer. Cross-Cultural Environmental Education can show us the way, when it comes to understanding our Land and Water Stewardship processes and responsibilities.

Cross-Cultural Environmental Education can help the young in the cities, increasing urban and semi-rural developments,  re connect with natural processes at a fundamental level. It can help awaken a more basic understanding of our Natural Environmental Heritage. It can help foster Regional Environmental Sustainability by facilitating  Cultural activities,  teachings, stories, dance, music and information that help our young choose a way of respect for Nature.

Environmental Advocacy Collage : CHOICES for Australians

Now, below is the basis of bluecray’s FORMAL SUBMISSION to the Department of the Environment, Heritage, Water & the Arts:-

“TOTEM” based Cross-Cultural Environmental Education at a Catchment, Regional and Local level via the School “House” System.

• The word “TOTEM”, is used, for lack of any better word. I mean it in a very loose sense here, not in the strict sense of a personal, clan or inherited indigenous TOTEM.

• The word “TOTEM”  is used to encompass a  practical understanding  and care of a particular LOCALLY or REGIONALLY SIGNIFICANT native plant or animal species or genus. Caring for a specific component of the local natural environment, when commenced in the early formative and schooling years of a child, provides opportunity for that child, when an adult, to more fully grasp the concept of Nature.

• BY this, I mean a “TOTEM” caring that is integrated into a student’s schooling, through exposure and interaction with teachers, artists, community workers, scientific workers, wildlife and environmental volunteers and experts, cross-cultural educators, musicians, story tellers.

• A caring that, through continued exposure to an understanding of that “TOTEM” over time, brings with it increased awareness and understanding of the habitat necessary for it’s survival and well being. An understanding, that when carried into adulthood, will foster in many, more informed decision making, as Australian youth become active community members and leaders.

Choice of  “TOTEM” could include a particular plant or animal that is currently :-

1. endangered or threatened (at risk) within the area of the school’s “Catchment”. eg Koala, Spotted-tailed Quoll, Powerful Owl, Richmond Birdwing Butterfly – the list can be seen by looking at individual bioregions and their threatened species lists

2. particularly relevant to the  environmental & ecological well being of the catchment area about the school. This includes ecosystem health. I am talking here about a key signature species, that  if looked after, can be instrumental in helping the biodiversity of  habitats, ecological communities and ecosystems naturally occurring within that “Catchment”. This type of list may include frogs, insects, mammals, plants that whilst not threatened under legislation, are still key indicators for health within the school’s region.

3. easily identifiable, able to be learnt about, incorporated into a variety of syllabi content across the schools’ curriculum, as well as in sport and cultural experiential learning programs. This type of list may include more common animals and plants that already have  significance to large groups of people – Koala, Wallaby, Cockatoo, Crow, Python – the list is again very long.

4. specifically identified by Australian Indigenous peoples as an animal or plant that they feel deserves more understanding and respect.

Why Chose a TOTEM based cross-cultural environmental educational approach?

• To encompass a holistic caring  and Stewardship approach toward a particular native plant and/or animal species  or genus and its HABITAT, through continued and diverse cultural exposure via all types of cross-cultural experiences, at a basic level of an individual’s schooling life.
• To foster  greater understanding and Stewardship responses in a youth, for when that individual later becomes an active, functioning adult member of the Australian Community at large.

Why chose a School “HOUSE” system by which to deliver such an innovation?

• I have chosen the school “HOUSE” system as this is often the basis for many activities within a school and one that often unites students on a number of different levels. It can be the basis for group learning, sport, achievement and exchange. It has CONTINUITY. Some schools already use native animal names for their “houses”. For new schools, this is an opportunity to engage Cross-Cultural learning, should their house system be formed about a “TOTEM”.

• To engage Students, via continuity, throughout a region, catchment or local area. To create a vehicle for an ongoing cultural dialogue,  via cross-cultural learning, with a  “SIGNIFICANT ” animal or plant, ( its history, habitat requirements and interactions, ecological contributions). This can help the students, over time, to more fully appreciate, understand and learn to live with a particular animal and/or plant species or genus.

Cross-Cultural Environmental Education and the Murray Darling Catchment System:-

Whilst some Australian Schools already have animals, and possible even plants as the “SYMBOL” for their “HOUSE” system, I am suggesting here that this concept can be encouraged Australia wide, especially in a Catchment or Regional context. New Schools could be encouraged to adopt this strategy, as they have less historical ties to other “HOUSE” names and house naming heritage.

However, my main idea, of “TOTEMS” and the School “HOUSE” system has the MURRAY-DARLING Catchment System in mind. This idea could prove to be valuable, culturally and environmentally significant.  I perceive it as workeable for a Cross-Cultural Environmental Education framework, if implemented as a Cross-Cultural Education Innovation along the Catchments of the Murray-Darling Rivers.

• Murray-Darling Basin Authority .

And so, in response to the three key themes for a National Cultural Policy

1. Keeping culture strong:-

All types of cultural heritage come under the umbrella of our unique Australian Environmental Heritage that is the setting for future Australian Cultural Exchange.

• National identity with our native wildlife and landscapes is already very strong, but based mainly on superficial understanding in the way of how to engage in meaningful Land & Water Stewardship.  Cross- Cultural Environmental Education can strengthen our National Identity, whilst keeping our pluralistic cultural identity.
• To maintain an ongoing dialogue with the country. This has often been associated with Aboriginal use of art and other cultural activities – in the form of painting, singing, dancing, celebrations and  stories.
• However, as well as Aboriginal Cultural exchange, there other valuable community members who have been practicing land custodians, Land and Water Stewards, Wildlife Carers and Vegetation specialists. Their stories, practical work, art, visions, music, photography, literature and creativity are part of our Cultural Environmental fabric.
• There are a number of other cultural experiences, concerning our native wildlife and habitats that can also be shared, for heritage purposes, in a “TOTEM” based Environmental Education initiative. For example building and architecture, gardening and landscaping, engineering and earthmoving, farming and livestock management, entertainment and recreational activities. These things all have cultural components in our diverse Australian Culture

2. Engaging the community:-

• The concept of Totem based Cross-Cultural Environmental Education within schools can be encompassed via ARTS, ENVIRONMENT, HERITAGE and many other forms of CROSS-CULTURAL exchange.

• As  a Regionalized and Catchment concept, this can only be a good thing, for our future as an environmentally sustainable nation of many identities, all caring for the Country.
• WATER CATCHMENTS, as a geographical and environmental reality, provide a basis by which localised and Regional cultural identity can be fostered, via linking with native wildlife habitat, and Land and Water Stewardship.
• Along any particular stretch of an Australian River or Creek System, there is always some animal/plant that needs mentorship, needs more habitat, needs help from threatening processes. In short:- a key signature animal or plant, that can act as an indicator for the Total Catchment Health.
• If Schools are encouraged to create vision with a “TOTEM” based environmental educational “HOUSE” system, leaving all types of “religious” implications out of it, cross-cultural outreaching may work for well with this  Vision.
• The word “totem” may work to ostracize some religious groupings,or more orthodox communities. Implementation of  this concept of a “TOTEM” based environmental educational initiative may need to look further into the meaning of the concept “TOTEM” , perhaps coming up with another “WORD” that satisfies the overall general meaning of the word “TOTEM”. It is important not to ostracise people who may be offended by the word, due to religious beliefs.
  
• At the heart of this idea of  the  word and concept -  “totem” -  is caring and fostering the future of our Australian Environment. The idea of linking one back to the environment, fostering a more harmonious life with one’s natural heritage. Using a signature animal or plant as a focus for creating environmental wellbeing , at a catchment or regional basis would involve Integrating the Cultural and Cross- Cultural components of Art, Music, Storytelling and Caring.
  
• Communities about many schools already have the information, or can locate the information for any number of native wildlife or plants that are undergoing habitat loss or threatening processes:- linkage with that part of the Community and the Student – this is what is important. It is important, in this day of a largely urbanised Australian Identity, to pass on information, using the process of CONTINUITY and a vision of CARE,  for the Land, Water and Habitats of our Natural Heritage. Continuity is important for community.
• The life cycle of the animal, the environmental and ecological contribution, the local carers experiences,  the science, the art, the stories, the songs etc: –   These, if combined into cohesive education and carried, at an all encompassing level through the School housing system, will engage many young people into understanding their local environment at a basic educational level. It will create opportunity for youth to be part of meaningful cross-cultural exchange via art, environment, sport, education and community.

3. Powering the young:-

• Vision leads us forward. Cohesion and continuity in the Vision, from elders to the younger creates strength in outcomes. The young, if educated in ways of the environment via cross-cultural exchange, creates a stronger future, and a powerful base for future, cultural discernment, tolerance, understanding and empathy via  many levels.

• Continuity, especially in times of great change, can be a useful tool. Continuity, with Cultural exchange can provide our Australian youth with practical skills, enhanced by increased awareness and understanding for vision building. This can help the Australian Nation’s young obtain the discernment necessary to help create  an Environmentally Sustainable Future

Some links (whilst not anywhere near exhaustive or comprehensive, these links are to give  you a taste of what is available currently), as an example of  resources for Cross-Cultural Environmental Education:

Negotiating Diversity – A Field Guide to the Convention on Biological Diversity -  and REFERENCES .

Department of Education and Child Development South Australia : there is a great resource library here for teachers, concerning Australian Indigenous Stories

Bangarra Dance Theatre , Laura Aboriginal Dance & Cultural Festival ,  Arts in  Queensland, Stories of the Dreaming at Australian Museum, Koomurri : Australian Aboriginal Dance Connections.

National Sustainability Initiatives at the Australian Government Department of the Environment, Water, Heritage & the Arts. This website page includes links to the related areas of :-  EPBC Reporting, Indicators & Local Agenda 21, as well as to  Ecologically Sustainable Development LINKS .

“Nature and society: anthropological perspectives” By Philippe Descola, Gísli Pálsson (at Australian Library collections) ISBN:  0415132169 (pbk.)

Griffith University : Centre for Public Culture and Ideas – “its central brief is to encourage greater collaboration between these areas, while articulating with contemporary debates in public culture and ideas.”  This centre promotes seminars, public lectures and events.

Queensland Stories : these include – “A collection of 11 digital stories made by Year 11 and 12 Modern History students at Park Ridge State High School. These stories explore the local history of the Park Ridge and Logan areas – from the Indigenous history of the area, to its volunteer organisations and small businesses.”

“How the Murray River was made” a story from the Bangerang Aboriginal Community, as told by Irene Thomas. A story for young children

The etymology of the words culture, cultural, environment and education.

The Ecologically Sustainable Development LINKS page includes :-

• Conferences and Events
• Sustainability Networks and Discussion Groups
• State Government Sites
• Australian Government Environment Sites
• Local Government Sites
• Non-Government Organisations

Environmental Education for a Sustainable Future: National Action Plan
Environment Australia, July 2000 ISBN 0 642 546 665 (9 years on, where are we now?)

• Social Sustainability Education : Sustainable South East Queensland PORTAL (maintained by QUT) – link seems to have dissapeared. There is a link via QUT website for Institute for Sustainable Resources however. I am unsure where the Sustainable South East Qld portal went..
• Environmental Education for Sustainability at Qld Education Department

• Environmental & Sustainability Education NSW
• 2005 NSW Department of Education “Excellence & Innovation” Consultation on the future of NSW public education & training.
• NSW Department of Education .
• Early Childhood  Australia Inc. with links to different State branches, includes QLD and NSW. Including Early Childhood Environmental Education Network NSW .
• Greening Australia Toolbox for Environmental Change 2009 .
• some recent history:- at Curriculum Leadership Journal January 1st, 2003 – Environmental Education for a sustainable future: formal schooling by Peter Woods
• Education for Sustainability in High Schools April 18th 2009 by Anna Rose .
• Gould League . An independent non-profit organisation dedicated to environmental education and training in sustainability.
• Live & Learn Environmental Education .
• Learningforsustainability.net : Aiming to “provide a practical resource for those who work with communities (in the wider sense of the term) to help them identify and adopt more sustainable practices“

**A pedantic note:

In his speech to the National Press Club (27th October 2009), three main themes were identified and outlined by the Minister, Peter Garrett:-

Keeping culture strong, engaging the community and powering **the young.

It is interesting  that the words “Powering the young” were chosen. I would guess, that with the scope of professional bearing that Peter Garrett brings to his portfolio, his understanding of the etymology and definition of the word “POWERING” is enough for him not to make a typographical or ideological mistake with regard to this choice of word.

I, personally, would have preferred to have seen the word “EMPOWERING”.

There IS a difference, you see, although in some contexts the word may be seen as similar.

from Merriam-Webster Online Dictionary – POWERING definition

etymology for POWERING from wiktionary

from the Free Online Dictionary – POWERING definition & EMPOWERING definition

etymology for EMPOWERING from wiktionary

# pluralism – definition

pluralism – etymology (“toleration of  diversity within a state or society“)

The above poem ‘by my’  Crow friend, Benoit, illustrates how simply a totem can explain environmental stewardship.

other bluecray “totem” stories at bluecray blog “Journey for Wisdom in the Land” .

Philosophy LINKS at bluecray.org

Biodiversity LINKS at bluecray.org

Cross-Cultural blog - A blog for students and teachers participating in the Cross-Cultural Rhetoric project. (Stanford University)

Warlpiri Media Association – Central Australian Media – and  PAW Media .

Perhaps you would like to see  other recipients of these developer awards? Try Sylvia Hale’s website – it has all the details. And while you are there, why not give them some support for their work in trying to make our children’s earth environment a little safer, and more secure.

Environmental Advocacy collage reminding us that Caring for our Country is also about Caring for Our Children

And now, a poem about an innocent child, and the questions she asks of some developers,  who are environmental vandals, and who are taking away her future safety by their actions,  perceived intentions and lack of integrity.

Phantom Koala and the Crow
An earthmover grinding the earth to a pulp
ignored the quiet pleas of wildlife it gulped
A single white gum tree alone bare and frail
did little to stop it with it’s lonely wail
Phantom Koala had run to escape
the metal equipment that made the earth shake.

And the Crow flew above seeing real from the fake……..

The grey suited gentlemen clothed in their greed
surveyed the bare landscape – “We’ll spray all THAT weed!”

“We’ll build a great golf course, – town centre or two
we’ve got the approval – it’s from (YOU KNOW WHO)
We’ll plant it with trees from our nursery stand
The Tweed Folk will pay us back tenfold our grand”

Then suddenly out of the dust and the fray
A small child came playing – she was heading their way.
The crow looked on smiling – Pk laughed on too
THEY knew what would happen-what that small child would do!
She fronted the grey suited money men then,
she took out a notebook and proceeded with pen
“My classmates and I wondered why you all lie?
My classmate are asking which drugs make you high?
My classmates and me see you just as you are
takers, deceivers, your game’s ‘below par‘!!”
“My classmates are young yet our lives pay for you,
so my classmates are wondering WHAT IS it you do
with this fortune you take from our years, from our life?
Do you mean to keep taking and give the young strife?”
The grey suited gentlemen, now covered in dust
from the earthmovers’ rampage and their lives filled with lust
puffed up their fat cheeks to start lies afresh
but by now it was out and they’d been caught in a mesh
of innocence asking WHAT WAS IT they did?
and WHY where they hiding – WHAT WAS IT THEY HID?

Then as the grey men tooted plans, power, law, the child ran off laughing saying , “you are a bore!”

and Phantom Koala, who’d found a good tree,laughed at the grey guys, and gave the child cheer!
The Crow flew off with her, to her classmates in school
and they all got together to write a new rule
Let the freedom of children and life for the young
be respected by those with power far flung
let the food land and animals waken
each day to loving and caring- a more
honest way.

Links:-

NSW Department of Environment, Climate Change and Water : Summaries of Legislation (ACTS) that the Department operates under

“Administrative Law in an Environmental Context” search results at bluecray Environmental search engine

NSW Department of Planning : … and the legislation and planning instruments associated with it. Including Part 3A of the Planning Law and State Significant Sites.

The EDO (Environmental Defenders Office) has created a Major Projects Toolkit for the people of NSW, Australia. The Toolkit can be found at the EDO website. It is easy to read and understand.

Cumbersome Laws relating to Environment and Planning in NSW reflect a
complicated, alienated and basically not easy to understand environmental planning process.

The EDO  Major Projects Toolkit is a simply presented 21 page downloadable PDF that outlines how people in NSW can interact and become involved in Major Project applications.

Duty of care and the precautionary principle : search results at bluecray environmental search engine.

Coastal Development & Sea Levels – some Australian Links:-

• National Sea Change Taskforce: Link to – Conference at Byron Bay 2-3 March 2010 “The program will focus on the complex issues currently facing coastal LGAs including sea level rise, the legal implications of climate change and ageing populations………Byron Bay has been selected to host the event because of its relevance in terms of coastal hazards, development pressures and issues associated with climate change impacts”

• The 18th NSW Coastal Conference 2009 – 3rd-6th November 2009 to be held at Ballina,  Mt Warning (Wollumbin) Caldera Region, NE NSW. The Theme is “Staying Afloat – Rising to the Challenges”. The Conference involve government sectors, planners, consultants, engineers, community and user groups & will present awards for outstanding achievement in coastal zone management activities. ABC  North Coast News has nice updates for local info, including this Coastal Conference.
• Planned retreat, climate change & biodiversity – Byron Bay :- this is a workshop by the EDO Northern Rivers on 3rd December 2009

• Sea level Rise Policy Statement by NSW Government (late October 2009), and
• the Draft Coast and Flood Risk Assessment Guidelines – that are now open for submissions at the Department of Environment, Climate Change and Water NSW (Urban & Coastal Water Reform Branch). Closing date for comments are December 11th 2009
• National Sea Change Taskforce : “national body to represent the interests of coastal councils and communities experiencing the effects of rapid growth and development” – includes Conference, Committee, Publications & links to the Federal Parliamentary Coastal Inquiry (report released 26th October 2009)

• EDO NSW (Environmental Defender’s Office) also has the following publications available:-   Climate change and the legal framework for biodiversity protection in Australia: a legal and scientific analysis &   Climate change and the legal framework for biodiversity protection in NSW: a legal and scientific analysis

The TWEED COAST is also experiencing engineered non sustainable development:-

Maps for the Tweed Coast Area near Casuarina, Kings Forest, Cudgen, Cudgen Creek , Wooyung – in fact much of the coastal area of the Tweed Shire!

Koala planning habitat loss se qld - search results environmental search engine at bluecray

Koala planning habitat loss ne nsw – search results environmental search engine at bluecray

“A Balance of Faeries” 1989 by Alison Polistchuk :- a story about Koala Habitat destruction west of Brisbane, SE QLD :- Why the Koalas’ Habitats, when slowly taken from them, over time, piece by piece, leads to increased biodiversity loss on a much larger scale for many of the other Australian Native Wildlife and Vegetation Communities AND why it is important to respect the “LITTLE THINGS” in life.

Land and Water Stewardship : Rescuing Remnants .

• The Hinterland of the Gold Coast, SE QLD and the Scenic Rim Region of SE QLD  adjoin NE NSW. The Mt Warning Caldera Region contains important habitat areas that are at risk to native wildlife. This Region is under increasing pressure from development and infrastructure implementation, as well as exceedingly poor land & water stewardship.
• The Koala is just one of many native Australian marsupials at risk by over clearing and fragmentation of habitat, largely due poor planning on the part of the Qld & NSW Governments.

• The concept of rescuing remnants and degraded landscape enhancement via participation of school educational systems, community involvement and dedication of State Planning Authorities lacks integration with developers of land, infrastructure and townships.

• The native Australian plant nursery and seed bank distribution industry for local endemic (provincial) native plants is largely  unsupported by all sectors of Australian Society. Reliance is on volunteers and government funding for programs such as Remnant to Remnant to succeed.
• Developers of towns, urban and regional centres, infrastructure and recreational facilities rarely support authentic Land and Water Stewardship on a scale that is meaningful to lasting and real outcomes. This needs to change, and State and Federal Government planning is responsible, in a large part for implementing the change.

National Sustainability Initiatives at the Australian Government Department of the Environment, Water, Heritage & the Arts. This website page includes links to the related areas of :-  EPBC Reporting, Indicators & Local Agenda 21, as well as to  Ecologically Sustainable Development LINKS .

The Ecologically Sustainable Development LINKS page includes :-

• Conferences and Events
• Sustainability Networks and Discussion Groups
• State Government Sites
• Australian Government Environment Sites
• Local Government Sites
• Non-Government Organisations

Coastal Development : search reslults at Environmental Search Engine

Planned retreat, climate change & biodiversity – Byron Bay :- this is a workshop by the EDO Northern Rivers on 3rd December 2009. Whilst this is for Byron Bay, you may find some interesting information at the EDO website

Giri and the 22 Arrows of Truth – Myths for a Modern Age Part 3 A bluecray story about integrity and honesty and the machiavellian nature of a person who was once a key political “behind the scenes” player.

Kings Forest Project Development – sleepless days & nights to come for endangered species at Balance of Faeries bluecray blog

“Kings Forest and the future Tweed” – search results at Bluecray ENVIRONMENTAL SEARCH ENGINE – a search engine designed mainly for the Mt Warning Caldera Region, NE NSW and SE QLD. It’s up the top of the page, on the RHS – ENVIRONMENT SEARCH – can you see it? you may like to try your own “keywords” search. We are still improving it, to make it even more useful.

Syrma – Al Ghafar – a fixed star – relating ASAD, stenography and great fortunes and much more than meets the eye. The Sun is currently, as I write this, at approx. 1-2 degrees Scorpio. In a few days, it will reach a conjunction with this Fixed Star.

National Toxics Network .

But firstly , a few words about  bluecray experiential views, philosophies and  responses to land clearing, habitat clearing, inappropriate natural resource management and human consumption in the face of mass extinction.

• Many types of people and views make up our world of human knowledge. Basic human and animal rights are a huge issue globally.

• Some of us think about the above matters (threatened species, habitat clearing, natural resource mismanagement, animal and people advocacy etc) and we have deep concern, seek education, yet we feel that we can do nothing or very little – this is ok – perhaps it is our concern that is important. Never underestimate “concern”, and the passive impact it has on others.

• Some of us work towards action, compromise, practical step at a time issues. For example, realising to halt  development (that is environmentally unsustainable) all at once is not the way. Working slowly and surely towards a better world is valid.  Working with developers – not against them, working with poor land stewards, slowly helping them change their understanding has validity.

• Some of us have no idea that the level of habitat destruction has become critical to our own survival as a species in this world. That, again, is the individual’s path.  Do not think that they have any less a valid right to life and viewpoint than others. They are entitled to their life and the consequences there of, just as we all are.

• Some people see that the consequences of habitat clearing, poor land stewardship and the power of inappropriate persuasion by wealthy “movers and shakers” has become a consequence for many of our children and the future which is to be their life. They speak out about this, and take actions of various types that are aimed at deep change within humanity’s consciousness and spirit.

• Negotiation and honesty is a cornerstone to becoming a better society.

• Tolerance, love, forgiveness, redemption and compassion are powerful tools when dealing with poor land management, inappropriate land custodianship and ignorant land stewardship. These things can open up doors that anger, misdirected ego and intolerance have previously held shut.

In the scheme of things, action (Environmental Action and Activism) to change the world can come in three forms:-

• Identifying the critical issue, passively supporting change for the better in your heart, but recognising that beyond that, you can do little else, except heal your own inbalances and heart.

• Identifying the critical issues, actively supporting the change for the better and recognising that  balance, focus and the “heart” and “energy” behind those actions are to be considered as foundations to those actions.

• Identifying the critical issue, understanding the passive and the active response, then going beyond. Going to and working with, the underlying issue that has caused the initial problem is in this category. Going to the spirit of things, addressing them in a way that can help cause a massive shift in mass consciousness awareneness, thus facilitating change without really becoming involved in the individual issue.

Phantom Koala and the Goanna

“Dearest PK“ asked Goanna wise
“why don’t the Trees now reach to the Skies-
why is the Rain so late to fall?
I know many things but with these, I  stall.“

PK slowly shifted to see
who questioned him so from beneath his tree
“Why Goanna, you smarty, didn’t you know
The government let them clear  the trees,  so….
The rain doesn’t come, the wind blows hard
and everyone’s mowing down their back yard
They’ve channelled the water away from the streams
and ruined the chance of our childrens’ dreams.“

This disturbed the Goanna who said, “But PK, surely not everyone acts in this way?“
Well,  PK just laughed and pulled at some leaves
“It’s what’s in ones heart – that’s what to believe
Does it make sense to kill? does it make sense to steal?
Does it make sense to eat  much much more than your meal?“
“Well, that is what they do – the clearers of land, they kill all the trees and they make out they’re grand. Then they take all the water and pump it away
and they tell us that industries show us the way.
They hop on their jet stream and swan round the world
praising themselves with their grand flags unfurled
saying ‘We have the answer – we are the best‘
(though to you and me both – we know they’re the pest).“
Goanna thought deeply on PK’s last words and dreamily saw that it was quite absurd
“So why do they panic and call each day drought, why do the leaders still hold so much clout?“
“Oh Goanna! Dear friend, you wise brave old soul
because they can’t see from their justified hole. They’ve dug down so deeply, their egos as spades – that the only thing left between them and the hades-

is redemption and love. We must give them a hand, to clamber back up and to save our sweet land“

“Phantom Koala and PART 3A of the NSW Planning Law”

This Goanna photo was taken at Upper Burringbar, Mt Warning Caldera Region, NE NSW, Australia

KOALA at QLD Departmentof Environment and Resource Management : Koala plan, Maps, Information Sheets, Koala Species Outline, Local Government Involvement, Mapping of New Koala Habitat Areas

KOALA PROFILE at NSW Threatened Species pages : KOALA – listed as VULNERABLE

“A Balance of Faeries” 1989 by al at bluecray.org – a story about habitat clearing, Koalas and the consequences. When this story, “A Balance of Faeries”,  which is a true story happened, the land which was cleared – Koala Habitat, was also part of the home to the biggest GOANNA that I have ever seen. It was about eight feet in length. This massive Goanna would have been very very old indeed!

Alan Moir cartoons at Sydney Morning Herald – summing up wealthy corporate and political gamesmanship – these cartoons will make you both laugh and think!

Melissa Merry: “Blogging and Environmental Advocacy: A New Way to Engage the Public?”

Koala School

Benoit, my friend , a ten month old Crow (Mt Warning Caldera Region) says ".......

This Crow Poem reminds us about our personal responsibility to the beautiful life on this planet, and how we need to reign in our wasteful lifestyles and clean up our waste that we have already left all over the planet.

Cryptic Moth Productions :    ”ADDICTED TO PLASTIC  the Rise and Demise of a Modern Miracle” – a film by Ian Connacher.

Product Stewardship Bill 2011  C20011B00048 :- “ A Bill for an Act to provide a framework for reducing the environmental and other impacts of products, and for related purposes( Administered by: Sustainability, Environment, Water, Population and Communities)”  http://www.comlaw.gov.au/Details/C2011B00048

Environ. Sci. Technol., 2005, 39 (12), pp 4421–4430  Bioaccumulation of Organochlorines in Crows from an Indian Open Waste Dumping Site:  Evidence for Direct Transfer of Dioxin-Like Congeners from the Contaminated Soil

National Toxics Network:

http://www.ephc.gov.au/ : COAG Standing Council on Environment and Water – PRODUCT STEWARDSHIP :- including Australian Packaging Covenant, Beverage Containers, Televisions and Computers, Packaging Impacts and Plastic Bags. You will also find information on Industrial Residues, Movement of Controlled Waste, National Waste Policy.

• 2010 National Waste Report for Australia (http://www.ephc.gov.au/taxonomy/term/89).
• Guidelines for the Assessment and Remediation of Contaminated Sites :- more information about these guidelines for the  assessment, management and containment can be found at http://www.ephc.gov.au/taxonomy/term/43

Australia’s National Waste Policy at the Australian Department of the Environment, Water, Heritage & the Arts . The Draft National Waste Policy Framework – opened for comment on 8 July 2009 & closed on 31 July 2009 with the Department receiving over 60 comments.

The Environment Protection & Heritage Council : The EPHC  addresses “broad national policy issues relating to environmental protection, particularly in regard to air, water, and waste matters“, as well as  natural, Indigenous and historic heritage issues.

National Environment Protection Council : a National outcome of the Intergovernmental Agreement on the Environment (May 1st, 1992) made between the Australian Local Government Association, the Commonwealth of Australia, the six State Governments, the Northern and Australian Capital Territories. The NEPC was incorporated into the above EPHC in 2001.

Basel Convention on the Control of Transboundary Movements of Hazardous Wastes and their Disposal

Riki Ott’s website : author of “Not one Drop”, Riki Ott  is a community activist, a former commercial salmon “fisherm’am,” and has a degree in marine toxicology with a specialty in oil pollution. She understands (first hand) the Exxon Valdez oil spill and has some valuable resources on her website, especially relating to oil spills and the issues of  “Corporate Personhood,” which can be defined simply as “the illegitimate notion that a corporation can claim political and civil rights to overturn democratically enacted laws”

Boomerang Alliance :

Michael Reynolds and Earthship Biotecture Green Buildings and Garbage Warrior , a film by Oliver Hodge

Gyrating Crow at phansythat.blogspot

Crows : info and photos about the Torresian Crow – an Australian native bird.

There is  plenty of info, on the internet for and about CROWS.

If you want to find out more about my friend, BENOIT, have a look at my “Wisdom in the Land” Bluecray blogspot .

I have known Benoit for over nine months now. He is a wild Crow, and his parents and siblings are also all wild.   He chose come to visit me, when he first flew from his nest, in the Crow’s Ash Tree beside my home.  Gradually, over time, he and I have become “friends” and he will now fly onto my arm, and talk with me. He also likes to sit on my head and yell very loudly!!! He is extremely bright, and his parents have their work cut out for them, in raising him, with his two other siblings, Baba (the elder, very brave crow) and Lucy (the youngest, who everyone loves.!)

*********************************

Benoit and his father, with some Spangled Drongos (migratory species) and little Litoria sp. frog : some of the Australian Native Wildlife affected by clearfelling of Habitat for Green Fuel on the east coast of Australia.

I have added the above environmental advocacy collage of Benoit(photo taken just before he left the nursery) and his Father (taken in October 2010).

Benoit has been gone from the crow “nursery” for over a year now. His father and mother have since raised two more youngsters (fledged 2009), who have also left, after spending ten months in the nursery. These two young crows can sometimes be seen flying overhead, at a respectful distance from the nursery, occassionally with Benoit.

There are now more young crow babies in the nest(August 2010), and they shall probably leave the nest and take their first flight in a matter of days from now. Unfortunately, the BIOFUEL industry has clear felled much of their nursery area for “green fuel”, leaving much bare and degraded land. However, the parents and 3rd lot of youngsters appear to be OK. I have been helping them out with some extra food and daily clean water, which they very much appreciate. Many of the local birds and other wildlife, however, including at least two endangered Rufous Bettongs have lost their homes and habitats, to this most dishonourable clear felling.

February 2011. Only one baby crow survived the nesting period in 2010. The goannas, many of them, came through the Crow nursery during early spring. The mother and father CROWS spent three weeks, fighting off the goannas, but eventually, a goanna took three babies from the nest, and left only one survivor, a little crow baby who I named  Neo Jack.

Neo Jack’s photo is below:-

Neo two weeks fledged, and some local clearing for biofuel near Burringbar, NE NSW, Australia.