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Typescript (photocopy). / Digitized by Kansas Correctional Industries

Published Article / The reasons, objects, means and methods for a transfer of scientific results to society are analysed in the article. Among this, knowledge transfer - especially technology transfer - and on projects, especially joint projects with the aim of creating or transferring knowledge are concentrated upon. Success factors for bringing science to support socioeconomic development also receive attention.

Published Article / Any effort to build up an educational framework needs an adequate structure and a formal basis. This is especially true whenever complex multifaceted issues like Sustainable Development, ethics, or project management have to be integrated in the existing setting of a university and its educational system. In this paper, we present models for integrating Sustainable Development and Education for Sustainable Development into the university agenda. Based on the experience of the authors gained in Germany and South Africa we derive various representations for the sustainability activities and models for implementing Sustainable Development that can be used for planning, implementation and communication purposes.

The local to global crisis facing society and the need for sustainable development has provided the impetus for this research study based on education for sustainable development (ESD). Education is often viewed as a tool for sustainable development. However, at present, it arguably reinforces inequalities and unsustainable development. This research study therefore seeks to help analyse and address this paradox in education. It focuses on the research and development of a humanities curriculum for sustainable development in a secondary school in London. It follows the journey of a group of teachers who try and bring about change through the curriculum and explores and examines the opportunities, challenges and outcomes of the curriculum activity. The main theoretical framework used in this research study is Activity Theory. This study argues that Activity Theory, based on the Vygotskian concept of unity between consciousness and activity, shares many philosophical underpinnings with education for sustainable development. The study argues that Activity Theory's expansive and holistic qualities mean that it not only has the potential to act as an effective tool to analyse the curriculum activity system but also the potential to act as a tool for learning and change. The main methodology used for the research study was loosely based on development work research (DWR). DWR applies Activity Theory in a practical and participatory manner. DWR allowed for the teachers involved in this research activity to act as research participants, with myself as the main facilitator of the change process. Through the DWR sessions the teachers were able to critically discuss research findings, examine contradictions and tensions within and beyond the curriculum activity system and identify tools that may mediate and reorientate the curriculum towards sustainable development. 14 Overall, this study shows that Activity Theory and the DWR sessions did provide an effective means to research and develop a humanities CSD. They enabled the teachers and myself to deconstruct the humanities curriculum activity system and expand this system so it became more orientated towards sustainable development. It is hoped that this research study has not only led to positive change within the local empirical field but also contributed to the more general theoretical field. The wider implication of the study suggests that greater links between ESD and AT can be of mutual benefit to each field. ESD and SD can provide the rationale for AT and help AT move more closely back to its Marxist roots, while AT has the potential to strengthen the theoretical underpinnings of ESD and act as a vehicle for change.

"The general purpose of the study is to provide an instrument for evaluating physical education. This will aid in determining where a school is now in its physical education program and be instrumental in pointing the way toward future progress. No effort is made to determine a high or low numerical score. Specifically, the study strives to point out the composites of a well-balanced physical education program: its philosophy; what it embraces in the way of equipment, facilities and program materials; and the values to be found in such a program. The need of a well-balanced program of physical education in the elementary school is emphasized for the sake of improving the program and increasing the contribution it can make to the total school program"--Introduction. / Typescript. / "May 19, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Grace Fox, Professor Directing Paper. / Includes bibliographical references (leaves 58-62).

The primary purpose of this study was to determine the effects of an interdependent group-oriented contingency on the MVPA levels of middle school students during the fitness portion of physical education lessons. Participants were randomly selected target students from three intact eighth grade classes. A combination of a delayed multiple baseline and changing criterion design was implemented to determine the effects of the intervention on students' MVPA levels (dependent variable). MVPA levels were measured using momentary time sampling with definitions from the System for Observing Fitness Instruction Time. The independent variable consisted of an interdependent group-oriented contingency program. When target students reached a physical activity level criterion, for a specified number of days, the whole group was rewarded with a choice of activities. Inter-observer agreement, using the scored-interval method (during 20% of the lessons), for students' MVPA levels was 95% (range 91-100%) and 86% (range 74-94%) for the teacher's instructional behaviors. Visual analysis of graphic data was used to demonstrate the functional relationship between the intervention and MVPA levels. The overlap of data points, mean level changes, trends, variability within and between conditions, and number of days that the criteria were attained by the target students were used to establish the experimental effects. A higher level of student MVPA was demonstrated in all classes, during all three units when the initial criterion level of the intervention was implemented. During the second level of intervention, higher MVPA levels were demonstrated in one of three units. Across all three units, when the intervention was in effect, target students attained the MVPA criteria 21 of the 27 days (78%). Post-checks, conducted three weeks after the withdrawal of the contingency program, revealed that MVPA levels decreased slightly while remaining above the level observed during baseline. / Graduation date: 1998

Thesis (Ph.D.)--McMaster University, 2005. / Supervisor: Oded Bar-Or. Includes bibliographical references. Also available online.

Thesis (M.A.)--California State University, Chico. / Includes abstract. "Located in the chico Digital Repository." Includes bibliographical references (p. 117-119).