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We use novel information about fixture-specific water lead levels (WLLs) in Portland, Oregon schools to explore inequalities in students' potential for exposure to lead in drinking water at school. We find that Black and Hispanic students were in classrooms with higher WLLs than white students primarily because they attended different schools. The elevated exposure of students with non-English first languages was also largely driven by sorting into different schools, although there were marginally significant differences between students within the same school. Our findings underscore the importance of broadly targeted remediation efforts like those implemented in Portland to address environmental injustices.

Purpose: This paper aims to examine the piloting of an experience-based training module on greenhouse gas (GHG) reporting. The training is designed to promote knowledge and skills of both, students and professionals, in the context of the European Sustainability Reporting Standards. The paper's purpose is to evaluate the suitability of the chosen environment of a learning factory (LF). Design/methodology/approach: The proposed content and approach were initially created as basic training for cooperation partners from industry and auditing by applying Bloom's taxonomy up to the level of analyzing, evaluating and creating in a close-to-reality industrial environment. Subsequently, the training was adapted for higher engineering education. Three consecutive exercises are explained concerning the crucial stages of carbon footprinting. To provide support for the authors' suggestion that LFs are effective for the training in the field of GHG accounting, pre- and post-test and questionnaires were applied. Findings: This case study reveals that LFs facilitate training participants to reliably identify, classify and quantify emission sources because of their authentic characteristics. Findings in this paper indicate that engineering students prefer this education practice over other formats. Practical implications: This case study on active learning may prompt other universities to introduce similar concepts and content. Also, industrial professionals can benefit from this application-oriented teaching method. Originality/value: Despite the urgent and far-reaching need for better awareness and expertise, there is an absence of initiatives that practically teach them. To the best of the authors' knowledge, this paper describes the first training of its kind used in an LF.

Purpose: Many environmental problems are due to the unfavorable environmental intentions and cultural-behavioral weaknesses in the relationship between man and nature. This study aims to adopt an environmental psychological perspective to green intention (GI) and green behavior (GB) of agricultural students; to this end, protection motivation theory (PMT) was used as the core of the theoretical base. Design/methodology/approach: This research method was based on descriptive-correlational and causal-relational analyses. The statistical population included agricultural students of Iranian universities with green university standards (N = 5,582). Out of the total population, 384 students were selected as the study sample. The research instrument was a questionnaire whose validity was confirmed using a panel of experts and the average variance extracted. Also, its reliability was verified by Cronbach's alpha coefficients (0.61 = a = 0.92), principal component analysis and composite reliability index. Findings: The results of structural equation modeling showed that the obtained model is able to explain 36.3% and 5.56% of GB and GI variance changes, respectively. In addition, the results revealed that GI has the greatest effect on GB ([beta] = 0.362). Research limitations/implications: It is worth to mention that according to the results, most of the independent variables, besides the direct effects they have on students' GB, also indirectly affect this variable. This effect was performed through the key variable - GI. In other words, it can be concluded that the GI variable successfully mediates the effects of variables such as response efficacy (RE), self-efficacy (SE) and environmental norms (EN). Therefore, it is suggested that in the behavioral changes interventions in GB of agricultural studies, it should be considered that the presence or absence of GI can affect the actual behavior of individuals. In other words, it is recommended that to accelerate actual behavioral changes, behavioral interventionists should first focus on encouraging people's GI. Practical implications: It can be said that the conclusion of this research can provide a basis for the successful encouragement of students to GB. First, GI, as a key element, can mediate the impacts of variables such as RE, SE and EN on students' GB. Second, PS only directly affects students' GB. Third, RE has no significant impact on GB, but its effect on GI is significant. Fourth, RC affects students' GI directly, without mediation. Fifth, SE and EN constructs affect students both directly and indirectly GB of students through GI. Knowing the location of the effect of these variables on each other and the role they have in explaining GI and GB of agricultural students presented some suggestions that can prepare the ground for further development of GB. Hence, managers, students, agricultural educators and other users can use these results to accelerate GB changes. Originality/value: The conclusion of this research might provide a basis for the successful encouragement of students to GB. In interventions to change GB, it would be essential to pay enough attention to the fact that the presence or absence of GI might affect the actual behavior. It is suggested that behavioral interventionists focus on encouraging people's GI so as to be able to accelerate the actual behavioral changes.

For Bernard Stiegler 'the question of philosophy is first of all that of action' (p.7). By extending this statement to philosophy of education, I consider the possibilities of action in education in responding to the conditions of the contemporary. These conditions, which have come to be discussed and dissected with reference to such terms as Anthropocene (Stoermer, Crutzen), Capitalocene (Moore), Plantationocene (Haraway), hold unprecedented and mostly devastating consequences for all life. To consider possibilities for action within the field of education to the conditions of the contemporary, I read Walter Mignolo's concept of the colonial wound together with Gilles Deleuze's conceptualisation of the wound. Based on this reading, I argue for the conditions of the contemporary to be understood as a wound in both Mignolo's and Deleuze's sense. Conceptualising it as such in turn allows me to ask how we might counter-actualise the wounds of the contemporary. In other words, how might we be worthy of the wound-event and respond in an affirmative yet critical manner to it within the field of education, and in so doing generate new possibilities of (educational) life. To consider what one such possibility of counter-actualisation might entail, I propose that education be informed by the notion of incompleteness, as expressed in the concept of conviviality. I conclude by reflecting on implications of counter-actualising the wound of the contemporary in relation to education if we were to activate the concepts of incompleteness and conviviality and pursue a different aesthetics of (educational) life.

Purpose: For sustainable strategies to be developed in business schools, it is essential to understand which sustainability drivers and barriers are identified by academic managers and coordinators in the implementation of sustainable practices. In this scenario, the study aims to understand the barriers and possible drivers for the implementation of sustainability practices in Brazilian business schools. The subjects are managers and coordinators of business schools that are part of the Principles for Responsible Executive Education Network - Principles for Responsible Management Education (PRME) Chapter Brazil/UN. Design/methodology/approach: Descriptive research with a qualitative approach was conducted to achieve this objective. The study included academic managers, responsible for the general management of academic and administrative activities and coordinators, responsible for supervising and coordinating academic activities in a specific area, of schools that are part of PRME Chapter Brazil (interviews). For data analysis, the content analysis technique was used. Findings: Taking into account the three pillars of sustainability (economic, environmental and social) as categories of analysis, as well as management, curriculum and teaching as subcategories, the study identified 10 barriers and 12 drivers. Originality/value: The results reveal that both the barriers and the drivers are supported by the social pillar, which focuses on the academic community and society as a whole. The "Management" subcategory was also the most mentioned, indicating guidelines for the strategic academic management of these organizations.

Research in environmental education adopts a broad concept of environmental literacy, recognizing the multifaceted nature that encompasses cognitive, affective, and behavioral components. However, minimal research has examined how these components interact with each other across various cities. The present study aims to fill this gap by investigating the interplay between the components of environmental literacy, such as affiliation with nature, environmental knowledge, and environmental behavior. More importantly, the study explores how these relationships vary across different cities that differ in sustainable development levels. Children (N = 979, M[subscript age] = 11.13) from 29 cities in China completed measures of affiliation with nature, environmental literacy, and pro-environmental behavior (PEB). We classified the cities into high versus low sustainable development levels using the Low-Carbon and Green Index--a comprehensive measure of sustainable development, including energy consumption, carbon emissions, and public policy. A moderated mediation analysis revealed that environmental knowledge mediated the relation between affiliation with nature and PEB only in cities with higher sustainable levels. As a result, environmental education should be tailored to a city's sustainable development level to better encourage pro-environmental behavior.

The City of Kitchener is the largest city in Waterloo Region in the province of Ontario, the third fasting growing region in Canada, yet it has only one air quality monitoring station. Our research group launched a pilot project in September 2020 to install a network of AQMesh multisensor mini air quality monitoring stations (pods) near elementary schools in Kitchener. Here, we describe an outreach and educational project (The Clean Air Outreach Project), which we launched in May 2021 for elementary-school-aged students attending schools near the pods. The primary goal of this project was spreading awareness about air quality and its connection to health impacts, principles of chemical reactions in the atmosphere, and climate change. The project continued until December 2021. Virtual presentations were delivered by a team of undergraduate university students to a total of 350 students in grades 5-8. Student knowledge was assessed using poll questions and Kahoot games. Follow-up interviews were conducted with the teachers, who reflected on the impact and educational elements of our presentations. The outcomes of this outreach project and teachers' feedback revealed that such initiatives can spark interest in scientific knowledge in general and engagement in environmental issues at the school and community levels.

Purpose: This study aims to present the environmental management system implemented at UNISINOS and demonstrate some of the main results obtained in more than 15 years carrying out the environmental management of the campuses in São Leopoldo and Porto Alegre. The focus is on the main environmental impacts: electricity consumption, water consumption and solid waste management. Design/methodology/approach: Sustainable development of universities has gradually become a common practice, as the knowledge shared in the higher education institutions reflects in the behavior of society. In a university, an environmental management system is used to plan, implement and manage processes referring to the environmental, social and economic aspects, so as to improve their performance and comply with legal requirements. For this, national or international standards and/or methodologies can be followed, which serve as a guide for the institution to reach sustainability in a staggered manner, according to the availability of data and resources for environmental management. Findings: After 16 years of certification, based on the monitoring performed, positive performance was observed, reflecting a better and attentive university, with an environmental policy that goes beyond the borders of the campuses and transmits solid concepts of environmental education to the academic community, under the rigid control of the ISO 14001 tool. Originality/value: In 2004, UNISINOS became the first Latin American university with an ISO 14001 certification. In 2018, the certification was extended to the UNISINOS Campus in Porto Alegre, capital of the state of Rio Grande do Sul. All the support activities conducted and implemented in the campuses (São Leopoldo and Porto Alegre) follow the same rules implemented by the UNISINOS environmental management system. After the experience of implementing the ISO 14001 requirements, UNISINOS included other normative requirements in 2013, adopting an integrated management system.

The global food crisis has made food waste reduction an important area for research and practice. In China, food is frequently wasted in university canteens. Identifying the factors involved is critical for reducing waste and preserving resources and the environment. In contrast to previous studies of canteen food waste, which have mainly used quantitative research methods, this study adopted a qualitative approach to reveal the self-reported causes of food waste by students who eat at the canteens of a university in South China. The study identified material, economic, psychological, social, cultural, and health dimensions that influence food waste in university canteens. The results validate some previous findings and add novel factors not previously identified. This study argues that food waste is embedded in a complicated socio-cultural context, and hence it is difficult to take simple and direct management measures to reduce waste. Measures should be implemented to improve both the consumers' consciousness of frugality and ecological conservation, and the quality and palatability of the served food.

Funded by the Association of College & Research Libraries through a 2018 Academic Library Impact Research Grant, the Activating Library Classrooms: Evaluating Formal Learning Spaces for Active Learning and Student Engagement project endeavored to evaluate the design and use of formal learning spaces situated within Penn State University Libraries. Researchers evaluated seven library classrooms and interviewed seven faculty collaborators at six Penn State University campuses in order to identify areas of strength and growth for formal learning spaces. The results affirm the significance of formal learning spaces in libraries and how they can demonstrate academic libraries' abilities to partner in university curricula and student success.

A detailed study of the ongoing situation shows that the solid waste management in Kabul is not appropriate and a set of challenges exists in a different part of the system, local people have more concern with solid waste, but from another side, they devote less attention to them. Most of them do not have knowledge about the impact of hazardous waste and how to separate and recyclable. Management of municipal solid waste in Kabul has travailed neglect from government and the general public. These negligence lead to several health issues such as direct injuries from a contaminated sharp object, water contamination by excreta and effect of heavy metal components of municipal solid waste as well as flood resulting from drain occlusion. All these flowers in the possibilities for the transition of food and waterborne zoonozes, and the emergence and re-emergence of new zoonozes. To ensure environmental protection and opportunity to the public health, more effort is required by the government, environmental agencies, and the general public. The whole system needs a behavioral change from the public site and better waste management practice on the local government side. Solid waste management practices are not adequate and show very common constraint in collection, management, and disposal of solid waste. The problem such as access to the proper facilities lack of treatment program lack of infrastructure planning and technical leadership and lack of knowledge. These efforts should be geared toward public enlightenment and enforcement of policies and legislation on sanitation, improvement of founding, development of recycling, and landfill to improve the standard solid waste management in Kabul.

Saudi Arabian Petrochemical Company (SAPCO), a petrochemicals manufacturer, has decided to make some major internal changes to gain increased market share and continue its success. It has been easy going for some time now, and business has been very good, but in order to take that next step, SAPCO needs to attain the Responsible Care certification. Responsible Care is an environmental focus safety and health initiative focused on reducing negative impacts of all facets of hazardous material manufacturing. Environmental awareness has taken a front seat in the petrochemicals industry, and many of SAPCO's clients are looking to only do business with certified manufacturers. To get certified, SAPCO will need to convince some of its vendors to meet the certification requirements as well. Saudi National Transportation (SNT), a hazardous material transportation company who has a long standing business relationship with SAPCO, is apprehensive to meet the requirements for certification. Let's see what can be done.

The purpose of the present research is to determine science teachers' and biology teachers' awareness levels of environmental ethics in relation to different variables. The "Environmental Ethics Awareness Scale" developed by Özer and Keles (2016) was used in the research. The research is consisted of 237 people, including 130 science teachers and 107 biology teachers working in different school of Turkey. Independent t test, one way analysis of variance (ANOVA), Kruskal-Wallis analysis and Tukey significance test were used to determine the statistical significance of the obtained data in the research using relational screening model. According to research findings; it is understood that education level, graduation achievement, on the tenure of office and the having environment lesson does not make a meaningful difference for science teachers and biology teachers. However, gender and the institution that worked were significant differences (p<0.05) in the environmental awareness of science teachers.

Without depreciating the importance of environmental regulations directed to university environmental managements systems in this country, nowadays, the instruments of international importance like the Sustainable Development Goals or ONU's 2030 Agenda; as well as those of domestic nature, like sustainability indicators proposed by the Mexican Consortium of University Environmental Programs for Sustainable Development (Complexus) to measure the contribution of Higher Education Institutions to sustainability (HES), and those indicated by the Interinstitutional Committees for Higher Education Evaluation (CIEES) and the organisms that make up the Council for the Accreditation of Higher Education (COPAES), pose great challenges to universities as institutions that form human capital who are aware of their relationship with nature. This forces the university to rebuild its sustainability view based on the premise that all activities relative to its substantive functions are related to socio-environmental issues on the region. Due to this, Universidad Autónoma de Baja California (UABC), coherent to its environmental management institutional plan, defined in the Institutional Development Plan, must structure a series of indicators which allow the evaluation of its sustainability policy. The purpose of this research is to develop an environmental management model bound to performance indicators that allow UABC to progressively assume the task of answering the environmental challenges posed by its surroundings, trying to strengthen its curricula, in order for its programs to be more relevant and appropriate with social, economic, cultural, and environmental priorities.

Light pollution has emerged with the industrial development in recent decades. It is becoming a significant environmental issue for cities today and it will probably become more important in the near future. However, very little research has been carried out on this issue in the field of science teaching, despite there being a general agreement that education has an important contribution to make in the protection of the environment. This research analyses this problem in secondary education, through the official curriculum and textbooks published for the Valencian Region (Spain). We have based the research on the "Content analysis" method. Light pollution, despite being included in the Spanish compulsory secondary education curriculum, is an issue that is barely touched on in the majority of the first and second year Natural Science textbooks analysed.

Copperbelt Province is one of the ten provinces of Zambia. It has public and private schools which have been faced with escalating levels of environmental problems due to growth in human population and economic growth. The environmental problems which are matters of concern in the schools include, unsound waste management, loss of vegetation cover, runoffs, and water and air pollution. The integrated environmental management approach could help reduce and curb the escalating levels of environmental degradation. The study was aimed at generating information on the levels to which the IEM intervention has been implemented in the public and private schools of Kitwe and Kalulushi districts in the Copperbelt. It focused on the existence of integrated environmental management activities and related IEM plans. It also ascertained the understanding of the IEM approach, the national environmental legislations and compliance. In addition, the research focused on finding out how schools are managing the problems of waste and runoffs. A purposive non- random sampling approach was used to obtain data from the study area, focusing on key stakeholder representatives from ZEMA, local authorities, DEBS, and the teachers from primary and secondary schools.The study showed that participants have a narrow and limited knowledge of the IEM. Integrated environmental management plans were not in existence. There was also lack of understanding of the national environmental legislations and sound waste management. The results also implied that there is little or no collaboration between the schools, local authorities and ZEMA. Important documents regarding national legislations regarding environmental management (such as the EMA. No. 12 of 2011) have not been availed to the public and private schools. It is evident that the stakeholders need to narrow the gap existing between them.

The article discusses the issues of improving the activity of subjects of environmental management in accordance with international environmental standards and national environmental legislation. The article deals with the problem of ensuring the implementation of international environmental standards, the introduction of eco-management, and the practice of eco-labeling and corporate waste management. Existing problems in the area of corporate environmental management are reviewed and recommendations on improving the institutions are put forward. A special attention is paid to the involvement of community and community-based organizations in the environmental management affairs. In order to achieve this goal, abstract-logical, economic and statistical methods are used in the article, the experience of the scientists on the problems of the economy and the environment, their relations and interactions is summarized. The main problem that stands on the way of achieving an effective environmental management is the desire of company's management teams to improve their financial performance by neglecting environmental issues. In order to improve the environmental standards, it is necessary to stimulate population masses to study environment problems.

Vocational education and training (VET) can play a transformative role in reducing CO[subscript 2] emissions and improving the energy efficiency of buildings across Europe. Nearly zero energy building (NZEB) requires an energy literate workforce, with broader and deeper theoretical knowledge, higher technical and precision skills, interdisciplinary understanding, and a wide range of transversal competences. Through an investigation into VET for low energy construction (LEC) in 10 European countries, the article identifies a range of different strategies advanced under constraints imposed by the VET systems and construction labour markets. At one extreme, representing the 'high road', LEC elements are mainstreamed into broad-based occupational profiles, curricula and qualifications, whilst at the other, the 'low' road, short, specific and one-off LEC courses simply aim to plug existing 'skills' gaps. It is argued that the 'high road' approach, in encompassing a broad concept of agency, successfully addresses NZEB requirements whereas the 'low road' represents an instrumentalist approach to labour that jeopardises the achievement of higher energy efficiency standards. The article concludes by presenting a transparency tool set within the European Qualifications Framework, against which different VET for LEC programmes can be assessed.

Community Based Participatory Research (CBPR) provides opportunities for scholars and students to respond directly to community needs; students also practice critical thinking, problem-solving, and conflict-resolution skills necessary for professional life and engaged citizenship. The challenges of involving undergraduate students in CBPR include the need for on-going training due to student turnover and mismatches among scholars' research agendas, campus calendars and community action timelines. We assess these challenges in the context of a yearlong CBPR project that examined the social and environmental impacts of warehousing in Inland Southern California. We found that matching new students with experienced team members and collaborative discussions of quarterly reports with our community partners helped to train and integrate students as they joined the project throughout the year. This practice also helped to reduce scheduling conflicts and ensure healthy and productive relationships with our community partners.

Problem Statement: Societies want to ensure that their children receive an education that includes an emphasis on good character. Therefore, character education classes in schools are an effective means of achieving this goal. Character education curricula in societies that are experiencing global changes strive for their students to gain universal values. However, although character elements are similar, character education applications and individual attitudes and behaviors can vary from country to country. This situation is due to the fact that societies have different socio-cultural, economic and religious beliefs, which effect character education curricula regarding societal behaviors. Purpose of Study: The purpose of this research is to determine and compare the perception of certain character values among middle school students who attend American and Turkish schools. When reviewing these countries' character education curricula, it seems that they have many similar traits. However, differences in their societal backgrounds reveal student's perspectives about certain character values. Recognizing similarities and differences that exist between American and Turkish middle school students' values about good character, this study will try to explain the reasons for such differences. Method: In this study, a quantitative method was used as the research design. The research sample consisted of 286 American and 278 Turkish students. Survey results were evaluated with the SPSS statistical program. Findings and Results: Descriptive statistics for each character value shows that each country's students demonstrated their highest intensity on issues of substance abuse. However, the lowest intensity focused on environmentalism with the American students and multiculturalism with the Turkish students. Empathy and tolerance were the highest in terms of mean difference between the two countries' students. In contrast, American and Turkish students have the lowest mean difference in terms of responsibility and multiculturalism. Conclusions and Recommendations: Student responses indicated that each country's students have different perspectives on certain core values. One of the most highly contrasted characteristics of America and Turkey is diversity and multiculturalism. This situation offers both more opportunities and more challenges to Americans. However, the survey results show that American students can be adversely affected in terms of tolerance and empathy. Communal living, parental and peer effects on the students' responsibility and substance dependency are also apparent in their effects on the students. Educators recognize that societal differences can impact a student's ability to gain good character values.

While many studies explain the contributions of economics and environmental protection to social sustainability, and discuss how to achieve sustainable development (SD) through education, less is known about change processes in order to ensure the sustainable development at school. The authors emphasize that as active members of the school community, students should get involved in the school transformation processes. However, is a contemporary school ready for this? The study aims at answering the following questions: How are students as active participants of educational relationship involved in the change processes and how should their involvement be managed seeking sustainability by examining the education institution located in Lithuania? The findings demonstrate that the process of the student involvement in the school transformation process has been explored applying the qualitative approach strategies (integrated theoretical model for change management and case study) from two points of view: theoretical (by analyzing the documents governing the school transformation process) and practical (by analyzing the reflections of the school principal's in-depth interview concerning the student involvement in school transformation processes).

Radon is a naturally occurring, radioactive, colorless, odorless gas, and the second leading cause of lung cancer. The 1990-1991 National School Radon Survey estimated that more than 70,000 schoolrooms nationwide had "high short-term radon levels." Using data from a nationally representative survey of schools in the United States (N = 568; response rate = 69%), we examined the location and demographic characteristics of U.S. schools that had ever been tested for radon and whether having been tested varied by radon zone, which predicts average indoor radon levels in U.S. counties. Overall, 46.0% (95% confidence interval [39.8%, 52.4%]) of schools reported that they had ever been tested for radon. Testing significantly varied by region, percentage of minority students, and radon zone. These findings highlight the need for improved awareness of radon testing in schools, as testing is the only way to identify when remediation is needed.

Climate change regulation, being imbued with multiscalar complexities, economic concerns, and numerous constitutional implications, presents a rich pedagogical context for teaching business regulation. However, environmental law, as an instructional topic, can be quite complex and daunting to present to students. The topic presents issues of international scale and is often rife with complex scientific debate and solutions. The class assignments presented in this article seek to diffuse the complexity by offering a combination of interactive, web-based activities and reflective, written assignments intended to incrementally advance students through the study of climate change regulation. Through these assignments, students will improve their understanding of the underlying national and international debate, federal and state regulatory tensions, and predicted harms and proposed solutions. The article presents a case study that begins with an interactive, web-based activity that explores public opinion regarding scientific claims and proper regulatory responses to climate change. Part II addresses the complexities of climate change regulation. Part III continues by offering an overview of climate change policymaking efforts at the global, national, and state levels, providing context for both the U.N. negotiation assignment and the incentive for national Clean Air Act (CAA) citizen suits. Part IV examines the citizen suit provisions of the CAA, explaining the legislative purpose for granting citizens a regulatory role in monitoring agency action and polluter violations. This part also provides a straightforward explanation of the types of citizen suit defendants, claims and remedies, in a format easily adaptable for class lecture. Part V proceeds to a discussion of the Supreme Court's ruling in Massachusetts. Part VI describes the teaching assignments, and the conclusion is presented in Part VII.

Through building the environmental monitoring curriculum system for application-oriented talents, the comprehensive design and practice were constructed from the syllabus, textbooks, web-based courses, top-quality courses, test paper bank, open laboratory and scientific research etc. The aims are to promote environmental science professional, strengthen the analysis ability, broaden the students' field of vision, optimize the environmental science major teaching, and improve multilevel integrated design and practical analysis, which ultimately cultivate the students capable of solid knowledge, theory and skills in environmental science.

This paper aims to draw attention to the sustainability of distance learning in terms of the design process based on learner characteristics and technology usage. Distance learning has become a cyberized system owing its presence to developments in digital technologies. Technological developments solve some immediate problems but also have the risk of leading to even greater ones. To "sustain" is not only about keeping up, supporting or maintaining continuity but also is about nourishing, cultivation and acknowledgement. 21st century incentives in all fields of human endeavour have replaced sustainability measures in their plans and actions as a necessity for meeting the needs of the present and future generations. Green engineering and design perspectives state the importance of carrying out an inventory of all the materials and energy used in the design process and assessing all the environmental discharges resulting from the product's manufacture, use, and disposal. Being cyberized or virtual does not leave distance education apart; still it is a product designed to serve actual human beings and alike every design, the process has inputs, outputs and unfortunately, produces waste. Unless managed properly, waste is harmful; to avoid possible harms and to be able to respond both to current and future demands and expectations, distance education has to include ecological and sustainable perspectives to its vision. This study outlines the historical background of sustainability, lists the green engineering and green design perspectives from literature and expresses a "green touch" for sustainable distance education within these perspectives. (Contains 4 figures.) [This paper was also presented at the International Conference on New Horizons in Education--INTE 2012 (3rd, Prague, Czech Republic, Jun 5-7, 2012).]

In the past century, the threats to children's health have shifted radically. Life-threatening infectious diseases--smallpox, polio, and cholera--have been largely conquered. But children are growing up in a world in which environmental toxins are ubiquitous. Measurable levels of hundreds of man-made chemicals are routinely found in the bodies of all Americans, including newborns. Infants are exposed to polychlorinated biphenyls, lead, and mercury in the womb and through breast milk. Baby bottles and toys have been found to contain phthalates, bisphenol A, and lead, all toxins that have been linked to reproductive and developmental disorders. As harmful elements detected in everyday household items increase, rates of chronic disease have also risen sharply--and these conditions are now the leading causes of childhood illness and death. Responsibility for developing strong environmental policies does not rest with government alone. Other organizations--including schools--also should have carefully developed policies to ensure that they provide clean and safe environments. Teachers and administrators can serve as advocates for children by identifying and addressing environmental hazards in schools. This article highlights common environmental problems in the school setting--lead, pesticides, mercury, arsenic, outdoor and indoor air pollution, mold, asbestos, radon, bisphenol A/phthalates, and polychlorinated biphenyls--and identifies steps teachers and administrators can take to prevent or minimize exposure to these problems. (Contains 31 endnotes.)

Aspects of environmental crisis (industrialization, explosive growth of population and urbanization) have a negative effect on the environment. However, they also impact the mentality of population (for example, urbanization has lead to the decreasing numbers of adults and children having a direct contact with the natural environment). Environmental education and education for sustainable development has developed from the concern of destruction of environment and anthropocentric mentality. Experts are convinced that education based on environmental ethics leads to a quality future. The author analyses the currently valid Curriculum for kindergartens in Slovenia from the aspect of sustainable development. In the second empirical part of the article, the author presents the research that was conducted in order to get the answer to that how the Slovenian kindergartens include sustainable development into daily praxis. (Contains 3 tables.)

It is no coincidence that many of the "Grand Challenges for Engineering" (National Academy of Engineering, 2007-2010)--such as carbon sequestration--address environmental problems that were precipitated by human inventiveness and engineering achievements. Although people recognize their dependence upon environmental processes to provide essential resources and ecosystem services, such as food and air purification, their understanding of the interconnections between the environment and technological activities has often been insufficient to predict technological impacts upon the environment. As evidence mounts that technological actions threaten the viability of ecosystems and public health, it is imperative that all citizens improve their environmental literacy and technology assessment skills if they are to break this untenable cycle and make progress toward sustainability. Practicing technology educators need professional development opportunities to enhance both their environmental and technological literacy. The EnviroTech Project, made possible by a grant by the United States Environmental Protection Agency and Ball State University, aimed to address this need. EnviroTech was a web-enabled professional development project, which occurred in the spring of 2009. This document describes the results of EnviroTech in terms of the impact it had upon a cohort of 19 practicing technology teachers. The mission of EnviroTech was to develop (1) understandings of environmental processes and systems; (2) skills for identifying, analyzing, and assessing the impacts of technology upon the environment; and (3) skills in the use of guided inquiry, an instructional strategy where teachers structure and scaffold the examination of problems and gaps in knowledge. (Contains 2 figures and 5 tables.)

On September 22, 2009, The United States Environmental Protection Agency (EPA) issued its final rule on greenhouse gas (GHG) emission reporting. The informational literature that EPA has published to support the rule clearly states that EPA believes the vast majority of smaller GHG-emitting facilities, such as educational facilities, will not be required to report. Is EPA's assertion correct? In this article, the authors discuss how this rule came to be and the rule applicability. (Contains 1 table.)

In 2008, APPA forwarded a Web-based survey on the author's behalf to all designated representatives of APPA member institutions. The purpose of the survey was to determine if institutional policies are an important criterion for an institution's sustainable building practices and the use of Leadership in Energy and Environmental Design (LEED[R]). Initiating this survey through APPA's Center for Facilities Research (CFaR) provided an opportunity to expand and strengthen the facilities body of knowledge, as well as engage members in groundbreaking research regarding green building policies in the United States and Canada. The research consisted of the comprehensive quantitative survey and qualitative follow-up interviews with 24 individuals who volunteered to participate with additional detailed questions. The number of interviewees was selected to ensure that four members in each of APPA's six regions were chosen to give a geographical balance across the United States and Canada. The survey evaluated the institution's use of a policy, guideline, standard, law, or goal related to sustainable building practices, and the interviews provided an opportunity for the researcher to qualitatively explore and supplement components of the survey and to gain greater insight as to the strategic application of sustainable facility initiatives at their respective institutions. This article examines the results of the survey, which indicated that higher education institutions are contributing to the growth in sustainable practices in higher education, and that the facility professionals are contributing to the much needed leadership in this field. The findings also confirm that the motivator for many institutions with a policy is assured lower building operating costs.

Facility professionals continuously search for projects that reduce energy consumption and operating costs so as to directly benefit their bottom line. Many institutions nationwide have contemplated or made investments in combined heat and power (CHP) projects as a life-cycle strategy to minimize operating costs. However, recent sustainability and climate change initiatives have revealed another significant benefit of CHP--reduced greenhouse gas (GHG) emissions. In many regions, policies for regulating GHG emissions are being drafted for near-term implementation, with an emphasis on "cap-and-trade" mechanisms. Unless thoughtfully composed, these programs may distort and corrupt the incentives for carbon emission reductions that are realized by CHP investments. In this article, the authors demonstrate the potential economic consequences of cap-and-trade programs in a CHP environment, basing an example on the current draft of the Western Climate Initiative programs and the University of New Mexico facilities operations. This demonstration serves as an "urgent call to action" for facilities managers and administrators to participate in developing climate initiatives that recognize and facilitate the environmental benefits of combined heat and power systems. (Contains 5 figures, 1 table, and 3 notes.)

A green public sphere is important for the free environmental communication in a country. However, this concept is relatively new to the public in China. Here we show that the PM2.5 event in 2011 play an important role in the formation of a green public sphere in China. First, we reviewed the PM2.5 event in China and the basic theory of green public sphere. Next, we investigated the role of the PM2.5 event in the formation of a green public sphere in China. Finally, we concluded that a green public sphere has complicated structures and is multilayered.

The purpose of this paper is to describe how the environment and environmental issues are conceptualized and positioned in the Next Generation Science Standards (NGSS) to examine underlying assumptions about the environment. The NGSS are a recent set of science standards in the USA, organized and led by Achieve Inc., that propose science education goals based on the National Research Council report, A Framework for K-12 Science Education. Drawing from critical discourse analysis, we present a detailed textual analysis of the NGSS to identify the positioning of the environment with respect to humans and human activity. This analysis shows patterns in the ways that the environment is conceptualized and inscribed in the standards as an entity separate from people through both exclusion and ambiguity. We also discuss findings about how agency is more often ascribed to actions or activities rather than people and when solutions to environmental issues are included, the focus is on technoscientific solutions. Finally, we provide implications for considering scientific and environmental literacy, education for action, and the role of standards documents in shaping educational practice.

This study analyzes relationships between socio-demographic factors (age, sex, education, and household income) and environmental awareness related to the eco-policy in Toyota City, Japan. Previous research has shown that citizens' environmental awareness improved significantly after the city was designated as an environmental model city by the Japanese government in 2009. However, this research did not consider socio-demographic factors, which may be linked to variations in environmental awareness. Using a questionnaire survey, this study addresses this research gap. The findings suggest that education and household income are significantly associated with environmental awareness. Some recommendations for promoting eco-policy are discussed.

This study tested the effect of four short videos appealing to environmental values on home irrigation users' intent to use good irrigation and fertilization practices. The videos were largely ineffective, and there was only a small effect on one of the behaviors within the fertilizer loss treatment group. Implications point to a need for environmental education professionals to develop strategies to address environmental issues fatigue and conduct audience research that informs communications and educational programs. Environmental education professionals should encourage water protection with nonenvironmental appeals, possibly by connecting to personal or social values.