Thesis (Ph.D.) -- University of Arizona, 1997. / UMI no. 9806784. Includes bibliographical references (p. 210-226).

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 190-203). Also available via the Internet.

Abstract This research aims to analyze and compare the proportion of sentences conforming with sustainable development concept in three versions of elementary Chinese and Social Studies textbooks, of Kang Xuan, Han Lin and Nan Yi versions, and to understand elementary and junior high school students' knowledge, recognition and myths on sustainable development conception. It was also analyzed the sustainable development conceptual differences of the students with different background variables, and made an integrated research conclusions. The research proceeds document analysis method and questionnaire inquiry method. The former is in accordance with ten Principles of National Sustainable Development of Taiwan to analyze sentences conforming with sustainable development principles in three versions of Chinese and Social Studies textbooks. Subjects responding to the sustainable development concept recognition questionnaire consist of 2850 students of elementary and junior high school. Statistical analysis including mean, standard deviation, percentage and the analysis of variance were computed to understand the state, myths and differences of pupil's sustainable development conception. The results indicated that three versions of Chinese and Social Studies textbooks present plentiful proportion of sentences conforming with sustainable development principles, especially centralizing on three principles ¡§generation fairness¡¨, ¡§environment carrying¡¨, and ¡§balance consideration¡¨. In Chinese Studies, the proportion of sentences of Kang Xuan centralizes Book Nine; the high grade of Han Lin's proportion of sentences is higher than the low grade's; each volume of Nan Yi's proportion of sentences tends to average. In Social Studies, the proportion of sentences of three versions all centralizes Book Twelve and Seven, but it is very little in other volumes. Moreover, the results indicated that both high school and elementary school students' sustainable development conception reaches approximately acceptable degree. The reason is that students¡¦ recognition toward sustainable development conception really implies myths, especially students often think that the behaviors good for human living practical purpose are in accordance with sustainable development. However, they neglect ecological consequences on sequential environmental damage. It reveals that students' sustainable development conception is not so clear and profound. Besides, this research showed two significant two-way interaction effects. One is for the variables of grade and area on three subscales ¡§balance consideration¡¨, ¡§generation fairness¡¨, ¡§advance prevention¡¨ and total score. The other is for the variables of school and area on the subscale "balance consideration¡¨ and total score. Significant main effects include that (1) girl students¡¦ scores are significantly higher than boy students¡¦ on ¡§balance consideration¡¨, ¡§environment carrying¡¨, ¡§generation fairness¡¨ subscales and total score; (2) the first grade high school students¡¦ scores are significantly higher than the sixth grade elementary school students¡¦ on ¡§environment carrying¡¨ subscale and total score; (3) high school students¡¦ scores are significantly higher than elementary school students¡¦ on ¡§balance consideration¡¨ and ¡§environment carrying¡¨ subscales; and (4) scores of the students in the suburbs are significantly higher than the scores of the students in a city on ¡§generation fairness¡¨ subscale.

Published Article / The study presents the results from a project that was aimed at determining the level of awareness and understanding of sustainable development at Central University of Technology, Free State (CUT) among staff and students at the time of the commencement of the institutional Sustainable Development Project. The objectives of the study was twofold, firstly to assess the level of students' knowledge and understanding of sustainable development; and secondly to find out whether staff and students are interested in sustainable development and if they find it relevant to the university's mission. In achieving the objectives of the survey a pilot study was undertaken to test the understanding and awareness of sustainable development at CUT.

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 purpose of the thesis is to develop a General Technique (GT) for use by investigators as a template to help devise investigation programs applying sustainable development ideas (SDIs) to presenting-issues, in order to create ideas for sustainable development actions (SDAs). SDIs are the ‘ideals’, of behaviour for relations amongst people (people-matters) and between people and the environment of the planet (planet-matters) having ancient origins yet being constantly reinterpreted. SDAs are actions that synergistically deliver SDIs in both people-matters and planet-matters concomitantly. The GT was devised in a learning cycle involving theory development and practical experience. The theory of the GT uses a systems-thinking approach to set out the blocks of information necessary to apply SDIs to a presenting issue. The mental model used in the GT is based on the concepts that people are dependent on the planet and that every individual and their actions count. The GT has a Preliminary Step and four Tasks. / The Preliminary Step establishes the relationships between the roles of stakeholders and the presenting-issue using a ‘4-group-stakeholder theory’;; group 1 are agents/individuals, groups 2 and 3 are organisations that operate in planet-matters and people-matters respectively, and group 4 are the general public/future generations. Everybody has group 1 and 4 roles and employed people play roles 2 and 3. Task 1 investigates the actions and agents that are fundamental in the presenting issue.Task 2 investigates the agents’; motivations to take up opportunities in both people and planet-matters. Motivations are based on the agents’; desire to satisfy the fundamental human needs (FHNs) of their family. Task 3 investigates: (a) the opportunities in people-matters and planet-matters, using a theory that posits that critical resources and critical arrangements are required for the delivery of FHNs in the very long-term. (b) The involvement stakeholders’; groups have in these opportunities.Task 4 reviews: (a) the success of groups 1 and 4 stakeholders in getting their FHNs met in the long-term and how successful stakeholder groups 3 and 4 are in helping them and why. (b) The maintenance of critical resources compared to the level needed to maintain all life forms and life system on the planet. (For complete abstract open document)

Thesis (Ph.D.)-- Lund University, International Institute for Industrial Environmental Economics, 2003. / Title from title screen (viewed 26 Nov. 2003). Available also in print.

Thesis (M. Sustainability and Technology Policy)--Murdoch University, 2004. / Thesis submitted to the Division of Arts. Bibliography: p. 109-116.

Thesis (Ph.D.)--University of Adelaide, School of Architecture, Landscape Architecture and Urban Design, 2004. / "April 2004" Bibliography: leaves 288-296.

Thesis (Ph. D.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.