Letteratura scientifica selezionata sul tema "Educaţie ecologică"

Acest eseu constă în Laudatio prezentat la festivitatea decernării titlului de Doctor Honoris Causa al Universității „Ștefan cel Mare” din Suceava, profesorului László Rákosy, distins reprezentant al Facultății de Biologie și Geologie din cadrul Universității Babeș-Bolyai din Cluj Napoca. Motivația acestui eveniment special a fost recunoașterea a tot ceea ce a făcut pentru susținerea învățământului superior ecologic din Bucovina. Opera sa științifică, care cuprinde un număr impresionant de comunicări, articole, tratate în domeniul entomologiei, ecologiei și protecției naturii, îi conferă profesorului Rákosy un prestigiu deosebit în cercetarea științifică românească și internațională, fiind dovada unei munci tenace, pasionate, neîntrerupte. Prin construcția sa sufletească şi prin educația sa, profesorul László Rákosy a reușit să coaguleze entomologi din țară în cadrul Societății Române de Lepidopterologie și să pună bazele unei puternice echipe de cercetare în entomologie, ecologie și protecția mediului.

Parent counselling and parental education for families with disabled children. Generally, parental counseling and parental education is meant to develop parents’ potential to apply education methods in a personalized fashion in order to foster the social adaptation of children with disabilities as well as their school adaptation. For instance, as part of parental counselling, the speech-therapist is attentive for elaborate and propose on interactive guidance and on intervention techniques that allow them to observe parent-child interaction in various contexts where verbal communication is stimulated. Through such guidance, it is hoped that parents will develop their corrective-formative educational competences. Many researchers advocate for the establishment of the interactive guidance and the personalized programs for parental counselling and parental education, based on the “integrative ecological approach”.

Los líderes escolares generalmente cuentan, para su desarrollo profesional, con programas totalmente estructurados dirigidos por la administración. La investigación publicada identifica algunos atributos comunes para el liderazgo que tales programas intentan transmitir. Aunque esto es y será una parte importante del desarrollo profesional de los líderes escolares, la gran cantidad de contenido digital abierto y cursos abiertos disponibles y la accesibilidad de redes especializadas y comunidades virtuales amplían las oportunidades para el autoaprendizaje y el autodesarrollo. En este contexto, el marco de análisis de las ecologías del aprendizaje resulta útil para ampliar el conocimiento sobre lo que hacen los líderes escolares para el desarrollo profesional, cuáles consideran que son los medios más útiles para su actualización continua y cuáles son los componentes de sus ecologías de aprendizaje individuales. Este artículo presenta las estrategias más habituales de desarrollo profesional que utilizan los directores escolares en Cataluña (España), su equilibrio entre las actividades de desarrollo profesional organizadas y el autodesarrollo, y cómo evalúan el papel que juegan las tecnologías digitales en sus ecologías de aprendizaje. Se realizó una encuesta de 48 preguntas con el objetivo de recopilar información sobre el desarrollo profesional continuo, a un total de 212 líderes escolares en las escuelas catalanas. Los resultados se centran en las ecologías del aprendizaje, con especial énfasis en las estrategias que demuestran el aprendizaje informal, las formas de formación privilegiada, el uso de las TIC y la participación en redes y comunidades profesionales, y demuestran que casi la mitad de los encuestados consideran que su estrategia habitual de desarrollo profesional es el autoaprendizaje. Los resultados también muestran que los líderes escolares que se mantienen actualizados mediante estrategias de autoaprendizaje, prefieren el aprendizaje en línea (recursos, actividades, cursos) y utilizan la tecnología de manera más intensiva. Las ecologías del aprendizaje demostraron ser un marco útil para el análisis de las estrategias de desarrollo profesional de los líderes escolares. School leaders are usually provided with administration-led, fully structured programmes for professional development. The research literature identifies some common attributes for leadership that such programmes try to convey. Although this is and will be an important part of school leaders’ professional development, the vast amount of digital open content and open courses available and the accessibility of specialised networks and virtual communities expand opportunities for self-learning and self-development. In this context, the learning ecologies analysis framework proves useful in extending knowledge on what school leaders do for professional development, what they consider the most useful means for continuous updating and what the components of their individual learning ecologies are. This paper presents the more common strategies for professional development that school leaders are used in Catalonia (Spain), their balance between organised professional development activities and self-development, and how they assess the role digital technologies play in their learning ecologies. A survey with 48 questions was conducted with the aim of gathering information on school leaders’ continuing professional development in Catalan schools. Two hundred twelve school leaders answered the survey. The results focus on learning ecologies, with special emphasis on strategies demonstrating informal learning, forms of privileged training, ICT use and participation in professional networks and communities, and demonstrate that almost half the responders to the survey consider their usual professional development strategy to be self-learning. Results also show that school leaders who stay up to date through self-learning strategies, prefer online learning (resources, activities, courses) and use technology more intensively. Learning ecologies proved to be a useful framework for the analysis of the professional development strategies of school leaders.

This paper presents data and analyses from our Planetary Health Film Lab (PHFL) and its sister project the Youth Climate Report. Qualitative data include semi-structured interviews with youth and their educators and content analysis of films produced by young people (ages 19–25) from six countries (Australia, Columbia, Ecuador, Italy, India, Canada). The educative processes designed for the Planetary Health Film Lab are illustrative of our work to build the field of planetary health education that is with/for young people whose educative projects are mobilized in turn to educate wider audiences and for policy change. The analyses show how youth document and record planetary health concerns alongside responsive projects that are embedded in awareness of climate justice and their interconnected ecological systems. The qualitative content analyses of selected films resulted in three themes: (1) Anthropogenic footprints, (2) Ecological and climate justice, and (3) Collective local/global solutions. Data also illustrates how young people’s participation in educative film projects contribute to the education of others and address related intergenerational justice issues. Implications for the knowledge, ethics and practices of youth-centred planetary health education are discussed as they augment the Framework for Planetary Health. Youth are crucial but overlooked collaborators in redressing planetary health education, an error we begin to correct through transdisciplinary approaches with/for young people who could help define the field.

El presente trabajo tiene por objeto analizar una experiencia didáctica e innovadora, y reflexionar sobre sus implicaciones en el marco de las ecologías de aprendizaje. Se describe cómo un docente de Secundaria, de la especialidad de Lengua castellana y Literatura, transforma y enriquece sus prácticas educativas y, al mismo tiempo, propicia nuevos formatos de aprendizaje de los estudiantes en escenarios alternativos al aula física. En este caso, cobran sentido y relevancia la utilización del teatro como herramienta potencialmente pedagógica, junto con la red social Tiktok, la cual se erige como un entorno virtual que ofrece nuevas oportunidades formativas. Para ello, se ha empleado una metodología cualitativa que, por medio de la observación y el análisis de documentos, ha posibilitado conocer en profundidad el objeto de estudio, la realidad educativa del fenómeno y sus implicaciones desde la perspectiva de las ecologías de aprendizaje. La exposición de los resultados pone de manifiesto, por un lado, el valor que adquieren los aprendizajes en la trayectoria de vida, tanto del docente como de los participantes, así como el impacto de la experiencia en sus identidades como formador y aprendices, respectivamente. Por otra parte, subraya la necesidad de incorporar a las aulas recursos de la sociedad de la información, como Tiktok, para facilitar experiencias de aprendizaje que estén en sintonía con las necesidades socioculturales de los individuos y que favorezcan el enriquecimiento de los currículos, posibilitando la formación integral y expandida a todos los niveles. This paper aims to analyse a didactic and innovative experience and to reflect on its implications within the frame of learning ecologies. We will be describing how a Spanish Language and Literature Secondary school teacher transforms and enriches his educational practices while fostering new learning formats outside the physical classroom. In this case, the use of theatre makes sense as a potentially pedagogical tool together with the social network TikTok, the latter becoming a virtual environment offering new educational opportunities. A qualitative methodology based on observation and document analysis was used for this purpose, allowing us to gain a deep understanding of the object of study, its educational reality and its implications from the perspective of learning ecologies. Results show the value of long-life learning experiences, both for the teacher and for the participants, together with the impact on their identities. There is an evident need to use ICT resources such as TikTok in the classroom. These resources may encourage learning experiences, consistent with the sociocultural needs of the individuals, fostering curriculum enrichment, and stimulating a comprehensive and expanded idea of education in all levels.

BACKGROUND: Adiwiyata is a program for Indonesian schools to encourage environmental-friendliness and ecological awareness. Public Junior High School 1 Karanganyar is a school in Central Java Province that won the Independent Adiwiyata School award. AIM: This research aims to describe: (1) The environmentally friendly policies, (2) the curriculum model of Islamic Religion Education subject that have ecologic orientation, (3) the participative-based school activities that color the construction of the Islamic Religion Education subject that have ecologic orientation, and (4) the management of facilities and infrastructure that support the construction of the Islamic Religion Education subject that have ecologic orientation in Public Junior High School 1 Karanganyar. METHODS: This study uses the method of constructivism paradigm. This descriptive research uses the qualitative approach. RESULT AND DISCUSSION: The environmentally-friendly school policies encompass the Curriculum of Educational Unit Level and the School Budget and Activity Plans, which contain efforts of environmental preservation. Results show that these policies are also contained in the vision of the Public Junior High School 1 Karanganyar, namely, “To create a generation that is religious, intelligent, have good character, and environmentally-friendly.” The curriculum model contains policies on environmental preservation. CONCLUSION: The participative-based school activities in PJHS 1 Karanganyar are supported by all school components, including in the form of partnerships. The management of the facilities and infrastructure that support ecologic orientation is quite good. Some educative slogans and posters contain ecologic messages put up in strategic places. There are green open spaces, a canteen that reduces plastic usage, and waste management facilities.

Using educative environmental protection events such as “Environmental Protection Pioneer Campaign”, “Rewarding Recycling Campaign”, “Green Efforts Give Great Rewards Event”, “Environmental Protection Workshop”, “Environmental Campaign Day”, “Environmental Protection Carnival” and “Second-hand Bazaar” held in Park Island, Hong Kong, as a case study, the purpose is exploring how educative environmental protection events contribute to demonstrate environmentally friendly property management and raise the environmental protection awareness and encourage residents’ involvement to live green. Design/Methodology/Approach—This paper identifies environmental protection events as an effective strategy to raise environmental awareness for all of the estate residents. The objectives of environmental protection events aimat showing the importance of community involvement, demonstrating educative environmentally friendly property management and encourage residents to live green. Authors conducted twenty-five in-depth semi-structured interviews with participants so as to fully understand the contributions made by the events. Findings—Educative environmental protection events were perceived by all of the study participants as effective and educative events, which raised environmental awareness, upheld moral obligation to engage in environmental protection, and induced greater pro-environmental behavior to sustainability. Based on the results, the framework of 10 Cs is revealed which contributes to environmentally friendly environment for the next generation. These contributions are: 1) Circulating surplus materials to the needy 2) Choosing public transportation 3) Committing to green education 4) Cultivating pro-environmental behavior 5) Caring for sustainable development 6) Cutting Carbon lifestyle 7) Coordinating efforts to reduce, reuse, and recycle 8) Consuming less electricity 9) Concerning ocean creatures protection 10) Ceasing ozone depleting chemicals products Practical implications—Based on the insights gained from participants, the 10 Cs contributions are made by educative environmental protection events for nurturing moral obligation to demonstrate environmentally friendly property management and raise the environmental protection awareness and encourage residents’ involvement to live green. Participants should take part in all environmental-protection measures daily. The Estate Management Company and government should deepen cooperation in environmental protection, intensify ecological preservation and build a green living environment. Originality/value—This paper urges for the importance of all residents, all estate management companies and government to engage in environmental protection for sustainable development. The aim of such an episode is to arouse all stakeholders to participate in environmental protection actively and attentively for green environment.

Se defiende la necesidad de elaborar lecturas transversales con la educación medioambiental, literaria y del patrimonio, como ejes que sirvan para afrontar retos derivados de la crisis ambiental y de la pérdida de memoria cultural en los estudiantes y ciudadanos en general. Se examinan estas cuestiones a propósito de la cultura del agua como centro de interés, y se proponen criterios para la elaboración de un nuevo canon inclusivo, relativo a textos de literatura universal, con base en lecturas ecológicas. A tenor de estas prioridades, se describe la posible articulación de los ejes de conciencia ambiental, patrimonio cultural tangible e intangible, y la metodología didáctica más útil para promover lectores disidentes, que deseen poner en valor la cultura del agua propia de cada comunidad. Todo ello en consonancia con las nuevas corrientes educativas y culturales y en beneficio de la educación del ciudadano del siglo XXI. This article argues in favor of developing readings at the crossroads of environmental, literary and heritage educations. These will be the axis proposed to address challenges arising from the environmental crisis and the loss of cultural memory in students and citizens in general. These issues are explored especially in relation to the emblematic problem of water culture. We propose some criteria for the development of a new inclusive ecological canon with world literature texts. Based on these priorities, we describe the possible foundations of environmental awareness, of tangible and intangible cultural heritage and of the most useful teaching methods to promote dissident readers who wish to foster water culture within specific communities. All this is in keeping with new educational and cultural currents and seeks to have a positive impact on the education of 21st century citizens.

This article is devoted to the consideration of the features of environmental education in the system of modern education. Ecological education and ecological education have an integrating character. One of the most important tasks of modern education is to convey the essence of human environmental responsibility through environmental education, developing critical thinking to form environmental thinking in order to educate value orientations and spiritual and moral environmental ideals.

La tesi, con un intento esplorativo, avvalora l’ ecologia integrale quale principio che riguarda ogni contesto di vita e considera criticamente le dimensioni della sostenibilità all’interno della vita delle persone e delle organizzazioni, analizzando le questioni in modo interdisciplinare e attraverso inedite prospettive epistemologiche inclusive. La nozione di formazione umana integrale e le prospettive della Dottrina Sociale della Chiesa sono assunte quale itinerario di approfondimento sulle possibili connessioni euristiche tra pedagogia ed economia civile, con riferimento all’educabilità della persona e all’ecologia umana. L’orientamento all’ecologia integrale sollecita la riflessione pedagogica, in dialogo con altre scienze, a generare un’inedita progettualità civile e nuove possibilità educative per realizzare un autentico sviluppo equo e solidale. Nell’alveo della pedagogia dell’impresa, si considerano modelli organizzativi quali imprese sociali, cooperative di comunità e Società Benefit come protagoniste nell’impegno responsabile della costruzione della comunità, avvalorando la fioritura della persona umana e la cura del creato. Human education ed ecologia integrale divengono l’alleanza capace di sviluppare green capability emblematiche per l’edificazione di un futuro inclusivo e vitale, nella prospettiva del bene comune.
The thesis, with an exploratory intent, validates integral ecology as a principle that concerns every context of life and critically considers the dimensions of sustainability within the lives of individuals and organisations, analysing the issues in an interdisciplinary way and through novel inclusive epistemological perspectives. The notion of integral human formation and the perspectives of the Social Doctrine of the Church are taken as an itinerary to explore the possible heuristic connections between pedagogy and civil economy, with reference to the educability of the individual and human ecology. The orientation towards integral ecology urges pedagogical reflection, in dialogue with other sciences, to generate unprecedented civil planning and new educational options to achieve authentic fair and solidarity-based development. In the context of the business pedagogy, organisational models such as social enterprises, community cooperatives and Benefit Societies are considered as protagonists in the responsible commitment to building the community, enhancing the flourishing of the human person and the care of creation. Human education and integral ecology become an alliance capable of developing emblematic green capabilities for building an inclusive and vital future, in a perspective of common good.

La tesi, con un intento esplorativo, avvalora l’ ecologia integrale quale principio che riguarda ogni contesto di vita e considera criticamente le dimensioni della sostenibilità all’interno della vita delle persone e delle organizzazioni, analizzando le questioni in modo interdisciplinare e attraverso inedite prospettive epistemologiche inclusive. La nozione di formazione umana integrale e le prospettive della Dottrina Sociale della Chiesa sono assunte quale itinerario di approfondimento sulle possibili connessioni euristiche tra pedagogia ed economia civile, con riferimento all’educabilità della persona e all’ecologia umana. L’orientamento all’ecologia integrale sollecita la riflessione pedagogica, in dialogo con altre scienze, a generare un’inedita progettualità civile e nuove possibilità educative per realizzare un autentico sviluppo equo e solidale. Nell’alveo della pedagogia dell’impresa, si considerano modelli organizzativi quali imprese sociali, cooperative di comunità e Società Benefit come protagoniste nell’impegno responsabile della costruzione della comunità, avvalorando la fioritura della persona umana e la cura del creato. Human education ed ecologia integrale divengono l’alleanza capace di sviluppare green capability emblematiche per l’edificazione di un futuro inclusivo e vitale, nella prospettiva del bene comune.
The thesis, with an exploratory intent, validates integral ecology as a principle that concerns every context of life and critically considers the dimensions of sustainability within the lives of individuals and organisations, analysing the issues in an interdisciplinary way and through novel inclusive epistemological perspectives. The notion of integral human formation and the perspectives of the Social Doctrine of the Church are taken as an itinerary to explore the possible heuristic connections between pedagogy and civil economy, with reference to the educability of the individual and human ecology. The orientation towards integral ecology urges pedagogical reflection, in dialogue with other sciences, to generate unprecedented civil planning and new educational options to achieve authentic fair and solidarity-based development. In the context of the business pedagogy, organisational models such as social enterprises, community cooperatives and Benefit Societies are considered as protagonists in the responsible commitment to building the community, enhancing the flourishing of the human person and the care of creation. Human education and integral ecology become an alliance capable of developing emblematic green capabilities for building an inclusive and vital future, in a perspective of common good.

Les institucions d'ensenyament superior s'han hagut d'adaptar cada vegada més a la digitalització de l'educació, així com a una àmplia demografia d'estudiants que es tornen a incorporar a la formació acadèmica en diferents etapes de la seva carrera. Aquests estudiants, que aprenen al llarg de la vida, sovint han de combinar els estudis amb responsabilitats professionals paral·leles. El propòsit d'aquest estudi interpretatiu és comprendre les experiències dels estudiants en diferents contextos -des d'una perspectiva d'ecologies d'aprenentatge (learning ecologies, LE)- en el context de l'ensenyament superior en línia. L'estudi de cas múltiple de mètodes mixtos principalment qualitatius es va desenvolupar en tres programes de postgrau totalment en línia. Els resultats obtinguts mitjançant l'ús d'un marc analític de LE han demostrat l'efectivitat del constructe a l'hora d'analitzar la complexitat de l'aprenentatge en diferents contextos. Els resultats destaquen la centralitat de l'activitat de l'alumne com un component clau que impulsa les LE d'un individu en combinació amb el suport dels companys i els recursos d'aprenentatge digital en sistemes oberts, dinàmics i fluids que abasten múltiples contextos.
Las instituciones de educación superior han tenido que adaptarse cada vez más a la digitalización de la educación, así como a una amplia demografía de estudiantes que vuelven a incorporarse a la educación formal en diferentes etapas de su carrera. Estos estudiantes, que aprenden a lo largo de su vida, a menudo deben combinar los estudios con responsabilidades profesionales paralelas. El propósito de este estudio interpretativo es comprender las experiencias de los estudiantes en distintos contextos -desde una perspectiva de ecologías de aprendizaje (learning ecologies, LE)- en el contexto de la educación superior en línea. El estudio de caso múltiple de métodos mixtos principalmente cualitativos se desarrolló en tres de programas de posgrado totalmente en línea. Los resultados obtenidos mediante el uso de un marco analítico de LE han demostrado la efectividad del constructo a la hora de analizar la complejidad del aprendizaje en distintos contextos. Los resultados destacan la centralidad de la actividad del alumno como un componente clave que impulsa las LE de un individuo en combinación con el apoyo de los compañeros y los recursos de aprendizaje digital dentro de sistemas abiertos, dinámicos y fluidos que abarcan múltiples contextos.
Higher Education institutions have increasingly had to adapt to both the digitalization of education and a broad global demographic of students re-entering formal education at different stages of their careers as lifelong learners, often in combination with parallel professional responsibilities. The purpose of this interpretive study is to understand student experiences and conceptions of learning across contexts - from a learning ecologies perspective - in the context of online HE. The primarily qualitative mixed methods multiple case study was developed across three sites of fully online graduate level programs (master's or 1st year doctoral students) at the UOC and at UIUC. The results obtained using a Learning Ecologies (LE) analytical framework have demonstrated the effectiveness of the construct for analyzing the complexity of learning across multiple contexts. The findings highlight the centrality of learner activity as a key component which drives an individual's LE in combination with peer support and digital learning resources within open, dynamic and fluid systems spanning multiple contexts.

Malgrat els models pedagògics desenvolupats des de mitjans del segle XX, en alguns esports que han estat menys abordats per la recerca, com el pàdel, el bàdminton o l’hoquei patins, en les intervencions de les i els Educadors Físics Esportius (EFD) es constata un fort arrelament d’una perspectiva tradicional, reduccionista i excessivament mecanicista. Motius pels quals aquesta tesi doctoral es proposa estudiar les conseqüències de concebre jugadores, jugadors i equips com a sistemes dinàmics complexos en les intervencions d’EFD. El primer objectiu fou el d’analitzar l’efecte en el comportament motor i la resposta biològica de jugadores i jugadors, d’edats i experiència diferents, en modificar constrenyiments de la tasca en la iniciació i entrenament a l’hoquei patins i el pàdel. El segon objectiu fou el de capturar sinèrgies funcionals entre parelles de bàdminton dobles quan s’enfrontaven a una altra diada en una situació de partit en un entrenament. A partir dels resultats i la revisió teòrica de la conceptualització de l’entrenament esportiu com un fenomen complex, se’n deriven les conseqüències pràctiques per el disseny de les tasques d’EFD en esports d’implements. Es presenta la tesi en un compendi de cinc publicacions. Les tres primeres orientades al primer objectiu. Es varen recollir dades del comportament de les i els jugadors a través de l’anàlisi observacional i emprant dispositius inercials en jugadores i jugadors de pàdel i hoquei patins. Les altres dues publicacions s’orienten al segon objectiu. Es recopilaren dades posicionals durant el joc per capturar sinèrgies interpersonals en bàdminton dobles. Els resultats de la recerca suggereixen que la manipulació de constrenyiments de la tasca escalant elements del joc en la iniciació esdevenen eines interessants per el disseny d’escenaris en l’adquisició d’habilitats esportives. El joc modificat va produir un augment d’oportunitats d’accions (en nombre i varietat) en jugadores i jugadors de categoria benjamí. En analitzar variables cinemàtiques, fisiològiques i neuromusculars en un altre joc reduït en pàdel, vàrem constatar valors sensiblement superiors als del joc real, tant en infants, adults com en veterans. Aquesta tendència es va confirmar en proposar dues situacions de joc modificat i comparar-les amb l’espai de joc habitual de jugadors i jugadores d’hoquei patins menors de vuit anys. El comportament observat, tant des d’un punt de vista tècnic-tàctic com cinemàtic, fisiològic i neuromuscular, suggereix emprar aquestes propostes en el desenvolupament dels i les joves jugadores d’hoquei patins. Pel que fa a la coordinació interpersonal, els estudis suggereixen l’existència de sinèrgies interpersonals en, aproximadament, la meitat dels intercanvis de cops analitzats. Els jugadors modifiquen llur velocitat per estabilitzar la distància amb el seu company, aconseguint així un millor rendiment col·lectiu. Quan estan més a prop les condicions perquè es produeixin aquests ajusts no lineals, que requereixen la formació de sinèrgies interpersonals en bàdminton dobles, són millors. Els resultats també revelen que en augmentar l’espectre de combinacions, d’elements que contribueixen a estabilitzar aquesta distància interpersonal, descobrim sinèrgies en la totalitat dels intercanvis en cada punt. Aquestes sinèrgies mostraren, a més, alta sensibilitat al temps que transcorre en el decurs del punt. S’evidencia una disminució de la força d’aquestes i per tant comportaments menys adaptatius a mida que s’allarga l’intercanvi de cops. La constatació de l’existència de sinèrgies interpersonals funcionals durant el joc ens anima a concebre les parelles com a sistemes dinàmics complexos. Esperem que aquest treball contribueixi a la reflexió i la revisió de la mirada d’EFD envers el fenomen de la iniciació i el rendiment esportiu en els esports d’implement.
A pesar de los modelos pedagógicos desarrollados desde mediados del siglo XX, en algunos deportes que han sido poco estudiados por la investigación deportiva como el pádel, el bádminton o el hockey patines, la labor de las y los Educadores Físico Deportivos (EFD) suele estar fuertemente marcada por una perspectiva tradicional, reduccionista y excesivamente mecanicista. Por esta razón, esta tesis doctoral se propone estudiar las consecuencias de la comprensión de jugadores, jugadoras y equipos como sistemas dinámicos complejos en la intervención de EFD. El primer objetivo fue el de analizar el efecto en el comportamiento motriz y en la respuesta biológica de jugadoras y jugadores de diferentes edades y experiencia al modificar constreñimientos de la tarea en la iniciación y el entrenamiento al hockey patines y el pádel. El segundo objetivo fue el de identificar la existencia de sinergias funcionales entre parejas de bádminton dobles al enfrentarse a otras en situación de partido en entrenamiento. A partir de los resultados y de la revisión teórica de la conceptualización del entrenamiento deportivo como un fenómeno complejo, se extraen las consecuencias prácticas para la labor de EFD en estos deportes. Se presenta la tesis en un compendio de cinco publicaciones. Las tres primeras orientadas al primer objetivo. Se recogieron datos del comportamiento de las y los jugadores a través de análisis observacional y del uso de dispositivos inerciales en jugadoras y jugadores de pádel y hockey patines. Las dos publicaciones restantes se orientan al segundo objetivo. Se recopilaron datos posicionales durante el juego para capturar las sinergias interpersonales en bádminton dobles. Los resultados de esta investigación sugieren que la manipulación de constreñimientos de la tarea y el escalado del deporte en la iniciación son buenas herramientas para el diseño de escenarios de adquisición de habilidades en el entrenamiento. El juego modificado producía un aumento de oportunidades en cuanto al número y variedad de acciones en el caso de jugadoras y jugadores de pádel en categoría benjamín. Al analizar variables cinemáticas, fisiológicas y neuromusculares en un juego reducido en pádel constatamos valores sensiblemente superiores a los del juego real, tanto en participantes infantiles como en adultos y veteranos. Esta tendencia se confirmó al proponer dos situaciones de juego reducido y compararlas con el espacio de juego habitual de jugadoras/es de hockey patines menores de ocho años. El comportamiento observado, tanto desde un punto de vista técnico-táctico como cinemático, fisiológico y neuromuscular, sugiere el uso de estas propuestas para el desarrollo de las y los jóvenes jugadores de hockey patines. En cuanto a la coordinación interpersonal, los estudios sugieren la existencia de sinergias interpersonales en, aproximadamente, la mitad de los intercambios del volante analizados. Los jugadores modifican su velocidad para estabilizar la distancia con su compañero, consiguiendo un mejor rendimiento colectivo. Las distancias próximas suponen mejores condiciones para que se produzcan los ajustes no lineales que requiere la formación de sinergias interpersonales en bádminton dobles. Los resultados también revelaron que, al ampliar el espectro de combinaciones de elementos que contribuyen a estabilizar la distancia interpersonal, podemos hallar sinergias en la totalidad de los intercambios de cada punto. Estas sinergias mostraron sensibilidad al tiempo de juego transcurrido, evidenciando una disminución de la fuerza y por tanto comportamientos menos adaptativos a medida que se alarga el intercambio de golpeos. La constatación de la existencia de sinergias durante el juego muestra la necesidad de concebir a las parejas como sistemas complejos. Esperamos que este trabajo pueda contribuir a la reflexión y la revisión de la mirada de EFD del fenómeno de la iniciación y el rendimiento deportivo en los deportes de implemento.
Despite the pedagogical models developed since the mid-twentieth century, in some sports that have been barely studied by sports research such as padel, badminton or rink hockey, the intervention of Physical Sport Educators (EFD) is often strongly marked by a traditional, reductionist and excessively mechanistic perspective. For this reason, this doctoral thesis aims to study the consequences of understanding players and teams as complex dynamic systems in EFD interventions. The first objective was to analyse the effects on the motor behaviour and biological responses of players of different ages and experience when modifying task constraints in the initiation and training of rink hockey and padel. The second objective was to identify the occurrence of functional synergies between badminton doubles couples when confronting each other in a match situation in training. From the results and the theoretical review of the conceptualisation of sport training as a complex phenomenon, practical consequences for EFD work in these sports are drawn. The thesis is presented in a compendium of five publications. The first three are oriented towards the first objective. Data on player behaviour was collected through observational analysis and the use of inertial devices in padel and rink hockey players. The remaining two publications are oriented towards the second objective. In-game positional data were collected to capture interpersonal synergies in badminton doubles. The findings of this research suggest that the manipulation of task constraints and sport scaling in initiation are good tools for the design of skill acquisition scenarios in training. The small-sided games produced more affordances in number and variety of actions in the case of padel young players. When analysing kinematic, physiological and neuromuscular variables in a small-sided game, we found significantly higher values than those of the real game, both in children and in adults and veterans. This trend was confirmed by proposing two small-sided games and comparing them with the usual playing space of U8 rink hockey players. The behaviour observed, from a technical-tactical, kinematic, physiological and neuromuscular point of view, suggests the use of these proposals for the development of young rink hockey players. In terms of interpersonal coordination, the studies suggest the existence of interpersonal synergies in approximately half of the exchanges of the shuttlecock analyzed. Players modify their speed to stabilize the distance to their teammate, leading to better collective performance. Close distances provide better conditions for the non-linear adjustments required for the formation of interpersonal synergies in badminton doubles. Results also revealed that by increasing the spectrum of combinations of elements that contribute to stabilizing interpersonal distance, we can find synergies in the totality of exchanges at each point. These synergies showed sensitivity to the elapsed playing time, evidencing a decrease in strength and therefore less adaptive behaviours as the stroke exchange lengthens. The finding of the existence of synergies during play shows the need to conceive couples as complex systems. We hope that this work can contribute to the reflection and revision of EFD's view of the sports early learning phenomena and sport performance in padel, badminton and rink hockey.

L'objectiu d'aquest estudi és analitzar el comportament tàctic ofensiu en l’alt rendiment d´handbol i la seva relació amb els diferents factors del rendiment en els contextos sistèmic-ecològic-competitius. Per a la seva anàlisi s'ha utilitzat la metodologia observacional, creant un instrument d'observació ad hoc (SOCTO) i un instrument de registre construït en el software LINCE, que ens ha permès l'observació i el registre de 10 criteris i 48 categories identificades com factors de rendiment rellevants en handbol. Es van analitzar els partits més importants de les competicions internacionals sènior masculines d'handbol, en un total de 38 enfrontaments de les fases finals del Campionat d'Europa, Campionat del Món i Jocs Olímpics disputats entre gener del 2011 i agost del 2012, registrant un total de 2134 possessions de pilota, definides com unitats d'observació, compostes per 3245 seqüències de comportaments tàctics ofensives. El tractament de les dades es va realitzar mitjançant el paradigma de Mixed Methods, combinant l'anàlisi estadístic descriptiu i anàlisi de T-patterns, realitzant diferents proves estadístiques de distribució percentual, chi-cuadrado y residuos ajustados con el software SPPS y Theme 6. Les conclusions evidencien les relacions entre els diferents factors de rendiment , posant de manifest l'elevada complexitat del sistema i els principis d'autoorganització no lineal de la dinàmica de joc , destacant la importància dels mitjans tàctics bàsics , com un recurs necessari per complementar la contínua utilització de mitjans tàctics complexos en alt rendiment en handbol.
El objetivo de este estudio es analizar el comportamiento táctico ofensivo en alto rendimiento en balonmano y su relación con los diferentes factores de rendimiento en contextos sistémico-ecológico-competitivos. Se ha utilizado la metodología observacional, creando un instrumento de observación ad hoc (SOCTO) y un instrumento de registro construido en el software LINCE, que permite la observación y el registro de 10 criterios y 48 categorías identificados como factores de rendimiento. Se analizaron 38 enfrentamientos de las fases finales del Campeonato de Europa, Campeonato del Mundo y Juegos Olímpicos disputados entre enero del 2011 y agosto del 2012, registrando un total de 2134 posesiones de balón, definidas como unidades de observación, compuestas por 3245 comportamientos tácticos ofensivos registrados secuencialmente. El tratamiento de los datos se realizó el paradigma de Mixed methods, combinando el análisis descriptivos y análisis de T-patterns, realizando diferentes pruebas estadísticas de distribución porcentual, chi-cuadrado y residuos ajustados con el software SPPS y Theme 6. Las conclusiones evidencian las relaciones entre los diferentes factores de rendimiento, poniendo de manifiesto la elevada complejidad del sistema y los principios de auto-organización no lineal de la dinámica de juego, destacando la importancia de los medios tácticos básicos, como un recurso necesario para complementar la continua utilización de medios tácticos complejos en alto rendimiento en balonmano.
The aims of this study are to analyze the offensive tactical behavior in high performance in handball and its relation with the different performance factors in systemic-ecological-competitive contexts. For its analysis has been used the observational methodology, creating an observation instrument ad hoc (SOCTO) and an instrument of record constructed in the software LINCE, which allows the observation and the record of 10 criteria and 48 categories identified like excellent performance factors. There analyzed the most important parties of the international competitions senior masculine of handball, in a whole of 38 clashes of the final phases of the Championship of Europe, Championship of the World and Olympic Games disputed between January, 2011 and August, 2012, registering a whole of 2134 possessions of ball, defined as units of observation, composed by 3245 offensive tactical behavior sequences. The treatment of the information was realized by the Mixed methods paradigm, combining the analysis descriptive and analysis of T-patterns, realizing different statistical tests of percentage distribution, chi-square and residues fitted with the software SPPS and Theme 6. The conclusions demonstrate the relations between the different performance factors, revealing the high complexity of the system and the beginning of not linear auto-organization of the dynamics of game, emphasizing the importance of the basic tactical means, like a necessary resource to complement the continuous use of complex tactical means in high performance in handball.

En las últimas décadas, la irrupción de plataformas de medios sociales ha impactado de lleno en la forma en que las personas se comunican y ha influido, asimismo, en cómo los profesionales acceden a la información y actualizan sus conocimientos y habilidades. El propósito de la investigación ha sido, por un lado, identificar cuáles de las actividades, las relaciones y los recursos que utilizan las personas que se forman en el sector de la comunicación tienen lugar a través de medios sociales y, por el otro, comprender mejor de qué forma estas plataformas pueden servir de apoyo para la actualización de las habilidades y los conocimientos de los profesionales del sector. En la investigación se ha aplicado el marco de las ecologías de aprendizaje para situar el aprendizaje que tiene lugar en la era digital y que ocurre a través de diferentes contextos: virtuales y presenciales, formales e informales, guiados o autodidácticos.
In recent decades, the emergence of social media platforms has had a profound impact on the way people communicate and has also influenced how professionals access information and update their knowledge and skills. The purpose of the research was to identify which activities, relations and resources people training in the communication sector are choosing to implement via social media platforms. The aim is to better understand how these platforms can support the professional development of communication professionals. The research applied the framework of learning ecologies to situate the learning that takes place in the digital age through different learning contexts: virtual and face-to-face, formal and informal, and in a guided or self-taught way.
En les darreres dècades, la irrupció de plataformes de mitjans socials ha impactat de ple en la manera com les persones es comuniquen i ha influït, també, en com els professionals accedeixen a la informació i actualitzen els seus coneixements i habilitats. El propòsit de la recerca és, d'una banda, identificar quines de les activitats, les relacions i els recursos que utilitzen les persones que es formen en el sector de la comunicació tenen lloc a través de mitjans socials i, de l'altra, comprendre més bé de quina manera aquestes plataformes poden donar suport a l'actualització de les habilitats i els coneixements dels professionals del sector. En la investigació s'ha aplicat el marc de les ecologies d'aprenentatge per situar l'aprenentatge que té lloc en l'era digital i que es produeix a través de diferents contextos: virtuals i presencials, formals i informals, guiats o autodidàctics.

Actualment, l’aprenentatge no es pot entendre només com un procés d’assimilació o de construcció de coneixement; cal considerar que flueix a la xarxa i que s’elabora socialment. Avui els nois aprenen a l’escola, però també pel seu compte, a les xarxes, i configuren el seu propi entorn personal d’aprenentatge (PLE). La recerca que es presenta es va plantejar des d’un enfocament hermenèutic i descriptiu amb l’objectiu de conèixer millor com entenen l’aprenentatge els estudiants de secundària i com el gestionen en contextos formals i informals. Es va començar fent una revisió teòrica sobre el concepte d’aprenentatge des d’una perspectiva ecològica, dialògica i connectiva, i es va elaborar una proposta de categorització que es va utilitzar posteriorment per analitzar la informació recollida mitjançant qüestionaris i reunions de grup amb estudiants i amb professors de secundària. Amb això es va trobar que tant els estudiants com els professors, majoritàriament, diuen que tenen una concepció constructivista de l’aprenentatge, però a la pràctica segueixen un model bàsicament transmissiu. D’altra banda, no atorguen gaire valor a l’aprenentatge informal i consideren que a l’escola és més important treballar un currículum homogeni que desenvolupar les capacitats individuals. Sobre la dimensió social de l'aprenentatge, en totes les escoles es duu a terme treball en grup, tot i que habitualment es redueix a un repartiment de tasques que desvirtua els avantatges de l’aprenentatge col•laboratiu. I pel que fa a l’ús de les TIC, es palesa una certa manca de recursos cognitius i d’estratègies d’aprenentatge per convertir la informació en coneixement significatiu; amb tot, en situacions que interessen realment els estudiants, l’ús de la tecnologia genera processos rellevants d’aprenentatge autèntic. Amb tot plegat es va inferir la necessitat de treballar les competències bàsiques per fer que els estudiants de secundària siguin aprenents autònoms, de replantejar el treball en grup i de gestionar l’aula com una xarxa d’aprenentatge basada en els interessos reals dels estudiants.
Actualmente, el aprendizaje no puede entenderse solo como un proceso de asimilación o de construcción de conocimiento, hay que considerar que fluye en la Red y que se elabora socialmente. Hoy en día, los chicos aprenden en la escuela pero también por su cuenta, en las redes, y configuran su propio entorno personal de aprendizaje (PLE). La investigación que se presenta se planteó desde un enfoque hermenéutico y descriptivo, con el objetivo de conocer mejor cómo entienden el aprendizaje los estudiantes de secundaria y cómo lo gestionan en contextos formales e informales. Se empezó haciendo una revisión teórica sobre el concepto de aprendizaje desde una perspectiva ecológica, dialógica y conectiva, y se elaboró una propuesta de categorización que se utilizó posteriormente para analizar la información recogida mediante cuestionarios y grupos de discusión de estudiantes y de profesores de secundaria. Con ello se comprobó que mayoritariamente estudiantes y profesores dicen tener una concepción constructivista del aprendizaje, pero en la práctica se sigue un modelo básicamente transmisivo. Por otra parte, no otorgan mucho valor al aprendizaje informal y consideran que en la escuela es más importante trabajar un currículo homogéneo que desarrollar las capacidades individuales. Sobre la dimensión social del aprendizaje, en todas las escuelas se realiza trabajo en grupo, pero habitualmente se reduce a un reparto de tareas que desvirtúa las ventajas del aprendizaje colaborativo. En relación con el uso de las TIC, en general se detecta una falta de recursos cognitivos y de estrategias de aprendizaje para convertir la información en conocimiento significativo; sin embargo, en situaciones que interesan realmente a los estudiantes, su utilización genera procesos relevantes de aprendizaje auténtico. Con ello se infirió la necesidad de trabajar las competencias básicas para hacer que los estudiantes de secundaria sean aprendices autónomos, replantear el trabajo en grupo y gestionar el aula como una red de aprendizaje basada en los intereses reales de los estudiantes.
Currently, learning cannot be understood only as a process of assimilation and building knowledge. Instead, learning flows within the network and is made socially. Today young people learn at school, but also they learn online and make up their own personal learning environment (PLE). This research project takes a descriptive and hermeneutic approach with the aim of better understanding how secondary school students view learning and how they manage it in both formal and informal contexts. We started with a theoretical survey of the concept of learning from an ecological, dialogic and connective perspective, which led to a proposed categorization. This categorization was then used to analyse the information obtained through questionnaires and focus groups with students and teachers in secondary and high school. We found that both students and teachers mainly view learning as constructivist, although in practice they primarily use a transmissive model designed for memorisation but not linked to skills development. On the other hand, they do not attach much value to informal learning, and at school they consider using a standard curriculum more important than developing individual capacities. In the social dimension of learning, group work is done at all schools, but it usually comes down to a division of labour that downplays the advantages of collaborative learning. In relation to the use of ICTs, in general we detected a lack of resources and cognitive learning strategies to turn information into meaningful knowledge, but in situations in which student interest is high, the use of ICTs and the Internet creates significant authentic learning processes. It follows that core competencies should be improved in order to help high school students become autonomous learners. Likewise, we must rethink group work and we manage the classroom as a learning network based on students’ real interests.

Esta tesis doctoral presenta la práctica de actividad física en espacios marinos de alta incertidumbre (AFEMAI) como medio de relación del ser humano con la naturaleza y, a la vez, consigo mismo. Está estructurada en tres fases. Fase 1: conocimiento de los practicantes expertos de AFEMAI; Fase 2: conocimiento de los practicantes ocasionales de kayak de mar; y Fase 3: reconocimiento de similitudes y disimilitudes entre practicantes expertos y ocasionales. La Fase 1 nos ha servido para conocer a fondo a cuatro practicantes expertos de AFEMAI. Nuestro primer objetivo ha sido establecer una estructura común a todos ellos vertebrando la información recopilada en forma de dimensiones competenciales, que finalmente han sido: trayectoria vital, experimentación, relación con el entorno natural, formación y aprendizaje, desarrollo de valores, y búsqueda de motivaciones. El segundo, establecer si existe correspondencia en lo que se refiere a las percepciones derivadas de sus historias de vida y la relación que han tenido y tienen con ese medio marino; la práctica de su actividad en sí misma; la relación con la fauna que en el medio marino habita; y su organización para complementar la actividad con las responsabilidades laborales. Lo hemos hecho utilizando entrevistas en profundidad, recopilando documentos escritos y audiovisuales y siguiéndolos en sus redes sociales. La Fase 2 nos ha permitido conocer a practicantes ocasionales de kayak de mar, actividad que consideramos ejemplo de AFEMAI. Nuestro objetivo ha sido indagar sobre la posibilidad de que exista en ellos un determinado perfil sociodemográfico; y también, utilizando como base el conocimiento de los expertos y las dimensiones competenciales que los configuran, saber cómo son y qué percepción tienen de sus propias competencias personales en la práctica de AFEMAI. Lo hemos hecho mediante un cuestionario, ofrecido a una muestra de 600 practicantes en Llançà, en el entorno del Cap de Creus (Girona). En la Fase 3, hemos seleccionado la información aportada por los dos practicantes expertos de kayak de mar en la Fase 1 y por los practicantes ocasionales en la Fase 2 con el objetivo de establecer similitudes y disimilitudes entre unos y otros en lo que se refiere a aspectos como disponibilidades, valores y experiencias de formación o vitales. Para hacerlo, hemos utilizado como propiedades y atributos de comparación las dimensiones competenciales que han vertebrado la investigación a partir del conocimiento de los practicantes expertos. Los resultados indican la existencia de dimensiones competenciales comunes a los expertos en AFEMAI, aunque con grados de desarrollo diferentes. En los practicantes ocasionales de kayak de mar no existe apenas distinción en el sexo o la edad; la mayoría son nacionales; más de la mitad con formación universitaria; casi la mitad trabajan como asalariados; y viven en ciudades o pueblos que no se acercan a un perfil rural. Expertos y ocasionales comparten deseos y necesidades inherentes al ser humano pero la relación con la incertidumbre en la práctica de AFEMAI es muy diferente en unos y otros: para los practicantes ocasionales es una barrera provocada por la habitual falta de oportunidades de experimentación y para los practicantes expertos ejerce de atracción y hace que su vida gire en torno a gozar del medio marino salvaje. Podemos concluir que la práctica de AFEMAI favorece el crecimiento personal, recuperando cuestiones necesarias e inherentes al ser humano como son la exploración y el descubrimiento de las propias capacidades a través del aprendizaje competencial. Y también mejora la conciencia ecológica de las personas, devolviendo el equilibrio adecuado a la relación entre el ser humano y la naturaleza más salvaje.
This doctoral thesis addresses the practice of physical activity in high-uncertainty marine environments (AFEMAI - actividad física en espacios marinos de alta incertidumbre) as a way for people to connect with nature and, at the same time, with themselves. It is organised into three phases. In Phase 1, we examined four expert AFEMAI practitioners in depth. We did this by using in-depth interviews, compiling written and audio-visual documents, and following them on their social networks. Phase 2 allowed us to study casual practitioners of sea kayaking, an activity that we consider an example of AFEMAI. We did this by means of a questionnaire, given to a sample of 600 practitioners in Llançà (Girona, Spain). In Phase 3, we selected the information provided by the two expert sea kayakers in Phase 1 and by the casual practitioners in Phase 2 with the aim of establishing similarities and differences between them in terms of factors such as resources, values and educational or life experiences. The results indicate that there are competency areas which are common to the AFEMAI experts, although with varying degrees of development. For the casual sea kayakers there is hardly any distinction as regards sex or age; the majority are Spanish nationals; more than half are university educated; almost half work as employees; and they live in cities or towns which would not be described as rural. Expert and casual practitioners share inherent human desires and needs but their relationship with uncertainty in AFEMAI practice is very different: for casual practitioners it is a barrier which is a result of the habitual lack of opportunities for experimentation and for expert practitioners it is an attraction and leads to them having lives which revolve around enjoying the wild marine environment. We can conclude that the practice of AFEMAI promotes personal growth, rediscovering aspects which are crucial and inherent to humans such as exploration and the discovery of one's own capacities through competency-based learning. It also improves people's ecological awareness, restoring the appropriate balance to the relationship between human beings and the wilderness.

Nature has an effective approach to cycling materials and energy flows to promote life. This thesis aims to expose urbanite users to nature’s way of cycling materials. The seawall is the largest public space in Vancouver at the edge of land and sea. A neighbourhood community centre along the edge called the Conservatory for Community Matters is created to nurture environmental stewardship by mimicking natural cycles in its function. By conveying architectural systems and form in a cyclical and organic approach, an architectural intervention can address the daily environmental impact of urbanites while rooting people in place and nature in the city. The community centre’s program connects the individually focused daily rituals of eating, making, and exercising to benefit the larger community where urbanites can reintegrate their organic ‘wastes’ into usable by-products. This promotes a paradigm shift transforming the apathetic consumer into an active member of the urban ecosystem.

碩士
台灣首府大學
幼兒教育學系碩士班
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Nearly half of the more than 6,000 languages in the world are facing a crisis of dying. Therefore, the preservation of the unique culture of the aboriginal people and the revival of the ethnic language are even more urgent. According to the above research background and motivation, the research objectives of this study are as follows: From the perspective on ecological systems theory, explore the professional development and identity recognition of indigenous languages educare giver in the revival of ethnic languages, and the factors that indigenous languages educare giver influence their breakthrough bottlenecks in the process of promoting ethnic language teaching. In this paper, the research of qualitative research, narrative inquiry as the research methods, with a semi-structured depth interview, in order to increase the credibility of the research content, supplemented by file analysis and other methods of data collection and analysis. The research participants were Teacher Lily, an indigenous languages educare giver of Sunshine indigenous preschool in Pingtung County. The results of the study found that: (1)The professional development of indigenous languages educare giver included the professional development process is: exploration period, collaborative improvement period, self-expiration period; the professional development connotation is: comprehensively learning the language, understanding the cultural value, attaching importance to cultural ethics and respecting culture, and understanding the local resources; the professional development pipeline is: specializing in the center and the preschool, community resources, collaborative teaching, self-expectation and the professional development dilemma is: lack of background and experience of preschool education, heavy planning achievements. (2)Special family background and social status, deeply affected the identity of indigenous languages educare giver. (3)Parental composition, cultural differences, and administrative system planning constituted the dilemma of indigenous languages teaching. (4)The methods and factors that break through the dilemma of indigenous language teaching included: collaborative teaching, good teacher-teaching attitude, experience and background related to indigenous language teaching, support of administrative system and identity of indigenous languages educare giver. 　　This study proposed the following research conclusions are :(1)The sources of professional development pipelines and professional development dilemmas are mostly in the exosystem of the ecological systems. (2)The most important factor in constructing the identity of identity is the cultural background in the microsystem. (3)The source of the dilemma of the indigenous language teaching is not only the composition of the children's family in the microsystem, but also the main source of the plan and the employment system in the exosystem. (4)The breakthrough strategies and factors in the face of the predicament of the indigenous language teaching are mainly the identity of the self in the micro- system and the good and coordinated relationship between the teachers and colleagues in the mesosystem. Finally, based on the research conclusions, suggestions are made for the planning of the professional development curriculum for the indigenous languages educare giver, the appointment method and the execution pipeline of the revival work of the indigenous language.

The monograph describes the influence of the natural environment and its natural and climatic conditions on human life and socio-economic systems, which are considered as regions, territories of Eastern Europe. The natural and climatic factors (PCFs) characterizing the natural environment of Eastern Europe (Russia and Ukraine) and Western (England and France) are considered. Eastern Europe is in the zone of negative PCFs, close to critical. The influence of the PCF on the vital activity of the state and man is systematically described: mentality, systemic thinking, human health, ensuring the safety of life, sustainability of development, agricultural production, housing and communal services, construction, industry, information security, parrying of the PCF, the influence of the PCF on the development of science and education. Climate change trends at the global and regional levels are also described. Estimates of the impact of the PCF on the economy of the state and regions, recommendations on the adaptation of the economy to the PCF, the relationship of information security and information about the PCF, information technologies for assessing the sustainability of development and investment attractiveness of territories, conceptual foundations of state anti-crisis management of socio-economic systems are presented. It is intended for researchers, teachers, postgraduates, students specializing in the field of life safety, computer ecological and economic monitoring. It can be used to educate society in the field of the natural environment and its natural and climatic conditions.

The Long-Term Ecological Research (LTER) Program is, in a sense, an experiment to transform the nature of science, and represents one of the most effective mechanisms for catalyzing comprehensive site-based research that is collaborative, multidisciplinary, and long-term in nature. The scientific contributions of the Program are prodigious, but the broader impacts of participation have not been examined in a formal way. This book captures the consequences of participation in the Program on the perspectives, attitudes, and practices of environmental scientists. The edited volume comprises three sections. The first section includes two chapters that provide an overview of the history, goals, mission, and inner workings of the LTER network of sites. The second section comprises three dozen retrospective essays by scientists, data managers or educators who represent a broad spectrum of LTER sites from deserts to tropical forests and from arctic to marine ecosystems. Each essay addresses the same series of probing questions to uncover the extent to which participation has affected the ways that scientists conduct research, educate students, or provide outreach to the public. The final section encompasses 5 chapters, whose authors are biophysical scientists, historians, behavioral scientists, or social scientists. This section analyzes, integrates, or synthesizes the content of the previous chapters from multiple perspectives and uncovers emergent themes and future directions.

Some of the many ways in which understanding insect behavior can contribute to the conservation of threatened insect species, and complement the more widely acknowledged base of ecological knowledge, are outlined in a variety of different contexts to exemplify their importance and roles. Patterns of resource use by insects and their adaptability to environmental changes range from highly specific and non-flexible to the ability to adapt more readily, with many species of highest conservation concern linked with specializations that restrict their potential to change. Practical contexts discussed briefly include the discovery and use of resources, the problems of monitoring and assessing conservation priority and need, the options available as environments are changed, the difficulties of behavioral studies on rare and localized species, how behavior may link with vulnerability, and the integration of behavioral intricacies with insect conservation practice, helping to educate and encourage interest in this discipline.

AbstractTraditionally managed socio-ecological production landscapes (SEPLs) provide communities with a range of goods and services vital for livelihoods, including nutrition and health. In Kenya, many of these landscapes, encompassing the resources therein and the indigenous knowledge vital for optimising their value, are now under threat.Utilising diverse traditional foods for the benefit of local communities has often been hampered by insufficient knowledge about the foods and negative attitudes towards them. For over two decades, a team from the National Museums of Kenya, Bioversity International, and their partners has been working with local communities to find out how local food resources can contribute more to community livelihoods, especially with regard to nutrition, health, and income. Understanding local food systems is a vital step. The team developed a methodology for involving local communities, and the youth in particular, to inventory their foodways. The documentation opened opportunities for research and development interventions. This chapter highlights three development and conservation case studies founded on foodways documentation: (1) promoting African leafy vegetables in Kenya; (2) safeguarding kitete (bottle gourd) by Kyanika Women’s Group in Kitui, Kenya; and (3) utilising digital technology to educate consumers about healthy eating using local foods.All cases have shown that converting underutilised local foods into main sources of nutrition and income opportunities, as well as conserving these foods in their environment, requires foodways documentation, community participation, and multi-stakeholder and multidisciplinary collaboration. Awareness on the nutritional and health benefits of local foods was a key incentive for their conservation and a catalyst for the change in attitudes and eating habits.

AbstractRecent projections suggest that wildfires will occur more often and with higher intensity due to the changing climate. In this context, it is vital to educate the population to be ready and prepared to deal with these events. This book chapter reviews the state of the art of educational materials on wildfires worldwide that are available online. A total of 225 references on the matter were retrieved. The materials are from all five continents, involving 36 countries and written in 23 languages. Most of them are from regions with a Mediterranean climate with fire-prone ecosystems in which, for the last decades, wildfires have negatively affected the population. Regarding the target audience, most materials retrieved focused on the general public (about 48%), followed by students from various age groups (around 40%). Written documents, websites, and videos are the most frequent materials for the general public. As for students, a greater variability of pedagogical materials is available, ranging from mobile phone applications and digital and experimental activities to slides for classes and reading materials. The remaining materials focus on the rural population and firefighters’ training. Most references present the main concepts and ecological aspects of fire, along with safety and prevention measures. However, few discuss climate change, recovery, and socio-economic or health concerns. This gap should be addressed in the future wildfire educational materials to better prepare and inform society.

I work in the realm between environmental research and information technology. My academic training provided background in environmental and ecological research. The Long-Term Ecological Research (LTER) program’s culture of data sharing necessitates understanding formats, structures, and vocabularies required to effectively manage research products. I do not “educate” per se, but I advance the field of data management by mentoring and by training student assistants. Because of the LTER program’s early adoption of data management plans, I am able to review and help write these for researchers. The diverse data of the LTER program are widely regarded, with standardized, complete metadata records, so they are sought after by programmers creating sophisticated software tools. I provide an example of real-world data management for those in informatics research and translate concepts between programmers and environmental researchers. The broad array of tasks means that collaboration among information managers is essential. Collaboration works best when groups are small, problems well defined, and when we already have a similar approach and technology. When I started in the LTER program, cataloging and publishing data represented a novel concept. Now, data management is no longer an afterthought. The LTER program has fostered that. I am not a research scientist; I am a data manager. The role is a bridge between research and information technology, and my role in the LTER program is to increase the visibility and awareness of data science for ecology. For most of the last decade, I have been the information manager for the Santa Barbara Coastal site (SBC) at the University of California (UC) Santa Barbara (Figure 34.1). My primary responsibilities are to facilitate research at SBC and to assemble data packages for cataloging. This means that I work with system administrators on hardware needs and user accounts and with scientific staff to keep time series data up to date. I design data products and metadata systems for sharing within and outside the group, design and maintain dynamic websites, and devise the software to hold the “information management system” together. SBC shares scientists and technical personnel with the Moorea Coral Reef site (MCR).

Drawing on ecomedia studies, this chapter sheds light on Ecocinema, an itinerant project of film exhibition that is powered by solar energy. This ecological initiative, with origins in the Netherlands and the project Solar Cinema, started operating in 2008 in Uruguay and soon after in other countries of Latin America. By using vans with solar panels mounted to their rooftops, which operate a 100 per cent solar-powered screening system, Ecocinema travels to places and sites where cinema does not exist. Through the presentation of this project, this chapter looks at the genealogy of itinerant cinemas in Latin America and traces the themes related to alternate models of exhibition. Providing an alternative of green practices, within an industry whose processes of production, distribution, and exhibition are largely ecologically unsustainable, Ecocinema seeks to reach sustainability and moreover to raise awareness about the environmental crisis and educate about ecological means of energy production and consumption. Furthermore, the chapter reflects on the practice of cinema projection and its inextricable relationship with light, in the case of solar-powered projection with sunlight. It concludes by contemplating environmental politics and justice within the context of Latin America and the possibilities of greening cinema practices and responding creatively to the emerging contemporary ecological problems.

The pilgrimage routes of Southeast Asia are discussed in this chapter, with emphasis on Thailand. It examines the paths that already exist and suggests new ones that incorporate cultural, gastronomic, and ecological elements. The chapter also analyzes the regional impact, particularly the relationship between pilgrimage, cultural heritage, and tourism, and the growth of local economies. It sheds light on the connections between pilgrimage sites and their routes using the Temple of the Emerald Buddha in Bangkok and Phra That Doi Suthep in Chiang Mai as case examples. The goal is to educate those who care about sustainable regional development in Southeast Asia on the best practices for managing and upgrading these sacred paths.

The given article elucidates some scientific, normative and applied aspects with a view to training students’ abilities to describe body changes during puberty, depending on gender characteristics at the primary level of education - strategies for healthy lifestyle education during childhood: strategy based on individual approach, ecological strategy, high risk strategy. An example of a projective, personalized approach is proposed to train the students’ abilities to describe bodily changes during puberty, depending on the particularities of gender in the discipline „Personal Development” in cl. IV.

The experience of K. Paustovsky Library within the ecological education system is discussed. The goal of these activities is to educate ecological culture and responsibility of the population. In particular, the Library draws attention to the plastic-bag problem. The influence of advocacy advertisement on social behavior is examined, the examples are provided, e.g. swap and recycling art projects which enable to use unused staff and books giving them the second chance.

Within the main topic, the following goals and tasks are defined as: – to support patriotic education, improve health conditions of the young generation; educate environmental friendliness, responsibility and nature-oriented attitude in the young generation; – to identifyg main vectors and conditions for efficient ecological education at the Regional Special Library and other educational organizations in Western Kazakhstan; – to coordinate ecological activities of secondary schools and other educational organizations of the region. Methodologically, the paper is based on the Library’s information reports for 2016–2019, paper by V. P. Fomin, Director of the Regional Center for Children’s Creativity and Ecology, «Educating Eurasian Personal Culture through Local Studies, Tourist and Ecological Activities».

Changing societal attitudes and increasing governmental requirements towards environmental protection and maintaining a holistic approach to all participants in production and consumption areas encourage the catering sector to develop and implement sustainability practices. In the case of fine dining restaurants, such realia encourage the search for solutions or their variations to maintain both sustainability and business resilience. Taking into account the scarcity of scientific literature regarding sustainability development and its complexity in fine dining restaurant practices, this paper aims to analyze and to define sustainability trends in the case of fine dining restaurants through the lenses of complexity theory. A Lithuanian context was chosen as a small market and it revealed the following primary trends: to find various ways to decrease the production costs and product prices; efforts and expectations to have stronger connections with local farmers in the future; a wish to educate the customers more about sustainability and ecological products; to increase the application of the zero waste strategy; to increase the balance of workflow to the employees; to work on a systematic development and implementation of sustainability strategy.

The historical evolution and current status of sustainability education at Michigan Technological University is described. The history considers the last 15 years, during which, the faculty of Michigan Tech have been collaborating on the development of environmental curricula and courses. This development effort initially focused on specialized offerings for the environmental/chemical engineering programs. With time, recognition of the importance of environmental issues (wastes, natural resources, energy, etc.) to other disciplines across the campus grew. For example, chemists, biologists, foresters, etc. each have a role in characterizing the behavior of ecological systems. Engineering disciplines that are focused on the design of products, processes, or systems influence long term societal sustainability. Social scientists must understand the relationship/linkages between the environment, industry, citizens, and government. Greener products, environmentally responsible processes, life cycle thinking, and environmental stewardship need to become part of the modern lexicon of globally aware students. Faculty from diverse disciplines across the campus are now collaborating to develop courses and modify curricula to educate students with respect to the triple bottom line (i.e., sustainable economic, societal, and environmental future). Problems associated with the traditional education paradigm are discussed. A new education model aimed at training students to create a sustainable future is proposed.

The wine culture itself is a very old and complex system that includes nature, territory, culture, tradition and human factor. The main mean of communication between the wine consumer and the producer himself is the wine label. It was in the 17th Century that, for the first time, a wine producer called decided to specify the origin of his wine on the bottle. Nevertheless, the wine label became a fundamental element of wine only in the end of 19th century during the industrial revolution, when a real consumes market was born.Nowadays we must take into consideration the fact that different countries produce wine for different markets, bringing different symbology and cultural meaning to their labels. After underlining how the wine packaging can convey cultural and symbolical meanings, it is then easy to agree that it is also possible to communicate the importance of ecological sustainability through a bottle of wine. Some elements of the packaging may explicitly refer to ecological sustainability, such as the BIO (biological) certificates that a cellar can obtain by respecting some specific standards. In this case the producer will apply this mark to the bottle in order to assure the consumer on the sustainability of the wine he is about to drink.In other cases, the communication of ecological sustainability can be more subtle and can be found in different components of the bottle: the cork, the label, the glass itself. The materials choice is in fact extremely important, because it can communicate a lot about the producer’s point of view.Nevertheless, what most probably will catch the eye of the consumer is the label. The label is like a white canvass and there the producer has the chance to convey all of his credo in ways that can be more or less explicit. The symbology plays a fundamental role in the labels’ design, and many are the already established visual codes which are used.Eco-labels are meant to minimise the information gap that might exist between the producers of eco-products and the consumers. This can be pursued by providing information about a product's environmentally responsible attributes.Generally, attributes such as social and environmental performance are aspects of a product that consumers can hardly identify. An important help often come from eco-labels, which can induce informed purchasing choices by environmentally responsible consumers.The purpose of this study is to investigate how the wine packaging design can be improved in order to enhance the ecological message and to increasingly involve the final consumer.The main objective of this research is to examine the role of wine packaging in making sustainable choices and investigate what is the impact of using sustainable materials in the wine packaging. In particular, within the framework of this research, it will be interesting to investigate if the label design, and sustainability-related elements on it, can have a major influence on the consumer’s choice making.The target group of the experiment is represented by wine shops and supermarkets customers of legal drinking age (21+). The participants declared to buy wine one or more times in a week.An on-line questionnaire was designed in order to explore the perception of consumers toward awareness of sustainability. The second phase of the experiment is to understand the consumers’ wine choices applying a Discrete Choice Experiment (DCE). DCEs allow researchers to catch consumers’ stated preferences from hypothetical choice situations using a combination of product attributes. In order to choose the attributes for the discrete choice experiment, a qualitative analysis was conducted together with the focus groups. Analysing the outcomes, it was possible to point out 5 main attributes. The economical aspect plays an important role when purchasing a wine bottle, for this reason, at least 2 bottles from the same group classification but belonging to different price ranges should be used in the experiment. For the experiment a total amount of 10 bottles is used on the DCE and then analysed.This experiment helps to understand and analyse the critical elements that condition the choice making process and understand how to educate wine consumers to sustainability, simply through the label design.Many actions can be taken, starting from the information that a label provides and the tools that should be used in order to more efficiently convey the message to the final consumer.