The classroom setting as a source of expectations about teachers and pupils

The major purpose of this research is to examine the impact of classroom spatial arrangement (open versus traditional) and orderliness (messy versus neat) on observers' impressions of teachers and pupils. In experiments 1 and 2, samples of college students were shown color slides of vacant elementary classrooms which varied on these two physical dimensions. Subjects were asked to indicate their impressions of the teacher and the pupils who used each room by completing a set of bipolar adjective scales. Data analysis indicated that teachers in neat classrooms were rated more positively than their counterparts in disorderly classrooms on measures of kindliness, inventiveness, and organization. Pupils associated with neat classrooms were judged to be happier and better behaved. Open classroom teachers received higher ratings than traditional classroom teachers on kindliness and inventiveness. In experiment 3, the same procedure was used to obtain ratings from fifth-grade students. Their judgements of teacher and pupil characteristics were also positively affected by neatness, but classroom arrangement had no impact.     

Computer and mobile phone waste in urban India: an analysis from the perspectives of public perception,consumption and disposal behaviour

Sustainable management of Electronic waste (E-waste) is a major challenge for contemporary India, an emerging economy burdened with both the domestic generation and illegal import of E-waste. Considering the ever-increasing complexities of E-waste in Indian cities, this paper aims to evaluate the current trends, opportunities and challenges associated with consumption of electronic items (with respect to computers and mobile phones) and disposal of E-waste in urban India. Bangalore, a city popularly known as the ‘Silicon Valley of India’, is considered as a case study in order to evaluate public awareness, household consumption and E-waste disposal behaviours. The city profile of Bangalore indicates that it has a rapidly emerging market for electronics and thus, has the potential to act as a ‘model’ for evaluating the issues concerning E-waste in metropolitan India. Questionnaires were distributed originally among 300 households with an effective response rate of 63.3%. The results indicate that the majority of households (59.3%) still retain their obsolete electronics due to lack of knowledge about proper E-waste management. High awareness about E-waste and high willingness to recycle/repair their E-waste (above 80% in both cases) are yet to be translated into responsible disposal/recycling behaviour as 95.8% of households have no knowledge about the presence of any formal recycling centre. Income, education, age and gender dimensions associated with E-waste disposal behaviour and awareness were also evaluated. Although we found no gender differences for most of the parameters, there have been some interesting correlations in age and income-wise segregation of disposal behaviour. We noted that the city of Bangalore still possesses some typical Indian socio-cultural characteristics, such as considering E-waste as ‘valuables’, changing several hands before final disposal, defying ‘brand’ or ‘looks’ consciousness, etc., which could be directed towards responsible E-waste disposal behaviours. We suggest that establishing appropriate and convenient E-waste collection/recycling facilities, ensuring responsible household disposal behaviour, implementing effective laws and legislation, and organizing mass E-waste awareness campaigns would aid in addressing the current E-waste concerns in the city.     

Key factors that influence households’ tree planting behaviour

Despite a decrease in indigenous forests and a growing demand for tree products in developing countries, tree planting activities are not considerably expanding in Tanzania. In this paper, we analyse factors that influence households’ tree planting behaviour, as well as the number of trees planted. Coast and Morogoro regions in the east of Tanzania were selected as the case, and data was gathered from 202 households in 11 villages in these regions where tree planting programmes have been or still are active. A Heckman model is used to analyse the factors that drive tree planting behaviour. Results indicate that households get wood energy from forest reserves (57%), in addition to their own planted trees (9.1%). Emperical findings show that the most important factors have significantly positive effects on households’ tree planting behaviour, as well as the extent to which it was implemented. These factors include households’ land sizes, households’ awareness of tree planting programmes, tree planting for wood energy, and the age of the head of the household. The right/freedom to harvest and transport tree products, households’ attitudes towards tree planting, and family size have significantly negative effects on households’ tree planting behaviour. This paper is perhaps the first comprehensive study to analyse the factors that influence households’ tree planting behaviour in Tanzania, and it uncovers results that are useful, even for other developing countries with similar conditions.     

Lighting and discomfort in the classroom

Aspects of classroom lighting and décor that can promote discomfort and impair task performance through glare, and imperceptible 100 Hz flicker from fluorescent lighting, were examined in a sample of UK schools. In 90 classrooms, across eleven secondary schools and six local education authorities variables measured included flicker, illuminance at desks, and luminance of whiteboards. Results showed that 80% of classrooms are lit with 100 Hz fluorescent lighting that can cause headaches and impair visual performance. Mean illuminance (from excessive day- and artificial lighting) was in excess of recommended design illuminance in 88% of classrooms, and in 84% exceeded levels beyond which visual comfort decreases. Lighting could not be adequately controlled due to classroom design and infrastructure. Ceiling-mounted data-projectors directed at whiteboards mounted vertically on the wall resulted in specular reflection from the whiteboard, visible as a glare spot with luminance high enough to cause discomfort and disability glare. The intensity of the glare spot varied between different brands of whiteboard. Ambient lighting, needed for close work at pupils' desks, reduced image contrast. Venetian blinds in 23% of classrooms had spatial characteristics appropriate for inducing pattern glare. There was significant variation between schools and local authorities. These findings may provide insights into small-scale reports linking pupils' attainment, behaviour and learning to classroom lighting, and may also help explain some of the benefits of coloured overlays for pupils' reading.     

Disconnected futures: exploring notions of ethical responsibility in energy practices

This article aims to explore people's connections to or disconnections from the future and the implications of this for their perspectives on equity, justice and ethical issues related to energy consumption. Everything people do is embedded and extended in time across the modalities of past, present and future, making time an inescapable aspect of our existence, yet one that often remains invisible and intangible. Debates about energy and environmental equity have raised questions about the extent to which people today should bear responsibility for the consequences of their behaviour for future generations. Seemingly intractable difficulties have been identified, however, in people's abilities to connect their present actions with their potential future consequences and thus take on such responsibilities. Drawing on data from interviews about energy consumption practices, this article explores whether people's living temporal extensions through younger generations of their families influence their views and practices around energy use in both the present and anticipated future. Through exploring these issues we offer a contribution to the ethical debate around responsibility for future generations.     

Preconceptions of students about the natural urban environment in a small Spanish city

Summary The preconceptions of secondary students from a small Spanish city, mainly about natural aspects, have been studied. The main characteristic of their conceptions about the urban natural environment was that it was always linked to negative aspects and was generally seen as something essentially problematic. Moreover, it seems that their knowledge of smaller living beings, of wild animals, plants and fungi, was worse than for other urban living beings. The analysis of these alternative conceptions has led the authors to propose some recommendations for curricular design and development for schools in urban environments.Dr Mercedes Suárez is an educationalist and Professor of Curriculum in the Faculty of Humanities in the University. Emilia Nogueiras has a degree in Biology and Education and is a science teacher in the High School in Orense.     

Educational issues, school settings, and environmental psychology

This paper reviews selected research on classroom and school environments, using a framework that views schools from three perspectives—as places for learning, as places for socialization and as places for psychological development. Studies are included that deal with the impact of noise and classroom design on learning; the relationship between seating position, achievement and status; spatial cognition; the classroom environment and sex role stereotyping; privacy; and density. The need for classrooms to enhance children's feelings of competence, security and self-esteem is also stressed. The goal of the paper is to point out ways in which environmental psychologists can contribute to the improvement of the educational system and to the quality of life in schools.     

The role of parental behaviour for the development of behaviour specific environmental norms – The example of recycling and re-use behaviour

Based on the norm activation theory we developed assumptions about how parents may influence specific pro-environmental behaviours (i.e. re-use of paper and recycling) of their children (age 8–10). A sample of 206 parent-child-dyads were investigated using questionnaires recording norm activation model variables for children (i.e. awareness of need, awareness of consequences, personal norm, subjective norm, pro-environmental behaviour), as well as communication behaviour and actual behaviour of parents. For both behaviours (re-use and recycling) two separate structural equation models were tested (N = 206 and N = 194). Model fit statistics indicate a good fit of empirical data and model structure for both behaviours, supporting our assumption that the norm activation model can be applied to pro-environmental behaviour of young children. Communication behaviour of parents had a different influence on the two respective behaviours. While parents seemed to influence their children's recycling behaviour via sanctions and their own behaviour, re-use of paper was mainly influenced via communication of problem knowledge.     

Are farmers in England equipped to meet the knowledge challenge of sustainable soil management? An analysis of farmer and advisor views

Concern about the agricultural soil resource in England has led to the introduction of a range of measures, which potentially challenge farmers' knowledge about the soil and its management. Our understanding however of how well-equipped farmers are with regard to effectively carrying out more complex and knowledge intensive sustainable soil management practices is limited. Specifically, by drawing on the concept of scientific and tacit forms of knowledge, this paper examines the knowledge of soils held by farmers through analysis of data collected from semi-structured interviews with farmers and agricultural advisors and supplemented with data from an extensive postal questionnaire survey of advisors. The data indicate that, while farmers are technically well informed, they can often lack the in-depth scientific knowledge required to implement more complex practices such as using the nutrient value of manures. They also reveal that, while most farmers have good knowledge of their own soils, their tacit knowledge of soil management can be weak, notably in relation to cultivation. The paper concludes that although farmers' knowledge about soil and its sustainable management appears in general to be well developed there are some areas, which need to be significantly enhanced and as such require both a policy response and further research effort.     

Teaching Approaches in Geography and Students’ Environmental Attitudes

In a study which examines the pattern of geography teaching at the Advanced Level in Hong Kong and assesses the relative effectiveness of didactic and enquiry teaching approaches that are used by the teachers concerned for the development of positive values towards the environment, the question was asked as to whether or not enquiry is more effective than didactic approaches for the development of environmental values, in both the short and long terms, for students as a whole and for students from different ability ranges. Questionnaire surveys and interviews were conducted to obtain data from students after they were taught a topic on people and the environment in the curriculum, with the approach chosen by their teachers. Results show that the enquiry approach was effective with the lower to medium ability classes in the short term but students who were taught didactically performed better in more areas in the longer term. The possible causes for this pattern are discussed and suggestions for improving the effectiveness of enquiry approaches in a high-pressure, examination-oriented classroom environment are offered.     

Assessment of outdoor school environments and physical activity in Ankara's primary schools

Outdoor school environments are sites for play and physical activity for many children, and shortcomings within these environments are considered significant factors that contribute to children's inactive lifestyles and high levels of childhood obesity. This study explores the associations between the physical characteristics of schoolyards and the physical activity of third and fourth year students in five Turkish primary schools. Data were collected through multiple methods, including behavior mapping of student activities during recess, physical assessments of schoolyards, and interviews with students, teachers and administrations. The findings show similarities in the landscape features and physical qualities of schoolyards, particularly in the types of play and activities in which students engage. Results indicated that active students who walk to and from schools have lower body mass index (BMI) values than passive students, and students in schools with larger yards have lower BMI values. Most of the students prefer spacious and vegetated yards. A major concern is the crowdedness of the yards during recess that limit children's activity. Schoolyards with advanced landscape features are preferred more, and this in turn affects students’ positive satisfaction. Outdoor school environments have a correlation to health outcomes and should be designed to promote more activity. Improving the physical and landscape qualities of the public schoolyards should be the primary concern of the designers in order to increase awareness of natural environment and more important, increase the health of children.     

GLOBAL CLIMATE CHANGE AND PUBLIC PERCEPTION: THE CHALLENGE OF TRANSLATION1

ABSTRACT: Global climate change is examined from the perspective of its relevancy and urgency as a public policy issue. Interpreting from literature specific to investigations into public awareness and concern, climate change is seen as a legitimate though less than urgent issue. The literature reveals that the general public holds surprising misconceptions about the processes contributing to climate change, including failure to grasp the fundamental connection to CO₂. General ambivalence is also suggested from the results of two surveys conducted by The Groundwater Foundation. They first asked participants in a recent Groundwater Guardian Conference to rate levels of discussion and concern for water resources implications in the participants' communities. A second survey polled national water resource organizations about the extent climate change has been a focus of their educational, investigative, or advocacy efforts. The paper concludes by describing basic barriers to stimulating public response to climate change, which education about the issue should address, and by offering a model to educate and involve citizens based on the Groundwater Guardian program developed by the The Groundwater Foundation.     

Environmental policy implementation during the economic crisis: an analysis of European member state ‘leader-laggard’ dynamics

ABSTRACT

The long-standing debate on environmental policy ‘leaders’ and ‘laggards’ lends itself to a new analysis following with the advent of the 2008 economic crisis. This paper, therefore, asks the question to what extent do European Union (EU) member states have the capacity and willingness to implement EU environmental policy amid austerity, budget cuts, and rising costs over the period 2008–2014. Building upon previous studies, 26 interviews with European, Greek and United Kingdom participants and records of environmental infringements, the paper provides a contemporary picture of the environmental policy ‘leader-laggard’ dynamic in Europe. The findings demonstrate that the impact of the economic crisis seems contestable and varies amongst member states, while the reduction in environmental infringements appears to have a link with the decrease in economic activity. Although environmental policy ‘leaders’ maintain patterns of strong implementation, the improved implementation performance of some ‘laggards’ reflects a shift in their implementation patterns amid a period of intense political and economic controversies.     

Health and behavior of children in classrooms with and without windows

The aims of the study were to assess the effects of light on the production of stress hormones, classroom performance, body growth, and sick leave, of school children. About 90 children were investigated in their school environment for a duration of one school year. The children were situated in four classrooms differing in respect to the access to natural daylight and artificial fluorescent light. The results indicated the existence of a systematic seasonal variation with more stress hormones in summer than in winter. The children situated in the one classroom lacking both natural daylight and fluorescent daylight tubes demonstrated a marked deviation from this pattern. High levels of morning cortisol were associated with sociability, while moderate or low levels seemed to promote individual concentration. Annual body growth was smallest for the children with the highest levels of morning cortisol. Possibly, the production of cortisol had some influence on sick leave. It may be concluded, that windowless classrooms should be avoided for permanent use.     

'People, planet and prosperity': The determinants of humanity's environmental footprint

Environmental or ‘ecological’ footprints have been widely used in recent years as indicators of resource consumption and waste absorption on the basis of biologically productive land area required per capita with prevailing technology. Such footprints represent a partial measure of the extent to which the planet, its regions, or nations are moving along a sustainable development pathway. They vary between countries at different stages of economic development and varying geographic characteristics. The determinants of environmental footprints in some 113 countries from around the world have been evaluated. Dimensional analysis techniques from engineering and the physical sciences are employed to determine the relative significance of population density, economic wealth, and intensity of pollutant emission. Variations about the resulting ‘power‐law’ correlation suggest the extent to which individual nations are currently frugal or profligate in terms of their resource use and environmental impacts. The scatter associated with footprints, or closely related parameters, also indicates the uncertainty inherent within the international datasets needed to compute them, as well as differences in local climate and terrain. Nevertheless, national footprints alert humanity to the necessity of living within the regenerative capacity of the biosphere in order to ensure ‘environmental sustainability’.     

信息技术与高职英语教学整合应用探析

把信息技术融入高职英语教学已经成为高职院校英语教学的普遍现象。从高职英语教学现状分析入手,结合学习的联结理论和建构主义理论,论述了信息技术是高职英语教学改革的必然性。详细分析了信息技术在高职英语教学中具有的显著特点和优势,以及信息技术与高职英语教学的整合模式,即情景教学模式、学生主体模式和交互学习模式。在此基础上分别从教师、学生两个角度深入探讨了在英语教学中应用信息技术应该注意的一些问题。通过这些深入的探讨应该看到随着更先进的信息技术引入教育领域,高职英语课堂将更具有吸引力,教师的教学空间将更加开放和富有创意,学生的自主学习将更加宽广和富有弹性。     

Capacity building for food justice in England: the contribution of charity-led community food initiatives

This paper discusses the extent to which charity-led initiatives can contribute to capacity building for food justice in England. The paper draws on evaluations of two projects run by the charity Garden Organic: the Master Gardener Programme, operating a network of volunteers who mentor households, schools and community groups to support local food growing, and the Sowing New Seeds programme, which engages “Seed Stewards” to work with communities to encourage the growing and cooking of “exotic” crops. Based on qualitative data about peoples’ motivations for participation and the benefits that are experienced, we interpret these projects as examples of capacity building for food justice. We suggest that whilst currently depoliticised, the “quiet” process of reskilling and awareness raising that occurs through shared gardening projects could have transformative potential for people’s relationship with food. Finally, we use our findings to raise critical questions and propose future research about food justice concepts and practices.     

What is (responsible) consumption? Discussing environment and consumption with children from different socioeconomic backgrounds in The Netherlands

This research explores the attitudes of children from different socioeconomic backgrounds toward consumption with the aim of establishing a framework for incorporating the subject of (responsible) consumption into the upper elementary school curriculum. This study draws upon the four-step methodological procedure, including consumption diaries, focus-group sessions, interviews, and concept mapping, conducted among 140 upper elementary school children in the Netherlands between September 2010 and January 2011. The consumption diaries, chronological documents recording purchase, use and waste of materials, were used both as analytical tools and the means to stimulate environmental awareness. Comparison of the clusters generated by concept mapping analysis shows that there are significant differences between attitudes of children from different socioeconomic backgrounds. While pupils from the “well-to-do” predominantly ethnically Dutch schools showed greater awareness of and concern about their own consumptive patterns, children from less economically advantaged and ethnically mixed schools demonstrated lower environmental awareness and concern. However, children from the disadvantaged schools demonstrated more pro-environmental consumptive behaviors associated with the money-saving activities.     

Indoor air quality investigation according to age of the school buildings in Korea

Since the majority of schools are housed in buildings dating from the 1960s and 1970s, a comprehensive construction and renovation program of school buildings has been carried out to improve the educational conditions in Korea. However, classrooms and computer rooms, with pressed wood desks, chairs and furnishings, as well as construction materials, might have negative effects on the indoor air quality. Furthermore, most schools have naturally ventilated classrooms. The purpose of this study was to characterize the concentrations of different indoor air pollutants within Korean schools and to compare their indoor levels within schools according to the age of school buildings. Indoor and outdoor air samples of carbon monoxide (CO), carbon dioxide (CO(2)), particulate matter (PM(10)), total microbial count (TBC), total volatile organic compounds (TVOCs) and formaldehyde (HCHO) were obtained during summer, autumn and winter from three sites; a classroom, a laboratory and a computer classroom at 55 different schools. The selection of the schools was based on the number of years since the schools had been constructed. The problems causing indoor air pollution at the schools were chemicals emitted by building materials or furnishings, and insufficient ventilation rates. The I/O ratio for HCHO was 6.32 during the autumn, and the indoor HCHO concentrations (mean = 0.16 ppm) in schools constructed within 1 year were significantly higher than the Korean Indoor Air Standard, indicating that schools have indoor sources of HCHO. Therefore, increasing the ventilation rate by means of a mechanical system and the use of low-emission furnishings can play key roles in improving the indoor air quality within schools.