Thematische Bibliographien / Environmental education and training

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Zeitschriftenartikel
Dissertationen
Bücher
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Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Environmental education and training“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 13. Februar 2022

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Zeitschriftenartikel zum Thema "Environmental education and training"

A.N., Nigmatov, und Ravshanova N.N. „Scientific Preschool Environmental Education And Training Research Methodology“. American Journal of Social Science and Education Innovations 02, Nr. 08 (10.08.2020): 23–31. http://dx.doi.org/10.37547/tajssei/volume02issue08-04.

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Farrokhi, Mojtaba, Ali Nasr Isfahani und Ali Safari. „Viable environmental-sustainability education and training“. Human Systems Management 38, Nr. 1 (07.02.2019): 87–97. http://dx.doi.org/10.3233/hsm-17203.

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Stone, Nancy J., Conne Mara Bazley, Karen Jacobs, Michelle M. Robertson, Ronald Laurids Boring, Valerie Rice und Barrett S. Caldwell. „Environmental Design in Education and Training“. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, Nr. 1 (September 2016): 435–39. http://dx.doi.org/10.1177/1541931213601098.

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Increasingly, individuals are using more blended, hybrid, and online deliver formats in education and training. Although research exists about how the physical and social environment impact learning and training in traditional face-to-face settings, we have limited knowledge about how the environment affects learners when they are interacting with technology in their learning situations. In particular, concerns arise about levels of engagement, whether learning is enhanced, the impact or helpfulness of robotics, and how the social dynamics change. These five panelists bring expertise in education at the undergraduate and graduate levels, training within industry and the military, and the use of various teaching and training methods. The panelists will present their perspectives to several questions relative to how the environment can (or cannot) accommodate enhanced learning in education and training when technology is involved. Ample time will remain for audience participation.

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Thomas, Ian, und Mary Olsson. „Opportunities for Environmental Education Provided by Environmental Management Systems“. Australian Journal of Environmental Education 14 (1998): 93–100. http://dx.doi.org/10.1017/s0814062600003980.

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ABSTRACTThe development and implementation of a training program is a requirement of Environmental Management Systems (EMSs) certified under international standards. To date, information about these programs has been scarce. The paper reports the results of a survey of 20 Australian organisations with certified EMSs, designed to provide a start in understanding the role and contribution of training in meeting EMS objectives. Information was sought on the status, direction and focus of the training programs, along with the training providers, topics covered, and the range of training mechanisms. Broadly the findings illustrate differences in the training provided to staff generally, selected staff and to managers. Of importance for environmental educators is the extent to which education in the environment and education about the environment are already part of these training programs. Education for the environment is apparent in some training programs, indicating the scope that EMSs provide for the coverage of all three aspects of environmental education for the general community.

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Khan, Dr Shazli Hasan. „Fostering Sustainable Development and Environmental Education Programmes: Role of Teacher Training Institutions and Colleges of Teacher Education“. Indian Journal of Applied Research 3, Nr. 5 (01.10.2011): 194–200. http://dx.doi.org/10.15373/2249555x/may2013/59.

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Bierbaum, Rosina M. „Training Environmental Decisionmakers: A Special Case of Environmental Education“. Applied Environmental Education & Communication 3, Nr. 1 (Januar 2004): 1–3. http://dx.doi.org/10.1080/15330150490277120.

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McConnell, Bert. „Teacher Education in Environmental Education – Does it Work?“ Australian Journal of Environmental Education 17 (2001): 35–39. http://dx.doi.org/10.1017/s081406260000241x.

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AbstractThis paper summarises a research project carried out by the author on the effectiveness of pre-service teacher education in environmental education in New Zealand. Secondary pre-service teacher education students who had opted for a 20 hour course in environmental education expressed a high degree of satisfaction with the course but this begged the question of what would happen to them once they hit the reality of the classroom in a country which then had no policy or curriculum guidelines on environmental education. The author followed up eleven graduates from the 1996 course and six from 1997 to see if they were teaching, if they were teaching environmental education and how they now felt about their teacher training. The results were mixed – but some were teaching environmental education. They all continued to speak highly of their College training in environmental education and all but one would encourage others to do the course. However classroom management problems, staff cynicism and a lack of status for environmental education had created difficulties for them. Several had already given up on teaching as a career and others were considering leaving. Strategies to counter these disturbing trends are outlined as recommendations to the College and the wider education community. The key to successful environmental education is the classroom teacher. If the teachers do not have the knowledge, skills and commitment to environmentalise their curriculum it is unlikely environmentally literate students will be produced (Wilke 1985, p. 1).

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Van Petegem, Peter, An Blieck, Ingrid Imbrecht und Tom Van Hout. „Implementing environmental education in pre‐service teacher training“. Environmental Education Research 11, Nr. 2 (April 2005): 161–71. http://dx.doi.org/10.1080/1350462042000338333.

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Phoon, Wai‐On. „Education and training in occupational and environmental health“. Environmental Management and Health 8, Nr. 5 (Dezember 1997): 158–61. http://dx.doi.org/10.1108/09566169710179148.

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PESCOD, M. B. „Education and Training in Water and Environmental Management“. Water and Environment Journal 2, Nr. 1 (Februar 1988): 85–92. http://dx.doi.org/10.1111/j.1747-6593.1988.tb01251.x.

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Dissertationen zum Thema "Environmental education and training"

Whelan, James M., und n/a. „Education and Training For Effective Environmental Advocacy“. Griffith University. Australian School of Environmental Studies, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040526.140105.

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Research on environmental advocacy has tended to focus on outcomes and achievements rather than the processes through which these are achieved. In addition, minimal research has attended in detail to the complexity of environmental advocacy, or explored measures to through which to enhance advocates prospects of success. The environment movement itself has given scarce attention to promoting the skills, abilities and predispositions that contribute to effective advocacy. Indeed, most environmental non-government organisations (ENGOs) in Australia appear to believe that scientific or expert knowledge will be sufficient to influence environmental decision-makers and consequently provide minimal training or education to enhance advocacy. This thesis is a response to these problems. It seeks to develop an understanding of, and model for, activist education and training in the Australian environment movement. The two main bodies of literature that inform the study are social movement and adult education literature. The former provides the context for the study. Social movement theorists present various explanations of how and why environmental activists work for change. These theorists also discuss the organisational structures and modes of operation typically adopted by activists. The second body of literature is utilised in this thesis to provide a synthesis of relevant educational orientations, traditions and practices. Popular, experiential and adult environmental education offer promising strategies for advocacy organisations that seek to enhance activists skills and abilities. The research questions posed in this study lie at the convergence of these two bodies of literature. Two empirical studies were undertaken during this inquiry. The first was conducted with the Queensland Conservation Council, an environmental advocacy organisation where the researcher was employed for five years. The study drew on methods and techniques associated with ethnography and action research to identify, implement and evaluate a range of interventions which aimed to educate and train advocates. Three cycles of inquiry generated useful insights into environmental advocacy and identified useful strategies through which advocacy may be enhanced. The second study, a case study based on interviews and observation, explored the Heart Politics movement. The ethnographic research methods utilised in this case study resulted in a rich description and critical appreciation of the strengths and weaknesses of Heart Politics gatherings as activist education. These two studies contributed to the development of a grounded and endogenous theory of education and training for environmental advocacy. This theory is based on a set of observations concerning the provision of activist education: (1) that most activist learning occurs informally and unintentionally through participation in social action such as environmental campaigns; (2) that this learning can be assessed according to a five-category framework and tends to favour specific categories including the development of social action and organisational development skills rather than alternative categories such as political analysis and personal development; (3) that this informal learning can be harnessed and enhanced through strategies which situate learning in the context of action and promote heightened awareness of the learning dimension of social action; and (4) that a key obstacle to education and training in the environment movement is a conspicuous lack of professional development or support for the people involved in facilitating and coordinating activist education activities and programs. These people are often volunteers and infrequently possess qualifications as educators or facilitators but are more likely to be seasoned activists. They tend to work in isolation as activist education activities are sporadic, geographically diffuse and ad hoc. These observations along with other insights acquired through participatory action research and ethnographic inquiry led to a set of conclusions, some of which have already been implemented or initiated during the course of this study. The first conclusion is that strategies to promote the professional development of activist educators may benefit from the development of texts tailored to the tactical orientations and political and other circumstances of Australian environmental advocacy groups. Texts, alone, are considered an inadequate response. The study also concludes that informal networks, formal and informal courses and other strategies to assist collaboration and peer learning among activist educators offer considerable benefits. Other conclusions pertain to the benefits of collaborating with adult educators and tertiary institutions, and professionals, to the relative merits of activist workshops and other forms of delivery, to the opportunities for activist training presented by regular environment movement gatherings and conferences and to the significant merits of promoting and supporting mentorship relationships between novice and experienced activists.

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Tilbury, Daniella. „Environmental education : developing a model for initial teacher education“. Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/251565.

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Law, Man-suet Michelle, und 羅文雪. „Achieving corporate sustainability through environmental education and training“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206704.

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Education and training are recognized as the crux of developing green organizational cultures in the achievement of corporate sustainability. Should ecology training be linked with the practical work of corporate members? Should they “learn by doing” or “do by learning”? The present study covered the links between environmental education and training and its success in greening the employees and corporate cultures. It investigated the effectiveness of environmental training and models a suitable training approach in developing environmentally aware corporate cultures. The study first revealed the drivers and challenges of implementing environmental education and training in managerial perception. 13 environmental managers of sustainability leading corporations and governmental departments in Hong Kong were surveyed by either face-to-face interviews or mailed questionnaires survey. The role of environmental education and training in raising employees’ awareness toward a more sustainable manner has been fully recognized by the surveyed mangers. However, engaging employees in environmental learning was found to be the single biggest challenge among the managers. Managers have faced a dilemma when designing training content and training approaches. A wide range of rationales and determining factors were identified in the study. They were employee interests and motivation, training practicability and applicability, justification of resources and continuity of training impacts. A series of environmental education and awareness training programmes of The Hongkong and Shanghai Banking Corporation Limited (HSBC) were used as a case study. Evaluation of the training outcomes, in terms of changes in participants’ environmental knowledge, attitudes and behaviour, was surveyed by using self-completion questionnaires with retrospective post- and then-test design. Across the 47 responses, the results show that employees gained knowledge and changed their values and behaviour towards the environment significantly. The acquisition of knowledge and attitude change leads to the development of green behaviour both in the workplace and at home. Training design and approach, relevance and applicability of training content were found to have the greatest impact on the training outcomes. A combination of direct- and indirect- experiences in the training is also essential as the employees have direct contact with nature for affective-based attitudes while a proportion of indirect experience training is responsible for intellectual development. Training should be available for employees from each stratum in the company rather than only focusing on pinpointed management staff since it could promote a workable interface between employees and the corporation. Furthermore, organizational support including supervisory and peer support is vital to the training outcomes by encouraging employees to perform pro-environmental behaviour at work, in turn, greening the corporate culture. This study brings to the conclusion that, even though transition of sustainable corporate culture is a long process, it could be achievable in real-life businesses through utilizing an effective environmental education and training with properly designed strategies.
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Kadoorie Institute
Master
Master of Philosophy

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Kilian, Kay-Leigh. „Determining youths' level of understanding of environmental concepts in the sail training environment“. Bachelor's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/26383.

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The aim of this study is to determine youths' level of understanding of selected environmental concepts measured by their verbal responses. With the hypothesis being that youth would be able to observe their environment and note differences and similarities, with a basic understanding of concepts, especially those in the school curriculum but unable to take this further by hypothesising on why differences occur which is more typical of youth of ages 15 years and above. Youth would especially struggle to hypothesise theoretical and abstract concepts as opposed to describing what they observe. It is expected that studies by Piaget will be informative with regards to the cognitive developmental stages in the youth as being categorised into either stages three ( concrete-operational) or four (formal-operational). The study involved nine youths from Christel House, Cape Town, who were selected and assessed on their understanding of four environmental concepts. The crew of the sail ship noted their responses during various lessons offered on board before proceeding with the next. The results indicated that the participating youth were able to compare two different observed scenarios as being either similar or different, but were unable to compare theoretical scenarios. Once differences or similarities were established, youth were unable to link factors to hypothesise about why these differences or similarities were occurring, even when prompted or given clues from a crewmember on board the ship. However, the participants were able to hypothesise about the effects of one variable on another when they could actively manipulate a concept to see what might happen under given conditions.

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Cameron, Margaret. „Early childhood environmental education : teacher attitudes and training needs /“. Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09ENV/09envc182.pdf.

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Gilbertson, Kenneth L. „Environmental Literacy: Outdoor Education Training and its Effect on Knowledge and Attitude Toward the Environment“. Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1224793460.

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Saud, Saud Saide. „The Venezuelan environmental education teacher training programme: An analysis of professional and environmental competencies“. Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10117.

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The purpose of this research is to describe and analyze the environmental education teacher training competencies model in Venezuela. More specifically, the study concentrates on the Universidad Pedagogica Experimental Libertador (UPEL). This university is the leading institution of teacher training in Venezuela. The UPEL environmental education teacher training model consists of twenty-one competencies associated with five environmental education areas. This model is examined using the UNESCO model as an international standard, the latter of which consists of twenty-eight competencies associated with professional and environmental education areas. Examination of the UPEL model also involves an assessment of the perceptions of Venezuelans concerned with environmental education with regard to the relevance of the UPEL model to Venezuelan environmental reality. The methodology applied in this study is set in the context of a content analysis of major UNESCO and UPEL model documents, and a survey of key Venezuelan individuals, UPEL environmental education professors and UPEL teacher candidates who have already taken environmental education. In this analysis a literature review also serves as an important source of information. Themes included in this review are associated with environmental education concepts and principles, the state of environmental education, the training of teachers in environmental education, competency based teacher training, the Venezuelan experience, and the UNESCO and Venezuelan teacher training models. The research stresses the description, analysis and interpretation of relevant aspects related to the UPEL competencies model and its relevance to Venezuelan reality. In light of major conclusions and implications of these aspects a set of recommendations is drawn. For example, this study reveals a critical need for research and evaluation of environmental education teacher training competency models. In the context of the comparison between the UNESCO and UPEL models, significant differences in their structure and content have been found. The UPEL model lacks a set of basic professional and environmental education competencies required for training effective environmental educators who are able to contribute to the prevention and solution of environmental problems. In the context of the assessment of perceptions it has been found that key individuals, as well as professors and students of environmental education, believe that the UPEL model is not relevant to the country's problems and needs. It appears that in addition to the deficiency in competencies, a lack of logistical support in the implementation of the model is also a serious weakness. Results of this study reveal an immediate and critical need for necessary adjustments to the UPEL environmental education teacher training model. Finally, it is expected that this research, concerned as it is with the quality of environmental education teacher training, will provide the necessary incentives and information for Venezuelan decision makers to improve the UPEL environmental education teacher training model.

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Reid, Alan. „How does the geography teacher contribute to pupils environmental education?“ Thesis, University of Bath, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266469.

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Yeung, Siu-hong Aaron, und 楊兆康. „Environmental education in Hong Kong with particular reference to teacher training“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31254159.

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Yeung, Siu-hong Aaron. „Environmental education in Hong Kong with particular reference to teacher training /“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1994620X.

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Bücher zum Thema "Environmental education and training"

V, Duggan Terance, Brebbia C. A und Wessex Institute of Technology, Hrsg. Environmental engineering education and training. Southampton, England: Computational Mechanics Publications, 1996.

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Waddington, David J., Hrsg. Global Environmental Change Science: Education and Training. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79770-5.

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Mathrani, Shireen. Environmental education education and training in industry: Short report to the Department of the Environment. [s.l.]: Council for Environmental Education, 1987.

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Basu, C. K. Environmental education training guide for technical and vocational education teachers: A prototype. Paris]: Environmental Education Unit, Science and Environmental Education Section, Division for the Renovation of Educational Curricula and Structures, 1993.

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Gagliardi, Raúl. Environmental training: Policy and practice for sustainable development. Geneva: International Labour Office, 1994.

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Hungerford, Harold R. Procedures for developing an environmental education curriculum: A discussion guide for Unesco training seminars on environmental education. Paris: Unesco, Division of Science, Technical and Environmental Education, 1986.

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Unesco, Canadian Commission for. The role of biosphere reserves in environmental education and training. Ottawa: Canadian Commission for Unesco, 1988.

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SCAR/IUCN Workshop on Environmental Education and Training (1993 Gorizia, Italy). Opportunities for Antarctic environmental education and training: Proceedings of the SCAR/IUCN Workshop on Environmental Education and Training, Gorizia, Italy, 26-29 April 1993. Herausgegeben von Dingwall P. R und Walton D. W. H. Gland, Switzerland: IUCN-The World Conservation Union, 1996.

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Hungerford, Harold R. A prototype environmental education curriculum for the middle school: A discussion guide for Unesco training seminars on environmental education. [Paris]: Unesco. Division of Science, Technical and Environmental Education, 1989.

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Conference on Environmental/Occupational Health Training. (1987 Cincinnati, Ohio). A Conference on Environmental/Occupational Health Training. Princeton, N.J: Princeton Scientific Publishing, 1989.

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Buchteile zum Thema "Environmental education and training"

Schneider, Stephen, Joseph Stoltman und David Waddington. „Education and Global Environmental Change“. In Global Environmental Change Science: Education and Training, 3–7. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79770-5_1.

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Poli, Corrado. „New Education and Training for Innovative Urban Management“. In Environmental Politics, 93–101. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17614-7_11.

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Buffle, J., und M. Filella. „What is Environmental Chemistry?“ In Global Environmental Change Science: Education and Training, 101–11. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79770-5_10.

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Boardman, John, Rudolf de Groot, Lynne Carter und David Waddington. „Education and Training in Global Change Science“. In Global Environmental Change Science: Education and Training, 255–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79770-5_30.

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Siskos, Panayotis A. „Education and Training in Environmental Science in Greece“. In Global Environmental Change Science: Education and Training, 161–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79770-5_17.

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Beran, Max. „Education and Training of Global Environmental Change Scientists“. In Global Environmental Change Science: Education and Training, 41–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79770-5_3.

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White, James W. C. „Environmental Studies at the University of Colorado“. In Global Environmental Change Science: Education and Training, 171–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79770-5_19.

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Skov, Henrik, und Jes Fenger. „Training atmospheric scientists: examples from Denmark“. In Global Environmental Change Science: Education and Training, 143–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79770-5_15.

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Filho, W. Leal. „The Role of Environmental Education in the Training of Scientists on Global Environmental Changes in Developing Countries“. In Global Environmental Change Science: Education and Training, 71–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79770-5_6.

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Harger, J. R. E., und Dirk Troost. „Environmental education and training of global scientists for sustainability“. In Global Environmental Change Science: Education and Training, 59–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79770-5_5.

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Konferenzberichte zum Thema "Environmental education and training"

Carrasquer, Beatriz. „Working Environmental Education With Teachers In Training“. In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.14.

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Cui, Yubo, Chunqiu Ran, Hongjie Sun und Xuejun Zou. „Undergraduates Innovative Training in Environmental Program“. In 2016 International Conference on Education, E-learning and Management Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.48.

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Paviet, Patricia. „Generation IV International Forum Education and Training Webinars: Education Tools for the Next Generation Workforce“. In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-81027.

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The Gen IV International Forum (GIF) Education and Training Task Force was created to respond to the challenge of not only forming, training and/or retaining qualified Gen IV workforce but also educating and informing a more general public, policy makers on topics related to Gen IV reactor systems and cross-cutting subjects. The task force serves as a platform to enhance open education and training as well as communication and networking in support of GIF, and its objectives are to maintain the know-how in this field, to increase the knowledge of new advanced concepts, and to avoid the loss of the knowledge and competences that could seriously and adversely affect the future of nuclear energy. While many countries are either ramping up or developing nuclear power production as an important step towards economic development and environmental protection, a decrease or uncertainty of the fiscal year budgets have left organizations and agencies looking for new avenues for training and educating a qualified workforce. This has led to an increase in those looking for readily available education and training resources. Using modern internet technologies, the GIF Education and Training Task Force has launched a webinar series on Gen IV systems in September 2016, which is accessible to a broad audience and is educating and strengthening the knowledge of participants in applications to advanced reactors. This achievement is the direct result of partnering with university professors and subject matter experts who conduct live webinars on a monthly basis. The live webinars are recorded and archived as an online educational resource to the public from the GIF website (www.gen-4.org). In addition, the webinars offer unprecedented opportunities for interdisciplinary crosslinking and collaboration in education and research. The GIF webinars, with their expansion of topics, targets a large spectrum of those that do not know but are desiring to learn about the many aspects of advanced reactor systems. The details and examples of the GIF webinar modules will be presented in our paper.

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Patala, Teemu. „UNDERSTANDING THE ENVIRONMENTAL IMPACT OF ONLINE STAFF TRAINING“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1815.

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Hay, E. „Basic education and training“. In Fifth International Conference on `Electrical Safety in Hazardous Environments'. IEE, 1994. http://dx.doi.org/10.1049/cp:19940398.

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KITIASHVILI, ANASTASIA, und TAMAR ABASHIDZE. „Integrating Environmental Education in Vocational Education and Training VET The case of Georgia“. In Third International Conference on Advances In Social Science, Management and Human Behaviour - SMHB 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-067-5-62.

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Ormazabal, Marta, Elisabeth Viles, Vanessa Prieto-Sandoval und Carmen Jaca. „Environmental training at companies. The case of Volkswagen Navarra“. In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5518.

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Companies have made great strides in strengthening their environmental maturity and sustainable production. Nevertheless, many of them have not transmitted their knowledge to their workers, and this makes it more difficult to have employees participate in their company’s sustainability improvement process. In the particular case of Volkswagen Navarra, they have a lot of experience in environmental management, but they don’t have a proper program for teaching their workers so they can be more involved in the environmental aspects of the company. This paper proposes an environmental training program that can be used either as an e-learning course or a face-to-face course with the objective of providing employees with the knowledge and skills necessary to participate in the improvement of environmental aspects.

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Muñoz, Almudena, Josefina Garrido, Francisco José Melero, Gregorio Cañavate, Carlos González, Leonardo Piccinetti, Florent Bourgeois, Carole Saudejaud und Petar Kisyov. „IMPLEMENTATION OF ENVIRONMENTAL TECHNOLOGY VERIFICATION THROUGH INNOVATIVE TRAINING IN RESPONSE TO URGENT ENVIRONMENTAL CHALLENGES“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0810.

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Akli, Linda, Samuel L. Moore, Lorna I. Rivera und Patricia J. Teller. „Training, education, and outreach“. In XSEDE '13: Extreme Science and Engineering Discovery Environment: Gateway to Discovery. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2484762.2484807.

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„Ecological Concept in Environmental Art Design“. In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29133.

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Berichte der Organisationen zum Thema "Environmental education and training"

Lemaire, R. Environmental Education Training and Career Development,. Fort Belvoir, VA: Defense Technical Information Center, April 1996. http://dx.doi.org/10.21236/ada310831.

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DEPARTMENT OF DEFENSE WASHINGTON DC. Guidebook on Development and Implementation of Environmental Education and Training in the Military. Fort Belvoir, VA: Defense Technical Information Center, Mai 2000. http://dx.doi.org/10.21236/ada470555.

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Keeling, Stephen E. International Military Education and Training: A Shaper of the Security Environment of the Future. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada364074.

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N. Environmental Assessment and Finding of No Significant Impact: Expansion of the Volpentest Hazardous Materials Management and Emergency Response Training and Education Center, Hanford Site, Richland, Washington. Office of Scientific and Technical Information (OSTI), November 2002. http://dx.doi.org/10.2172/823512.

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Myers, Mary, und Andrew Hayes. Cusano Environmental Education Center. Landscape Architecture Foundation, 2011. http://dx.doi.org/10.31353/cs0110.

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Author, Not Given. Environmental Education Strategic Plan. Office of Scientific and Technical Information (OSTI), Dezember 1991. http://dx.doi.org/10.2172/5745861.

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Huntley, Natalie, und Runying Chen. Does Environmental Education Matter? Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-107.

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Mincer, Jacob. Investment in U.S. Education and Training. Cambridge, MA: National Bureau of Economic Research, August 1994. http://dx.doi.org/10.3386/w4844.

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Chulock, Hilary N. Environmental Management Education Program: Building Environmental Stewardship. Office of Scientific and Technical Information (OSTI), Januar 2004. http://dx.doi.org/10.2172/899679.

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Author, Not Given. Partnership for Environmental Technology Education: Tribal Colleges Initiative in Science and Environmental Education. Office of Scientific and Technical Information (OSTI), Januar 1999. http://dx.doi.org/10.2172/307851.

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