Gotowe bibliografie tematyczne / Subcommittee on Environmental Education

Gotowa bibliografia na temat „Subcommittee on Environmental Education”

Autor: Grafiati
Data publikacji: 27 lipca 2024
Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "Subcommittee on Environmental Education"

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Abdullah, Mai Shihah, Ghassan Hadi Kttafah i Muhammad Haidar Nasuruddin. "ALLERGENIC POTENTIAL AND CROSS-REACTIVITY OF FUNGAL SPECIES ISOLATED FROM THE INDOOR ENVIRONMENT". Jurnal Teknologi 84, nr 3 (31.03.2022): 47–57. http://dx.doi.org/10.11113/jurnalteknologi.v84.17742.

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Indoor fungi are potential sensitizing agents. Their detection and quantification in indoor environments are important in the diagnosis and environmental management of fungal allergies. This study aims to analyse the allergenic potential of ten fungal species and the cross-reactivity of the two most common fungi isolated from the indoor environment samples from Sultan Idris Education University buildings. Employing in vivo (skin prick test) and in vitro (immunoblotting), the major and minor allergenic proteins of ten fungi sensitized subjects were identified. Aspergillus fumigatus and Penicillium canescens were the most common fungi with the highest potential to trigger allergies. The cross-reactivity between them was detected by immunoblotting inhibition experiments using three selected sera from subjects sensitized to each of the aforementioned species. The immunoblotting test revealed multiple major and minor allergens. Among them were 11, 25, 33, 36 > 100 kDa and were also listed as causative agent triggering allergy by IUIS Allergen Nomenclature Subcommittee. Cross-reactivity of Aspergillus fumigatus against Penicillium canescens revealed that 9(64.29%) allergenic bands and 13(76.47%) allergenic bands were inhibited, respectively. Aspergillus spp. and Penicillium spp. with high cross-reactivity are most prevalent in the indoor environment of identified contaminated buildings at UPSI. Aspergillus fumigatus and Penicillium canescens can elicit sensitization among the atopic population and implicates worsening the condition of the symptomatic subjects with prolonged these fungal exposures.
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Karakhanov, Edward. "Preface". Pure and Applied Chemistry 81, nr 11 (1.01.2009): iv. http://dx.doi.org/10.1351/pac20098111iv.

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The 2nd International IUPAC Conference on Green Chemistry (ICGC-2) was held 14-20 September 2008 aboard the ship "Alexander Radishev" traveling from Moscow to St. Petersburg, Russia. The conference was organized by the Russian Academy of Sciences, the Russian Foundation of Basic Research, the Russian Ministry of Education and Science, and M. V. Lomonosov Moscow State University. The opening ceremony was held in the aula of the new Intellectual Center, Fundamental Library of Moscow State University.The scientific program was centered around a number of fundamental and applied topics such as- environmentally safe reagents and synthesis routes,- heterogeneous catalysis,- homogeneous and enzyme catalysis,- prospective environmentally safe energy sources,- use of renewables in the chemical processes,- environmentally safe technologies of chemical products, and- education in the field of green chemistryThe conference program included 7 plenary lectures, 10 keynote lectures, 37 oral contributions, and 120 poster presentations. Two round-table discussions were also organized. The first was organized by Prof. Hemda Garelick (Middlesex University, London) and examined the environmental context for "green chemistry" and addressed its relationship with the subject area of "environmental chemistry". The second was organized by Prof. Valery Lunin (Chemistry Department of M. V. Lomonosov Moscow State University, Moscow) and was devoted to the discussion of the theoretical and practical aspects of the use of supercritical fluids in chemistry and technology.The conference attracted over 360 participants from 39 countries and 4 continents. IUPAC's green chemistry activities were presented by Prof. P. Tundo, President of IUPAC's Organic and Biomolecular Chemistry Division (INCA and Ca' Foscari University of Venice) and Prof. B. Han, Chair of the IUPAC Subcommittee on Green Chemistry. The plenary and keynote lectures with the choice of oral contributions published in this issue of Pure and Applied Chemistry cover each topic of the conference.We look forward to the 3rd International Conference on Green Chemistry to be held in August 2010 in Canada.Edward KarakhanovConference Editor
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Smith, B. J., i H. Kinsey. "Calculating the future: Mathematical curriculum in Pharmacy Technician Education". International Journal of Pharmacy Practice 31, Supplement_2 (30.11.2023): ii50. http://dx.doi.org/10.1093/ijpp/riad074.062.

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Abstract Introduction The General Pharmaceutical Council’s standards for pharmacy technician education state that the learner should be able to “accurately perform pharmaceutical calculations to ensure the safety of people”1. It is important that any calculations taught reflect current practice and ensure patient safety. Previous research identified four calculation types (moles, molarity, displacement value, dilutions) currently taught in the University of East Anglia (UEA) Certificate of Higher education in pharmacy technician practice that are rarely or never used in the workplace by pharmacy technicians2 resulting in a need to consider the inclusion of these in the future curriculum. Aim To explore whether certain calculations should continue to be taught and/or examined as part of the Certificate in Higher Education in pharmacy technician practice. Methods Ethical approval was obtained through the UEA’s school of education and lifelong research ethics subcommittee (ETH2223-0713). The project team (BS, HK) identified inclusion criteria for prospective participants as registered pharmacy technicians who are current, or previous, educational supervisors of pre-registration pharmacy technicians undertaking the UEA certificate. Prospective participants were invited via email by the project lead (BS) to take part in focus groups to discuss the calculations taught to pre-registration pharmacy technicians. Due to the small number of responses (9 total), two focus groups were undertaken (with a total of 7 participants within the groups). During focus groups, four calculation types and their teaching/assessment within the curriculum were discussed: moles, molarity, displacement value, dilutions. The group then voted to either: 1) continue teaching and examination 2) continue teaching and do not examine 3) remove from teaching/examination and teach as a post-qualification advanced course 4) remove from teaching/examination and do not teach in post-qualification. Transcripts from each focus group including the votes submitted were downloaded from the platform being used and analysed using descriptive statistics and inductive thematic analysis by the project lead (BS)3. Results Participants discussed that there was no expectation for newly qualified pharmacy technicians to be able to complete the discussed calculations in modern practice. Most agreed that that teaching the calculations would support understanding of the underlying scientific concepts but examination on the specific calculations is unnecessary. Votes highlighted the majority (4 out of 7) of participants wanted teaching to continue but not be examined for moles, molarity and dilution calculations, while there was a less consensus on displacement values, though most agreed teaching of this should not be examined. Discussion/Conclusion The changing landscape of pharmacy practice has meant that certain calculations are no longer used in everyday practice and consensus is that examining these is of no benefit to students. Teaching the theory around these calculations may still have a role in allowing students to understand the underlying concepts but examination on the student’s ability to perform these calculations is not considered necessary by workplace supervisors. One highlighted limitation of this study is the limited number of participants resulting in a small sample size to work with. Further review and a change in curriculum should be undertaken to reflect findings. References 1. General Pharmaceutical Council. Standards for the initial education and training of pharmacy technicians. 2017 2. Smith, B., Kinsey, H. It doesn’t add up! Calculations in the modern pharmacy technician curriculum, International Journal of Pharmacy Practice. 2022;30(supplement2): ii50–ii51. doi:10.1093/ijpp/riac089.060 3. Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Research in Psychology. 2006;3(2):77–101. doi:10.1191/1478088706qp063oa
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Ziminski, Devon. "Education Reform Trenton Prevention Policy Board Education Subcommittee". Undergraduate Journal of Service Learning & Community-Based Research 3 (22.11.2014): 1–52. http://dx.doi.org/10.56421/ujslcbr.v3i0.187.

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EMBER, LOIS R. "House Subcommittee Blasts EPA's Environmental Equity Report". Chemical & Engineering News 70, nr 13 (30.03.1992): 13–15. http://dx.doi.org/10.1021/cen-v070n013.p013.

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Bolton, C. F., T. J. Benstead, F. Grand'Maison, G. S. Tardif i L. E. Weston. "Minimum Standards for Electromyography in Canada: A Statement of the Canadian Society of Clinical Neurophysiologists". Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 27, nr 4 (listopad 2000): 288–91. http://dx.doi.org/10.1017/s0317167100001013.

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Background:Electromyography (EMG) is a widely used diagnostic technique for disorders of the nervous system. The Canadian Society of Clinical Neurophysiologists (CSCN) promotes the education, evaluation and standards of EMG in Canada. A statement of practice standards was needed to clarify the position of the CSCN on several issues relevant to the practice of EMG.Methods and Results:A subcommittee of the CSCN reviewed current patterns of practice and established guidelines for review by the CSCN. The guidelines developed by the subcommittee were reviewed by the CSCN and adopted as recommendations for EMG practice. The subcommittee was charged with formulation of a document for publication.Conclusion:This document deals with minimum standards for electromyographer education, laboratory operation, equipment and a variety of special circumstances relevant to the practice of EMG. The standards can be adopted by EMG laboratories to guide quality assurance.
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McDonnell, Janice. "REPORT FROM THE INFORMAL EDUCATION AND PUBLIC OUTREACH SUBCOMMITTEE". Limnology and Oceanography Bulletin 17, nr 4 (grudzień 2008): 107. http://dx.doi.org/10.1002/lob.2008174107.

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Walters, Fred H. "A call for a general chemistry subcommittee". Journal of Chemical Education 63, nr 2 (luty 1986): 141. http://dx.doi.org/10.1021/ed063p141.

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Jang, Yena, Seo Yoon Kim, Ji Yoon Kang, Donghwa Kang, Na Hyeon Kweon, Ga Yeon Kim, Narae Kim i in. "Student Engagement in Student Support System Reform: A Case Study". Korean Medical Education Review 25, nr 2 (30.06.2023): 174–83. http://dx.doi.org/10.17496/kmer.23.007.

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Educational evaluation involves data collection and the analysis of various education-related factors to make decisions that improve educational quality. Systematic educational evaluation is essential for enhancing the quality of education. This study reports a case of student-conducted process evaluation of a medical school’s student support system and the procedure for devising improvement plans. Sixteen Inje University College of Medicine students participated in the Education Evaluation Committee (IUCM-EEC) to understand the educational improvement process as learners and actively achieve improvement. The Quality Improvement Committee of the Inje University College of Medicine (IUCM-QIC) decided to reform its student support system based on a previous educational evaluation in 2019. The evaluation of the student support system was conducted for 10 months in 2021 by the student subcommittee, under the guidance of the IUCM-EEC. The CIPP (context-input-process-product) evaluation model was used for a systematic evaluation. Accordingly, the subcommittee developed evaluation criteria and indicators, and analyzed relevant data collected from surveys and the previous literature. For further recommendations and revision ideas, the student subcommittee members interviewed faculty members from six other medical schools and also conducted a focus group interview with the dean and vice deans of IUCM. Finally, the student subcommittee submitted a report to the IUCM-QIC. Communication with various stakeholders is essential for a successful evaluation process. In this case, students, as key stakeholders in education, evaluated the student support system. Their active participation helped improve their understanding of the evaluation process.
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EATON, ANTOINETTE PARISI, i SAMUEL S. FLINT. "What Happened to the Predicted Glut of Pediatricians?" Pediatrics 88, nr 4 (1.10.1991): 870–72. http://dx.doi.org/10.1542/peds.88.4.870.

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In 1986 the Council on Graduate Medical Education (COGME) was asked to advise the Congress of the supply and distribution of physicians in the United States, current and future shortages or excesses of physicians by specialty, issues relating to foreign medical graduates, and other matters relating to the financing and structure of undergraduate and graduate medical education. In 1988, the COGME Subcommittee on Physician Manpower stated to the Congress that "there appears to be an impending oversupply of pediatricians at present,"1 and the Subcommittee undertook—before making its final report to the Congress—its own independent study on manpower needs for pediatrics and six other specialties.
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Rozprawy doktorskie na temat "Subcommittee on Environmental Education"

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Rwema, Christian M. "Environmental education". Thesis, Вид-во СумДУ, 2005. http://essuir.sumdu.edu.ua/handle/123456789/13555.

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Ng, Hin. "Environmental Education Centre". Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31982542.

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Ng, Hin, i 吳衍. "Environmental Education Centre". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31982542.

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Carty, Paula Christine Carleton University Dissertation Geography. "Thinking environmentally; environmental information and environmental education". Ottawa, 1996.

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Thomas, Matthew. "Environmental education on-line : an evaluation of internet use in environmental education /". Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ENV/09envt459.pdf.

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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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Могильна, Наталія Олексіївна, Наталия Алексеевна Могильная, Nataliia Oleksiivna Mohylna i Mayombola Fundisha. "Environmental education fn Tanzania". Thesis, Вид-во СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/8225.

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Le, Roux Kim. "Research portfolio : environmental education". Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003622.

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West, Sarah. "Evaluation of environmental education". Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/5491/.

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Environmental education is a diverse field, carried out by many different types of organisations and individuals in a variety of formal and non-formal settings. In this era of accountability environmental educators are increasingly being asked to demonstrate the success of their projects through evaluation. In this thesis, I explore evaluation practice within environmental education in the UK from the perspectives of practitioners and their participants. I used a mixed-methods approach to discover what practitioners and participants feel are the outcomes of environmental education, comparing them with each other and the limited literature on the topic. Practitioners suggested a wide range of different outcomes, which I categorised into outcomes for the environment, for the individual, the wider community and the institution running the project. A particularly diverse range of outcomes for the individual were suggested by practitioners and their participants. Few studies have examined the evaluation practice of environmental education practitioners, but the literature suggests a lack of a culture of evaluation within the sector. Practitioners in my sample report evaluating their projects more frequently than is reported in the literature. However, I used the Kirkpatrick typology of evaluation to categorise the types of evaluation conducted by these practitioners and revealed that much of this is mainly a fairly superficial assessment of how much participants enjoyed the activities. The barriers practitioners face to evaluation is another understudied research area, and I divided the barriers discussed by practitioners and participants into methodological and practical barriers. Lack of time is the biggest challenge faced by practitioners, and this has implications for the quality of the evaluations that are conducted.
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Karr, Jolanda Tracie. "Environmental education: The equalizer". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2860.

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Książki na temat "Subcommittee on Environmental Education"

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Education, United States Congress House Committee on Education and Labor Subcommittee on Select. Hearing on H.R. 3684, the National Environmental Education Act: Hearing before the Subcommittee on Select Education of the Committee on Education and Labor, House of Representatives, One Hundred First Congress, second session : hearing held in Washington, DC, April 19, 1990. Washington: U.S. G.P.O., 1990.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education. Hearing on H.R. 3684, the National Environmental Education Act: Hearing before the Subcommittee on Select Education of the Committee on Education and Labor, House of Representatives, One Hundred First Congress, second session : hearing held in Washington, DC, April 19, 1990. Washington: U.S. G.P.O., 1990.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education. Hearing on H.R. 3684, the National Environmental Education Act: Hearing before the Subcommittee on Select Education of the Committee on Education and Labor, House of Representatives, One Hundred First Congress, second session : hearing held in Washington, DC, April 19, 1990. Washington: U.S. G.P.O., 1990.

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Education, United States Congress House Committee on Education and Labor Subcommittee on Select. Hearing on H.R. 3684, the National Environmental Education Act: Hearing before the Subcommittee on Select Education of the Committee on Education and Labor, House of Representatives, One Hundred First Congress, second session : hearing held in Washington, DC, April 19, 1990. Washington: U.S. G.P.O., 1990.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education. Hearing on H.R. 3684, the National Environmental Education Act: Hearing before the Subcommittee on Select Education of the Committee on Education and Labor, House of Representatives, One Hundred First Congress, second session : hearing held in Washington, DC, April 19, 1990. Washington: U.S. G.P.O., 1990.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education. Hearing on H.R. 3684, the National Environmental Education Act: Hearing before the Subcommittee on Select Education of the Committee on Education and Labor, House of Representatives, One Hundred First Congress, second session : hearing held in Washington, DC, April 19, 1990. Washington: U.S. G.P.O., 1990.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education. Hearing on H.R. 3684, the National Environmental Education Act: Hearing before the Subcommittee on Select Education of the Committee on Education and Labor, House of Representatives, One Hundred First Congress, second session : hearing held in Washington, DC, April 19, 1990. Washington: U.S. G.P.O., 1990.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education and Civil Rights. The National Environmental Education Act: Hearing before the Subcommittee on Select Education and Civil Rights of the Committee on Education and Labor, House of Representatives, One Hundred Third Congress, second session, hearing held in Washington, DC, April 21, 1994. Washington: U.S. G.P.O., 1994.

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Schools, New Jersey Legislature Joint Committee on the Public Schools Subcommittee on Innovative Programs and Charter. Subcommittee meeting of Joint Committee on the Public Schools, Subcommittee on Innovative Programs and Charter Schools: An in-depth look at career and technical education as a model for high school reform : [March 23, 2009, Marine Academy of Technology and Environmental Science, Manahawkin, New Jersey]. Trenton, N.J: Office of Legislative Services, Public Information Office, Hearing Unit, 2009.

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New Jersey. Legislature. Joint Committee on the Public Schools. Subcommittee on Innovative Programs and Charter Schools. Subcommittee meeting of Joint Committee on the Public Schools, Subcommittee on Innovative Programs and Charter Schools: An in-depth look at career and technical education as a model for high school reform : [March 23, 2009, Marine Academy of Technology and Environmental Science, Manahawkin, New Jersey]. Trenton, N.J: Office of Legislative Services, Public Information Office, Hearing Unit, 2009.

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Części książek na temat "Subcommittee on Environmental Education"

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Nowicki, Maciej. "Environmental education". W Environment in Poland, 167–72. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1731-9_17.

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McPhee, Ms Sally. "Environmental Education". W The Palgrave Handbook of Global Sustainability, 1–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-38948-2_78-1.

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Lin-Heng, Lye. "Environmental Education". W Fulfilling the Sustainable Development Goals, 185–200. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003144274-16.

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Lange, Elizabeth A. "Environmental Education". W Transformative Sustainability Education, 116–74. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003159643-4.

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McPhee, Sally. "Environmental Education". W The Palgrave Handbook of Global Sustainability, 1159–79. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-01949-4_78.

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Dillon, Justin, i Benjamin Herman. "Environmental Education". W Handbook of Research on Science Education, 717–48. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780367855758-27.

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Cervone, Jason A. "Environmental Sacrifice". W Corporatizing Rural Education, 67–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64462-2_4.

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Malitikov, E. M. "Environmental Education and Environmental Issues". W NATO ASI Series, 273–78. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-2962-8_20.

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Reid, Alan. "Environmental Teacher Education". W Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_218-7.

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English, Leona M., i Peter Mayo. "Environmental Adult Education". W Learning with Adults, 189–96. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_17.

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Streszczenia konferencji na temat "Subcommittee on Environmental Education"

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Asada, Seiji, Shengde Zhang, Masahiro Takanashi i Yuichirou Nomura. "Study on Incorporation of a New Design Fatigue Curve Into the JSME Environmental Fatigue Evaluation Method". W ASME 2019 Pressure Vessels & Piping Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/pvp2019-93273.

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Abstract A new fatigue analysis method was developed in the Subcommittee on Design Fatigue Curve in the Atomic Energy Research Committee in the Japan Welding Engineering Society JWES). If the new design fatigue curves are incorporated into the Environmental Fatigue Evaluation Method of the Japan Society of Mechanical Engineers (JSME), the environmental fatigue analysis can be optimized. The Subgroup on Fatigue Evaluation of the Subcommittee on Nuclear Power in the Main Committee on Power Generation Facility Codes in the JSME is reviewing the new design fatigue curves to incorporate into the JSME Environmental Fatigue Evaluation Method. This paper discuss the new design fatigue curves which is under review.
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Willobee, Mark R., i Karen C. Kabbes. "Regulatory Issues in Soil Erosion and Sediment Control: ASCE EWRI MPCES Subcommittee on Regulatory Tools". W World Environmental and Water Resources Congress 2007. Reston, VA: American Society of Civil Engineers, 2007. http://dx.doi.org/10.1061/40927(243)47.

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Parks, Robert E. "ISO Environmental Test Standards for Optical Instruments". W Optical Fabrication and Testing. Washington, D.C.: Optica Publishing Group, 1988. http://dx.doi.org/10.1364/oft.1988.fa5.

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International standards writing efforts in optics having been going on for the past 9 years under the auspices of the Geneva based International Standards Organization (ISO). This work is being done by Technical Committee (TC) 172 - Optics and Optical Instruments. Within this TC, Subcommittee (SC) 1 - Fundamental Standards has three Working Groups (WG). WG 3 - Environmental Test Methods, has prepared 18 draft environmental test standards and an introductory section defining the application of these tests to various classes of optical instruments.
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Djoehaeni, Heny, Mubiar Agustin i Asep Deni Gustina. "Environmental Education in Kindergarten". W 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007037801730177.

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Carrie Lynn Vollmer-Sanders i Natalie Rector. "Environmental Stewardship Education Partnership". W 2007 Minneapolis, Minnesota, June 17-20, 2007. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2007. http://dx.doi.org/10.13031/2013.23026.

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Semenova, E. V. "PHILOSOPHY OF ENVIRONMENTAL EDUCATION". W Духовно-нравственное образование и патриотическое воспитание: традиции и перспективы. Воронеж: Воронежский государственный лесотехнический университет им. Г.Ф. Морозова, 2023. http://dx.doi.org/10.58168/smepu2023_51-55.

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Safitri, Desy, ZE Ferdi Fauzan Putra i Sujarwo. "Ecolabel in Environmental Education". W International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.032.

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Stein, Jack A., Jimmy Hu, David F. Dougherty, Gregory P. Wowchuk i Joerg Renner. "Moving Toward Worldwide Standardization of Environmental and Reliability Testing Practices for Automotive Electrical and Electronic Equipment SAE Reliability Standards Committee Objective No. 3 Environmental Factors Subcommittee". W International Congress & Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1996. http://dx.doi.org/10.4271/960976.

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Karatkevich, A. "ENVIRONMENTAL EDUCATION AND EDUCATION FOR SUSTAINABLE DEVELOPMENT." W SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-173-177.

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Jantassova, Damira, Galina Smirnova i Valentina Gotting. "Environmental tendencies in engineering education". W 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318120.

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Raporty organizacyjne na temat "Subcommittee on Environmental Education"

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

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Huntley, Natalie, i Runying Chen. Does Environmental Education Matter? Ames: Iowa State University, Digital Repository, listopad 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-107.

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Author, Not Given. Environmental Education Strategic Plan. Office of Scientific and Technical Information (OSTI), grudzień 1991. http://dx.doi.org/10.2172/5745861.

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Chulock, Hilary N. Environmental Management Education Program: Building Environmental Stewardship. Office of Scientific and Technical Information (OSTI), styczeń 2004. http://dx.doi.org/10.2172/899679.

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Author, Not Given. Partnership for Environmental Technology Education: Tribal Colleges Initiative in Science and Environmental Education. Office of Scientific and Technical Information (OSTI), styczeń 1999. http://dx.doi.org/10.2172/307851.

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Robinson, Rodney A. Master Plan for Environmental Education. Fort Belvoir, VA: Defense Technical Information Center, październik 1992. http://dx.doi.org/10.21236/ada458688.

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Lemaire, R. Environmental Education Training and Career Development,. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 1996. http://dx.doi.org/10.21236/ada310831.

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Ortega, S. U., i E. R. Jackson. Environmental education work force pipeline strategic plan. Office of Scientific and Technical Information (OSTI), listopad 1992. http://dx.doi.org/10.2172/484509.

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Price, S. V., i P. R. Johnson. Public and institutional environmental education in the 1990s. Office of Scientific and Technical Information (OSTI), sierpień 1993. http://dx.doi.org/10.2172/10175057.

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Sims, Kate. Education, Girls’ Education and Climate Change. Institute of Development Studies, marzec 2021. http://dx.doi.org/10.19088/k4d.2021.044.

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Streszczenie:
This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
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