Academic literature on the topic 'Environmental education Activity programs Australia'
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Journal articles on the topic "Environmental education Activity programs Australia"
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Thomas, Ian. "Australian Tertiary Environmental Courses: A Status Report." Australian Journal of Environmental Education 9 (1993): 135–45. http://dx.doi.org/10.1017/s0814062600003232.
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During the 1970s and 1980s there has been a growing awareness of the environment. This has been particularly evident in the general community through:• passing of environmental legislation;• growth in status of environment groups;• media coverage of environmental issues.As a result the direction of formal education has been influenced. For example, through the Victorian State Conservation Strategy, the community has indicated the direction for tertiary institutions, where one of the objectives of this strategy is to:promote and strengthen inter-disciplinary environmental education programs in schools and tertiary institutions. (Victorian Government, 1987, p.89)Similarly, the Australian Government's Ecologically Sustainable Development process (ESD) has proposed the incorporation of ESD, in tertiary curricular (Ecologically Sustainable Development Steering Committee, 1992).Linke (1979) has described the development of environmental education curricula during the 1970s whereby consideration of aspects of the environment became more common. Most activity was noted to be in primary and secondary sectors, however, at tertiary level a range of subjects focussing on the environment were apparent, as were several courses which were specifically designed to provide training in environmental understanding.
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Hyndman, Brendon. "A Qualitative Investigation of Australian Youth Perceptions to Enhance School Physical Activity: The Environmental Perceptions Investigation of Children’s Physical Activity (EPIC-PA) Study." Journal of Physical Activity and Health 13, no. 5 (May 2016): 543–50. http://dx.doi.org/10.1123/jpah.2015-0165.
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Background:There is more demand than ever for schools to equip children with the necessary skills to be physically active. The purpose of the Environmental Perceptions Investigation of Children’s Physical Activity (EPIC-PA) study was to investigate elementary and secondary school children’s perceptions to enhance the school physical activity environment.Methods:Four Australian government schools (2 elementary and 2 secondary) were recruited for the EPIC-PA study. During the study, 78 children were recruited aged 10 to 13 years. The focus group discussions consisted of 54 children (32 elementary and 22 secondary) and the map drawing sessions included 24 children (17 elementary and 7 secondary).Results:The findings from the EPIC-PA study revealed insight into uniquely desired features to encourage physical activity such as adventure physical activity facilities (eg, rock climbing walls), recreational physical activity facilities (eg, jumping pillows), physical activity excursions, animal activity programs and teacher-directed activities. In addition to specific features, childrens revealed a host of policies for equipment borrowing, access to sports equipment/areas, music during physical activity time and external physical education lessons.Conclusions:Understanding the multiple suggestions from children of features to enhance physical activity can be used by schools and researchers to create environments conducive to physical activity participation.
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Buru, Kakale, Theophilus I. Emeto, Aduli E. O. Malau-Aduli, and Bunmi S. Malau-Aduli. "Australian School Stakeholders’ Perceived Strategies for Preventing Adolescent Obesity." International Journal of Environmental Research and Public Health 18, no. 17 (September 6, 2021): 9387. http://dx.doi.org/10.3390/ijerph18179387.
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Adolescent obesity is a complex multifactorial disease with a combination of environmental, behavioral, psychosocial, biological, cultural and genetic determinants. It remains a global public health issue that presents a major challenge to chronic disease prevention and health into adulthood. Schools have a rich opportunity to improve youth health and tackle obesity, yet they face barriers in fulfilling this function. This study investigated school stakeholders’ beliefs and perceptions of the barriers and enablers currently experienced by schools, as well as their recommendations towards preventing adolescent obesity. A sequential explanatory mixed-methods study design was utilised with surveys administered for the quantitative phase and individual interviews for the qualitative phase. Descriptive statistics and inductive thematic analyses were utilised for the survey and interview data, respectively. Triangulation of findings from the quantitative and qualitative phases aided in the better understanding and integration of the overall results. In total, 60 school stakeholders (52 subject teachers, 3 senior teachers and 5 heads of department) from both independent and public high schools in Queensland, Australia responded to the survey, while 14 respondents participated in the interviews. The main perceived causes of obesity were poor eating habits and sedentary lifestyle. Highlighted barriers were busy timetables, shortage of trained staff and funding, lack of robustness in the introduction and implementation of school interventions and insufficient motivation of learners to participate in obesity prevention programs. Enabling factors included parental support, easy access to fitness equipment during recess, supportive government policies, provision of healthier school tuck shop menu options and elimination of sugary drinks from vending machines. A model for the prevention of adolescent obesity was developed based on participants’ perceptions. Tripartite collaboration between the school, government and parents was perceived as fundamental to preventing adolescent obesity. Strategies targeting nutrition, physical activity and overall health, including parental education on health, formal health talks in schools by health professionals and better-targeted advertisement encouraging healthy lifestyle choices, were identified as essential for improved adolescent health outcomes.
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Greenall, A. "A new beginning for environmental education in Australia." Australian Journal of Environmental Education 1, no. 2 (June 1985): 13–15. http://dx.doi.org/10.1017/s081406260000450x.
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In 1980-81 when I last wrote about the future of environmental education in Australian schools I was quite pessimistic and concluded that environmental education had been a phenomenon of the affluent seventies in Australia. This conclusion was based on observations, reading and experience with schools, education authorities and curriculum projects over the preceding seven years.Environmental education aims to develop not only awareness, understanding and skills. Most importantly, it also aims to encourage feelings of concern for the environment and protection. This means that it is concerned with social reconstruction — environmental education programs must have moral and political components if they are to achieve the accepted aims of environmental education. In 1980-81 I argued that environmental education had been subjected to incorporation within the existing hegemoney of schools in a neutralised form — the radical ‘action’ components of the environmental education aims had been deleted from school programs whilst the less controversial cognitive and skill aims had been retained, together with the name ‘environmental education’. There was evidence that programs of this genre had increased during the seventies, including an increased environmental content in traditional subjects in the curriculum. In general terms there was little inducement for schools to implement all the aims of environmental education.
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Hughes, Owen E. "MPA Programs in Australia." Chinese Public Administration Review 3, no. 1-2 (March 2005): 24–29. http://dx.doi.org/10.22140/cpar.v3i1.2.53.
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Australian universities have established specific Masters programs for public servants over the past twenty years. However, until recently, despite being established, they have not thrived by comparison with MBA and other masters courses in business. It was not easy to attract students and good staff. MPA programs have generally not captured the public sector community's attention in the same way as is the case in a number of US schools of public administration or management. This situation changed in 2003 with the creation of the Australia and New Zealand School of Government (ANZSOG). This is a consortium of five governments - the Commonwealth government, the New Zealand government, and the three largest state governments - and nine universities set up to provide an Executive Masters in Public Administration. The ANZSOG cohort is composed of future leaders in the opinion of their governments. All students are fully funded by their governments and at a level that is more costly per student than other training. Funding of this scale reflects a major change for governments in Australia. The establishment of the Australia and New Zealand School of Government represents a major change in education of public managers in Australia. There are lessons for other countries in its establishment.
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Yufiarti, Yufiarti, Edwita, and Suharti. "Health Promotion Program (JUMSIH); To Enhance Children's Clean and Healthy Living Knowledge." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 13, 2019): 341–55. http://dx.doi.org/10.21009/jpud.132.10.
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Knowledge about clean and healthy life in children needs to be given early to shape behavior in everyday life. Knowledge about healthy living can be provided at school through various learning programs. This study aims to find the effectiveness of health promotion programs (JUMSIH) to increase children's knowledge about clean and healthy living. The research method is a pre-experimental one-shot case study design. The respondents of this study were 68 students aged 7-8 years. The results showed that the JUMSIH program can help children have knowledge about healthy living. Based on data analysis, n = 15 generally obtained scores above 2.6. It was concluded that healthy living skills are often performed by students such as hand washing, bathing, and toothbrush behavior which are basic skills for children to be able to live healthy lives. Suggestions for further research which is the development of various programs to increase awareness of clean and healthy living from an early age.
Keywords: Clean and healthy life Knowledge, Early Childhood, Health Promotion Program (JUMSIH)
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Chapman, David. "Environmental Education and Politics: Snakes and Ladders Revisited." Australian Journal of Environmental Education 20, no. 2 (2004): 23–30. http://dx.doi.org/10.1017/s0814062600002172.
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AbstractThis paper revisits the history of environmental education in Australia in the 1970s and 1980s and draws parallels between these and current events in four countries, including Australia. It is argued that little has changed and that few environmental educators confront the inherently political nature of their work. It is concluded that environmental education activity must adopt a wider scope that includes political activity if progress is to be made.
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White, S. B., and S. A. Fane. "Designing cost effective water demand management programs in Australia." Water Science and Technology 46, no. 6-7 (September 1, 2002): 225–32. http://dx.doi.org/10.2166/wst.2002.0683.
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This paper describes recent experience with integrated resource planning (IRP) and the application of least cost planning (LCP) for the evaluation of demand management strategies in urban water. Two Australian case studies, Sydney and Northern New South Wales (NSW) are used in illustration. LCP can determine the most cost effective means of providing water services or alternatively the cheapest forms of water conservation. LCP contrasts to a traditional approach of evaluation which looks only at means of increasing supply. Detailed investigation of water usage, known as end-use analysis, is required for LCP. End-use analysis allows both rigorous demand forecasting, and the development and evaluation of conservation strategies. Strategies include education campaigns, increasing water use efficiency and promoting wastewater reuse or rainwater tanks. The optimal mix of conservation strategies and conventional capacity expansion is identified based on levelised unit cost. IRP uses LCP in the iterative process, evaluating and assessing options, investing in selected options, measuring the results, and then re-evaluating options. Key to this process is the design of cost effective demand management programs. IRP however includes a range of parameters beyond least economic cost in the planning process and program designs, including uncertainty, benefit partitioning and implementation considerations.
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Barron, Deirdre, Simon Jackson, and Lyndon Anderson. "Ignorance, Environmental Education Research and Design Education." Australian Journal of Environmental Education 21 (2005): 39–46. http://dx.doi.org/10.1017/s0814062600000938.
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AbstractIn the relatively new discipline of design education we have the opportunity to frame the way that design education is formulated. The relative lack of theorists in the field of design education studies leaves unquestioned the relevance of conventional practices of design education that are premised on only tangentially relevant Art, Science and Information Technology models. There is a gap in design education development regarding how to mediate ecological concerns with techno-scientific imperatives. Environmental education researchers can influence this new field by challenging existing approaches to design education with particular attention to the ways design either contributes to or hinders the development of a sustainable society. In order to enter this discussion with environmental education researchers we identify three ecological issues faced by designers and design educators, here we pay particular attention to Industrial Design. The question for this paper is, can environmental education researchers offer advice to the design education area that may help us develop ecologically sustainable design-based programs. The newness of ecological concerns in the design research and design education areas means that we have a great deal to learn. If environmental education researchers are able to assist us with our reflections on designing curricula that in turn encourages a more ecologically aware design profession then this would be a worthwhile contribution to design practice in Australia, and indeed the world.
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Ramirez, Mariano. "Sustainability in the education of industrial designers: the case for Australia." International Journal of Sustainability in Higher Education 7, no. 2 (April 1, 2006): 189–202. http://dx.doi.org/10.1108/14676370610655959.
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PurposeThe paper intends to determine the extent to which environmental sustainability issues are integrated in the curricula of industrial design programs in Australian universities.Design/methodology/approachIndustrial design lecturers and program heads were invited to participate in a web‐based survey on their university's industrial design curricula. Online university handbooks were also examined to determine which courses cover sustainability aspects. Survey results were then tabulated and analysed using descriptive statistics.FindingsThe study shows that, while there is a concern that sustainable development issues are important and relevant to design courses, the permeation of environmental sensitivity through most industrial design curricula, and indeed among design academics, is only starting to gain ground. Comparative examination of the curricular structures in Australian universities offering degree programs in industrial and product design revealed that, on average, 12 out of every 100 credit points earned have sustainability content.Practical implicationsThe paper informs industrial design academics that much more work has to be done in order to educate the next generation of designers about their responsibilities to the planet and its people. It tells them where we currently are and the gaps that we have to bridge in order to achieve environmental sustainability.Originality/valueThe paper is original in the field of Australian industrial design education, and builds on work in other disciplines about incorporating sustainability aspects in tertiary education.
Dissertations / Theses on the topic "Environmental education Activity programs Australia"
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Rowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.
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Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.
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Armstrong, James B. "An evaluation management model for environmental education programs." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/76272.
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The study was designed to develop a management model for the evaluation of environmental education supplements developed by nonprofit special-interest groups. Naturescope, an interdisciplinary environmental education supplement developed by the National Wildlife Federation (NWF), was used as a vehicle for developing this model. The first component of the study involved the development of the model, while the second component measured evaluation outcomes relative to NatureScope.
Working in conjunction with NWF program staff, four issues of NatureScope were randomly selected from the fifteen issues available at the time of the study. Volunteer fifth and seventh grade teachers from Virginia and Georgia were used in the study. A separate knowledge test was developed for each of the four issues. In addition, a 16-item likert scale was developed to measure environmental attitudes. Qualitative information related to the usefulness of NatureScope was collected through a teacher questionnaire.
Evaluator interactions with the client, school administrators, and teachers influenced the development and success of the evaluation. The politically-motivated hidden agendas of the client resulted in unexpected modifications to the evaluation process. School administrators displayed a reluctance to permit teachers to participate in the study. Teachers who volunteered expressed concern over a lack of familiarity with the topics and the evaluation process.
The evaluation outcomes of the study measured the effects of NatureScope on environmental knowledge and attitudes. Students exposed to Let's Hear It for Herps demonstrated the greatest differences in subject knowledge when compared to the control group. None of the issues had a significant effect on environmental attitudes when compared to the control group. Fifth grade students systematically scored higher than seventh grade students on all measures. Teachers responded favorably to NatureScope, however, the materials were criticized as too simple for seventh grade. The NatureScope evaluation portion of the study indicates that the materials may be best suited for fifth grade students of average ability.Ph. D.
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Andres, Teresa E. "Programmatic assessment of nonformal environmental education programs in southern New Jersey /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.
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Karr, Jolanda Tracie. "Environmental education: The equalizer." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2860.
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Hamilton, Rachael Anne. "Educational interpretive programs for ecotourism destinations." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3171.
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Five interpretive programs designed for use by educators, naturalists, or interpreters working at ecotourism destinations. Topics covered include environmentally responsible behavior, on-site recycling programs, renewable energy systems, and plant and animal species conservation.
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Waitman, Carol Ann. "Creative experiences for environmental awareness, including a simulated camp: Thematic units for grades three and four." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1448.
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The project is an activity based, interdisciplinary curriculum for a simulated outdoor camp that occurs primarily within the elementary classroom. The purpose of the camp is to increase the students' level of awareness of and appreciation for the outdoors.
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Blandon, Alondra Marcela. "Incorporating multicultural education criteria into Project Learning Tree curricula." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3285.
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Many environmental educators have realized that in order to effectively teach environmental sensitivity and literacy, they must approach their audience through a cultural context. Thus, environmental education lessons need to incorporate strategies used in multicultural education in order to be more culturally inclusive. This project includes the identification of multicultural education criteria and the application of these to three lessons from Project Learning Tree: PreK-8 Environmental Education Activity Guide.
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Shamansky, Amy Helene. "Use of crafts, games, and children's literature to enhance environmental education." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1335.
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Vickery, Tracee Joanne. "More than trees: An interdisciplinary, literature-based unit, emphasizing drama and hands-on activities." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1111.
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This guide was developed to provide a hands-on, interdisciplinary curriculum, based on children's literature for grades four through six. It is a resource for teachers incorporating environmental education into their regular curriculum, revolving around a common theme, trees.
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Jones, Sandra Joyce. "How an after school environmental science club can increase environmental knowledge: Awareness and sensitivity towards the environment for third and fourth grade students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3377.
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Children today are disconnected from the natural environment around them, sometimes finding it annoying, lacking in excitement, and little use to them. Their attention and focus are spent inside watching TV, playing games on computers or a variety of other electronic devices. The purpose of this project was to see if after-school exposure to an Enirovnmental Science Club on the school grounds can impact student attitudes toward our local environment and to increase these third and fourth grade students' knowledge and awareness of their environment.
Books on the topic "Environmental education Activity programs Australia"
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H, Smith Robert. Environmental systems. [Auburndale, Fla.]: Polk Environmental Education Resource Center, 1986.
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Farmer, Norman. Schemes of work for environmental education. London: National Association for Environmental Education, 1998.
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Farmer, Norman. Schemes of work for environmental education. Walsall: National Association for Environmental Education, 1998.
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Kutscher, Eugene. Hands-on environmental science activities. [Student manual]. Annapolis, MD: Alpha Publishing Co., 1991.
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Puntenney, Pamela J., Elaine Andrews, and Anne Camozzi. Nonformal section workshop on action models in adult environmental education. Troy, OH: North American Association for Environmental Education, 1994.
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Smith, Roger. Strands in the web: 201 activities for teaching environmental awareness. Toronto: Pippin Publishing, 1994.
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Claycomb, Patty. Love the earth. Livonia, MI: PP Partner Press, 1991.
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Horgan, Kathleen. Team planet: An action pack on our world and ourselves. (Limerick): Primary School Development Education Project, 1993.
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Alejo, Myrna J. Eco-walk: Environmental awareness program for schoolchildren in Baguio City, Philippines. Ottawa, ON: Institute on Governance, 1999.
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Łukaszewicz, Ryszard Maciej. "Leczenie głupoty" i --, czyli, Salony edukacji ekologicznej NATURAmy. Wrocław: Wydawn. Uniwersytetu Wrocławskiego, 1996.
Find full textBook chapters on the topic "Environmental education Activity programs Australia"
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Fisher, William P., and A. Jackson Stenner. "Theory-Based Metrological Traceability in Education: A Reading Measurement Network." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 275–93. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_21.
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AbstractHuge resources are invested in metrology and standards in the natural sciences, engineering, and across a wide range of commercial technologies. Significant positive returns of human, social, environmental, and economic value on these investments have been sustained for decades. Proven methods for calibrating test and survey instruments in linear units are readily available, as are data- and theory-based methods for equating those instruments to a shared unit. Using these methods, metrological traceability is obtained in a variety of commercially available elementary and secondary English and Spanish language reading education programs in the U.S., Canada, Mexico, and Australia. Given established historical patterns, widespread routine reproduction of predicted text-based and instructional effects expressed in a common language and shared frame of reference may lead to significant developments in theory and practice. Opportunities for systematic implementations of teacher-driven lean thinking and continuous quality improvement methods may be of particular interest and value.
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Krasny, Marianne E., Mutizwa Mukute, Olivia M. Aguilar, Mapula Priscilla Masilela, and Lausanne Olvitt. "Community Environmental Education." In Urban Environmental Education Review, edited by Alex Russ and Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0014.
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This chapter examines the positive impact of community environmental education programs on both communities and the environment. Community environmental education uses environmental learning and action to foster community wellness in cities and other settings. Social learning encompasses a diversity of learning theories, all of which focus on learning through interaction with others. Two social learning frameworks useful in understanding community environmental education are communities of practice and cultural historical activity theory. The chapter applies community of practice theory to a youth program focusing on water-quality monitoring in the United States and cultural historical activity theory to two programs in South Africa, one involving organic agriculture and the other medical wastes. It highlights lessons that can be drawn from the South African cases and their relevance to community environmental education.
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Schusler, Tania M., Jacqueline Davis-Manigaulte, and Amy Cutter-Mackenzie. "Positive Youth Development." In Urban Environmental Education Review, edited by Alex Russ and Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0018.
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This chapter examines the relationship between urban environmental education and positive youth development. It first defines positive youth development and applies it to environmental education before discussing three programs from Australia and the United States that illustrate different pedagogies for integrating positive youth development in environmental education aimed at fostering urban sustainability. The first program involves young people in participatory action research through a child-framed approach, the second develops young people's leadership capacities as peer educators, and the third facilitates youth civic engagement through local environmental action. The chapter shows that participatory action research, peer education, and youth civic engagement can lead to positive change for both urban environments and youths living within them.
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"Aquatic Stewardship Education in Theory and Practice." In Aquatic Stewardship Education in Theory and Practice, edited by Phil T. Seng and Gwen M. White. American Fisheries Society, 2007. http://dx.doi.org/10.47886/9781888569902.ch14.
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<i>Abstract.</i>—Fishing is an exciting, popular, family-oriented activity that can be ideal as an introduction to and long-term platform for achieving aquatic resources stewardship. Many agencies and stakeholder organizations have developed fishing programs for this purpose, and each year, millions of people participate in these programs across the country. This paper will identify best management practices for assessing and evaluating fishing programs for effectiveness in achieving that goal. It will address program goals, objectives, logic models and needs assessment, developing environmental sensitivity, and social context and support. Findings are based on extensive work conducted by educators and aquatic resources practitioners as part of the Recreational Boating and Fishing Foundation’s Best Practices in Boating, Fishing, and Aquatic Resources Stewardship project.
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García-Pérez, Francisco F. "Are Teachers Prepared to Educate in Citizenship?" In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 437–59. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch021.
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Education for active citizenship is a fundamental dimension of education, especially in the context of today's world. This is proclaimed by educational institutions and authorities, and has been incorporated into official curricula. But the reality of school is frequently incoherent with those statements. Indeed, the predominant school culture is a factor that conditions the activity of teachers as educators for citizenship. Research carried out in Andalusia (Spain) shows the difficulties teachers have in incorporating any education for citizenship into their subjects. Likewise, projects and initiatives coming from non-formal education are insufficiently exploited. These investigations also indicate that educational proposals organized around social and environmental problems facilitate the integration of education for citizenship into the school curriculum and the training of teachers as educators of citizens by getting them involved in these innovative experiences.
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Wright, Hazel R., Paulette Luff, and Opeyemi Osadiya. "Thoughts on Why and How to Promote Sustainable Practices in Early Years Education." In International Perspectives on Modern Developments in Early Childhood Education, 272–93. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2503-6.ch015.
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It is important to introduce ideas and practices to encourage young children to act sustainably so that this becomes habitual and continues in adulthood. An examination of global developments for environmental action provides a context for a more specific focus on work in early years contexts, which, it is noted, most commonly originates in Australia and Scandinavia. The UK is active but lagging behind their lead, relying on pockets of activity in certain university and nursery centres. Noting, also, a need to train staff to teach young children sustainable behaviours, how this can be done is illustrated through an action research project that helped a playgroup to establish a wildlife garden where children could learn about and care for plants and animals. Returning to the broader global picture, the chapter concludes by stressing the need for joint adult-child action to protect the planet in/on which all humans live.
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"Aquatic Stewardship Education in Theory and Practice." In Aquatic Stewardship Education in Theory and Practice, edited by Andrew J. Loftus. American Fisheries Society, 2007. http://dx.doi.org/10.47886/9781888569902.ch13.
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Abstract.—In 2003, more than 69 million people participated in recreational boating in the United States. The tenet that boating activity leads to higher aquatic stewardship ethics is often assumed since heightened environmental sensitivity has been correlated with significant positive contact with the outdoors. However, a direct link between boating and stewardship has not been substantiated. A review of current outreach efforts suggests that measures of boating-related stewardship could include preventing petroleum-based pollution, reducing marine debris, reducing sewage discharges, reducing air pollution, reducing habitat disturbance and physical destruction, and utilizing less harmful chemicals for boating activities. Measures of positive stewardship could also include boater’s involvement in, and support of, government programs and funding that promote these on-the-water behaviors. While these behaviors could be considered outward signs of good stewardship ethics, the motivation behind them would be more difficult to assess, thereby complicating the distinction between actual stewardship and behavior motivated by other forces. However, to the natural resources manager, motivation may not be as important as the resulting behavior, as long as the desired behaviors are sustained over time. A review of behaviors being promoted by the boating community (and applied examples), their utility as measures of aquatic stewardship, and the role of motivations are discussed.
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Wright, Hazel R., Paulette Luff, and Opeyemi Osadiya. "Thoughts on Why and How to Promote Sustainable Practices in Early Years Education." In Research Anthology on Early Childhood Development and School Transition in the Digital Era, 551–72. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7468-6.ch028.
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It is important to introduce ideas and practices to encourage young children to act sustainably so that this becomes habitual and continues in adulthood. An examination of global developments for environmental action provides a context for a more specific focus on work in early years contexts, which, it is noted, most commonly originates in Australia and Scandinavia. The UK is active but lagging behind their lead, relying on pockets of activity in certain university and nursery centres. Noting, also, a need to train staff to teach young children sustainable behaviours, how this can be done is illustrated through an action research project that helped a playgroup to establish a wildlife garden where children could learn about and care for plants and animals. Returning to the broader global picture, the chapter concludes by stressing the need for joint adult-child action to protect the planet in/on which all humans live.
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Teles, Nuno, Rosário Chaves, Joana Torres, and Maria João Fonseca. "Connections Between Nature and Mathematics." In Handbook of Research on Interdisciplinarity Between Science and Mathematics in Education, 18–38. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5765-8.ch002.
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Museums and science centers play a leading role in non-formal education, inspiring visitors and raising social, political, and environmental awareness. These are powerful educational institutions, as they gather the infrastructure and competencies to provide opportunities to address topics related to science, technology, society, and arts, among others, through a non-traditional lens. Moreover, their projects and activities can be tailored to meet the needs and expectations of both families and schools, which makes them flexible engagement platforms for many audiences. In this chapter, the authors present an example of how the Natural History and Science Museum of the University of Porto is exploring the links between nature and mathematics in its educational programs. Taking advantage of this authentic context, an interdisciplinary educational activity was designed and implemented as part of the museum's holiday program. In it, 6- to 12-year-old children are challenged to observe and creatively interact with collections and exhibitions.
Conference papers on the topic "Environmental education Activity programs Australia"
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Penman, Joy, and Kerre A Willsher. "New Horizons for Immigrant Nurses Through a Mental Health Self-Management Program: A Pre- and Post-Test Mixed-Method Approach." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4759.
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Aim/Purpose: This research paper reports on the evaluation of a mental health self-management program provided to immigrant nurses working at various rural South Australian aged care services. Background: The residential aged care staffing crisis is severe in rural areas. To improve immigrant nurses’ employment experiences, a mental health self-management program was developed and conducted in rural and regional health care services in South Australia. Methodology: A mixed approach of pre- and post-surveys and post workshop focus groups was utilized with the objectives of exploring the experiences of 25 immigrant nurses and the impact of the mental health program. Feminist standpoint theory was used to interpret the qualitative data. Contribution: A new learning environment was created for immigrant nurses to learn about the theory and practice of maintaining and promoting mental health. Findings: Statistical tests showed a marked difference in responses before and after the intervention, especially regarding knowledge of mental health. The results of this study indicated that a change in thinking was triggered, followed by a change in behaviour enabling participants to undertake self-management strategies. Recommendations for Practitioners: Include expanding the workshops to cover more health care practitioners. Recommendations for Researchers: Feminist researchers must actively listen and examine their own beliefs and those of others to create knowledge. Extending the program to metropolitan areas and examining differences in data. E technology such as zoom, skype or virtual classrooms could be used. Impact on Society: The new awareness and knowledge would be beneficial in the family and community because issues at work can impact on the ability to care for the family, and there are often problems around family separation. Future Research: Extending the research to include men and staff of metropolitan aged care facilities.
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Batyukhnova, O. G., A. E. Arustamov, M. Ojovan, S. A. Dmitriev, Z. Drace, and N. A. Arustamova. "Training Activities and Perspectives in the Radioactive Waste Management Area of Moscow SIA “Radon”." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16131.
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The education service for specialists dealing with radioactive waste was established in Russia (former USSR) in 1983 and was based on the capabilities of two organisations: Moscow Scientific and Industrial Association «Radon» (SIA “Radon”) and Lomonosov’s Moscow State University. These two organizations are able jointly to offer training programs in the science fundamentals, applied research and in practical operational areas of the all pre-disposal activities of the radioactive waste management (RWM). Since 1997 this system was upgraded to the international level and now acts as the International Education Training Centre (IETC) at SIA “Radon” under the guidance of the IAEA. During last 12 years more than 350 specialists from 33 European and Asian countries enhanced their knowledge and skills in RWM. The IAEA supported many specialized regional training courses and workshops, fellowships, on-the-job training, and scientific visits which are additional means to assure development of personnel capabilities. Efficiency of training was analysed at IETC using the structural adaptation of educational process as well as factors, which have influence on education quality. In addition social-psychological aspects were also taken into account in assessing the overall efficiency. The analysis of the effect of individual factors and the efficiency of education activity were carried out based on appraisal results and post-course questioning of attendees.
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Jenewein, Oswald. "Architecture in the Anthropocene: Toward an Ecological Pedagogy of Parts and Relationships." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335060.
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The impact of human activity on the global climate has started to cause physical repercussions that form, transform, and inform the natural and built environment. These repercussions have been materializing in a variety of ways, from sea level rise to wildfires, from health-threatening pollution to contamination of air, soil, and water. Architectural education in the age of climate crisis must tackle ecological challenges and respond to the impacts of global environmental change. This paper uses three curricular components as a case study to demonstrate how architectural education may be able to address global challenges through the lens of ecology, showcasing (1) Design Studios, (2) Seminar Courses, and (3) International Initiatives. This methodological approach is strongly connected to a pedagogy based on flat hierarchies, personal engagement, and collective awareness of the individuals within a course environment. The content-based pedagogy around ecology becomes a guide for both architecture and architectural pedagogy. The aim is to provide students with an understanding of how the formal relationship between the (geometric) parts of space becomes an integral part of the emerging systems within the changing environment. This paper also highlights the importance of travel components in contemporary architectural curricula, promoting a global-campus concept that is based on international academic and professional partnerships. Concrete examples of interdisciplinary and inter-university collaborations are provided to connect teaching components to research projects. The paper concludes by relating teaching and research endeavors to the current transition of traditional architecture programs to STEM-affiliated disciplines.
Reports on the topic "Environmental education Activity programs Australia"
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.