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Letteratura scientifica selezionata sul tema "Pocono Environmental Education Center"

Autore: Grafiati

Pubblicato: 29 luglio 2024

Ultima modifica: 31 luglio 2024

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Articoli di riviste sul tema "Pocono Environmental Education Center"

1

Rosalsky, Jeff. "The Pocono Environmental Education Center – Engaging Young Scientists, Sustainability in Action". Journal of the Pennsylvania Academy of Science 87, n. 3 (1 dicembre 2013): 116–19. http://dx.doi.org/10.5325/jpennacadscie.87.3.0116.

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Phillips, Victor D. "Global Environmental Management Education Center". Journal of Education for Sustainable Development 3, n. 1 (marzo 2009): 99–101. http://dx.doi.org/10.1177/097340820900300117.

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Erickson, Elizabeth, e Jon Erickson. "Lessons Learned from Environmental Education Center Directors". Applied Environmental Education & Communication 5, n. 1 (gennaio 2006): 1–8. http://dx.doi.org/10.1080/15330150500302122.

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Oliver, Erica, Carol Day e Tom J. McConnell. "Ball State University Opens New Environmental Education Center". Hoosier Science Teacher 45, n. 1 (14 giugno 2022): 17–19. http://dx.doi.org/10.14434/thst.v45i1.34620.

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Ball State University has opened its new Environmental Education Center and a newly expanded Conservatory at the Rinard Orchid Greenhouse. Teachers are invited to plan visits to the site for a variety of environmental education programs. Learn more about the facility and the activities the university hopes to host at the new facility.

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김희경, 김찬국 e Yulong Chao. "Comparison of the Regional Environmental Education Centers of Korea and Taiwan in Systems and Roles:Cases of the Gyeonggido Environmental Education Center and the Kao-Ping Environmental Education Center". Korean Journal of Environmental Education 30, n. 4 (dicembre 2017): 448–63. http://dx.doi.org/10.17965/kjee.2017.30.4.448.

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Bourke, Nicholas, Connie Buskist e Julie Herron. "Residential Environmental Education Center Program Evaluation: An Ongoing Challenge". Applied Environmental Education & Communication 13, n. 2 (3 aprile 2014): 83–90. http://dx.doi.org/10.1080/1533015x.2014.944632.

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Depken, Diane E., Catherine L. Zeman, Ellen Kabat Lensch e Edward J. Brown. "The Advanced Technology Environmental Education Center Summer Fellows Institute". Journal of Environmental Education 33, n. 2 (gennaio 2002): 13–17. http://dx.doi.org/10.1080/00958960209600803.

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Gough, Annette, Constance Russell e Hilary Whitehouse. "Moving gender from margin to center in environmental education". Journal of Environmental Education 48, n. 1 (gennaio 2017): 5–9. http://dx.doi.org/10.1080/00958964.2016.1252306.

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Huntzinger, Paul E. "Implementing a Pharmacy Patient Education Center". Military Medicine 168, n. 8 (1 agosto 2003): 643–47. http://dx.doi.org/10.1093/milmed/168.8.643.

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Bondarenko, Halyna. "ORPHANAGE AS A CENTER OF SOCIAL EDUCATION". Social work and social education, n. 2(11) (31 ottobre 2023): 290–97. http://dx.doi.org/10.31499/2618-0715.2(11).2023.291928.

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The article presents the publication of Pustovoy S. M., the director of the M.-Pustinsky special children's institution of the Kyiv region. The author characterized the organizational work of the pedagogical team of the orphanage to improve the success of pupils. Forms of work with students were analyzed. The educational work in which pupils were involved during the school year is described. It was found that the joint work of kindergarten teachers and school teachers made it possible for educators to organize timely assistance to children in their studies.

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Tesi sul tema "Pocono Environmental Education Center"

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Figueiredo, Vera Lucia. "EVALUATION OF ENVIRONMENTAL EDUCATION AT NORTHBAY ENVIRONMENTAL EDUCATION CENTER, NORTH EAST, MARYLAND". Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209674551.

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van, der Heijden Anna M. H. "Creating an Environmental Education Website at the Smithsonian Environmental Research Center". Miami University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=miami1019050512.

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Ndoh, Henry M. "An Internship in Environmental Education at the Cincinnati Nature Center". Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1092763424.

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Brannon, Pamela A. "The Oakhurst Historic House and Environment Center : opportunities for environmental education". Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546127.

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The goals of the report were to present: 1) the rich historical, cultural, and George A. Ball estate environmental education Incorporating thisheritage; context of environmental education at the Oakhurst Historic House and Environmental Center; and 4) design guidelines for the physical manifestation of site experiences which will occur to meet environmental education objectives.Chapters One and Two begin with the history of the Ball Brothers in Muncie and their development of Minnetrista Boulevard. Oakhurst, the George A. Ball estate, is discussed at greater length including its architectural history and physical setting and development over the years to its probable future as the Oakhurst Historic House and Environmental Center.Chapter Three discusses the opportunity to facilitate use of the Oakhurst Historic House and Environmental Center by special populations, such as the elderly, the young, and the handicapped and their special characteristics, needs, and interpretive orientations. Chapter Four discusses environmental education and suggests three approaches while Chapter Five details specific activities incorporating the three methods of environmental education. Chapters Six and Seven discuss appropriate methods of interpreting historic landscapes for educational purposes and suggest design guidelines for the physical development of the property as the Oakhurst Historic House and Environmental Center.
Department of Landscape Architecture

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Horobik, Valerie C. "SIX MONTHS AS AN ENVIRONMENTAL EDUCATOR AT THE CINCINNATI NATURE CENTER". Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1146273509.

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Sutorus, Jessica Ann. "Development of a strategic plan for the Highland Environmental Learning Center". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3042.

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The project focuses on the development of a strategic plan for the Highland Environmental Learning Center (HELC), the completely integrated environmental learning center located in the Highland Branch Library of the San Bernardino County Library system. The plan was developed through the investigation of other nature centers, interpretive centers, and environmental learning centers to help define the purpose and mission for environmental education in a non-formal setting. It is also meant to serve as a guideline for future programming, budgeting, promotion, and staffing of HELC. The plan supports HELC's goal to foster environmental sensitivity and environmentally responsible citizenship.

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Wagner, Cherie Ann. "AN ENVIRONMENTAL EDUCATION INTERNSHIP AT AULLWOOD AUDUBON CENTER AND FARM IN DAYTON, OHIO". Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1064609125.

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Kobylecky, Jennifer M. "A descriptive study of visitation and interpretation at the Leopold Center /". Link to full text, 2009. http://epapers.uwsp.edu/thesis/2009/Kobylecky.pdf.

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Thesis (M.S.)--University of Wisconsin--Stevens Point, 2009
Submitted in partial fulfillment of the requirements of the degree Master of Science in Natural Resources (Environmental Education and Interpretation), College of Natural Resources. Includes bibliographical references (leaves 148-150).

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Berry, Rebecca Lynn 1973. "Reading contamination : an environmental education center at the Wells G&H Superfund Site". Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/64545.

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Thesis (M.Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1999.
Vita.
Includes bibliographical references (p. 85-87).
This thesis proposes and architectural and programmatic methodology which makes legible the processes and consequences of site contamination. This methodology is chiefly demonstrated through a plan for the site which emerges from the examination of the intersection of site contamination with the site's (natural) characteristics and perceptual phenomena, The site plan arises from the (abstract) institutional entities associated with the site. These entities - the wetlands demarcation zone in particular - begin to organize the site in a way which speaks not to the site's (natural) systems, but to the institutional systems which govern the site, and the means by which these systems deal with contamination. The site is populated by wells which have been drilled to monitor pollutant levels in the groundwater. The wells (non-natural) monitor the (natural) processes of site contamination. The lines of sight between these wells (as abstraction) become the generators for site geometries, and the placement and form of the built (architectural) areas of the site. Each built area has two sides defined by the wetlands demarcation line. Within the non-protected zone, the ground is engaged and inhabited. Within the protected zone, users never engage the ground, but instead float above it. These varied experiences of ground delineate the idea of ground as more than plane, as instead a multi-layered strata. The tectonics of the individual built elements vary as one crosses the demarcation line. This contrast between (natural) materials in the non-protected zone and (non-natural) materials within the protected zone makes legible the invasion of contamination. The different construction methods also demonstrate the fragility of the wetlands soils. At the same time, the lifting of the structures from the ground emphasizes the danger to the ground from man, and the danger to man from the ground. Due to the nature of the wetlands soils, contamination from a point source has a tendency to distribute itself throughout the site. The institution, an "environmental education center," disperses itself throughout the site. This dispersion forces the users to continually re-confront the site, making the link between the site's contamination and its (natural) characteristics legible through experience.
by Rebecca Lynn Berry.
M.Arch.

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Packard, Jill M. E. "Environmental education and the dimensions of sustainability an analysis of the curriculum of the Cuyahoga Valley Education Center /". Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1181072399.

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Libri sul tema "Pocono Environmental Education Center"

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Perazio, Philip A. Amended phase I archaeological investigation in support of new construction, Pocono Environmental Education Center, Delaware Water Gap National Recreation Area, Lehman Township, Pike County, Pennsylvania. Stroudsburg, Pennsylvania: Kittatinny Archaeological Research, Inc., 2006.

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Smith, Elizabeth. Internship: Environmental education at the Bellingham Maritime Heritage Center. Bellingham, Wash: Huxley College of Environmental Studies, Western Washington University, 1992.

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Prynne, Shawna M. Creating an environmental education and interpretive center: An internship project. Bellingham, WA: Huxley College of Environmental Studies, Western Washington University, 1999.

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Verano, Jessica. An environmental education experience in Minnesota: Interning at Westwood Hills Nature Center. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2006.

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Schmidt, Kristy L. Environmental education internship at Tennant Lake Interpretive Center, Hovander Homestead Park, Whatcom County, WA, Summer 1989. Bellingham, Wash: Huxley College of Environmental Studies, Western Washington University, 1990.

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Saul, Darin Allen. Paradise Creek Bioengineering Implementation Project: A report prepared for the Center for Environmental Education. [Pullman, Washington: Washington State University, Center for Environmental Education, 1998.

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Symposium on the Art Education and Art History Role of Studio in Art Education (3rd 1987 King's Gap Environmental Education Center). Collected papers: Pennsylvania's Symposium III on the Art Education and Art History Role of Studio in Art Education : King's Gap Environmental Education Center, Carlisle, Pennsylvania. A cura di DeAngelis Joseph B e Pennsylvania. Dept. of Education. Harrisburg, Pa: Division of Arts and Sciences, Bureau of Curriculum and Instruction, Office of Basic Education, Pennsylvania Dept. of Education, 1989.

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Project for Ecological and Cooperative Education. Project for Ecological and Cooperative Education (P.E.A.C.E.): Report from the meeting March 7-10, 1994, Kornhaug-Norwegian Peace Center. Malmö, Sweden: Dept. of Educational and Psychological Research, School of Education Malmö, Lund University, 1994.

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Garnett, Rebecca. Programming environmental events at Western Washington University. Bellingham, Wash: Huxley College of Environmental Studies, Western Washington University, 1992.

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Lorene, Sanford, Garner Jim e Fortin Martin E, a cura di. The Cispus experience, encore: A curriculum guide supplement for the Cispus Learning Center. Randle, WA: Cispus Learning Center, 1994.

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Capitoli di libri sul tema "Pocono Environmental Education Center"

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Dussler, Rob, Justin Williams e Samuel Massey. "Mindfulness and Reconnection with Freshwater Ecosystems at the Meadows Center Education Program". In Field Environmental Philosophy, 503–18. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23368-5_30.

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Corcoran, Peter Blaze, e Maria F. Loffredo Roca. "Mission-Driven Education and Research in Action: Center for Environmental and Sustainability Education". In Education for Sustainability, 217–27. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4477-8_14.

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Eick, Charles J., Sarah Carrier, Karni Perez e Doyle E. Keasal. "Summer Methods in Summer Camps: Teaching Projects WILD, WET, and Learning Tree at an Outdoor Environmental Education Center". In The Inclusion of Environmental Education in Science Teacher Education, 173–89. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9222-9_12.

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Minguez, Rikardo, Erlantz Lizundia, Maider Iturrondobeitia, Ortzi Akizu-Gardoki e Estibaliz Saez-de-Camara. "Education in Circular Economy: Focusing on Life Cycle Thinking at the University of the Basque Country". In Lecture Notes in Mechanical Engineering, 360–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70566-4_57.

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AbstractSince 2002, the University of the Basque Country (UPV/EHU) has supported several teaching experiences related to the so-called Life Cycle Thinking or Ecodesign in collaboration with local Institutions. The kick off was the Ecodesign Learning Center aiming to promote environmental education at the Faculty of Engineering in Bilbao. In this framework, the last effort has been the implementation of a Master’s Degree entitled Circular Economy: Business Application. This course has been successfully implemented in the 2019–2020 academic year and has been specifically designed to provide training in circular economy for people with backgrounds as varied as product manufacturing engineering, environmental engineering or economics. These studies are aimed to become a European reference in its goal of promoting circular economy, life cycle thinking, ecodesign and sustainable development. This paper analyzes the learning issues and characteristics of this Master's degree placing a special emphasis on its novel competencies and learning outcomes for our society. It can be concluded that the Master's degree is a pioneering teaching experience, being the forefront of Circular Economy Education in Southwestern Europe.

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Zulaikha, Siti, Heru Santosa e Annisa Eva Nurabia. "The Relationship between Job Satisfaction and Organizational Commitment of Employees at the Center for Curriculum and Learning, Standards, Curriculum and Educational Assessment Agency, Ministry of Education, Culture, Research and Technology". In Proceedings of the International Conference on Environmental Learning Educational Technologies (ICELET 2023), 23–32. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-240-8_3.

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Morin, Émilie, Geneviève Therriault e Barbara Bader. "Dimensions and Conditions of the Development of a Sense of Empowerment in a Whole School Approach". In Sustainable Development Goals Series, 87–101. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-56172-6_6.

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AbstractEducating youth is an essential way to deal with climate change (Kwauk, Roadblocks to quality education in a time of climate change. Center for Universal Education, 2020). A transformative and sociocritical epistemological and pedagogical approach (Jickling & Wals, Curriculum and environmental education: Perspectives, priorities and challenges. Routledge, Taylor and Francis Group, 2018) supports the idea that youth must be recognized as full-fledged actors in the resolution of the climate crisis. Doing so is essential to develop their sense of empowerment. However, the notion of “sense of empowerment” has not been conceptualized yet in the scientific literature on education. The capability approach (Sen, Commodities and capabilities. North Holland, 1985a) underscores the relevance of taking into consideration different types of freedoms that youth need to be given. In the doctoral thesis underpinning this chapter, we used a qualitative methodology to interview youth in the province of Québec (Canada). In this chapter, we illustrate how youth express what is needed to reinforce their sense of empowerment when it comes to climate change and how this sense is consistent with a whole school approach (WSA).

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Eriksson, Madeleine, e Aina Tollefsen. "Spatial Justice and Social Reproduction in the Nordic Periphery". In Socio-Spatial Theory in Nordic Geography, 217–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04234-8_13.

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AbstractIn this chapter we discuss how demands for social justice and struggles around social reproduction have evolved in the Nordic “periphery”, placing the struggles within a context of critical socio-spatial theorizing and earlier geographical research on uneven development within Nordic welfare states. We give examples from Sweden of how resistance in the northern periphery increasingly mobilizes around spatial justice and social reproduction rather than mainly around employment. Demands about the right to spatial justice challenge the rewarding of a specific place – usually the urban – of modernity, meaning-making and hub for democracy and resistance. And thus oppose the naturalization of uneven rual-urban geographies. Nordic critical geographers have researched inequalities within Nordic welfare states, including center-periphery divides and conflicts, and examined how these have increased with welfare state retrenchment. Feminist geographers highlight the centrality of battles around social reproduction – the right to environmental security, work, food, housing, healthcare, education, a meaningful and dignified life in both urban and rural places. We identify a tradition of empirically based geographical research on material conditions and changing socio-spatial forms of production and consumption, which suggests a socio-spatial theory useful in an era of crisis and increased privatization of nature and social reproduction.

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Myers, Mary, e Andrew Hayes. "Cusano Environmental Education Center Methods". In Cusano Environmental Education Center. Landscape Architecture Foundation, 2011. http://dx.doi.org/10.31353/cs0111.

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Aguilar, Olivia M., Elizabeth P. McCann e Kendra Liddicoat. "Inclusive Education". In Urban Environmental Education Review, a cura di Alex Russ e Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0021.

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This chapter explores the dynamics of exclusion and marginalization in environmental education, the opportunities for inclusivity and accessibility in the urban context, and a reflective process necessary for equitable and just environmental education. It considers how urban environmental education can address issues of inclusivity and access and shows that recognizing the complexity of cultural diversity and the systemic nature of power and privilege serves as the foundation for cultural competency in urban environmental education. It also explains the importance of inclusivity in terms of dealing with issues of equity and allowing sharing of multiple perspectives, which can lead to innovation in addressing sustainability issues. The chapter also looks at three cases that illustrate how some urban environmental education programs are incorporating inclusive practices: an urban water-quality monitoring program in Austin, Texas; an urban nature center in Milwaukee, Wisconsin; and studies of neighborhoods in Cuba, Spain, and the United States.

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Heimlich, Joe E., Jennifer D. Adams e Marc J. Stern. "Nonformal Educational Settings". In Urban Environmental Education Review, a cura di Alex Russ e Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0013.

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This chapter examines the pedagogy of nonformal environmental education for urban audiences, focusing on different types of urban nonformal educational opportunities and situating them in the lives of urbanites using the concept of “learningscapes.” Urban nonformal environmental education involves relating environmental content to the everyday lives of urban learners, ensuring learner autonomy, and integrating the institutions of environmental education providers within the broader array of social institutions in the urban environment. Nonformal urban environmental education programs according to participant choice and goals and provider goals include school field trips or related programs, casual visit to a community institution (for example, nature center), and recreational programs. The chapter suggests that urban environmental education providers have unique opportunities for connecting beyond traditional audiences due to the dense and diverse networks of programs within urban environments, from youth sports leagues to literacy clubs and neighborhood watches.

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Atti di convegni sul tema "Pocono Environmental Education Center"

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Sidlowski, James William, e Daniel P. Childers. "THE SEDIMENTS OF DUPONT ENVIRONMENTAL EDUCATION CENTER, WILMINGTON, DELAWARE". In Joint 69th Annual Southeastern / 55th Annual Northeastern GSA Section Meeting - 2020. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020se-344401.

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Hains-Allen, Julia, M. Katherine Banks, Macon Fish e Sybil Sharvelle. "NASA Specialized Center of Research and Training in Advance Life Support (ALS/NSCORT) Education and Outreach Program". In International Conference On Environmental Systems. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2005. http://dx.doi.org/10.4271/2005-01-3107.

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Hains-Allen, Julia, M. Katherine Banks, Macon Fish e Sybil Sharvelle. "Education and Outreach Program Designed for NASA Specialized Center of Research and Training in Advance Life Support (ALS/NSCORT)". In International Conference On Environmental Systems. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2004. http://dx.doi.org/10.4271/2004-01-2418.

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Stankevičienė, Jelena, e Marta Nikanorova. "Analysis of Economic and Environmental Welfare in the Context of Circular Economy". In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.052.

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The concept of circular economy is alternative to linear economy, which places sustainability in the center of the interest. The circular economy focuses on environmental, resource efficiency, “no waste” approach, social factors and promotes the co-existing of healthy economy together with environmental health. The purpose of the article is to propose a concept of economic and environmental welfare in the context of circular economy, apply and provide empirical evidence based on economic data of Baltic Sea Region countries. The article includes the observation of environmental aspect and resource efficiency in Baltic Sea Region including green energy, renewable resources, waste management, economic indicators, as well as literature analysis and quantitative analysis. A multi-criteria decision analysis method TOPSIS was used to compare the set of indicators by identifying weights for each criterion. TOPSIS is quite useful method to rank and make selection of a number of indicators. By the result, the Baltic Sea Region countries are scored by the economic and environmental welfare in the context of circular economy.

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Uggetti, Enrica, Rubén Díez Montero, Alex Biosca Bosque e Estel·la Pagans. "Promoting sustainability in education through the implementation of green walls for greywater treatment". In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1145.

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This study describes the methodology followed to design, build and operate a pilot green wall treating greywater from a vocational training center. The study was carried out in the framework of a master thesis in Environmental Engineering carried out in collaboration with the vocational training center where the pilot system was built. The system consisted of several pots arranged in rows planted with different species of macrophytes. Results showed a successful removal efficiency of the main pollutants (total solids and organic matter), while further post-treatment would be needed to reduce turbidity and pathogens in order to fulfill water reuse standards. This work shows how teaching in certain engineering studies can focus on sustainability and perform a practical work involving younger students from a vocational training center.

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Safonova, Svetlana D. "«Ecological education for sustainable development. The partnership trend» – The city scientific and practical conference. The experience of the Ecological Information Center at I. S. Nikitin Regional Universal Scientific Library". In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-255-5-2022-190-194.

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The experience of the Ecological Information Center in holding the city scientific and practical conference «Ecological education for sustainable development. The partnership trend» is discussed. The conference coincided with the All-Russia Days of Protection against Environmental Hazards. The conference participants delivered presentations on how the sustainable development ecological agenda was realized in Voronezh.

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Mehta, D. Paul. "Impacts of Industrial Assessment Centers on Energy Engineering Education". In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12412.

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The need for energy efficiency captured the attention of all sectors of our society in the 1970s when energy supplies dwindled and prices increased. Interest in energy efficiency continued during the 1980s primarily due to environmental concerns and secondarily because of economic and industrial competitiveness issues. Energy supply disruptions caused by hurricanes Katrina and Rita, and recent hikes in energy prices have generated a renewed interest in energy efficiency. An example of this renewed interest is that the U. S. Department of Energy (DOE) initiated, developed, and implemented a national campaign to save energy now in 2006. In the past, the industrial sector has responded to energy shortages and its price increases with varying effectiveness, but small and medium-sized plants generally lacked the resources to cope effectively. One of the U. S. government’s responses to this situation was to offer these small and medium-sized plants technical assistance such as Industrial Assessment Center (IAC) program. One such center was established at Bradley University in 1993. Since its inception, the Bradley University Industrial Assessment Center (BU IAC) has functioned very successfully. Periodically BU IAC has been doing an in-house critical review of its performance and effectiveness. These reviews included outcomes such as total assessment recommendations, (ARs); diversity of ARs; quantifications of identified opportunities to save energy, minimize waste, and enhance productivity; implementation rates analysis; and impacts on energy engineering education. The purpose of this paper is to describe the impacts of the Industrial Assessment Center program on energy engineering education. The impacts on employment, salaries, and job performance of BU IAC graduates are discussed in this paper. The impacts of the BU IAC in improving the quality of in-class instruction by its Director(s) are explained in this paper.

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Damayanti, Ida, e Kornelia Dacosta. "The Role of Management of The Jakarta Arts Center Planetarium And Observatory In Innovation And Delivering Information To The Community". In Proceedings of The International Conference on Environmental and Technology of Law, Business and Education on Post Covid 19, ICETLAWBE 2020, 26 September 2020, Bandar Lampung, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.26-9-2020.2302691.

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9

Nikolić, Neda, Miodrag Zečević, Zoran Nešić e Gordana Rendulić Davidović. "The Impact of Global Changes on the Transformation of Politics, Economy and Education". In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.371n.

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Society faces many challenges in transitioning toward sustainable development, and education is key to make this transition happen. Through education we influence on human consciousness, create their needs and changing behavior. One of most important educational programs is environmental education. It brings motivations, skills, values and commitment that people need to efficiently manage their earth’s resources and take responsibility for maintaining environmental quality and understand the problems they face. The limitation of access to certain resources is getting closer and we need to be aware of those limitations and put those in center of our life and work. The most effective way for doing it is throught environmental education started from earliest age. The limitation of access to certain resources is getting closer, and this fundamentally changes our relationship to economics, politics and ecology. This paper discusses the imperative of action within the limits of the finite world. The paper emphasizes the pressure on natural resources, which means that politics and the economy will have to undergo a radical transformation in order to be suitable not only today, but also in the future

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10

Abdulova, Akzhibek S. "Information and ecological education at the Regional Special Library for Blind and Visually Impaired Citizens and other educational organizations in Western Kazakhstan, Republic of Kazakhstan (based on the publication)". In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-13-27.

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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».

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Rapporti di organizzazioni sul tema "Pocono Environmental Education Center"

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Myers, Mary, e Andrew Hayes. Cusano Environmental Education Center. Landscape Architecture Foundation, 2011. http://dx.doi.org/10.31353/cs0110.

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2

N. Environmental Assessment and Finding of No Significant Impact: Expansion of the Volpentest Hazardous Materials Management and Emergency Response Training and Education Center, Hanford Site, Richland, Washington. Office of Scientific and Technical Information (OSTI), novembre 2002. http://dx.doi.org/10.2172/823512.

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3

Ambulatory Research and Education Center Oregon Health Science University. Environmental Assesment. Office of Scientific and Technical Information (OSTI), marzo 1994. http://dx.doi.org/10.2172/10144304.

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