Dissertations / Theses: 'Green education'

1

Simons, Suzanne D. "Green light here, green light there? learning to lead in practice| critical moments and explorations of a novice principal?s leadership and learning." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746673.

Full text

Abstract:

The need for strong school principals is great as more and more U.S. schools struggle to meet the requirements of federal regulations and as districts search for school leaders who can effect systemic and sustainable organizational change. The Bureau of Labor Statistics (2012) predicts that the U.S. will need an additional 10%, or 23,100 more principals between 2010 and 2020 at a time when the number of available principals is shrinking. In addition to needing more principals, U.S. schools also need more principals who are highly effective. Unfortunately, the turnover rate for principals is drastically high, close to 50% (ERS, 1998) in all schools, and higher still in high-poverty schools (Branch, Hanushek, & Rivkin, 2008; Gates, Ringel, Santibanez, Guarino, Ghosh-Dastidar, & Brown, 2006). High turnover rates, coupled with a diminishing pool of principals, an increasing need for more principals, and the now popular trend of using temporary or turnaround principals, illustrate the school leadership crisis that is enveloping our educational system (Norton, 2002). An open question in the field is how and whether effective school leaders can be purposefully cultivated. Drawing on literatures in the fields of efficacy and school leadership, school leadership development, and optimism, this constructivist study applied qualitative research methods to explore how one novice school leader in an urban PK-5 elementary school learned to lead over an extended period of time, one-and-a-half years. The study investigated the contextual and mediating variables that influenced this novice principal’s choice-making in a watched school in need of improvement. Data collection consisted of regular interviews and observations. By capturing the voice and experience of one principal, this study contributes to the fields of efficacy in school leadership, optimism, and school leadership development a rich example of a principal learning to lead in practice (Darling-Hammond et al., 2007). The study also contributes a new construct, an initial articulation of “assumed possibility” as a theoretical stance. School leader’s enactment and execution of vision are still burgeoning fields of study and this study offers a glimpse into one leader’s attempt to transform his school.

APA, Harvard, Vancouver, ISO, and other styles

2

Nilsson, Anna, and n/a. "Case study : green education in an Australian university." University of Canberra. Professional & Community Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060825.125532.

Full text

Abstract:

This thesis contends that conservative academic culture and the predominance of science-based courses can block the inclusion of green education into tertiary curricula. In the study, I used a participatory action research approach, embedded in a critical research paradigm, in order to work with interested students and community groups as well as academia at the University of Canberra. During the research period, I aimed to further develop green education on the campus, while observing responses of academia, students and environmentally related community groups. Data were analysed using an analytical model linking education with social change. The thesis addresses the following questions: how do students demonstrate their interest in environmental sustainability; why are formal studies within an institution unable to respond to student interest; what characterises the gap between formal university studies and non-formal environmental education in relevant community groups; what is green education, how is it put into practice, and does it bridge the gap between formal studies and community-based environmental education. The study found that the environmental science-based course at the university was focussed on the transmission of knowledge rather than the teaching of contemporary problem solving in the form of green education. The formal environmental education of the university setting varied greatly in terms of purpose, culture, values and philosophy from the environmental education of the community, which was compatible with the theory of green education. Communication between academia and community groups was minimal. The study also demonstrates that following student activities, green education has now been implemented in many universities around the globe, resulting in a breakdown of the barrier between formal and nonformal education sectors. Students have set-up and maintained links with the green education practiced by community groups, and have then brought ideas of green education into universities. Recommendations are made for green education at the University of Canberra.

APA, Harvard, Vancouver, ISO, and other styles

3

McCoy, Jan. "The Green Scene: Environmental Education for Grade Schools." College of Agriculture, University of Arizona (Tucson, AZ), 1991. http://hdl.handle.net/10150/295701.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Doan, Michelle C. "Mint Green LLC." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111189.

Full text

Abstract:

Mint Green is a limited liability company who provides preventative health care services to the Greater Long Beach area. Mint Green is entering the Weight Loss Services Industry which is experiencing rapid growth due to the enactment of the Patient Protection and Affordable Care Act. Mint Green has the opportunity to reach approximately 65% of firms who offer health benefits to their employees. Mint Green’s Healthy Eating and Lifestyle Plan (HELP) is the core instruction to the weight loss programs. Mint Green has four types of weight loss programs; each developed to satisfy a wide array of budgets. Mint Green is projected to yield a profitable margin.

APA, Harvard, Vancouver, ISO, and other styles

5

Albertyn, Kim Ashley. "Public libraries going green: environmental sustainability and green information literacy." University of Western Cape, 2020. http://hdl.handle.net/11394/7937.

Full text

Abstract:

Masters of Art
There is a great demand for human beings all over the world to live in a more green way, due to the earth’s natural resource scarcity and other environmental issues such as climate change, pollution, emission of greenhouse gases, global warming and depletion of the ozone layer. Librarians, especially public librarians, are seen as the facilitators of access to information. Public librarians are thus in a position to create awareness of the importance of green living and to educate the general public on how to live green.

APA, Harvard, Vancouver, ISO, and other styles

6

Tai, Chih-Che. "Two Collaborative Education Projects: Web-based platforms and Green Course." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3293.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Mcgibbon, Carolyn. "A model for teaching green information systems in higher education." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28413.

Full text

Abstract:

The purpose of this study was to respond to a call to the Information Systems (IS) discipline to provide solutions to address global challenges such as the seventh Millennium Development Goal of ensuring an interconnectedness of society and the environment. Many academic disciplines have recognised that sustainability is one of the most significant challenges of our time and thus needs to be included in curricula; IS, as a discipline, needed to fill this gap. A longitudinal six-year study was undertaken at the University of Cape Town (UCT) Department of IS to introduce the concept of “Green” IS into a project management course with students required to measure an aspect of the campus carbon footprint. Drawing on Design Science Research, the author used kernel theories of Butler’s Model of Green IS and the Scharmer’s Theory U to inform the design. The goal of the curriculum intervention was to design a model with outputs of key Green IS technical and social competences. The intention was also to create an impact with a reduced Carbon Footprint at UCT, despite the current absence of regulatory pressure. A total of 183 students were involved in the study over a period of six semesters where the theories of Green IS were presented as the underlying frameworks for their course. Key principles were drawn from international best practice, including how to address “wicked” sustainability problems and adopting a focus on developing sustainability solutions. Formative evaluations were conducted at the end of each cycle of the design development. Archival evidence, as well as student reflective essays, was employed, and content analysis and coding of the empirical data were conducted using a data analysis software tool. Experts were invited to summatively evaluate the model in practice, and their questionnaires were also coded in Atlas-ti and tested for co-occurrences. The contributions are provided on two levels. A contribution is made on a theoretical platform by the design of “The Green U’’, a model that evolved iteratively and has its roots in the kernel theories of both Green IS and change management. On a practical level, the research offers guidance to IS educators on how to integrate sustainability into their courses. Via enabling The Green U to be exapted into other emerging IS themes, this research project thus provides the opportunity for a seam of rich possibilities for further quantitative and qualitative research.

APA, Harvard, Vancouver, ISO, and other styles

8

Jorgenson, Simon. "Green Pedagogy: How STEM Teachers Understand and Enact Environmental Projects." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397467702.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Dixon, David. "Developing a Green leader model for primary schools." Thesis, University of Lincoln, 2009. http://eprints.lincoln.ac.uk/2184/.

Full text

Abstract:

This research developed the first ‘Green’ model for primary school leadership, which aimed to address some of the actual and anticipated environmental problems through the way schools operate in the context of Curriculum, Campus and Community. It emerged through an empirical investigative study of eight English primary school Head Teachers who are pioneering environmental sustainability. A Post-modern perspective influenced the research methodology and helped to take a fresh and sceptical look at the leadership aims of primary schools in relation to the education system and general society. This involved a critical examination of the National College of School Leadership’s ‘Leadership for Sustainability’ and literature from the ‘Green Movement’. The findings suggested that leaders are needed with a certain kind of ‘Green’ values, knowledge and skills. Questions arose about how a type of ‘Distributed Leadership’ might lie within the new model and whether the model is feasible, given that the pursuance of its main objectives are not currently the priority of most schools. The thesis pointed to the need for a radical revision of what it means to be a primary school leader, in order to assist with the imperatives of a green sustainable economy which promises a better quality of life for more people. This is a ‘Big Claim’ for a small-scale study. It is hoped, therefore, that this modest thesis could be a catalyst for more wide-ranging research and thinking in this most vital area, in terms of education leadership’s role in securing the viability of modern civilisation.

APA, Harvard, Vancouver, ISO, and other styles

10

Marable, Steve Alexander. "Green Schools - The Implementation and Practices of Environmental Education in LEED and USED Green Ribbon Public Schools in Virginia." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/64192.

Full text

Abstract:

The purpose of this study was to examine the environmental education curriculum which has been utilized within Green Schools. For this study the researcher defined Green Schools as educational facilities with Leadership in Energy and Environmental Design (LEED) certification or United States Education Department (USED) Green Ribbon recognition. Currently, there is no set standard for the implementation of environmental education in Green Schools or for schools that utilize the building as a teaching tool for students. This descriptive study surveyed Green Schools in the Commonwealth of Virginia in order to better understand what common programs and curricula were being utilized. This study will also assist in establishing pedagogical best practices for environmental education while describing how LEED certified buildings are currently being used by educators as a teaching tool to support sustainable practices. Overall, 14 Green Schools in the Commonwealth of Virginia agreed to participate in the study. Once principals gave consent for their school to participate in the study, they were asked to respond the survey instrument and invite teachers to participate in the Green Schools eSurvey also. The survey instrument consisted of 14 multiple choice and open response survey items. Overall, 98 principals and staff participated in the survey. Multiple choice survey questions served as the quantitative data for the research study. Quantitative data were examined to report descriptive statistics to provide parameters about the sample population. The frequency and percentage from each category, mean, and mode were also reported from each quantitative survey item. Qualitative data were examined by emerging themes according to pedagogical strategies and programs. The findings from the study indicated that teachers are employing practices that are consistent with current emphases on environmental education. Data also supported that educators take pride in their buildings and incorporate the facility as a teaching tool in a variety of instructional practices throughout the Commonwealth of Virginia.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

11

Lam, Wai-nam. "Learning for environmental sustainability : the green school experience /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35081296.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Yan, Wai Kit. "The impact of ecological education program of non-government organizations : an empirical survey of the Guangzhou Green Country Ecological Education Centre and the Hong Kong Produce Green." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/396.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Channell, Cecily C. "A touch of rural in the city green education for D.C. youth /." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/177.

Full text

Abstract:

Thesis (M. Arch.) -- University of Maryland, College Park, 2003.
Thesis research directed by: School of Architecture, Planning and Preservation Architecture . Title from t.p. of PDF. Also available in paper. Published by UMI Dissertation Services, Ann Arbor, Mich.

APA, Harvard, Vancouver, ISO, and other styles

14

Locicero, Ryan Charles Robert. "Mainstreaming Green Infrastructure: The Nexus of Infrastructure and Education Using the Green Space Based Learning (GSBL) Approach for Bioretention Plant Selection." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5531.

Full text

Abstract:

The Green Space Based Learning (GSBL) approach builds on a long-term partnership between a Research I university, surrounding community, and local school district, transforming underutilized community green space into an interactive educational tool to addresses national infrastructure and educational challenges. The GSBL approach is an educational platform for engaging K-12 and the local community in engineering design and construction of sustainable Green Infrastructure (GI) projects. GSBL was piloted as a part of a federally funded Research Experience for Teachers (RET) program in which teachers participated in two intensive 6-week summer research experiences and two consecutive academic year components. The summer experience focuses on the development of Science Technology Engineering and Mathematic (STEM) lessons and activities that meet Common Core and Next Generation Science Standards and the dissemination of the RET research experience. Approximately 400 K-12 students and teachers participated in both formal and informal educational activities that led to GSBL approach outputs throughout the academic year. These outputs included 4 Campus GI Challenge's for identifying areas of implementation and student driven GI design, the publication of 7 curricular products, the design and installation of 70 personal rain gardens and 8 bioretention cells (a type of GI), one of which was designed as a field scale research site within the Hillsborough County Public Schools (HCPS) district. The eight bioretention cells, seven of which are on three public school campuses and one located at a local community leader's house were designed and implemented as a result of university research, K-12 outreach, and community engagement. These sites were selected based on one or more hotspot factors (e.g. localized areas of flooding, access to site, presence of learning space, willingness to pay, property ownership, visibility of location) and designed to restore the hydrology and water quality to pre-development conditions. The bioretention cells were designed to capture a storm-event ranging from 1.27 cm to 2.54 cm and cost between $550 and $1,650 to construct depending on the design scope, scale, and installation methods. The installed bioretention systems route stormwater runoff to a ponding area sized approximately 2-5% of the total catchment area, are designed to capture between 31% and 67% of annual runoff (March 2010 - March 2015), and attenuate between 97,500 and 226,100 mg N annually. The educational sites were used to provide insight into hydraulic performance, maintenance requirements, and nutrient management impacts associated with bioretention design. Three of the bioretention cells (BR 1, BR 2, and BR 3) were used as a field research site for collecting bioretention plant performance data on 12 Florida native plant species, Coreopsis leavenworthii, Flaveria linearis, Salvia coccinea, Solidago fistulosa, Canna flaccida, Tradescantia ohiensis, Tripsacum dactyloides, Hymenocallis latifolia, Iris virginica, Sisyrinchium angustifolium, Spartina patens, and Equisetum hyemale. Mean baseline accumulated nitrogen concentration for tested species was 18.24 ± 5.76 mg N/g biomass. This compared to a harvested mean concentration rate of 12.28 ± 2.23 mg N/g biomass, a reduction of uptake capacity of nearly 33% after two growing seasons. This study found a similarity in mean total nitrogen concentration between baseline and harvested plant species for Flaveria linearis, Sisyrinchium angustifolium, Solidago fistulosa, Canna flaccida, Salvia coccinea, Spartina patens, and Coreopsis leavenworthii and a significant difference in means for Equisetum hyemale, Iris virginica, Salvia coccinea, and Tradescantia ohiensis. These harvested data were used to calculate mean total nitrogen concentration per square meter with Sisyrinchium angustifolium, Equisetum hyemale, Spartina patens, Solidago fistulosa, Salvia coccinea, Coreopsis leavenworthii, Iris virginica ranging from 286 mg N/m2 to 4,539 mg N/m2, and Canna flaccida, Flaveria linearis, Tradescantia ohiensis ranging from 12,428 mg N/m2 to 15,409 mg N/m2. Seven of the twelve species (Flaveria linearis, Equisetum hyemale, Iris virginica, Tripsacum dactyloides, Coreopsis leavenworthii, Salvia coccinea, Tradescantia ohiensis) displayed highly desirable results, ranking (>0.20x̅) when evaluated across 10 quantitative attributes and assessed for their applicability for the subtropical Tampa Bay area. This research developed a plant selection utility index (PSI) that allows for individual plant scoring based on qualitative and quantitative plant selection criteria. The qualitative PSI was used to evaluate 26 native and regionally friendly plant species commonly found within the subtropical Tampa Bay climate to provide an example and act as a template for selecting plant species. The qualitative PSI scores categorized the identified plant species as highly desirable (n=4, PSI ≥ 80), Flaveria linearis, Tripsacum dactyloides, Salvia coccinea, and Chamaecrista fasciculata; moderately desirable (n=15, 80 > PSI ≥65), Solidago fistulosa, Hymenocallis latifolia, Canna flaccida, Tradescantia ohiensis, Arachis glabrata, Mimosa strigillosa, Callicarpa Americana, Penta lanceolata, Monarda punctate, Muhlenbergia capillaris, Helianthus debilis, Glandularia tampensis, Silphium asteriscus, Stachytarpheta jamaicensis, and Coreopsis lanceolata; and least desirable (n=7, PSI < 65) Spartina patens, Equisetum hyemale, Sisyrinchium angustifolium, Iris virginica, Coreopsis leavenworthii, Myrcianthus fragrans, Zamia puila. The quantitative PSI was used to evaluate attributes of 11 of the 26 species within a 32.5 m2 field-scale bioretention system (BR 1, BR 2, and BR 3) ter two-growing seasons. The tested species scored as highly desirable (n=2, PSI ≥ 70) for Salvia coccinea, Tradescantia ohiensis; moderately desirable (n=5, 70 > PSI ≥ 50) for Equisetum hyemale, Sisyrinchium angustifolium, Solidago fistulosa, Iris virginica, Coreopsis leavenworthii, and least desirable (n=4, PSI < 50) for Spartina patens, Flaveria linearis, Canna flaccida, Hymenocallis latifolia. Both qualitative and quantitative scores were combined on a 0-200 scale to provide a list of recommended species based, ranking from high to low: Salvia coccinea (PSI=160), Tradescantia ohiensis (PSI = 148), Sisyrinchium angustifolium (PSI =127), Flaveria linearis (PSI = 125), Solidago fistulosa (PSI = 124), Iris virginica (PSI =121), Coreopsis leavenworthii (PSI = 117), Equisetum hyemale (PSI = 114), Canna flaccida (PSI = 104), Spartina patens (PSI = 103), Hymenocallis latifolia (PSI =90).

APA, Harvard, Vancouver, ISO, and other styles

15

Hagglund, Hans. "A Sustainability "Green" Certification Audit of Food Service Operations and the Development of a Restaurant Sustainability Instrument." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5639.

Full text

Abstract:

This study investigates current green restaurants certifications as well as developing a new more user friendly certification. First, a fact finding investigation to find the most established and commonly utilized green restaurant certifications. Second, a new green certification was developed. Third, chosen green restaruant certifications were compared. Last, the new green certification analyzed wether restaurants in the central Florida area utilized green practices.
Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Hospitality Education

APA, Harvard, Vancouver, ISO, and other styles

16

Meyer, Robert A. "The 2014 green book| A qualitative historical case study." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742241.

Full text

Abstract:

Effective internal controls to protect government information technology (IT) investments are essential as annual deficits exceed $700 billion dollars, government shutdowns, and sequestrations are threatened. The purpose of this qualitative historical single-case study was to explore, analyze, and describe feedback collected by the United States Government Accountability Office as IT governance and control requirements were rationalized. Prior to publishing an updated Standard for Internal Control in the Federal Government, the federal register requested participants respond to a series of questions directed toward the 2013 Draft Standards for Internal Control in the Federal Government. Four major themes emerged from within the 43 correspondents: (a) challenges exist with financial constraints and control documentation requirements, (b) the central oversight body must ensure that federal, state, county, departments, and agencies have shared understanding and objectives, (c) federal regulatory reform includes requirements identifying internal controls for both the Federal Government 2014 General Accountability Offices Standards and the 2013 Committee of Sponsoring Organization Standards, and (d) the implications of adapting a Standards for Internal Control publication to align with the Federal Government rather than adopting the publication. An efficient and effective approach to identify, integrate, and balance regulatory guidelines, stakeholders' concerns, and technical requirements for government leadership, contractors, and non-federal entity recommendations is proposed for assessment and development. This technique could provide government leadership a method to assess factors affecting or influencing proposed and/or existing regulatory control. Additionally, a conceptual historical narrative construct and a crosswalk between COSO and Federal Standards for Internal Control are included.

APA, Harvard, Vancouver, ISO, and other styles

17

Takahashi, Yuka. "Empowering teachers towards a darker green education, through an exploration of personal worldview." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ49748.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

BORNATICI, SARA. "Riflessione pedagogica, Green Marketing, Sostenibilità." Doctoral thesis, Università Cattolica del Sacro Cuore, 2012. http://hdl.handle.net/10280/1372.

Full text

Abstract:

Le connessioni euristiche tra green marketing e riflessione pedagogica implicano buone pratiche educativo ambientali, nella prospettiva dello sviluppo umano integrale. Pensare l’educabilità della persona e la formazione delle risorse umane, di là da interpretazioni legate al sensazionalismo mediatico e al profitto a breve termine, significa approfondire stili di vita, responsabilità sociale, consumo critico e green marketing. L'attenzione al mercato non si configura come mero requisito per accrescere la produttività, ma risulta fondamentale, in termini relazionali, per costruire una società equa, solidale, sostenibile e aperta. La ricerca intende indagare il potenziale valore educativo del mercato, in quanto espressione di libertà e regolazione dei rapporti socioeconomici.
Heuristic connections between green marketing procedures and pedagogical reflection imply good educational practices, in view of a full human development. Thinking today about the educability of the person and about the training of human resources, beyond interpretations related to media sensationalism and short-term profit, means deepen lifestyles, social responsibility, critical consumption and green marketing. Attention to the market is not seen as a mere requirement able to increase productivity, but it is essential, in relational terms, to build an open, sustainable and equitable society. The aim of this dissertation is to investigate the potential educational value of the market, as well as freedom of expression and regulation of socio-economic relationships.

APA, Harvard, Vancouver, ISO, and other styles

19

Latta, Marcia Sloan. "CHARACTERISTICS AND MOTIVATIONAL FACTORS OF MAJOR DONORS TO BOWLING GREEN STATE UNIVERSITY." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288019153.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Haverkos, Kimberly A. "Does Going Green Wear a Skirt? High School Girls, Sustainability, and Ritual Critique." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1342665267.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Lam, Wai-nam, and 林蔚南. "Learning for environmental sustainability: the green school experience." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45014152.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Sutdhibhasilp, Noulmook. "Environmental adult education, two case studies of Thai non-governmental organizations promoting green consumerism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/NQ45639.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Pollard, Gloria Joan. "The role of higher education in African-American community development : perceptions from Green Pastures /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1993.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

24

Chankrajang, Thanyaporn, and Raya Muttarak. "Green Returns to Education: Does Schooling Contribute to Pro-Environmental Behaviours? Evidence from Thailand." Elsevier, 2017. http://dx.doi.org/10.1016/j.ecolecon.2016.09.015.

Full text

Abstract:

We investigate whether there are green returns to education, where formal education encourages pro-environmental behaviours using nationally representative surveys on environmental issues in Thailand. To establish the causal relationship between education and green behaviours, we exploit the instrumental variables strategy using the supply of state primary schooling i.e. the corresponding number of teachers per 1000 children, which varies over time and across regions as the instrument, while controlling for regional, cohort and income effects. We find that more years of schooling lead to a greater probability of taking knowledge-based environmentally-friendly actions a great deal, but not cost-saving pro-environmental actions. In addition, the paper finds no significant impact of formal education on concern about global warming nor the willingness to pay for environmental tax.

APA, Harvard, Vancouver, ISO, and other styles

25

Rose, Alfred Paul. "Leadership for curriculum change : implementation of resource-based learning in Green Bay integrated school district /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36175.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Wang, Shuang, Linjing Xiang, and Fei Xing. "Green food development in China : focus on the east." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-10888.

Full text

Abstract:

Purpose/aim The aim of our dissertation is to increase consumers’ buying awareness of green food and promote green food consumption in eastern China. Approach We collect data through a questionnaire and present hypotheses through reading related scientific articles. The data analysis includes description of samples and statistical tests in the form of cross tabulations, chi squares and frequency tables. Findings The questionnaire researches consumers’ income and education levels, ages and price of green food, etc. We find ages and education levels have a significant influence on frequency of buying green food, while income levels and price have no strong influence. Originality/value An original idea is to research the current green food market, and based on it to increase the consumers’ buying awareness and promote green food consumption. Further, the empirical data is collected from different cities in the east where there is a higher demand of green food. The study has value for the debate concerning the group of people who are older and have lower education levels as our great target consumers. The result of income levels and price means consumers are more lay attention to green food quality.

APA, Harvard, Vancouver, ISO, and other styles

27

Goei, Elisabeth Rukmini. "Using Green Chemistry Experiments to Engage Sophomore Organic Chemistry." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1280437800.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Lopez, Antonio R. "Greening the Media Literacy Ecosystem| Situating Media Literacy for Green Cultural Citizenship." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587572.

Full text

Abstract:

Media literacy is touted as a necessary life skill for cultural citizenship, yet as it is generally practiced there is little engagement with sustainability issues. In order to gain insights into why this is the case, this research investigated how media literacy practitioners use metaphors to frame both the role of media education in the world and how it affects green cultural citizenship. This involved analyzing web site documents and teacher resources of seven North American media literacy organizations as well as interviewing nine key practitioners within a bounded system called the media literacy ecosystem. Drawing on an ecocritical framework, I analyzed the discourses of the media literacy ecosystem by using multi-site situational analysis, qualitative media analysis and critical discourse analysis. This research explored how media literacy practitioners participate in meaning-making systems that reproduce pre-existing environmental ideologies. The findings show that media literacy education is grounded in a mechanistic worldview, thereby perpetuating unsustainable cultural practices in education. By problematizing the mechanistic discourses of media literacy education, the aim of this research was to raise awareness and to offer potential solutions for changing the nature of those same discourses. As such, I theorized a model of media literacy that incorporates green cultural citizenship, called ecomedia literacy, and outlined a path forward so that sustainability becomes a priority for media literacy educators.

APA, Harvard, Vancouver, ISO, and other styles

29

Wisniewska, Monika. "A study of the incorporation of green infrastructure into planning courses in UK higher education." Thesis, Kingston University, 2011. http://eprints.kingston.ac.uk/22373/.

Full text

Abstract:

This thesis describes how Green Infrastructure has been incorporated into the syllabi of vocational-professional courses within the planning occupation. Within this it examines the competing authorities that seek to determine how this is accomplished. what form this new knowledge takes and how it should be taught. Key drivers for change in syllabi are widely recognised: 'the market', universities as centres for innovation, professional associations as owners of a discrete body of knowledge, government as paymaster, and students as 'clients' or 'customers'. However, the relationship between these, as well as the relative power to determine authority, are undeveloped points within this understanding. Various methods were adopted, but a central part of the work is case studies on four universities teaching planning courses. These are identified as Quality University. Balance University, Process University and Industry University. Despite each having a different philosophy of approach towards the nature and provision of higher education, each is found to provide teaching forms within the same paradigm. However, students within each university interpret their learning needs separately. and there is a fissure in the understanding of teaching and learning between student and university. The research suggests that individuals are key drivers for change to syllabi. and proposes a number of ideal types: the Green Champion, the Green Infrastructure Champion, the Green Maverick, the Green Infrastructure Maverick. the Green Technocrat, the Green Antagonist. and the Green Ignorant. Champions are found to be a key driver in establishing new forms of knowledge and incorporating these into syllabi. Intellectual deviancy by individuals, identified as Mavericks, also introduces new forms of knowledge generally and Green Infrastructure specifically. However. quite where Green Infrastructure originates from is less clear. Professions also have a key role, despite their claims to be removed from the process of creating courses, but there is far less evidence on corporate university structures or the government generating change. One useful social theory to contextualise these ideas is Anthony Giddens' view of High Modernity, in which all knowledge is contingent and there is no determinant authority; rather, competing and transient authorities vie for control.

APA, Harvard, Vancouver, ISO, and other styles

30

Capuzza, Jamie Colette. "Shades of green : a study of the identity management function of reconstitutive rhetorics in the environmental movement /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758178237788.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Sahin, Elvan. "An Examination Of Indications For A Green Curriculum Application Towards Sustainability." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610156/index.pdf.

Full text

Abstract:

The aim of this study is four fold: (1) to determine Middle East Technical University (METU) students&rsquo
familiarity and current understandings of sustainable development, and their views on sustainable living at the campus
(2) to explore their attitudes toward sustainable development, behaviors toward sustainable life styles, and environmental values
(3) to examine their perceptions of their own and society&rsquo
s future
(4) to investigate the significant predictors of their environmental values, and attitudes and behaviors toward sustainable life styles. In addition, Faculty of Education students as future implementers of sustainability education were under investigation with regard to sustainability concerns. The data were collected by online administration of measuring tool to 958 METU students in February-June of 2008. This measuring tool was also administered to 688 Faculty of Education students in classroom environment by the researcher. The results showed that there exist some knowledge gaps in university students&rsquo
perceptions toward different aspects of sustainable development. Furthermore, the respondents had favorable attitudes toward sustainable development and intrinsic values toward the environment. However, looking at the personal behavioral changes, their preferred individual ways of living were not necessarily coherent with sustainability. The results revealed that female students having higher tendency to follow media held more favorable attitudes and behaviors toward sustainable life styles, and more intrinsic environmental values. Moreover, attitudes and values were found to be significant determinants of university students&rsquo
behaviors toward sustainable life styles. Interestingly, Faculty of Education students&rsquo
attitudes were not significantly related to their behaviors toward sustainable life styles.

APA, Harvard, Vancouver, ISO, and other styles

32

Drewes, Darcy Rae. "THE AFFECT OF COOPERATIVE EDUCATION ON THE COLLEGE OF TECHNOLOGY (2005-2009) GRADUATES FROM BOWLING GREEN STATE UNIVERSITY." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288383672.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Aloshan, Mohammed Abdulrahman. "Greening Architecture Design Education: A Proposed Framework for Saudi Arabia." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/85502.

Full text

Abstract:

Today, concerns for environmental quality affect nearly all walks of life. In response to demands for resource conservation, architecture has become more complicated because the design process now depends on a large number of different disciplines. Now more than ever, building owners and users have many requirements—informed by developments in knowledge, technology, and science. These stakeholders are asking architects to design for lower operational cost, good daylighting and views, and higher indoor environmental quality (IEQ). Integrating all of these issues in building design is a dynamic process, which looks holistically at all of the dimensions of architectural. Present barriers of integrating green and sustainable strategies in the design process are mostly associated with architect's education and the understanding of the fundamental knowledge of the dynamics between the building and the local environmental conditions. For example, Saudi Arabia faces many challenges related to creating more environmentally responsive buildings, and peoples' behavior may not be easily changed with regard to resource conservation. To achieve such changes, a new educational framework for architecture is needed. This study captures and structures knowledge that informed the examination and development of the new knowledge-based educational framework for green building design in Saudi Arabia. Through literature review, a series of case studies, and interviews with professors from United States architecture schools and interviews with graduates from Saudi Arabian architecture schools, the study revealed how knowledge related to green building can be structured and strategically implemented into architectural design education in Saudi Arabia. This framework presents green knowledge in a logical, sequential structure representing a learning path/knowledge map. The knowledge map was not intended to present a sequential structure over the course of several years, but is more general so that it can be applied across all architecture schools in Saudi Arabia. In other words, the knowledge map may be applied as-is within the current architectural educational knowledge in Saudi Arabia schools, or it can be used as a guideline and assistance tool for educators and school administrators. Overall, this framework presents a workable model for green design education in the context of the existing Saudi Arabia educational practices. Thus, the goal of the final knowledge framework is to transform the architectural educational system in Saudi Arabia.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

34

Kuan, Yu-kuen. "An assessment of the ways that local green groups can help kindergarten teachers to promote environmental education /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B34737881.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Phoebus, Patrick E. "Ecological Literacy, Urban Green Space, and Mobile Technology| Exploring the Impacts of an Arboretum Curriculum Designed for Undergraduate Biology Courses." Thesis, Middle Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10641765.

Full text

Abstract:

Increasing individual ecological literacy levels may help citizens make informed choices about the environmental challenges facing society. The purpose of this study was to explore the impacts of an arboretum curriculum incorporating mobile technology and an urban greenspace on the ecological knowledge, environmental attitudes and beliefs, and environmental behaviors of undergraduate biology students and pre-service K-8 teachers during a summer course.

Using a convergent parallel mixed-methods design, both quantitative and qualitative data were collected, analyzed, and later merged to create an enhanced understanding of the impact of the curriculum on the environmental attitudes and beliefs of the participants. Quantitative results revealed a significant difference between pre- and post-survey scores for ecological knowledge, with no significant differences between pre- and post-scores for the other variables measured. However, no significant difference in scores was found between experimental and comparison groups for any of the three variables.

When the two data sets were compared, results from the quantitative and qualitative components were found to converge and diverge. Quantitative data indicated the environmental attitudes and beliefs of participants were unaffected by the arboretum curriculum. Similarly, qualitative data indicated participants’ perceived environmental attitudes and beliefs about the importance of nature remained unchanged throughout the course of the study. However, qualitative data supporting the theme connecting with the curriculum suggested experiences with the arboretum curriculum helped participants develop an appreciation for trees and nature and led them to believe they increased their knowledge about trees.

APA, Harvard, Vancouver, ISO, and other styles

36

Visagie, Martha Jacoba. "Review of two sustainability learning programmes for industrial settings in relation to emerging green learning aspects." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017360.

Full text

Abstract:

Driven by the needs of growing populations, industrial and governing powers are successfully accelerating the rate of industrial consumption, production and employment as if the earth’s resources are in unlimited supply. In contrast, a range of international sustainable development forums, inspired by visionary individuals, have made significant progress in creating awareness that the footprint of human activity is exceeding the earth’s sink and source capacity; and educating people in government, workplaces and communities to slow down industrial consumption and clean up production. Turning around conventional and short sighted ‘business as usual’ logic, and directing economies toward greener, long-term sustainability outcomes, still meet with resistance and hidden unsustainable agendas. The ‘green economy’ drive nevertheless since 2008 attracts financial and human resources and bold action in favour of more sustainable management of human-nature relations. The sustainable development movement for example advocates a ‘triple bottom line’ approach, holding that socially and ecologically responsible economic development would be sustainable. The sustainability movement has attained significant buy-in among governments and business communities. It forms the under-labouring philosophy of the programmes reviewed in this case study. The thesis reviews social-economic events paving the way for a global green economy. Taking a leadership role in the sustainable development movement the United Nations (UN) and the Organisation for Economic Co-Operation and Development (OECD) concurred to respond to the 2008 world-wide economic meltdown with a two-pronged ‘Green New Deal’ (UNEP, 2008). The Green New Deal financial package helps restore multi-national economic growth, employment and markets while re-shaping economies to follow an ecologically and socially responsible growth trajectory. South Africa implements green economy principles as part of the 2010 The New Growth Path overarching policy framework, with an implementation strategy embedded in the 2011 National Development Plan (NDP) (RSA. The Presidency, 2010; 2011). The New Growth Path emphasises that the transformation of South Africa’s un-sustainable economic and educational legacy to a more sustainable future is not expected to follow a smooth, linear process. The transition to a green economy is rather expected to be an event of “… noisy, healthy democracy” (RSA. The Presidency, 2010). A green, low carbon economy particularly constitutes a pledge to slow down and turn the human induced climate change trajectory around. McKinsey (2009) argues that this pledge is attainable on a world-wide scale, as sufficient and suitable environmentally sound techniques and technologies are already in place. Attaining buy-in from business stakeholders toward re-thinking and amending an economy’s self-defying large environmental footprint (inclusive of carbon, water and waste footprints) however requires education starting with awarenessraising followed by educational programmes and official curricula aimed at implementation and continuous improvement of green practices in day to day ‘doings and beings’ (Sen, 1997). This study at implementation level reviews two green economy training programmes and their emergence in South Africa around this rationale. The awareness generation and training programmes elected as case study examples are the ‘Resource Efficient and Cleaner Production’ (RECP) and ‘Industrial Energy Efficiency’ (IEE) programmes, of the hosting agency National Cleaner Production Centre of South Africa (NCPC-SA). The RECP and IEE teams reach out to decision makers, engineers and artisans at industrial workplaces and workplace related events to add green competences to their business-as-usual skill sets. Implementing green options in industry typically slows down industrial scale resource consumption, pollution, waste generation and green-house gas (GHG) emissions while optimising resource productivity and enterprise excellence. Optimised supply side systems allow industry to reduce energy and material intensity of products thus reducing cost and producing more with less. In transitioning to a ‘Green GDP’ economy South Africa is awakening to the reality that natural resources constitute the original, albeit limited feedstock for growth and employment. The RECP and IEE approach also contribute to reduction of industrial waste, waste-to-landfill, and energy and resource security. Literature reviewed for this research provides evidence that the green economy’s triple bottom line philosophy is quantifiable thus manageable. A range of green economy management tools are emerging, including guidelines for carbon, water and environmental footprinting and the green-house gas abatement cost curve (see section 2.2.5) (McKinsey and Company, 2009). Transitioning from business as usual to ecologically sustainable industrial sectors however requires visionary, educated leadership, willing and capable of introducing modern and more efficient techniques and technologies. The boundaries of this half thesis embrace the globally and historically significant Tbilisi Declaration and other education and sustainable development agreements produced by United Nations and OECD mechanisms. Participating nations like South Africa incorporate the essence of these agreements into domestic policies and strategies, and align industries to remain competitive in international markets, which are increasingly enforcing green standards like ISO 14001 and ISO 50001. The focus of this case study guided by inductive, abductive and retroductive inference is to understand how the two sustainability learning programmes for people in industrial workplaces, supported by the United Nations Industrial Development Organisation (UNIDO) and relevant donors, and overseen by the South African Department of Trade and Industry (the dti), relate to emerging green learning aspects. Producing a review of this nature requires a framework of laterally understanding emerging green learning aspects, for which I have reviewed green economy literature and also green learning and conventional education and training literature respectively. Themes emerging from the literature review informed an analytical instrument (questionnaire) in Phase One. In Phase Two the questionnaire was applied through nested case study methodology to show how the educational content and approaches of the RECP and IEE programmes relate to emerging green learning aspects and as such is suitable for mainstreaming in the national educational system. From an explicit educational perspective potential partners for collaboration include the Department of Higher Education and Training (DHET) the South African Qualifications Authority’s (SAQA’s) Quality Council for Trades and Occupations (QCTO) and the Sector Education and Training Authorities (SETAs) representing the training needs of the industrial workforce but affiliated to QCTO and SAQA. In the extended scenario the NCPC-SA as a dti programme recognises the Department of Environmental Affairs (DEA) as lead agency guiding implementation of South Africa’s green economy, and specifically DEA’s National Environmental Sector Skills Planning Forum (NESPF), a national leader in green skills development in South Africa, as conduit for productively mainstreaming relevant RECP and IEE content and approaches toward green skills development for the green economy.

APA, Harvard, Vancouver, ISO, and other styles

37

Rygg, Matthew J. "The Experiences of High-Achieving, Undergraduate Students Who Departed from Bowling Green State University in the First Year: A Case Study." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404298009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Barringer, Ellen R. "A Mixed Methods Assessment of the Development, Use, and Educational Effectiveness of University Campus Sustainability Tours." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1532.

Full text

Abstract:

Campus sustainability tours are available at dozens of colleges and universities across the United States. These tours are considered a vital tool in interpreting the environmental and sustainable aspects of a campus to educate the campus community. Minimal quantitative data have been collected regarding their development, use, and effectiveness. In order to develop a dataset regarding the use of campus sustainability tours, surveys and interviews were sent to universities with such tours to discuss use and methods of development. A campus-wide electronic survey was sent to the Western Kentucky University (WKU) main campus community to determine their experiences with the WKU Green Tour. Pre- and post-tests were distributed to students at WKU before and after their experience with the tour to establish whether learning occurred. Professors were surveyed to determine the current use of the tours within classrooms. Best practices regarding the development of campus sustainability tours are not available. There is virtually no quantitative information available on the tours’ use and effectiveness. The WKU Green Tour, which relies upon campus signage to gain attention, sees little use since the signs tend not to capture attention. According to collected data, members of the campus community who do notice the signs find them interesting and learn new information. The guided tour, self-guided tour, and Green Tour lecture all saw significant knowledge gain in students, demonstrating educational effectiveness. Many barriers prevent professors from using the tours, but some supplemental tour items are suggested to improve classroom use. Based on data collected and analyzed as part of this study, tour developers should target the existing campus community rather than focusing solely on campus visitors. Relying on passive signage to capture attention reaches few members of the campus community. The significant knowledge gain demonstrated in classroom use of the Green Tour creates a strong argument for targeting professors as a user group. WKU faculty would likely increase their use of the Green Tour if provided with supplemental tools such as brochures, a virtual tour, and pre-made assignments. These tools should be made available to instructors with guidance in usage and incorporation.

APA, Harvard, Vancouver, ISO, and other styles

39

Kuan, Yu-kuen, and 關宇權. "An assessment of the ways that local green groups can help kindergarten teachers to promote environmental education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45013068.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Pereira, NÃzia Olimpia Dias Borges. "Potential of the Creole language in environmental education: secondary schools in the city of Praia, Cape Green." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11274.

Full text

Abstract:

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
Apesar de ser o principal veÃculo de comunicaÃÃo dos cabo-verdianos, residentes e na diÃspora, a lÃngua Crioula nÃo logrou alcanÃar o estatuto de lÃngua oficial de Cabo Verde, passados 38 anos, desde a independÃncia polÃtica do PaÃs. Com forte presenÃa na cultura das Ilhas, o Crioulo, no entanto, sÃ se destaca em ambientes informais, ao contrÃrio do PortuguÃs, cuja legitimidade Ã reconhecida pela ConstituiÃÃo de 1992 como lÃngua oficial de Cabo Verde. Com este reconhecimento oficial, o Crioulo foi literalmente afastado da administraÃÃo, do ensino formal e informal, dos negÃcios e da diplomacia. Na EducaÃÃo Ambiental, a discriminaÃÃo do Crioulo atinge nÃveis de pura ausÃncia. Esta pesquisa fala das potencialidades do uso da lÃngua materna de Cabo Verde, o Crioulo, como instrumento na EducaÃÃo Ambiental nas escolas de ensino secundÃrio, no MunicÃpio da Praia. Sua habilidade como lÃngua estruturada Ã demonstrada por meio de pesquisas diversas que antecedem esta dissertaÃÃo, e, entrevistas dirigidas aos professores, coordenadores e diretores das escolas do ensino secundÃrio no MunicÃpio da Praia, capital de Cabo Verde, comprovam o seu potencial. A pesquisa aponta claramente a vontade de valorizar o Crioulo, introduzindo-a como lÃngua de apoio, juntamente com a LÃngua Portuguesa no que concerne Ã EducaÃÃo Ambiental, faltando a vontade polÃtica dos decisores para a sua implantaÃÃo. Neste trabalho, propÃe-se o inÃcio de amplo debate nacional sobre as potencialidades da lÃngua-mÃe, como instrumento de mudanÃas de comportamentos, em face da degradaÃÃo do meio ambiente e dos seus impactos para a sociedade, nomeadamente para as geraÃÃes vindouras.
The understanding the cultural identity of the Cape Verdeans should be the first step for a project of environmental education that make use of the full linguistic capabilities of their country and of its specificities. The use of the mother tongue, Creole which ancestrally linked to the identity of the people of Cape Verde displays a potential proportional to the own identity, conservationist by the nature. Despite being the main vehicle of communication of Cape Verdeans,residents and those in the diaspora, the Creole language has failed to achieve the status of Cape Verde official language since the country political independence, 38 years ago. With a strong presence in culture of the Islands, the Creole, however, stands out only in informal environments, whereas Portuguese is established as official language of the country. The Creole has been literally away from the Administration and from the formal and informal education processes. Concerning the Environmental Education, the discrimination of Creole reaches levels of sheer absence. This research seeks to search and to understand the potential of the use of Cape Verde mother tongue, the Creole, as an instrument for the Environmental Education at the secondary schools level in the Municipality of Praia, proven through interviews targeting teachers, coordinators and directors of secondary schools in the territory of Municipality of Praia. The research clearly points out to valorize Creole, inserting it as language of support, sideways with the Portuguese language with regard to Environmental Education, lacking political will of decision-makers for its deployment. The findings shows that Capeverdean mother tongue is acknowledged to have great potential, as an instrument of behaviors changes trough out environmental degradation and its impact on society, in particular for generations to come.

APA, Harvard, Vancouver, ISO, and other styles

41

Sprague, Adam. "Analyzing the Feedback Preferences and Learning Styles of Second-Language Students in ESOL Writing Courses at Bowling Green State University." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489519863691965.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Retzak, Krump Amanda. "A data analysis of senior student truancy data for the Green Bay Area Public School District." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005retzakkrumpa.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Schubert, Franziska. "Exploring and predicting consumers' attitudes and behaviors towards green restaurants." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216261814.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Paul, Leonie. "The flying Classroom : Study trips in Education for Sustainable Development." Thesis, Uppsala universitet, Institutionen för samhällsbyggnad och industriell teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-412668.

Full text

Abstract:

Higher education in any area of sustainable development is increasingly seen as aremedy to solve the currently faced climate crisis. However, the complex,interdisciplinary, and even personal nature of Education for Sustainable Development(ESD) questions the status quo of traditional pedagogic approaches and learningtechniques. Using the example of a study trip provider specialized in ESD, therelevance of experiential real-life studies in a foreign setting is investigated and theirpotential for Sustainability Education highlighted. An online questionnaire serves as afundament for understanding the impacts of multidimensional study trips regardingpersonal but especially professional choices. Data of more than 100 formerparticipants of sustainability-related study trips were gathered and evaluatedquantitatively as well as following a deductive analysis. Focus is drawn topro-environmental behaviors and beliefs that are potentially nourished by theexposure to natural treasures and first-hand expertise in Sustainable Development.The results of this study substantiate the great potential for knowledge transfer,behavioral changes, and shifts in mindsets based on experiential learning taking placein the context of traveling. Participants are encouraged and determined to follow acareer in sustainability after participating in the program. Half of the examined alumnigroup is already in a position that supports Sustainable Development in some form,leading to the overall success of the utilization of study trips in ESD, despite existingweaknesses.

APA, Harvard, Vancouver, ISO, and other styles

45

Silva, Anderson Gabriel Marques da. "Interconnecting controlled synthesis, plasmonic, and catalysis: from education to the next generation of nanomaterials for triggering green transformations." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/46/46136/tde-19092017-102518/.

Full text

Abstract:

This dissertation is directed towards the fundamental understanding of the controlled synthesis of noble-metal (silver, gold, and palladium) and metal oxide (manganese and copper oxide) nanostructures as well as their applications in heterogeneous and plasmonic catalysis. In the first part of this work (Section 1), we provided a general background concerning the science of controlled nanomaterials, their syntheses, properties, and applications in catalysis and plasmonic catalysis. Then, we describe and developed a series of protocols for the synthesis of these nanomaterials with controlled sizes and structures (spheres, cubes, rods, shells, flowers, dendrites, and tadpoles), mainly focusing on the mechanistic understanding of their formation and how physical and chemical parameters (size, shape, composition, surface morphology) may influence/modify their catalytic properties (Sections 2 and 3). In Section 4, we turned our attention for the design of simple protocols for the synthesis of advanced nanomaterials that are interesting for green catalytic transformations applications. In this case, we envisioned the use of MnO2-Au nanomaterials (nanowires and nanoflowers) displaying several properties (unique pore structure, high surface area, ultrasmall Au NPs at the surface, high concentration of oxygen vacancies and Auδ+ species, strong metal-support interactions, and uniform shapes and sizes) that are desirable for catalyzing a series of green oxidation reactions in mild conditions (low temperatures and molecular oxygen or atmospheric air as the oxidants). In Section 5, we have demonstrated that catalysis and optical properties can be merged together to improve catalytic processes, the so called-plasmonic catalysis. This allowed us the use of visible light as the energy input to drive chemical transformations in mild conditions and then provide new insights regarding the various factors that affect SPR-mediated catalytic activities in plasmonic nanostructures. Finally, in Section 6, we focused our attention on how important is to introduce both nanoscience and the synthesis/characterization of nanomaterials having controlled physicochemical features to undergraduate students. Specifically, we have described simple laboratory experiments for the synthesis of nanomaterials (gold nanospheres and Cu(OH)2/CuO nanowires) displaying uniform sizes and shapes in order to investigate and explain their optical properties, catalytic activities and formation mechanisms.
Não consta resumo na publicação.

APA, Harvard, Vancouver, ISO, and other styles

46

Santiago, Vanessa L. "ASSESSMENT OF TIME SPENT IN GREEN SPACES AND PERCEIVED STRESSORS AMONG HIGH SCHOOL YOUTH." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563883356033913.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Chance, Shannon Massie. "University leadership in energy and environmental design: How postsecondary institutions use the LEED® green building rating system." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154037.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Gu, Chen Chen, Telma Gomes, and Victor Samuel Brizuela. "Technical and Vocational Education and Training in Support of Strategic Sustainable Development." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5351.

Full text

Abstract:

This thesis looks at how Technical and Vocational Education and Training (TVET) be carried out to help society move towards sustainability. It starts by introducing the reader into the essential concepts about Strategic Sustainable Development (SSD), Education for Sustainable Development (ESD), TVET, and the barriers to integrating ESD into TVET. It also provides information about the case study conducted in a TVET organization in Ireland which is integrating ESD into TVET. The thesis presents the key aspects that TVET organization need to have in order to successfully support SSD and it also provides a definition of success which is developing a workforce skilled for sustainability where sustainability is defined by the four sustainability principles. After presenting the key aspects, it looks at the strengths and weaknesses, in the lens of the key aspects, of the case study and three other TVET organizations. It later provides with recommendations based on the challenges found integrating ESD into TVET and the presented key aspects in order for TVET organizations to reach the vision of success.

Telma Gomes - phone: 0736280415 - tegomes@uol.com.br Victor Samuel Brizuela - samworks@gmail.com Chen Chen Gu -guchenchen880309@163.com,

APA, Harvard, Vancouver, ISO, and other styles

49

Birgersson, Erica. "Chemical methods to increase the reactivity of lignin : In the context of green chemistry and education for sustainable development." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-171044.

Full text

Abstract:

The research concerning lignin in high value applications has increased during the last years due to its renewability and availability in the black liquor from pulp mills. Today the major part of kraft lignin found in the black liquor is used as fuel to gain energy in the recovery boiler. Lignin functions as natural glue in plants so that the function of kraft lignin as a phenol replacement in wood adhesives has been researched. Due to lignin's low reactivity the molecule must be modified prior to use. Demethylation is a method to increase the phenolic content in lignin to produce more reactive sites. Thiol mediated and iodine mediated demethylation was performed. Demethylated lignin was characterized by changes in phenolic and hydroxylic groups, molecular mass, elemental composition and other properties using methods including UV, SEC and 31 P NMR. The results showed a decrease in the phenolic content contrary to the increase that was expected. Really low yields were also gained which makes the results non-representative. Size evaluation showed that the percentage of high molecular content in the demethylated lignin sample had increased, which point towards the loss of low molecular mass fractions. Due to demethylation lignin may have been more hydrophilic and soluble in DMF and water. In addition to this bond cleavage may have produced smaller fragments which also increase the solubility. The results point towards the loss of smaller fragments in the DMF and water phases. The applied demethylation methods were evaluated in context of green chemistry. Production, waste, involving chemicals and efficiency were discussed and analyzed. The applied demethylation methods use DMF as solvent which is not a green alternative, greener solvents such as water or other energy adding methods could be used to make the process greener. The use ofNaOMe produces methanol as a byproduct which could be eliminated by using NaOH, future studies on the efficiency of the bases in the needs to be done. Nature science has a reputation of being hard and firm. By bringing in social issues in science education new ways of looking at science opens up. A social problem and at the same time an environmental problem in today's society is the large plastic mountain in the Pacific Ocean. An educational material of the "Samhallsfragor med Naturvetenskapligt Innehiill",SNI, (Societal issues with scientific content) principle has been evaluated with respect to the abilities that can developed together with whether students increase their science knowledge through this. The study showed that students can develop almost all abilities described in the curriculum and their knowledge in science by this type of material. Keywords Biomaterial, lignin reactivity, thiol mediated demethylation, iodine mediated demethylation, green chemistry, SNl-fall.
Forskning kring lignin i produkter har ökat under de senaste åren på grund av lignins fornyelsebarhet och tillganglighet i svartluten från massabruken. Idag används den största delen av sulfatligninet från svartluten som bränsle for att producera energi i sodapannan. Lignin fungerar som ett naturligt lim i växter och på grund av detta undersöks funktionen av kraftlignin som fenolersättning i trälim. Med anledning av ligninmolekylens låga reaktivitet behover lignin modifieras fore användning i produkter. Demetylering är en metod för att öka fenolhalten i lignin och skapa en högre reaktivitet. I denna studie utfördes Tiolmedierad och jodidmedierad demetylering. Det demetylerade ligninet utvärderades med avseende på forändringar i fenol-och hydroxylgrupper, molekylvikt, elementarsammansättning och andra egenskaper med hjälp av olika metoder,inklusive UV, SEC och 31 P NMR. Resultaten visade en minskning i fenolinnehall i motsats till den ökning som förväntades. Riktigt låga utbyten påvisades också vilket gör att resultaten inte är representativa. Storleksutvärdering visade att andelen med högt molekylviktsinnehåll i det demetylerade ligninproven hade ökat, vilket pekar mot förlust av lågmolekylära fraktioner. På grund av demetyleringen kan ligninet ha blivit mer hydrofilt och lösligt i DMF och vatten. Utöver detta kan bindningsklyvning ha skapat mindre fragment som också ökat lösligheten. Resultaten pekar mot förlust av mindre fragment i DMF-och vattenfaserna. De tillämpade demetyleringsmetoderna utvärderades med avseende på grön kemi. Produktion, avfall, kemikalier och effektivitet diskuterades och analyserades. De tillämpade demetyleringsmetoderna använder DMF som lösningsmedel, vilket inte är ett grönt alternativ. Grönare lösningsmedel såsom vatten, eller andra typer av energitillsättning, kan användas för att göra processen miljövänligare. Användandet av NaOMe i den thiolmedierade demethyleringen skapar metanol som en biprodukt vilket kan bytas ut mot vatten om NaOH istället används. Vidare studier behöver göras för att undersöka de båda baserna effektivitet. Naturvetenskapen har ett rykte om att vara hård och fast. Genom att föra in sociala frågor i den naturvetenskapliga utbildningen kan nya sätt att se på vetenskapen skapas. Ett samhälls problem och samtidigt ett miljöproblem i dagens sämhalle är det stora plast berget i Stillahavet. Ett undervisningsmaterial för"Samhällsfrågor Med Naturvetenskapligt Innehåll", SNI, principen har utvärderats med avseende på vilka förmågor som kan tränas tillsammans med huruvida eleverna kan öka sin vetenskapliga kunskap. Studien visade att eleverna kan utveckla nästan alia formågor som beskrivs i läroplanen och sina kunskaper inom naturvetenskapen genom denna typ av utbildningsmaterial. Nyckelord Biomaterial, ligninreaktivitet, tiol medierad demetylering, jodmedierad demetylering,grön kemi, SNI-fall.

APA, Harvard, Vancouver, ISO, and other styles

50

Adams, Emily. "Bringing John Green to Schools: Incorporating Young Adult Literature in a Secondary English Language Arts Classroom." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1570.

Full text

Abstract:

As educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting them removed from the classroom and library. I believe that these books need to stay in the schools, though. Through this thesis, I explore the possibility of Young Adult Literature having more of a presence in the secondary English Language Arts classroom in order to increase motivation, engagement, social awareness, and literacy rates. In this research project, only 13% of 11th and 12th grade English Language Arts students reported enjoying the reading they were currently assigned, despite their statement that they enjoy reading, in general. These books do not lead to motivated and engaged readers. By incorporating Young Adult Literature into the standard curriculum of an English Language Arts classroom, teachers can enhance motivation, engagement, and productivity. Students can continue to learn the same literary concepts and techniques, in addition to being exposed to current social problems. When Young Adult Literature is brought into a classroom, an environment is created in which students can learn what they think, why they think it, and how to respect the differing opinions of others.
B.S.
Bachelors
Teaching, Learning, and Leadership
Education and Human Performance

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Green education'

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