With rising concern about flooding and water pollution in the Red River and particularly in Lakes Manitoba and Winnipeg in recent years, building rain gardens in cities may become one solution with considerable potential for improving water quality. The literature illustrated the many benefits that can be provided by a rain garden system, not only aesthetically pleasing gardens with educational and biodiversity values, but they also can reduce storm water pollution and flooding in downstream water bodies. In order to address questions of public understanding and perceptions of their usefulness so as to better promote future implementation, the study examined social feedback about rain gardens through a survey at Ecole St Avila, an elementary school in Winnipeg. The findings from the survey indicated that the largest obstacles for rain garden development are funding and the lack of knowledge by the public.

With rising concern about flooding and water pollution in the Red River and particularly in Lakes Manitoba and Winnipeg in recent years, building rain gardens in cities may become one solution with considerable potential for improving water quality. The literature illustrated the many benefits that can be provided by a rain garden system, not only aesthetically pleasing gardens with educational and biodiversity values, but they also can reduce storm water pollution and flooding in downstream water bodies. In order to address questions of public understanding and perceptions of their usefulness so as to better promote future implementation, the study examined social feedback about rain gardens through a survey at Ecole St Avila, an elementary school in Winnipeg. The findings from the survey indicated that the largest obstacles for rain garden development are funding and the lack of knowledge by the public.

Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 14, 2006) Vita. Includes bibliographical references.

Nesta pesquisa foram analisadas as atividades de Educação Ambiental realizadas no Parque Municipal Vila dos Remédios da cidade de São Paulo, envolvendo um grupo de escoteiros e quatro grupos de alunos do ensino fundamental de uma escola pública estadual da cidade de São Paulo. A análise do material foi conduzida por meio de uma abordagem qualitativa, com uso de alguns elementos provenientes da metodologia da análise do conteúdo. As orientações de formação, abordagens de ecoformação e concepções de ambiente foram analisadas e caracterizadas através de categorias definidas a priori, selecionadas da literatura. Em todas as trilhas foi observada a presença de concepções de ambiente e de formação. As concepções mais recorrentes foram as de ambiente como natureza e como sistema, talvez pelo fato das atividades de Educação Ambiental estarem mais voltadas à apresentação, valorização e compreensão do espaço natural do parque. A presença significativa de concepções de ambiente como recurso e problema indicaram uma perspectiva excessivamente antropocêntrica. Quanto às orientações de formação, foi identificada a predominância de uma orientação enciclopédica por meio de atividades baseadas na heteroformação, indicando a valorização da informação enquanto prioridade formativa. Mesmo assim, a fala da monitora expressou, dentro de uma perspectiva de ecoformação, uma abordagem fundamentalmente crítica. Os resultados permitem concluir que para as atividades contemplarem os aspectos formativos desejáveis para uma formação ambiental efetiva, seria conveniente a reestruturação das atividades de Educação Ambiental realizadas no parque, de forma que essas atividades possam expressar uma maior multiplicidade de concepções e que possam contribuir efetivamente para a formação do sujeito ecológico numa perspectiva crítica, emancipatória e reflexiva. / In this research were analyzed the Environmental Education activities which took place at Vila dos Remedios Municipal Park in Sao Paulo city, involving a scout group and four groups of basic education students from a state public school from Sao Paulo city as well. The material analysis was conducted by a qualitative approach, using some elements from the content analysis methodology. The formation guidelines, eco-education approach and the environmental conceptions were analyzed and characterized through defined categories a priori, selected from the literature. At all the trails was observed the presence of the environmental conceptions and formation. The most recurrent conceptions were the environment as nature and as a system, perhaps by the fact of the Environmental Education being focused on the presentation, appreciation and comprehension of the natural park space. The significant presence of environmental conception as a resource and as an issue indicates an overly anthropocentric perspective. Concerning the formation guidelines, was identified an encyclopedic orientation predominance through the hetero-formation based activities, indicating an appreciation of the information while a formative priority. Nevertheless, the monitor speech expresses, in an eco-formation perspective, a fundamentally critical approach. The results allow us to conclude that to make the activities contemplate the intended formative aspects for an effective environmental formation, would be convenient the Environmental Education activities restructure which take part at the park, so that these activities can express a higher multiplicity of conceptions and can contribute effectively to the ecological self formation in a critical, emancipating and reflective perspective.

This study investigates and describes the development of an instrument named the Electronics Laboratory Environment Inventory (ELEI), which is used to measure students' perceptions of the electronics laboratory class as a learning environment. The sample consisted of 353 of 708 Computer Engineering active students from eight classes in Bina Nusantara University, Jakarta, Indonesia. Bina Nusantara University which has the largest number of computer engineering students in Indonesia. Students' learning outcomes were measured using z-scores in electronics subjects and students' attitudes in laboratory classes were measured by using the Attitude Towards Electronics Questionnaire (ATEQ). Directed by the research questions, numerous statistical analyses were performed. These included item analysis, inter-item correlation analysis, one-way analysis of variance for establishing reliability and validity of the laboratory class environment instruments in the present study; descriptive statistics for investigating the nature of the learning environment in electronics subjects; simple and multiple correlation analyses for investigating associations between laboratory class environment and students' outcomes. In all cases, electronics laboratory classes have played a major role. The scales measured Student Cohesiveness, Open-endedness, Integration, Technology Adequacy, and Laboratory Availability. The results showed that all five scales have a reasonable alpha reliability with low mean correlations. / The study discovered that, generally, students perceived their electronics class learning environments as favourable. It was found that students' perceptions of electronics laboratory class environment were associated with students' learning outcomes. The results of this study make important and unique contributions to students' learning outcomes, suggesting that the instruments are useful for assessing laboratory class environment in the other studies.

This thesis describes how Green Infrastructure has been incorporated into the syllabi of vocational-professional courses within the planning occupation. Within this it examines the competing authorities that seek to determine how this is accomplished. what form this new knowledge takes and how it should be taught. Key drivers for change in syllabi are widely recognised: 'the market', universities as centres for innovation, professional associations as owners of a discrete body of knowledge, government as paymaster, and students as 'clients' or 'customers'. However, the relationship between these, as well as the relative power to determine authority, are undeveloped points within this understanding. Various methods were adopted, but a central part of the work is case studies on four universities teaching planning courses. These are identified as Quality University. Balance University, Process University and Industry University. Despite each having a different philosophy of approach towards the nature and provision of higher education, each is found to provide teaching forms within the same paradigm. However, students within each university interpret their learning needs separately. and there is a fissure in the understanding of teaching and learning between student and university. The research suggests that individuals are key drivers for change to syllabi. and proposes a number of ideal types: the Green Champion, the Green Infrastructure Champion, the Green Maverick, the Green Infrastructure Maverick. the Green Technocrat, the Green Antagonist. and the Green Ignorant. Champions are found to be a key driver in establishing new forms of knowledge and incorporating these into syllabi. Intellectual deviancy by individuals, identified as Mavericks, also introduces new forms of knowledge generally and Green Infrastructure specifically. However. quite where Green Infrastructure originates from is less clear. Professions also have a key role, despite their claims to be removed from the process of creating courses, but there is far less evidence on corporate university structures or the government generating change. One useful social theory to contextualise these ideas is Anthony Giddens' view of High Modernity, in which all knowledge is contingent and there is no determinant authority; rather, competing and transient authorities vie for control.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-120). Also available online in ProQuest, free to University of Oregon users.

Nesta pesquisa foram analisadas as atividades de Educação Ambiental realizadas no Parque Municipal Vila dos Remédios da cidade de São Paulo, envolvendo um grupo de escoteiros e quatro grupos de alunos do ensino fundamental de uma escola pública estadual da cidade de São Paulo. A análise do material foi conduzida por meio de uma abordagem qualitativa, com uso de alguns elementos provenientes da metodologia da análise do conteúdo. As orientações de formação, abordagens de ecoformação e concepções de ambiente foram analisadas e caracterizadas através de categorias definidas a priori, selecionadas da literatura. Em todas as trilhas foi observada a presença de concepções de ambiente e de formação. As concepções mais recorrentes foram as de ambiente como natureza e como sistema, talvez pelo fato das atividades de Educação Ambiental estarem mais voltadas à apresentação, valorização e compreensão do espaço natural do parque. A presença significativa de concepções de ambiente como recurso e problema indicaram uma perspectiva excessivamente antropocêntrica. Quanto às orientações de formação, foi identificada a predominância de uma orientação enciclopédica por meio de atividades baseadas na heteroformação, indicando a valorização da informação enquanto prioridade formativa. Mesmo assim, a fala da monitora expressou, dentro de uma perspectiva de ecoformação, uma abordagem fundamentalmente crítica. Os resultados permitem concluir que para as atividades contemplarem os aspectos formativos desejáveis para uma formação ambiental efetiva, seria conveniente a reestruturação das atividades de Educação Ambiental realizadas no parque, de forma que essas atividades possam expressar uma maior multiplicidade de concepções e que possam contribuir efetivamente para a formação do sujeito ecológico numa perspectiva crítica, emancipatória e reflexiva. / In this research were analyzed the Environmental Education activities which took place at Vila dos Remedios Municipal Park in Sao Paulo city, involving a scout group and four groups of basic education students from a state public school from Sao Paulo city as well. The material analysis was conducted by a qualitative approach, using some elements from the content analysis methodology. The formation guidelines, eco-education approach and the environmental conceptions were analyzed and characterized through defined categories a priori, selected from the literature. At all the trails was observed the presence of the environmental conceptions and formation. The most recurrent conceptions were the environment as nature and as a system, perhaps by the fact of the Environmental Education being focused on the presentation, appreciation and comprehension of the natural park space. The significant presence of environmental conception as a resource and as an issue indicates an overly anthropocentric perspective. Concerning the formation guidelines, was identified an encyclopedic orientation predominance through the hetero-formation based activities, indicating an appreciation of the information while a formative priority. Nevertheless, the monitor speech expresses, in an eco-formation perspective, a fundamentally critical approach. The results allow us to conclude that to make the activities contemplate the intended formative aspects for an effective environmental formation, would be convenient the Environmental Education activities restructure which take part at the park, so that these activities can express a higher multiplicity of conceptions and can contribute effectively to the ecological self formation in a critical, emancipating and reflective perspective.

Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2010. / Submitted by Luize Santos (lui_rg@hotmail.com) on 2012-07-12T01:15:09Z No. of bitstreams: 1 Ana Paula Pohren.pdf: 2730772 bytes, checksum: b27ee7fcd15c5ecf8d805d78cd95be63 (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-09-20T19:06:23Z (GMT) No. of bitstreams: 1 Ana Paula Pohren.pdf: 2730772 bytes, checksum: b27ee7fcd15c5ecf8d805d78cd95be63 (MD5) / Made available in DSpace on 2012-09-20T19:06:23Z (GMT). No. of bitstreams: 1 Ana Paula Pohren.pdf: 2730772 bytes, checksum: b27ee7fcd15c5ecf8d805d78cd95be63 (MD5) Previous issue date: 2010 / Este estudo pretende compreender se o projeto “Fim da Picada” com suas trilhas ambientais, desenvolvido a mais de uma década pela ONG ambientalista “Movimento Roessler para Defesa Ambiental”, que atua a aproximadamente trinta anos na região metropolitana de Porto Alegre-RS, pode ser considerado um espaço de Educação Ambiental não formal. O presente estudo se justifica na medida em que busca reconhecer tal projeto como uma ponte para o deslumbramento de seus participantes com um mundo em miniatura, repleto de detalhes e possibilidades para experenciar relações mais harmônicas consigo mesmo, com os demais caminhantes e com os ambientes de natureza não humana. Considerando a reverberação das vivências impressas em seus cotidianos, uma mudança nos sentimentos é percebida como potencial propulsor de atitudes pró ambientais, baseadas no respeito e amorosidade com toda, e qualquer, forma de vida existente. A metodologia empregada neste estudo apóia-se em uma pesquisa de cunho qualitativo, envolvendo observações participantes e questionário semi estruturado, mediados pelas teorias de Gaston Bachelard, Humberto Maturana, Leonardo Boff, entre outros. As repercussões desta proposta buscam estabelecer o quanto a experiência do contato direto com a natureza não humana pode, e deve despertar em seus participantes uma mudança de sentimentos, através de um emocionar comprometido e responsável com o outro, e com o todo. Pois o caminhante ao refletir sobre o seu modo de andar, e os demais elementos que o cercam, pode experimentar também a oportunidade de percorrer trilhas internas, que o conduzam a novos caminhos para o reconhecimento de si mesmo, reencontrando sua essência solidária, enquanto seres constituídos e constituintes do AMOR. / Its work focuses on the project "The End of The Sting" with its environmental trails developed about a decade for environmentalist ONG Movement for the Defense Environmental Roessler about thirty years of existence and in the metropolitan region of Porto Alegre \ RS can be considered an effective area of Environmental Education. This proposed work is justified insofar as it seeks to recognize the above-mentioned project as an effective experience of environmental education, in which participants glimpse into possibilities of having such an experience more harmonious relationships with themselves and once with the environments of non- human. Coming to reverberate in their daily change of feelings that can cause pro-environmental attitudes of respect, loving with all forms of life in the universe. The methodology of this study is based on a qualitative research with focus as participant observation linked the theory of the philosopher Gaston Bachelard, Leonardo Boff, Humberto Maturana and others. The implications of this study attempted to understand how the experience of direct contact with nonhuman nature can awaken in its participants a change of heart, a thrill committed and responsible to the planet, thanks to its internal trails, paths of knowing ourselves and our essence of being constituted and constituent of love.

Emotional Intelligence (EI) has been viewed as a critical factor influencing students' academic achievement, ability to work, and potential to succeed. Previous research has shown that students with high EI perform better academically than those with low EI, as well as being better equipped for their professional careers. However, despite the acknowledged importance of EI, little work has explored the construct within the context of built environment education and relatively little is known about how built environment curricula should be designed to enhance EI. This research explores the EI levels of built environment undergraduates and its relationship to their specific programmes, and investigates the types of pedagogic interventions which appear to influence EI in a positive way. This research adopts a multimethodological research design and a mixed methods approach, involving a combination of both quantitative and qualitative datasets to explore students' experiences and learning enhancements. These include a questionnaire survey of 420 respondents, a secondary examination of built environment programmes, interviews with construction professionals and 45 in-depth interviews with placement students and other undergraduates. The results reveal that the existing built environment education inhibits students' EI development, but that EI is shown to increase during industrial placements. The results also reveal that EI development differs by the types of programme taken, with students studying on Civil Engineering and Architectural Engineering & Design Management programmes showing a propensity for higher EI scores in comparison with those studying on a Commercial Management & Quantity Surveying programme. An analysis of the modular content of programmes, together with the mode of teaching, learning and assessment used, reveals the types of pedagogic intervention which can enhance EI development. Group work and student-centred learning in particular were found to have a positive effect on EI development. These findings form the basis of recommendations for how current built environment education can be enhanced in a way to develop students' EI. It is suggested that a better understanding of students' EI levels and the ability of such programmes to influence students' EI may help to produce graduates better able to meet the future requirements of the construction industry.