Relevant bibliographies by topics / Environmental education – United States – History

Academic literature on the topic 'Environmental education – United States – History'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Environmental education – United States – History"

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Sullivan, Charles. "LOCAL ROOTS, GLOBAL BRANCHES: ELEMENT OF SECONDARY HISTORY EDUCATION IN THE UNITED STATES." Journal of Social Studies (JSS) 13, no. 1 (November 21, 2017): 82–89. http://dx.doi.org/10.21831/jss.v13i1.17740.

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The history of American education is a history of local control. Symbolized by the image of the one-room “little red schoolhouse”, from our nation’s beginnings, schools have been under the direction of local communities. Teachers were hired by local school boards, who paid their salaries and often provided housing and food as well. Curriculum was also set locally, although often through the choice of textbooks, or primers, that were the published work of various education “experts” from other places. Importantly, teachers were also fired locally. As a result, American education has long been quite sensitively calibrated to local outlooks, concerns and politics.
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Dorn, Charles. "«A New Global Ethic»: A History of the United Nations International Environmental Education Program, 1975-1995." Foro de Educación 18, no. 2 (July 2, 2020): 83–108. http://dx.doi.org/10.14516/fde.808.

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In 1975, the United Nations, under the auspices of its Educational, Scientific and Cultural Organization (UNESCO) and Environment Program (UNEP), established the International Environmental Education Program (IEEP). For two decades, IEEP aimed to accomplish goals ascribed to it by UNESCO member states and fostered communication across the international community through Connect, the UNESCO-UNEP environmental education newsletter. After reviewing UNESCO’s early involvement with the environment, this study examines IEEP’s development, beginning with its conceptual grounding in the 1968 UNESCO Biosphere Conference. It examines the 1972 United Nations Conference on the Human Environment held in Stockholm, moves on to the UNESCO-UNEP 1975 Belgrade Workshop, and continues with the world’s first intergovernmental conference dedicated to environmental education held in Tbilisi in 1977. The paper then uses Connect to trace changes in the form and content of environmental education. Across two decades, environmental education shifted from providing instruction about nature protection and natural resource conservation to fostering an environmental ethic through a problems-based, interdisciplinary study of the ecology of the total environment to adopting the concept of sustainable development. IEEP ultimately met with mixed success. Yet it was the primary United Nations program assigned the task of creating and implementing environmental education globally and thus offers a particularly useful lens through which to analyze changes in the international community’s understanding of the concept of the environment over time.
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Surkov, F. "INTERNATIONAL COOPERATION PROGRAMS ON ENVIRONMENTAL EDUCATION OF ROSTOV STATE UNIVERSITY." ECOLOGY ECONOMY INFORMATICS. GEOINFORMATION TECHNOLOGIES AND SPACE MONITORING 2, no. 6 (2021): 9–11. http://dx.doi.org/10.23885/2500-123x-2021-2-6-9-11.

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During 1991–1998 at the Rostov State University, some programs related to the problems of environmental education were carried out. These programs kicked off with a visit to the United States by a delegation of environmental education specialists at the invitation of the Tennessee Valley Authority’s Environmental Protection Unit. The implemented programs of cooperation, details of their implementation, and the results achieved are listed. The importance of involving schoolchildren and schoolteachers in the implementation of these programs was pointed out. The history of the emergence of the Center for Geoinformation Technologies of the Southern Federal University is described and the master’s program currently being carried out on its basis is mentioned
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Akil, Luma, and Hafiz Anwar Ahmad. "Socioeconomic impacts of COVID-19 pandemic on foodborne illnesses in the United States." European Journal of Environment and Public Health 7, no. 2 (April 1, 2023): em0128. http://dx.doi.org/10.29333/ejeph/12585.

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Foodborne diseases continue to impact human health and the economy. The COVID-19 pandemic has dramatically affected the food system from production to consumption. This project aims to determine the impact of the COVID-19 pandemic on the spread of foodborne diseases and the factors that may have contributed, including environmental, behavioral, political, and socioeconomic. Data for this study were collected from The Foodborne Diseases Active Surveillance Network (FoodNet) for 2015-2020. FoodNet personnel located at state health departments regularly contact the clinical laboratories in Connecticut (CT), Georgia (GA), Maryland (MD), Minnesota (MN), New Mexico (NM), Oregon (OR), Tennessee (TN), and selected counties in California (CA), Colorado (CO), and New York (NY). Data were analyzed using SAS to determine the changes in rates of foodborne pathogens reported in FoodNet before and during the COVID-19 pandemic in the ten reporting states. Results of the study showed a significant decline in the incidences of foodborne diseases ranging between 25% and 60%. A geographical variation was also observed between California and states with the highest decline rate of foodborne illnesses. Policies and restrictions, in addition to environmental and behavioral changes during the COVID-19 pandemic, may have reduced rates of foodborne diseases.
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Elia, John P., and Jessica Tokunaga. "Sexuality education: implications for health, equity, and social justice in the United States." Health Education 115, no. 1 (January 5, 2015): 105–20. http://dx.doi.org/10.1108/he-01-2014-0001.

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Purpose – The purpose of this paper is to examine how school-based sexuality education has had a long and troubled history of exclusionary pedagogical practices that have negatively affected such populations as lesbian, gay, bisexual, trans, queer (LGBTQ) individuals, people of color, and the disabled. The social ecological model is introduced as a way of offering sexuality educators and school administrators a way of thinking more broadly about how to achieve sexual health through sexuality education efforts inside and outside of the school environment. Design/methodology/approach – This paper uses critical analysis of current and historical school-based sexuality education methods and curricula used in the USA. Authors use both academic journals and their own expertise/experience teaching sexuality education in the USA to analyze and critique the sources of sexuality education information and curricula used in schools. Findings – Historically, sexuality education in school settings in the USA has been biased and has generally not offered an educational experience fostering sexual health for all students. There are now welcome signs of reform and movement toward a more inclusive and progressive approach, but there is still some way to go. Sexuality education programs in schools need to be further and fundamentally reformed to do more to foster sexual health particularly for LGBTQ individuals, students of color, and people with disabilities. Practical implications – This paper offers sexuality educators ways of addressing structural issues within the sexuality education curriculum to better serve all students to increase the quality of their sexual health. Integrating critical pedagogy and anti-oppressive education can increase students’ sexual health along physical, social, emotional, intellectual, and spiritual dimensions. Originality/value – This paper provides historical analysis along with the identification of structural difficulties in the sexuality education curriculum and proposes both critical pedagogy and anti-oppressive education as ways of addressing sex and relationships education.
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Bixler, Robert D., J. Joy James, and Carin E. Vadala. "Environmental Socialization Incidents with Implications for the Expanded Role of Interpretive Naturalists in Providing Natural History Experiences." Journal of Interpretation Research 16, no. 1 (April 2011): 35–64. http://dx.doi.org/10.1177/109258721101600104.

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Natural history has all but disappeared from formal education in the United States. This places the responsibility of introducing people to natural history within nonformal educational settings, with interpretive naturalists taking a leading role. This qualitative study of the life histories of 51 natural history-oriented professionals establishes additional roles for interpretive naturalists interacting with and programming for people with an emerging interest in natural history. Young adults with a strong interest in competency in natural history topics were characterized by having access to a variety of natural environments, social support, opportunities to develop environmental competencies, and accumulation of many and varied environmental experiences that resulted in creation of robust personal and social identities around natural history. Findings suggest that the work of interpretive naturalists is part of an amorphous web of people, places, institutions, and personal experiences that foster an interest in natural history. Of particular importance for interpreters is planning and presenting program-to–program transitions (PTPT) for visitors.
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Yeh, Ming-Chin, Nina S. Parikh, Alison E. Megliola, and Elizabeth A. Kelvin. "Immigration Status, Visa Types, and Body Weight Among New Immigrants in the United States." American Journal of Health Promotion 32, no. 3 (December 1, 2016): 771–78. http://dx.doi.org/10.1177/0890117116677797.

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Purpose: To investigate the relationship between immigration-related factors and body mass index (BMI) among immigrants. Design: Secondary analyses of cross-sectional survey data. Setting: The New Immigrant Survey (NIS-2003) contains data from in-person or telephone interviews between May and November 2003, with a probability sample of immigrants granted legal permanent residency in the United States. Participants: A total of 8573 US immigrants. Measures: The NIS-2003 provided data on sociobehavioral domains, including migration history, education, employment, marital history, language, and health-related behaviors. The visa classifications are as follows: (1) family reunification, (2) employment, (3) diversity, (4) refugee, and (5) legalization. Analysis: Nested multivariable linear regression analysis was used to estimate the independent relationships between BMI and the variables of interest. Results: Overall, 32.6% of participants were overweight and 11.3% were obese (mean BMI = 25). Participants who were admitted to the United States with employment, refugee, or legalization visas compared with those who came with family reunion visas had a significantly higher BMI ( P < .001, P < .001, P < .01, respectively). Duration in the United States predicted BMI, with those immigrants in the United States longer having a higher BMI ( P < .001). Conclusion: Our findings suggest that immigrants who obtain particular visa categorizations and immigration status might have a higher risk of being overweight or obese. Immigrants need to be targeted along with the rest of the US population for weight management interventions.
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Kelly, Orla. "The Silver Bullet? Assessing the Role of Education for Sustainability." Social Forces 99, no. 1 (January 22, 2020): 178–204. http://dx.doi.org/10.1093/sf/soz144.

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Abstract The United Nations 2030 agenda for sustainable development calls on nation states to invest in national development trajectories that promote both human and environmental well-being. Given the complexity of this plan, and the increasing severity of the climate crisis, understanding the relationship between nations’ social and environmental outcomes is a critical task for social scientists. Raising national rates of educational attainment is a cornerstone national and international governance goal. This paper integrates Amartya Sen’s conceptualization of education as the expansion of human capabilities, with the ecological modernization position that more educated societies may be less ecologically intensive, and tests the resultant hypothesis that gains in education may support global sustainability. Specifically, this study uses two-way fixed effects longitudinal modeling techniques to assess the relationship between national educational attainment and the carbon intensity of well-being (CIWB) for 76 nations between 1960 and 2010. The CIWB ratio is a well-established metric for sustainability within sociology. The findings indicate that gains in educational attainment played an important historical role in reducing the carbon intensity with which nation states produce well-being for its citizens. Less encouraging, from a global sustainability perspective, is the uneven distribution of these desirable effects across regions, and the diminishment of the education effect over time in all regions outside of advanced economies.
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Matthews, Derrick D. "Leveraging a Legacy of Activism: Black Lives Matter and the Future of HIV Prevention for Black MSM." AIDS Education and Prevention 30, no. 3 (June 2018): 208–12. http://dx.doi.org/10.1521/aeap.2018.30.3.208.

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This year marks the 30th anniversary of AIDS Education and Prevention. As we approach the United Nations goal of ending the AIDS epidemic by 2030, it is a useful time to reflect on and learn from history. In the United States, no such endeavor can be successful without addressing the specific context of Black men who have sex with men. In this commentary I highlight factors that led us to a state in which Black MSM represent approximately a quarter of all people living with HIV in the United States. I also look back at the power of activism during the beginning of the HIV epidemic. Using Black Lives Matter as a contemporary framework, I highlight natural linkages between activism 30 years ago, its incarnation and relationship to public health today, and its promise as the way forward in achieving the elimination of AIDS for Black MSM by 2030.
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Berg, Joel, and Angelica Gibson. "Why the World Should Not Follow the Failed United States Model of Fighting Domestic Hunger." International Journal of Environmental Research and Public Health 19, no. 2 (January 12, 2022): 814. http://dx.doi.org/10.3390/ijerph19020814.

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Many industrialized nations have followed the lead of the United States (US) in reducing workers’ wages and cutting government safety nets, while giving their populaces the false impression that non-governmental organizations can meet the food and basic survival needs of their low-income residents. The history of the last 50 years and the global COVID-19 pandemic demonstrate why that is a mistake, leading to vastly increased household food insecurity, poverty, and hunger. This paper takes a close look at US data to help to better understand the significant impact US federal government policy measures had on limiting hunger throughout the pandemic and how we can learn from these outcomes to finally end hunger in America and other developed nations. The top three policy prescriptions vital in ending household food insecurity in the US and industrialized countries are as follows: (1) to create jobs; raise wages; make high quality healthcare and prescription medicine free; and ensure that high quality childcare, education, transportation, and broad-band access are affordable to all; (2) to enact a comprehensive “Assets Empowerment Agenda” to help low-income people move from owing to owning in order to develop middle-class wealth; and (3) when the above two steps are inadequate, ensure a robust government safety net for struggling residents that provides cash, food, and housing assistance.
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Dissertations / Theses on the topic "Environmental education – United States – History"

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Burns, Molly Elise. "A Comparison of Solvent and Water-Borne Alkyd Coatings and the History of VOC Regulations in the United States." DigitalCommons@CalPoly, 2016. https://digitalcommons.calpoly.edu/theses/1741.

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A Comparison of Solvent and Water-Borne Alkyd Coatings Abstract Conventional solvent based alkyd coatings have gone out of favor due to concerns over volatile organic compound (VOC) content. However, due to recent focus on renewable raw materials, alkyds are making a comeback in waterborne form. Water based alkyd coatings are known to have poor shelf stability and corrosion resistance, as well as other problems during the formulation process. This project focused on comparing solvent borne to two types of water-borne alkyds, water reducible alkyds and alkyds emulsions. The purpose was to understand the differences between the three types of alkyds in terms of their production and final properties. It was ultimately hoped that the formulations used for this project would prove to solve the problems normally experienced by waterborne alkyds. After testing several chemical and physical properties, it was determined that the solvent borne alkyd coatings performed better than both water based systems in corrosion resistance, accelerated weathering, and shelf stability but the water reducible and emulsion alkyd coatings performed similarly to the solvent borne alkyd in gloss, contrast ratio, and durability. The VOC emissions for all three alkyd types were as expected; the solvent borne had the highest emission at 253 g/L, followed by water reducible with 166 g/L, and emulsion with 34 g/L. The History of VOC Regulations in the United States Abstract In another solvent based alkyd coating focused project within my research group, the question of the how volatile organic compound (VOC) regulation in the United States (U.S.) evolved came up. It quickly became apparent that no comprehensive answer to this question existed. Part two of this project is an attempt to answer this question in a comprehensive manner. VOC regulations started in California in the late 1970s, and paints and coatings became a nationally regulated emission source by the 1990s. The U.S. government limited harmful emissions, such as smog and compounds contributing to ozone depletion, through Clean Air Acts. The first Clean Air Act was enacted in 1965, but it wasn’t until the Clean Air Act of 1990 that VOC emissions became a focus. VOCs are not inherently hazardous but are a source of concern because they serve as a precursor to the formation of damaging ground level ozone. The Environmental Protection Agency (EPA) has established the minimum VOC emission limits in the Architectural and Industrial Maintenance (AIM) federal rule, but each state or state subdivision can enforce stricter limits within their borders. The strictest limits are set by the South Coast Air Quality Management District (SCAQMD) in Southern California, but other entities exist. This report thoroughly documents the history of VOC regulation in the United States by collecting, combining, organizing, and summarizing information gathered from various industries and government publications, agency members, and industrial and academic professionals.
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Moore, Lacey Elizabeth. "Source evaluation and selection for interpretation in Sequoia and Kings Canyon National Parks." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2867.

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The purpose of this study is to aid interpreters in evaluation sources (research material) for use in interpretive presentations and programs in Sequoia and Kings Canyon National Parks. This was done by illustrating the need for source evaluation and then developing the guidelines for selecting, evaluating, and most effectively using various sources in the development of interpretive programs in the National Parks Services (NPS).
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Hedenberg, Ralph F. "Transition from peacekeeping to peacebuilding training/education implications /." View thesis, 2000. http://handle.dtic.mil/100.2/ADA386337.

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Chang, Sheng-Po Grabill Joseph L. "Teaching American history in Taiwan from an environmental point of view." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914565.

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Thesis (D.A.)--Illinois State University, 1998.
Title from title page screen, viewed July 10, 2006. Dissertation Committee: Joseph L. Grabill (chair), Frederick D. Drake, Lawrence W. McBride. Includes bibliographical references (leaves 177-185) and abstract. Also available in print.
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Ray, Timothy D. "A History of Graduate Education in Agricultural Education in the United States." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1449231598.

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North, Leslie A. "Informal Karst Education in the United States and Internationally." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3265.

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Despite the abundance of karst terrains and the important role they play in a wide variety of roles including supplying freshwater drinking supplies, no single, comprehensive study investigates the role of informal education for the improved understanding and protection of the terrains. Commonly overlooked anthropogenic karst disturbances partially occur because of the poor dissemination of scientific information to the general populace and policymakers and budgetary and time constraints of municipalities, thus generating a need to use informal education to fill these shortcomings. The purpose of this study was to: 1) establish the status of and quantify the amount of karst-related informal education efforts pursued in the United States and abroad, 2) reveal if any differences in the nature of educational material exist with ownership (i.e. private vs. governmental) at karst attractions, and 3) evaluate the outcomes of increasing the educational karst material presented to show cave visitors through guided tours. The results of this study reveal that karst education is overall lacking in the United States and internationally, the focus of most recent educational endeavors is bats, and educational programs for children far outnumber the quantity of programs available to adult learners. This research also reveals that disconnects between the actuality of current show cave program characteristics and tour guide and manager opinions about informal karst education are abundant. Furthermore, although differences exist in the nature of the educational material presented to visitors during guided tours, the quality and quantity of material at both privately- and publicly-owned facilities is often significantly lacking. Yet, through field-based research this research proves minimal changes to tour content and guide re-training, can result in successfully increasing visitor karst knowledge while simultaneously maintaining the entertainment value of show cave operations.
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Iler, Sarah M. "The History of “Multicultural” in the United States During the Twentieth Century." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482068203633072.

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Sease, Kasey Marie. "Marketing Agencies For Science: Nonprofits, Public Science Education, And Capitalism In Modern America." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627047885.

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“Marketing Agencies for Science: Nonprofits, Public Science Education, and Capitalism in Modern America” explores how the manmade environment of capitalism generated and transformed nonprofit public science education from the nineteenth century to today. Each chapter considers four untold histories of public-serving organizations—including the Smithsonian Institution and the Science Museum of Virginia—across nearly 200 years to identify common trends in, and unique transformations to, the ways that Americans teach each other about science. Ultimately, nonprofit institutions taught Americans more than lessons in physics or chemistry; they communicated the practical value of scientific knowledge to attract visitors and financial support. For-profit aspects of capitalism, including mass production and the accumulation of capital, were integral to the ways that philanthropic and public-serving organizations—typically designated as nonprofits today—first created and continued to offer science education. The public that nonprofits targeted varied over time, and immigrants, African Americans, and women of all backgrounds demanded affordable access to science instruction, effectively forging a gateway into scientific professions that are still in need of greater diversity today. Furthermore, nonprofit institutions blurred the boundary between accessible science information and profit in the United States as they developed profit-seeking forms and strategies to support public-serving ventures. As such, this project, unlike others that examine public science education, emphasizes how people reproduce and change the conditions of capitalism while embracing its underlying assumptions. Research institutions sold accessible science books to survive economic depressions; curators designed exhibitions to communicate an intimate relationship between scientific discoveries and economic progress; and for-profit corporations funded groundbreaking innovations that redefined, and increased the cost of, science education. As capitalism changed in the twentieth and twenty-first centuries, so too did the lessons that nonprofits communicated to Americans about science.
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Baskir, Liza R. "Protecting the Last Tree: Environmental Education in the United States, 1990-2012." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/pitzer_theses/24.

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Having already been hired as an environmental organizer, I reflect on how my childhood experiences impacted me. I embark upon this vocational journey with youthful optimism, a good dose of realism, and just a touch of cynicism. An environmental organizer is someone who works mobilizing individuals around targeted environmental issues. They create policy changes that are environmentally positive… generally for little pay. What has motivated me, and scores of others, to willingly take on this seemingly impossible task? For me: was it the summer vacations to Yellowstone and The Rocky Mountains with my brothers and parents? Maybe it was being able to explore in “The Woods” behind my elementary school as a child? These questions have been central in my life this semester, as I am involved in two environmental education programs: the K-12 education component of Energy Service Corps (ESC) and the Leadership in Environmental Education Partnership (LEEP). My work within these organizations, which I will elaborate on in greater detail, compels me to contemplate the impact these programs have on children.
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Patrick, Andrew P. "BLUEGRASS CAPITAL: AN ENVIRONMENTAL HISTORY OF CENTRAL KENTUCKY TO 1860." UKnowledge, 2017. http://uknowledge.uky.edu/history_etds/51.

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This dissertation traces the long-term evolution of the Inner Bluegrass region of central Kentucky with a focus on the period between the first Euro-American incursions into the area and the Civil War era. Utilizing an agroecological perspective that analyzes cultivated landscapes for their ecological features, it explores the ever-shifting mix of cultural and natural influences that shaped the local environment. Most prominently, it reveals the extent to which intertwined strands of capitalism and slavery mingled with biology to produce the celebrated Bluegrass agricultural system. It begins with an appraisal of the landscape before white men like Daniel Boone arrived, emphasizing the roles native cultures played in shaping regional ecology and arguing for a more complex periodization of eighteenth century Kentucky. The frontier period from the 1770s through the 1790s witnessed a struggle for control over the region linked to competing ideas about how the local landscape might best be used by humans. That Euro-Americans ultimately emerged victorious in this contest held tremendous ecological consequences as domesticated species, organized according to Euro-American agricultural principles, spread across the region. Introduced plants, such as corn, hemp, and bluegrass, and livestock, including hogs, cattle, sheep and horses, increasingly filled ecological niches previously held by native flora and fauna like cane, elk, and buffalo. As Kentuckians set about refining their influence over the surrounding natural world during the final decades of the eighteenth century and into the nineteenth, their actions demonstrated the varied ecological, economic, and cultural connections and incentives engendered by their slave-reliant, market-oriented agricultural system. These connections exposed the Bluegrass landscape to national and international currents that enriched some Kentuckians, encouraged the exploitation of others, and facilitated a dramatic simplification of the regional ecology in pursuit of economic gain. Yet, the transformations of the local ecology and the demands of those cultivating it also affected national and international events such as the American Revolution, Louisiana Purchase, and the Civil War. The environmental history of the Bluegrass agricultural landscape demonstrates the complexity of influences on the antebellum world and suggests that complexity continues to affect the regional ecology and culture well into the twenty-first century.
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Books on the topic "Environmental education – United States – History"

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Roark, James L. The American promise: A history of the United States. 5th ed. Boston: Bedford/St.Martins, 2012.

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1945-, Andrzejewski Julie, Baltodano Marta, and Symcox Linda, eds. Social justice, peace, and environmental education standards: A transformative framework for educators. Milton Park, Abingdon, Oxon, New York: Routledge, 2009.

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1969-, Glenn Brian J., and Teles Steven Michael, eds. Conservatism and American political development. Oxford: Oxford University Press, 2008.

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Seeking the greatest good: The conservation legacy of Gifford Pinchot. Pittsburgh, Pa: University of Pittsburgh Press, 2013.

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Myers, Peter J. United States history. Upper Saddle River, N.J: Globe Fearon Educational Publisher, 1999.

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Holt, Rinehart, and Winston, Inc, ed. United States history. Orlando, Fla: Holt, Rinehart and Winston, 2009.

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Soifer, Paul. United States History. 3rd ed. Hoboken: John Wiley & Sons, Inc., 2001.

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Nespor, Jan. Tangled up in school: Politics, space, bodies, and signs in the educational process. Mahwah, N.J: L. Erlbaum Associates, 1997.

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Mexico. Environmental cooperation: Agreement between the United States of America and Mexico, signed at Washington October 3, 1989. Washington, D.C: Dept. of State, 1993.

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Organisation for economic co-operation and development. United States. Paris: Organisation for Economic Cooperation and Development (O E C D), 1989.

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Book chapters on the topic "Environmental education – United States – History"

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Siegler, Mark V. "Education." In An Economic History of the United States, 217–38. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-39396-8_11.

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Mauldin, Erin Stewart. "The United States in Global Environmental History." In A Companion to Global Environmental History, 132–52. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118279519.ch8.

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Johnson, Mark S., and Peter N. Stearns. "Twentieth-Century Changes in Europe and the United States." In Education in World History, 185–203. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315817354-19.

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Simmons, B. "Towards Excellence in Environmental Education a View from the United States." In Environmental Challenges, 517–24. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4369-1_40.

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Keiner, Christine. "Environmental Science and Politics in the United States." In The Routledge History of American Science, 272–83. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003112396-23.

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Nash, Gary B., and Ross E. Dunn. "United States of America." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 717–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_55.

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Kilpatrick, Jeremy. "Mathematics Education in the United States and Canada." In Handbook on the History of Mathematics Education, 323–34. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9155-2_16.

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Rogers, Daniel T. "The History of the Environmental Movement in the United States." In Fundamentals of Environmental Law and Compliance, 9–24. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003175810-2.

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Eisenmann, Linda. "Building the New Scholarship of Women’s Higher Educational History, 1965–1985." In Women’s Higher Education in the United States, 255–76. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59084-8_12.

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Reed, Philip Anthony. "Technology Education Standards in the United States: History and Rationale." In Springer International Handbooks of Education, 235–50. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44687-5_9.

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Conference papers on the topic "Environmental education – United States – History"

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Rennels, Kenneth E. "Future of Engineering Technology Education." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-33964.

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Engineering technology education in the United States can trace its history back to the Wickenden and Spahr study of 1931, which identified the place of engineering technology education in the technical spectrum [1]. By 1945, the Engineering Council for Professional Development developed the first accreditation procedures for two-year engineering technology programs and by 1946, the first program was accredited. On this timeline the Purdue University engineering technology programs at Indianapolis can trace their history back to 1946 [2]. Over the last 70 years, engineering technology education in the United States has distinguished itself by a history of evolution, development and continuous improvement. Engineering technology education faces significant challenges during the next several years. These challenges are driven by the rapid evolution of computer technology and changing expectations of the educational process by the stakeholders. Stakeholders include not only students and faculty but also various groups in both the public and private sectors including industry, professional organizations, funding agencies, state government and the university system. Two specific challenges facing engineering technology educators are ‘basic faculty credentials’ and changing expectations for ‘creative activities’. These two challenges can be delineated by the following questions: • Will a doctorate degree be necessary for engineering technology faculty in the future for promotion and tenure in the university environment? • Will applied research or pedagogical research be ‘good enough’ for tenure? This paper addresses these two issues using a study of current engineering technology faculty hiring practices as a basis. Ultimately, critical future discussions must occur as engineering technology education continues to evolve and move into the future.
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Hernandez, Susan D., and Mary E. Clark. "Building Capacity and Public Involvement Among Native American Communities." In ASME 2001 8th International Conference on Radioactive Waste Management and Environmental Remediation. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/icem2001-1251.

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Abstract The United States Environmental Protection Agency (U.S. EPA) supports a number of local community initiatives to encourage public involvement in decisions regarding environmental waste management and remediation. Native American tribal communities, in most cases, operate as sovereign nations, and thus have jurisdiction over environmental management on their lands. This paper provides examples of initiatives addressing Native American concerns about past radioactive waste management practices — one addresses uranium mining wastes in the Western United States and the other, environmental contamination in Alaska. These two projects involve the community in radioactive waste management decision-making by encouraging them to articulate their concerns and observations; soliciting their recommended solutions; and facilitating leadership within the community by involving local tribal governments, individuals, scientists and educators in the project. Frequently, a community organization, such as a local college or Native American organization, is selected to manage the project due to their cultural knowledge and acceptance within the community. It should be noted that U.S. EPA, consistent with Federal requirements, respects Indian tribal self-government and supports tribal sovereignty and self-determination. For this reason, in the projects and initiatives described in the presentation, the U.S. EPA is involved at the behest and approval of Native American tribal governments and community organizations. Objectives of the activities described in this presentation are to equip Native American communities with the skills and resources to assess and resolve environmental problems on their lands. Some of the key outcomes of these projects include: • Training teachers of Navajo Indian students to provide lessons about radiation and uranium mining in their communities. Teachers will use problem-based education, which allows students to connect the subject of learning with real-world issues and concerns of their community. Teachers are encouraged to utilize members of the community and to conduct field trips to make the material as relevant to the students. • Creating an interactive database that combines scientific and technical data from peer-reviewed literature along with complementary Native American community environmental observations. • Developing educational materials that meet the national science standards for education and also incorporate Native American culture, language, and history. The use of both Native American and Western (Euro-American) educational concepts serve to reinforce learning and support cultural identity. The two projects adopt approaches that are tailored to encourage the participation of, and leadership from, Native American communities to guide environmental waste management and remediation on their lands. These initiatives are consistent with the government-to-government relationship between Native American tribes and the U.S. government and support the principle that tribes are empowered to exercise their own decision-making authority with respect to their lands.
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Albert, Blace C., and A. O¨zer Arnas. "Integration of Gas Turbine Education in an Undergraduate Thermodynamics Course." In ASME Turbo Expo 2002: Power for Land, Sea, and Air. ASMEDC, 2002. http://dx.doi.org/10.1115/gt2002-30153.

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The mission of the United States Military Academy (USMA) is “To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country; professional growth throughout a career as an officer in the United States Army; and a lifetime of selfless service to the nation.” [1] In order to accomplish this mission, USMA puts their cadets through a 47-month program that includes a variety of military training, and college courses totaling about 150 credit-hours. Upon completion of the program, cadets receive a Bachelor of Science degree and become Second Lieutenants in the United States Army. A very unique aspect of the academic program at USMA is that each cadet is required to take a minimum of five engineering classes regardless of their major or field of study. This means that about 500 cadets will have taken the one-semester course in thermodynamics. The thermodynamics course taught at USMA is different from others throughout the country because within every class there is a mixture of cadets majoring in engineering and those that are in other majors, i.e. languages, history [2]. Topics on gas turbine machinery have been integrated into this unique thermodynamics course. Because the cadets will encounter gas turbines throughout their service in the Army, we feel that it is important for all of the students, not just engineering majors, to learn about gas turbines, their operation, and their applications. This is accomplished by four methods. The first is in a classroom environment. Cadets learn how actual gas turbines work, how to model them, and learn how to solve problems. Thermodynamics instructors have access to several actual gas turbines used in military applications to aid in cadet learning. The second method occurs in the laboratory where cadets take measurements and analyze an operational auxiliary power unit (APU) from an Army helicopter. The third method occurs in the form of a design project. The engineering majors redesign the cogeneration plant that exists here at West Point. Many of them use a topping cycle in this design. The final method is a capstone design project. During the 2001–02 academic year, three cadets are improving the thermodynamic laboratories. Among their tasks are designing a new test stand for the APU, increasing the benefit of the gas turbine laboratory through more student interaction, and designing a web-based gas turbine pre-laboratory instruction to compliment the actual laboratory exercise.
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Anderson, William C. "A History of Environmental Engineering in the United States." In Environmental and Water Resources History Sessions at ASCE Civil Engineering Conference and Exposition 2002. Reston, VA: American Society of Civil Engineers, 2002. http://dx.doi.org/10.1061/40650(2003)1.

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Mellen, Lucy. "The United States' Renewable Energy Utilization." In Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2020. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/2020/all-events/6.

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Logsdon, Gary S., and Thomas J. Ratzki. "Filtration of Municipal Water Supplies in the United States." In Fourth National EWRI History Symposium at World Environmental and Water Resources Congress. Reston, VA: American Society of Civil Engineers, 2007. http://dx.doi.org/10.1061/40928(251)3.

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Jewell, Thomas K., Francis E. Griggs, Jr., and Stephen J. Ressler. "Early Engineering Education in the United States Prior to 1850." In Third National Congress on Civil Engineering History and Heritage. Reston, VA: American Society of Civil Engineers, 2001. http://dx.doi.org/10.1061/40594(265)41.

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Klumpp, Cassie C. "United States Bureau of Reclamation's Contribution in K-12 Education." In World Water and Environmental Resources Congress 2003. Reston, VA: American Society of Civil Engineers, 2003. http://dx.doi.org/10.1061/40685(2003)202.

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Conrad-Rooney, Emma, Zach Ginn, Chelsea Hill, Anna Kurkierewicz, Abby Mikolitis, Karina Calizaya Torre, Barbara Gardos Vargas, et al. "Effects of Deforestation on Marine Ecosystems and Biodiversity: Case Studies from the United States, Peru and the United Kingdom." In Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2020. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/2020/all-events/44.

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Huang, Liying. "A Brief History of Undergraduate Mathematics between 1960 to Present in the United States." In 2017 2nd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/mmetss-17.2017.3.

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Reports on the topic "Environmental education – United States – History"

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Goldin, Claudia. A Brief History of Education in the United States. Cambridge, MA: National Bureau of Economic Research, August 1999. http://dx.doi.org/10.3386/h0119.

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Funderburk, Brianna, and Lucas J. Misera. The Impact of Natural Disasters on Small Businesses. Federal Reserve Bank of Cleveland, November 2022. http://dx.doi.org/10.55350/sbcs-20221115.

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The 2021 Small Business Credit Survey (SBCS) found that 1 in 10 small employer businesses suffered losses from a natural disaster during the prior 12 months. According to the National Centers for Environmental Information, the United States experienced 20 billion-dollar natural disasters in 2021, making it one of the costliest years in recent history. Major events included Hurricane Ida, the historic cold wave in Texas and other southern states, and the destructive wildfire season in the West. To more deeply explore the impact of these and other natural disasters on small businesses, the SBCS includes a module of natural disaster-related questions for affected firms. This fact sheet outlines some of the major findings from the 2021 SBCS for employer firms with respect to natural disaster impact.
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