Dissertations / Theses on the topic 'Education In Urban Areas'

This thesis develops a model of community education for non traditional adult learners from the least socially and educationally advantaged groups living in the priority areas of urban Britain. The model is investigated through a case study of a community education project situated within North Hull. The thesis is organised into six chapters. Chapter One commences with a detailed analysis of urban priority areas and examines the cumulative effects of post war material conditions, social dislocation and educational underachievement. Educational proposals for ameliorating the situation are reviewed, including the idea of closer links with the home and neighbourhood as part of a community education solution. Chapter Two develops this emerging theme of community education by examining compensatory and reconstructionist models of British community education in which USA models of compensation and the idea of community problem solving became influential Following this early discussion, a model for community education in priority areas is proposed in Chapter Three. The model has the overall purpose of developing adult learners and achieving more open and accessible institutions through a two stage continuum of learning opportunities. Chapter Four describes the North Hull Community Outreach Project which investigates the model in practice. In Chapter Five an evaluation of the case study is carried out to analyse the potential value of the model. Chapter Six brings together the main findings of the thesis. These suggest that the educational problems of non traditional adult learners are the result of the cumulative interaction between situational, institutional and dispositional factors in the priority area situation which serve to diminish the importance of education. The proposed model hence should be regarded as developmental with the potential capacity of engaging adults in mainstream educational opportunities which may provide the skills and knowledge needed to challenge and possibly change the material inequalities in the situation.

Orientador: Sonia Giubilei
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho visa a desvelar, dentro dos diferentes níveis de ensino das unidades escolares localizadas em áreas de transição na região de Campinas (SP), o modo como os aspectos que integram os domínios socioeconômicos poderão beneficiar a formulação e a execução de políticas públicas para uma gestão educacional integrada em região metropolitana. A produção e a sistematização do conhecimento de áreas de transição são relevantes para a definição e implementação de políticas educacionais, com significativa importância social, ao serem adotadas por instituições e/ou organizações responsáveis por sua execução. Este estudo permitiu constatar que a consideração exclusiva dos aspectos socioeconômicos dos meios urbanos e rurais é insuficiente para caracterizar as experiências sociais, culturais e econômicas dos alunos de unidades escolares em áreas de transição, na medida em que elementos de periferia ou mesmo de conurbação são relevantes no caso. A fim de investigar os problemas levantados por este trabalho e responder a eles, bem como aos objetivos nele propostos, tornase necessário o auxílio de outra ciência para a explicação de fatos que informarão a problemática própria de uma área geográfica. O enfoque será posto num trabalho contextualizado com base em determinado referencial teórico, consubstanciado na bibliografia fundamental mediante abordagens descritivo-analíticas do objeto investigado. Assim, disponibilizam-se às políticas públicas da região fundamentos de novos elementos para a elaboração de uma gestão integrada com a finalidade de atender às premências educacionais
Abstract: This work seek to the unveil, within the different levels of instruction of scholastic unto localized in transition areas of the region Campinas (SP), the way how the aspects that integrate the socioeconomic dominions will be able to benefit the formularization and the application of public politics for a educational management integrated in the region metropolitan. The production and the systematization of the knowledge of transition areas are considerable for the definition and implementation of educational politics, with significant social importance, when being adopted by institutions and/or responsible organizations for its execution. This study allowed to evidence that the consideration exclusive socioeconomic aspects of the urban and rural is insufficient to characterize the social, cultural and economic experiences of the students in these scholastic units in transition areas, in the elements of the periphery or even the conurbation is it notable of the case. In order to investigate the problems raised from this research and answer them, as well as the objectives in proposed, the aid of another science for the explanation of facts becomes necessary that will inform the problematic in a geographic area. The emphasis will be placed in a work contextually on the basis of determined theoretical reference, to consubstantiate in the basic bibliography by means of description-analytical approach the investigated object. Thus, they are availableness to public politics of the region fundamentals new elements for the elaboration of an integrated management with the finality of attend the educational urgency
Doutorado
Educação
Doutor em Educação

Environmental education plays an important role in the preservation and protection of biodiversity but also on the environment. It is for this purpose that the thesis aimed to assess the environmental knowledge and attitudes in school children in urban areas and those in rural areas in three regions of Senegal. This evaluation is focused on interviews with teachers and questionnaires administered to children. On the basis of 786 questionnaires collected in 19 schools including 7 in rural area (317 responding children) and 12 in urban areas (448 responding children), I found that children in rural area had higher environmental knowledge in comparison to those in urban areas, and it was also higher in boys than in girl with the same pattern in rural and urban areas. The level of environmental knowledge did not depend on the age of responding children. Concerning environmental attitudes, children expressed mostly similar attitudes in rural and urban areas and these were mostly negative towards environment. Regarding such results, it is recommendable to address the environmental issues through environmental education programs in order to get better knowledge and to build pro-environmental attitudes. The informal environmental education programs can provide opportunities for schools to improve their knowledge, interests, motivation and encouraged to adopt new attitudes towards the environment. The environmental education increases with theoretical and practical experience.

The purpose of this study was to provide a descriptive analysis comparing highly qualified and non-highly qualified special education teachers in the 2011-12 Schools and Staffing Survey. It examined how the qualifications of special education teachers varied among K-12 public schools according to the urbanicity of the school and the proportion of students in poverty within a school. Variables included those related to teacher qualifications, demographic characteristics, and school characteristics. The findings demonstrated that there were differences in the demographic characteristics of highly qualified and non-highly qualified special education teachers. There were no statistically significant differences found for urbanicity alone. There were statistically significant differences found for poverty levels. Statistically significant differences were also found for both highly qualified and non-highly qualified special education teachers when poverty quartiles were analyzed by urbanity locales. The findings emphasize the need to provide targeted interventions to promote, retain, and supply all schools with qualified special education teachers. The findings also indicate there is an unequal distribution of highly qualified special education teachers within identified poverty levels and urbanicity.
PHD

Published Article
South Africa has had no formal subject known as Technology Education in its schools until the introduction of Curriculum 2005. The introduction of Curriculum 2005 meant that educators at schools were caught unprepared, as they had to teach a subject that most were not conversant with. The purpose of this study was to determine how successful the introduction of Technology Education (in Secondary Schools in the Free State Province urban areas) was, how the subject is being taught and what problems are experienced. Furthermore, the study aimed to investigate the perceptions of educators of Technology Education, their training to present the subject and whether schools are equipped and resourced to present the subject effectively. The approach was mainly qualitative and nonexperimental research was conducted. The population (schools) were selected by means of cluster sampling and the sample (Technology educators) by means of simple random sampling. Data were collected by means of questionnaires and structured interviews. From an international perspective the investigation revealed that the way in which Technology Education has been organised differs from country to country, but that they had similar experiences and problems when they introduced the subject for the first time. The investigation revealed that a low percentage of educators feel that the implementation of Technology Education was successful and that schools were ready for the implementation. Furthermore a need exists for specialised trained teachers, appropriate equipment and physical facilities to present Technology Education. The study further revealed that a high percentage of educators feel that the subject Technology Education does have a place in the Further Education and Training sector.

The aim of this paper is to analyze the impact of a conditional cash transfer program, Progresa, on school attendance in Mexican rural and urban areas. Within recent years, conditional cash transfer programs have become one of the most accepted remedies for poverty alleviation in many countries. Progresa was developed as an economic experi-ment, with randomized selection process, treatment groups and control croups. For this reason, the impact of Progresa is ideal for economic analysis. There are clear evidence of disparities between urban and rural school attendance rates in Mexico, hence the pro-gram’s effect on school attendance rates have been studied in the two regions. There are several reasons why one would expect different outcomes of the program on school at-tendance in rural and urban areas. Expected returns to education and the opportunity cost of investment in schooling in different regions are thought to affect the household’s optimization problem differently. The impact of Progresa on school attendance rates is estimated by a logit regression model analyzing household data within the household optimization framework. Mainly, Progresa has a positive impact on children’s school at-tendance. However, it may be concluded that Progresa has no significant effect for older children in rural areas. This result is assumed to be explained by the different conditions poor families face in different regions. If rural households’ optimization problem indeed looks different; this might suggest that the design of conditional cash transfer programs such as Progresa is crucially important depending on the region of implementation.

Syftet med denna uppsats är att analysera det villkora välfärdsprogrammet Progresa och dess effekt på skolnärvaro i mexikanska rurala och urbana områden. Under senare år har villkora välfärdsprogram kommit att vara en av de mest accepterade formerna av bistånd för att minska fattigdom i de flesta länder. Progresa utvecklades utifrån ett ekonomiskt experiment, med en slumpmässig urvalsprocess samt en experiment- och kontrollgrupp. Med anledning av detta är Progresa ett utmärkt program att studera för ekonomisk analys. Skolnärvaron i mexikanska rurala och urbana områden varierar stort och av denna anledning har effekten av Progresa studerats i de båda regionerna. Det finns många anledningar till varför vi bör förvänta oss avvikande utfall. En förklaring kan vara att utbildningens förväntade avkastning och alternativkostnad påverkar hushållens optimeringsproblem olika. Effekten av Progresa på skolnärvaro är beräknad med en logit regressionsmodell där hushållsdata analyseras inom ramen för hushållets optimeringsproblem. Huvudsakligen har Progresa en positiv effekt på barns skolnärvaro. Dock, och vad som bör noteras, är det faktum att Progresa inte har en signifikant påverkan på äldre rurala barns skolnärvaro. Detta resultat antas förklaras av fattiga familjers olika förutsättningar i rurala och urbana områden. I det fall rurala familjers optimeringsproblem skiljer sig från urbana familjers optimeringsproblem, torde detta innebära att strukturen av ett villkorligt biståndsprogram, så som Progresa, är av största vikt och bör anpassas ändamålsenligt.

Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xii, 168 p.; also includes graphics (some col.) Includes bibliographical references (p. 152-168). Available online via OhioLINK's ETD Center

The study examines the job market of «urban youth» aged between 18 and 35 without higher education (university or technical) based on household surveys (Encuesta Nacional de Hogares – Enaho) and specialized surveys (Encuesta Nacional de Habilidades – Enhab; Encuesta de Transición de la Escuela al Trabajo – Entrans). The results show, firstly, supply constraints in the period 2007- 2012, which coincides with the massification of higher education over the last ten years. Secondly, it was found that students from public schools are more liable to complete high school with maxi- mum educational attainment. Thirdly, it was estimated that urban youths aged 15 to 29 cited in the Entrans 2012—and who received job training in the year prior to the survey—are 4.1 times more likely to obtain «adequate employment» in terms of pay, adequate contracts, and health insurance. Finally, a case is made for strengthening technical and specialized skills taught at school.
El estudio examina el mercado laboral de «jóvenes urbanos» entre 18 y 35 años de edad sin estudios superiores (universitarios o técnicos) a partir de Encuestas de Hogares (Enaho) y encuestas especializadas (Enhab, Entrans). Los resultados muestran, en primer lugar, una contracción de la oferta en el período 2007-2012 que coincide con la masificación de la educación superior de los últimos diez años. Segundo, se halló que los estudiantes de escuelas públicas son más propensos a alcanzar un máximo nivel educativo de secundaria completa. Tercero, se estimó que los jóvenes urbanos de 15 a 29 años reportados en la Entrans 2012 y que recibieron capacitaciones laborales durante el año anterior a la encuesta tienen 4,1 veces mayor probabilidad de obtener «empleados adecuados» —en términos de remuneraciones, contratos adecuados y seguro de salud. Finalmente, se propone potenciar las capacitaciones de tipo técnico y de especialización impartidas durante la escuela.

Urban Education
Ph.D.
This study examined the differences in teacher racial ideology among white teachers in urban, suburban, and rural areas. This study advances the scholarship on the ideological frames used by teachers in urban, suburban, and rural areas through an examination of the differences in teachers’ discourse and racial ideology. Using contact theory, this study employed interviews to examine teachers’ discourse related to racial inequality in education to determine whether there were similarities in teacher discourse within and across urban, suburban, and rural areas with differing racial compositions. Interviews were conducted with 42 teachers in urban, suburban, and rural school districts during the 2014-2015 school year. There were three major findings in this study. First, four original frames of color-conscious racial ideology were present in data across urban, suburban, and rural areas. Second, teachers across all areas employ the systemic responsibility frame to talk about the achievement gap, and the cultural racism frame to talk about increased violence in urban areas, revealing that teachers frame some topics similarly across areas of differing racial composition. Third, analysis of teacher racial ideologies using the eight frames of color-conscious and color-blind racial ideology reveal that teachers within Lincoln City, Gresham, and Arcadia employ specific frames within each area to talk about racial inequality in education. Further, teachers in Lincoln City and Gresham framed racial inequality in education more consistently using color-conscious frames than teachers in Arcadia, indicating that contact with outgroup members also shapes teacher racial ideology.
Temple University--Theses

This thesis aims to investigate if there are differences between men and women in rural and urban areas on perception of women empowerment. The focus is on girls’ education and development in a post – colonial country. Semi structured, qualitative interviews were conducted in Babati district, Tanzania in February 2011. In order to obtain as much useful information and data as possible several research questions were focused on during the fieldwork. These were: What is the perception on empowerment of women, according to local men and women in rural and urban Babati? , How does a gender gap in school affect development, according to local men and women in rural and urban Babati? , Is the patriarchal heritage an obstacle for development and gender equality, according to local men and women in rural and urban Babati? , Why are urban areas more equal than rural areas, according to local men and women in rural and urban Babati? The conclusion is that people in rural and urban areas are very similar in their opinions’ of empowerment of women and education for girls. The traditional social and cultural structures are often obstacles for development.

This dissertation presents a qualitative study examining faculty reactions to globalization and NAFTA in selected engineering departments in a Northern Mexican urban area. The dissertation provides an overview of the history of engineer training in Mexico, and how past presidential administrations' policies affected engineer training. The literature review also provides an overview of the theories utilized in the analysis of the data. The theoretical perspective of World System Theory as presented by Wallerstein, and Dependency Theory in Higher Education as presented by Altbach were the two primary theories utilized along with other theoretical perspectives that pertain to globalization. Mexican writers such as Gonzalez Sousa and Louvier Calderon, were presented as two varied perspectives of resistance to globalization. Faculty members from three universities were interviewed regarding issues of influence from core nations on the instructional and training activities in their departments. The perceptions of faculty members were recorded, transcribed and then analyzed. Major themes emerged regarding issues of international influence on local industry and business that in turn affected these departments, the use of academic resources from other countries, and resistance to globalization on the part of these faculty members.

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What are public / state policies? What is the necessary understanding to think public / state policies for rural education? What is rural? What is urban? What criteria to use to conceptualize what is rural and what is urban? What questions are appropriate for this debate? To answer these questions, this paper aims to study public / state policies and, therefore define what state and its actions to play as such and also submit that rural and urban, far from being just geographical areas are different social content, but are not watertight and not dichotomous, on the contrary, to be able to grasp all of its contents, you must understand their relationship as a complex, as a continuity. The rural and urban reproduce a concrete social reality, are part of the same society. From this idea, thinking the continuity of relations, a complex, between rural and urban, we need to rethink public / state policies developed educational, surpassing the idea of dichotomy, simple separation between these spaces. That is, if they are not watertight spaces that can not be thought of separately, so the public / state policies should be developed articulately. Affirm this need for joint, is not discount that rural and urban have their specificities, but it is understood that these are only felt in full, as are parts of the same society, unlike the Field of Education points. Likewise takes education as public / state policies must be universal and meet the whole of society. literature on the subject and document analysis was conducted from a historical materialist perspective.
O que são políticas públicas/estatais? Qual a compreensão necessária para pensar políticas públicas/estatais para uma educação rural? O que é rural? O que é urbano? Quais critérios utilizar para conceituar o que é rural e o que é urbano? Que questões são apropriadas para esse debate? Para responder a estas questões, esse texto tem como objetivo o estudo de políticas públicas/estatais e, para isso definir o que é Estado e suas ações para se reproduzir enquanto tal e ainda, apresentar que rural e urbano, longe de serem apenas espaços geográficos, são conteúdos sociais diferentes, mas que não são estanques e nem dicotômicos, pelo contrário, para poder apreender a totalidade de seus conteúdos, é necessário compreender suas relações, como um complexo, como uma continuidade. O rural e o urbano reproduzem uma realidade social concreta, fazem parte de uma mesma sociedade. A partir dessa ideia, de pensar as relações de continuidade, de um complexo, entre rural e urbano, é preciso repensar as políticas públicas/estatais educacionais desenvolvidas, superando a ideia de dicotomia, de simples separação entre esses espaços. Ou seja, se não são espaços estanques, que não podem ser pensados separadamente, logo, as políticas públicas/estatais devem ser desenvolvidas articuladamente. Afirmar essa necessidade de articulação, não é desconsiderar que rural e urbano tenham suas especificidades, mas é compreender que estas só encontram sentido na totalidade, pois são partes de uma mesma sociedade, diferentemente do que a Educação do Campo aponta. Do mesmo modo se dá a educação, enquanto políticas públicas/estatais têm que ser universais e atender ao conjunto da sociedade. Foi realizada pesquisa bibliográfica sobre o assunto e análise documental, numa perspectiva materialista histórica.

Thesis (MSc (Dietetics))--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: The aim of the study was to contribute to the nutritional well-being of 0 - 24 month old children who attend primary health care clinics (PHC) in Duncan Village, an urban slum. This was to be achieved by first formulating essential nutrition-related message topics and second by formulating recommendations for optimising the accessibility of services, including nutrition-related messages, aimed at mothers attending PHC clinics in Duncan Village. In order to formulate targeted and relevant nutrition-related messages for mothers attending the PHC clinics (Phase I of the research) the need for more information on the six focus areas for intervention that were identified in the previous Duncan Village Day Hospital (DVDH) study" was determined. This was done through key-informant interviews and studying other relevant published research. Eleven research questions related to the six focus areas were subsequently formulated to guide further research. Non-scheduled structured interviews were conducted with mothers with children in specific age groups until data saturation was achieved. A total of 31 interviews were thus conducted at the homes of participants and observation data was also collected at the same time. Three focus groups with corresponding participant categories were also conducted to check the information obtained through the interviews. Two focus groups were conducted with grandmothers to serve as a further form of checking research but also to obtain a different perspective on the research questions. The data available for the formulation of the message topics was analysed qualitatively by hand. The focus areas and the research questions gave a specific focus to the analysis process and the unprocessed data was available in these broad predetermined categories. All the information from all sources (DVDH study, the non-scheduled structured interviews with mothers, focus groups with mothers and grandmothers and observation data) was studied, interpreted and integrated for each identified category. During this process key-factors, which need to be addressed in nutrition-related messages essential for the well-being of infants attending PHC clinics in Duncan Village, were identified. The final step in the analysis process was the formulation of message topics based on these key-factors. During the analysis process it became clear that some of the identified key factors were not suitable for the formu lation of nutrition-related message topics but rather give insight into the total context of the mothers attending the clinics in Duncan Village. It was evident that the information contained in the key factors could be used by health workers to identify and assist vulnerable mothers. These key-factors led to the formulation of relevant help topics. Eighteen main message topics and 16 help topics were formulated. The message topics included topics on: self-development, household food security, breastfeeding, good feeding practices, mothers' health and nutrition and hygiene practices. in Phase 2 of the study the accessibility of services, including nutrition-related messages, to mothers attending PHC clinics in Duncan Village was determined. This was done by determining how mothers inDuncan Village experience the clinics where they could be exposed to nutrition-related messages and by determining the experiences of health care workers with mothers as clients as well as with service delivery. This information was obtained through focus group discussions with different participant categories. These categories included mothers with children in the same age groupings as in Phase I who had either attended clinic for all the child's immunisations or who had not attended clinic for all the child's immunisations or who had attended clinics outside Duncan Village for immunisation purposes. Pregnant women who had either attended antenatal clinics or had not attended antenatal clinics were also included. The last participant category involved health workers. This category included health workers from the obstetric unit where mothers from Duncan Village give birth, the primary health care clinics and community health care workers. The data obtained was analysed with ATLAS/ti, computer software specifically designed for qualitative data analysis. Twelve code families were created during the analysis process, each family referring to a specific aspect of accessibility of services provided at the PHC clinics. A detailed description of each code family is presented after which six networks were compiled. The data and networks were used to create a framework for data interpretation. According to the framework it is proposed that the final elements in the process of providing accessible nutrition-related messages to clients at clinics are (1) that the clients must attend the clinic and (2) that appropriate nutrition-related messages must be available. Problems with interpersonal and organisational aspects of service delivery were found to be two of the most important aspects that influence accessibility of clinic services and therefore nutrition-related messages at the clinics. The last phase of the study (Phase 3) involved the formulation of recommendations to the relevant authorities about targeted and relevant nutrition-related message topics to be included in the education of mothers and pregnant women as well as recommendations to optimise accessibility of nutrition-related messages at the three PHC clinics in Duncan Village and the obstetric unit where mothers of Duncan Village give birth. A total of fifteen recommendations were formulated based on the frndings and recommendations of Phase I and Phase 2. These recommendations focus especially on the necessity for the municipality to create a health empowering environment at the clinics, on the provision of appropriate nutrition-related messages at the clinics and on the need to reach vulnerable mothers. The importance of involving the community in these processes was also emphasised in the recommendations. It is concluded that the implementation of the recommendations will contribute to the nutritional well-being of all young children in Duncan Village and could play an important role in realising the rights of children living in the area.
AFRIKAANSE OPSOMMING: Die doel van die studie was om 'n bydrae te maak tot die voedingswelstand van 0-24 maandoue kinders wat prirnere gesondheidsorg (PGS) klinieke in Duncan Village, 'n verarmde stedelike gebied, besoek. am die doel te bereik is daar eerstens beplan om essensiele voedingsverwante boodskappe te formuleer. Tweedens is daar beplan om aanbevelings vir die optimalisering van die toeganklikheid van gesondheidsorgdienste vir rna's wat die klinieke bywoon, insluitend die toeganklikheid van voedinsgverwante boodskappe, te maak. Voordat relevante voedingsverwante boodskappe vir rna's wat die klinieke in Duncan Village besoek, geformuleer kon word, was meer inligting nodig oor die ses fokusareas vir intervensie wat in die vorige Duncan Village Daghospitaal studie bepaal is. Die bepaling van watter inligting nodig was, is gedoen deur sleutelinformantonderhoude en die bestudering van ander relevante gepubliseerde navorsing. Na aanleiding hiervan is elf navorsingsvrae wat verband hou met die ses fokusareas geformuleer. Nie-geskeduleerde, gestruktureerde onderhoude is vervolgens met 111a's met kinders in spesifieke ouderdomsgroepe gehou totdat dataversadiging bereik is. 'n Totaal van 31 onderhoude is met respondente gehou by hul huise, waartydens die onderhoudvoerder ook sekere waamemingsdata ingesamel het. Drie fokusgroepe is ook met rna's met kinders in ooreenstemmende kategoriee gehou om die inligting na te gaan wat deur die onderhoude ingesamel is. Twee fokusgroepe is ook met oumas gehou om die data verder na te gaan maar ook om 'n ander perspektief op die navorsingsvrae te verkry. Die data wat verkry is, is kwalitatief met die hand geanaliseer. Die fokusareas en die navorsingsvrae het 'n spesifieke fokus aan die analiseproses gegee en die ongeprossesseerde data was beskikbaar in hierdie bree vooraf gedetermineerde kategoriee. Die inligting van aile bronne (DVDH-studie, die nie-geskeduleerde gestruktureerde onderhoude met die rna's, die fokusgroepe met die rna's en oumas asook die observasie data) is bestudeer, geinterpreteer en geintegreer vir elke geidentifiseerde kategorie. Gedurende hierdie proses is sleutelfaktore geidentifiseer wat aangespreek moet word in essensiele voedingsverbandhoudende boodskappe wat gemik is om die voedingswelstand van klein kinders wat die PGS-klinieke in Duncan Village besoek te verbeter. Die finale stap in die analiseproses was die formulering van boodskaponderwerpe. Die onderwerpe is gebaseer op die geidentifiseerde sleutelfaktore Dit het duidelik geword tydens die analiseproses dat sommige van die sleutelfaktore nie geskik was vir die formulering van voedingsverbandhoudende boodskaponderwerpe nie, maar dat dit eerder insig verskaf in die totale lewenskonteks van die rna's. Die inligting in hierdie sleutelfaktore kan wei gebruik word deur gesondheidswerkers om kwesbare ma's te identifiseer en by te staan. Hierdie sleutelfaktore het dus tot die formulering van relevante hulpboodskappe gelei. Agtien voedingsverbandhoudende en 16 hulpboodskappe is geformu leer. Die boodskaponderwerpe sluit in onderwerpe oor selfontwikkeling, huishoudelike voedselsekuriteit, borsvoeding, goeie voedingspraktyke, gesondheid van die rna en voeding- en higienepraktyke. Tydens Fase 2 van die studie is die toeganklikheid van PGS dienste, insluitend voedingsverbandhoudende boodskappe vir rna's, bepaal. Dit is gedoen deur te bepaal hoe mas in Duncan Village die kliniekdienste ondervind, waar hulle aan hierdie boodskappe blootgestel kan word asook die ondervindinge van die gesondheidswerkers met die rna's en die diensleweringsproses. Hierdie inligting is deur middel van fokusgroepbesprekings met verskillende deelnemerskategoriee ingesamel. Hierdie kategoriee het rna's ingesluit wat die klinieke in Duncan Village besoek het vir a.l die spesifieke kinders se immunisasies maar ook ma's wat nie kinders geneem het vir al hul immunisasies nie of wat hul kinders na klinieke buite Duncan Village geneem het. Swanger vroue wat die voorgeboortelike klinieke besoek het asook die wat nie die klinieke besoek het nie, is ook ingesluit. Die laaste kategorie wat betrek is, was gesondheidswerkers. Hierdie kategorie het werkers van die kraamafdeling van die nabygelee hospitaaI en die primere gesondheidsorgklinieke ingesluit. Beide professionele verpleegpersoneel en gemeenskapsgesondheids= werkers van die klinieke is betrek. Die data wat verkry is, is met ATLAS/ti, 'n rekenaarprogram spesifiek geskep vir die analise van kwalitatiewe data, ontleed. Twaalf kodefamilies is geskep tydens die analiseproses. Elke familie verwys na 'n spesifieke aspek van toeganklikheid van dienste by die klinieke. 'n Gedetailleerde beskrywing van elke kodefamilie is gegee asook ses netwerke. Die data en die netwerke is gebruik om 'n raamwerk vir data-intepretasie te skep. Die raamwerk postuleer dat die finale elemente in die proses van die verskaffing van toeganklike voedingsverbandhoudende boodskappe by klinieke die volgende is: (1) kliente moet die kliniek besoek en (2) toepaslike voedingsverbandhoudende boodskappe moet beskikbaar wees. Probleme met interpersoonlike en organisatoriese aspekte van dienslewering is geidentifiseer as die twee belangrikste aspekte wat toeganklikheid van kliniekdienste en daarom ook toeganklikheid van voedingsverbandhoudende boodskappe beinvloed. Die laaste fase van die studie (Fase 3) het die formulering van aanbevelings aan die relevante owerhede behels Die aa.nbevelings handel oor die insluiting van toepaslike voedingsverbandhoudende boodskappe by die gesondheidsonderrig van ma's en swanger vroue sowel as aanbevelings oor die optimalisering van toeganklikheid van dienste by die PGS klinieke en die kraamafdeling waar Duncan Village rna's geboorte gee. Vyftien aanbevelings gebaseer op die bevindinge van Fases I en 2 is geformuleer . Die aanbevelings fokus veral op die nocdsaaklikheid vir die plaaslike owerheid om 'n atmosfeer van gesondheidbemagtiging by die klinieke te skep, die nodigheid om toepaslike voedingsverbandhoudende boodskappe by die klinieke te verskaf en die belangrikheid daa.rvan om kwesbare rna's te bereik. Die noodsaaklikheid om die gemeenskap te betrek in hierdie prosesse is ook benadruk. Samevattend kan gese word dat die implementasie van die aanbevelings sal bydra tot die voedingswelstand van alle jong kinders in Duncan Village en dat dit 'n belangrike bydrae kan lewer tot die realisering van die regte van kinders in die area.

Thesis (MEd(Psych))--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: Internationally there is concern about the reproductive health of adolescents. In South Africa a growing concern is the rampant sexual activity of underage learners. This study seeks to explore the knowledge, attitudes and behaviours of a group of adolescents with regard to their psycho-sexual development. A qualitative study was conducted, with data being collected by using semistructured interviews, which were subsequently analysed thematically. The data was analysed and five themes emerged from the three categories (knowledge, attitudes and behaviour). The five themes that emerged were knowledge about HIV/AIDS and venereal diseases, where participants received their knowledge about sexual issues, knowledge about conception and pregnancy, attitudes about sexuality and sexual behaviours. The study found a disparity between participants' knowledge, attitudes and sexual behaviour. Many participants have not developed a healthy sexual identity because of many factors that has contributed to this development. Some of these factors were social, parental, emotional, socio-economic, lack of appropriate knowledge, media and attitudinal influences. The findings indicated that the majority of the participants had a fairly good knowledge about HIV/AIDS but were less knowledgeable about other venereal diseases. It appeared that many of the participants did not have reliable sources to furnish them adequate answers to sexuality questions. This lack of information had a direct bearing on the formation of their sexual attitudes and behaviours. There was a marked difference between the sexual practices reported by the male and female participants. More of the male participants reported that they engaged in sexual activity as compared to the female participants. The study also highlighted the interrelatedness between knowledge, attitudes and behaviour.
AFRIKAANSE OPSOMMING: Internasionaal bestaan daar groot kommer aangaande die reproduktiewe gesondheid van adolessente. In Suid Afrika is die toenemende seksuele aktiwiteit van minderjarige leerders 'n toenemende bron van kommer. Hierdie studie het ten doelom die kennis, houdings en gedrag van 'n groep adolessente ten opsigte van hulle psigo-seksuele ontwikkeling te eksploreer. 'n Kwalitatiewe studie is uitgevoer. Data is ingesamel deur middel van semi-gestruktureerde onderhoude, wat tematies geanaliseer is. Vyf temas vanuit drie kategorieë (kennis, houdings en gedrag) het na vore gekom. Die vyf temas sluit in kennis aangaande HIVNIGS en veneriese siektes, waar adolessente hulle kennis aangaande seksuele sake ontvang het, kennis aangaande konsepsie en swangerskap, houdings aangaande seksualiteit en seksuele gedragsvorme. Die studie het 'n dispariteit gevind tussen deelnemers se kennis, houdings en seksuele gedrag. Baie van die deelnemers het nie seksuele identiteit ontwikkel nie, as gevolg van verskeie faktore wat hierdie ontwikkeling beïnvloed het. Sosiale, ouerlike, emosionele en sosio-ekonomiese veranderlikes, onkunde, sowel as die invloed van die media, is faktore wat bydra tot die swak ontwikkelde seksuele identiteit van deelnemers. Die bevindinge het aangetoon dat die oorgrote meerderheid van die respondente 'n redelik goeie kennis aangaande HIVNIGS het, maar nie so goed ingelig is aangaande veneriese siektes nie. Dit wil voorkom asof 'n aansienlike hoeveelheid van die deelnemers nie oor betroubare bronne beskik om hulle van die nodige antwoorde op seksuele vrae te voorsien nie. Hierdie gebrek aan informasie het 'n direkte invloed op die vorming van hul houdings aangaande seksualiteit en hul seksuele gedrag. 'n Betekenisvolle verskil is tussen die seksuele praktyke van manlike en vroulike deelnemers gevind. Meer manlike deelnemers was betrokke in seksuele bedrywighede in vergelyking met vroulike deelnemers. Die onderlinge verwantskap tussen kennis, houdings en gedrag is ook deur die studie na vore gebring.

Adolescent literacy rates for students who struggle, particularly those with disabilities are alarming, especially in light of increased educational standards. As higher standards place a greater emphasis on reading and writing, addressing students’ literacy needs in the content areas has become a topic of interest in reading education. Although there is much debate about how to address this need, it is clear that content area teachers need support addressing literacy in their subject areas. An exploratory case study design was used to examine the responses of high school content area teachers to an EIE (exploratory, investigative, and experimental) professional development (PD) program. Specifically, the researcher sought to describe what the teachers considered to be valuable and useful aspects of the different components of the experience as it related to their practice, the outcomes they anticipated for struggling students, and their knowledge of literacy in the content areas. Ten content area teachers participated in 21.5 hours of professional development over a period of two months. Data about their PD experiences were collected during focus group discussions, individual interviews, observations, and completed questionnaires. When discussing the teachers’ descriptions and observations of their literacy practices, teachers reported an increased awareness of their practice as it pertained to literacy implementation. In the analysis of the outcomes teachers anticipated for struggling adolescents, including those with disabilities, teachers reported increased sense of control over the academic outcomes of struggling students. When addressing questions in reference to the effective components of the EIE PD experience, the teachers favored equally: (a) applicability of information, (b) exposure to literature, (c) autonomous systems, and (d) collaboration. Lastly, support emerged as an integral component of a constructivist EIE PD approach. All teachers in the study reported that support played a pivotal role in how they learned about and implemented literacy practices in their content area. Based on the findings, the researcher recommends that PD address and validate the current perceptions and concerns among content area teachers in relation to literacy implementation. PD should support teachers as they reflect upon their reported instructional limitations in relation to their needs and their students’ needs. Second, literacy PD for content area teachers must provide systematic support for teachers to explore, investigate and experiment with literacy in their content. Lastly, PD designed to support content area teacher’s use of literacy strategies in the content areas should provide teachers the opportunities to drive the literacy PD content in order to address needs specific to their classroom and school communities.

This study is based on a field study carried out in Thailand during November and December 2009. The material is based on in-depth interviews with nine women that live in the northern parts of Thailand. Seven of them belong to the Karen minority group. The purpose of the study has been to highlight the different perspectives that exist in the city, and in the rural region, in the question of education and employment, equality in the household, and participation in society within the political area. The theoretical perspective has been preceded from a democratic perspective at an individual level.

The results show that education is relevant in how women see themselves, and also gender equality in the household can be connected to influence in social life outside the household. This also shows that traditional norms play an important role. Especially in the case that the woman traditionally in Thailand has been responsible for the household, while the husband in the family has had responsibility for political decisions in society. Education can be seen to provide better conditions in life for women; an opportunity for more jobs, as well as an opportunity for an income. One difference is that for some rural women, educational aims are to learn to read and write Thai, while all the women in the city point out that a degree from the university is important.

The comparison for women's responsibilities in the household and child-rearing shows that the rural women I interviewed in general are taking a greater responsibility in the household since the husbands are working a lot. The women in the city split the household chores more often between husband and wife. The Karen women I interviewed have highlighted the importance of the family, and then also their relatives. In the past, minority groups have been more vulnerable in the country, which could play a part in that family and relatives still are an additional safety net.

In the area of participation in society outside the household, women in the rural area strongly believe that participation on a political level is an issue for men. And despite higher degree of education the women don’t have an increasing interest in participating. The women in the rural area though live close to the political authorities, which means that the majority of the women there have spoken directly to the leaders and thus can influence. Here, the level of education does not matter.  

The women in the city have not talked directly to the leaders to the same extent. Meanwhile, one of the women in the city has engaged herself politically. She thinks she could get respect, both as a woman and as Karen. She also sees that the possibilities for women to participate are growing in the cities, where the level of education generally is higher. Though, the other interviewees in the city would not want to be politically active. The only interest for them is to read about the situation and to vote. The women also speak about the leader as corrupt and selfish, which leads to low confidence in politicians.  

Finally, the study shows that traditional norms are still strong in the country, despite education and more equality in the household. Especially that woman should be responsible for the household, while the husband involve in social issues. This is shown particularly in the rural areas. In the city however, this is not highlighted in the same way. The women there have freed themselves more from the traditional norms. And two of the women with a higher degree, can run a household on only one salary. Several of my interviewees have also been moving between urban and rural areas. This makes transition between urban and rural areas not as strong as it were earlier, now it’d more gradual. At the same time the women have an everyday life in the specific social context, which result in that traditional norms are still stronger in the rural areas.

Denna studie baseras på en fältstudie som utförts i Thailand under november och december år 2009. Materialet utgår från djupintervjuer med nio kvinnor som lever i de norra delarna av Thailand. Sju av dessa kommer från minoritetsfolket Karen. Syftet med studien har varit att synliggöra de olika perspektiv som finns, i stad, respektive på landsbygd, i områdena utbildning och arbete, jämställdhet i hushållet, samt deltagande i samhällslivet inom den politiska sfären. Det teoretiska perspektivet har utgått från ett demokratiskt perspektiv på en individnivå.

Resultaten visar att utbildning har betydelse för hur kvinnorna ser på sig själva, och även jämställdhet i hemmet kan kopplas till inflytande i samhällslivet. Här visar också att traditionella normer spelar en viktig roll. Speciellt i fråga om att kvinnan traditionellt i Thailand har haft ansvaret för hushållet, medan mannen i familjen har haft ansvaret för politiska beslut i samhället. Utbildning ses också som möjligheten till bättre förutsättningar i livet för kvinnorna, en möjlighet till fler jobb, samt en möjlighet till inkomst. En skillnad är dock att hos flera kvinnor på landsbygden syftar utbildning till att lära sig att kunna skriva och läsa Thai, medan alla kvinnor i staden framhåller att en utbildning med universitetsexamen är viktigt.

I jämförelsen för kvinnornas ansvar i hushållet samt barnuppfostran, visar de intervjuade kvinnorna på landsbygden generellt att kvinnorna tar störst ansvar i hemmet då männen arbetar mycket. I staden är en uppdelning mellan hushållssysslorna större. Samtidigt kan två av kvinnorna i staden klara sig själva på en egen inkomst. De Karen-kvinnor jag intervjuat har lyft fram familjens betydelse, och då också sina släktingar. Tidigare har minoritetsgrupperna varit mer utsatta i landet, vilket kan spela in i att familj och släkt blir ett extra skyddsnät.

Gällande deltagande i samhället utanför hushållet, menar kvinnorna på landsbygden starkare att detta är en fråga för männen. Trots utbildning för kvinnorna ökar inte intresset för att delta nämnvärt. En av kvinnorna känner dock inflytande med hjälp av sin utbildning.  Dock lever kvinnorna närmare de politiska makthavarna på landsbygden, vilket gör att majoriteten av kvinnorna där direkt talat med ledarna och på det sättet har inflytande. Här har inte utbildningsnivån spelat roll.

Kvinnorna i staden har dock inte i samma utsträckning talat direkt med ledarna. Samtidigt har en av kvinnorna i staden själv engagerat sig politiskt. Hon kände där att hon kunde få respekt, både som kvinna och Karen. Hon ser också att möjligheterna för kvinnor att delta ökar i städerna där utbildningsnivån generellt också är högre. Allmänt är informanterna annars intresserade av situationen och går och röstar. Majoriteten har dock inget intresse av att själva delta. Kvinnorna talar också om ledarna som korrumperade och själviska, vilket leder till ett lågt förtroende för politikerna.

Slutligen visar studien att traditionella normer fortfarande lever starkt i landet, trots utbildning och mer jämställdhet i hushållet. Där kvinnan ska ansvara för hushållet medan mannen engagerar sig i samhällsfrågor. Detta visas framförallt på landsbygden. I staden är dock inte detta lika tydligt och där har kvinnorna frigjort sig mer från traditionella normer. Flera av mina informanter rör sig också över stora områden och mellan stad och landsbygd. Det gör att övergångarna mellan stad och landsbygd inte blir så starka som de tidigare varit, de blir mer gradvisa. Samtidigt visar informanterna att vardagslivet i det specifika sammanhanget påverkar den sociala kontexten, vilket gör att traditionella normer fortfarande lever starkare på landsbygden.

The disconnect between today's youth and their natural environment necessitates educational and outreach programs that will engage students and make them more connected to nature. This is especially needed to connect children living in urban areas with wildlife because residents of urban areas have few opportunities to encounter wildlife. Bobcats are one species that are adapted to living in close proximity to urban habitats. I used this species as educational tool to help connect children and residents of the Tucson are to wildlife within their community. Initial perceptions of students and residents towards bobcats were determined using surveys. Understanding these perceptions will facilitate in focusing education and conservation efforts within the Tucson community. Conservation education lessons in Tucson schools increased knowledge of wildlife conservation and instilled an appreciation for bobcats in Tucson's youth. These lessons along with information brochures distributed to Tucson residents strengthened preexisting positive perceptions of Tucson residents towards urban bobcats and emphasized the importance of protecting wildlife. Incorporating more wildlife education programs into schools would not only be beneficial for the field of wildlife conservation, but would produce a generation of environmentally aware students.

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Cultural changes are a challenge to the reduction of environmental impacts and to the ideal of coexistence with the semiarid especially on the urban zones, where have a greater detachment with relation to the environment of semiarid. Promote non-formal education in this region it is of great value to the construction of a new environmental culture. This study had as objective to diagnose the main socio-environmental problems of the Jardim Sant'ana neighborhood, in Sousa, semiarid of Paraíba, and assess the population perception in relation to the environmental culture, well as promote educational interventions focusing on critical environmental education for the children of that neighborhood. In the first part of the work it is presents the socio-environmental diagnostic that was elaborated, which is an important tool to support the development of public policies of coexistence with the semiarid region. After, the results of the educational intervention, the project Ser-Tão Ambiental, are presented and analyzed. The methodology of qualitative and quantitative type was adopted using theoretical assumptions of phenomenological research and participant observation. From the analysis and conclusion of research it was evident the urgent need of connection between the population and the paraiban semiarid. The Public Power it is the fundamental actor in this construction that needs effective public policies to turn it possible. It was also detected by means of project Ser- Tão Ambiental the importance of non-formal education promotion to the ecological citizen formation and to improve in the life quality of population. So, the studies and interventions realized in this research, results in an approximation of those involved with the environment they live in although primarily, important step in a construction of a new behavior, sensitizing the involved about their ecological role.
Mudanças culturais são um grande desafio à redução de impactos ambientais e ao ideal da convivência com o semiárido, especialmente nas zonas urbanas, onde há um distanciamento maior com relação ao ambiente do semiárido. Promover educação não formal nessa região se faz de grande valia para a construção de uma nova cultura ambiental. O presente estudo teve como objetivo diagnosticar os principais problemas socioambientais do bairro Jardim Sant’ana, cidade de Sousa, semiárido da Paraíba, e avaliar a percepção da população em relação à cultura ambiental, bem como, promover intervenções educativas com foco na educação ambiental crítica para crianças do referido bairro. Na primeira parte do trabalho, apresenta-se o diagnóstico socioambiental elaborado, que é ferramenta importante para embasar a construção de políticas públicas de convivência com o semiárido. Posteriormente, os resultados das intervenções educativas, o Projeto Ser-Tão Ambiental, são apresentados e analisados. Adotou-se a metodologia do tipo qualiquantitativa, utilizando-se pressupostos teóricos da pesquisa fenomenológica e observação participante. A partir da análise e conclusão da pesquisa, foi possível constatar a urgente necessidade de conexão entre a população e o semiárido paraibano. O Poder Público é ator fundamental nessa construção que necessita de políticas públicas eficazes para que se torne possível. Também foi detectada, por meio do Projeto Ser-Tão Ambiental, a importância da promoção de educação não formal para a formação ecocidadã e para uma melhoria na qualidade de vida da população. Portanto, os estudos e as intervenções realizadas nessa pesquisa, propiciaram uma aproximação dos envolvidos com o ambiente em que vivem, ainda que primariamente, passo importante na construção de um novo comportamento, sensibilizando os envolvidos sobre seu papel ecológico.

Introduction Anemia prevalence in pregnancy ranges from 51%-60% globally. Genetic disorders, infectious diseases, reproductive factors, nutritional deficiencies, and poverty can affect anemia status. Anemia can negatively impact economic progress, social and intellectual development, and maternal health. Estimates indicate that anemia is the direct cause of 3-7% of maternal deaths and an indirect cause of 20-40% of maternal deaths. Although several initiatives by the international community address the anemia problem, prevalence remains unacceptably high in Sierra Leone at 2,000 per 100,000 live births. This study explored ecological determinants of anemia status of pregnant women living in Freetown, Sierra Leone. Method This was a mixed-method, retrospective, unmatched case-control research study based on the Modified Ecological Model for Health Behavior and Health Promotion. One hundred and seventy one pregnant women, who visited one of five health facilities were interviewed for the study. Anemic participants' (Hgb<11.0g/dL) responses were compared to responses of non-anemic participants and the differences were assessed. Content analysis and descriptive statistics were used to assess qualitative knowledge items, whereas t-tests were conducted to determine if mean knowledge differences existed between those with anemia and those without. Chi-square was used to analyze forced choice attitude items: perceived threat to anemia and perceived benefits of anemia prevention and treatment. Chi-square was also used to analyze selected behaviors and perceived barriers to anemia prevention and treatment. Odds ratio determined the strength of the relationship between the dependent variable (anemia status) and selected exposure variables (modifying factors). Results Seventy-seven percent of participants were anemic (M: Hgb=9.63g/dL). Those with anemia were more likely to first see a health care provider after 12 weeks of pregnancy (p<.05). Participants who earned income in the top two quintiles were less likely to have anemia than those in the lower three quintiles (p=.007). Participants who had anemia were more likely to cite lack of finances as a barrier to seeking prenatal services (p=.007). Although differences existed between participants who had anemia and those who did not have anemia, they were generally not statistically significant for knowledge, behavior or modifying factors. Participants who had pica, however, were more likely to have anemia than those who did not (p=.005). There was misinformation among participants about the use of palm oil, Vimto and "blood tonic" as treatment options. In addition, participants cited family and friends as sources of this same information as well as correct suggestions and information about anemia prevention and treatment. Discussion Health providers need to be clearer about messages that they deliver to service users to reduce misinformation about anemia prevention and treatment. Community awareness about anemia, anemia causes, anemia prevention and anemia treatment needs to be raised. Information, particularly about anemia causes, need to be disseminated and programs to address those causes need to be developed and implemented. Program development and implementation should be a comprehensive effort that includes training traditional birth attendants and lay health workers. Efforts should incorporate health efforts from government agencies, the non-governmental sector, donor groups, and community and civil society groups to deliver culturally and regionally appropriate interventions.

Thesis (Master of Community Planning)--University of Cincinnati, 2009.
Advisor: Carla Chifos. Title from electronic thesis title page (viewed July 29, 2009). Includes abstract. Keywords: urban agriculture; community gardening; community development; best practices; programming. Includes bibliographical references.

The education system in Namibia was shaped by the policies located within the framework of the apartheid ideology. Since it gained its independence in 1990, the government positioned education at the top of the national priorities. Thus, there has been a growing realisation of the importance of more democratic forms of leadership in the education system for the country to be able to cater for a democratic society. Amongst others, teachers became active creators and managers of the learning outcomes. In addition, teachers are regarded as agents of change and the driving force for productive teaching and learning. Literature describes how the management in schools has been redistributing authority and power so that a culture of teacher leadership in school communities can grow. More importantly, school improvement depends more on the active involvement of teacher leaders as it is realised that people in formal positions cannot do everything. In this line this study investigated the understanding of teachers and members of management of teacher leadership practice and it further identified the structural and cultural factors which enabled and inhibited this practice in a primary school. This study is a case study of a Primary school in a semi-urban area of Otjozondjupa Region, a central part of Namibia. This study was conducted in the interpretive paradigm and it is a qualitative case in nature, employing semi-structured interviews, observation and document analysis. Triangulation over the data revealed that respondents have an understanding of the concept and that all teachers are involved in leadership roles at school which are more strongly found in the classroom and through involvement with other teachers. Teacher leadership roles at the case study school also occur within the whole school with some limitations and also extend beyond the school. Grant’s (2008) model of teacher leadership was used to analyse the data. The study suggested some hindrances and supporting factors of teacher leadership. The findings suggested that teacher leadership is understood at the case study school and that they experienced factors that enabled and hindered this practice at different stages. Enabling factors included the school structure, further studies and workshops attended, while teacher leadership is impeded by teachers’ unwillingness to collaborate with others and the platoon system. The study recommends future large scale studies, including at secondary schools, so that a broader sense of teacher leadership may emerge.

O metabolismo entre homem e natureza tem sido diretamente impactado em nossa sociedade para fomentar o desenvolvimento capitalista e a racionalidade econômica atual. Nesse contexto, as áreas verdes no meio urbano, cada vez mais, têm dado lugar a novas paisagens que refletem a lógica acumulativa do sistema, sem que se leve em conta o impacto que tais mudanças podem causar no ambiente. Além de muitos benefícios para a saúde humana, tais áreas promovem melhoria da qualidade de vida para a população no que diz respeito ao lazer, ao embelezamento paisagístico e ao microclima. No município de São Paulo, a desvalorização do verde pode ser notada pelo decréscimo das áreas remanescentes, em especial da arborização urbana, e pela manutenção realizada pela gestão pública de forma ineficiente. Dadas a dimensão ainda expressiva da arborização e a falta de recursos (entre outros problemas), a gestão participativa, por meio da população e de tecnologias sociais como agentes de apoio ao Estado para a gestão dessas áreas, pode ser uma saída e uma ferramenta de apoio à proposta de Novo Metabolismo. Esta baseia-se no conceito de saber ambiental, proveniente da Educação Ambiental, para a preparação dos munícipes
Metabolism between Man and Nature has been directly impacted in our society to foster capitalist development and current economic rationality. In this context, the green areas surrounded by urban environment, more and more, has been given rise to new landscapes that reflect a cumulative logic of the system, without thinking about the impact that such changes can cause to the environment. In addition to many benefits to human health, such areas promote improvement of the quality of life for a population in terms of leisure, landscape beautification and microclimate. In the municipality of São Paulo, the devaluation of the green can be noticed by the decrease of the remaining areas, especially urban afforestation, and by the inefficient maintenance management carried out by the public administration. Given the still significant size of afforestation and the lack of resources (among other problems), the participative management, through population and social technologies as agents of State support for the management of these areas, it can be a way out and a support tool to the New Metabolism proposal. This is based on the concept of environmental wisdom, coming from the environmental education, for preparation of citizens

Since automobiles are detachable elements of contemporary urban life, studying the interactions imposed by them to urban forms is helpful to develop urban areas. The isolated neighborhoods locating along highways are the common picture that easily can be found in most of developed cities. The more advanced traffic networks a city possesses the more detached neighborhoods can be detected in it. The main question trying to be answered in this study is how to reattach these separated areas together and how to create a peaceful coexistence between highways and their neighborhoods. In order to find an answer, a municipality named Upplands Väsby (in the north of Stockholm) has been studied and analyzed. This real sample with internal connectivity problems was supposed to provide a ground to analyze the outcome of proposed interventions. This process resulted in obtaining a general policy in approaching this issue and some flexible interventions proper for this specific site of study. Finally, the study implies on the possibility of reattaching isolated area over high-speed roads. It also brought up some suggestions for improvement of mobile passenger’s perception of the road and surrounding areas while facilitating the pedestrian’s movement through the site.

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Financiadora de Estudos e Projetos
Since 1970´s, in Brazil, a series of educational proposals have incorporated activities related to environmental issues among then outdoor activities in natural spaces. However, we consider that most of those activities don´t take full advantage of its educational potential, both in order to explore all the contributions that the ecology field can offer, or to work with social mobilization and the formation of values. Moreover, it is relevant to identify how primary school teachers deal with three spheres of the educational practice (knowledge, ethical and aesthetics values, and participation) that we consider inseparable in an effective environmental education work. To investigate if the units of the São Carlos Ecological Pole (Pólo Ecológico de São Carlos) are educating spaces that contribute to the understanding of the complexity of environmental issues, and stimulate a sense of belonging and social responsibility, we interviewed primary school teachers who had accompanied visits to these places, people who are involved or have been involved with environmental education (EE) in these spaces, and followed guided tours in all units of the Ecological Pole. To present the results, we chose to discuss them in two stages: Moment I: analysis of all collected material trying to define what each unit of the Ecological Pole can offer, based on 21 listed parameters that are consistent with a critical perspective of EE and Moment II: an analysis of teachers´ interviews aiming to relate the different trends in environmental education conception and educational perspective. Regarding the Moment I, we have identified that the activities of EE in the Pole units can address issues that contemplate the three dimensions of educational practice. This brings up the idea that the issues involve more than one subject, which is consistent with our view that it is up to the EE to unveil the complexity of environmental issues. When we look at each site independent of each other, we realize that many parameters are not dealt with, but when considering the sum of these parameters, we observe that all are identified. This shows the importance of an EE that is permanent and continuous inter and transdisciplinary, requiring partnerships between multiple instances to be viable. The connectivity between the Pole units in a coordinated action would increase each unit´s actions. Therefore, we reinforce the idea that the integration of these units would yield a more thorough EE work. There are certain parameters that are still not addressed frequently. Thus, we envisage a permanent and articulated EE so that other issues, on occasions other than during these visits, can be discussed and reflected upon. For the Moment II analisys, we considered three perspectives of educational trends and three EE conceptual tendencies. We noticed the coexistence of several trends in the same speech, which indicates that the school is reflective and reflects the transition of paradigms through which society in general is going through, and hence the knowledge production in the EE field. From this evidence, we believe that the institutionalization of EE among different groups and social sectors can make the challenge of greening a less arduous task for the school. We identified that the EE actions, both at school and in field activities, do not incorporate all the points that deserve to be addressed in regard to the complexity of environmental issues. The results of this research show how an cross, permanent and continuous EE is a decisive factor for the realization of its principles and objectives.
No Brasil, a partir década de 1970, uma série de propostas educativas tem incorporado atividades relacionadas com a temática ambiental - dentre elas as atividades ao ar livre em áreas verdes. No entanto, consideramos que a maioria das atividades nessas áreas não aproveitam todo o potencial educativo, tanto no sentido de explorar toda a contribuição que a ecologia pode oferecer, como de trabalhar a formação de valores e a mobilização social. Além disso, é relevante identificar como educadores(as) do ensino básico lidam com três esferas da prática educativa (conhecimentos, valores éticos e estéticos e participação) que consideramos indissociáveis em um trabalho efetivo de educação ambiental. Com o intuito de investigar se as unidades do Pólo Ecológico de São Carlos são espaços educadores que contribuem para a compreensão da complexidade da questão ambiental, e que estimulam o sentido de pertencimento e de responsabilidade social, entrevistamos professoras do ensino fundamental que haviam acompanhado visitas a esses locais, pessoas que estão envolvidas ou já estiveram envolvidas com atividades de educação ambiental (EA) nesses espaços, e acompanhamos visitas guiadas em todas as unidades do Pólo Ecológico. Para apresentação dos resultados, optamos por discuti-los em dois momentos: Momento I: análise de todo material, procurando definir o que cada unidade do Pólo Ecológico pode oferecer segundo 21 parâmetros elencados, que estão de acordo com uma perspectiva crítica de EA e Momento II: análise das entrevistas das professoras, objetivando relacionar as diferentes tendências da concepção de educação ambiental e perspectiva pedagógica. Em relação ao Momento I, identificamos que as atividades de EA nas unidades do Pólo podem abordar assuntos que perpassem pelas três dimensões da prática educativa. Isso traz a idéia de que os assuntos envolvem mais de uma questão, o que condiz com a nossa perspectiva de que cabe à EA desvelar a complexidade da questão ambiental. Quando olhamos para cada local independente do outro, percebemos que muitos parâmetros não são trabalhados, mas ao analisar a somatória desses parâmetros, observamos que todos são identificados. Isso mostra a importância de uma EA permanente e contínua, inter e transdisciplinar, que exige parcerias entre várias instâncias para ser viabilizada. A conectividade entre as unidades do Pólo em uma ação coordenada potencializaria a ação de cada uma. Por isso, reforçamos a idéia de que a integração dessas unidades constituiria um trabalho mais completo de EA. Existem certos parâmetros que ainda assim não são abordados com frequência. Desse modo, vislumbramos uma EA permanente e articulada para que outras questões, em outras oportunidades que não sejam durante essas visitas, tenham espaço para serem discutidas e refletidas. Para a análise do Momento II, consideramos três tendências de perspectivas pedagógicas e três tendências de concepção de EA. Percebemos a coexistência de várias tendências no mesmo discurso o que nos indica que a escola é reflexo e reflete a transição de paradigmas pela qual passa a sociedade e, consequentemente, a produção de conhecimento no campo de EA. A partir dessa constatação, nossa aposta é de que a institucionalização da EA entre diferentes públicos e setores sociais pode tornar o desafio da ambientalização uma tarefa menos árdua para a escola. Identificamos que as ações de EA, tanto na escola como nas atividades de campo, não incorporam todos os pontos que merecem ser abordados para contemplar a complexidade da questão ambiental. Os resultados dessa investigação mostram o quanto uma EA transversal, permanente e contínua é fator decisivo para a efetivação dos seus princípios e objetivos.

Outdoor physical scale modeling is a potentially powerful compromise between the more common numerical and observational techniques to understand urban climates, because it incorporates the experimental control of physical and numerical modeling but is subject to the real complexities associated with natural environmental forcing. An outdoor physical model of simple concrete “buildings” was constructed to simulate an “urban” array in three different configurations. Observations of both facet surface temperatures and of radiation fluxes within and above the urban canopy layer investigate the impact of surface-sensor-sun relations on measured radiation flux source areas. Field measurements from the scale model were complemented by analyses using two numerical models. The combined results guide development of a protocol to guide the optimal siting of radiation sensors in measurement projects of the urban surface energy balance. The siting protocol considers both the influence of surface structure and orientation on radiation source areas and on the streamwise dimensions of the equivalent turbulent flux source area ‘seen’ by turbulence sensors. Observed thermal patterns from the scale model compare well with those at similar full-scale urban sites. Measurements of the spatial variation in radiation fluxes reveal that measurement heights above approximately 2.5 times the mean building height generate uniform flux density patterns. An agreement index used to quantify the strength of correspondence between what a sensor ‘sees’ of an urban surface and the actual surface morphology demonstrates that measurement locations near a street intersection give results closest to those sought to represent the local scale. Relations derived to describe the measurement height at which the radiation flux source area of a radiation sensor encompasses the source area of a turbulent flux sensor, reveal the common practice of co-locating tower-based radiation and turbulence flux sensors is often not sufficient to ensure their overlap. To match radiation flux source areas to the streamwise extent of turbulence flux source areas, it is recommended that radiation flux sensors be sited so as to contain the location of the maximum turbulent flux source weight. This suggests that radiation sensor(s) should be about two- to three times higher in elevation than the turbulence sensor(s).

The studies reported on this thesis aim to provide information and increase knowledge about the quality of urban snow and the path of pollutants. The results develop a basis for decisions regarding the prevention of environmental damage. A number of projects have been carried out to provide more detailed knowledge about: snow quality in cities, sediments that had accumulated during the winter, and that were left at the surface when the snow had melted, and the paths of pollutants at urban snow deposit. For these purposes studies have been performed in laboratory, pilot and full scale. The snow quality was studied in the city of Luleå with regard to variation with time and area. The aim was to investigate urban snow in its actual environment, throughout an entire winter season. Snow samples were taken in a housing area and in the city centre, at sites with different traffic load. It was found that traffic or activities related to traffic was a major source of heavy metals and phosphorus in urban snow, both in the city centre and the housing area. Also the type of area and the design of the street were important for the snow quality. A clear relation between the pH and the quantity of suspended solids in the snow was found. Higher pH values were found in snow from sites with higher traffic loads, compared to sites with small quantities of particles which were the no-traffic sites. The dissolved fractions showed more complicated results. The concentration of the studied substances in the snow was affected by the precipitation at the site with no traffic. At the street where the snow was left beside the street, the concentration of substances increased with time, while the precipitation was of less importance. The mass loads of substances increased with time for both the streets, where the snow stayed in the vicinity of the street, and for the non-traffic site. For the site with traffic the snow handling operations evidently affected the mass loads. This was especially the case for particle-connected substances. As a result of the increased interest in reuse of friction material the sediment which remained along the streets after snow melt was studied with regard to physical and chemical characteristics. The side walk affected the amount of substances on the street more than the traffic load. For the streets without sidewalk an increased traffic load increased the amounts of sediment. The particle size distribution of the sediments swept from the street with a sidewalk differed from the distribution at the streets without a sidewalk. With two exceptions the smallest size fraction (>75 µm) had the largest concentration of heavy metals. For composite samples the concentration increased with traffic load. The pathways of pollutants in urban snow deposits have been studied in three different scales; laboratory, pilot, and full-scale. The initial snow, melt water and sediment were analysed with regard to chemical content. It was found that the dissolved substances to a great extent folowed with the melt water while for the particle bounded substances as much as 90-99% stayed in the sediment below the deposit. The dissolved substances left the snow in the beginning of the melt period, while the substances connected to particles showed a uniform release. The laboratory study showed that melt- freeze cycles delayed the release of substances. Almost all substances were attached to particles in the snow, while in the melt water a large part was in solution. It should be noted that a so-called acid shock was not found during these studies.
Godkänd; 1997; 20061128 (haneit)

Even in urban areas reliable and precise information about possible floods and related water levels as well as inundation areas are needed to minimize potential damages. One main requirement for this issue is to correct the stage-discharge relations which are sometimes not available. This paper reconsiders the use of historical hydrologic data in urban areas which have fundamentally changed even concerning the river beds, cross sections and floodplain areas. By means of an historical approach the flood statistics has been updated with surprising results.

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Formal education, which historically was aimed at agricultural workers, was noteworthy for the exclusive attitude of the ruling class, reducing education to mere schooling, and established the notion that the rural worker needed no more than basic literacy. This belief has led, over the years, to the precarious situation of rural schools, both in their physical structure and in the inadequate preparation of teachers. Consisting essentially of a mixed level or one-teacher class, this school is defined as having one class and a single teacher who teaches the first four levels of primary education in the same place at the same time. This is the context of our research theme and the teachers of mixed level classes in rural areas were the focus of our study. Often overlooked in educational research, the teacher of mixed level classes tends to be represented as a juggler dividing herself between the various roles imposed on her, and a teacher who manages to facilitate the learning of up to eighteen children at the same time. by giving these teachers a voice, a dialogue was established. We could then reveal the social inequality and the contradictions of the rural and non-rural school. For theoretical support, we took as a basis the studies of Sérgio Leite (1999); Jadir Pessoa (1997); Carlos Brandão (1990); Julieta Calazans (1993); Márcia Regina Andrade and Maria Clara Di Pierro ([20--]); Edgar Kolling, Nery and Mônica Molina (1999) in relation to research on rural education. The foundation for the arguments was found in Marx and Engels (1977); Marilena Chauí (2003); Gaudêncio Frigotto (1995); Miguel Arroyo (1995); Iria Brzezinski, Maria Esperança Carneiro and Wanderley Brito (2004); Acácia Kuenzer (1987); Osmar Fávero (2001); Carlos Jamil Cury (2001) and others. An effort was made to understand the movement, the process, the contradictions (dialectic method) in historical materialism (methodology) which seek the basis of societies in the socio-historical formation and in relation to production. Taking dialectic materialism as its starting point, this study took a cross-section to get to know and to show the reality of the mixed-level teachers, of the students and of the parents. Qualitative research was used in this study. Descriptive/analytical study was also decided upon, using the following techniques: open interviews, free observation, filed trip notes and closed questionnaires in order to collect socio-economic data. The criterion for the selection of teachers was that the school in which they work should be situated on the farms. Understanding of the thin line separating the urban from the rural shows itself when many of the inhabitants of the poor suburbs, which are characterised more as a product of the deterioration of the cities than of urban development, have a tense relationship with urban culture. As they worked in the rural areas, they maintain the rural culture of their origin. It is apparent, moreover, that the rural school arises as a result of interests linked to industrialisation and urban growth, that rural education receives marginal treatment in official documents, and that the rural school is distinguished by its link to the work and culture of the rural area. We have tried to show that education in the rural area at the beginning of the 21st century is going through a process of change, demanded by social movements, bringing together the forgotten voices of groups socially repressed, but at the same time generators of knowledge and means of survival. The jugglers . i.e. the rural teachers, students and parents, who in their statements show a quite different reality from that described by municipal authorities.
O ensino formal, que historicamente se destinou aos trabalhadores do campo, foi marcado pelo consenso de exclusão por parte da classe dominante, reduzindo a educação à escolarização e estabeleceu, ideologicamente, que ao homem do campo era suficiente o domínio das primeiras letras. Essa realidade tem gerado, ao longo dos anos, a situação de precariedade em que viveu e ainda vive a escola do campo, seja em relação à estrutura física, seja pelo insuficiente grau de formação do professor. Constituída essencialmente por sala multisseriada ou unidocente, essa escola se caracteriza por possuir uma sala e ter um só professor que ministra aulas para as quatro séries iniciais do Ensino Fundamental, no mesmo local e ao mesmo tempo. Nesse contexto recaiu o tema da pesquisa e o professor da zona rural de sala multisseriada constituiu o nosso objeto de estudo. Pouco lembrado nas pesquisas sobre educação, o professor de sala multisseriada acabou por apresentar-se como um malabarista no sentido de desdobrar-se entre as variadas atribuições que lhe foram impingidas e o professor que consegue mediar aprendizagem para até dezoito crianças, simultaneamente. Ao dar voz a esses professores, estabeleceu-se um diálogo. Pudemos, então, desvendar a desigualdade social e as contradições da escola no campo e não do campo. Para o apoio teórico tomamos por base os estudos de Sérgio Leite (1999); Jadir Pessoa (1997); Carlos Brandão (1990); Julieta Calazans (1993); Márcia Regina Andrade e Maria Clara Di Pierro ([20--]); Edgar Kolling, Nery e Mônica Molina (1999) em relação ao estudo da pesquisa no sentido da educação no campo. O fundamento para as discussões foi encontrado em Marx e Engels (1977); Marilena Chauí (2003); Gaudêncio Frigotto (1995); Miguel Arroyo (1995); Iria Brzezinski, Maria Esperança Carneiro e Wanderley Brito (2004); Acácia Kuenzer (1987); Osmar Fávero (2001); Carlos Jamil Cury (2001) e outros. Procurou-se apreender o movimento, o processo, as contradições (método dialético) no materialismo histórico (metodologia) que buscam os fundamentos das sociedades nas formações sócio-históricas e na relação de produção. Tomando por fundamentação o materialismo dialético, esta pesquisa fez um recorte para conhecer e tornar evidente a realidade dos professores de sala multisseriada, dos alunos e pais. A pesquisa qualitativa foi utilizada para este estudo. Optou-se, também, pelo estudo descritivo/analítico, utilizando as seguintes técnicas: entrevistas abertas, observação livre, anotações de campo e questionário fechado para o levantamento de dados sócio-econômicos. O critério para a seleção dos professores foi que a escola, em que eles trabalham, estivesse situada nas fazendas. O entendimento da tênue linha que separa o urbano do rural apresenta-se quando muitos moradores nas periferias pobres, que se caracterizam mais como produto da degradação da cidade do que, propriamente, do desenvolvimento urbano, acabam tendo uma relação tensa com a cultura urbana. Como trabalhavam no campo, reafirmam sua cultura rural de origem. Explicita, ainda, que a escola rural surge em função de interesses ligados à industrialização e urbanização, recebendo a educação rural tratamento periférico nos textos oficiais, e a Escola do Campo que se distingue pelo vínculo com o trabalho e a cultura do campo. Buscou-se mostrar que o ensino na zona rural passa, no início do século XXI, por um processo de mudança, reivindicada pelos movimentos sociais, acolhendo as vozes esquecidas de grupos sociais subalternos, mas produtores de saberes e formas de sobrevivência. Pertencem a esse grupo os malabaristas , ou seja, os professores da roça , alunos e pais, que em seus depoimentos mostraram uma realidade diversa do discurso das autoridades municipais.

As bibliotecas dos Centros Educacionais Unificados (CEUs), implantadas a partir de 2003 na cidade de São Paulo, foram inicialmente celebradas como uma conquista significativa: primeiro em termos de cobertura territorial de bibliotecas na cidade; segundo como uma possibilidade única no desenvolvimento de uma atuação de caráter híbrido de biblioteca pública e escolar. Este trabalho apresenta e discute a proposta de biblioteca do CEU e verifica, através dos sujeitos e por meio da aplicação de entrevista semiestruturada como essas bibliotecas estão se configurando ao longo dos anos, principalmente em regiões de crise urbana (enchentes, desapropriações, violência, incêndios etc.). A análise dos dados evidenciou que as bibliotecas podem ser caracterizadas como: educativa, porém desligada do currículo escolar; aberta a toda a comunidade; inserida no projeto educacional de cada CEU, e preocupada com a formação da consciência cidadã, com linhas de ação que permitem a construção de uma biblioteca mais que híbrida, plural, no sentido de agregar múltiplos saberes, ampliando, portanto, sua esfera de atuação. Verificamos em alguns sujeitos envolvidos com a biblioteca, especialmente os bibliotecários, a intenção em criar vínculos com a sua comunidade sem, contudo, ignorar problemas próprios da periferia. Ao contrário, esses foram determinantes para a elaboração de projetos de bibliotecas específicos, propiciando as aberturas necessárias para que as pessoas pudessem circular no mundo da informação e da cultura.
The libraries of the Unified Educational Centres (Centros Educacionais Unificados - CEUs), implemented since 2003 in the city of São Paulo, were initially celebrated as a significant achievement: first of all in terms of territorial coverage of libraries in the city. Secondly, as having a unique hybrid character, being both a public library and a school library. This work introduces and discusses the library proposed by the CEUs and observes, through the subjects, by means of a semi-structured interview, how these libraries are shaping up/ over the years, mainly in the regions of urban crises (floods, expropriations, violence, fires etc.) The analysis of the data shows evidence that the libraries can be characterized as educational, albeit not connected to the school curriculum. They are open to all community, inserted in the educational project of each CEU and concerned with the formation of a conscient citizen. With courses of action that allow for the conception of a library that is not just hybrid but also plural, furnishing several diffrent types of knowledge and therefore expanding the scope of its action. We have observed, on the part of some of the subjects involved with the library and particularly the librarians; the intention of creating bonds with the community without, however, ignoring the problems of the periphery. They were key players in the elaboration of specific library projects, poviding the necessary opportunities for people to circulate in the world of information and culture.

Public transportation stands a very important role in the modern society. It solves many transportation problems, reduces the negative impacts of motor vehicles to the environment, and brings benefit and mobility to everyone. Public transportation models are used in urban area transit networks in order to predict the future impacts of the traffic policy and changes. Models in public transportation simulation are extensively studied in the literature, but very few have compared all the available models to a traffic data to find which model is the most accurate one in simulating a transit network. This study provides an overview of some of the available approaches in public transportation modeling, describes how they work by both theoretical review and examples. On the analysis, the modeling results from each model are compared with the Stockholm traffic data. The Stockholm traffic data of average weighted travel time, travel distance, in-vehicle travel distance and number of transfers are extracted from the RES05/06 survey data. The model which provides modeling outputs with least root mean square error compared to the survey data is found. This study could give an initial suggestion for the same type of transit modeling in choosing the appropriate model and finding the direction for calibrating the parameter settings through our proposed comparison measures.

The threat of deliberate or accidental releases of harmful substances in urban areas makes understanding atmospheric flow and dispersion important. When the source is located within the urban canopy the highest concentrations are in the short-range, i.e. less than lkm, where the dispersion is strongly affected by the presence of buildings. Understanding the processes that govern point source dispersion in the short range is important in order to develop a dispersion model for the use of emergency responders. Some questions are addressed based on this scenario: (i) What are the main flow mechanisms in urban areas? (ii) How does a ground source disperse in the short-range? (iii) How can we model short-range dispersion for fast response applications? To answer these questions data from direct numerical simulations (DNS) over arrays of buildings are analysed. In this study two regular building arrays are used (aligned and staggered) to determine the influence of geometry on near-field dispersion. The external flow is either parallel to or oblique (45°) to the building array. Analysis of the flow field reveals a number of flow features relevant for dispersion. Firstly, when the wind is oblique to the buildings the flow divides around them, thereby causing topological splitting. Secondly, the component of the wind parallel to the streets causes channelling along the street axis. Thirdly, the flow within intersections is complex and three-dimensional, especially for oblique wind directions. Fourthly, recirculation

Pristine landscapes are decreasing throughout the world, and many of Earth's species can no longer survive exclusively in the remaining small and isolated reserves. At the same time, urban landscapes are increasing, and can serve as potential habitat for many wildlife species. Amphibians are facing striking global declines and are particularly impacted by urban development as they often reside in areas attractive for human settlements such as flat, productive lowland areas with abundant fresh water. My dissertation aims to increase understanding of amphibian use of these landscapes and how management and planning can adapt to benefit their persistence. I conducted observational studies of amphibians and associated habitat features in two very difference landscapes and constructed experimental ponds to examine relationships between a native frog, a common pollutant, and common urban wetland plants. One observational study was in Portland, Oregon where formerly abundant wetlands have been destroyed and altered while many have also been restored or created. The other was throughout the relatively understudied urban and agricultural centers of Vietnam where biodiversity and human population growth are high. In both Portland and Vietnam I found that most regionally occurring native amphibians were breeding within city landscapes and in human-constructed water bodies. A common pollutant, nitrate, was strongly negatively associated with amphibians in Portland. In a mesocosm experiment I found that correlated contaminants are likely driving the pattern. In both Portland and Vietnam, presence of aquatic vegetation and amount of surrounding upland habitat were highly influential for native amphibians. Aquatic vegetation can take many forms, and in urban areas is often dominated by introduced species. I conducted experimental ponds studies to examine the relationship between a native frog and common native and introduced aquatic plant species. I found that the frog preferred and performed better in introduced reed canary grass than any other plants offered. This demonstrates that introduced plants are not universally detrimental to native wildlife species, and that management of these plants should consider the potential negative effects of control actions, especially in urban areas where restoration to a former pristine state is unlikely. Urban areas do not have to be devoid of diverse native amphibian communities, and instead should be viewed as potential habitat for conservation and environmental education. Amphibian use of human-constructed ponds, potted ornamental plants, and introduced reed canary grass demonstrates the adaptability of many species and the need for an integrated view of conservation that includes non-pristine areas. Using the information from this dissertation, city planners and managers can maintain and improve human-dominated landscapes to benefit native amphibians and promote their continued coexistence with humans in these areas.

Social infrastructure is premises or housing for municipally financed and statutory service such as schools, preschools, retirement homes and LSS or other social apartments. They can be built either stand-alone or integrated, where the former is constructed as its own building on a reserved site for the specific purpose, while the latter is an incorporated in space in a building which otherwise is typically intended for ordinary residential housing. Different forms of integrated solutions for social infrastructure have increased in recent years in connection with urban densification, which can bring benefits while at the same time new challenges. Municipalities are responsible for providing social infrastructure, which is ensured by means of regulations in zoning plans. The actual construction of the zoning plan is then usually carried out by private developers, which, in case of the municipally owned land, is done through land allocation agreements. This study intends to provide a picture of which legal regulations, practical applications and future challenges exist for social infrastructure in new urban areas. It is mainly based on the situation that applies in the case of land allocation agreements. A literature study was been done in order to explain legislation, government recommendations and previous research. Then, the qualitative method of semi-structured interviews was used to gain insight into how it is possible in practice to create the conditions needed for social infrastructure in development projects in new urban areas. A total of 4 municipalities and 3 developers operating in Stockholm and the Uppsala area have been interviewed for this purpose. The results of the literature study and interviews show that it is important that the need for the social infrastructure is described in the early stages and followed throughout the entire development process. Preschools are the most common type of social infrastructure and are relevant in nearly all development projects for residential development. Increased integrated solutions for preschools lead to difficulties achieving sufficient outdoor environment, which is considered to be one of the greatest practical and future challenges. Solutions for co-utilization of premises are also considered necessary. Among other things it is apparent from the legal regulations, that municipalities do not usually use their opportunities for easement or 3D property divisions, but rather prefer to rent or let private operators run businesses that include social infrastructure. Public procurement is probably not considered applicable when it comes to solutions for integrated social infrastructure, beyond its application in the adaptation of the premises and their interior. However, there is generally a great de
Social infrastruktur är lokaler eller bostäder för kommunalt finansierad och lagstadgad service som t.ex. skolor, förskolor, äldreboenden och LSS- eller andra sociala lägenheter. Detta kan uppföras antingen fristående eller integrerat, där det förstnämnda uppförs i egen byggnad på reserverad tomt för ändamålet medan det andra uppförs i utrymme i byggnad som i övrigt vanligen är avsedd för ordinär bostadsbebyggelse. Olika integrerade lösningar för social infrastruktur har ökat de senaste åren i samband med att städer förtätas, som kan ge fördelar men samtidigt nya utmaningar. Kommuner är ansvariga för att tillgodose den sociala infrastrukturen, vilket säkerställs genom användningsbestämmelser i detaljplan. Genomförandet av detaljplanen utförs sedan vanligen av privata exploatörer, som när kommunen äger marken sker genom ett markanvisningsförfarande. Denna studie har för avsikt att ge en bild av vilka lagliga regleringar, praktiska tillämpningar och framtida utmaningar som anses finnas för social infrastruktur i ny stadsbebyggelse. Studien utgår främst ifrån exploateringar som genomförs efter en markanvisning. Litteraturstudie har utförts i syfte att redogöra för lagstiftning, myndigheters rekommendationer och tidigare forskning. Sedan har en kvalitativ metod i form av semistrukturerade intervjuer använts för att få en inblick i hur det praktiskt går till att skapa förutsättningar för social infrastruktur vid exploateringsprojekt i ny stadsbebyggelse. Totalt har 4 kommuner och 3 exploatörer som är verksamma i Stockholm och Uppsala-trakten intervjuats i detta syfte. Resultaten från litteraturstudie och intervjuer visar att det är viktigt att behov för den sociala infrastrukturen beskrivs i tidiga skeden och följer med under hela exploateringsprocessen. Förskolor är det vanligaste typen av social infrastruktur som aktualiseras i stort sett alla exploateringsprojekt för bostadsbebyggelse. Ökade integrerade lösningar för förskolor leder till svårigheter med tillräcklig utemiljö, viket även ses som en av de största praktiska och framtida utmaningarna. Det anses även behövas lösningar för samutnyttjande av lokaler. Vad som bl. a. framgår av de lagliga regleringarna är att kommuner vanligen inte använder sina möjligheter för inlösen eller 3D-fastighetsbildning, utan hellre vill hyra eller låta privata aktörer driva verksamheter som omfattar den sociala infrastrukturen. Offentlig upphandling anses troligtvis inte bli tillämplig när det rör sig om lösningar för integrerad social infrastruktur, mer än för att göra själva lokalanpassningen och inredningen. Dock finns det överlag stor osäkerhet kring LOU:s tillämplighet i exploateringssammanhang.

More and more people are living in, or moving to, urban areas than ever before. This attraction to urban areas means that new houses and work places are needed. Building new houses or renovating older housing stock is a natural way for a city to evolve. However, the end products of construction projects are produced at their place of consumption. This means that a multitude of materials and resources need to be delivered to, and removed from, each construction site. This leads to new transport flows being created in urban areas. In urban areas, these transports are subjected to space limitations, environmental demands, accessibility demands and noise restrictions. This has led to a situation where material deliveries to construction sites needs to be coordinated and managed in ways that reduce their impact on the urban transport system and at the same time ensuring efficient construction projects. In essence, construction in urban areas faces two problems; the urban transport problem and the problem of coordinating multiple construction stakeholders. One way to address these problems is through the use of construction logistics solutions such as terminals (e.g. construction logistics centres) and checkpoints. The aim of both types of solutions is to control and coordinate construction transports. In the construction industry, these solutions are however, still a rather new phenomenon. This means that how these solutions are perceived by different stakeholders, and the effect the solutions have on material flows and costs, needs to be explored further. The purpose of this thesis is to explore how construction logistics solutions can be used as a means to coordinate material flows to ensure efficient construction and reduce disturbances on the urban transport system. To achieve this purpose, the following research questions have been addressed: RQ1:   How are different stakeholders in the construction industry affected by construction logistics solutions? RQ2:   How will the use of construction logistics solutions affect material flows and costs in urban construction projects? To answer the research questions two main methodologies have been used; case study research for the empirical studies and literature reviews for the analysis of the case studies as well as for understanding how supply chain management, logistics, and third-party logistics affects the inter-organizational relationships of the construction industry. The main findings of the research are firstly that construction logistics solutions do have a role to play in the coordination of different construction stakeholders. Adding this new node will force construction stakeholders to address coordination issues in order to ensure that material deliveries arrive to construction sites on time. This also implies that new inter-organizational relationships will evolve, where communication is key. However, this may not be an easy task as it will call for an attitude adjustment towards a more open and collaborative environment. Secondly, adding a construction logistics solution can reduce some unnecessary friction between construction stakeholders and third parties. Coordinated material flows can lead to a reduction in the amount of material delivery vehicles that travels to site, thus alleviating some of the congestion in the urban transport system. This will not reduce all friction between construction projects and third parties, but it is a step in the right direction. Thirdly, a construction logistics solution must come with a set of regulations and a governance strategy from the initiator of the solution. This governance strategy must be clearly stated and communicated to the affected stakeholders. To alleviate animosity towards the solution, flexibility and stakeholder involvement is key. If the directly affected stakeholders are consulted on the function, chances are that they will be more accepting of the solution.

El aprovechamiento de agua de lluvia, a pesar de ser una antigua técnica para recoger escorrentía para uso doméstico, agricultura y gestión ambiental, no tiene una amplia aplicación. Potencialmente, los sistemas de aprovechamiento de agua de lluvia (RWH) pueden jugar un papel clave en el abastecimiento de la demanda de agua urbana como una alternativa a las tecnologías convencionales de tratamiento de agua como son la desalinización y otras tecnologías costosas Esta tesis doctoral pretende encontrar las configuraciones de RWH más eficientes, primero cuantificando el consumo de recursos e impactos ambientales asociados con RWH en áreas urbanas, y, después, estudiando las diferentes configuraciones para abastecimiento doméstico considerando condiciones climáticas mediterráneas y desérticas. La investigación está motivada por el incremento en la necesidad de encontrar medidas correctoras y preventivas que ayuden a gestionar los problemas de abastecimiento de agua, especialmente considerando los efectos del cambio climático en el área mediterránea y los del abastecimiento de agua en las zonas áridas. En línea con este planteamiento, la hipótesis se basa en el hecho de que el agua pluvial es agua blanda y, por lo tanto, requiere menos detergente y aditivos suavizantes. De ahí que represente un sustituto ventajoso para el agua utilizada en lavandería, especialmente en lugares donde el agua de grifo presenta altos niveles de dureza, así como cuando la disponibilidad de agua es limitada. Para analizar las diferentes configuraciones de RWH, se aplicaron las siguientes metodologías: análisis de exergía y análisis de eficiencia exergética para determinar el consumo de recursos y eficiencia; análisis de ciclo de vida (LCA) para identificar los impactos ambientales; análisis de coste de ciclo de vida (LCC) para encontrar la viabilidad económica, y análisis envolvente de datos (DEA) para identificar la frontera de mejores-prácticas hacia la sostenibilidad. En general, los resultados evidencian que configuraciones en clúster son más eficientes en el uso de recursos que las individuales, en términos exergéticos y económicos. Se encontró que los impactos ambientales son inversamente proporcionales al incremento en el abastecimiento de agua de lluvia. Los escenarios de mejores prácticas son mayoritariamente dependientes al área de recogida. Asimismo, los ahorros en el consumo de aditivos de lavandería resultan en una mejor conducta ambiental y económica en zonas con alta dureza en agua de grifo.
Rainwater harvesting, though is an ancient technique to collect run-off rainwater for domestic water supply, agriculture and environmental management, it is not widely applied. Rainwater harvesting (RWH) systems could potentially play a key role in helping cities meet their water demand, as an alternative to conventional water treatment technologies such as desalination and other costly technologies. This doctoral thesis aims to find the most efficient configuration of RWH, first by quantifying the resource consumption and environmental impacts associated to RWH in urban areas and then studying different configurations for domestic water supply considering Mediterranean and desert climate conditions. The query is motivated by the increasing necessity to find preventive and corrective measures that help cope with water supply problems, especially considering climate change effects in the Mediterranean area and water supply problems in arid areas. Along with this, the hypothesis is based on the fact that rainwater is soft water, thus, requires less detergent and softener additives. Therefore, it represents an advantageous substitute for water used for laundry, especially where tap water presents high levels of water hardness and also whenever water availability is limited. To analyze the different RWH configurations, the following methodologies were applied: exergy analysis and exergetic efficiency analysis to find resource consumption and efficiency; life cycle assessment (LCA) to identify environmental impacts; life cycle costing (LCC) to find economic feasibility and; data envelopment analysis (DEA) to identify best-practice frontier towards sustainability. The results evidence that generally cluster configurations are more resource efficient than those in individual configurations, in exergetic and economic aspects. Environmental impacts were found to be inversely proportional to the increase in rainwater supply. Best-practice scenarios were found mostly dependent on the area of rainwater collection. Furthermore, savings from laundry additive consumption result in much improved economic and environmental performances in areas with hard tap water.

In the city of Barcelona and the townships situated in the deltaic area of the Besòs River, groundwater is recognized as an aspect of urban water cycle management. There is groundwater seepage into infrastructure and buildings that in turn require drainage, a part of which is introduced into sewage systems. Sensitized by this issue, city councils have had hydrologic studies carried out to analyze its causes and to plan alternative ways of using these resources while reducing treatment costs, and minimizing the impacts that groundwater and drainage have on infrastructure and vice versa. Based on these studies, and starting in 2000 some of this has been used for municipal practices (garden irrigation and street cleaning). Subsequently, due to a drought that affected the region between April 2007 and January 2009, the government entity in charge of Catalonian water sources (ACA) aims to get greater use out of urban groundwater in this area. This requires a comprehensive understanding of the hydrogeological characteristics of the environment, the availability and quality of these resources, and the appropriate tools for proper assessment and management. This has been the framework of this thesis. Recharge is one of the most relevant aspects of water balance in aquifer systems in urban areas. Urbanization of the area alters the natural hydrological cycle and direct water recharge into aquifers by infiltration is reduced. In turn, evapotranspiration decreases and new recharge sources appear. This thesis presents, first, a methodology that allows for the quantifying of variability in space and time of the recharge in urban areas. Potential sources of recharge that have been considered are: (1) direct infiltration from rain and urban runoff, (2) losses from the sewer system, (3) losses from the water supply system, and (4) other specific sources of recharge (i.e. river infiltration, seawater intrusion, etc.). Recharge calculations are initially performed by applying analytical equations under various hypotheses. These results have been evaluated in the hydrogeological context through a numerical model of flow and transport in the whole area of study. Secondly, detection of some substances in groundwater has been analyzed. These substances and their degradation products, potentially present in recharging sources associated with urban environments, belong to so-called 'emerging organic pollutants'. These are organic chemical compounds used in the formulation of daily products for widespread use, such as pharmaceuticals, emulsions, care products and personal hygiene, household and industrial detergents, plastics, pesticides and herbicides, among others. There is relatively little known about these substances¿ introduction to and evolution in the aquifers. Organic pollutants whose evolution and behavior in the groundwater is better understood can be degraded by natural processes controlled mainly by oxidation-reduction reactions. Even in situ stimulation techniques have been developed which are able to accelerate these processes of natural attenuation of contaminated environments. A methodology is presented using an end-member mixing analysis (EMMA) and MIX to compute mixing ratios and identify hydrochemical reactions. The methodology consists of (1) identifying the potential sources of recharge, (2) characterising recharge sources and mixed water samples using hydrogeochemistry, (3) selecting chemical species to be used in the analysis and (4) calculating mixing ratios and when departures from the mixing line exist, identifying hidrochemical processes. This approach has been applied in a pilot area in the Besòs River Delta.
En la ciudad de Barcelona y municipios ubicados sobre los terrenos deltaicos del río Besòs, el agua subterránea es un factor que se tiene en cuenta en la gestión urbana del ciclo del agua. La filtración de aguas subterráneas en edificios e infraestructuras obliga el drenaje de estas aguas, parte de las cuáles son vertidas a la red de alcantarillado. Sensibilizados por esta problemática las administraciones implicadas encargaron estudios hidrogeológicos para analizar las causas y plantear alternativas para el aprovechamiento de estos recursos, reducir los costes del tratamiento, así como minimizar los impactos que las aguas subterráneas y drenajes puedan causar a las infraestructuras y viceversa. A raíz de estos estudios y desde el año 2000, parte de éstas se destinan a usos municipales (riego de jardines y limpieza de calles). Posteriormente y debido a un período de sequía que afectó desde abril de 2007 a enero de 2009, la entidad gestora de los recursos hídricos de Cataluña (Agència Catalana de l'Aigua, ACA) planteó un mayor aprovechamiento de los recursos de agua subterránea en este entorno urbano. Esto requiere un buen conocimiento de las características hidrogeológicas del medio, de la disponibilidad y calidad de estos recursos, así como de disponer de las herramientas adecuadas para su evaluación y correcta gestión. Esta tesis se enmarca en este contexto. La recarga es uno de los aspectos más relevantes del balance hídrico en los sistemas acuíferos de zonas urbanas. La urbanización del territorio altera el ciclo hidrogeológico natural, la recarga directa de agua a los acuíferos por infiltración se reduce, disminuye la evapotranspiración y aparecen nuevas fuentes de recarga. En esta tesis se presenta, en primer lugar, una metodología para cuantificar la variabilidad espacial y temporal de la recarga en zona urbana. Las fuentes potenciales de recarga que se han considerado son: (1) infiltración directa de lluvia y de agua de escorrentía, (2) pérdidas del sistema de alcantarillado, (3) pérdidas de la red de abastecimiento y (4) otras fuentes específicas de recarga como la infiltración de agua de río o la intrusión marina, entre otras. El cálculo de la recarga se ha realizado inicialmente definiendo y aplicando ecuaciones analíticas bajo diversas hipótesis. Estos resultados se han evaluado en el contexto hidrogeológico mediante un modelo numérico de flujo y transporte en toda la zona de estudio. En segundo lugar se analiza la presencia en las aguas subterráneas de algunas sustancias potencialmente presentes en fuentes de recargas asociadas a entornos urbanos, y de las que se tiene relativo poco conocimiento de su introducción y evolución en los acuíferos. Estas substancias o sus productos de degradación pertenecen a los denominados "contaminantes orgánicos emergentes"; se tratan de compuestos químicos orgánicos empleados en la formulación de productos de uso cotidiano y muy extendido, como son productos farmacéuticos, emulsiones, productos para el cuidado e higiene personal, detergentes domésticos e industriales, plásticos, pesticidas y herbicidas, entre otros. Contaminantes orgánicos cuya evolución y comportamiento en las aguas subterráneas es más conocido, pueden degradarse mediante procesos naturales controlados principalmente por procesos de oxidación-reducción. Incluso se han desarrollado técnicas de estimulación in-situ capaces de acelerar estos procesos de atenuación natural sobre medios contaminados. Se presenta una metodología para la evaluación de porcentajes de mezcla e identificación de procesos hidroquímicos. Para ello se emplean procedimientos y herramientas estadísticas. Esta metodología se ha aplicado a las aguas del río Besòs y las aguas subterráneas de una zona piloto en el Delta del Besòs.
En la ciutat de Barcelona i municipis ubicats sobre els terrenys deltaics del riu Besòs, l’aigua subterrània és un factor que es té en compte en la gestió urbana del cicle de l’aigua. La filtració d’aigües subterrànies en edificis i infraestructures obliguen el seu drenatge, una part de les quals s’aboquen a la xarxa de clavegueram. Sensibilitzats per aquesta problemàtica els ajuntaments implicats van encarregar estudis hidrogeològics per analitzar les causes i plantejar alternatives per l’aprofitament d’aquests recursos, reduir els costos del tractament, així com minimitzar els impactes que les aigües subterrànies i drenatges poden causar a les infraestructures i viceversa. A arrel d’aquest estudis i des de l’any 2000, part d’aquestes aigües es destinen a usos municipals (reg de jardins i neteja de carrers). Posteriorment i degut a un període de sequera que va afectar des de l’abril de 2007 fins gener de 2009, l’entitat gestora dels recursos hídrics de Catalunya (Agència Catalana de l’Aigua, ACA) va plantejar un major aprofitament d’aquests recursos d’aigua subterrània en aquest entorn urbà. Això requereix un bon coneixement del medi hidrogeològic, de la disponibilitat i qualitat, així com de les eines adequades per a la seva correcta avaluació i gestió. Aquest és el context en que emmarca aquesta tesis. La recarrega és un dels aspectes més rellevants del balanç hídric en els sistemes aqüífers de zones urbanes. La urbanització del territori altera el cicle hidrogeològic natural, la recàrrega directa d’aigua als aqüífers per infiltració es redueix, disminueix l’evapotranspiració i apareixen noves fonts de recàrrega. En aquesta tesis es presenta, en primer lloc, una metodologia per a quantificar la variabilitat espaial i temporal de la recàrrega en zona urbana. Les fonts potencials de recàrrega que s’han considerat són: (1) infiltració directa de pluja i aigua d’escorrentia, (2) pèrdues del sistema de clavegueram, (3) pèrdues de la xarxa d’abastament i (4) altres fonts específiques de recàrrega com infiltració d’aigua del riu o intrusió marina, entre altres. El càlcul de la recàrrega s’ha realitzat inicialment definint i aplicant equacions analítiques sota diverses hipòtesis. Aquests resultats s’han avaluat en el context hidrogeològic mitjançant un model numèric de flux i transport en tota la zona d’estudi. En segon lloc, també en tota la zona d’estudi, s’analitza la presència en les aigües subterrànies d’algunes substàncies potencialment presents en fonts de recàrrega associades a entorns urbans, i de les que es té relativament poc coneixement de la seva introducció i evolució en els aqüífers. Aquestes substàncies o els seus productes de degradació pertanyen als denominats ‘contaminants orgànics emergents’; es tracten de compostos químics orgànics emprats en la formulació de productes d’ús quotidià i molt estès, com són productes farmacèutics, emulsions, productes per la cura e higiene personal, detergents domèstics i industrials, plàstics, pesticides y herbicides, entre altres. Contaminants orgànics, l’evolució i comportament dels quals en les aigües subterrànies és més conegut, poden degradar-se mitjançant processos naturals controlats principalment per processos d’oxidació-reducció. Inclús s’han desenvolupat tècniques d’estimulació in-situ capaces d’accelerar aquests processos d’atenuació natural sobre medis contaminats. En una línea preliminar de detecció de processos d’atenuació es presenta, en tercer lloc, una metodologia que permet l’avaluació de percentatges de mescla e identificació de processos hidroquímics. Aquesta empra procediments i eines estadístiques. Consisteix en (1) identificació de las potencials fonts de recàrrega, (2) caracterització de les fonts de recàrrega i les mescles d’aigua emprant espècies químiques, (3) selecció de les especies químiques que van a ser emprades en l’anàlisi i (4) càlcul dels percentatges de mescla i identificació de processos hidroquímics d’aquells que es separen de la línea de mescla. Aquesta metodologia s’ha aplicat a les aigües del riu Besòs i les aigües subterrànies d’una zona pilot en el Delta del Besòs.