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Journal articles on the topic 'Environmental education – Namibia – Case studies'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Nordtveit, Bjorn Harald. "Discourses of education, protection, and child labor: case studies of Benin, Namibia and Swaziland." Discourse: Studies in the Cultural Politics of Education 31, no. 5 (2010): 699–712. http://dx.doi.org/10.1080/01596306.2010.516954.

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2

Thomas, Ian G. "Evaluating Environmental Education Programs Using Case Studies." Journal of Environmental Education 21, no. 2 (1990): 3–8. http://dx.doi.org/10.1080/00958964.1990.9941925.

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3

Iita, Ananias, and Sakaria M. Iipinge. "The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia." Msingi Journal 1, no. 2 (2018): 58–88. http://dx.doi.org/10.33886/mj.v1i2.77.

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This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.
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Cheng, Vincent K. W. "An Environmental Chemistry Curriculum Using Case Studies." Journal of Chemical Education 72, no. 6 (1995): 525. http://dx.doi.org/10.1021/ed072p525.

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Singletary, Ted J. "Case Studies of Selected High School Environmental Education Classes." Journal of Environmental Education 23, no. 4 (1992): 35–40. http://dx.doi.org/10.1080/00958964.1992.9942806.

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6

Togarepi, Cecil, Benisiu Thomas, and Namutenya Hilka Mika. "Why Goat Farming in Northern Communal Areas of Namibia Is not Commercialised: The Case of Ogongo Constituency." Journal of Sustainable Development 11, no. 6 (2018): 236. http://dx.doi.org/10.5539/jsd.v11n6p236.

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In Namibia, goat products are not found in the formal markets include retail shops. This is despite several attempts by the government of Namibia to promote goat products in the formal sector. At household level however, goat meat is a delicacy. This study therefore seeks to provide possible reasons for the unavailability of goat products in Northern Namibia focussing on the supply side of the goat market. A structured survey questionnaire was employed among 75 goat farmers in Ogongo Constituency, Omusati Region in North Central Namibia. The data sought included production, offtake and marketing of goats as well as challenges faced. Descriptive statistics were used to analyse the data and multiple linear regression was employed to determine the factors influencing offtake rate. The offtake rate (percent of goats sold) was estimated as 2.8% from the data, which is very low. The offtake rate was significantly influenced by age of the head of household (p<0.01), education level of the household head (p<0.01) and marital status (p<0.01). On the other hand, goat production was affected by other challenges such as unavailability of marketing infrastructure, diseases, grazing shortages, and frequent droughts. The implications of these findings on policy include provision of incentives to farmers to sale as well as providing marketing infrastructure. Thus the study recommends the sensitization of communal farmers on economic potential of selling goats to alleviate poverty and to improve livelihoods through income generation.
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Mohammad, Noor. "Environmental studies in higher education in Bangladesh: a case study." International Journal of Academic Research 6, no. 2 (2014): 274–81. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.41.

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Muller, Anna, and Edith Mbanga. "Participatory enumerations at the national level in Namibia: the Community Land Information Programme (CLIP)." Environment and Urbanization 24, no. 1 (2012): 67–75. http://dx.doi.org/10.1177/0956247811435891.

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This paper describes how the Shack Dwellers Federation of Namibia developed the capacity to undertake enumerations and mapping of informal settlements and, with support from the national government and a local NGO, developed the Community Land Information Programme. Through this initiative, the federation has profiled and mapped all of the informal settlements in Namibia, covering more than 500,000 people without secure land tenure and setting a significant precedent in terms of the ability of the federation to work at scale. For each settlement, a profile was developed by the residents that stimulated discussions of their priorities and also discussions with government. In the second phase, the residents of informal settlements were supported to undertake more detailed enumerations and mapping to identify development priorities and provide the information needed for development initiatives. The paper describes how this was done in a case study of an informal settlement in Swakopmund municipality and ends with a discussion of what has been learned, especially with regard to keeping the process rooted in the concerns and priorities of the residents of each settlement.
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9

Semente, Efigenia. "STUDENT SATISFACTION AND TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING: THE CASE OF UNIVERSITY EDUCATION IN NAMIBIA." Journal of Education and Practice 1, no. 2 (2017): 1. http://dx.doi.org/10.47941/jep.201.

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Purpose of the study: The purpose of this study is to assess Student Satisfaction and Technology Integration in Teaching and Learning: The Case of University Education in Namibia. The concept of customer satisfaction has attracted much attention in recent years. Institutions of higher education are accountable for their performance to their trustees, state boards, accreditation agencies, employees, parents, and of course, their students. Students are the reason for the existence of Institutions of higher education. Hence Student satisfaction should be the core business of such institutions. Yet despite a large body of research literature examining customer satisfaction and student satisfaction for that matter, researchers have not fully investigated the relationship between student satisfaction and technology integration in teaching and learning. This study explores the Challenges faced by academics in terms of technology integration in teaching and learning. It further assesses Students’ Satisfaction in relation to Technology Integration in Teaching and Learning as well as the relationship between the use of technology in teaching and learning and Students Satisfaction. Research Methodology: This is a correlation cross-sectional quantitative survey. Responses were obtained from a 200 valid random sample comprising of Students and Lecturers at one of the major public Universities in Namibia. The responses were analysed using SPSS version 23. Both descriptive and inferential statistics were used to examine the research questions. Descriptive statistics were used to report demographic information and for inferential statistics, the principal components analysis (PCA) was used. Further, in order to explore the relationships between Student Satisfaction and Technology Integration in Teaching and Learning, Pearson correlation and analysis of variance (ANOVA), were used to address research questions accordingly.Findings: The study found significant relationships between Technology Integration in Teaching and Learning and Students Satisfaction. The results prompted recommendations guiding effective marketing strategies for Institutions of Higher Education, policy making in relation to Technology Integration in Teaching and Learning vis-à-vis Student Satisfaction.Contribution: Regular appraisal of students satisfaction with technology integration is critical. Evaluation of lecturer’s perception and awareness of technology integration is essential-to reduce the Knowledge Gap in the area of technology integration in teaching and learning. Specific studies related to technology integration in teaching and learning per discipline (Programme) are desirable since different Programmes may have different needs in terms of technology integration. Lecturers’ commendations/support for technology integration is key to ensure adoption and full technology integration in the long run. Institutional Policy on course web/e-learning presence is fundamental
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Bhandari, Alok, and Larry E. Erickson. "Case Studies Can Fill a Critical Need in Environmental Engineering Education." Journal of Environmental Engineering 131, no. 8 (2005): 1121. http://dx.doi.org/10.1061/(asce)0733-9372(2005)131:8(1121).

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Саакян, Сергей Арменович. "APPLICATION OF CASE STUDIES IN ENVIRONMENTAL EDUCATION OF PRIMARY SCHOOL CHILDREN." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 1(54) (March 31, 2021): 125–32. http://dx.doi.org/10.26456/vtpsyped/2021.1.125.

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Рассматриваются теоретические и методические особенности использования кейс-технологии в начальной школе. Даются методические рекомендации по применению кейсов при изучении тем экологического содержания в курсе «Окружающий мир». Приводятся результаты анкетирования педагогов начальной школы по вопросам использования кейс-технологии. The article describes the theoretical and application approach of the use of case studies in elementary school education. Application approaches are shown through the different cases in the study of environmental topics found in the elementary school course «The World Around». Survey results of elementary school teachers on the use of case studies are also presented.
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Vovk Korže, Ana. "INNOVATIVE APPROACH TO EDUCATION ON CURRENT ENVIRONMENTAL PROBLEMS: SOME CASE STUDIES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, no. 1 (2013): 35–40. http://dx.doi.org/10.48127/gu-nse/13.10.35.

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For effective education on current environmental problems in Slovenia two educa-tional polygons were established with the help of the Ministry of Education. The mission of the first educational polygon for ecoremediation is to educate the youth about the adapta-tion to climate change. The focus is on green technologies and natural systems. The polygon for self-learning is intended for teaching practically all generations, not just schoolchildren, how to raise the awareness of their own self-sufficient supply. The emphasis is on protection of soil and organic matter in sustaining life in the soil. Key words: adaptation to climate change, ecoremediation, environmental problems, learn-ing by doing, self-sufficient supply.
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13

Van Petegem, Peter, An Blieck, and Jelle Boeve-De Pauw. "Evaluating the Implementation Process of Environmental Education in Preservice Teacher Education: Two Case Studies." Journal of Environmental Education 38, no. 2 (2007): 47–54. http://dx.doi.org/10.3200/joee.38.1.47-54.

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14

Gould, Rachelle K., Nicole M. Ardoin, Jennifer M. Thomsen, and Noelle Wyman Roth. "Exploring connections between environmental learning and behavior through four everyday-life case studies." Environmental Education Research 25, no. 3 (2018): 314–40. http://dx.doi.org/10.1080/13504622.2018.1510903.

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15

de Vries, W. T. "How progressive land titling could foster new surveying practices and land information systems––based on case studies in Namibia." Computers, Environment and Urban Systems 28, no. 5 (2004): 531–44. http://dx.doi.org/10.1016/j.compenvurbsys.2003.11.006.

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16

Maxwell, Tom, and Peter Metcalfe. "Analysing Environmental Education Curricula: The Case of the IBO's Environmental Systems." Australian Journal of Environmental Education 15 (1999): 77–84. http://dx.doi.org/10.1017/s0814062600002639.

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AbstractThis paper uses a two part analysis of a new syllabus document developed by the International Baccalaureate Organisation (IBO) for its Diploma in the area of environmental studies. The environmental analysis Is based on the need for concepts to support sustainability. Key ideas in this model are natural systems of flows of energy, cycles of materials and webs of life and human impact on these natural systems. This analysis suggests that some concepts for sustainability, such as soil and water as basic resources, are not covered adequately and that the identification of the syllabus as a science precludes essential economic and social sciences considerations and the dominance of the methodology of manipulation. Using the Habermasian technical, practical and emancipatory interests as analytical categories, serious difficulties are identified. These include the likely lack of congruence of the syllabus with the advertised philosophy of the Diploma and the fundamental technical interest of control expressed in the syllabus. Taken together, It is probable that in many teachers' hands students may inadvertently learn about exploitation rather than sustainability of the environment. Modifications to the syllabus are proposed.
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Wei, Cynthia A., Minna Brown, and Meghan Wagner. "Pursuing the Promise of Case Studies for Sustainability and Environmental Education: Converging Initiatives." Case Studies in the Environment 2, no. 1 (2018): 1–8. http://dx.doi.org/10.1525/cse.2018.001065.

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18

Wheeler, Keith A., and Lisa Bryce Lewis. "School-community links for environmental health: case studies from GREEN." Health Education Research 12, no. 4 (1997): 469–72. http://dx.doi.org/10.1093/her/12.4.469.

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19

Snorek, Julie, Thomas Kraft, Vignesh Chockalingam, Alyssa Gao, and Meghna Ray. "How Social Connections to Local CBNRM Institutions Shape Interaction: A Mixed Methods Case from Namibia." Journal of Sustainable Development 13, no. 6 (2020): 26. http://dx.doi.org/10.5539/jsd.v13n6p26.

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Strong social connections between communities and institutions are essential to effective community-based natural resource management. Connectivity and willingness to engage with actors across scales are related to one’s perceptions of institutions managing natural resources. To better understand how individuals’ perceptions are related to connections between communities and institutions, and how these promote or inhibit interaction across scales, we carried out a mixed methods case study on the multiple actors living and working in the Namib Naukluft National Park in Namibia. We took a descriptive approach to the social network analysis and identified distinct subgroups as well as boundary actors for the community-institutional network. Thereafter, we regressed interview data on connections, perceptions, and willingness to reach out to institutions to understand more about network dynamics. Finally, we performed a qualitative analysis of interview data, to further highlight why community individuals were connected to institutional members. Positive perceptions are associated with greater connectivity for two out of three institutions. Better quality connections between community members and institutions was equated with a greater willingness (of community members) to reach out to an institutional member in only one out of three cases. As in other studies, willingness to reach out may be more strongly correlated to intergroup actor dynamics, as shown by subgrouping in the social network analysis, than one’s perceptions alone. This research highlights that direct interactions between community members and local institutions has the potential to support collaboration in the context of community-based natural resource management.
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20

Muhlebach, Robyn. "Curriculum and Professional Development in Environmental Education: A Case Study." Australian Journal of Environmental Education 11 (1995): 49–58. http://dx.doi.org/10.1017/s0814062600002962.

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This particular case study looks at the problem of curriculum and professional development in environmental education at a small semi rural primary school in south western Victoria. In this paper the ‘study’ refers to the case study research at Elliminyt Primary School and the ‘project’ refers to a wider OECD-CERI ENSI project which included many other case studies other than the one described here.
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Cai, Peiyan. "Thinking skills development in mobile learning: The case of elementary school students studying environmental studies." Thinking Skills and Creativity 42 (December 2021): 100922. http://dx.doi.org/10.1016/j.tsc.2021.100922.

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22

Ngololo Kamara, Elizabeth, Choshi Kasanda, and Gert Van Rooy. "Provision of Integrated Early Childhood Development in Namibia: Are We on the Right Track?" Education Sciences 8, no. 3 (2018): 117. http://dx.doi.org/10.3390/educsci8030117.

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The provision of Integrated Early Childhood Development (IECD) positively impacts children’s futures physically, cognitively, emotionally and socially. The assessment sought to inform intervention programs to improve the status of children’s physical, social-emotional, cognitive and educational needs, as well as their health and nutritional needs. A mixed method approach was used to collect data: a survey and multiple case studies through interviews with 32 caregivers were conducted and focus group discussions were held with community members. The findings show that the Early Childhood Development (ECD) centers lacked the essential prerequisites for the provision of quality IECD education as per the requirements stipulated in the Adapted Theory of Change (ATC). The study recommends formation of smart partnerships in providing integrated childhood development services at ECD centers to meet their health, sanitation, nutritional, physical, socio-emotional and cognitive needs.
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Delgado, Guillermo, Anna Muller, Royal Mabakeng, and Martin Namupala. "Co-producing land for housing through informal settlement upgrading: lessons from a Namibian municipality." Environment and Urbanization 32, no. 1 (2020): 175–94. http://dx.doi.org/10.1177/0956247820903981.

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This paper summarizes the informal settlement upgrading processes in the Namibian municipality of Gobabis, which are arguably the most accomplished bottom-up developments in the country so far. As these processes were made possible through a broad coalition of partners, we employ the lens of co-production and engage with the more recent literature on it, which focuses on questions of equity and empowerment. We note how co-production achieves more efficient use of resources and decentralizes power in urban development. We argue that in this case, efficiency and equity are aligned. We also note how despite these achievements, the balance of power remains uneven in favour of central and local governments. The paper also briefly describes the context of urban development in Namibia, and concludes with a set of questions for further research on co-production of land for housing the urban poor.
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Gilkey, Melissa B., Jo Anne L. Earp, and Elizabeth A. French. "Applying Health Education Theory to Patient Safety Programs: Three Case Studies." Health Promotion Practice 9, no. 2 (2008): 123–29. http://dx.doi.org/10.1177/1524839907312703.

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Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.

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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple case study designs to explore principals’ lived experiences during the implementation of the ELPP. Ten schools were selected for the analysis, two from each of the five regions. The schools were selected on the basis of remoteness, the total number of teachers who participated in the ELPP, school phases (i.e. primary and combined) and pre-test scores. Principals were interviewed using exploratory open-ended questions, and data analysis produced five categories under which the results were presented. Findings The findings indicate that principals applied their individual logic to accommodate and implement the programme. They applied their individual productive leadership habitus to contextualise ELPP activities to ease their workload and appear corporative. Principals had significant influence on teacher learning and ensured successful implementation of a ministerial programme. Moreover, their leadership skills influenced the ways in which teachers received instruction and created a conducive learning environment. Owing to principals’ administrative, instructional and transformational leadership, many teachers participated and transcended upward and some were declared proficient in English. Research limitations/implications This study research the effectiveness of leadership regarding English professional development programmes in achieving goals, explore power relations between school principals and education officials when developing and implementing professional development programmes and establish more efficient ways of providing a better leadership model for professional development programmes to achieve goals. Practical implications This paper was limited to a few principals at rural schools in selected regions, therefore findings could not be generalised. Social implications There is a need for creating opportunities for interactions among all stakeholders who are involved in the development and implementation of English proficiency programmes and to build power relations and work as a team to benefit schools. In order to enhance programme implementation and improve learning outcomes, there is also a need to provide feedback at intervals and find solutions to challenges as a team. Originality/value Placing principals in situations without orientation triggered the need for specific leadership logic and particularities to be applied in a context for the success of the programme, which resulted in participation of more teachers in the ELPP. They applied their particularities and productive habitus through administrative, instructional and transformational leadership to enhance learning. Principals appointed English language teachers to instruct and mentor others, and consequently enabled some principals and teachers to exit the programme. Principals achieved these short wins upon realising that one has to cooperate with the authority to ensure achieving desired outcomes.
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Gosselin, David, Rod Parnell, Nicholas J. Smith-Sebasto, and Shirley Vincent. "Integration of sustainability in higher education: three case studies of curricular implementation." Journal of Environmental Studies and Sciences 3, no. 3 (2013): 316–30. http://dx.doi.org/10.1007/s13412-013-0130-3.

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27

Escrivão, Giovana, and Marcelo Seido Nagano. "Linking Knowledge Creation and Environmental Education." Journal of Information & Knowledge Management 15, no. 02 (2016): 1650017. http://dx.doi.org/10.1142/s0219649216500179.

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Although the importance of knowledge management, little is known concerning the creation process of new knowledge. This process can be applied into several contexts in order to create new knowledge and use it better; one is environmental education (EE), which regards the increasing environmental degradation. This paper analyses the knowledge creation (KC) process in EE programmes conducted by two of the largest and most prestigious universities in Brazil. This research is qualitative with a descriptive characteristic and was conducted through case studies. The data collection and analysis methods were qualitative, including interviews and content analysis. The main contribution of this paper concerns suggestions to improve the environmental programmes at universities, providing green practices around the campuses with more efficient and systematic knowledge production and dissemination related to the topic. Additionally, some evidences of the case studied motivated the authors to ask some questions about the KC theory of Nonaka.
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Corney, Graham. "Case Studies in Student Geography Teachers' Conceptions of Teaching Environmental Issues." International Research in Geographical and Environmental Education 9, no. 4 (2000): 305–26. http://dx.doi.org/10.1080/10382040008667663.

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Trebilcock, Maureen. "A Model for Integrating Environmental Sustainability into Architectural Education." Journal of Green Building 6, no. 1 (2011): 73–82. http://dx.doi.org/10.3992/jgb.6.1.73.

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This article proposes a model for integrating environmental sustainability into architectural education that derives from the analysis of sustainable architectural design in practice. The research methodology is based on nine case studies of architectural practices that are pioneers in environmentally sustainable design. The design process of a building from each practice was mapped using information gathered by interviews with the members of the design team, plans, diagrams and sketches. The case studies highlight the skills and knowledge that the architect needs to acquire to integrate sustainability into the design process. This reveals that architectural education might focus on developing attitudes, explicit knowledge, tacit knowledge and skills that interweave intuitive, analytical and social dimensions in a holistic manner.
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Thapa, Jwala D. "Spreading Environmental Awareness Through Environmental Education in Schools: The Case Study of a Sikkimese Green School." Asian Journal of Legal Education 8, no. 2 (2021): 234–46. http://dx.doi.org/10.1177/2322005820985574.

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The subject of environmental education (EE) in India, also known as environment studies (EVS), was introduced through the intervention of the Supreme Court of India (SC). At that time, there was also global recognition towards the creation of ‘environmental citizens’ through inculcating environmental awareness in school-going children, with the motto of ‘catch them young’. Since then, EE in India has seen an evolution in itself through enveloping the studies of various topics related to the natural environment. However, one of the concerns has been that it is taught in a theoretical manner and that since it is not treated as a graded subject, schools have not given it the importance it deserves. However, the study of a green school of the Himalayan state of Sikkim shows that active participation of state machinery, coupled with a practical interpretation of its principles, can lead to positive results. It also shows that the creation of environmental citizens needs a holistic approach, through both amalgamation of theory with practice and syllabus with stringent state intervention and results-oriented action. This article, which uses doctrinal, as well as field research, techniques of interview and observation, looks into these aspects through studying a school in a mountain village of West Sikkim in India.
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Gal, Adiv, and Dafna Gan. "Transformative Sustainability Education in Higher Education: Activating Environmental Understanding and Active Citizenship Among Professional Studies Learners." Journal of Transformative Education 18, no. 4 (2020): 271–92. http://dx.doi.org/10.1177/1541344620932310.

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Transformative sustainability education (TSE) is an uncommon pedagogical practice in higher education, even though it has a positive impact on student learning and behavioral change. This qualitative case study explored 20 Israeli graduate students' understanding of the social-ecological systems through the analysis of reflections, interviews, and observations. The findings reported that these graduate students displayed a deep understanding of the social-ecological systems when TSE was applied in a higher education course. As such, TSE contributed to these graduate students' knowledge construction along with encouraging their pro-environmental action. We concluded that teacher professional training, especially in higher education, should emphasize knowledge construction as a key for action, as part of TSE, in creating relational change at ontological and epistemological levels
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So, Winnie Wing Mui, and Stephen Cheuk Fai Chow. "Environmental education in primary schools: a case study with plastic resources and recycling." Education 3-13 47, no. 6 (2018): 652–63. http://dx.doi.org/10.1080/03004279.2018.1518336.

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Mullen, Patricia Dolan. "Generating Grounded Theory: Two Case Studies." International Quarterly of Community Health Education 6, no. 3 (1985): 177–203. http://dx.doi.org/10.2190/ty8u-dh83-v8mk-b62h.

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Mullen, Patricia Dolan. "Generating Grounded Theory: Two Case Studies." International Quarterly of Community Health Education 25, no. 1 (2005): 79–114. http://dx.doi.org/10.2190/e305-147l-15g5-2048.

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An inductive research method known as grounded theory is described as a means of building conceptual bridges between real-life situations and formal theory. The procedures are detailed and illustrated via two case studies. The first is a study of the social-psychological problem of cutting losses among heart patients through three stages of recovery. The process of extending the theory generated with the heart patients to other invisible physical impairments and across both visible and invisible chronic conditions is outlined. The second case study offers an example of a structurally-oriented theory, developed from participant observations of the processes of managing patients, staff, and neighbors for an “antipsychiatric” treatment facility for juvenile schizophrenics.
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Dunlop, Lynda, Lucy Atkinson, and Maria Turkenburg-van Diepen. "The environment and politics in science education: the case of teaching fracking." Cultural Studies of Science Education 16, no. 2 (2021): 557–79. http://dx.doi.org/10.1007/s11422-021-10017-z.

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AbstractHydraulic fracturing (‘fracking’), like other complex social and environmental issues, is a controversy about science which raises educational questions about how best to prepare young people to understand, respond to and, where necessary, act (or not) in response. It raises political questions. We present a state-of-the-art review of research literature on fracking and education using systematic strategies, with a view to finding out how it is framed in educational situations and how politics enters the science classroom. This serves as an illustrative case of how contested scientific and technological interventions with implications for the environment and society are treated in school science. The review is supplemented by interviews with 10 teachers of science and engineering working in schools or colleges near sites of operational exploratory fracking. We find that the research literature on teaching hydraulic fracturing is sparse, with only 25 studies relating to teaching and learning about fracking. Few studies (n = 7) relate to high school education. Where it features in science education, fracking is used as a context for interdisciplinarity and critical thinking, and lends itself to approaches using discussion, dialogue and modelling. Outcomes from fracking education range include knowledge gains and critical thinking. Teachers interviewed tended not to see a place for fracking in the curriculum or in the classroom and were averse to including politics in upper high school science education. Our analysis suggests depoliticization through absence of this specific complex environmental issue from the public (education) sphere, reinforced by the desire for ‘balance’ in high school science education and instrumental approaches to science education which prioritize assessed learning outcomes. Dealing with complex social and environmental issues such as hydraulic fracturing in the years of compulsory science schooling is necessary because scientific knowledge is necessary but not sufficient to prepare young people for the critical scientific literacy required to meet sustainable development goals. There is a need to assess and respond to the educational needs of local communities affected by industrial interventions such as fracking. These findings are likely to be relatable to other issues where there are local and global consequences of action or inaction and where the environment and health are pitted against economic and energy demands.
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Kangmennaang, Joseph, Paul Mkandawire, and Isaac Luginaah. "Breast cancer screening among women in Namibia: explaining the effect of health insurance coverage and access to information on screening behaviours." Global Health Promotion 26, no. 3 (2017): 50–61. http://dx.doi.org/10.1177/1757975917727017.

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Objectives: Breast cancer contributes substantially to morbidity and mortality in Namibia as is the case in most countries in Sub-Saharan Africa (SSA). However, there is a dearth of nationally representative studies that examine the odds of screening for breast cancer in Namibia and SSA at large. This paper aims to fill this gap by examining the determinants of breast cancer screening guided by the Health Belief Model. Methods: We applied hierarchical binary logit regression models to explore the determinants of breast cancer screening using the 2013 Namibia Demography and Health Survey (NDHS). We accounted for the effect of unobserved heterogeneity that may affect breast cancer, testing behaviours among women cluster level. The NDHS is a nationally representative dataset that has recently started to collect information on cancer screening. Results: The results show that women who have health insurance coverage (odds ratio (OR) = 1.62, p ≤ 0.01), maintain contact with health professionals (OR = 1.47, p = 0.01), and who have secondary (OR = 1.38, p = 0.01) and higher (OR = 1.77, p ≤ 0.01) education were more likely to be screened for breast cancer. Factors that influence women’s perception of their susceptibility to breast cancer such as birthing experience, age, region and place of residence were associated with screening in this context. Conclusions: Overall, the health belief model predicted women’s testing behaviours and also revealed the absence of relevant risk factors in the NDHS data that might influence screening. Overall, our results show that strategies for early diagnosis of breast cancer should be given major priority by cancer control boards as well as ministries of health in SSA. These strategies should centre on early screening and may involve reducing or eliminating barriers to health care, access to relevant health information and encouraging breast self-examination.
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Liu, Kuang Sheng, Sung-Lin Hsueh, and Han-Yi Chen. "Relationships Between Environmental Education, Environmental Attitudes, and Behavioral Intentions Toward Ecolodging." Open House International 43, no. 2 (2018): 5–12. http://dx.doi.org/10.1108/ohi-02-2018-b0002.

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Rapid economic growth has enriched the lives of individuals and yielded rising material and living standards. However, various types of public pollution problems have successively emerged, and environmental problems have worsened in recent years. Furthermore, the prevalence of leisure and the rapid development of regional tourism industries and bed and breakfast lodging have exacerbated environmental destruction and pollution in various locales. The inclusion of ecotourism into ecological education and the provision of ecolodge are beneficial for the design of student learning outcomes; moreover, community residents and tourists can grasp the importance of environmental protection and education through ecolodging experiences. This measure would improve public awareness of environmental protection, facilitate the cultivation of social responsibility, and achieve the objective of environmental protection advocacy. Therefore, this study explored the relationship between ecological education and the environment by using Kenting National Park, a tourist attraction in Taiwan, as the case study. Tourists visiting the location were the research subjects, and convenience sampling was conducted by distributing 505 questionnaires, with 372 valid responses recovered—a return rate of 74%. The research revealed the following results: (a) Environmental education is positively correlated with environmental attitude. (b) Environmental attitude is positively correlated with environmental behavior. (c) Environmental education is positively correlated with environmental behavior. Finally, this paper proposes recommendations based on the research results with the aim of facilitating environmental literacy, correct environmental attitudes, concern for ecosystems, and the realization of environmental behavior.
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Fedorowicz-Kruszewska, Małgorzata. "Environmental education in libraries – theoretical foundations and practical implementation." Library Management 41, no. 4/5 (2020): 279–93. http://dx.doi.org/10.1108/lm-12-2019-0087.

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PurposeThe purpose of this paper is to explain the concepts related to environmental education in the context of sustainable development, to indicate the links between them as well as to identify and organize elements of library activities that have the potential to implement environmental education.Design/methodology/approachThe method of analysis and criticism of scientific and professional literature and research reports was used. The multiple case study method was also used.FindingsAn analysis of literature and multiple case studies confirms the assumption that sustainable development is now a new paradigm of librarianship. Among the goals of sustainable development are environmental goals, which in libraries can be achieved through environmental education. A broad approach to environmental education has been proposed, which is implemented not only by using library services but also by building green collections, contacts with environmentally involved librarians, using ecological library infrastructure, observing sustainable management methods in libraries, cooperation between the library and the external environment in terms of the natural environment.Research limitations/implicationsAn analysis of 20 case studies was carried out regarding the implementation of pro-environmental measures in libraries. Examination of a larger number of case studies would probably give a more complete picture of this area of activity in libraries. The next stage of research should be the development of standards/guidelines in the field of environmental education in libraries, and then the development of methods and techniques for assessing the quality of library activities in this area and methods for assessing the impact of libraries on society and the environment in the field of environmental education.Practical implicationsThe paper indicates – based on case study analyses – those library elements that have potential in the field of environmental education. They were ordered in categories that were assigned to the three main components of a library: people, artefacts and processes.Social implicationsSustainable development is a new library paradigm. The paper focuses on the environmental area, specifically environmental education. It has been recognized that libraries have considerable potential for environmental education and should be seen as socially responsible organizations that take responsibility for the impact of their decisions and actions on society and the environment.Originality/valueThe paper explains the basic concepts of environmental education and the relationships between them. It defines the area of environmental education in libraries in terms of library activity elements that can be used to organize them according to the three main components of a library, which are people, artefacts and processes. The paper also indicates that sustainable development should be treated as a new paradigm of librarianship, and environmental education as a new research field of library and information science.
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Putra, Purniadi, Akbar Yuli Setianto, Abdul Hafiz, Mutmainnah ., and Aslan . "Etnopedagogic Studies In Character Education In The Millinneal Era: Case Study MIN 1 Sambas." Al-Bidayah: Jurnal Pendidikan Dasar Islam 12, no. 2 (2021): 237–52. http://dx.doi.org/10.14421/al-bidayah.v12i2.547.

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The vulnerability of the moral crisis that occurs in millennial children has led to numerous irregularities such as rape, taurine, extortion, bullying and other negative forms of violence. These changes occur due to globalization and the increasing development of technology, thereby leading to deviant behaviours amongst children. Therefore, character education based on Ethno pedagogy in Islamic basic education institutions is important due to its ability to reduce the impact of negative behaviours on primary-age children. The purpose of this research is to describe the meaning of Ethno pedagogy of MIN 1 Sambas in applying local cultural values. This research uses a naturalistic phenomenology approach through participant observation, interview, and documentation techniques with primary data obtained from students, teachers, parents, and community leaders. The results showed the importance of integrating the self-development program of students based on Ethno pedagogy of Melayu Sambas, familiar with fostering character education in creating local cultures such as the Sambas Malay language. Furthermore, ethnology tends to foster a religious character in the millennial generation, namely religious character, such as the attitudes and behaviour of priests and taqwa applied in everyday life.
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Wyner, Yael, and Rob DeSalle. "An Investigation of How Environmental Science Textbooks Link Human Environmental Impact to Ecology and Daily Life." CBE—Life Sciences Education 19, no. 4 (2020): ar54. http://dx.doi.org/10.1187/cbe.20-01-0004.

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Pre-college and college-level environmental science textbook case studies were analyzed for how they portray the human-environment connection. It was found that daily life connections were frequently absent from human impact discussions and that almost all case studies described human impacts without linking them to their ecological underpinnings.
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Coetzee, Stephanus, and Karen Puren. "Towards safe campus environments through environmental design: two universities as case studies." Challenges of Modern Technology 7, no. 4 (2016): 28–46. http://dx.doi.org/10.5604/01.3001.0010.8799.

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Universities are often considered to be safe sanctuaries. However, many higher education institutions have increasingly been confronted with crime and unrest. Violence and other crimes on campuses are currently an international concern. This paper reports on a study that investigated student’s perceptions of safety on two campuses namely Lahti University of Applied Sciences in Finland and the North-West University in Potchefstroom, South Africa. Theories from Environmental Psychology and Urban Planning are combined in this study in order to incorporate aspects of the individual, social setting and spatial environment. Increasing people’s safety help to optimise their experience of their environment and can in turn create an enabling context for people to flourish and improve their quality of life. The research followed a qualitative research approach. In this study, 21 participants from a Finnish university and 16 participants from a South African university were selected through purposive sampling. Data were generated through semi-structured interviews supported by visual data of the spatial environment. All data were transcribed verbatim and analysed through qualitative content analysis. The literature and findings of the research both support that the spatial and social environment influences safety. It is therefore recommended that safe campus environments require a multi-disciplinary and integrated approach to proactively develop a Comprehensive Safe Environment Plan (CSEP). From a planning perspective, students’ perceptions of campus environments’ safety may include the creation of compact dedicated campus areas, land uses, building placing and orientation, territoriality, landscaping, visibility, control over fear-inducing activities, maintenance, security measures and pedestrian orientated areas.
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Hill, Faith. "Looking for good practice - case-studies of approaches to HIV and Aids education for 16-19-year-olds in further education." Health Education Journal 52, no. 1 (1993): 28–33. http://dx.doi.org/10.1177/001789699305200106.

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Murray, Helene, and Lorna Michael Butler. "Whole farm case studies and focus groups: Participatory strategies for agricultural research and education programs." American Journal of Alternative Agriculture 9, no. 1-2 (1994): 38–44. http://dx.doi.org/10.1017/s0889189300005543.

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AbstractResearch and extension personnel are beginning to look for new strategies to involve more farmers and the non-farm public in their programs. Two approaches we have used are wholefarm case studies (WFCS) and focus groups. WFCS in Oregon and Washington led to several research and educational programming ideas that are currently being pursued in both states. A focus group to study water quality, nitrate leaching and farming practices in Skagit County, Washington is one outcome of the WFCS process. It is made up of 16 people, including farmers, university personnel, members of environmental groups, and government representatives.We review these two complementary participatory strategies for systems-oriented sustainable agriculture research and education programs. Both have been very useful for building problem-solving partnerships between the land-grant universities and agricultural and environmental constituents in our area. Noteworthy outcomes include: complementary applied on-farm and experiment station research; farming systems analysis; public education; new linkages with environmental and agricultural interest groups; additional grant funds to address identified priority issues; and interdisciplinary teams that cut across the biological and social sciences and include diverse citizen representation.
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Ashley, Martin. "Behaviour Change and Environmental Citizenship: A case for spiritual development?" International Journal of Children's Spirituality 5, no. 2 (2000): 131–45. http://dx.doi.org/10.1080/713670914.

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Rosanova, N., and E. Savitskaya. "Economics in Business Education." Voprosy Ekonomiki, no. 11 (November 20, 2005): 116–29. http://dx.doi.org/10.32609/0042-8736-2005-11-116-129.

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The article summarizes main achievements in teaching methods of economics that being applied in business schools can help improve efficiency of economic education. More active advanced methods such as case studies, discussions, open essay type questions are used to stimulate analytical way of economic thinking.
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Hokkanen, Johanna, Anna-Liisa Elorinne, Katri Hämeen-Anttila, and Tuula Keinonen. "Medicines education at home – A case study in Finland." Health Education Journal 76, no. 8 (2017): 986–99. http://dx.doi.org/10.1177/0017896917730865.

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Background: Educating children about medicines and medicine use is part of health education and is often seen as parents’ responsibility. However, to date, little research has been conducted on medicines education as provided in the home. Objective: To explore (1) parents’ attitudes towards medicines, (2) medicines education practices in the home and (3) the interaction in medicines education between the home and at school. Design: Mixed-methods case study. Setting: Pupils and their parents in one comprehensive school in Finland. Method: Before an educational intervention with Year 4 (aged 10–11 years) and Year 7 (aged 13–14 years) students, parents completed a background survey concerning their perceptions, beliefs and knowledge of medicines ( n = 250). Following the intervention, interviews with 12 mothers and 12 children, and medicine cabinet studies ( n = 10) were conducted. Quantitative data were analysed using K-mean cluster analysis to see whether respondents could be divided into different clusters based on their attitudes towards medicines. Qualitative data were analysed using theory-guided content analysis to obtain a picture of home medicines education. Results: Participants, mostly mothers, were divided into different types of medicine educators, whose attitudes towards medicines were either positive or neutral. Medicine consumption practices varied between families, but medicines were usually discussed when the child, a family member, a relative or a friend had a long-term illness; when a family member was suffering from a sickness; and while taking a medicine. In general, interaction between the home and the school was rather limited. Conclusion: The majority of mothers exhibited a strong reliance on public systems of health care. Greater interaction between schools and the home is needed in Finnish medicines education.
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Kopnina, Helen. "Green-washing or best case practices? Using circular economy and Cradle to Cradle case studies in business education." Journal of Cleaner Production 219 (May 2019): 613–21. http://dx.doi.org/10.1016/j.jclepro.2019.02.005.

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Tincani, Matt, and Jason Travers. "Publishing Single-Case Research Design Studies That Do Not Demonstrate Experimental Control." Remedial and Special Education 39, no. 2 (2017): 118–28. http://dx.doi.org/10.1177/0741932517697447.

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Demonstration of experimental control is considered a hallmark of high-quality single-case research design (SCRD). Studies that fail to demonstrate experimental control may not be published because researchers are unwilling to submit these papers for publication and journals are unlikely to publish negative results (i.e., the file drawer effect). SCRD studies comprise a large proportion of intervention research in special education. Consequently, the existing body of research, comprised mainly of studies that show experimental control, may artificially inflate efficacy of interventions. We discuss how experimental control evolved as the standard for high-quality SCRD; why, in the era of evidence-based practice, rigorous studies that fail to fully demonstrate experimental control are important to include in the body of published intervention research; the role of non-replication studies in discovering intervention boundaries; and considerations for researchers who wish to conduct and appraise studies that fail to yield full experimental control.
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Dantas, Jaya A. R., Penelope Strauss, Roslyn Cameron, and Claire Rogers. "Women Migrants in Western Australia: Case Studies of Resilience and Empowerment." Social Change 50, no. 1 (2020): 77–94. http://dx.doi.org/10.1177/0049085719901074.

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This article presents findings from an exploratory research using descriptive case studies of 12 migrant women in Western Australia. The purposive sample represents the government, academia, the private sector, community, civil society and not-for-profit organisations and is ranged in age from the late 20s to the 70s. Underpinned by theoretical frameworks of resilience and empowerment, women have shared their personal case narratives, and five case studies are presented in this paper. Our findings resonate with the vital and uncontested importance of education, the desire to be empowered, the capacity to be resilient and adaptive and the importance of giving back to the community. Key recommendations include the need for migrant women’s continued access to avenues of empowerment and furthering education. The provision of adaptive structures builds resilience and grows strong communities where women feel empowered. We propose that women migrants, through alliances and collaboration, cross borders of learning and work towards generating change and transformation.
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Curtis, David J., Mark Howden, Fran Curtis, et al. "Drama and Environment: Joining Forces to Engage Children and Young People in Environmental Education." Australian Journal of Environmental Education 29, no. 2 (2013): 182–201. http://dx.doi.org/10.1017/aee.2014.5.

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AbstractEngaging and exciting students about the environment remains a challenge in contemporary society, even while objective measures show the rapid state of the world's environment declining. To illuminate the integration of drama and environmental education as a means of engaging students in environmental issues, the work of performance companies Evergreen Theatre, Leapfish and Eaton Gorge Theatre Company, the ecological oratorio Plague and the Moonflower, and a school-based trial of play-building were examined through survey data and participant observations. These case studies employed drama in different ways — theatre-in-education, play-building, and large-scale performance event. The four case studies provide quantitative and qualitative evidence for drama-based activities leading to an improvement in knowledge about the environment and understandings about the consequences of one's actions. In observing and participating in these case studies, we reflect that drama is a means of synthesising and presenting scientific research in ways that are creative and multi-layered, and which excite students, helping maintain their attention and facilitating their engagement.
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