Dissertations / Theses: 'Environmental education – United States – History'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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).

APA, Harvard, Vancouver, ISO, and other styles

3

Hedenberg, Ralph F. "Transition from peacekeeping to peacebuilding training/education implications /." View thesis, 2000. http://handle.dtic.mil/100.2/ADA386337.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

“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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

Patrick, Andrew P. "BLUEGRASS CAPITAL: AN ENVIRONMENTAL HISTORY OF CENTRAL KENTUCKY TO 1860." UKnowledge, 2017. http://uknowledge.uky.edu/history_etds/51.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Johansen, Mary Carroll. ""Female instruction and improvement": Education for women in Maryland, Virginia, and the District of Columbia, 1785-1835." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1593092094.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Boland, Wiley Newman. "Semper educare : the history of Marine Corps general education, 1973-1992 /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-05222007-091404/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

DeJonghe, Jennifer. "White Space| Racism, Nationalism and Wilderness in the United States." Thesis, Metropolitan State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569559.

Full text

Abstract:

In the United States, the history of racism and racial oppression is often unexamined within environmental and preservationist movements. Wilderness preservation and access to nature has been used as a method of reinforcing racial hierarchy and promoting and advancing White agendas. Environmental heroes like John Muir promoted racist viewpoints toward others through a vision of wilderness that was exclusive and inaccessible. National Parks and other wilderness areas displaced the original inhabitants of the land now are representative of nature as a place of exclusion. In order to have success with their environmental goals, White environmentalists need to recognize and account for the racism, imperialism, and nationalism, both intentional and unintentional, that has harmed their movement.

APA, Harvard, Vancouver, ISO, and other styles

14

Williams, J. Barrie. "Re-Education of German Prisoners of War in the United States during World War II." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539625841.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Long, Blaise Edward. "A study of environmental education in Missouri a survey of project wet facilitators' understandings of environmental education /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4679.

Full text

Abstract:

Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 29, 2007) Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

16

Austin, Patricia B. "The relationship between failure rates, discipline referrals, and teacher attitudes toward classroom management." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/2087.

Full text

Abstract:

The purpose of this study was to determine the relationship between teacher attitude and student failure rate, teacher attitude and teacher discipline referrals, and teacher discipline referrals and student failure rate. Twenty Atlanta Public School teachers were selected to participate in the study. Consideration for selection was made on the basis of teacher discipline referrals, exemplary classroom management, and low and high failure rate. Data were compiled for each teacher in three areas, namely, teacher attitude, the number of discipline referrals and their failure rates for one semester. Pearson Product Moment Correlation was the statistical procedure used to analyze data. The findings of this study indicated that there was no significant correlation between teacher attitude and discipline referrals; between teacher attitude and failure rate. However, the study did conclude that there was a significant positive correlation between student failure rate and discipline referrals.

APA, Harvard, Vancouver, ISO, and other styles

17

Poyner, Ann Marie. "Fighting over forgotten lands : the evolution of recreation provision on the United States public domain." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311342.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Bowers, Alison Wofford. "Environmental Education for Secondary Students in the United States: A Grounded Theory Systematic Review." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/103735.

Full text

Abstract:

Environmental educators work to create an environmentally literate citizenry that is willing and able to tackle complex environmental problems such as climate change, potable water availability, and biodiversity loss. Environmental education (EE) research is a robust field that links practice and research, but lacks a comprehensive model connecting practices and outcomes. The goal of this grounded theory systematic review (GT-SR) was to create a model that identifies the context, strategies, outcomes, and core category associated with EE for secondary students in the United States (U.S.). Systematic review methods were used to locate and screen relevant, peer-reviewed research indexed in academic databases. The first search term, "environmental education," identified studies about EE. To narrow results to those focused on secondary education (grades 6–12), twelve search terms related to middle school and high school were used. After limiting the search to studies published between 2011 and 2018 and in English, 1,009 unique citation records were identified. A screening process for relevancy and quality excluded 982 records leaving 27 studies in the initial final sample. Theoretical sampling identified an additional 12 studies through a second database search and ancestry searching. Data from the 39 studies were analyzed through initial, focused, and theoretical coding using the constant comparative method. During initial coding, descriptive and In Vivo codes were used to organize the data into meaningful chunks. Focused and theoretical coding were used to further abstraction and identify categories. "Authenticity" emerged as the core category suggesting that, in order to be effective, EE for secondary students in the U.S. must be viewed as authentic in the eyes of the participants. The coding process informed the development of the Implementation of Authentic Environmental Education Programs (IAEEP) model. Although not designed to be applicable to all contexts, the model will aid EE practitioners in developing and implementing EE programs for secondary students in the U.S. and guide researchers as they evaluate EE programs. The development of the model also supports the use of a GT-SR as an appropriate and useful method for identifying, screening, and analyzing existing research to create a theoretical model.
Doctor of Philosophy
Environmental educators work to create an environmentally literate citizenry that is willing and able to tackle complex environmental problems such as climate change, lack of potable water, and loss of biodiversity. Environmental education research is a robust field that links practice and research, but lacks a comprehensive model that connects practices with agreed-upon outcomes. This systematic review used a grounded theory approach to create a grounded theory model that identifies the strategies, context, conditions, core category, and outcomes associated with environmental education for secondary students in the United States. Systematic review methods and theoretical sampling were used to locate and screen relevant, peer-reviewed environmental education research. Data from the primary studies were analyzed using initial, focused, and theoretical coding using the constant comparison method. Integration of data from the systematic review and theoretical sampling informed the development of the Implementation of Authentic Environmental Education Programs (IAEEP) model. This model will aid practitioners in developing and implementing environmental education programs for secondary students and guide researchers as they further evaluate environmental education programs.

APA, Harvard, Vancouver, ISO, and other styles

19

Armontrout, David Eugene. "John F. Kennedy : a political biography on education." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4259.

Full text

Abstract:

In what is historically a brief number of years, the life and times of John F. Kennedy have taken on legendary proportions. His presidency began with something less than a mandate from the American people, but he brought to the White House an inspiration and a style that offered great promises of things to come.

APA, Harvard, Vancouver, ISO, and other styles

20

Ridley, Cameron C. "Perceptions of Public Land Usage in the Eastern Sierra Nevada and the Effect of Environmental Regulation." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1049.

Full text

Abstract:

This senior thesis is a study of the change over time of American perceptions of how natural public lands are to be utilized. American interactions with nature are analyzed and synthesized into the role of the conqueror, conservationist, and preservationist. These competing ideologies have shaped our nation and public lands. Looking specifically at the Eastern Sierra Nevada of California, the thesis investigates how the federal land management agency of the United States Forest Service has incorporated these competing roles into one management plan. The thesis analyzes a visitor guide to the area from 1925 and 2014 to see how different ideals were incorporated into the management and promotion of the area to tourists. Additionally, the thesis investigates how the environmental preservation ideology has limited access to public land and how the resort model of tourism has grown while primitive recreation opportunities have been diminished.

APA, Harvard, Vancouver, ISO, and other styles

21

Stalvey, Marissa Leigh Slaughter. "Love is Not Blind: Eugenics, Blindness, and Marriage in the United States, 1840-1940." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1395944636.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Ramsey, Paul J. "A polyglot boardinghouse a history of public bilingual schooling in the United States, 1840-1920 /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3307564.

Full text

Abstract:

Thesis (Ph. D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2008.
Title from PDF t.p. (viewed Dec. 9, 2008). Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1706. Adviser: Andrea Walton.

APA, Harvard, Vancouver, ISO, and other styles

23

Gelfand, H. Michael. ""Time, tide, and formation wait for no one": Culturaland social change at the United States Naval Academy, 1949-2000." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280180.

Full text

Abstract:

The United States Naval Academy, located in Annapolis, Maryland, has trained officers for the U.S. Navy since 1845 and for the U.S. Marine Corps since 1887. This dissertation examines cultural and social changes at the Academy since 1949, and connects transformations at Annapolis to social trends in the larger American society. Through the use of a variety of source material, including archival research, oral history, and participatory observation at the Naval Academy, this manuscript presents thematic case studies related to gender, pranks, race, recruiting, religion, and midshipmen activism.

APA, Harvard, Vancouver, ISO, and other styles

24

Whiting, George C. "Horace Mann: A comparison of a traditional and a revisionist biography." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618584.

Full text

Abstract:

The purpose of this study was to compare a traditional biography, Burke A. Hinsdale's Horace Mann and the Common School Revival in the United States (1900), and a revisionist biography, Jonathan Messerli's Horace Mann: a Biography (1972), within a "neutral" frame of reference to determine which author made the more logical use of evidence to support his argument.;David H. Fischer's Historians' Fallacies (1970) and Richard E. Neustadt & Ernest R. May's Thinking in Time (1986) were used to formulate a "neutral" frame of reference within which to analyze the two biographies.;Hinsdale's explanation was found to consist of a series of generalizations few of which were supported by credible relevant evidence. Thus, while Messerli's explanation in part relied on the assumption that such evidence as has survived is adequate to justify using psychological and sociological theory to explain the formation of Mann's personality, his explanation otherwise generally uses credible relevant evidence to support the generalizations he makes. Therefore, it was concluded that Messerli made the more logical use of evidence to support his argument.;Since making generalizations about the traditional and the revisionist genres based on a single sample of each is tenuous, additional studies are needed to justify extending the conclusions of this study to the genres.

APA, Harvard, Vancouver, ISO, and other styles

25

MacNeill, Molly. "Church and state : public education and the American religious right." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21237.

Full text

Abstract:

In the late 1970's and 1980's, education issues formed a pivotal part of the American religious conservative agenda. The issues of school prayer, textbook content and the teaching of evolution in particular inspired lively debate and committed activism on the part of conservative Protestant leaders and activists. Confronting the behemoth of secular humanism, these leaders sought to win converts and to foment action in the converted through two separate modes of rhetoric: the emotional, which used impassioned arguments, and the intellectual, a more phlegmatic approach used to achieve political ends. Finding their roots in the 1920's, conservative Protestants have placed paramount importance on education issues throughout American history, believing that the United States is a fundamentally Christian nation, founded on a normative Protestant world view, and that American children should be taught according to these principles.

APA, Harvard, Vancouver, ISO, and other styles

26

Gilliam, Jan Kirsten. "The Making of "Polished Patriots": The Education of Boys in Colonial Virginia." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539625477.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Graydon, Katharine Virginia. "Those Who Are Compelled to be Employed: Women, Work, and Education in the Powell Family of Virginia." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625769.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

McCarty, Matthew M. "An Assessment of Therapeutic Skills and Knowledge of Outdoor Leaders in the United States and Canada." Thesis, Prescott College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557626.

Full text

Abstract:

Using an online survey methodology and descriptive statistics, 92 self-identified outdoor leaders, representing a spectrum of wilderness experience programs in the United States and Canada, were surveyed to ascertain their knowledge of select psychological theories and concepts relevant to outdoor leadership. This study explores personal leadership philosophies, attitudes, and practices and knowledge regarding the facilitation of trip participants' relational development with self, others, and the natural world. General findings indicate that leaders possess a range of knowledge and skills to facilitate participants' relational development. Therapeutic outdoor leadership is tripartite relational theory emerging from outdoor programming literature. This study finds that leaders are actively nurturing participant well-being through a relational framework, indicated by the 34% of respondents who agree with the author's definition of outdoor leadership, addressing relational development of intra, inter, and transpersonal domains. However, findings indicate that leaders do not necessarily have, or are being educated in content and skills to maximize their abilities to develop outdoor program participants' relational abilities. Less than 13% of outdoor leaders are familiar with the concepts of therapeutic alliance, transference, and countertransference. Nearly all outdoor leaders claim to facilitate participant-nature relationships, approximately 80% use nature based metaphors, 72% use ceremonies or rituals, and most of the benefits attributed to contact with nature were identified. Most participants are unfamiliar with conservation psychology, the biophilia hypothesis, or ecopsychology. Almost half of outdoor leaders understand what self-efficacy describes and 55% of respondents were familiar with locus of control. Additionally, this survey explores leaders' perceptions about trust factors, how they define emotional safety, relevant professional boundaries, and feedback giving strategies.

APA, Harvard, Vancouver, ISO, and other styles

29

Pariseau, Justin andrew. "A Schoolhouse Behind Every Cannon: Freedpeople's Education and Reconstruction in Virginia, 1864-1876." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539626489.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Coloma, Roland Sintos. "Empire and education: Filipino schooling under United States rule, 1900-1910." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086209087.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Scisco, Logan Michael. "Vanguard of the Right: The Department of Education Battle, 1978-1979." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1364.

Full text

Abstract:

Satisfying a campaign pledge to the National Education Association (NEA), President Jimmy Carter pushed for a federal Department of Education in 1978 and 1979. In the ensuing legislative battle, Carter confronted opposition from states’ rights, social, and religious conservatives that were beginning to form the nucleus of the New Right in the Republican Party. Using divisive racial and religious issues, these conservatives tried, and failed, to thwart the Department of Education project. Congressional testimony, the Carter administration’s internal documents, and newspaper editorials illustrate that the Department of Education battle foreshadowed the Reagan Revolution of 1980.

APA, Harvard, Vancouver, ISO, and other styles

32

Wegner, II Donald Gordon. "Choice in education: A controversy of paradigm significance." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/610.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Gutierrez, Robert. "The usefulness and appropriateness of a federalist perspective as a theoretical construct for the study of government and civics at the secondary level The usefulness and appropriateness of a federalist perspective as a theoretical construct for the study of government and civics at the secondary level." FIU Digital Commons, 1998. https://digitalcommons.fiu.edu/etd/3982.

Full text

Abstract:

This dissertation is the formulation of an argument for the incorporation of a liberated federalism perspective as the foundational theoretical construct for the teaching and study of American government and civics at the secondary level. The argument asserts that the history of the nation, in terms of its basic view of government, has developed from a traditional federalist view to a natural rights view. Instruction of government and politics has paralleled that development. The argument further asserts that the current dependence on the natural rights perspective has contributed and helped legitimize, however unintentionally, the excessive levels of individualism, self-absorption, and uncivil behavior that is being experienced in our society today. The argumentation follows the dialectic form presented by Hegel of thesis, antithesis, and synthesis. That is, the thesis argues that the traditional federalist perspective would serve as a viable construct for the teaching of government and civics. In this portion of the argument, the republican model of political reality is presented. The antithesis promotes the natural rights perspective and relies on the political systems model for its theoretical approach. Finally, the synthesis argues that a liberated federalism perspective should be the foundational construct. Here, the argument presents its own model as a theoretical construct that is designed to assist teachers and curriculum materials writers in the development of American government and civics lessons and materials.

APA, Harvard, Vancouver, ISO, and other styles

34

Nason, Erick W. "Assessing the Impact of Mandated Standards for Teaching on United States History Achievement Scores in Public Schools." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/855.

Full text

Abstract:

The purpose of this study was to demonstrate how a well developed and validated national standard for United States history can affect public school achievement levels. Currently, there is no mandated national standard for United States history; rather it has been left to the respective states to create their own. This study focused on the state of Virginia, which has been able to meet both the nationally mandated adequate yearly progress (AYP) level, and achieve high proficiency levels in United States history achievement. This comparative case study examined two neighboring states of similar demographics: Virginia which made both the AYP and high history achievement, and a southern U.S. state which did not meet either the AYP or acceptable history scores. Archival data included achievement levels as assessed by the National Assessment of Education Progress (NAEP) test scores in U.S. history for both states, and State of the State (SOS) national assessments of state history standards. It was hypothesized that there would be a correlation between well established and vetted standards and achievement levels. Sequential analyses employing Pearson correlations and Somers' D tests of association demonstrated significant correlations between SOS standards and NAEP achievement scores. These results can contribute to positive social change by informing research based decision making related to best practice standards for U.S. history curricula that will increase student achievement levels, and provide a more common curricular foundation from which supporting resources can be developed and shared to offset reductions in education budgets.

APA, Harvard, Vancouver, ISO, and other styles

35

Ingram, Jared S. "Creeks and Open Spaces: Ned Fritz's Environmental Crusades." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703302/.

Full text

Abstract:

Edward C. Fritz was one of the most influential environmentalists in Texas history. Although he took a circuitous route to environmental activism, Fritz evolved into a powerful force fighting on behalf of Texan nature. Participating in substantial actions throughout the second half of the twentieth century, Fritz's contributions to environmental activism resulted in the successful preservation of thousands of acres and multiple wildlife species. Fritz parlayed his legal background into effective activism, beginning his career with a successful lobbying campaign for protection of Harris Hawks. He led the campaign to stop a decades old plan for canalization of the Trinity River. The creation of COST combined Fritz's environmental focus with the concerns of economic conservatives to prevent a billion dollar government funded project that would have significantly altered the river. Fritz then led a cadre who took over efforts to establish a preserve in the Big Thicket national forest. He oversaw the foundation of a protected area far larger than original expectations, capitalizing on the growing awareness of environmental issues in the 1970s. Fritz's interest in the Big Thicket led to a fight against the Forest Service's practice of clearcutting and its effect on Red Cockaded Woodpeckers. Through litigation and legislation, Fritz fostered a grassroots movement aimed at reforming management of the national forests, saw the establishment of the state's first wilderness, and saved the declining population of the woodpeckers. For his tireless approach and lifelong achievements, Fritz was given the title of "Father of Texas Conservation."

APA, Harvard, Vancouver, ISO, and other styles

36

Finefrock-Creed, Kelly. "Particular and Purposeful Visions: How the Richmond School of Social Work Engaged the Nation and World from 1917 to 1939." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539626652.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Jones, Peter Carr. "Integrating "The Star City of the South": Roanoke School Desegregation and the Politics of Delay." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539626722.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Mulligan, Mark. "The Brafferton Estate: Harvard, William and Mary, and Religion in the Early Modern English Atlantic World." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539626804.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Lauzon, Glenn P. "Civic learning through agricultural improvement bringing "the loom and the anvil into proximity with the plow" in nineteenth-century Indiana /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3290769.

Full text

Abstract:

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.
Title from dissertation home page (viewed May 28, 2008). Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4637. Adviser: Donald Warren.

APA, Harvard, Vancouver, ISO, and other styles

40

Smith, Shannon Tucker. "Megatrends in Higher Education." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9028/.

Full text

Abstract:

Utilizing the theory of John Naisbitt's 1982 Megatrends, this study identifies eight trends for the future of higher education using content analysis of generalized print media reports for three bell-wether states. For the period of 2001-2005, generalized reporting for three newspapers, the Los Angeles Times from Los Angeles, CA, the Miami Herald from Miami, FL, and the Denver Post from Denver, CO, included over four thousand articles and covered 21 primary topics and over 200 secondary topics. Eight trends emerge from the content analysis. Trend 1, from the ivory tower to the public domain, identifies increasingly critical public scrutiny of higher education standards and curricula. Fight or flight, Trend 2, reveals more consistent no-tolerance policies for student behavior. Trend 3, scholar to celebrity, reveals an increasingly public role for university presidents. Academic freedom to academic flexibility, Trend 4, identifies a tightening of academic freedom policies for university staff and faculty. Trend 5, pay now, learn later, focuses on increased popularity of pre-paid and tax free plans for saving college tuition. Fraternity party to fraternity accountability, Trend 6, identifies increased scrutiny of Greek organizations and Greek life within the university environment. Trend 7, tenure to temporary, reflects the growing trend of hiring more part-time faculty rather than hiring faculty for tenure track positions or full-time instructor jobs. Lastly, campus to cyberspace, Trend 8, identifies the continued success of online instruction at the university level.

APA, Harvard, Vancouver, ISO, and other styles

41

Ramsey, David E. "A Historical Review of the Origins, Developments and Trends in Compulsory Education in the United States, 1642-1984." Digital Commons @ East Tennessee State University, 1985. https://dc.etsu.edu/etd/2964.

Full text

Abstract:

The purpose of this study was to write a comprehensive historical analysis of compulsory education in the United States from its inception in the colonies through 1984. The study attempts to analyze the elements of the origin, developments, and trends. The majority of the primary sources of this historical study were literary and were taken from numerous sources including United States Supreme Court decisions, congressional legislation, opinions of the Attorney Generals of the United States and various states. Some of the major conclusions derived from this study were as follows: (1) There had been numerous laws passed to put the issue of compulsory education on a national scale. (2) The courts became more involved and influential in the interpretation of compulsory education laws. (3) Wars and depressions had not had significant effect on compulsory education. (4) Compulsory education laws were used as a means of providing social, economic, and political freedom. (5) The promise of compulsory education to narrow the gap between the poor and wealthy was rarely achieved. Public education did not always afford equal opportunity. For example, per capita expenditures on public education vary from state to state and county to county. Some of the major recommendations as a result of this study included: (1) The role of the Federal government in public education should be limited. (2) Courts should act in an advisory capacity to constantly review and revise laws relative to education. The role of the courts should be watched carefully so they will not interfere with state laws. Some of the major findings as a result of this study include: (1) The desire for political freedom had been one of the leading, if not the original motivation, for compulsory education. (2) The 1954 case (Brown v. Board of Education) revealed that compulsory education must be carried out in an atmosphere of equality for all races. (3) Court decisions such as the Pierce Case which upheld dual school systems and the Brown Case which promoted the principle that separate does not mean equal upheld some aspects of the First, Fifth, and Fourteenth Amendments.

APA, Harvard, Vancouver, ISO, and other styles

42

Cook, Bettye Alexander. "A Chronological Study of Experiential Education in the American History Museum." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5190/.

Full text

Abstract:

This study traced the evolution of experiential education in American history museums from 1787 to 2007. Because of a decline in attendance, museum educators need to identify best practices to draw and retain audiences. I used 16 museology and history journals, books, and archives of museums prominent for using the method. I also interviewed 15 museum educators who employ experiential learning, one master interpreter of the National Park Service, and an independent museum exhibit developer. Experiential education involves doing with hands touching physical materials. Four minor questions concerned antecedents of experiential learning, reasons to invest in the method, the influence of social context, and cultural pluralism. Next is a review of the theorists whose works support experiential learning: Dewey, Piaget, Vygotsky, Lewin, Bruner, Eisner, Hein, and David Kolb plus master parks interpreter Freeman Tilden. The 8 characteristics they support include prior experiences, physical action, interaction with the environment, use of the senses, emotion, social relationships, and personal meaning. Other sections are manifestation of experiential learning, transformation of history museums, and cultural pluralism in history museums. The research design is descriptive, and the procedure, document analysis and structured interview. Findings are divided by decades after the first 120 years. Social context, examples of experiential learning, and multicultural activities are detailed. Then findings are discussed by patterns of delivery: sensory experiences, actions as diversion and performance, outreach of traveling trunks and of organized activity, crafts as handwork and as skills, role-playing, simulation, hands-on museum work, and minor patterns. The decline of involvement of citizens in the civic and cultural life of the community has adversely affected history museums. Experiential learning can stop this trend and transform museum work, as open-air museums and the National Park Service have demonstrated. In the future history museums may include technology, a more diverse audience, and adults in its experiential educational plans to thrive. Further research is needed on evaluation, finances, and small museums.

APA, Harvard, Vancouver, ISO, and other styles

43

Chalfant, Brian Alexander. "Paying for Rain| The Emergence, Diffusion, and Form of Stormwater Fees in the United States, 1964-2017." Thesis, University of Pittsburgh, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13819962.

Full text

Abstract:

Across the United States, at least 1,600 local governments in 40 states have enacted stormwater fees since the mid-1960s. Many of these local governments enacted stormwater fees to finance costly infrastructure upgrades required by increasingly stringent federal and state regulation of stormwater systems and combined sewer overflows. The sustained spread of stormwater fees across the United States over the past five decades reflects a significant shift of fiscal responsibility for operating, maintaining, and improving key public infrastructure systems to the local level. This dissertation investigates the emergence, diffusion, and form of stormwater fees enacted by local governments in the United States over the past 50 years. Structured by several theoretical frameworks and utilizing a combination of qualitative and quantitative methods, this research identifies key vertical and horizontal intergovernmental dynamics influencing the enactment of stormwater fees by local governments across the country. While underscoring the strong influence that federal and state regulation of municipal stormwater systems has played in popularizing stormwater fees among local governments in the United States, my research also highlights the crucial role that state-level statutory law, case law, and administrative approaches have had on expanding or contracting the options local governments have for implementing stormwater fees individually within their own jurisdictions and collectively across metropolitan regions. My case studies of stormwater fee form suggest that the challenges to broadly scoped collective action characterizing stormwater management and finance in highly fragmented metropolitan regions may present transaction cost barriers too high to be surmounted without coercive intervention from a higher level of government, but that collective action of more limited scope can be achieved in relatively self-organized manner. This research also demonstrates the enduring and important role that consulting firms and professional industry associations have played in influencing stormwater fee enactment by local governments across the United States over the past half-century.

APA, Harvard, Vancouver, ISO, and other styles

44

Hurd, Emily. "Transformative Education and K-12 Whole-School Sustainability| A Case Study of Four Schools in the United States." Thesis, Prescott College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13422229.

Full text

Abstract:

Addressing current environmental, economic, and social challenges requires a transformation in thinking. Education, if reoriented toward sustainability, has the potential to promote environmentally responsible behavior and advance society toward environmental, economic, and social well-being. Teachers have an important role in this shift in education, both as models of environmental sensitivity and as agents of change. Beginning and experienced teachers alike struggle to adapt to a model of education that allows young people to build the experience and skills necessary to address the sustainable development goals outlined by the United Nations.

This mixed-methods case study presents practices from whole-school sustainability programs in four U.S. K-12 institutions, with the purpose of providing resources and examples for further development of K-12 whole-school sustainability programs. Based on results from 35 interviews, four classroom observations, and four campus tours, I provide other school administrations and staff with institution-appropriate pathways towards implementing and refining their own whole-school sustainability education programs.

APA, Harvard, Vancouver, ISO, and other styles

45

Carroll, Jack. "Conserving the San Gabriels: A Historical Analysis of the Management of the San Gabriel Mountains." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1825.

Full text

Abstract:

The San Gabriel Mountains, which frame the Los Angeles skyline and lock in the Los Angeles Basin to the north, provide the most forest land, wilderness area and open space in the Greater Los Angeles region. Since the 1800s, the federal government has managed the area as a reserve, forest and national monument. While most federally-managed lands are not located near a city, the San Gabriels are uniquely situated in close proximity to more than 15 million people. This fact has undeniably influenced the evolution of their management and the federal government's approach. This thesis analyzes the dialogue surrounding the management of the public lands in the San Gabriel Mountains and places it within broader dialogues that have taken place nationwide. Chapter One focuses on this dialogue during the Conservation Era, when the management of the mountains was in its infancy, and Chapter Two focuses on contemporary times and uses President Obama's 2014 national monument designation as a reference point. The thesis concludes that, over time, the management of this region has been crucial in the larger picture of forestry, conservation and environmental politics.

APA, Harvard, Vancouver, ISO, and other styles

46

Grove-Fanning, William. "Biodiversity Loss, the Motivation Problem, and the Future of Conservation Education in the United States." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103321/.

Full text

Abstract:

The purpose of this dissertation is to make sense of two sets of reactions. On the one hand, Americans can barely lift a finger to help threatened and endangered species while on the other, they routinely come to the aid of human victims of disaster. I argue that in contrast to cases of human tragedy, for the biodiversity crisis conservationists are faced not only with the familiar yet arduous task of motivating the American public to care for living other-than-humans, but they are also saddled with having to overcome the motivation problem of future ethics. The motivation problem consists in eliminating or bridging a motivational gap that lies between knowledge of the effects of our actions on future generations and action taken based upon such knowledge. The gap exists because motives that typically move people to action are either ineffective or unavailable. What is more, the gap influences not only our ability to care for future humans, but it affects our ability to care for future other-than-humans as well. Biodiversity loss is in fact a subset of the problem of future generations, an identification hitherto little appreciated. I argue that conservationists can overcome the motivational gap not by appealing directly to the value of species or biodiversity, both of which are temporally distant, abstract and general moral patients, but indirectly, by focusing on the concrete and particular lives of extant and near future moral patients. By applying techniques that have been developed to overcome the motivation problem as it pertains to distant future human generations, conservationists have additional resources to draw upon in their efforts to motivate American citizens to preserve biodiversity. This dissertation’s contribution to the fields of environmental philosophy and conservation biology is both theoretical and practical. It is theoretically significant to elucidate the nature of moral failure for biodiversity conservation. In terms of broader impacts, identifying the basis of moral failure for biodiversity conservation allows me to assess educational campaigns and environmental policy, and to suggest solutions for bridging the motivational gap.

APA, Harvard, Vancouver, ISO, and other styles

47

Caronan, Faye Christine. "Making history from U.S. colonial amnesia Filipino American and U.S. Puerto Rican poetic genealogies /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3259634.

Full text

Abstract:

Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed June 11, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 185-196).

APA, Harvard, Vancouver, ISO, and other styles

48

Spaulding, Donald James. "The Four Major Education GI Bills: A Historical Study of the Shifting National Purposes and Accompanying Changes in Economic Value to Veterans." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2692/.

Full text

Abstract:

Benefits for soldiers follow the formation of ancient and present day armies raised for the purpose of extending the national or state will. Veterans' benefits for defenders of the U.S. emerged during the American colonial period. College benefits began after WWII with the GI Bill of Rights. This study examines the variations in purpose for nationally established educational benefits for veterans and the singular value to the veterans of these 5educational benefits. The study begins with an overview of the history of veterans' benefits. Primary emphasis is then placed on the educational portion of the World War II Servicemen's Readjustment Act and the current educational benefit, the Montgomery GI Bill. As the purpose of awarding educational benefits changed from World War II to the latest U.S. war, the Gulf War of 1990-1991, the economic value to the individual veteran also changed. The WWII GI Bill featured an educational provision intended to keep returning veterans out of the changing economy whereas current GI Bills is intended as a recruiting incentive for an all-volunteer force. Correspondingly, the economic value to the individual veteran has changed. Data supporting this study were extracted from historical documents in primary and secondary scholarly studies and writings, government documents, national newspapers and periodicals, Veterans Administration publications, service newspapers, and anecdotal writings. The study offers conclusions regarding the shifting purposes and economic value and recommends changes to current and future GI Bills. The conclusions of this study are: (a) the purpose of the Montgomery GI Bill is to serve as a recruitment tool for the armed force, whereas the WWII GI Bill emphasized concern over the return of millions of veterans to a changing wartime economy unable to offer full employment and, (b) the present GI Bill funds less than 50% of the costs for a 4-year degree while the first GI Bill fully funded a college degree, including tuition and living expenses.

APA, Harvard, Vancouver, ISO, and other styles

49

Chang, Amanda T. "What a Waste: Segregation and Sanitation in Brooklyn, New York in the post-WWII Era." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/pitzer_theses/69.

Full text

Abstract:

Through studying the intersections of sanitation and segregation in Brooklyn, New York in the post-WWII era, this thesis reveals a web of willful white negligence that constructed a narrative that supports continued environmental injustices towards black Americans. As a result of housing discrimination, the lack of sanitation, and the political and social climate of the 1950s, black neighborhoods in Brooklyn became dirtier with abandoned garbage. Institutional anti-black racism not only permitted and supported the degradation of black neighborhoods, but also created an association between black Americans and trash. In the present day, this narrative not only leads to the increased segregation of black Americans into dirty neighborhoods, but also justifies more environmental injustice in these vulnerable communities. Based on a case study of Brooklyn in the 1950s, this thesis asserts that environmental injustices are more than just siting landfills and toxic sites proximate to vulnerable neighborhoods, but rather they are dependent on the creation and preservation of narratives that claim minority communities are naturally predisposed to or deserving of living in dirty and unclean places.

APA, Harvard, Vancouver, ISO, and other styles

50

Ansley, Laura M. "The Changing Girl: Sex Education and Prescriptions of White Girlhood." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539626694.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Environmental education – United States – History'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles