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Background: Sustainable development, as an area of knowledge, appears in several different places in the curriculum and does not fit neatly within the scope of traditional subject areas. In many countries, including Sweden, it has long been upheld as an important tool for increasing understanding of, and dealing with, environmental problems. It is not clear, however, what role education can actually have in the making of a more sustainable future. Even though there are several potential ways for sustainable development to be involved in education, the concept raises many questions when transferred to the school context. Purpose: This paper investigates how teachers deal with the difficulty of defining and approaching sustainable development as an area of knowledge in Swedish schools. Sample: This article is based on semi-structured interviews with 40 teachers, 13 of whom were lower secondary school teachers (pupil age 12-15) and 27 were upper secondary school teachers (pupil age 15-18). The study involves teachers in all subjects where sustainable development is a goal in the syllabus. The study is also based on participant observation in one upper secondary class. A total of 17 different schools were involved, from a wide range of locations in Sweden. Design and methods: The paper builds on qualitative data and the analysis of transcribed interviews and group interviews with teachers in Swedish lower and upper secondary schools. Group interviews, involving three or more people, were conducted on eight occasions. The pupils at an upper secondary school were also observed while they were working on a course called 'policy and sustainable development'. Data were transcribed and analysed thematically. Findings: The analysis suggests that, according to the teachers' experiences, the demands of equivalence and measurability in school have increased and that this affects how sustainable development is approached in teaching and learning. Three main categories of knowledge were identified. The study also presents two representations that model how teachers may approach knowledge about sustainable development - metaphorically termed 'the Accountant' and 'the Adventurer' - and their different effects on knowledge. Conclusions: There is a tendency for complex knowledge areas such as sustainable development, which do not fit seamlessly into traditional curriculum subjects, to become oversimplified when translated into teaching situations. According to the representations that we described metaphorically, the teacher, as an accountant, is characterised by 'knowledge instrumentalism', which means that teachers administer knowledge and the pupils consume it. In this transactional model, the accountant is also very dependent on external governance and control. Alternatively, the teacher, as an adventurer, is characterised by authority, knowledge and self-control. In this model, knowledge sometimes grows in an unpredictable way in the meeting between people who share common experiences. For adventurers, sustainable development is a matter of commitment and awareness, and it involves an explicit stance. The metaphors can be placed on a continuum which describes how teachers manage the demands of the school system in relation to the knowledge area of sustainable development. [ABSTRACT FROM AUTHOR]

Architects and urban planners must be aware of the impact of their contribution to both the society and the environment, this awareness needs to be planted in their educational programs. This paper is trying to determine the social and environmental priorities in architecture and urban undergraduate programs. After discussing the trends of curricula in architecture programs the paper analyses Ain Shams university curricula as a case study. Leading the paper to determine the correct approaches that need to be taken in order to produce a generation of practitioners that are aware of the social and environmental needs of their society. [ABSTRACT FROM AUTHOR]

Pervasive misinformation about climate change might be reduced if colleges were to include the topic within general education curriculum. This paper analyzes the general education (or “core”) curriculum in the top 100 universities and liberal-arts colleges in the U.S. to assess the proportion of core courses that highlight climate change or climate science. The probability that a student takes at least one climate-change course via the core curriculum is estimated at 0.17 across all schools. The probability is higher at research universities than at liberal arts colleges, in core programs that have more science and social science courses, and at public universities in states with a Democrat-controlled legislature than in states with a Republican-controlled or split legislature. Drawing on cases of best practices in the U.S. identified from the data set, the authors discuss strategies that could ensure a higher likelihood that the core curriculum includes education on climate science and climate change. The study advances the broader research literature on sustainability in higher education programs by bringing it into conversation with research on the college core curriculum and by focusing both on the specific issue of climate-change education. [ABSTRACT FROM AUTHOR]

ABSTRACT. The crepuscular damselfly Enallagma vesperum Calvert, was studied to document and clarify mating behavior. This paper is a descriptive synthesis of observations which answer basic questions regarding mating behavior [...]

ABSTRACT: The urban environment in Ohio has changed dramatically over the last thirty years, with areas of improvement and areas of degradation. This paper seeks to inventory the state of [...]

ABSTRACT. This paper updates the distribution and relative abundance of ruffed grouse (Bonasa umbellus) in Ohio. In 1998, ruffed grouse were reported in 40 counties covering approximately 31,450 [km.sup.2] in [...]

Studies that attempt to measure the impact of neighborhoods on children's outcomes are susceptible to bias because families choose where to live. As a result, the effect of family unobservables, such as the importance parents place on their children's welfare, and other unobservables that are common to geographically clustered households, may be mistakenly attributed to neighborhood influences. Previous studies that attempt to correct for this selection bias have used questionable instrumental variables. This paper introduces an approach based on the observation that the latent factors associated with neighborhood choice do not vary across siblings. Therefore, family residential changes provide a source of neighborhood background variation that is free of the family-specific heterogeneity biases associated with neighborhood selection. Using a sample of multichild families whose children are separated in age by at least three years, I estimate family fixed effect equations of children's educational outcomes. The fixed effect results suggest that the impact of neighborhoods may exist even when family-specific unobservables are controlled. This finding is robust to many changes to estimation techniques, outcome measures, variable definitions, and samples but is sensitive to the exact formulation of the neighborhood measure., I. Introduction There is substantial evidence that family background characteristics play an important role in the educational development of children. However, how neighborhoods, schools, and peer groups affect children remains [...]

ABSTRACT. This paper documents the history of the Ohio Fracture Flow Working Group and describes their conceptualization, planning, coordination, and implementation of a unique outdoor field workshop on, joints and [...]

ABSTRACT. Urban sprawl often leads to rapid expansion and haphazard developments of low density residential land uses that are spatially disjoined. Populations occupying these new developments are expected to contribute [...]

ABSTRACT. Thin sections of the plates of the Pennsylvanian chiton Euleptochiton spatulatus (Hoare, Sturgeon and Hoare 1972) show the pattern and sizes of the aesthete canals. In general the canals [...]

ABSTRACT. The purpose of the current project was to assess the species diversity of spiders (Araneae) at Glen Helen Nature Preserve and compare it to the diversity of spiders at [...]

ABSTRACT. Peer-reviewed literature and published reports were used to summarize knowledge of benthic algal assemblage composition and ecology in Lake Erie, and causes and consequences of temporal variation in algal [...]

This project gives students examples of basic skills that many vertebrate species develop as they grow and function in their ecosystem. These activities involve information gathering about surroundings, learning how [...]

ABSTRACT: Scioto Marsh in Hardin County, OH, was a 16,000-acre wetland area that was drained in the mid-1800s by channelizing the Scioto River to create farmland. The resulting soils are [...]

Environmental allergens are major triggers for pediatric asthma. While children's greatest exposure to indoor allergens is in the home, other public places where children spend a large amount of time, such as school and day care centers, may also be sources of significant allergen encounters. The purpose of this article is to describe schoolroom allergen levels from 3 different geographic sites obtained from dust samples collected in the fall and in spring. Environmental dust samples were collected from elemental, schools in Birmingham (AL), Detroit (MI), and Houston (TX), from 4 room locations, including the cafeteria, library, upper grades, and lower grades. Samples were assayed for dust mite (Dermatophagoides pteronyssinus and Dermatophagoides farinae), cat (Felis domesticus), and cockroach (Blatella germanica 2) allergen levels. Allergen levels varied by geographic location and type of schoolroom. Schoolroom settings differed by the type of flooring (hard and carpet), room characteristics and use (food service, library shelves with books, and general classroom with multiple types of materials [individual desks and different types of furniture]), and the average age of the schoolroom dwellers (younger vs older children). Dust mite, cat, and cockroach allergens were present in all schoolrooms and all sites at varying levels by season and by type of room. Schools may be important sources of direct allergen exposure and reservoirs that could potentially contribute to allergic sensitization and disease exacerbation in children. Further studies are needed to carefully examine the environmental allergen load in schools and its effect on children. (J Sch Health. 2006;76(6):246-249), INTRODUCTION Environmental allergens, such as house-dust mites, cockroach, and pet dander, are major triggers of pediatric asthma that can result in exacerbations of asthma and related comorbidities, such as otitis [...]

ABSTRACT. Understanding the effects of habitat alteration on population demography and persistence is emerging as one of the most important and challenging areas facing ecologists and conservation biologists today. Here [...]

ABSTRACT. Buried, Pre-Illinoian-age lacustrine deposits found in at least two separate bedrock valleys in Clermont County, OH, exhibit brilliant colors of 'green rust' that alter rapidly when exposed to oxygen. [...]

ABSTRACT. Ohio has substantial lands impacted by surface mining for coal and an active steel industry. Steel industry slags have been used as liming compounds for agriculture and acid mine [...]

ABSTRACT. The restoration of riparian buffers as well as the creation and restoration of wetlands along streams are practices that can be used to control point and non-point source pollution. [...]

This article continues a series of analyses using the 'theory of careers' developed by John Holland (1966, 1973, 1985, 1997) to examine the patterns of student stability and change inherent [...]

ABSTRACT: Since 1999, hydraulic conductivity values in till have been measured by the laboratory standard test method ASTM D 5084 on undisturbed soil samples taken at depths between 3.0 m [...]

ABSTRACT. During the mid-1990s, anglers reported large numbers of walleye (Stizostedton vitreum) in spawning condition concentrated on shallow points adjacent to the Maumee River channel during spring. These fish had [...]

ABSTRACT. A list of the type specimens held in the William Morton Barrows Spider Collection at The Ohio State University is presented for the first time. A total of 26 [...]

The Need to Create a Quality Campus Environment Higher education leaders should reshape their priorities to include the creation of attractive, engaging campuses that are conducive to both activity and [...]

ABSTRACT. The authors report the discovery of the Brush-tipped Emerald, Somatochlora walshii (Odonata: Corduliidae)--a species previously unknown from Ohio. During the summer of 2000 this species was documented in apparent [...]

ABSTRACT. Joints and fractures, common in Ohio glacial tills, often influence shallow ground water flow paths and rates. Environmental site investigations in glacial till and lacustrine sediments should include determination [...]

ABSTRACT. Fractures in till may be horizontal, parallel high- to low-angle, or polygonal (when viewed on a horizontal surface). They have been attributed to several geologic processes, the most important [...]

ABSTRACT. Recent research on the presence and dynamic nature of fractures and soil macropores has generated interest in their impact on root growth in minimally disturbed soils due to no-till [...]

Executive Summary Traditional, mechanistic models of leadership are inadequate for dealing with the serious adaptive challenges facing the modern world. The complex, dynamic systems that result when these adaptive challenges [...]

Byline: XIAO-BO YUAN Beer cases and note taking don't usually mix, except at Grinnell College. The bookstore there sells an array of eco-friendly notepads bound in cardboard from Budweiser and [...]

Byline: ERIC HOOVER Students who were displaced by Hurricane Katrina faced numerous hardships, but were generally pleased with their experiences at colleges where they enrolled last fall, according to a [...]

Byline: ERIC HOOVER Christy Malbrew (left) and Patrice Coleman, Dillard U. students,stroll down the Avenue of the Oaks on the campus. (Photograph by Brian Gauvin)The first time Patrice Coleman saw [...]

Byline: LILA GUTERMAN Prince William Sound, Alaska -- In March 1989, the turquoise sea here turned black. When a captain who had been drinking allowed his crew to pilot the [...]

My remarkable ninth-grade biology teacher, Beverley Hathaway, encouraged her students to explore the outdoors. As I try to do with my students, she had us questioning and appreciating all that [...]

Byline: RICHARD MONASTERSKY Last summer, a newsletter called Froglog issued instructions for biologists to follow when encountering a dead or dying amphibian. The guidelines call for picking up the specimen [...]

Three Southeastern universities take different tacks in using wooded tracts AMERICUS, GA. OUTSIDE the megalopolis of Atlanta, the lights do indeed go out in Georgia. Over much of the state, [...]

Academic and industrial scientists increase vigilance of their work's environmental impact WASHINGTON THE CHEMICAL BUSINESS is one of the dirtiest industries in the country. It put more toxic materials into [...]

ABSTRACT. As part of a COSI Academy research project, data from a recent statewide analysis of effective groundwater recharge were reexamined by students to further discern relations between recharge and [...]

PHILADELPHIA THE FIRST TIME Clyde E. Goulden saw Lake Hovsgol, in northern Mongolia, he knew he was looking at a treasure. He also knew that he had, serendipitously, been presented [...]