To safeguard the health and well-being of faculty, students, staff, and the community is of moral imperative for higher education institutions. Likewise, protecting the environment is a socially sound practice. Furthermore, building and maintaining a positive safety culture is believed to contribute to productive environmental health and safety (EH&S) outcomes. Higher education EH&S leaders are at the center of universities’ efforts in maintaining a positive safety culture. The purpose of this inquiry was to study higher education EH&S leaders’ perspectives on safety culture and contribute to closing the academic literature gap in the higher education setting. Interviews and a survey were the data collection techniques. EH&S leaders of U.S. higher education institutions participated in the study. I used Cooper’s (2000, 2016) reciprocal safety culture model as a theoretical framework and a mixed methods research design to find answers to the research questions. The survey results revealed how EH&S leaders viewed different aspects of their operations, and findings from the interviews revealed the leaders’ lived experiences. For example, the quantitative study showed 100% of the participants strongly agree or agree that shaping the safety culture of their campus is part of their role. In addition, the qualitative data identified distinct strategies employed by leaders to shape the safety culture of their campuses. Four major themes were identified in the qualitative data. In the first theme, The Higher Education Safety Culture, the EH&S leaders reflected on their lived experiences and the importance of positive safety culture in accomplishing their goals. They mobilize their campus communities in a collective effort to achieve a healthy and safe working environment, minimize the impact on the environment, and remain compliant with regulatory requirements. The second theme, Higher Education Environmental Health and Safety Programs, stressed the plans and procedures the leaders and their departments engage in their daily operations. The third theme, Higher Education Management’s Role in Environmental Health and Safety Operations, manifested the leaders’ equivocal voice on the necessity of the higher education leadership and upper management support to fulfill their missions. The last theme, Modus Operandi of Higher Education Environmental Health and Safety Leaders, is about a range of strategies and tactics the EH&S leaders employed to succeed in a structured, bureaucratic, and challenging environment. The findings have direct implications for both higher education EH&S professionals and higher education senior leadership. The study findings implied EH&S leaders should focus their effort where it generates the best outcome, namely: (a) orchestrate the campus community toward a positive safety; (b) build and implement effective EH&S programs; (c) bring upper management and leadership aboard; (d) apply effective communication; (e) build trust; (f) define their role as a consultant; (g) stand out; and (h) create a brand, motto, and slogan where possible. For higher education senior leadership, participants emphasized the necessity of upper management and leadership support to build and maintain a positive safety culture on the campus, agreeing with Cooper (2000, 2016). This work helps contribute to making higher education senior leadership and upper management understand their role in their campuses’ safety culture and provide due support and actively participate. This study served as an initial exploration in understanding higher education EH&S leaders’ perspectives on safety culture and contributing to closing the literature gap. It also opened a door for future research. Broadening the audience to students, faculty, and staff are reasonable candidates for further research for a more comprehensive understanding of the safety culture in higher education. In addition, expanding the survey to include more EH&S leaders of higher education will elaborate on the EH&S operations, challenges, and sentiment.

The theoretical part of the thesis summarizes the findings concerning the fulfillment of environmental education in the Czech Republic and comparison with environmental education in the EU. The research part deals with the change of opinion on the environment in the second year of the grammar school in Nové Strašecí after completing the residential educational program. The analysis has shown that environmental-related views have changed in some cases after passing the course (for example, in waste sorting or fertilizer opinion), but most of the views have not changed (for example, in the willingness to give money to the environment or in view of exaggerating environmental problems).

Karst landscapes are vulnerable to human influence, especially agricultural practices. The interconnectedness between surface activities and subsurface environments make karst landscapes particularly susceptible to soil erosion and water contamination. The likelihood of these two phenomena happening increases when agricultural intensification, irrigation, or fertilizer application occurs. This situation arises frequently in Vietnam, where 18% of the country is karst terrain and 60% of the population depends on agriculture for their livelihoods (Farming First 2009). In order to mitigate the negative consequences of agriculture on karst landscapes, effective implementation of policy to regulate human activities and increased communication of these policies to appropriate communities is needed. This study occurred in Phong Nha- Kẻ Bàng National Park, Vietnam, a UNESCO World Heritage site dominated by karst landscapes, extensive agricultural communities, and minimal regulation efforts specific to karst terrains. Interviews, observation, and GPS analysis were used to analyze the effectiveness of policy communication and karst protection in PN-KB. The research revealed that karst protection policy in the region is minimally communicated and, when communicated, often delivered in an ineffective manner to the wrong individuals. Despite the known harm agriculture causes to karst landscapes, intensification, irrigation, and the use of fertilizers still occurs frequently and is often supported by government officials in PN-KB. Policy and karst landscape information is concentrated among park officials and rarely presented in an informal setting, leaving those in most frequent contact with the karst landscape—the farmers—without any information about the vulnerability of karst terrain to agricultural activities and the subsequent consequences to human health. Through analyzing the interactions between farmers and management officials in Phong Nha-Kẻ Bàng National Park, general conclusions on communicating policies to protect karst terrain in agricultural regions can be drawn. The communication of karst science and the implementation of policy to protect karst landscapes must be presented both formally to governing officials and local representatives, as well as through informal networks to general citizens. Through these means of communication, protection for karst landscapes and their inherent natural resources can successfully be implemented.

This study aims to measure the effect of designed environmental education lectures that is based on general environmental problems on primary school students&rsquo / attitudes toward environment. The participants of this study obtained from a governmental school in Y&uuml / z&uuml / nc&uuml / Yil districts of Ankara and consists of 51 (18 fourth grade and 33 fifth grade) students. In the study that is held in 2006-2007 education year students implemented to environmental education lectures for one month. The lectures included the &ldquo / sustainable development&rdquo / and &ldquo / ecological footprint&rdquo / concept, as well as the general environmental problems, their reasons and recycling as solution for reducing environmental problems, and student-centered teaching methods such as discussion, role playing, cooperative learning and questioning were used during the lectures in addition to the traditional teaching method. The data concerning the effect of the lectures was obtained by the environmental attitude questionnaire implemented to the students before and after the treatment as pre-test and post-test. Independent sample t-test and paired sample t-test were conducted for data analysis and the result of the study indicated that environmental education lectures increased the environmental attitudes of the students.

<p> The purpose of this project to was to 1) develop, 2) instruct, 3) evaluate, and 4) revise a 5^th-12^th grade fisheries conservation engineering outreach program entitled <i>Smart Fishing and the Bering Sea</i> (SFBS).</p><p> Fishery resources are important to Alaska and Alaskans, but present complex conservation challenges including user conflicts and concerns about unsustainable fishing practices. Increasing Alaska residents' environmental literacy will enhance natural resource management decisions regarding fisheries. The intent of the SFBS program is to introduce students to ecological and economical factors that drive conservation engineering in the Bering Sea pollock fishery. I instructed the SFBS program to 93 students from four different public and private institutions in Anchorage, Alaska. My observations and participants' pre- and post-program concept maps were used to evaluate the effectiveness of the SFBS curriculum. Participants gained content knowledge from this fishery outreach program about the Bering Sea and commercial fishing. Program evaluation analysis and results were used to revise the curriculum and make suggestions to SFBS stakeholders.</p>

Disputats. Stockholm : Stockholms universitet, 2006. / I publikationen: ISSN 1104-1625-138. Med litteraturhenvisninger.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-01-25T17:41:06Z No. of bitstreams: 1 ANGELA MARINGOLI.pdf: 1637920 bytes, checksum: d3aa525daeefb0c908d2b5d9590481f0 (MD5) / Made available in DSpace on 2017-01-25T17:41:06Z (GMT). No. of bitstreams: 1 ANGELA MARINGOLI.pdf: 1637920 bytes, checksum: d3aa525daeefb0c908d2b5d9590481f0 (MD5) Previous issue date: 2016-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Theological Education is a product of Christian culture that with its dogmas, doctrinal and theological views permeates the basic Bible teachings. It has been consolidated along the lines of the many ambiguities and social transformations which societies and Christianity suffered. In Brazil, the same process has happened. The thesis that we defend is that for nowadays the evangelical Theological Education may revise their teaching programs in Missiology-related disciplines as well as in Sociology, Anthropology, Ethics and Citizenship and others, with the logic of environmental education knowledge, considering the theological landmarks of Integral Mission. Environmental education is also sometimes understood as political education because it is part of the transforming actions of the society it is in, transforming it into a sustainable society. Environmental Education, which includes the study of biodiversity, sustainable development, the laws against environmental crimes and others, through its knowledge, has the ability to prepare individuals and groups for the full exercise of citizenship. Sociological aspects of Environmental Education establish relationship with the daily life of citizens for the purpose of producing a process of continuous growth and also of awareness with respect to environmental events. Therefore, this research will promote an assessment of receiving the Environmental Education knowledge in colleges and Brazilian theological seminaries in order to formulate a program content of Missiology to meet the needs of society and Integral church mission. For this, we will analyze comparatively Curriculum Matrices, the Menus, and the Work of Completing Courses of colleges and seminaries in the 2010 to 2014 five schools: Baptist Theological College of São Paulo, School of Mackenzie Presbyterian Theology, both in the city of Sao Paulo Theological Southern College American, Londrina in Paraná, the Faetad - Faculty of Theological Education of the Assemblies of God in São Paulo and the CEM, the Evangelical Mission Centre which has its headquarters in Viçosa in Minas Gerais. From this analysis indicate content and practical sketches in the field of Teoambientologia / A educação teológica é um produto da cultura cristã que, com os seus dogmas, visões doutrinárias e teológicas, perpassa os ensinos bíblicos fundamentais. Ela se consolidou nos moldes das muitas ambiguidades e transformações sociais pelas quais as sociedades e o cristianismo passaram. No Brasil, o mesmo processo se deu. Defendemos a tese de que, para os dias atuais, a educação teológica pode revisar os seus programas de ensino nas disciplinas, direta ou indiretamente, relacionadas à Missiologia e outras, com a lógica dos saberes da educação ambiental, considerando os marcos teológicos da Missão Integral. Tal revisão redundaria no que estamos chamando de Teoambientologia. A educação ambiental, por vezes, é também entendida como educação política porque ela é partidária de ações transformadoras da realidade e da cidadania em que a sociedade está inserida, transformando-a em uma sociedade sustentável. A educação ambiental, que inclui os estudos da biodiversidade, dos desenvolvimentos sustentáveis, das leis contra os crimes ambientais e outros, através dos seus saberes, possui a capacidade de preparar indivíduos e grupos para o exercício da cidadania. Os aspectos sociológicos da educação ambiental estabelecem relação com o dia a dia dos cidadãos, para produzir um processo de crescimento contínuo e também de consciência com respeito aos acontecimentos socioambientais. Para tanto, a pesquisa faz uma avaliação da recepção dos saberes da educação ambiental nas faculdades e nos seminários teológicos brasileiros, com vistas a formular uma proposta para os conteúdos programáticos de Missiologia visando a atender às necessidades da sociedade e da Missão Integral da Igreja. Para isso, analisaremos comparativamente as matrizes curriculares, as ementas e os trabalhos de conclusão de cursos de teologia das faculdades e seminários, no período de 2010 a 2014, de cinco escolas: Faculdade Teológica Batista de São Paulo, Faculdade de Teologia Presbiteriana Mackenzie, ambas na cidade de São Paulo, Faculdade Teológica Sul Americana (FTSA), em Londrina, no Paraná, Faculdade de Educação Teológica das Assembleias de Deus (Faetad), em São Paulo, e o Centro Evangélico de Missões (CEM), que tem a sua sede em Viçosa, no estado de Minas Gerais. A partir desta análise, indicaremos conteúdos e esboços práticos no campo da Teoambientologia.

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Diploma thesis deals with the environmental issue on the pages of magazines for children and youth. In the theoretical part I focus on the cross-cutting theme of environmental education based on the Framework of Educational Programme that aimes at helping young people to build socially desirable behavior and values necessary for their future life. The practical part presents the content analysis of the specified titles in order to analyse the occurence of the issue. An important part of the thesis is the incorporation of the magazines into the environmental education and elaborating teaching units and their implementation into the educational process on the 2nd level of primary school.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work has the main goal to understand the environmental thematic that regards to environmental educa-tion at the college level, and then it was necessary to quantify the level of knowledge of environmental the-matic, often to their students as researched tract. To achieve this proposal were surveyed students knowledge level of higher education, of the Colleges / Universities privates existing in the city of Santa Maria - RS, on the environmental thematic facing the Renewable Natural Resources in its practicality and objective. To do so was made the spatial distribution of Colleges / Universities Private, the municipality of Santa Maria in order to seek a better representation and its localization. Through the use of assessment instruments were checked levels of knowledge in the students because of this we could work out the best way to enter in this community, the knowledge needed to understand sustainability environment as a whole, through the presen-tation of a program, being developed in ongoing research to fill the gap detected in environmental knowledge. The results show that knowledge of environmental issues in teaching and upper is very weak compared to similar work developed by Dra. Cleonir Martins Carpes in his PhD thesis, one can say with ab-solute certainty, that knowledge of environmental issues by students from private schools of higher education in Santa Maria, referring to the Renewable Natural Resources, is vastly inferior to knowledge of the same subject by students of public schools of primary and secondary education in the same municipality. Mathe-matical analysis and statistics confirm the report. / Este trabalho se baseia no pressuposto de que para compreender a questão ambiental, no que diz res-peito à educação ambiental, em nível superior, é necessário quantificar o nível de conhecimento, da temáti-ca ambiental, dos alunos frequentes ao respectivo estrato pesquisado. Para atingir esta proposta foram pesquisados os conhecimentos dos alunos de nível de ensino superior, das Faculdades/Universidades privadas de Santa Maria - RS, sobre a temática ambiental voltada para os Re-cursos Naturais Renováveis, em seu caráter prático e objetivo. Para tanto foi feito a distribuição espacial das Faculdades/Universidades Privadas, do município de Santa Maria, visando procurar uma melhor represen-tação de suas localizações. Através do emprego de instrumentos de avaliações foram verificados os níveis de conhecimento em que se encontra a comunidade estudantil Santa-mariense e em face disto pôde-se elaborar a melhor forma de inserir, nesta comunidade, o conhecimento necessário para se compreender a sustentabilidade ambiental como um todo, através da apresentação, de um programa, a ser desenvolvido nos Cursos pesquisados, para suprir a lacuna detectada, em conhecimentos ambientais. Os resultados obtidos mostram que o conhecimento da temática ambiental no ensino superior é muito fraco e se comparado com trabalho similar desenvolvido pela Dra. Cleonir Martins Carpes em sua Tese de Douto-rado, pode-se afirmar, com segurança absoluta, que o conhecimento da temática ambiental pelos alunos da rede privada do Ensino Superior em Santa Maria, referente aos Recursos Naturais Renováveis, é bem infe-rior aos conhecimentos da mesma temática pelos alunos da rede pública estadual dos Ensinos Fundamen-tal e Médio do mesmo Município. As análises matemáticas e estatísticas comprovam o informe.