Log in

Relevant bibliographies by topics / Environmental education – Uganda – Case studies / Journal articles

To see the other types of publications on this topic, follow the link: Environmental education – Uganda – Case studies.

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

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Environmental education – Uganda – Case studies.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Nagourney, Emily M., Nicole M. Robertson, Natalie Rykiel, et al. "Illness representations of chronic obstructive pulmonary disease (COPD) to inform health education strategies and research design—learning from rural Uganda." Health Education Research 35, no. 4 (2020): 258–69. http://dx.doi.org/10.1093/her/cyaa016.

Full text

Abstract:

Abstract More than 90% of chronic obstructive pulmonary disease (COPD)-related deaths occur in low- and middle-income countries; however, few studies have examined the illness experiences of individuals living with and providing treatment for COPD in these settings. This study characterizes illness representations for COPD in Nakaseke, Uganda from the perspectives of health care providers, village health teams and community members (CMs) with COPD. We conducted 40 in-depth, semi-structured interviews (16 health care providers, 12 village health teams and 12 CMs, aged 25–80 years). Interviews were analyzed using inductive coding, and the Illness Representations Model guided our analysis. Stakeholder groups showed concordance in identifying causal mechanisms of COPD, but showed disagreement in reasons for care seeking behaviors and treatment preferences. CMs did not use a distinct label to differentiate COPD from other respiratory illnesses, and described both the physical and social consequences of COPD. Local representations can inform development of adapted educational and self-management tools for COPD.

APA, Harvard, Vancouver, ISO, and other styles

2

Mpairwe, Harriet, Richard Stephen Mpango, Wilber Sembajjwe, et al. "Anxiety disorders and asthma among adolescents in Uganda: role of early-life exposures." ERJ Open Research 7, no. 2 (2021): 00749–2020. http://dx.doi.org/10.1183/23120541.00749-2020.

Full text

Abstract:

The reasons for the positive association between anxiety disorders and asthma are unknown. We investigated the possible role of shared exposures in early life.We conducted a case–control study among adolescents (age 12–17 years) with and without asthma in urban Uganda, as part of a larger asthma case–control study. Anxiety disorders were diagnosed by psychiatric clinical officers. We focused on generalised anxiety disorder (GAD), panic disorder and social anxiety disorder. Asthma was doctor-diagnosed by study clinicians. We used questionnaires to collect data on early-life exposures. The data were analysed using multiple logistic regression.We enrolled 162 adolescents; 73 of them had asthma. Adolescents with asthma were more likely to have any of the three anxiety disorders studied (46.6%) than adolescents without asthma (21.4%) (adjusted OR (aOR) 2.68, 95% CI 1.30–5.53). The association was strong for GAD (aOR 4.49, 95% CI 1.48–13.56) and panic disorder (aOR 5.43, 95% CI 2.11–14.02), but not for social anxiety disorder. The early-life risk factors associated with anxiety disorders among adolescents were similar to asthma risk factors previously published, including urban residence at birth (aOR 3.42, 95% CI 1.29–9.09) and during most of the first 5 years of life (aOR 2.87, 95% CI 1.07–7.66), father's tertiary education (aOR 2.09, 95% CI 1.00–4.37), and adolescent's history of other allergy-related diseases (aOR 4.64, 95% CI 1.66–13.00).We confirm a positive association between anxiety disorders and asthma among adolescents in urban Uganda. The early-life risk factors associated with anxiety disorders among adolescents were similar to those for asthma in the same age group, suggesting shared underlying environmental exposures.

APA, Harvard, Vancouver, ISO, and other styles

3

Msiska, Fred Gennings Wanyavinkhumbo. "Exploring adult literacy and numeracy practices: Ethnographic case studies from Uganda." International Review of Education 64, no. 4 (2018): 531–33. http://dx.doi.org/10.1007/s11159-018-9711-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Frank, Marion. "Theatre in the Service of Health Education: Case Studies from Uganda." New Theatre Quarterly 12, no. 46 (1996): 108–15. http://dx.doi.org/10.1017/s0266464x00009933.

Full text

Abstract:

International organizations are increasingly turning to theatre as a means of raising development issues, exploring options, and influencing behaviour. This paper examines some structures and techniques inherent in this type of applied theatre, analyzing two plays used to supplement AIDS education programmes in Uganda. One is a video production by a typical urban popular theatre group, while the second production analyzed exemplifies the Theatre for Development approach through its sub-genre, Campaign Theatre, used to raise awareness on health issues, hygiene, sanitation, child care, and the environment. The study analyzes the performance of the two plays and addresses some contradictions arising from the involvement and influence of external organizations. Marion Frank is a graduate of Bayreuth University in Germany, whose extensive field research has resulted in the publication of AIDS Education through Theater (Bayreuth African Studies Series, Bayreuth, 1995). Dr. Frank is currently living in the US, where as a Visiting Scholar at Duke University she is now working on a research project aiming to establish a closer link between literary/cultural studies and medicine/medical anthropology.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Kaaria, Susan, Jemimah Njuki, Annet Abenakyo, Robert Delve, and Pascal Sanginga. "Assessment of the Enabling Rural Innovation (ERI) approach: Case studies from Malawi and Uganda." Natural Resources Forum 32, no. 1 (2008): 53–63. http://dx.doi.org/10.1111/j.1477-8947.2008.00174.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Kabera, John B. "Education of Refugees and Their Expectations in Africa: The Case of Returnees with Special Reference to Uganda." African Studies Review 32, no. 1 (1989): 31. http://dx.doi.org/10.2307/524492.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Nakiwala, Aisha Sembatya. "From recipients to partners: children in malaria education in Uganda." Health Education 116, no. 2 (2016): 202–19. http://dx.doi.org/10.1108/he-03-2014-0036.

Full text

Abstract:

Purpose – Health education that integrates community participation is essential for malaria control. However, children’s participation is not generally as active as that of adults, thus turning children into recipients, as opposed to partners in malaria control. The purpose of this paper is to develop a better understanding of how children can transform from mere recipients to active partners in malaria control efforts, by exploring the implementation of a school health education program in Uganda. Design/methodology/approach – A qualitative multi-case study involving six schools where the health education program was implemented was undertaken, using six focus group discussions with 72 school children and respondent interviews with 14 teachers and district health promotion staff. Findings – Children acted as health messengers, offered peer support and engaged in environmental management to minimize mosquito breeding. The benefits of the school malaria program included increasing access to malaria information, boosting malaria knowledge, improving children’s self-esteem and their skill as health educators. However, implementation was undermined by hostility from adults, inadequate time and tight school schedules, which should be addressed in future malaria programs. Practical implications – The findings suggest that children can play an important role in malaria programs. Therefore, programs should be sufficiently structured to facilitate children’s participation. Practitioners should be encouraged to be conscious of the applicability of the health promoting school approach to malaria control. Originality/value – This research facilitated a more comprehensive understanding of the role children can play in malaria control, thus providing a basis for their involvement in malaria programs. It also adds to a relatively scarce area of literature on the school health-malaria control nexus.

APA, Harvard, Vancouver, ISO, and other styles

12

De Souza, Roger-Mark, Geoff Heinrich, Shannon Senefeld, et al. "Using innovation to address HIV, AIDS, and environment links: intervention case studies from Zimbabwe, Uganda, and Malawi." Population and Environment 29, no. 3-5 (2008): 219–46. http://dx.doi.org/10.1007/s11111-008-0070-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

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).

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

15

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

16

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Kwagala, Betty. "Integrating Women's Reproductive Roles with Productive Activities in Commerce: The Case of Businesswomen in Kampala, Uganda." Urban Studies 36, no. 9 (1999): 1535–50. http://dx.doi.org/10.1080/0042098992917.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Gilmore, Brynne, Eilish McAuliffe, Jessica Power, and Frédérique Vallières. "Data Analysis and Synthesis Within a Realist Evaluation: Toward More Transparent Methodological Approaches." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691985975. http://dx.doi.org/10.1177/1609406919859754.

Full text

Abstract:

Realist evaluations are increasingly used in the study of complex health interventions. The methodological procedures applied within realist evaluations however are often inexplicit, prompting scholars to call for increased transparency and more detailed description within realist studies. This publication details the data analysis and synthesis process used within two realist evaluation studies of community health interventions taking place across Uganda, Tanzania, and Kenya. Using data from several case studies across all three countries and the data analysis software NVivo, we describe in detail how data were analyzed and subsequently synthesized to refine middle-range theories. We conclude by discussing the strengths and weaknesses of the approach taken, providing novel methodological recommendations. The aim of providing this detailed descriptive account of the analysis and synthesis in these two studies is to promote transparency and contribute to the advancement of realist evaluation methodologies.

APA, Harvard, Vancouver, ISO, and other styles

20

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

21

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

24

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

28

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

30

Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.

Full text

Abstract:

Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.

APA, Harvard, Vancouver, ISO, and other styles

31

Tennant, Brad. "A Comparative Analysis of Six Developing Countries and Their Progress Toward Universal Primary Education - Afghanistan, Nepal, Algeria, Uganda, Peru, And Venezuela as Case Studies." Analytical Reports in International Education 2, no. 1 (2008): 7–28. http://dx.doi.org/10.3890/arie.2.1.7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

33

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

34

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

37

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

38

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

39

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

40

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

41

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

42

MBONYE, A. K., K. S. HANSEN, F. WAMONO, and P. MAGNUSSEN. "BARRIERS TO PREVENTION OF MOTHER-TO-CHILD TRANSMISSION OF HIV SERVICES IN UGANDA." Journal of Biosocial Science 42, no. 2 (2009): 271–83. http://dx.doi.org/10.1017/s002193200999040x.

Full text

Abstract:

SummaryUnderstanding care-seeking practices and barriers to prevention of mother-to-child transmission (PMTCT) of HIV is necessary in designing effective programmes to address the high disease burden due to HIV/AIDS in Uganda. This study explored perceptions, care-seeking practices and barriers to PMTCT among young and HIV-positive women. A household survey (10,706 women aged 14–49 years), twelve focus group discussions and 66 key informant interviews were carried out between January and April 2009 in Wakiso district, central Uganda. Results show that access to PMTCT services (family planning, HIV counselling and testing and delivery at health units) was poor. Decision making was an important factor in accessing PMTCT services. Socioeconomic factors (wealth quintile, age, education level) and institutional practices also influenced access to PMTCT. Overall, having had an HIV test was highest when both men and women made decisions together or when women were empowered to make their own decisions. This was significant across wealth quintiles (p=0.0001), age groups (p=0.0001) and education levels (p=0.0001). The least level of HIV testing was when men made decisions for their spouses; and this was the case with family planning and deliveries at health units. Other barriers to PMTCT were fear of women and male spouses to have an HIV test and the perception that HIV testing is compulsory in antenatal clinics. In conclusion, to increase access to PMTCT among women, especially the young, poor and least educated, there is a need to empower them to make decisions on health seeking, and also to empower men to support their spouses to make good decisions. Other barriers like fear of having an HIV test should be addressed through appropriate counselling of clients.

APA, Harvard, Vancouver, ISO, and other styles

43

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

44

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

46

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Kalema, David, Lore Van Damme, Sofie Vindevogel, Ilse Derluyn, Peter Baguma, and Wouter Vanderplasschen. "Correlates of motivation for treatment among alcohol service users in Uganda." Therapeutic Communities: The International Journal of Therapeutic Communities 42, no. 1 (2021): 4–15. http://dx.doi.org/10.1108/tc-04-2020-0004.

Full text

Abstract:

Purpose Given the scarce literature on alcohol use disorders (AUD) and their treatment in developing countries, this paper aims to explore motivation levels and their correlates among alcohol service users in two residential treatment centres in Kampala, Uganda. This study how motivation levels of Ugandan alcohol service users compare with those from American studies; and the specific factors affecting internal and external motivation in the Ugandan context. Design/methodology/approach The motivation for treatment was measured among 100 individuals entering AUD treatment using the Texas Christian University (TCU) Treatment needs and Motivation scale. The WHOQoL–BREF, Addiction Severity Index–6 and Hopkins Symptoms Check List–37 were used to measure addiction severity, quality of life (QoL) and psychopathology, respectively. Correlates of motivation were identified using linear regression analyses. Findings Ugandan service users demonstrated low treatment motivation in the treatment needs a domain. While addiction severity (recent heavy alcohol use) and participating in private treatment were associated with higher internal and external motivation, deterioration in physical and environmental QoL, depressive symptoms and lower education were linked with higher internal motivation. Research limitations/implications Different elements affect domains of treatment motivation, requiring attention for clients’ unique needs as influenced by their background, addiction severity, QoL, psychological needs and contextual factors (e.g. treatment setting). Further studies are needed to explore additional correlates of motivation for treatment among alcohol service users in Uganda and to assess the longitudinal impact of motivation on treatment outcomes. Originality/value Although motivation has been extensively studied, clinicians are challenged in understanding and explaining motivational dynamics given the multiplicity of factors influencing change-related decisions and behaviours and the diversity in substance-using populations. This need is even bigger in non-Western societies as cultural differences may require differential therapeutic management. This is one of the first studies measuring motivation for AUD treatment in a low-income country and offers insight for understanding motivation dynamics in similar settings.

APA, Harvard, Vancouver, ISO, and other styles

48

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

49

GOLAZ, VALÉRIE, STEPHEN OJIAMBO WANDERA, and GIDEON RUTAREMWA. "Understanding the vulnerability of older adults: extent of and breaches in support systems in Uganda." Ageing and Society 37, no. 1 (2015): 63–89. http://dx.doi.org/10.1017/s0144686x15001051.

Full text

Abstract:

ABSTRACTOlder adults’ vulnerability and resilience are a result of processes constructed throughout the lifecycle. In Uganda, older people almost always rely exclusively on their social networks for care and economic support when in need. These support systems are mainly family based, and play a role of safety net for their older members. However, localised in-depth studies have pointed out the limitations of family-based support systems, especially in the context of the HIV/AIDS epidemic. This paper uses 83 in-depth interviews conducted in various settings across Uganda with older people and their family members on the subject of their support systems. Over and above the lack of immediate/personal resources characterising most older people, our results highlight the importance of the extent of support systems and resource diversity. Most of the people in our case studies had lost descendants due to the civil war, the HIV/AIDS epidemic, or simply family break-ups, events which often create large breaches and gaps in support systems. Few older people can be resilient in this situation, primarily because there are often not enough resources available in their support networks to cover the needs of all, especially education for the young and health-care access for the old.

APA, Harvard, Vancouver, ISO, and other styles

50

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!