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Why you should read this article: • To understand the role of primary school teachers in Greece in managing type 1 diabetes in school children • To read about a study that examined Greek primary school teachers' knowledge of and attitudes to managing type 1 diabetes • To appreciate that strengthening primary school teachers' knowledge of chronic conditions would enhance the safety, quality of life and academic achievements of school children with type 1 diabetes Background: Type 1 diabetes has negative effects on children with the condition, including reduced ability to engage in learning. Primary school teachers have an important role in supporting school children with type 1 diabetes, but the literature on teachers' knowledge, perceptions and attitudes regarding the condition is limited. Aim: To explore the knowledge of type 1 diabetes and the perceptions of, and attitudes towards, the management of type 1 diabetes in schools among primary school teachers in Greece. Method: A cross-sectional descriptive study design was used with a sample of 157 education professionals working in primary schools in the Attica region of Greece. Data were collected via an anonymous online questionnaire. Results: One third of respondents (n=48, 31%) had insufficient knowledge of type 1 diabetes, two thirds of respondents (n=106, 68%) had basic knowledge and very few respondents (n=3, 2%) had sufficient knowledge. Respondents generally had favourable attitudes towards the management of type 1 diabetes in school. Most were in favour of the recruitment of school nurses and were interested in attending training on type 1 diabetes. Conclusion: Strengthening primary school teachers' knowledge of chronic conditions and recruiting healthcare professionals to work in schools would likely enhance the safety, quality of life and academic achievements of school children with type 1 diabetes. [ABSTRACT FROM AUTHOR]

Many climate change responses focus on form rather than substance. As a result, they invariably look at the consequences but ignore the drivers of climate change. Since past approaches towards climate change adaptation have had limited success, the most effective and sustainable way to minimize future climate change impacts on humanity is through transformative adaptation (TA). This paper defines and characterizes the conceptual foundations of this term and outlines how TA influences current and future climate change adaptation challenges. This paper reviews the meaning and purpose of transformation in climate change adaptation and, by means of a set of case studies, explains how their commonalities can help define good TA practice. Deploying a range of situations, this study shows how this approach is being implemented in a set of countries, and considers its potential transformative impact, its benefits, and challenges. The results obtained have shown that when implemented with due care, TA can yield long-term benefits to local communities. The paper conclude by listing some measures by which TA may be further deployed as a means of helping communities to meet the future challenges posed by a changing climate. [ABSTRACT FROM AUTHOR]

Purpose There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts.Design/methodology/approach The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing.Findings Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed.Research limitations/implications This research has been limited by the availability and ability to procure information from the sampled universities.Practical implications The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other.Social implications Universities with SD policies can contribute to models of economic growth consistent with sustainable development.Originality/value The study is the one of the largest research efforts of this kind ever performed. [ABSTRACT FROM AUTHOR]

Purpose This study aims to focus on the University of Aegean’s non-academic staff’s environmental sustainability attitudes and behavior both at work and at home, their perceptions for sustainability enforcement and their active participation skills.Design/methodology/approach The research participants were the 101 non-academic staff working at the Xenia Hill campus in Lesvos island. The instrument used in this study was a questionnaire consisting of 45 questions, which was sent via e-mail during the summer of 2014.Findings The analysis of the results brings light on the environmental profile of the University’s non-academic staff on their intentions for greening their campus and the barriers that obstruct their attempts to promote sustainability at the University.Originality/value The paper provides useful insights which allow a better understanding of the role of non-academic staff’s environmental sustainability attitudes and behavior both at work and at home, their perceptions for sustainability enforcement and their active participation skills. [ABSTRACT FROM AUTHOR]

Ecofeminism suggests that women are more active than men regarding environmental issues for a variety of social, cultural, and biological reasons. In support to these arguments, women predominate within the overall grassroots of the Environmental Justice movement. However, claims have been made that environmental education theory and research are overlooking gender differences in environmentalism. Although literature research reports that women show stronger environmental concern and attitudes than men and although there has been a growing awareness of the importance of gender in the willingness to act environmentally, we argue that there has been relatively little recognition of its potential in the context of environmentally responsible behavior. Finally, we suggest that by incorporating findings about gender differences in motivation, attitudes, and behaviors, Environmental Education would be in a position to inspire women from all race and class backgrounds to engage in effective ecological and political action. [ABSTRACT FROM AUTHOR]

United Nations mandates recognize the need to promote the full participation of women in environmental decision-making processes on the basis of gender equality. But, there remains a profound lack of effective women’s participation in some sectors of environmental decision-making. Free-choice environmental learning offers an effective educational process for encouraging and developing such participation. This study outlines the shifts in and possibilities for women in environmental decision-making processes in and beyond Western and Northern contexts, and proposes free-choice learning as a pathway to furthering women’s participation. [ABSTRACT FROM PUBLISHER]

This article assesses the variety of discourses articulated by journalists reporting on environmental issues. In particular, it investigates how environmental journalists perceive their role and function as reporters of environmental issues as well as the problems they face while reporting. The authors interviewed 23 newspaper reporters covering environmental issues for the nine largest (in terms of daily circulation) daily Greek newspapers, by employing Q-methodology, a qualitative statistical approach specially adjusted for small samples. The subsequent analysis reveals three “factors,” or distinct discourses, labeled “scientifically objective, environmentally responsible journalist,” “environmental crusaders,” and “objective-pure journalists.” By analyzing factors’ discourses, the authors concluded that these groups are highly similar to the “disseminator,” “interpreter/investigator,” and “populist mobilize” categories identified in previous research for journalists with different field orientations. However, the last category (“adversarial”) did not appear in our sample. The authors encourage the replication of this research study in other countries as an effective method of obtaining a broader understanding of the practices and impacts of environmental journalism at a global level. [ABSTRACT FROM PUBLISHER]

In Greece, environmental interpretation is in its infancy as an academic field. In particular, there are no nature guides or specific conservation objectives, and no professional training for non-formal environmental educators and/or interpreters. In view of the United Nations Decade of Education for Sustainable Development, this paper develops and recommends a training model for environmental educator/interpreter guides in protected areas and sensitive ecotourism settings in Greece. An investigation was undertaken into training programmes in developed and less developed ecotourism countries, where environmental interpretation is practiced in the sustainable management of sensitive areas. The proposed model is based mainly on interpretive training programmes of other developed and less developed countries. This model introduces the art of environmental interpretation as a form of non-formal environmental education, integrated in strategic communication in protected areas and sensitive ecotourism areas in Greece. The developed model takes into consideration the special social settings and biophysical environments of Greece. Moreover, a professional environmental interpreter group is recommended to support the role of management authorities in protected areas. [ABSTRACT FROM AUTHOR]

The main objective of environmental education (EE) is that citizens develop a responsible environmental behavior. Environmental awareness constitutes an important factor for the shaping of a responsible environmental behavior. The mass media can strengthen the degree of environmental awareness of the public, through the dissemination of environmental information. The present study, through the application of the Theory of Planned Behavior, presents assessment of the intention of journalists of the local media of Lesbos island to cover environmental issues. [ABSTRACT FROM AUTHOR]

Citizen participation in environmental decision-making is of extreme importance in securing a good quality of life. Local communities know best what alternate solutions should be implemented for appropriate management of their area. This paper presents findings about the environmental characteristics of various Greek citizens’ groups, where respondents’ abilities and willingness to participate in environmental issues governance in relation to their free-choice learning context was analyzed. The results indicate that participants desire access to an appropriate non-formal/informal environmental education that will enable them to enhance their knowledge and acquire skills for critical thinking and active participation. [ABSTRACT FROM AUTHOR]

This paper examines the role of public participation mechanisms in certain major environmental disasters. It examines situations in which people’s lifestyles or their lives have been directly threatened, and thus elicited citizen participation. Threatening issues often seem morally, physically, socially, economically, religiously, and otherwise unacceptable to a group. As will be presented in this paper, citizens voluntarily participate in a community activity when they see that their way of life has been threatened. An introductory historical perspective, the legal framework upon which it is based, and background information on the participatory mechanisms, all emphasizing the importance and need for empowering citizens with participatory skills so as to bring changes in the existing educational, legal, and social systems are presented. The major environmental accidents/disasters of Minamata, Japan; Bhopal, India; Seveso, Italy; Chernobyl, Ukraine; and Exxon-Valdez, Alaska are discussed, mainly to indicate the reaction, and the participatory mechanisms used by the affected communities in each of the sudden disasters that occurred. If citizens worldwide had been active participants in the environmental issues, it is quite possible that we would have experienced fewer environmental accidents. [ABSTRACT FROM AUTHOR]

The present paper acknowledges the need for sustainable development education in Cuba, after a short review of their national health status and educational system. The environmental situation of the island is outlined, including the role played by environmental education (EE) in the current environment system. The EE in Cuba is presented, and the problems related to its implementation are analyzed. Recommendations and possible solutions towards the use of education for sustainability as a tool for environmental management are presented, so as to prove the need for environmental awareness management in Cuba. [ABSTRACT FROM AUTHOR]

The World Summit on Sustainable Development (WSSD) met from 26 August to 4 September 2002, in Johannesburg, South Africa. Its goal was to hold a to-year review of the 1992 UN Conference on Environment and Development and to reinvigorate global commitment to sustainable development. Main outcomes include the reaffirmation of sustainability as a basic worldwide need, the establishment of a World Solidarity Fund, the eradication of poverty and the agreement on particular attention to the needs of the African countries. However, there is also a great failure. It failed to address the issue of environmental education (EE). The need for implementation and support of the greatest tool, which can lead to action, i.e. the need for specific knowledge, was never stated. Issues of knowledge, access to information, critical thinking, evaluation, assessment, even dispute and doubt, i.e. components that make citizens actively participate in the environmental decision process, were not addressed. Delegates in Johannesburg managed to decide upon the need for reaction, without mentioning EE, the necessary prerequisite. 21,000 people discussed sustainability targets, but forgot to consider how we will reach them. One may think that EE was not discussed because it has already been successfully implemented; maybe the worldviews are that citizens do actively participate in environmental decision-making. Or perhaps we can still be so naive, as to simply forget what we are talking about. [ABSTRACT FROM AUTHOR]

Examines the social structure and public services in Cyprus. Background on the Cyprus government; Key environmental issues facing the country; Government programs aimed at managing natural resources; Examples of environmental awareness efforts; Challenge of environmental education in the country.