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BNELIT - Datenbank zu Bildung für nachhaltige Entwicklung: wissenschaftliche Literatur und Materialien
Bildung für nachhaltige Entwicklung: wiss. Literatur und Materialien (BNELIT)
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Suche: Zeitschriftenname-Index: Sustainability. Molecular Diversity Preservation International
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1. Aufsatz in Zeitschrift
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Hauptsachtitel:
Education for Agenda 2030: What Direction do We Want to Take Going Forward?
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
12
Z-Heftnummer/-bez.:
5
Erscheinungsjahr:
Seite (von-bis):
2035-
Kurzinfo:
Abstract
In the field of education, the concept of environment and sustainable education, and the use of some terms in this field, have developed since their beginning. The United Nations Agenda 2030 of the Sustainable Development Goals (SDGs) gives some clues about and opportunities to reflect upon which concepts and directions to take in the field of education towards promoting sustainability. This paper addresses the issue of the currently fragmented concepts in relation to environmental and sustainability education, and proposes a more comprehensive vision to better advance the path towards education and sustainability. This paper: (1) addresses the main historical milestones in the construction of the concept of environmental education and education for sustainable development; (2) analyzes the issue of which direction we should take within the framework of education in the era of the SDG Agenda 2030, taking emerging concepts such as learning for sustainability and sustainable education as references; and (3) proposes a holistic approach, described as education based on values. We conclude that a new integrative approach inspired by the education based on values concept, and integrating other concepts, will help to better conceptualize sustainability in education, as explained in the proposed model.
Original-Quelle (URL):
DOI:
10.3390/su12052035
Datum des Zugriffs:
02.06.2020
2. Aufsatz in Zeitschrift
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Hauptsachtitel:
Assessing Environmental Attitudes and Cognitive Achievement within 9 Years of Informal Earth Education.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
13
Z-Heftnummer/-bez.:
7
Erscheinungsjahr:
Kurzinfo:
Abstract
Given the multitude of attitude scales, we examined the relationship between the 2-Major Environmental Values model (2-MEV) and the New Environmental Paradigm scale (NEP) based on a 6585 child sample over a 9-year period. The students participated in a three-day outdoor earth education program at field centers in three different US states (Arizona, Pennsylvania, and Louisiana). We further investigated the scales′ sensitivity to program effects, relating cognitive achievement and attitude with respect to a pro-environmental indicator of behavior (Y key). The NEP and Preservation correlated highly, while the subscales Utilization and Preservation showed a strong inverse relationship. Based on further reliability and validity scores, and in line with the literature, this pointed to a unidimensional Preservation of Nature scale as a concise attitude measurement. In structural equation modelling, Preservation related to knowledge gains and the Y key, and effects from Preservation on knowledge held true for all three states. This suggests Preservation as one factor influencing cognitive achievement and environmentally conscious performance. Regarding program effects, the Earthkeepers program seemed to induce pro-environmental shifts based on knowledge gains and attitude changes (Preservation increasing and Utilization decreasing). Pro-environmental shifts were most prominent for those who received the Y key.
Original-Quelle (URL):
DOI:
10.3390/su13073622
Datum des Zugriffs:
23.04.2021
3. Aufsatz in Zeitschrift
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Hauptsachtitel:
Corporate Perspectives on Responsibility and Sustainability in the Food System.
Untertitel/Zusätze:
A (Food) Communicative-Constructivist Viewpoint.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
12
Z-Heftnummer/-bez.:
5
Erscheinungsjahr:
Seite (von-bis):
2024-
Kurzinfo:
Abstract
This study examines how corporations in the German food industry understand and perceive communication as a corporate social responsibility (CSR) dimension, how they communicate about food-related sustainability, and how this corporate food communication can lead to sustainability-oriented change in action-guiding institutions. This study takes a communicative-constructivist viewpoint that does not focus on the extent to which the communicated corresponds to the actual action but rather on how communication and communicatively constructed institutions can shape, influence, or constitute the action. A comparative qualitative case study approach reveals how two deviant cases within the producing and processing food industry assume responsibility through food communication and identifies five underlying roles of communication that, in their case-specific variations yield in two different conceptualizations of perceiving responsibility through communication. The analysis and interpretation of data, in the reference frame of communicative institutionalism, outline promising prospects on how corporate food communication can contribute to institutional changes that guide decisions and actions for sustainable development of the food system. Furthermore, the findings highlight food quality as a relevant communication resource for food-related discussions about sustainability that cross systems in the context of the food system and transforms an institution in such a way that it now also refers to aspects of sustainability. (Orig.)

Received: 31 January 2020 / Revised: 28 February 2020 / Accepted: 4 March 2020 / Published: 6 March 2020
Original-Quelle (URL):
DOI:
10.3390/su12052024
Datum des Zugriffs:
15.10.2020
4. Aufsatz in Zeitschrift
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Hauptsachtitel:
Consumption-Intention Formation in Education for Sustainable Development: An Adapted Model Based on the Theory of Planned Behavior.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
11
Z-Heftnummer/-bez.:
Special Issue
Themenschwerpunkt:
Education for Sustainable Consumption
Erscheinungsjahr:
Kurzinfo:
Abstract
Global biosphere issues call for an education for sustainable consumption decisions. Enabling adolescent learners to form sustainable consumption intentions involves an understanding of underlying internal predictors. The theory of planned behavior (TPB) delivers a useful approach to this challenge. Understanding of the underlying motives behind sustainable consumption decision-making, however, requires knowledge and evaluation of three basic sustainability aspects, the generational, the coherence, and the spatial aspect. As yet, the TPB framework does not take account of those facets. In this paper, we propose an extension of the TPB that meets these shortcomings by integrating the sustainability aspects while including the concepts of sustainability knowledge and sustainability values into the existing model. Furthermore, we extended the functional range of the attitude construct to the three sustainability aspects. The objective of the present article is to introduce and discuss the adapted framework which can serve as a first step for an educational implementation of the concept of sustainable consumption.
Original-Quelle (URL):
DOI:
10.3390/su10103455
Datum des Zugriffs:
22.05.2020
5. Aufsatz in Zeitschrift
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Hauptsachtitel:
Consumption-Intention Formation in Education for Sustainable Development: An Adapted Model Based on the Theory of Planned Behavior.
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
10
Z-Heftnummer/-bez.:
10
Themenschwerpunkt:
Education for Sustainable Consumption
Erscheinungsjahr:
Seite (von-bis):
3455
Kurzinfo:
Abstract
Global biosphere issues call for an education for sustainable consumption decisions. Enabling adolescent learners to form sustainable consumption intentions involves an understanding of underlying internal predictors. The theory of planned behavior (TPB) delivers a useful approach to this challenge. Understanding of the underlying motives behind sustainable consumption decision-making, however, requires knowledge and evaluation of three basic sustainability aspects, the generational, the coherence, and the spatial aspect. As yet, the TPB framework does not take account of those facets. In this paper, we propose an extension of the TPB that meets these shortcomings by integrating the sustainability aspects while including the concepts of sustainability knowledge and sustainability values into the existing model. Furthermore, we extended the functional range of the attitude construct to the three sustainability aspects. The objective of the present article is to introduce and discuss the adapted framework which can serve as a first step for an educational implementation of the concept of sustainable consumption.
Original-Quelle (URL):
DOI:
10.3390/su10103455
Datum des Zugriffs:
11.06.2020
6. Aufsatz in Zeitschrift
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Hauptsachtitel:
Interdependencies of Culture and Functions of Sustainability Governance at Higher Education Institutions.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
12
Z-Heftnummer/-bez.:
7
Erscheinungsjahr:
Seite (von-bis):
2780
Kurzinfo:
Abstract
Sustainable development practices in higher education institutions are diverse, with regard not only to the types of challenges that have to be addressed, but also to the forms of sustainability governance adopted by individual higher education institutions. This paper aims to reflect on the aspects of organizational culture that are particularly crucial for the implementation of sustainable practices at higher education institutions. Specifically, it addresses the research question: how do different organizational cultures affect approaches to sustainability governance at higher education institutions (HEIs)? It reflects on data from multi-case studies at eleven German higher education institutions. Four of the cases are analyzed in this paper to draw out the insights they offer on how organizational culture shapes the institutions′ approach to sustainable development. A governance equalizer is used as a functional framework for evaluating and discussing the influence of different cultural orientations on sustainability governance. In addition to providing many insights and findings in relation to specific cases, comparison of the different institutions, their governance structures and their cultures of sustainable development helps to emphasize that there is no single cultural factor that can be identified as directly promoting particular governance structures. Rather, there is an active interplay between cultural orientations, which influence, and are also influenced by, the measures deployed. Such influence is not instantly apparent but needs time to develop, and it evolves in a variety of ways as illustrated by the case studies.
Original-Quelle (URL):
DOI:
10.3390/su12072780
Datum des Zugriffs:
11.06.2020
7. Aufsatz in Zeitschrift
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Hauptsachtitel:
Interdependencies of Culture and Functions of Sustainability Governance at Higher Education Institutions.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
12
Z-Heftnummer/-bez.:
Special Issue
Themenschwerpunkt:
Higher Education Institutions and Sustainable Development – Implementing a Whole-Institution Approach
Erscheinungsjahr:
Seite (von-bis):
2780
Kurzinfo:
Abstract
Sustainable development practices in higher education institutions are diverse, with regard not only to the types of challenges that have to be addressed, but also to the forms of sustainability governance adopted by individual higher education institutions. This paper aims to reflect on the aspects of organizational culture that are particularly crucial for the implementation of sustainable practices at higher education institutions. Specifically, it addresses the research question: how do different organizational cultures affect approaches to sustainability governance at higher education institutions (HEIs)? It reflects on data from multi-case studies at eleven German higher education institutions. Four of the cases are analyzed in this paper to draw out the insights they offer on how organizational culture shapes the institutions′ approach to sustainable development. A governance equalizer is used as a functional framework for evaluating and discussing the influence of different cultural orientations on sustainability governance. In addition to providing many insights and findings in relation to specific cases, comparison of the different institutions, their governance structures and their cultures of sustainable development helps to emphasize that there is no single cultural factor that can be identified as directly promoting particular governance structures. Rather, there is an active interplay between cultural orientations, which influence, and are also influenced by, the measures deployed. Such influence is not instantly apparent but needs time to develop, and it evolves in a variety of ways as illustrated by the case studies.
Original-Quelle (URL):
DOI:
10.3390/su12072780
Datum des Zugriffs:
11.06.2020
8. Aufsatz in Zeitschrift
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Hauptsachtitel:
Interdependencies of Culture and Functions of Sustainability Governance at Higher Education Institutions.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
12
Z-Heftnummer/-bez.:
Special Issue
Themenschwerpunkt:
Higher Education Institutions and Sustainable Development – Implementing a Whole-Institution Approach
Erscheinungsjahr:
Seite (von-bis):
2780
Kurzinfo:
Abstract
Sustainable development practices in higher education institutions are diverse, with regard not only to the types of challenges that have to be addressed, but also to the forms of sustainability governance adopted by individual higher education institutions. This paper aims to reflect on the aspects of organizational culture that are particularly crucial for the implementation of sustainable practices at higher education institutions. Specifically, it addresses the research question: how do different organizational cultures affect approaches to sustainability governance at higher education institutions (HEIs)? It reflects on data from multi-case studies at eleven German higher education institutions. Four of the cases are analyzed in this paper to draw out the insights they offer on how organizational culture shapes the institutions′ approach to sustainable development. A governance equalizer is used as a functional framework for evaluating and discussing the influence of different cultural orientations on sustainability governance. In addition to providing many insights and findings in relation to specific cases, comparison of the different institutions, their governance structures and their cultures of sustainable development helps to emphasize that there is no single cultural factor that can be identified as directly promoting particular governance structures. Rather, there is an active interplay between cultural orientations, which influence, and are also influenced by, the measures deployed. Such influence is not instantly apparent but needs time to develop, and it evolves in a variety of ways as illustrated by the case studies.
Original-Quelle (URL):
DOI:
10.3390/su12072780
Datum des Zugriffs:
11.06.2020
9. Aufsatz in Zeitschrift
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Hauptsachtitel:
Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
11
Z-Heftnummer/-bez.:
Special Issue
Themenschwerpunkt:
Education for Sustainable Consumption
Erscheinungsjahr:
Seite (von-bis):
722
Kurzinfo:
Abstract
Systems thinking is one of the skills necessary for sustainable behavior, especially regarding sustainable consumption. Students are faced with complexity and uncertainty while taking part in it and other daily life aspects. There is a need to foster their competence in this field. From a classroom point of view, the mystery method is an example for implementing education for sustainable consumption and working with complex and uncertain content. With the mystery method students construct an influence diagram, which consists of concepts and requires several skills, especially in decision-making. Using these diagrams as a form of assessment is desirable but also very difficult, because of the mentioned complexity and uncertainty that is part of the task itself. The study presented here tackles this problem by creating an expert based reference diagram that has been constructed with the help of educational data mining. The result shows that it is possible to derive such a reference even if parts remain ambiguous due to the inherent complexity. The reference may now be used to assess students′ systems thinking abilities, which will be undertaken in future research. Beside this, the reference can be used as a reflective tool in lessons, so students can compare their own content knowledge and discuss differences to the experts′ reference.
Original-Quelle (URL):
DOI:
10.3390/su11030722
Datum des Zugriffs:
22.02.2020
10. Aufsatz in Zeitschrift
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Hauptsachtitel:
I Want to Participate.
Untertitel/Zusätze:
Communities of Practice in Foraging and Gardening Projects as a Contribution to Social and Cultural Sustainability in Early Childhood Education.
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
13
Z-Heftnummer/-bez.:
8
Themenschwerpunkt:
Special Issue: Reimagining Early Childhood Education for Social Sustainability in a Future We Want.
Erscheinungsjahr:
Seite (von-bis):
4368-4382
Kurzinfo:
Abstract:

Learning and development in early childhood is highly dependent on social interaction and exploration through continuous encounters with the real world. Foraging and gardening are outdoor pedagogical practices that have relevance to education for sustainability. Previous work suggests that engagement in such activities can be characterized by the concept ″community of practice″ (CoP). In this paper, we explore how characteristics of the CoP can be recognized in foraging and gardening projects performed in the Arctic region of Norway, and we discuss how these activities can contribute to social and cultural aspects of sustainability. Data collection included focus group interviews with kindergarten staff (teachers and assistants) and videos taken of foraging and gardening activities with the children. Our data indicate that the hallmarks of CoP, domain, community, and practice, are strongly recognized in these projects through increased interest, social interaction, and agency for learning. This mutual engagement and participation in the CoPs for foraging and gardening connect both staff and children to local food heritage and culture for a sustainable future.
Original-Quelle (URL):
DOI:
10.3390/su13084368
Datum des Zugriffs:
25.05.2021
11. Aufsatz in Zeitschrift
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Hauptsachtitel:
Teachers′ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
5
Z-Heftnummer/-bez.:
12
Erscheinungsjahr:
Seite (von-bis):
5067-5080
Kurzinfo:
Abstract
The term of education is an integral part of any programmatic political document on sustainable development. This fact underlines the significance that is assigned to education in the context of sustainable development. It leads to the question of what competencies teachers need in order to develop and implement educational offers in the field of Education for Sustainable Development (ESD) so that they can aspire to and attain specific educational goals with their students. This touches on the question of the building of corresponding competencies in teacher education and further education. So far, few attempts have been made to describe teachers′ competencies regarding ESD and to develop corresponding competence models. The following article presents two models—Curriculum, Sustainable Development, Competences, Teacher Training (CSCT Model) and Learning for the future: The Competences in Education for Sustainable Development (ECE Model)—and discusses their benefit for teacher education and further education. These models differ in how broadly they define ESD and in what audiences they target at. This comparison shows and explains why competence models should focus on profession-specific core competencies if they are to be used as a basis for the conception of educational offers in the field of ESD in education and further education of teachers. The drawn conclusion consists in initial considerations for the conception of another competence model.
Original-Quelle (URL):
DOI:
10.3390/su5125067
Datum des Zugriffs:
10.09.2014
12. Aufsatz in Zeitschrift
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Hauptsachtitel:
Mindfulness Training at School: A Way to Engage Adolescents with Sustainable Consumption?.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
11
Z-Heftnummer/-bez.:
Special Issue
Themenschwerpunkt:
Education for Sustainable Consumption
Erscheinungsjahr:
Seite (von-bis):
3557-
Kurzinfo:
Abstract
A central challenge in research on education for sustainable consumption (ESC) is to develop new approaches to engage adolescents with sustainable consumption (SC) in a way that addresses not only the cognitive but also the socio-emotional and behavioral levels. Mindfulness-based interventions (MBIs) that foster awareness, (self-)reflection, and ethical values could potentially leverage learning processes in ESC. The present study was the first one to investigate the potential effects of a consumption-specific MBI on sustainable consumption behavior (SCB) in the areas of nutrition and clothing. The eight-week long intervention was carried out with 15-year old adolescents (N = 85) directly at school. A randomized pre-post waitlist control group design with mixed methods was applied. The study revealed the strong effects of the adapted MBI on precursors of SCB and further effects not directly related to but potentially conducive for SCB. Actual behavioral effects were minor. Substantial inter-individual differences and inconsistencies between qualitative and quantitative results imply case-related effects that do not allow generalizable conclusions to be drawn. Nevertheless, the results of this pilot study indicate that combining mindfulness training with ESC formats appears to be a feasible and fruitful approach to engage adolescents with SC. Future practice and research should consider more diverse target groups, other consumption areas, and longer periods for interventions and their evaluation
Original-Quelle (URL):
DOI:
10.3390/su10103557
Datum des Zugriffs:
22.05.2020
13. Aufsatz in Zeitschrift
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Hauptsachtitel:
Environmental Values (2-MEV) and Appreciation of Nature.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
10
Z-Heftnummer/-bez.:
Special Issue
Themenschwerpunkt:
Teaching and Learning for Sustainability
Erscheinungsjahr:
Kurzinfo:
Anstract
When monitoring the long history of empirical instruments for environmental attitude measurement, the Two Major Environmental Value model (2-MEV) with its two higher order factors: Preservation (PRE) and Utilization (UTL) has repeatedly and independently been confirmed. PRE assesses preferences towards conservation of nature and the environment, whilst UTL measures preferences towards utilization/exploitation of nature. The latter, however, does not yet include the positive aspects of benefitting from the (enjoyable) use of nature. Consequently, besides the established 2-MEV-battery, additional items from an ″Appreciation of Nature″ (APR) scale were applied to an Irish sample of 289 secondary school students (age: M = 14.3 years). Responses to the altogether 30-item battery were applied on an oblique rotation by using the Promax procedure: UTL and PRE appeared as orthogonally related factors, APR correlated to PRE with 0.283. Based on loading scores, the item number for each subscale was further reduced to make the analysis more manageable in educational outreach sites; on those sites, where completing questionnaires may well be quite unpopular, they are very much needed for planning and fine-tuning educational programs. Therefore, extending the 2-MEV scale with an added scale for Appreciation may help: (i) to judge participants′ feedback for adjusting/balancing program contents better; and (ii) to promote appreciation as a successful strategy for shifting individuals away from their individual exploitative preferences.
Original-Quelle (URL):
DOI:
10.3390/su10020350
Datum des Zugriffs:
22.05.2020
14. Aufsatz in Zeitschrift
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Verfasser/-in:
Hauptsachtitel:
Environmental Values (2-MEV) and Appreciation of Nature.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Sustainability
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Kurzinfo:
When monitoring the long history of empirical instruments for environmental attitude measurement, the Two Major Environmental Value model (2-MEV) with its two higher order factors: Preservation (PRE) and Utilization (UTL) has repeatedly and independently been confirmed. PRE assesses preferences towards conservation of nature and the environment, whilst UTL measures preferences towards utilization/exploitation of nature. The latter, however, does not yet include the positive aspects of benefitting from the (enjoyable) use of nature. Consequently, besides the established 2-MEV-battery, additional items from an ″Appreciation of Nature″ (APR) scale were applied to an Irish sample of 289 secondary school students (age: M = 14.3 years). Responses to the altogether 30-item battery were applied on an oblique rotation by using the Promax procedure: UTL and PRE appeared as orthogonally related factors, APR correlated to PRE with 0.283. Based on loading scores, the item number for each subscale was further reduced to make the analysis more manageable in educational outreach sites; on those sites, where completing questionnaires may well be quite unpopular, they are very much needed for planning and fine-tuning educational programs. Therefore, extending the 2-MEV scale with an added scale for Appreciation may help: (i) to judge participants′ feedback for adjusting/balancing program contents better; and (ii) to promote appreciation as a successful strategy for shifting individuals away from their individual exploitative preferences.
Original-Quelle (URL):
Datum des Zugriffs:
11.06.2020
15. Aufsatz in Zeitschrift
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Verfasser/-in:
 
Hauptsachtitel:
Sustainable Justice: Community Connections, Lower Debt, and the Process of Becoming a Work College.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Sustainability
Z-Jahrgang:
10
Z-Heftnummer/-bez.:
Special Issue
Themenschwerpunkt:
Education and Globalization
Erscheinungsjahr:
Seite (von-bis):
4046
Kurzinfo:
Abstract
This study presents the findings that emerged in a qualitative policy-oriented case study of an institution′s transition to a work college in the United States of America. Researchers collected 32 individual interviews, along with other observational data and institutional archives to understand the appeal of federal policy and government investment in the institution′s transition to a work college. From this data, two findings emerged that promoted the sustainability of the institution: Educational Justice Promotes Cultural Sovereignty and Academic Activism and Political Connections. What emerged in the analysis of the findings was that notions of access, affordability, dignity, sovereignty, and justice are all expressions of sustainability in higher education, which is one part of a societal ecosystem. The institution′s movement toward a work college model created a more sustainable educational model that allowed the institution to access federal policies and government investment inclined toward employability, promote its community, and develop significant political connections and advocacy. Throughout the transition, the institution exhibited profound ethical vision of higher education. This ethical vision—justice through education—stretched beyond the boundaries of the institution and into its adjacent neighborhood, city, and nation
Original-Quelle (URL):
DOI:
10.3390/su10114046
Datum des Zugriffs:
25.05.2020


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