Educational response to climate change is one of the measures to prepare people to combat climate change. This thesis explores the lived experiences of secondary Science teachers from Kathmandu Valley on the perception of climate change, the way they handled climate change issues in the classroom setting, the problems and challenges they came across in climate change communication in the classrooms and the relevance of existing secondary Science curriculum in relation to climate change. The thesis is built upon the study of secondary Science curriculum, relevant literature on climate change education and the interviews with secondary Science teachers, teaching Science at secondary level in different schools of Kathmandu Valley.  The results showed that the teachers were convinced and concerned on the ongoing climate change and stressed on knowledge for climate change actions; they were found to introduce climate change issues contextually and relating to the topics like greenhouse effect, ozone layer depletion they teach; lack of resources, exclusion of climate change in the secondary Science curriculum, their own limited knowledge on climate change, the unpractical theory and marks oriented educational system, and shifting of the responsibilities by the students hindered effective climate change communication in the classroom settings. The findings have been discussed in relation to social learning theory and relevant literature.

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We examine a model of social learning in networks following the lines of Bala and Goyal (1998, 2001). As a model of agents' behaviour we have chosen the model of informational cascades of Bikhchandani et al (1992). Similarly to Bala and Goyal we find that the higher the 'degree of integration' within the society is, the more likely it is that conformity of actions will arise. However, unlike their results our model suggests that in the presence of informational externalities globalisation of informational flows, expressed in the increasing density of communication channels in a network, may drive down the expected social welfare. (author's abstract) / Series: Working Papers Series "Growth and Employment in Europe: Sustainability and Competitiveness"

This dissertation builds on work that has applied complex systems thinking to socio-ecological systems as well as on research that explores critical and reflective approaches to planning. A broad, interdisciplinary literature review was undertaken to explore the implications of complex and critical systems thinking and critical social epistemology for environmental management, planning and policy research, governance and social learning. Building on the insights from this review, one of the key contributions of this research is a conceptual framework that explicitly integrates knowledge and learning into an understanding of socio-ecological systems. It is argued that in the highly complex and uncertain realm of environmental policy, planning and governance, we should begin to discuss such systems as socio-ecological-epistemological (SEE) systems. This research addresses the complexity, uncertainty, high decision stakes, power relations and plurality of knowledges involved in the process of social learning in environmental planning and governance. The SEE systems conceptual framework for research and intervention was developed in the form of descriptive (Co-Evolution, Reflexive Uncertainty, Cross-scalar Considerations) and prescriptive (Critical Awareness, Pluralism, Power) principles. Based upon these principles, a critical systems-based approach to planning and policy research was developed and applied to two case studies of innovative, integrated environmental planning and governance: the Oak Ridges Moraine and the Long Point World Biosphere Reserve. A conceptual model for describing and refining the contributions of environmental movement organizations to social learning in the context of environmental governance emerged. The model describes the requirements of social learning as defined along three axes: typology of knowledge; levels of critical reflection; and, a scale axis from individual agent to larger social structures (institutions). Through this work, it is evident that insights from complex and critical systems understanding have influenced thinking in environmental management, planning, governance and social learning. Through the exploratory application of the SEE systems approach to complex environmental planning and governance systems, the SEE systems principles appear to resonate strongly with the experience of environmental movement organizations. In particular, three key findings emerged from the two exploratory, empirical case studies. First, interviewees and workshop attendees in both case study contexts described the importance of various types of knowledge, especially scientific, local technical and governance knowledge in initiating policy change. Second, research participants stressed the importance of understanding the cross-scalar dynamics that affect their ability to influence policy as well as the need to develop policy and governance structures appropriate to the scale of the issue of interest. And finally, the need for individual as well as organizational critical reflection upon policy tools and implementation, policy goals as well as the power differentials embodied in certain policy and governance structures was also highlighted in the qualitative, empirical data generated through interviews and workshops. This research reaffirms the importance of the collaboration and the collective contribution of academic researchers, civil servants and volunteer members of environmental movement organizations to fostering social learning for sustainability in the context of complex SEE systems.

<p>The study of culture in wild animals has received wide theoretical and empirical attention, providing preliminary evidence of at least rudimentary culture across a broad range of taxa. However, the majority of previous studies of animal cultural behavior have focused on demonstrating the existence of behavioral variants across study sites, armed only with an assumption that ecological and genetic alternatives are unlikely to sufficiently explain observed geographic variation in behavior. Moreover, previous studies have reported the presence of behavioral variation at the level of the population, without first confirming the presence of such variation in individual repertoires, which could create artificial patterns within or between populations. </p><p>Using more rigorous methods than previous studies, I examined rarely tested alternatives to field-based claims of cultural repertoire variation based on ecological heterogeneity and genetic variation. This dissertation relies on a natural experiment to compare two wild orangutan populations. Sungai Lading, a previously unstudied, high-density population of wild Pongo pygmaeus wurmbii, was compared to Tuanan, a P.p.wurmbii population separated from Sungai Lading by an impassable river barrier, but ranging in a broadly similar habitat. Preliminary genetics results indicate that at least some individuals from both sites cluster in the same mitochondrial subclade and that low levels of gene flow must have occurred between the two sites. Even after applying rigorous controls for variation in sampling intensity for individual orangutans, several differences in innovative behaviors exhibited at each site were identified, many of which occurred in the nesting context.</p><p>The orangutan is a model taxon for such an investigation, because wild populations exhibit a wide range of sociality, which has been linked to opportunities for social learning. Comparisons between the Tuanan and Sungai Lading populations indicated that cultural variants observed at only one site clustered significantly by population, although only dietary differences were unique at both sites. Orangutans at Sungai Lading maintain significantly lower rates of female-female association and lower individual repertoire sizes of putative cultural variants, a result that is consistent with the possibility that the orangutans of Sungai Lading may have reduced opportunities for social learning as a result of severe population compression, which could constrain opportunities for cultural transmission of key innovative behaviors. </p><p>From a broader perspective, the patterns revealed in this study strongly suggest that the last common ancestor of Homo and Pongo shared culturally modified behavior. They further suggest that the extent of cumulative cultural behavior in humans may surpass that of orangutans as a result of lost opportunities for social transmission, owing to varying degrees of limited association among group members.</p> / Dissertation

Diss. Uppsala : Univ., 2006. / Includes bibliographical references.

This thesis shows the effect social learning has on various stakeholders involved in a project aimed at tackling a stormwater challenge in the city of Uppsala in Sweden and if social learning is a useful tool to address such an issue. Due to the onset of climate change societies are having to deal with increasingly complex issues. Finding sustainable answers to these challenges is proving difficult so alternative methods such innovation competitions much like the one studied in this paper are becoming attractive alternatives to conventional climate change mitigations approaches. By using an active participation method, this thesis attempts to study whether or not social learning is taking place in the innovation competition and if it is having an impact on the innovation competition. The study found that social learning is in fact taking place during the meetings which were attended but whether or not the resulting knowledge created as a result of the social learning was being used to the advantage of the stakeholders was compounded by communication issues outside of the project meetings.

This case study used ethnographic data collection tools to focus on the educational models and approaches used by the Tall Pines Quilt Guild (TPQG) in Huntsville, Texas. In this study I strove to explore the transfer of quiltmaking knowledge in a community-based art education organization, a quilt guild, and how those educational methods and models could be adapted to the museum setting. I became a member of the Guild and took on the research role of a participant observer to witness how the TPQG perpetuates the quilting craft for its members. Through observing various Guild events, such as monthly meetings, workshops, and bees I found the members frequently participated in cooperative and collaborative social learning. The rationale for undertaking this study was that there are many publications on how to make quilts, the history of quilt patterns, indexes of quilt patterns, quiltmakers' stories, quilt research, and quilt exhibition catalogues. However, proper documentation of the educational approaches used by women in quilt guilds has not been researched. Quilt guilds provide an environment where adults can learn and expand their knowledge about the quilting craft in the form of lifelong learning. By looking into how the Tall Pines Quilt Guild acts a community-based art education organization, the identified educational models used by quilt guilds could be employed at museums displaying quilt exhibits with potential program models and characteristics to inform the public about quilts, quiltmaking, and quilters. / text

published_or_final_version / Social Work / Master / Master of Social Sciences

As the title reveals this is a study of female college students alcohol habits in Kalmar,Sweden. During the spring of 2012 a total of 118 female students at Linnaeus universityanswered a survey about their alcohol habits. The survey reveled that as many as 67%percent of the answering female students (according to Audit) have risky drinking habits.The drinking habits are explained using Albert Banduras social learning theory in contextto the Scandinavian drinking pattern. The study concludes that female alcohol habits needeven further research. Furthermore the study shows that student initiation have an impacton the female drinking habits and that expectations of that students drink are to some extentimportant to the development of hazardous drinking habits.