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Solid waste management is considered to be one of the fastest growing industries in the world because of the environmental and health considerations, limitations on mining operations, product costs, increasing demands on the new materials, products and supply chains. Also, entrepreneurship has emerged as a critical aspect of engineering education with various disciplines worldwide. The objective of this work is to share the recent educational experience that integrates entrepreneurship into one course of the Degree in Chemical Engineering of the University of Granada and how the entrepreneurial activities develop an entrepreneurial mindset in chemical engineering students. The paper contains some strategies for internalising entrepreneurial spirit. The originality is mainly due to the coupling of waste management and entrepreneurship learning for increasing entrepreneurial skills in chemical engineers specifically. The study was carried out among chemical engineering students who participated in the 'Solid and Gaseous Waste Treatment' optional course. Mainly, a qualitative research method was adopted. The primary data for the evaluation of entrepreneurial activities were collected with validated questionnaires distributed to students. The results of this study indicated that the entrepreneurial activities contributed to the introduction of entrepreneurial skills in students. Pre/post testing to determine changes in entrepreneurial mindset was also analysed.

As more and more states contemplate the new school year following the Coronavirus lockdown, teachers, supervisors, and administrators have to determine strategies to safely open their schools. It is hoped that the advice will help guide stakeholders in their decision-making process to be better prepared to meet the current pandemic challenges in starting the new school year with health and safety as the priority. This article was written with the full awareness that governmental guidelines vary from state to state and can change between the publication of this article and the opening of your school. Please follow all local, state, and federal guidelines as they become available. This article focuses on two areas: (1) What are the safest strategies for opening up schools, including but not limited to health, safety and security, curriculum and instruction and facilities; and (2) What specific educational strategies can be used to foster effective teaching/learning activities in Science, STEM, and technology education/engineering. It is based on the best available information that addresses the challenges of this unprecedented situation.

A "Framework for K-12 Science Education and the Next Generation Science Standards" ("NGSS") are intended for all students, hence "all standards, all students" (NGSS Lead States 2013). To make this vision a reality, the "NGSS" highlight three key instructional shifts: (1) explain phenomena or design solutions to problems; (2) engage in three-dimensional learning; and (3) build learning progressions over time. Combining these three shifts, students in the "NGSS"-aligned classroom explain phenomena or design solutions to problems by engaging in three-dimensional learning and, over time, develop deeper understanding in their learning progressions. The purpose of the article is twofold: (1) to offer guidance on how teachers can select and use local phenomena to develop "NGSS"-aligned instructional materials with diverse student groups; and (2) to illustrate the implementation of a local phenomenon with diverse student groups in fifth-grade science classrooms in an urban school district. The article highlights how local phenomena compel students from diverse backgrounds to engage in three-dimensional learning and build their science understanding coherently over a sustained period of instruction. As a result, teachers who select and use local phenomena that are real and relevant to their diverse student groups advance the goal of "all standards, all students."

Purpose: This paper aims to apply the garbage can model to identify factors that affect managerial decision-making processes in educational systems undergoing reforms. Design/methodology/approach: This paper used a qualitative approach using semi-structured interviews with 39 teachers and managers in schools undergoing a system-wide reform. Findings: The paper presents examples for a typology of decision outcomes found in the model and provides explanations for their emergence. It shows that there are many challenges that are associated with reform implementation and suggests factors that need to be taken into account when planning and implementing a reform. Originality/value: School management and policy makers can learn about the risks that are associated with garbage can decision-making and the various risk factors. Practical suggestions are given to reduce the probability of suboptimal decision-making.

During a project focusing on household waste a collaborative approach was deemed necessary. Researchers and stakeholders went through a series of workshops starting and ending with an appreciative inquiry which directed the ongoing action research process. This article discusses this process and presents a model for this methodology. Envisioning the results from the outset aided the collaborators' action. Further, the workshop series formed a collaborative forum in which to discuss progress and issues that occurred during the process. Appreciative inquiry aided the collaborators and provided a starting and end point for the action research process.

The university traditionally has been the foundation for young adults' professional development, yet the proclivity toward safety culture has garnered less focus in higher education than in the workforce. A survey of faculty at a medium-sized, research-active, private institution revealed specific areas of policy noncompliance as well as specific safety attitudes that can be targeted for interventions. Albeit a snapshot view, the survey implies that safety needs better representation in the classroom, teaching laboratories, and research facilities at universities. Safety is not abandoned by any means, and there is a strong presence of safety-oriented individuals, but the data show barriers to safety do exist that need to be addressed. The implications of this small-scale study serve as a foundation for a more comprehensive multi-institutional study in the future.

Objective: This evaluation examined the effectiveness and cultural compatibility of a community health worker (CHW) training programme on water, sanitation and hygiene (WASH) in Haiti. Design: Mixed-methods including pre- and post-course tests of WASH knowledge, focus group discussions and semi-structured observation. Setting: Haiti is among the world's most underdeveloped nations for WASH infrastructure. In rural areas of the country, fewer than half of households have access to clean water and 22% have adequate sanitation facilities. The study evaluated a 'train-the-trainer' programme in rural southeast Haiti. Methods: Participants were 22 CHW supervisors responsible for training and monitoring the work of rural junior health agents (JHAs). The training programme was delivered by international trainers and consisted of 1 week of classroom training and 1 week of community-based experiential learning. Paired-samples t-tests were used to assess changes in knowledge, and robust qualitative methods were used to analyse focus group discussion and observation data. Results: Participants showed statistically significant improvement in WASH knowledge from pre- to post-test. In experiential supervisor-led training sessions, participants effectively conveyed course content to JHAs, and successful home visits demonstrated the potential for content to reach community members. The programme would benefit from providing educational materials to enhance dissemination. Participants expressed dissatisfaction with translations of course content and requested more frequent training, more emphasis on leadership development and specific content areas for future training. Conclusion: The CHW training programme enhanced trainees' WASH knowledge and capacity to educate JHAs to disseminate the knowledge to local residents. The train-the-trainer model offers a cost-effective strategy for building local capacity for health education.

The research of the integration of Environmental Education in science subject matter by application of "MOTORIC" Learning models has carried out on Junior High School Kupang Nusa Tenggara Timur Indonesia. "MOTORIC" learning model is an Environmental Education (EE) learning model that collaborate three learning approach i.e. character approach, contextual and multimedia approaches. "MOTORIC" consists of seven components which constitute the acronym namely: Motivation, Observation, Talking, Orientation, Reinforcement, Implementation and Confirmation. The purpose of this research is to improve the junior high school students' knowledge about the environment. Furthermore, the study was carried out in February-May 2014, with a sample of class VII students of junior high school in Kupang Indonesia. Environmental education materials are integrated in this study include energy, living system, pollution, waste management and conservation. Data was measured by using multiple choice test of environmental knowledge. The data were analyzed using the Wilcoxon Signed Rank test. The results showed at 95% confidence level (a = 0.05), the integration of Environmental Education materials in science subject matter of junior high school through application of "MOTORIC" learning models effectively improve students' knowledge of the environment by 64.15% in large groups of students meanwhile 68.07% in small group of students.

Environmental issues can serve as a marvelous framework for high-level student analysis of critical scientific and social concerns. We describe a series of activities and discussions that motivate students to explore environmentalism, sustainable development, carbon offsets, and related ideas with an engaged learning format that helps students to reveal the gray areas that exist when deciding upon social policy that is based on the impact of science. We summarize research supporting engaged learning in STEM education, and provide a successful example of this changing educational paradigm. Although we present data to show that students value the paradigm, the paper is intended to highlight the instructional, rather than evaluative, aspects of the model.

This descriptive survey designed study explored the influence of environmental awareness on secondary school sanitation in Calabar Metropolis. 1 hypothesis was formulated to direct the investigation. 300 subjects made up of 30 principals and 270 teachers constituted the sample drawn from the population of principals and teachers in secondary schools in the area of study. Data were collected using environmental awareness and school sanitation questionnaire, designed, validated and used for the study. Data collected were subjected to statistical analysis using Pearson Product Moment Correlation statistics. Results obtained indicated a positive significant relationship between environmental awareness and secondary school sanitation in terms of classroom sanitation, school compound sanitation and provision of refuse dumps. It was concluded that environmental awareness leads to the maintenance of school sanitation in terms of classroom sanitation, school compound sanitation and provision of refuse dumps. From this finding, a number of recommendations were made.

The aim of this study was to determine the effect of the SCAMPER technique in raising awareness among science students regarding the collection and utilization of solid waste. The participants included a total of 65 third-year students. According to the study results, the science students described schools and visual media as their main source of information regarding the collection and utilization of solid waste. Following the application of the SCAMPER technique, the students described that they will recycle all solid waste except for organic waste, and that, if available, they would dispose each type of waste in different recycling containers.

This article reports on a Public Private Partnership (PPP) program in South India that provided information and communication technology (ICT) to rural elementary schools. The article examined the current status of rural, government-run elementary schools in India by reviewing reports like the Annual Status of Education Report (ASER) in India. Challenges like teacher absences, student drop-outs, lack of electricity, lack of separate toilets for genders, and a lack of teaching resources is discussed. To meet these challenges, the article describes the rise in popularity of India's PPPs. Then the article reports on a case study of a PPP, called the SSA Foundation, which implemented a "one laptop per school" program in rural areas in the Indian States of Karnataka and Tamil Nadu. Using ethnographic data from field research, the case study includes a description of how the students in a rural Karnataka elementary school use their school's laptop. The school was situated in a small village where most travel was non-motorized. Walking, usually without shoes, was the main form of transportation. A bicycle was considered a luxury. Most villagers worked in the surrounding ragi and millet fields; laboring, often with only simple tool blades. Wood fires were the main source of fuel for cooking. In this village, the school's laptop became a prized possession. The case study offers a "thick description" (Geertz, 1973) of how the village school's students used the laptop for learning basic computing skills and for learning English.

Clean drinking water, our most important resource, needs comprehensive protection. Due to its ubiquitous availability, the awareness of the importance of clean drinking water has partially vanished. Therefore, sensitizing within this context and improving individual ecological behavior has become an important issue in science curricula. We developed a student-centered guided-learning module based on nine workstations, with the themes: occurrence rates, purification methods, cleaning guidelines, distribution patterns, use and consumption, pollution, problems, types of drinking water and virtual water. One hundred and seventy four ninth to eleventh graders participated in our outreach intervention. All tasks presented via workstations were completed before participants inspected a nearby reed sewage treatment plant and completed hands-on experiments. For empirical analyses, we collected the newly acquired knowledge in three dimensions: system-knowledge, action-related knowledge and effectiveness knowledge, which together are assumed to provide a sufficient basis for conservation behavior. System knowledge directly affects action-related and effectiveness knowledge and these two types of knowledge, in turn, affect directly the ecological behavior. At all three test schedules, the three dimensions of knowledge correlated with each other, especially in both follow-up tests. The relevance of these results for schools is discussed.

The problem of good sources of water has persisted in the Northern part of Ghana for a long time. In most communities, depending on the population, a number of people comprising males and females are chosen by some influential members of the community to form the water and sanitation committee (WATSAN) to participate in all activities pertaining to water sources and sanitation. This study tended to focus on the Savelugu/Nanton Municipality where access to potable water ranks first on their list. The study population involved all residents who were members of water and sanitation committees in the five communities, namely Moglaa, Tarikpa, Savelugu, Nanton and Tampion in Savelugu/Nanton Municipality where The Network conducted the pilot research on water delivery service. The study population also included the partner organisations which are the District Water and Sanitation team, other service providers and Wuni Zaligu Development Association (WUZDA). The study found out that should programme planners involve community members from the planning to utilisation level; this would lead to the empowerment of the community members so as to enable them to take total control, ownership, maintenance and sustainability of the water facilities and eliminate barriers to real and effective participation in water delivery services in Savelugu-Nanton Municipality. The use of the community scorecard showed promise of engendering community participation in water delivery services in the Savelugu-Nanton Municipality hence the need to introduce it to other communities in the districts and other parts of the country.

Health and nutrition are the fundamental elements which impact on the schooling process of children irrespective of their level of education. These are non-negligible aspects that affect the performance of school going children. Recent developments in the effort to enhance the education for all initiative have been emphasizing on improved health and the nutrition status of pupils in order to better school performance. Given that human environment influences the health of individuals and communities in terms of their performance, discussions on nutrition and health are worthy of provoking debates involving several aspects of the political, social, economic and cultural developments of societies because the progress of a community depends on the health of its members. This is because health conditions of individuals affect their performance and output which have long run implications on the well being of the community as a whole. Societies that guarantee good health and nutrition for their citizens can boast of higher output including high performance in school. It is in this perspective that we carried out a study on school health, nutrition and school performance in rural Cameroon. Cameroon is divided into ten administrative regions with two of them speaking the English language while the rest speak French. Our study was carried in four of these ten regions. The choice of these localities was done from the assumption school distribution in the country is according to the different agro ecological zones which are: the Sudano-Sahelian region -- (Adamawa, North and far north); equatorial forest region (Centre, South and East); the Savanna region (West and Northwest regions) and the coastal region (Littoral and Southwest). The different sites were selected from the four zones as follows: the Far North, the South, the Southwest and Northwest regions. In each of these localities, 180 teachers were interviewed in 30 schools from each while for each of the schools, 210 pupils in the final classes were interviewed. The category of schools which were considered from the rural areas were: lay private, mission schools and state owned schools. Two types of research tools were administered to the study population as follows: questionnaires for both teachers and parents while interviews through interview guides were administered to pupils of the senior primary classes (five and six). Data was obtained equally from parents and other key informants from government ministries and none governmental organisations through focus group discussion guides. We also carried out some observations in the different schools which enable us to see the different health and nutrition facilities available in these schools. Therefore, the data collection for this study was both quantitative and qualitative by the use of the aforementioned tools.

This cross-sectional survey examined the structure of university students' subjective knowledge of green computing--hypothesized to be a multidimensional construct with three important dimensions--and its association with pro-environmental behavior (PEB). Using a previously validated green computing questionnaire, data were collected from 842 undergraduate students attending ten different public universities in Malaysia. The sample was split into two random halves (n[subscript 1] = 400 and n[subscript 2] = 442) to allow for Factor Analysis procedures and Structural Equation Modeling (SEM) to be conducted. Principal Component Analysis extracted a three-factor structure of subjective knowledge consisting of knowledge about green computing (GC) vocabulary, computer nature or characteristics, and e-waste, while Confirmatory Factor Analysis procedures confirmed the structure's measurement validity. SEM fit statistics indicated a strong influence of subjective GC knowledge on PEB with its three extracted dimensions cumulatively explaining 37% of students' reported PEB. The results confirmed the study's hypotheses regarding the multidimensionality of subjective knowledge, the adequacy of the measurement model of subjective knowledge, and its strong positive role in influencing PEB. The article concludes with guidelines for future research in areas involving green computing, subjective knowledge and PEB with an emphasis on the conceptualization and measurement of each construct.

The study explored the experiences of ECD centres in Masvingo district in terms of the quality of meals with regards to diversity and size of portions and WASH provisions. One school was purposively sampled. The research adopted a qualitative paradigm and used one ECD centre in Masvingo district as a case study. Data were gathered through observations, interviews and document analysis. There is a growing realisation globally that pre-schooling is critical to the future educational achievements of children. Abundant evidence is available that the first five years of life to a child are crucial to a good start in life. Even though pre-school education has been a feature of Zimbabwe's education system, the concept of Early Childhood Development Centres (ECD) which cater for the 0-5 year olds is relatively new. From a nutritional perspective, the feeding patterns of infants and toddlers are an avenue worth unlocking. The study explored the extent to which ECD centres adhere to meal diversity, size of portions and frequency, hygiene practices and the regulatory framework governing the provision of correct quantities and quality of food for preschool children. Major research findings were that ECD centres provided meals which had nutrient inadequacy, all ECD centres did not meet expected nutritional and health standards and they all faced challenges in providing balanced meals. The research recommends the mounting of massive awareness drives for the programme as well as the investment of critical resources in the programme for the benefit of society today and tomorrow.

This article describes visual-based minimal-text food safety tools developed in Mandarin Chinese to educate Chinese-speaking food service workers about safe food handling practices. Ten posters and one PowerPoint presentation were developed, and their efficacy in conveying critical food safety messages was tested with Chinese-speaking food service workers in Iowa. Extension educators can use these tools for formal and informal food safety education, thereby contributing to protecting public health.

Anthropocentric thinking produces fractured ecological perspectives that perpetuate destructive, wasteful behaviours. Recognition of the relational entanglements of humans and more-than-humans, particularly through our everyday visceral encounters with food, may be able to encourage ethical ecological thinking and practices that lay the foundations for more sustainable lifestyles. This paper explores possible ways embodied, convivial and experimental interactions with food waste and its avoidance -- along with the various assemblages through which it both acts and is enacted -- can support recognition of the entangled relations in which humans and more-than-humans co-become. Excess food, its prevention, reuse and disposal, requires management through intimate human bodily engagements where the very vitality of food is inescapable. The affective force of these necessarily multispecies interactions --which can prompt desires for both attachment and detachment and manifest in a myriad of forms of togetherness -- exposes mutual vulnerabilities in living together. Through analysis of ethnographic data gathered from 38 food-producing gardeners and Alternative Food Networks (AFNs) participants in the Australian Capital Territory, this paper maps out how experimental, playful interactions with leftover, surplus or wasted food could contribute to the development of the skills and competencies necessary for adapting to our contingent futures. Encounters with excess food are shown to be capable of assisting in training sensitivities to become attuned and responsive to our more-than-human entanglements and mutual vulnerabilities. This responsive attunement can induce and support ethico-political beliefs and practices that have the potential to disrupt anthropocentric thinking.

In order to maximize the future level of independence learners with autism spectrum disorder display, daily living tasks can be taught in K-12 programs using a variety of instructional methods, including video-based instruction. This study investigated the effectiveness of an instructional package including video priming and prompting along with a graduated guidance error correction procedure to teach dish washing skills to four adolescents with autism. A multiple baseline across participants design demonstrated that three of the four participants acquired dishwashing skills upon introduction of the intervention. In addition, two participants were able to generalize their performance to two novel settings and maintain their skills for up to 3-week postintervention. Future research should further explore the efficacy of error correction procedures used with video prompting and the impact that these procedures have on student learning and skill retention.

Background: We explored priority areas of food safety education needed by high-school students within Ontario, Canada. Methods: We analyzed transcripts from semistructured interviews with 20 experts in food safety, food safety education in youth, and high-school education in Ontario. Inductive thematic analysis was used to identify priority food safety education needs. Results: We identified 4 priority action areas for food safety education targeting students: how to safely do the things they typically do with food; how to keep themselves and their kitchens clean and safe; how microorganisms grow and how they can result in foodborne disease; and how to keep food out of the "danger zone" 4°C to 60°C (40° F to 140° F). The results indicate that students need specific education around the use of microwaves, consumption of convenience meals, preparing and handling foods at school events, and safe transportation of food for lunches, school trips, and sporting events. Conclusions: High-school students need food safety education specific to their usual interactions with food, including the foods, tools, and settings students regularly encounter. Delivery of food safety education should emphasize sequences of safe food-handling behaviors for specific food interactions, such as reheating a meal in the microwave, rather than traditional food safety concepts, such as temperature abuse.

Plastic, plastic waste and marine litter indisputably is one of the key environmental issues of the 21st century. The already existing amount of accumulated marine litter, the high quantity of plastic waste escaping from waste management streams every year in combination with the low recycling rates for plastic and the missing awareness of the consumer for sustainable consumption pose a permanent threat to the ecosystem, biodiversity and human health. What is more, as economic and ecological interests strongly deviate from each other, the transformation of this status quo towards a more sustainable future will take place very slowly. Against this background, this paper will shortly outline the multitude of problems connected to plastic products throughout a product's lifecycle and introduce the idea of a circular economy. On this basis, the paper will critically analyze the strategy papers and the ongoing legislation of the EU introduced to solve these problems and to realize the transformation process of the EU-economy towards a circular economy from a sustainable development point of view. On the one hand, awareness raising is one main strategy of the EU to achieve this transformation, on the other hand, educational institutions are not specifically mentioned by the EU. In order to address this shortcoming, the paper will constitute the teaching principle "global development politics/education for sustainable development" as one measure to increase consumers' awareness and sustainable consumption. In general, this paper will proof that the topical area plastics can fruitfully be implemented at German schools for primary and secondary education in order to strengthen the education for sustainable development.

Framed by a social practice perspective, this article presents a theoretical, political, and practical rationale for implementing and expanding water, sanitation and hygiene education (WASH) in preschools throughout the world. Every day thousands of young children die, while others suffer serious illness or stunting from water-, sanitation-, and hygiene-related causes. Many of these consequences could be prevented with low-cost interventions. Although there is little peer-reviewed research on preschool WASH, justifications and ideas for action can be found in the results of WASH studies in primary schools. Pre-primary education and WASH are priorities within the global Sustainable Development Goals (SDG) for 2015-2030. Numerous materials and methods from school-based WASH can be used or adapted for preschool. However, early childhood and WASH professionals and advocates must launch preschool initiatives and also advocate for incorporation of WASH curricula into pre-service and in-service teacher education. More research needs to be conducted on outcomes of WASH-focused experiences in preschool. Advocacy actions with governments, UNICEF, NGOs, and other organizations can ensure that aspirations and good intentions for WASH initiatives are realized, but such progress will require adequate funding.

Purpose: This paper aims to propose a quadruple bottom line approach for higher education leaders who must decide whether to accept sustainability initiatives that do have not have a business case. The authors describe a personal waste management program at a major university to illustrate how a quadruple bottom line framework may impact decisions to adopt a sustainability practice in higher education. The authors also demonstrate how opportunity costs can be applied to better understand the true costs of such waste management programs. Design/methodology/approach: This exploratory research uses a case study approach with a unique accounting method to determine the costs of a personal waste management system. System costs are calculated for the entire university and for sample units within the university. Findings: University leaders chose to continue the new waste management program in light of evidence showing higher than anticipated costs. The authors illustrate how this decision was driven by consideration of a fourth bottom line, that of the educational value of the sustainability initiative. It is discussed whether proposed sustainability initiatives such as these should be evaluated using a traditional triple bottom line framework, or, in the case of higher education, if equal consideration should also be given to factors related to the educational mission of the institution. Originality/value: The authors develop a quadruple bottom line framework to explain the frequent implementation of economically costly sustainability programs in higher education contexts. This paper also reviews the rise of "personal waste management" programs at higher education institutions, demonstrates how the value of employee time can and should be considered as a cost of a comprehensive campus sustainability program (i.e. recycling and composting) and illustrates a novel means for using opportunity costs to determine those costs.

Purpose: The purpose of this study is to describe the efforts undertaken to convert the large university campus of Jordan University of Science and Technology (JUST) into a green, resource-efficient and low-carbon campus by following an action-oriented strategy. Sustainability features of the campus were discussed and benchmarked. Challenges were identified and remedial actions were proposed. Design/methodology/approach: Taking 2015 as the baseline year, data on energy, water consumption and solid waste generation for the university campus were collected. Energy consumption for cooling, heating and transportation, besides electric power consumption, were reported, and the associated carbon dioxide (CO2) emissions were estimated. By calculating the full time equivalent of students and employees, carbon emission and water consumption per capita were calculated. A comparison with other universities worldwide was conducted. Findings: Although located in a semiarid region with scarce water resources, JUST has set an example by greening its campus through an action-oriented approach. It was found that the per capita carbon emission for JUST campus was 1.33 ton of CO2 equivalent, which is less than the emissions from campuses of other universities worldwide. As for water, this study revealed that the daily per capita water consumption was about 56 L, which is approximately one-third of that for students in institutions in the USA. Furthermore, the findings of this study indicated that the average solid waste generation rate was 0.37 kg per student per day compared to 0.31 kg per capita per day when considering the university community (students and employees) collectively. These figures were less and thus compare favorably to the corresponding data for other universities in both developing and developed countries. Originality/value: This research addresses the issue of greening JUST campus, which is one of the largest university campuses in the world. JUST campus is located in a semiarid, water-scarce country, which on its own poses a serious challenge. The originality and value of this study mainly stem from the facts that on the one hand, this is one of the unique and pioneering comprehensive studies of its type and, on the other hand, other universities with similar conditions can benefit from the findings of this research to meet the sustainability objectives on their campus operations.

Purpose/Objectives: Farm to school (FTS) programs have many benefits, including potential for increased consumption of fruits and vegetables by students. However, there are challenges with hourly school nutrition employees' abilities to successfully process local produce and promote it to students. The purpose of this study was to identify differences in the confidence of hourly school nutrition employees to process and promote local produce, and to determine whether those differences were related to the training received and FTS activity involvement. Methods: Paper questionnaires were mailed to 39 school nutrition directors and 928 hourly school nutrition employees in 28 FTS-participating school districts. Participants answered questions regarding employee training, involvement with FTS activities, and perceived confidence related to processing and promoting local produce. Results: A total of 22 directors and 357 employees responded to the survey. Directors reported that training topics for employees included sanitation, nutrition information, equipment use, and processing and promoting local produce. Employees who reported having received training in processing and promoting local produce, and whose schools used FTS activities, indicated higher confidence in preparing local produce and promoting it to students. Promotional skills that had the strongest associations with employee training and FTS activity responses were knowledge about "where local produce comes from and how to promote it," and "the nutritional value of local produce and how to promote it." Application to Child Nutrition Professionals: School nutrition directors can help their hourly employees successfully participate in FTS programs by training them about processing techniques, promotional strategies for local produce items, and facilitating involvement with FTS activities. Employees who are informed about the origins and nutritional content of local produce and who have access to promotional materials such as banners and signs may be better able to encourage students to try local fruits and vegetables with potential for increased consumption.

Communities need to engage in initiatives that tackle environmental sustainability issues. However, the lessons communities learn from these initiatives may go far beyond the initial local project. This article presents findings from an empirical study investigating the experiences of 38 residents who began participating in on-site composting in their apartment buildings. It was found that resident learnings extended beyond composting. Free-choice learning outcomes varied by the composting method and educational approach. For some residents, participation resulted in a greater awareness of food waste produced. For others, their involvement in on-site composting inspired a greater sense of community, a deepened connection with nature, and a desire to grow green spaces and create positive global change toward sustainability.

This instructional resource production project explored low cost and waste materials for developing practical and interactive resources for teaching science at the basic school level. Developing countries, including Ghana, are not able to provide teachers with instructional resources for teaching and learning due to financial constraints. Science in particular is a subject that pupils and students in Ghana generally do not perform well both at the basic and senior high levels which is evident from the end of level examinations over the years. The study used exploratory and descriptive approaches under qualitative research. Convenience sampling was used to select low cost and waste materials to work with, and observation was used to collect data from the production process. The research found that waste materials can be used safely to develop appropriate and useful instructional resources that are very practical for teaching and learning of science lessons. This research projects to science teachers that they can freely turn collected waste and low-cost materials into useful resources for effective lessons.

Life cycle assessment (LCA) is a method of assessing the environmental impacts of the manufacture and use of a product or provision of a service such as waste management. LCAs are based on quantitative science, but softer skills are also required in interpreting the results. Therefore, LCA provides an ideal opportunity for students to develop and apply both quantitative and qualitative skills in order to address complex real-world problems. In this research a simplified spreadsheet LCA tool was produced for students to assess the environmental impacts of a waste management system. Detailed feedback from face to face and distance-learning students were positive about the tool, with students welcoming the detail provided in the results and the use of a practical example to help their learning. In conclusion, LCA is an effective way of encouraging environmental and engineering students to develop and apply a wide range of transferable skills.

Purpose: The purpose of this paper is twofold. First, as few universities have assessed their ecological footprint (EF), a benchmark for Colombian universities is presented. Second, a practical calculation tool for measuring the EF in educational institutions (EIs) is developed. The purpose of this tool is to facilitate the process of assessing the EF in EIs that are starting sustainability initiatives and to unify criteria with those already involved. Design/methodology/approach: The development of the Ecological Footprint for Educational Institutions (EFEI) calculator is detailed showing the seven categories analyzed and the adaptation to the Colombian context. Findings: Results are presented from a case study of EFEI implementation at Universidad Icesi. Furthermore, the relation between these results and the action taken to mitigate EF at the university is detailed. Practical implications: Colombian EIs have recently joined the sustainable campus movement. The EF methodology and this tool serve to assess impacts and identify what EIs can do to ameliorate their environmental stewardship. Social implications: EIs are called on to lead by example in terms of sustainability, not only in teaching and researching cutting-edge technologies but also in being sustainable and transferring this knowledge to future generations. Originality/value: First, an EF benchmark for Colombian universities is presented. In addition, a unified methodology for EIs is developed. The availability of a standard tool will encourage other EIs to move forward in the effort to achieve a sustainable campus.

Purpose: This paper aims to identify campus greening initiatives on a sample of universities in Romania reflected in the university curricula, the behavioral patterns of students and teachers, the administrative actions that carry out empirical investigation of students/teachers/management staff perception on campus greening (based on self-administered questionnaires); detect the way campus greening initiatives are promoted/made visible; and identify the gaps and needs of the universities under scrutiny in terms of campus greening initiatives. Design/methodology/approach: The current research relies on two major components reviewing campus greening-related activities and initiatives, as reflected in the scientific literature and university curricula (empirical and quantitative assessment) and inquiring selected universities' about the campus greening programs they unfold through questionnaire surveys (qualitative assessment). Findings: Generally, sustainability topics (e.g. environmental protection, waste management and sustainable development) are largely addressed and, to some extent, applied in faculties dealing with earth sciences (e.g. geography, ecology) and technical sciences (e.g. environmental engineering). This can be explained by the traditional theoretical background of the first, and the experimental-oriented profile of the latter, which supports the development of innovative technologies (green technologies). However, there is a need to better undertake and promote greening initiatives for most of the higher education institutions in Romania. Some spatial (between institutions throughout Romania) and structural (according to the profile of the institutions) disparities are visible. Research limitations/implications: The limitations of the study might be the small number of universities providing a positive feedback to the questionnaire survey and the degree of subjectivity of some of the answers, directly linked with the professional background and issue awareness of the persons who answered the questions. Practical implications: The findings can be useful to the university managers to better orient their actions toward campus greening, increasing their knowledge and awareness toward sustainability-related actions. Originality/value: This is the first attempt reporting in the literature to analyze the campus greening initiatives to a large number of universities in Romania based on a common approach, identifying the main gaps and challenges in this process.

As our world becomes increasingly interconnected, complex global challenges necessitate cross-cultural collaborative efforts. Thus, developing cosmopolitan literacies among students and teachers becomes ever more important. Believing that cosmopolitan literacies are central to being literate in contemporary times, the authors build on their existing project-based inquiry model to include global themes (e.g., poverty, global water and sanitation, climate change) and cross-cultural exchange. This theory-into-practice article explains the Project-Based Inquiry Global process and six design features that enable teachers to facilitate collaborative inquiry projects with their students. As students interact during the process, they begin to practice cosmopolitan literacies by engaging in reading, writing, and inquiry with people and topics from around the world, becoming cross-cultural difference makers.

Albert Joosten wrote this article in 1968, and it is still the most comprehensive article on practical life to date. He develops his thesis beginning with "daily activities" leading to "developmental and creative activities." At the same time, Mr. Joosten establishes the psychological backdrop for the practical life exercises as he continues to describe the physical dynamics with an implicit demand for perfection. He definitively presents the indirect aims of the practical life exercise and looks at the coordination of movement, the integration of personality, emotional enrichment, the strengthening of the will, and the social relations that flourish while doing practical life with other children and the adult. [Copyright © 1968 Indian Montessori Training courses under the auspices of Association Montessori Internationale. NAMTA would like to express its gratitude to the Maria Montessori Archives held at AMI for making this lecture available.]

Generation of waste is inevitable but controllable in minerals industry. The aim of this research is to find ways for raising environmental awareness among miners. Miners' attitude towards environmental mining has been investigated. A survey has been done collecting mine managers' point of view coupled with current trend on mine waste management in Iran. Their opinions on methods used for minerals extraction and waste production are sought in order to investigate possible educational schemes for waste reduction and mine waste disposal. The type and quantity of waste produced by respondents have been identified to prioritise the wastes produced in minesites. Environmental legislations and policies for good practice minerals extraction are surveyed and demonstrated. These are regarded as our clients' preferences on managing mining waste. When combined with other existing policies and methods, they could become part of a learning program to boost awareness among miners.

Geology is increasingly involved in the planning and implementation of community development projects throughout the globe. A partnership among the Water For Life organization, Wheaton College in Illinois, and the village of Tushile in Kosovo during the past few years has proven to be successful in potentially sustainable improvements, including water resources, sanitation, and soils use. The initiative also provides a fine example of experiential education. Geology majors serve via highquality research, interaction with the local people, and construction labor to see projects through to completion. Kosovo is the most recent of the forays for Wheaton College Department of Geology and Environmental Science into the realm of international-development service and research. In part to discover a niche for our distinctive institutional mission, we have become committed to undergraduate education in the developing world. The essence of this vision is a two-way experience to benefit our students as well as the communities they serve. The longer-term commitment to collaborate with charitable organizations in working to improve global life and the environment should become a prime objective for geoscience education. Professors, as mentors, and their students with geology majors gain firsthand experience in professional-level technical projects guided by principles for international development.

As America emerges from recession, certain industries are expected to grow particularly fast and will present many job opportunities for both young people and career changers. This article looks at these high-opportunity industries and the kinds of jobs they are expected to open up. In the global economy of the 21st century, many low-skill jobs can be done either by computers or by workers in low-wage countries. The American industries that remain competitive will be those that focus on what the nation does better than most other countries; creativity and innovation. But these do not happen by accident. They rest on three pillars: a highly educated workforce, a healthy workforce, and an outstanding infrastructure. All three of these pillars have been threatened over the last few decades, but the government has targeted them all for renewal, and each is associated with industries that will provide many jobs in the coming decade.

The voices of young people are beginning to be heard, but rarely are children living in poverty included in this research (Ridge, 2002). In this study, the authors used an interpretive approach that is informed by the phenomenological underpinning of the new sociology of childhood (Conroy & Harcourt, 2009; Schiller & Einarsdottir, 2009). In this approach, they positioned children who lived in a slum in Uganda as active citizens who were able to give accounts of their own experiences. They collected information through children's drawings: a form of visual data collection identified in Pauwel's Integrated framework for visual research (Pauwels, 2010, p. 552) as respondent-generated imagery and interviews. In their analysis they particularly focused on the aspects of life they thought were most likely to have been influenced by work towards the United Nations-created Millennium Development Goals (MDG): that is children's experiences of sanitation and hygiene (toileting, washing hands, access to drinking water) and schooling. Despite the fact the children were not instructed to focus on these in the discussions or in their drawings, the authors used these key components as guides to determine how work done at government-level towards the MDG was actually impacting on the children's daily experiences living in the slum.