Дисертації з теми "Environmental Sustainability Education"
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Miller, VirgÃnia Moura. "Environmental education for sustainability sustainability environmental education: the paths of Nursery School Teacher Izaldino in Maceià - AL." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10948.
Повний текст джерелаO presente trabalho intitulado ―Da EducaÃÃo Ambiental para a Sustentabilidade à Sustentabilidade da EducaÃÃo Ambiental: os caminhos da Creche Escola Mestre Izaldino em Maceià â AL‖ teve como objetivo: a) analisar como a EA està sendo implantada na Creche Escola Mestre Izaldino - CEMI e o que garante que ela seja implantada com Sustentabilidade; b) registrar as aÃÃes de formaÃÃo continuada em EA desenvolvidas pela Secretaria Municipal de EducaÃÃo de Maceià â SEMED e pelo Programa de EducaÃÃo Ambiental Lagoa Viva â PEALV em Maceià e c) propor sugestÃes que contribuam para a efetivaÃÃo da EducaÃÃo Ambiental na rede municipal de ensino. A metodologia utilizada caracteriza-se como qualitativa, por um Estudo de Caso. Para a construÃÃo do referencial teÃrico fez-se uma revisÃo da literatura onde discutiu-se a crise ambiental, a perspectiva da Sustentabilidade, Sustentabilidade e EducaÃÃo, o carÃter ideolÃgico da EA, o processo de InstitucionalizaÃÃo da EA no Brasil, as AusÃncias e EmergÃncias em EducaÃÃo e FormaÃÃo de Educadores, e o Ambiental na EducaÃÃo Infantil. Seguiu-se apresentando um pouco da histÃria e objetivos e aÃÃes desenvolvidas pelo Programa de EducaÃÃo Ambiental Lagoa Viva - PEALV. Contou-se a histÃria da CEMI, analisando como ela tem educado para a Sustentabilidade e com Sustentabilidade no seu projeto pedagÃgico de promoÃÃo da EA com inserÃÃo e integraÃÃo com a comunidade onde a escola està inserida. Fez-se tambÃm uma reflexÃo sobre as concepÃÃes de EA e de Meio Ambiente da comunidade escolar (gestoras, professoras, auxiliares de serviÃos gerais e pais/mÃes de alunos/as) e percebeu-se algumas contradiÃÃes, em que certa parte dos(as) entrevistados(as) apresentam uma visÃo naturalista de Meio Ambiente e outra uma concepÃÃo de EA comportamentalista, mas isto nÃo tem comprometido a sustentabilidade da implementaÃÃo da EA na escola. Pode-se verificar que os PrincÃpios BÃsicos da AlfabetizaÃÃo EcolÃgica (a parceria, a interdependÃncia, a natureza cÃclica â que na educaÃÃo pode ser entendido como o intercÃmbio cÃclico de informaÃÃo, a flexibilidade, e a diversidade) propostos por Capra (1996), estÃo presentes na comunidade escolar da CEMI, mostrando com isto que a escola està no caminho correto para a construÃÃo da Sustentabilidade, para a construÃÃo de um EspaÃo de Educadores SustentÃveis.
Law, Man-suet Michelle, and 羅文雪. "Achieving corporate sustainability through environmental education and training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206704.
Повний текст джерелаpublished_or_final_version
Kadoorie Institute
Master
Master of Philosophy
Shobe, Amber R. "Insights into Perspectives on Environmental Sustainability." UKnowledge, 2015. http://uknowledge.uky.edu/cld_etds/19.
Повний текст джерелаau, sheehy@essun1 murdoch edu, and Lucy Ann Sheehy. "Goal Setting for Sustainability: A New Method of Environmental Education." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061101.85105.
Повний текст джерелаSheehy, Lucy Ann. "Goal setting for sustainability: a new method of environmental education." Sheehy, Lucy Ann (2006) Goal setting for sustainability: a new method of environmental education. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/307/.
Повний текст джерелаSheehy, Lucy Ann. "Goal setting for sustainability: a new method of environmental education." Thesis, Sheehy, Lucy Ann (2005) Goal setting for sustainability: a new method of environmental education. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/307/.
Повний текст джерелаLam, Wai-nam. "Learning for environmental sustainability : the green school experience /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35081296.
Повний текст джерелаLynam, Abigail. "Embracing Developmental Diversity| Developmentally Aware Teaching, Mentoring, and Sustainability Education." Thesis, Prescott College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629433.
Повний текст джерелаThis research examined the personal, professional, and developmental impact of introducing a constructive developmental perspective to faculty and students in a post-secondary program in sustainability education and leadership development. It also explored the relationship between adult development and sustainability education, teaching, and mentorship. There is increasing emphasis on integrating human interiors (values, beliefs, worldviews) in sustainability work. However, little research has examined the relationship between adult development and sustainability education. The purpose of this research was to explore deepening the transformative nature of learning and leadership development in graduate education through the use of a developmental framework and assessment, and to contribute to advancing the application of adult developmental research to adult learning and sustainability education. The site of study was Prescott College, and the sample of 11 included four Ph.D. faculty and seven students. This mixed-methods study included semi-structured interviews, a five-month action inquiry process, and a pre and post developmental assessment. The findings demonstrate that sustainability is significantly different for individuals assessed at different developmental stages; learning about adult development is transformative developmentally, personally, and professionally; a developmental awareness may deepen the transformative impact of graduate sustainability education and leadership development; and teaching about adult development is more effective when it is developmentally responsive. Integrating a developmental awareness into graduate and sustainability education is recommended to support learning and growth at all stages of development, support the development of the educators themselves, and support skill development for working well with diverse groups.
Brodie, Carol Ann. "Environmental sustainability programs in higher education: Policies, practices and curriculum strategies." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2505.
Повний текст джерелаHeilmayr, Robert. "Sustainability Reporting At Higher Education Institutions." Scholarship @ Claremont, 2006. http://scholarship.claremont.edu/cmc_theses/979.
Повний текст джерелаKarmol, Stephen N. "Knowledge, values, and action for sustainability environmental education for the 21st century /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Karmol_SMITthesis2009.pdf.
Повний текст джерелаSjögren, Hanna. "Sustainability for Whom? : The Politics of Imagining Environmental Change in Education." Doctoral thesis, Linköpings universitet, Tema teknik och social förändring, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-127393.
Повний текст джерелаUtbildning har globalt fått en central roll i strävanden efter att skapa hållbar utveckling. Initiativ tagna av såväl Förenta Nationerna som Europeiska Unionen, där utbildning och hållbarhet kopplas samman, vittnar om att frågor som rör miljöförändringar har blivit allt viktigare både på de politiska agendorna och i våra kollektiva, kulturella föreställningsvärldar. Men hur formas begreppet hållbar utveckling när det ska göras undervisningsbart? Vilka framtider möjliggör hållbar utveckling i utbildningssammanhang och vem inkluderas i begreppet? Frågor av kritisk karaktär är ofta frånvarande i tidigare utbildningsforskning som rör hållbar utveckling. Denna avhandling tar sin utgångspunkt i att frånvaron av kritiska frågor kan ses som del i en samtida postpolitisk inramning av miljöfrågor i såväl utbildningssammanhang som i samhället i stort. Studien undersöker hur utbildningsväsendet, som är en central institution i fostrandet av framtidens medborgare, tar sig an frågor som rör miljöförändringar. Syftet med studien är att undersöka hur hållbar utveckling formas genom utbildning samt att diskutera hur dessa formationer relateras till idéer om vad utbildning är och vem som ska utbildas. På så vis söker studien också efter sätt att re-politisera hållbar utveckling i utbildningssammanhang. Avhandlingen är tvärvetenskaplig och använder teorier och begrepp från kulturstudier, feministisk teori, politisk teori och utbildningsfilosofi för att studera vad utbildning som relaterar till natur- och miljöfrågor möjliggör. Empiriskt undersöks svenska lärarutbildare, som ansvarar för att utbilda framtidens lärare. Studien ställer frågor om ontologiska, politiska och etiska aspekter av att öppna upp utbildningen för det som ligger bortom mänsklig kontroll och kunskap.
Sustainable development as an area of knowledge
Watson, Mary K. "Assessment and improvement of sustainability education in civil and environmental engineering." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/48981.
Повний текст джерелаSethusha, Mantsose Jane. "How primary school learners conceptualize the environment and environmental education." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10022007-134249/.
Повний текст джерелаJürgensen, Anna. "Education for sustainability developing a sustainable strategy for Zákolany School." Lund, Sweden : International Institute for Industrial Environmental Economics, 2003. http://www.iiiee.lu.se/Publication.nsf/$webAll/E0FD748605E2FB40C1256DFF0031250B/$FILE/Anna_Jurgensen_HP.pdf.
Повний текст джерелаLam, Wai-nam, and 林蔚南. "Learning for environmental sustainability: the green school experience." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45014152.
Повний текст джерелаLyman, Samson E. "Science education for environmental sustainability a case study of the Palouse watershed /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/s_lyman_041209.pdf.
Повний текст джерелаShallcross, Anthony George. "Education as second nature : deep ecology and school development through whole institution approaches to sustainability education." Thesis, Manchester Metropolitan University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252441.
Повний текст джерелаSherren, Katherine Dove. "Sustainability bound? : a study of interdisciplinarity and values in universities /." View thesis entry in Australian Digital Theses Program, 2008. http://thesis.anu.edu.au/public/adt-ANU20080507.100919/index.html.
Повний текст джерелаWooltorton, Sandra. "School-as-community : bridging the gap to sustainability /." Access via Murdoch University Digital Theses Project, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040803.113536.
Повний текст джерелаPackard, Jill M. E. "Environmental education and the dimensions of sustainability: An analysis of the curriculum of the Cuahoga Valley Education Center." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1181072399.
Повний текст джерелаJohnson, Brian. "Can Education Improve the Environment? Applying the Pressure-State-Response Environmental Indicator Framework to Environmental Education Program Outcomes." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1375367966.
Повний текст джерелаKronenberg, Johannes, Anastasia Laukkanen, and Théodore Fischer. "The neglected child of sustainability education." Thesis, Blekinge Tekniska Högskola, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-16945.
Повний текст джерелаBurns, Heather L. "Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy." PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/942.
Повний текст джерелаBamford, Kathleen. "The Role Of Motivation And Curriculum In Shaping Pro-Sustainable Attitudes And Behaviors In Students." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/326.
Повний текст джерелаTaylor, Josie Ann. "The Influence of Childhood Zoo Visitation on Adult Sustainability Behavior: A Self-Assessment Analysis." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/theses/2833.
Повний текст джерелаSpiteri, Jane. "Young children's perceptions of environmental sustainability : a Maltese perspective." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21696.
Повний текст джерелаau, S. Wooltorton@ecu edu, and Sandra Joyce Wooltorton. "School-As-Community: Bridging the Gap to Sustainability." Murdoch University, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040803.113536.
Повний текст джерелаMorris, Nicholas A. "Relocating Education for Sustainability: From the campus to the community." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1477287211778195.
Повний текст джерелаSkoien, Petra, and n/a. "Identifying Opportunities for Education for Sustainability: Current Practices of Community-Based Environmental Groups." Griffith University. Australian School of Environmental Studies, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070109.145756.
Повний текст джерелаCOSTA, ANDREA VIVIANE DE OLIVEIRA. "SUSTAINABILITY INDICATORS FOR HIGHER EDUCATION INSTITUTIONS: CONTRIBUTIONS TO ENVIRONMENTAL AGENDA OF PUC-RIO." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20393@1.
Повний текст джерелаCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O objetivo da dissertação é propor um conjunto de indicadores de resultado e respectivas métricas a serem considerados pela PUC-Rio para mensurar a sustentabilidade do campus, em alinhamento às diretrizes da Agenda Ambiental PUC-Rio e a referenciais internacionais. No contexto institucional no qual a pesquisa se insere, considera-se que esse esforço propiciará ao NIMA/PUC-Rio, ao Grupo de Pesquisa Universidade Sustentável da PUC-Rio e aos diversos atores envolvidos na implementação das diretrizes e metas da Agenda o ferramental adequado para a mensuração da sustentabilidade da Universidade. A metodologia adotada compreende: (i) pesquisa bibliográfica e documental sobre instituições de ensino superior sustentáveis; metodologia de construção de indicadores, modelos de avaliação da sustentabilidade de IES e referenciais normativos em nível internacional; (ii) proposição de um modelo conceitual, base para a definição dos indicadores de resultado que expressem a sustentabilidade da PUC-Rio; (iii) elaboração de estudo de caso, tendo como foco a Agenda Ambiental PUC-Rio; (v) formulação das conclusões e recomendações para as entidades envolvidas e interessadas nos resultados da pesquisa. Destacam-se como resultados: (i) um modelo conceitual para avaliação da sustentabilidade de instituições de ensino superior, adaptado à realidade da PUC-Rio; e (ii) um conjunto consistente de indicadores de resultados para mensuração da sustentabilidade, visando a efetiva implementação da Agenda Ambiental, a melhoria contínua desse processo de mudança e a divulgação do desempenho sustentável da Universidade.
The objective of this dissertation is to propose a set of sustainability indicators for higher education institutions, within the perspective of application in the PUC-Rio, particularly for the evaluation of its Environmental Agenda initiative. Within the institutional context in which this research is situated, it is assumed that this effort will provide the proper tools to measure the University sustainability, focusing on the seven items of its Environmental Agenda. The research methodology encompasses: (i) bibliographical and documental review on sustainable higher education institutions (HEI), sustainability assessment tools and indicators for sustainable HEI and normative referential at international level; (ii) design of a conceptual model as a basis for building properly sustainability indicators, within the perspective of future application in PUC-Rio; (iii) development of a case study focusing on the PUC-Rio s Environmental Agenda; and (v) formulation of conclusions and recommendations for entities involved and interested in promoting sustainable higher education institutions, particularly those from PUC-Rio. The main results can be summarized as follows: (i) a conceptual model for evaluating sustainability in PUC-Rio; and (ii) a consistent set of sustainability indicators for measuring the results of implementation of the PUC-Rio s Environmental Agenda.
Silva, Manoel Sampaio da. "Environmental education and sustainability: eco-relational approach in the settlement of Finance angico." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10482.
Повний текст джерелаO reconhecimento da EducaÃÃo Ambiental como um importante mecanismo de interaÃÃo polÃtico-social e econÃmica e fator essencial à melhoria da qualidade de vida das pessoas do meio rural, incentivou a intenÃÃo de desenvolver esta pesquisa com as famÃlias assentadas da Fazenda Angico, no sentido de assegurar a sustentabilidade local em uma perspectiva ecorrelacional. Nesse sentido, realizou-se uma pesquisa qualitativa, fundamentada numa pesquisa bibliogrÃfica e de campo, do tipo estudo de caso, das percepÃÃes dos assentados em relaÃÃo aos aspectos ecolÃgicos e à utilizaÃÃo dos recursos naturais existentes na Ãrea, de forma a assegurar a sustentabilidade do meio. Nessa perspectiva, procurou-se um estudo das implicaÃÃes e contradiÃÃes das prÃticas educativas dos assentados no nÃvel de consciÃncia ecologicoambiental; adotou-se uma metodologia com a aplicaÃÃo de entrevistas com 17 autores sociais vistos como referÃncias no assentamento, contando com a contribuiÃÃo da Perspectiva Ecorrelacional-PER sobre as prÃticas socioambientais responsÃveis, executadas pelo coletivo das famÃlias; que possam auxiliar na elaboraÃÃo de uma proposiÃÃo interventiva; O objetivo geral do estudo à analisar as prÃticas socioambientais das famÃlias assentadas como dispositivo colaborativo na formaÃÃo de uma consciÃncia ecorrelacional; as prÃticas ambientais ancestrais, que ainda sÃo executadas pelo coletivo dos assentados relacionados ao solo, terra, Ãgua, agricultura, criaÃÃo dos animais, o lixo, agrotÃxicos. Foram constatadas prÃticas socioambientais no cotidiano dos assentados do Angico no trato com as sementes, no cuidado diÃrio para o nÃo desperdÃcio da Ãgua, bem como no relacionamento com os recursos do solo, da fauna e da flora, destacando, principalmente, a convivÃncia harmoniosa entre si.
The recognition of environmental of education as an important mechanism of politico-social and economic interaction, and essential factor to the improvement of people life quality in rural areas encouraged in me the desire to develop this research with families settled in Angico Farm, aiming to ensure the local sustainability in an ecorelational perspective. Accordingly,a qualitative study based on a bibliographic and local research was carried out, a case study of settled people perception relating to the ecological aspects and to the use of the natural resources of the place, aiming to ensure the place sustainability. In this perspective, it was sought to study the implications and contradictions of educational practices of settled people in the ecological environmental consciousness level. It was used a methodology with interviews with 17 social authors who were references into the settlement, with input of Eco-relational Perspective-PER on the responsible socio environmental practices executed by the group of families, which can help in the construction of an interventional proposition. The general objective of the study is to analyze the socio environmental practices of the settled families as a collaborative device in the building of an ecorelational consciousness; ancestor environmental practices, which are still performed by the group of settled families relating to the soil, land, water, agriculture, livestock, garbage, pesticides. Socio environmental practices were found in the daily of Angico settled families relating to the feeds treatment, to the daily water care to avoid water wastage, as well as to the soil, fauna and flora resources relationship, highlighting, mainly, the harmonious coexistence.
Pernambuco, Fernanda Frota. "Sustainability in higher education an analysis of responsible environmental behaviors among undergraduate students /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0025111.
Повний текст джерелаKopelke, David. "Environmental education through listening to children." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60239/1/David_Kopelke_Thesis.pdf.
Повний текст джерелаHurd, Emily. "Transformative Education and K-12 Whole-School Sustainability| A Case Study of Four Schools in the United States." Thesis, Prescott College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13422229.
Повний текст джерелаAddressing current environmental, economic, and social challenges requires a transformation in thinking. Education, if reoriented toward sustainability, has the potential to promote environmentally responsible behavior and advance society toward environmental, economic, and social well-being. Teachers have an important role in this shift in education, both as models of environmental sensitivity and as agents of change. Beginning and experienced teachers alike struggle to adapt to a model of education that allows young people to build the experience and skills necessary to address the sustainable development goals outlined by the United Nations.
This mixed-methods case study presents practices from whole-school sustainability programs in four U.S. K-12 institutions, with the purpose of providing resources and examples for further development of K-12 whole-school sustainability programs. Based on results from 35 interviews, four classroom observations, and four campus tours, I provide other school administrations and staff with institution-appropriate pathways towards implementing and refining their own whole-school sustainability education programs.
Plant, Malcolm. "Developing and evaluating a socially critical approach to environmental education at philosophical and methodological levels in higher education." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343537.
Повний текст джерелаAndersson, Pernilla. "The Responsible Business Person : Studies of business education for sustainability." Doctoral thesis, Södertörns högskola, Miljövetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29400.
Повний текст джерелаI kölvattnet av den finanskris som kulminerade 2008 och växande uppmärksamhet för olika miljö- och hållbarhetsutmaningar, som exempelvis klimatförändringar, har uppmaningar till integrering av ’hållbar utveckling’ i ekonomiutbildningar ökat internationellt. Miljö och hållbarhetsfrågor har sedan tidigare varit framskrivna i gymnasieskolans styrdokument men i samband med den senaste gymnasiereformen 2011 skrevs begreppet hållbar utveckling tydligare in i Företagsekonomiämnets ämnesplan. Denna avhandling undersöker integrering av hållbarhetsfrågor inom ramen för undervisning i företagsekonomi och närliggande ekonomiämnen på gymnasienivå. Utifrån ett poststrukturalistiskt perspektiv är det övergripande syftet att identifiera vilka företagarroller som artikuleras i läromedeloch undervisning, och även att diskutera i vilken utsträckning dessa roller förbereder de studerande, som framtida företagare, att hantera hållbarhetsfrågor. Avhandlingen består av fyra delstudier som baseras på analyser av läroböcker, lärarintervjuer och klassrumsobservationer. Tre kategorier av företagarroller, som rymmer olika förväntningar på en ansvarstagande företagare har identifierats. Dessa olika roller innebär att en företagare förväntas antingen: anpassa sig till etiska värden som uttrycks i lagar och regler, addera etiska värden som efterfrågas av andra, eller skapa etiska värden. Rollerna skiljer sig åt huruvida en företagare: skall hålla egna känslor för hållbarhetsfrågor åt sidan (anpassande rollen), har utrymme för egna känslor (adderande rollen) eller måste involvera egna känslor (skapande rollen), vid fattande av affärsbeslut. Dessa roller jämförs med de företagarroller som impliceras i Dryzeks miljödiskurser och Pellizzonis ansvarsregimer. Utifrån Dryzeks och Pellizzonis argument om vilka kvaliteter som är viktiga för att hantera hållbarhetsfrågor dras slutsatsen att de studerande kan bli: icke rustade (den anpassande rollen), illa rustade (den adderande rollen) eller bättre rustade (den skapande rollen), att hantera osäkra och komplexa hållbarhetsfrågor, beroende på hur hållbarhetsfrågor integreras i företagsekonomiundervisningen. De fyra artiklarna innehåller detaljerade exempel på hur och i vilka situationer specifika företagarroller artikuleras eller privilegieras. Exemplen visar också i vilka situationer utbildningen tilltalar de studerande och potentiellt blivande företagarna som moraliska subjekt och ger utrymme för de studerandes subjektivitet (som inbegriper förnuft och egna känslor).Dessa exempel kan användas av (bl a) lärare som utgångspunkt för kritisk reflektion i syfte att förstärka de studerandes förmågor att som framtida företagare hantera osäkra och komplexa hållbarhetsfrågor, samt för att utveckla utbildningens kvalitet avseende dess subjektifierande funktion.
Chambliss, Kathleen Mary. "Beholding Nature| Contemplation and Connectedness." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588960.
Повний текст джерелаTwo related exploratory studies, one with families, and a second one with adult and child members of an independent school community, suggest that our connections with the rhythms, processes, species, and cycles of nature, our love and feelings of affinity for nature, can be strengthened by practicing contemplation outdoors. In The Family Nature Workshop Study, urban and suburban families participated in a seven-week Contemplation in Nature program, and in The Sit Spot Study, children and adult members from an urban school community practiced sitting quietly outdoors, recording observations in a journal twice a week for five weeks. Changes in connectedness were measured using the Inclusion of Nature in Self Scale (Schultz, 2001), the Ten-item Connectedness to Nature Scale (C. Frantz, email communication, January 11, 2012), the Child and Adolescent Mindfulness Measure (Greco, Baer & Smith, 2011), and the Mindful Attention Awareness Scale (Brown & Ryan, 2003). Analysis of journal entries provided additional insight into the participants' experiences of self, experiences of the world outside of self, experiences of the self in relationship with other community members, and expressions of Biophilia Values (Kellert & Wilson, 1993). The journals reveal a picture of nature found in suburban and urban landscapes as it was perceived and experienced by the humans in the environment, people who were willing to take time out of busy schedules to pause, sit, listen, and learn. The journals thereby open a window through which we can view the everyday and extraordinary experiences of being a human in and as part of nature.
Hodgkinson, Todd Michael. "Translating sustainability: the design of a secondary charter school." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2714.
Повний текст джерелаAlbertyn, Kim Ashley. "Public libraries going green: environmental sustainability and green information literacy." University of Western Cape, 2020. http://hdl.handle.net/11394/7937.
Повний текст джерелаThere is a great demand for human beings all over the world to live in a more green way, due to the earth’s natural resource scarcity and other environmental issues such as climate change, pollution, emission of greenhouse gases, global warming and depletion of the ozone layer. Librarians, especially public librarians, are seen as the facilitators of access to information. Public librarians are thus in a position to create awareness of the importance of green living and to educate the general public on how to live green.
Phinney, Terese. "The Role of Pro-Environmental Behavior Change in Sustainability Planning and Programming in Higher Education." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1437214946.
Повний текст джерелаJonamu, Blessing Tapiwa. "A framework for the management of environmental information in Higher Education Institutions." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020620.
Повний текст джерелаGilmore, Rosaleen E. "The Best Mirror of Our Souls| Wild Mountains and What They Can Teach Us." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10790352.
Повний текст джерелаMountains are filled with both mystery and grandeur. They are places where the natural world can be experienced in its most raw form. Humans have been climbing mountains for centuries, yet it is still difficult to adequately explain what draws people to the mountains. There is danger in the mountains, but there can also be rewards in the form of physical health, mental well-being, and personal growth. My climbing experience has led me to believe that these benefits are felt most when climbers approach a mountain with a sense of reverence and respect, and that the colonizing mindset of conquering a mountain or completing a tick-list is detrimental to the climber, the people that the climber interacts with, and the natural environment of the mountain. This study examines the worldviews of mountain climbers and the aspects of mountaineering that seem to enhance these worldviews. The worldviews of the mountaineers are explored in regard to both the natural environment and human society. Focus is placed on the aspects of mountaineering that seem to encourage biocentric worldviews, with the hope of being able to apply these findings to future sustainability initiatives. This study finds that mountaineers have a generally negative view of societies which put too much emphasis on material wealth, social prestige, and power structures. These materialistic tendencies of society are in direct contrast with the world of mountains. The benefits of climbing mountains are extensive, with personal and spiritual benefits being even more essential to the experience than the physical benefits. Climbers do not climb mountains for these benefits though; they climb mountains to climb. The findings of this study are discussed in terms of the future of climbing, environmental and social sustainability initiatives, and genuine learning experiences.
Ramsey, Scott C. "The Effects of Living Water on Participants' Connection to Nature." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815090.
Повний текст джерелаIn recent years a surge in research focused on the influences of water on humans. However, few have studied the effects of water on our relationship with nature, particularly to explore enduring impressions from a longitudinal perspective. Addressing these gaps, this qualitative exploratory research enlisted a case study methodology that employed multiple methods to investigate how a multi-day wilderness trip on the Tatshenshini River might affect participants’ connection to nature and position toward a sustainable lifestyle. The 12 participants were administered the Kellert Shorb Biophilic Indicator (KSBVI) questionnaire prior to the trip and reflected in journals during the experience. Six months after the trip ended a survey was administered. After 16 months, in-depth interviews were conducted. The results suggest that immersion into river time, an experience conceptualization that connected participants to nature’s rhythm, generally equated with a flow state and a condition of blue mind, positively influenced their connection to nature. It appears that living water in concert with awe-inspiring encounters in the natural world enhanced and affirmed participants’ position toward a sustainable lifestyle. Furthermore, this multi-day wilderness experience seemed to inform their orientation toward sustainability. The findings suggest that further research into the lasting effects of river time and awe within these types of contexts is warranted.
Kellogg, Scott. "Urban Ecosystem Justice| The Field Guide to a Socio-Ecological Systems Science of Cities for the People." Thesis, Rensselaer Polytechnic Institute, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10790493.
Повний текст джерелаThis dissertation analyzes efforts to understand and build urban ecosystem health and justice, extending scholarly literatures on urban ecology, political ecology and environmental justice. Through examination of cases from around the world, as well as from my own sustained work in Albany, New York, the research demonstrates that urban ecosystem health and justice has powerful cultural, social and political economic dimensions as well as (more often acknowledged) ecological and technical dimensions. The research also advances an analytic framework that can guide education as well as entrepreneurial initiatives to build urban ecosystem health and justice. The research strives to provide a theoretical as well as practical guide to the second generation of the global environmental justice movement. Rather than focus on recurrent patterns of environmental injustice, particularly in communities already vulnerable because of race and class, this research identifies positive paths forward through education, community programming, law and technical innovation.
Uithaler, Eldrid Marlon. "Community knowledge, cohesion and environmental sustainability : an educational case study in Clarkson." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003334.
Повний текст джерелаWarren, Tameria M. "Understanding the Perceptions African Americans have about the Environment and Nature and how those Perceptions Influence Their Behavior and Environmental Commitment." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142442.
Повний текст джерелаThis dissertation research examines the perceptions held by African Africans as they pertain to the environment and nature and the factors influencing those perceptions. The research covers the ecopsycological elements, historical narratives, and current social dynamics of African American culture in order to understand their frame of reference in connection to the environment. Two populations of African American adults in Michigan and South Carolina were used to study the perceptions and behaviors exhibited by the culture. The research study used interview sessions and questionnaires in order to generate qualitative and quantitative data. The data focused on outdoor childhood activities, adult involvement, concerns about the environment, perceptions of individuals and mainstream organizations associated with the environment, current and potential environmental behaviors, and factors contributing to the participants’ environmental actions and decisions. With unanimous responses indicating that research participants have engaged in some form of outdoor activity during childhood, as well as a majority of these individuals expressing time spent outdoors or in nature as positive, there is indication the environment plays an integral part in the lives of African Americans. Additionally, participants acknowledged discussions about the environment and nature rarely occurred between themselves and their parents or other adults during their childhood, especially in regards to conservation, preservation, and pollution prevention measures. What they did experience, however, was language through demonstration; any specific actions about managing or taking care of the earth was learned through hands-on approaches rather than verbal communication. Lastly participants in this study overwhelmingly cited Caucasians and elements oftentimes associated with Caucasians as the frame of reference for environmentalism. In contrast, African Americans are just as interested in and concerned about the environment, yet they do not perceive themselves as environmentalists. The study results indicate there are significant correlations between some environmental and social aspects exhibited by the participants and overall, African Americans are interested in the environment and some of the components associated with it.
Mulà, Pons de Vall Ingrid. "Living and learning sustainability in higher education : constructing indicators of social learning." Thesis, University of Gloucestershire, 2011. http://eprints.glos.ac.uk/1251/.
Повний текст джерелаChavez, Michelle L. "Research and Evaluation of an Organics and Recycling Program in a Large Urban School District." Thesis, Prescott College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557311.
Повний текст джерелаThis paper evaluates an organics and recycling program in a large urban school district over a three year period 2010-2013. Student researcher evaluates the effectiveness on organics and recycling via a K-12 program. Is the school district closer to reaching its organics and recycling goals? What are the cost savings to the school district? What are the best practices from other schools in the United States? District waste is compiled over a course of three years and analyzed. An on-line data tracking system was created to evaluate the program. Student creates recommendations for maximizing cost savings to the district and benefits to the environment.
Kelly, Fiona N. "Impact of the M.O.V.E. curriculum on students' foundational learning about sustainability." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/785.
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