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John Francis Lockwood and Robert Browning
Zoïlus (Ζωΐλος) of *Amphipolis (4th cent.
(1) Against Isocrates. (2) Against Plato, favourably mentioned by Dion. Hal.Pomp. 1. (3) Against Homer (Καθʼ Ὁμήρου or Κατὰ τῆς Ὁμήρου ποιήσεως ‘Against Homer's poetry’ or perhaps Ὁμηρομάστιξ ‘scourge of Homer’, which became the author's nickname). This work was chiefly devoted to severe, though often captious, criticism of the poet's invention, of the credibility of incidents (e.g. Il.
Alan Douglas Edward Cameron
Zoning is a legal tool employed by local governments to regulate land development. It determines the use, intensity, and form of development in localities through enforcement of the zoning ordinance, which consists of a text and an accompanying map that divides the locality into zones. Zoning is an exercise of the police powers by local governments, typically authorized through state statutes. Components of what became part of the zoning process emerged piecemeal in U.S. cities during the 19th century in response to development activities deemed injurious to the health, safety, and welfare of the community. American zoning was influenced by and drew upon models already in place in German cities early in the 20th century. Following the First National Conference on Planning and Congestion, held in Washington, DC in 1909, the zoning movement spread throughout the United States. The first attempt to apply a version of the German zoning model to a U.S. city was in New York City in 1916. In the landmark U.S. Supreme Court case, Ambler Realty v. Village of Euclid (1926), zoning was ruled as a constitutional exercise of the police power, a precedent-setting case that defined the perimeters of land use regulation the remainder of the 20th century.
Zoning was explicitly intended to sanction regulation of real property use to serve the public interest, but frequently, it was used to facilitate social and economic segregation. This was most often accomplished by controlling the size and type of housing, where high density housing (for lower income residents) could be placed in relation to commercial and industrial uses, and in some cases through explicit use of racial zoning categories for zones. The U.S. Supreme Court ruled, in Buchanan v. Warley (1917), that a racial zoning plan of the city of Louisville, Kentucky violated the due process clause of the14th Amendment. The decision, however, did not directly address the discriminatory aspects of the law. As a result, efforts to fashion legally acceptable racial zoning schemes persisted late into the 1920s. These were succeeded by the use of restrictive covenants to prohibit black (and other minority) occupancy in certain white neighborhoods (until declared unconstitutional in the late 1940s). More widespread was the use of highly differentiated residential zoning schemes and real estate steering that imbedded racial and ethnic segregation into the residential fabric of American communities.
The Standard State Zoning Enabling Act (SSZEA) of 1924 facilitated zoning. Disseminated by the U.S. Department of Commerce, the SSZEA created a relatively uniform zoning process in U.S. cities, although depending upon their size and functions, there were definite differences in the complexity and scope of zoning schemes. The reason why localities followed the basic form prescribed by the SSZEA was to minimize the chance of the zoning ordinance being struck down by the courts. Nonetheless, from the 1920s through the 1970s, thousands of court cases tested aspects of zoning, but only a few reached the federal courts, and typically, zoning advocates prevailed.
In the 1950s and 1960s, critics of zoning charged that the fragmented city was an unintended consequence. This critique was a response to concerns that zoning created artificial separations among the various types of development in cities, and that this undermined their vitality. Zoning nevertheless remained a cornerstone of U.S. urban and suburban land regulation, and new techniques such as planned unit developments, overlay zones, and form-based codes introduced needed flexibility to reintegrate urban functions previously separated by conventional zoning approaches.
A great deal of learning takes place outside of the standard curriculum. School-based education is often insufficient to address climate change; many schools do little to cover the topic, perhaps out of the desire to avoid political controversy. This leaves social media, mainstream news media, and informal learning environments to cover the gap. Although social media and mainstream news media can be politically polarized, science museums, zoos, and other informal learning environments draw a broad and diverse audience, and are generally trusted by people across the political spectrum. This makes them an important location for climate change education.
Informal learning environments are settings outside traditional educational institutions in which information is communicated. Environments such as zoos and nature centers, which provide information about animals, ecology, and the natural environment, have several attributes that are important to their role in climate change communication. One significant feature is that they are social contexts, in which social interaction is both expected and encouraged. If the people who are encountering the message talk to each other about it, they can develop a shared understanding of, and response to, the content. The social experiences provide an opportunity to affirm shared values for nature, and understandings of the potential impacts of climate change.
Another key characteristic of these environments is that they have at least a minimal entertainment function along with the education function. People are required to attend formal educational settings, at least within certain parameters, but informal settings are usually optional. That means that those who run the sites have to think about ways to encourage attendance, by providing an emotionally engaging experience. The personal experience of curiosity, awe, and connection to nature can be dramatic, as can be seen by observing visitors at a zoo exhibit. Such connections can provide a powerful basis for empathy, a precursor to concern about the impacts of climate change on animals and ecosystems.
Climate literacy requires “an understanding of your influence on climate and climate’s influence on you and society” (U.S. Global Change Research Program (USGCRP), 2009, p. 4). Such an understanding can be frightening if people feel helpless. In addition to providing information about climate change, informal learning environments can do more to overcome denial. Well-constructed exhibits can promote concern through interest and engagement. But they also need to avoid a message that is too pessimistic. Beyond this, informal learning centers should take advantage of their social context. The very experience of learning about climate change in an institutional setting can empower visitors, who can feel reassured that society acknowledges the issue, cares about it, and has suggestions for effective action.
After reviewing aspects of environmental learning and the ways in which it occurs in informal settings, this chapter will present some suggestions about how zoos and other science museums can more effectively capitalize on their strengths to communicate with the public about climate change.
Zopyrus, writer on *physiognomy, known from his judgement on Socrates' appearance.