Tesis sobre el tema "Department of Visual and Environmental Studies"
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Rossel, Gregory A. (Gregory Alan). "Technical augmentation of visual environmental review in the planning process". Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/69733.
Texto completoPye, Eleanor M. "Visual psychophysical and environmental studies of disability and outcome in multiple sclerosis". Thesis, Keele University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486305.
Texto completoGinsky, Anna L. "Understanding and improving lean participation with a focus on environmental initiatives in Miami University's Department of Physical Facilities". Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438283321.
Texto completoOldham, Richard Cole. "Environmental differences affect the visual ecology of an African cichlid (Pseudocrenilabrus multicolor victoriae)". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu152572108599038.
Texto completoIeong, Weng Sam. "Pastoralism and environmental ethics in the novels of Willa Cather : an ecocritical study". Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2554104.
Texto completoCostandius, Elmarie. "Engaging the curriculum in visual communication design : a critical citizenship education perspective". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71660.
Texto completoIncludes bibliography
ENGLISH ABSTRACT: The importance of global and local change and transformation is emphasised through initiatives such as the United Nations Millennium Development Goals (2012) and the Earth Charter Initiatives (2011) for constructing a just, sustainable and peaceful global society. In South Africa, the need for transformation has been underlined by the South African Department of Education in the Education White Paper of 1997 (DOE 1997). At Stellenbosch University, the Pedagogy of Hope (US) project aims to find concrete ways to reflect on historical influences and current SA society. Tremendous progress has been made in transformation regarding legislative policies, but personal transformation within people is proving to be slow. As a response to these realities, a module called Critical Citizenship was introduced for first-‐ to third-‐year Visual Communication Design students at the Visual Arts Department at Stellenbosch University. The aim of this research project was to explore the perceptions and attitudes of students, learners and lecturers regarding personal transformation through teaching and learning in the Critical Citizenship module. As a framework for the study, I emphasised the importance of giving consideration to the emotional dimensions of learning (Illeris 2007), meaning considering the learning being (Barnett 2009) as a thinking, feeling and acting person (Jarvis 2006). The objectives of the study were to identify such emotional reactions to the Critical Citizenship module and to establish what the emotional reactions revealed about the immediate and broader context of the teaching and learning context in which students, learners and lecturers learn and teach. I followed an interpretative approach and a case study research design that aimed at exploring and providing an in-‐depth investigation of the Critical Citizenship module was used. The themes that surfaced from reflections written by students and learners and from group interviews, comprised feeling unprepared for this type of project; feelings of guilt and shame; resistance to this type of project; asymmetry and assimilation, but also feelings of hope. Other responses, suggesting feelings of empathy, privilege, humility, re-‐ evaluation of priorities and values, sameness and difference, feeling out of a comfort zone and reflecting on blackness and whiteness were also interweaved with the main themes. The results of the research included that taking into consideration the emotional aspects in critical citizenship education is important because we are thinking, feeling and acting beings, but moving beyond emotional reactions toward rational actions is crucial. Critical citizenship cannot be taught in isolation because the context in which it exists plays a vital role and an inclusive critical citizenship curriculum within community interactions for the wider society is suggested.
AFRIKAANSE OPSOMMING: Die belangrikheid van globale en plaaslike verandering en transformasie word beklemtoon deur inisiatiewe soos die Verenigde Nasies se Millennium-‐ ontwikkelingsdoelwitte (2012) en die Aardemanifes Inisiatiewe (2011) vir die daarstelling van ‘n regverdige, onderhoubare en vreedsame globale gemeenskap. In Suid-‐Afrika is die behoefte aan transformasie deur die Suid-‐Afrikaanse Departement van Onderwys deur die Onderwys Witskrif van 1997 (DvO 1997) onderstreep. By die Stellenbosch Universiteit beoog die Pedagogie van Hoop (US) projek om konkrete maniere te verkry om historiese invloede en die huidige SA gemeenskap te oordink. Geweldige vooruitgang in transformasie is reeds ten opsigte van wetgewende beleid bewerkstellig, maar dit blyk dat persoonlike transformasie binne-‐in mense traag gebeur. ‘n Module genaamd Kritiese Burgerskap is as reaksie tot hierdie realiteit by die Visuele Kunste Departement te Stellenbosch Universiteit ingestel vir eerste-‐ tot derdejaarstudente in Visuele Kommunikasie Ontwerp. Die doel van die huidige navorsingsprojek was om die persepsies en houdings van studente, leerders en dosente ten opsigte van persoonlike transformasie deur die onderrig en leer van die Kritiese Burgerskap module te ondersoek. As ‘n raamwerk vir die studie het ek beklemtoon dat dit belangrik is om die emotiewe dimensies van leer (Illeris 2007) in ag te neem, wat inagname van die lerende wese (Barnett 2009) as ‘n denkende, voelende en handelende persoon (Jarvis 2006) behels. Die doelwitte van die studie was om emotiewe reaksies op die Kritiese Burgerskap module te identifiseer en vas te stel wat deur sulke emotiewe reaksies ontbloot word ten opsigte van die onmiddellike en breër konteks van die onderrig en leer konteks waarbinne die studente, leerders en dosente leer en onderrig gee. Ek het met ‘n interpretatiewe benadering en lens te werk gegaan en ’n gevallestudie navorsingsontwerp is gebruik. Temas wat na vore gekom het uit refleksies wat deur studente en leerders geskryf is en uit groep onderhoude het die volgende behels: ‘n gevoel van onvoorbereidheid vir dié soort projek; gevoelens van skuld en skaamte; weerstand teen hierdie soort projek; asimmetrie en assimilasie, maar ook gevoelens van hoop. Ander reaksies wat ook met die hooftemas deurvleg was, was verteenwoordigend van gevoelens van empatie, bevoorregting, nederigheid, herevaluering van prioriteite en waardes, eendersheid en verskil, die gevoel van buite die gemaksone te wees en nadenke oor swartheid en witheid. Die resultate van die navorsing het behels dat dit belangrik is om die emotiewe aspekte by die onderrig van kritiese burgerskap in ag te neem omdat ons denkende, voelende en handelende wesens is, maar dat dit van kritieke belang is om verby emosionele reaksies na rasionele handeling te beweeg. Kritiese burgerskap kan nie geïsoleerd onderrig word nie omdat die konteks waarbinne dit bestaan ‘n deurslaggewende rol speel; ‘n inklusiewe kritiese burgerskap kurrikulum binne gemeenskapsinteraksies word vir die breër gemeenskap voorgestel.
Gleaton, Kelly L. "Effectiveness of environmental regulations : monitoring by the regulated community under clean water act industrial stormwater runoff requirements". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001762.
Texto completoKies-Ryan, Samantha L. "Water is life: Using creative visual methods to facilitate community cultural engagement in water management in the Solomon islands". Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/228031/1/Samantha_Kies-Ryan_Thesis.pdf.
Texto completoKaraca, Ece. "Interactive Data Visualization: Applications Used to Illuminate the Environmental Effects of the Syrian War". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524096815846145.
Texto completoLangesfeld, Ivan. "Fragile Oceans, Synthetic Flotsam and Microbial Collaboration – Explorations in the Visual Communication of the Plastic Crisis". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/pomona_theses/210.
Texto completoMadera-Martorell, Andreana. "Potential Use of Abandoned Underground Coal Mine AS-029 as a Reservoir for Ground Source Heat Pumps, Athens, OH". Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1597189919105252.
Texto completoKennedy, Euan S. "Managerialism as a professionalising catalyst for the front-line practitioner community of New Zealand's Department of Conservation". Lincoln University, 2003. http://hdl.handle.net/10182/1031.
Texto completoBellman, Sacha DeVroomen. "A STUDY OF THREE COMMUNITIES’ COMMUNICATION EFFORTSTO ENCOURAGE RECYCLING IN A CHANGING MEDIA LANDSCAPE". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1367590301.
Texto completoMierzwiak, Sara M. "The Development of the Contaminant Exceedance Rating System (CERS) for Comparing Groundwater Contaminant Data". University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1345227410.
Texto completoFranklin, Donna. "Meaningful Encounters: Creating a multi-method site for interacting with nonhuman life through bioarts praxis". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1574.
Texto completoSjöö, Sarah. "Men inte till vilket pris som helst! : En kritisk retorikanalys av Hennes & Mauritz externa miljökommunikation". Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26913.
Texto completoSustainability and environmental communication have increasingly become an important part of marketing, profiling and brand building at companies. It becomes a paradox when companies communicate sustainability while being profitable in today's consumer society. Recently, ”Uppdrag Granskning” released a documentary showing that the clothing giant H&M routinely burned newly manufactured clothes. The aim is to investigate how messages in the form of text and visual communication are used to convince and influence in Hennes & Mauritz's external environmental communication on the company's website. The questions raised are as follows: 1. What rhetorical messages are prominent? 2. What are these? 3. What visual arguments are applied? 4. How does the company profile itself as sustainable in environmental matters? In order to answer the essay's question, a qualitative critical rhetorical analysis and the visual rhetorical analysis have been applied to my material. The texts uses opposite conditions. Consumption and production are two opposites that must be met and combined in the argumentation. How fashion and clothing affect our climate and our environment negatively can be solved by recycling and not throw clothes into the garbage. The sender, H&M, has thus defined the problem early, when excluding production from the argument. Recycling of clothing becomes the only (true) option for sustainability. The text "Hållbart Mode" thesis establish early in the text "we want" that becomes "we do" to "you can" then "we together" and end with "you want" as a last call to the receiver. The roles are reversed and replaced. Messages are enhanced by style characters that are a way to explain, clarify and highlight. Style figures can also be used to make the audience look at the phenomenon from a certain angle. The use of the metaphors "give your clothes new life" contrasts with the term "dumpster", which represents a bigger problem then the thing in itself, when the figure synekdoke are used. "Definitionstopiker" are used when "sustainable" and "sustainable sources" constitute keywords that are omitted and reflect on the recipient's interpretation through the concept's positive associations and arguments can be legitimized without further explanation. The price represents causality between the market and the environment, shows the contradictions that the fashion industry faces today. The implicit message is that price and sustainability can be combined. H&M offers the best of both worlds. The visual analysis of the image serves as a complement to the text. The models wear jeans, the most resourceful garment with pride. As a positive effect of doing right, to recycle and reuse. The visual analysis of the film is based on the doxa prevailing in society. The message speaks to our feelings of responsibility and freedom. The company profiles through ethos argumentation to legitimize itself as a conscious company towards its interests. By categorizing the competitors and even distancing themselves from the categorization "fashion industry" - the company points to its size as an advantage. The sender wants to appear rational and knowledgeable in the matter, benevolent by enlightening and contributing, as well as virtuous as moral is in focus, thereby fulfilling the criterion of a good speaker. The fact that most arguments are based on the sender's ethos may be the result of a reputation lost.
Cecilia Mörner var examinator för den här uppsatsen medan Per Vesterlund var examinator för kursen och den som attesterade kursens betyg (och därför står som examinator på titelsidan men inte i metadata).
Elander, Angelina. "De tysta åren : Ekofeminism i svensk tryckt press 1995-2016". Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24208.
Texto completoThe silent years: ecofeminism in Swedish printed press 1995-2016 Ecofeminism figures in both political and philosophical contexts and is an ideology that combines feminism with environmental policy. It builds its ideology to counteract a patriarchal oppression against both women and nature, saying that this oppression stems from a historical perception of the woman standing closer to nature. The self-elevation of the white man to God during the industrialism era used this historical image in the justification to exercise power towards both women and nature, which is said to be ongoing to the greatest extent today. By considering how Swedish printed press depict ecofeminism between the years 1995-2016, this paper has been designed to determine if this relationship of power remains and define how it is expressed. The essay also investigates whether a discourse on ecofeminism is mediated in Swedish press. Central Issues: How is ecofeminism produced in Swedish printed press between 1995 and 2016? What power structures appear around ecofeminism and who get their voices heard? Why was nothing written about ecofeminism for 5 of the 11 investigated years? Methods: To find this out, this essay has used triangulation as an overarching method containing quantitative analysis, content analysis and analysis of visual communication. Conclusions: This essay indicate that the repression remains and becomes evident in the relationship between Swedish press and ecofeminism. Ecofeminism is expressed as difficult for the public and is often confused with specificity feminism in what appears to be a strategic goal of repression by means of disinformation.
Betygssättande lärare: Per Vesterlund. Formell examinator för kursen: Eva Åsén Ekstrand.
Edmundson, Joshua R. "THE ONE EXHIBITION THE ROOTS OF THE LGBT EQUALITY MOVEMENT ONE MAGAZINE & THE FIRST GAY SUPREME COURT CASE IN U.S. HISTORY 1943-1958". CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/399.
Texto completoLabo, Nora. "Competing constructions of nature in early photographs of vegetation : negotiation, dissonance, subversion". Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/12807.
Texto completoHepler, Jeffrey A. "The US Department of Defense Environmental Assessment and Management (TEAM) Guide : critical review and case study". Thesis, 2001. http://hdl.handle.net/1957/29573.
Texto completoGraduation date: 2002
Mei-Qin, Lin y 林美琴. "A Study of the Sign Facility of Department Stores Cognitive Difference between New and Old Signs and Impact of Environmental and Visual Interference". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/2hw8m8.
Texto completo國立臺北科技大學
建築與都市設計研究所
94
The main purpose of this study is to explore how during a fire internal staffs on non-fire-affected floors (the light is on) conduct fire evacuation in accordance with information from within the building. Field investigation reveals that new and old sign facilities may be in use at the same time in local department stores. That the layouts and arrangements of different floors of a department store are different also interfere with the sign facilities. The objectives of this study, therefore, are as follows: 1. To explore the degree to which department store employees understand the new and old sign facilities. 2. The visual interference of different floor layouts and arrangements with sign facilities. 3. To conduct the new sign facility satisfaction survey in accordance with the requirement of CNS10207. Research conclusions indicate: 1. Understanding of new and old sign facilities: (1) Understanding of old sign facilities is better than that of new sign facilities; (2) Employees’ understanding of both new and old sign facilities is superior to that of customers; (3) Professionals’ understanding of new sign facilities is superior to that of non-professionals; (4) The ability of people aged 60 and over to understand old sign facilities is poorer; (5) The more frequently people visit the department store, the better they understand the new sign facilities. 2. Disturbance of space of different purposes: Among others the following five factors are the main elements that affect the visibility of sign facilities: the influence of high racks and showcases, the influence of hanging objects, the influence of surrounding lights, the influence of background colors, and the influence of the mounting position. It is, therefore, recommended that future decoration of department stores should be based on consideration of these five main factors. 3. New sign facility satisfaction analysis: Statistical results indicate that most people approve the color, lightness and icon-indicated direction of the sign facilities and that most people are dissatisfied with the size of the Chinese words and icon illustration that appear on the sign facilities.
Chibi, Sibusiso Desmond. "The role of human resource management in supporting the strategic objectives of the Environmental Programmes Branch of the Department of Environmental Affairs". Diss., 2017. http://hdl.handle.net/10500/23212.
Texto completoPublic Administration
M.P.A.
Kierstead, Megan E. "Using Visual Media to Empower Citizen Scientists: A Case Study of the Outsmart App". 2019. https://scholarworks.umass.edu/masters_theses_2/839.
Texto completoRoss, Anne Marie. "Working outside the square within: A history of Environmental Education Centres within the NSW Department of Education (1970-2017)". Thesis, 2020. http://hdl.handle.net/1959.13/1415674.
Texto completoEnvironmental education began in the late 1960s to early 1970s. At the same time, the NSW Department of Education started establishing field studies centres, later known as environmental education centres. They started developing and disseminating environmental education. Evolving from nature study and conservation education, environmental education crucially encompasses an action component of being “for” the environment as well as “about” and “in” the environment. The environmental education centres have embodied and encompassed that evolution. Antithetical to traditional forms of formal education, environmental education incorporates an intrinsically holistic, socio-political character. Centre environmental educators are unique professionals within the state education workforce who provide both a relevant connection between land, water and pedagogy, and essential support for educating for sustainability. Within this context, there are lessons to be learnt about the vagaries of the state political system and how environmental education centre personnel implemented change within that system. Over the last 20 or so years, many key environmental educators from within the NSW environmental education centre system have retired. Many of these people were very experienced within the environmental education centre network and were instrumental in progressing the development of environmental education/education for sustainability and the work of the centres within NSW. With history informing how things play out in the present day, it seems an important time to study the history of environmental education in NSW. This historical analysis narrates the establishment and development of these centres, and environmental education/education for sustainability, through the phenomenon of the 1970s growth in socially conscious governance, to the public managerialism of the 1980s and 1990s, into the tightening tentacles of neoliberalism. With an action-oriented ethos, the centres have made a significant contribution to shifting the agenda toward a more sustainable future, connected to our environment relative to a world heavily influenced by our consumeristic society.
"A Tale of Two Parks Nature Tourism, Visual Rhetoric, and the Power of Place A Comparative History of Yosemite and Mineral King, California". Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53875.
Texto completoDissertation/Thesis
Doctoral Dissertation History 2019
Cowie, Trevor Leslie. "Environmental studies in the new Natal Education Department third and fourth phase geography syllabus, with particular reference to the standard ten syllabus : an evaluation". Thesis, 1988. http://hdl.handle.net/10413/6300.
Texto completoThesis (M.Ed.)-University of Natal, Durban, 1988.
TSAI, MIN-WEI y 蔡岷洧. "A Research Based on Communication Studies And Semiology to Explore The Trigger Factor of Imagination in The University Visual Education Curriculum─The Case of Department of Digital Media Design in Asia University". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/52745637920954043415.
Texto completo亞洲大學
數位媒體設計學系碩士班
101
When students in the design process, have a chance because the triggering imagination to improve the design and application of thinking, And improve the quality of the work. This research mainly triggered by experimental course to the imagination of students, to explore digital media design students in the learning process of visual design knowledge. The experiment is divided into two parts, The first part: "Photo" and "Image" and other materials into a narrative, Students to observe and sorted out before and put into operation after the results of the design differences; Part II: From the perspective of semiology spread through qualitative research methods to analyze students' work on the design of visual symbols, design techniques as well as messaging works, Summarized the students on this curriculum in experimental design imagination produced on the steps, Techniques and reflection. This research shows that students in the design, with imagination be triggered and operation Projected onto design works to produce a different thinking. Communication through the perspective of semiology decodes it and found that When imagination is triggered, Students work on the design of picture, Will begin to join the main body metaphorically, The concept is similar even do meaning extends Think of through objects, regroup, adding, replacing, etc. so that works more creatively. in the meaning to convey on Students Categories by experience, to explore illustrations, theme interpretation in three aspects, so that works to achieve the effect of visual metaphors. Such results for the future creation of imaginative visual design education help, Refer for future researchers summarized the results of the research curriculum planning.
Ferwerda, SMA. "Blue ocean stories : climate colonialism and narrative disruption in Oceania". Thesis, 2022. https://eprints.utas.edu.au/46299/1/Ferwerda_whole_thesis.pdf.
Texto completoCullen, Cienna. "City Principles: The Application of the Four Visual Characteristics on Helena, Mt". 2012. https://scholarworks.umass.edu/theses/865.
Texto completoShabalala, Nonkanyiso Pamella. "Perceptions of teachers and learners towards the integration of environmental education in the classroom". Diss., 2019. http://hdl.handle.net/10500/26577.
Texto completoEnvironmental Education (EE) has been integrated into the school curriculum for many years. According to this study, integration has to be followed by implementation, therefore the process of implementation is successful when integration has been successfully carried out. This study aimed to understand how teachers meet the curriculum needs of learners in order to implement effective teaching and learning of EE and for learners to gain adequate knowledge of EE. The methodology employed by this study was a qualitative research method and a multiple case study design. The theories employed to guide this study were social learning theory and social constructivism theory. This study employed a purposive sampling technique and three secondary schools were sampled for observations, three Natural Science (NS) teachers in grade 8 classes were sampled for interviews and 24 learners were sampled for focus groups in grade 8 NS classes. The findings of this study reveal that there is a lack of knowledge regarding caring for the environment, of which there is a contradiction between EE guidelines and policies provided by the Department of Education (DoE) and the teaching practices of teachers. Although education is perceived to be an essential tool in the conservation of nature through the development of information, aptitudes, qualities and critical thinking by the general population, it does not seem to have a large impact. In this study the aim was to understand how learners and teachers perceive the environment. This study implicates that there is an important role for other stakeholder’s involvement. Thus far, it was recommended by this study for EE curriculum to be revisited and emphasises the importance of thorough teacher training in regards to the integration. The purpose of this study was to explore how teachers and learners in three selected secondary schools in the UGU education district perceive the integration of EE in classrooms.
I- Environmental Education (EE) ihlanganiswe nekharikhulamu yesikole eminyakeni edlule. Ngokwalolu cwaningo, ukuhlanganiswa kumele kulandelwe ngokusetshenziswa, ngakho- ke, inqubo yokusebenzisa iyaphumelela lapho kuhlanganiswa kwenziwa ngempumelelo. Lolu cwaningo luhlose ukuqonda ukuthi othisha bahlangabezana kanjani nezidingo zekharikhulamu zabafundi ukuze babe nokufundisa nokufunda okusebenzayo kwe-EE nokuthi umfundi athole ulwazi olwanele lwe-EE. Indlela esetshenziswe yilolu cwaningo yayiyindlela yokucwaninga eyejwayelekile, ukwakhiwa kwamacala amaningi okufundwa Kanye nemibono esetshenziselwe ukuqondisa lolu cwaningo kwakuyithiyori yokufunda ukuqondisa lolu cwaningo kwakuyithiyori yokufunda ngokuhlalisana komqondo kanye nomqondo wokuqina kwezenhlalo. Lolu cwaningo lusebenzise inqubo yokuhlampula enenhloso kwathi izikole ezintathu zenziwa amasampula ukuze kubhekwe zona, othisha abathathu be- Natural Science (NS) emabangeni e- 8 bavunyelwa ukuxoxisana nomcwaningi kwathi abafundi abangama- 24 batholakaliselwa ukugxila emakilasini e-NS ebangeni le- 8. Ukutholwa kwalolu cwaningo kuveze ukuthi kunokuntuleka kolwazi mayelana nokunakekela imvelo okukhona kuyo ukungqubuzana phakathi kwemihlahlandlela ye-EE nezinqubomgomo ezinikezwe nguMnyango Wezemfundo (DoE) nemikhuba yokufundisa yabothisha. Yize imfundo ibonwa njengethuluzi elibalulekile kulondolozo lwendalo ngokuthuthukiswa kolwazi, amandla, izimfanelo nokucabanga okubucayi kweningi labantu kodwa akubonakali kunje, ngale ndlela sakwazi ukuqonda ukuthi abafundi nothisha bayayibona imvelo. Lolu cwaningo lugcizelela ukuthi kunendima ebalulekile yokuzibandakanya kwabanye ababambiqhaza. Kuze kube manje, kuyahlongozwa yilolu cwaningo ukuthi ikharikhulamu ye-EE iphinde iphindwe futhi ukugcizelela ukubaluleka kokuqeqeshwa okuphelele kothisha madondana nokuhlanganiswa. Inhloso yalolu cwaningo bekukuthola ukuthi othisha kanye nabafundi ezikoleni ezintathu ezikhethiwe esikhungweni sezemfundo sase Ugu babona kanjani ukuhlanganiswa kwe-EE emakilasini.
Omgewingsopvoeding (EE) is jare gelede by die skoolkurrikulum geintergeer. Volgens hierdie studie moet integrasie gevolg word deur implementering, daarom is de implementeringsproses suksesvol wanneer intagrasie suksesvol uitgevoer is. Hierdie studie het ten doel om te verstaan hoe onderwysers voldoen aan die kurrikulumbehoeftes van leeders voldoen om effektiewe onderrig en leer van EE te implementeer en om leeder voldoende kennis van EE te verwerf. Die metodologie wat by hierdie studie gebruik is, was ‘n kwalitatiewe navorsingsmetode, meervoudige gevallestudie- ontwerp en die teoriee wat gebruik is om hierdie studie te lei, was sosiale leerteorie en sosiale konstruktivisme teorie. Hierdie studie het ‘n doelgerigte steekproefnemingstegniek gebruik en drie sekondere skole is gemonster vir waarnemings, drie onderwysers in Natural Science (NS) in grad 8-klasse is geneem vir onderhoude en 24 leerders is gemonster vir fokusgroepe in grad 8-klasse. Die bevindinge van hierdie studie het aan die lig gebring dat daar ‘n gebrek aan kennis is met betrekking tot die versoging van die omgewing, en daar is ‘n teenstrydigheid tussen die EE- riglyne en –beleide wat deur die Departement van Onderwys (DvO) en die onderwyspraktyke van onderwysers aangebeid word. Alhoewel onderwys beskou word as ‘n noodsaaklike instrument in die bewaring van die natuur deur die ontwikkeling van inligting, aanleg, kwaliteite en kritiese denke deur die algemene bevolking, maar dit lyk nie meer so nie, kon ons op hierdie manier vestaan hoe leerders en onderwysers sien die omgewing waar. Hierdie studie impliseer dat die betrokeenheid van ander belanghebbendes ‘n belangrike rol speel. Tot dusver is deur hierdie studie aanbeveel dat die EE-kurrikulum herbesoek moet word en dit beklemtoon die belangrikheid van deeglike onderwyseropleiding met betrekking tot die integrasie. Die doel van hierdie studie was om te ondersoek hoe onderwysers en leerders in drie geselekteerde hoerskole in the UGU-onderwysdrik die integrasie van EE in die klaskamers waarneem.
Adult Basic Education (ABET)
M. Ed. (Environmental Education)
"Towards an Ontology and Canvas for Strongly Sustainable Business Models: A Systemic Design Science Exploration". Thesis, 2013. http://hdl.handle.net/10315/20777.
Texto completoBrooks, Dorcas A. "Situated Architecture in the Digital Age: Adaptation of a Textile Mill in Holyoke, Massachusetts". 2011. https://scholarworks.umass.edu/theses/575.
Texto completo