bluuebunny/crossref_metadata_2025 huggingface dataset:
O impacto da cultura organizacional no desempenho financeiro das empresas da região norte de Portugal
Authors: Araújo Flávia , Nunes Maria da Conceição de Castro Sousa , Ferreira Fernanda Amélia
Published: January 2018

O entendimento da cultura organizacional é um elemento fundamental na gestão, considerando as constantes mudanças do ambiente organizacional e a necessidade de adaptação interna e integração externa das organizações. Este artigo tem por objetivo estudar se a cultura organizacional influencia o desempenho financeiro das organizações, bem como o impacto de acordo com a cultura predominante. A cultura organizacional é avaliada a partir do Organizational Culture Assessment Instrument, desenvolvido por Cameron e Quinn (2006), com seis dimensões – características dominantes, liderança organizacional, gestão de colaboradores, espírito de grupo, ênfases estratégicas e critérios de sucesso – e, deste enquadramento resultam quatro culturas: clã, adocrática, de mercado e hierárquica. Em termos metodológicos, através de um inquérito por questionário identifica-se o tipo de cultura predominante nas empresas da região Norte de Portugal e, para estudar as relações entre a cultura organizacional e o desempenho financeiro, recorre-se à análise de correlação e de regressão múltipla. Os resultados sugerem a existência de relações de pequena intensidade entre os tipos de cultura analisados (adocrática, de mercado e hierárquica) e o desempenho financeiro das empresas daquela região. Verifica-se um efeito positivo da cultura adocrática e de mercado no resultado líquido e um efeito negativo da cultura hierárquica, mas os resultados não evidenciam diferenças significativas no desempenho financeiro das empresas com culturas organizacionais distintas.
Requisitos para gestão da inovação em micro e pequenas empresas
Authors: Clauberg Rafael Silva , Stassun Cristian Caê Seemann
Published: January 2018

O objetivo dessa pesquisa é estabelecer requisitos para o desenvolvimento e implantação de um sistema de gestão da inovação para micro e pequenas empresas brasileiras baseado na Norma ABNT NBR ISO 9001. Essa oportunidade foi identificada devido a incompatibilidade de sistemas de gestão da inovação com a realidade da MPE brasileira, aliado a inexistência até então de uma ferramenta de inovação prática que estabelece diretrizes gerais e ações direcionadas para o desenvolvimento da gestão da inovação neste perfil de organização. A pesquisa foi baseada em uma abordagem qualiquantitativa, utilizando do método de pesquisa-ação e revisão bibliografia. Os principais instrumentos para pesquisa e coleta dos dados foram o Radar da Inovação, Diagnóstico Empresarial, pesquisa em bancos de dados científicos e requisitos da Norma ABNT NBR ISO 9001. Estes questionários foram aplicados em 53 empresas do comércio varejista da região serrana de Santa Catarina, no período de fevereiro de 2014 a fevereiro de 2016. Foram sistematizados 130 requisitos de inovação que correspondem as 13 dimensões do Radar da Inovação, ferramenta usada para diagnosticar o grau de inovação de mais de 50 mil MPE brasileiras. Os 130 requisitos norteiam o desenvolvimento de ações de melhoria seguindo 10 critérios de qualidade e podem ser aplicados as empresas brasileiras para obtenção de melhor performance e resultados. Esta iniciativa permite ao empresário desenvolver seu sistema de gestão da inovação, seguindo requisitos de qualidade de uma forma prática e eficiente, observando todas as dimensões passíveis de análise que compõe uma organização, a fim de torná-la inovadora e competitiva.
El estilo de aprendizaje y su relación con la educación entre pares
Authors: Gómez Ruiz Pilar , Gil López Alfonso J.
Published: January 2018

Los objetivos de esta investigación son: diagnosticar el Estilo de Aprendizaje (EA) del alumnado
de la Educación Secundaria Obligatoria (ESO), conocer la percepción de este alumnado sobre la figura del compañero tutor, y analizar la relación entre el EA del alumnado y la figura del compañero tutor. Se plantean como hipótesis que no existen diferencias entre los Estilos de Aprendizaje del alumnado y las características del compañero tutor. El estudio empírico se llevó a cabo con estudiantes de todos los cursos de la ESO en 6 Centros en España. La recogida de datos se realizó con dos instrumentos: el CHAEA y un cuestionario diseñado por el propio equipo de investigación sobre compañero tutor. En los resultados se comprueba que el EA del alumnado es predominantemente reflexivo, que los alumnos consideran la figura del compañero tutor adecuada para su aprendizaje, y las mayores diferencias significativas se encuentran entre el Estilo activo y el compañero tutor.
Competencia emocional, satisfacción en contextos específicos y satisfacción con la vida en la adolescencia
Authors: López Cassà Elia , Pérez-Escoda Nuria , Alegre Alberto
Published: January 2018

El presente estudio analiza la relación entre el nivel de competencia emocional y el bienestar derivado de experiencias en contextos específicos así como el nivel de satisfacción con la vida en
adolescentes. Se comprueban tres hipótesis: a) si la competencia emocional se relaciona con la satisfacción con la vida; b) si existe relación entre la satisfacción con la vida y con la satisfacción en diversos dominios específicos (con los estudios, con uno mismo, con los recursos de afrontamiento y con el uso del tiempo de ocio); c) Finalmente, si la relación entre la satisfacción en contextos específicos y la satisfacción con la vida es moderada por la competencia emocional. Para ello se utilizó el Cuestionario de Desarrollo Emocional para Educación Secundaria (CDE-SEC) de Pérez-Escoda, Álvarez & Bisquerra (2008), el cuestionario de satisfacción con la vida (SWLS) de Diener, Emmons, Larsen & Griffin (1985); adaptado al español por Atienza, Pons, Balaguer & García-Mérita (2000) y un cuestionario ad-hoc para medir las variables de bienestar en contextos específicos. La muestra de estudio es de 485 estudiantes de la Educación Secundaria Obligatoria de Cataluña y Bilbao. Se ha realizado un análisis de regresión mediante el que se ha obtenido un modelo explicativo de la competencia emocional y la satisfacción con la vida en los jóvenes. Los resultados confirman mayoritariamente las tres hipótesis aunque con algunos matices.
Valoración de la orientación profesional en la enseñanza secundaria postobligatoria
Authors: Rodríguez Álvarez Pablo , Ocampo Gómez Camilo Isaac , Sarmiento Campos José Antonio
Published: January 2018

La orientación académica y profesional es cada vez más un elemento clave en la formación a lo largo de la vida de las personas. La forma de llevar a cabo esa orientación y su éxito dependerá en gran parte de los modelos organizativos que adopten las diferentes instituciones para hacer más efectiva la intervención. Este trabajo pretende conocer con claridad la opinión del alumnado de Galicia sobre la orientación académica y profesional recibida en la enseñanza secundaria postobligatoria y también la importancia atribuida a la misma. El método de investigación fue de carácter descriptivo y exploratorio mediante encuesta a una muestra representativa de 2408 estudiantes de primer curso universitario. Los resultados evidencian una distancia significativa entre la orientación recibida y su importancia, siendo las puntuaciones en esta última significativamente más elevadas en todas las variables. Puede concluirse que la orientación es un factor de gran importancia y que el alumnado está poco satisfecho con el trabajo realizado en los centros de enseñanza secundaria postobligatoria. Se necesita más actividad grupal e individual, así como intervención con recursos convencionales y tecnológicos. La infrautilización de estos últimos es destacable en nuestro estudio.
Destrukcija kosti kod holesteatoma srednjeg uha
Authors: Špirić Sanja , Travar Dmitar
Published: January 2018

Uvod. Holesteatom se definiše kao cistična, ekspanzivna lezija temporalnekosti, čiju glavnu osobinu karakteriše progresivan rast s erozijom okolne kosti.Cilj istraživanja je bio da se ispita status osikularnog lanca i koštanih zidovakavuma timpani kod ispitanika sa holesteatomom srednjeg uha.Metode. Studija je obuhvatila 100 ispitanika, oba pola, u dobi od 16 do 84godine, operativno tretiranih zbog hronične upale srednjeg uha u Klinici zabolesti uha, grla i nosa Univerzitetskog kliničkog centra Republike Srpske,u razdoblju od 2015. do 2016. godine. Ispitanici su podijeljeni u dvije grupeod po 50 ispitanika prema prisustvu holesteatoma: eksperimentalnu grupusa holesteatomom i kontrolnu grupu bez holesteatoma. Intraoperativnomeksploracijom ispitan je status osikularnog lanca i koštanih zidova kavumatimpani.Rezultati. U kontrolnoj grupi bez holesteatoma statistički značajno veći brojispitanika je imao očuvan anatomski integritet koštanih zidova kavumatimpani (47/50; χ2 = 38,720; p < 0,001) za razliku od eksperimentalne grupegdje su statistički značajno učestaliji bili ispitanici s destrukcijom pomenutihanatomskih struktura (41/50; χ2 = 22,224; p < 0,001). Utvrđena je statističkiznačajna razlika između grupe sa i bez holesteatoma u odnosu na statusosikularnog lanca. U eksperimentalnoj grupi je zabilježena statistički značajnoveća učestalost ispitanika (36%) s nedostatkom inkusa i drške maleusai erozijom suprastruktura stapesa, a u kontrolnoj statistički značajno većaučestalost ispitanika (76%) s očuvanim osikularnim lancem.Zaključak. Destrukcija koštanih zidova kavuma timpani i osikularnog lancaje bila statistički značajno učestalija kod ispitanika sa holesteatomom srednjeguha. Prema stepenu destrukcije osikularnog lanca, statistički najzastupljenijaje bila kategorija ispitanika s nedostatkom inkusa, drške maleusa, kao i erozijomsuprastruktura stapesa.
Intraduralni ekstramedularni spinalni meningeom nivoa Th3–Th4 kod 83 godine stare pacijentkinje
Authors: Saratlić Vjeran
Published: January 2018

Uvod. Meningeomi rastu sa unutrašnje strane duralnog omotača koji obavijajukičmenu moždinu, ali izvan nervnih korijenova i čine drugi najčešći intraduralniekstramedularni spinalni tumor. Uobičajeno, meningeomi su benigni,sporo rastu i mogu proći godine dok se pojave prvi neurološki simptomi.Spinalni meningeomi se javljaju najčešće u starosti od 50 do 70 godina i devetputa su češći kod žena nego kod muškaraca.Prikaz bolesnika. Pacijentkinja starosti 83 godine primljena je na neurološkoodjeljenje zbog slabosti u nogama koja traje više od četiri mjeseca. Pri prijemunije samostalno pokretna. Anamnestički se saznaje da posljednjih godinudana hoda otežano uz bolove u krstima koji se šire niz noge. Prije tri godineugrađena joj je endoproteza na lijevom kuku. Neurološki pregled je pokazaoda postoji spastična duboka parapareza više izražena lijevo, sa živahnimpatelarnim refleksom i obostrano prisutnim patološkim znakom Babinskog.Nivo ispada senzibiliteta je iznad pupka, pacijentkinja je inkontinentna. Narendgenskom snimku lumbosakralne (L/S) kičme vidljive su degenerativnepromjene sa suženjima intravertebralnih prostora, prednjim i stražnjim osteofitima.Kompjuterizovanom tomografijom torakalne i L/S kičme, bez i sakontrastom, otkriveno je postojanje intraduralnog ekstramedularnog tumorau visini Th3-Th4 koji odgovara meningeomu. Postavljene su indikacije zaoperaciju i tumor je u cijelosti odstranjen. Postoperativni tok je protekaouredno. Patohistološki nalaz je potvrdio dijagnozu meningeoma. Pacijentkinjaje poslata na rehabilitaciju i nakon tri mjeseca samostalno je stala na noge.Hoda sa hodalicom koju sve rjeđe koristi.Zaključak. Spinalni meningeomi mogu biti uspješno resecirani sa zadovoljavajućimishodom, niskom stopom komplikacija i boljim kvalitetom životačak i kada je tumor otkriven kasno sa razvijenim neurološkim ispadom.
Bolesnik sa srčanom insuficijencijom – izazov za lekara porodične medicine
Authors: Tušek Bunc Ksenija
Published: January 2018

Srčana insuficijencija (SI) predstavlja veliki problem javnog zdravlja. Učestalostse, za razliku od drugih kardiovaskularnih bolesti, povećava. Tome doprinosistarenje stanovništva i efikasnost lečenja etioloških činilaca kardiovaskularnihbolesti, naročito ishemijske bolesti srca. Pacijenti sa SI najčešće traže pomoćkod svog izabranog doktora, pa su tako oni česti posetioci ambulanti porodičnemedicine. Njihovo stanje je ozbiljno, sa lošom prognozom i kvalitetomživota, sa potrebom za čestim hospitalizacijama, a prosečno preživljavanjenakon postavljanja dijagnoze je pet godina. Vođenje bolesnika sa SI predstavljaizazov za svakog lekara porodične medicine. Pažljivo uzimanje anamneze je odvelike važnosti, jer simptomi upozoravaju lekara na mogućnost postojanja SI.Ipak, oni su relativno česti u opštoj populaciji i ponekad ih je teško objasniti,posebno kod starih osoba, gojaznih i kod žena. Njihova prediktivna vrednostje niska, zato ih treba tumačiti oprezno i sprovoditi detaljnu dijagnostikupomoću metoda koje su dostupne i na raspolaganju lekaru porodične medicineu svakodnevnoj praksi. Pacijentima sa SI potreban je pregled kardiologa kojiće dopunskim pretragama potvrditi dijagnozu SI. U lečenju SI, lekar porodičnemedicine ima važnu ulogu ne samo u pružanju savremene terapije nego i usavetovanju i podsticanju pacijenta da provodi nefarmakološke mere, kaoi da odgovori na pitanja pacijenta koja se ne odnose samo na bolest, negoi na kvalitet života. Na kraju života, u terminalnoj fazi SI, lekar porodičnemedicine je često jedini koji ostaje na raspolaganju pacijentima i porodicamau palijativnom zbrinjavanju.
Alergija na hranu u dečjoj dobi – klinički aspekt
Authors: Radlović Nedeljko , Leković Zoran , Radlović Vladimir , Mladenović Marija , Simić Dušica
Published: January 2018

Alergija na hranu predstavlja čest i kontinuirano rastući problem. Iako jeprisutna u svim životnim dobima, najčešće pogađa decu do tri godine, aposebno nasledno predisponiranu odojčad na veštačkoj ishrani. Sklonostneadekvatnoj imunskoj reakciji je neselektivnog karaktera, te je nutritivnaalergija često multipla i u visokom stepenu udružena sa inhalacionom i/ilikontaktnom hipersenzitivnošću. Zbog antigenske bliskosti nekih vrsta hranealergijska reakcija može biti i unakrsna, kao što je to slučaj sa kikirikijem, leguminozamai jezgrastim voćem ili kravljim, ovčjim i kozjim mlekom. Glavninutritivni alergeni, odgovorni za preko 90% neželjenih reakcija ovog tipa,su proteini kravljeg mleka, jaja, kikirikija, jezgrastog voća, soje, pšeničnogbrašna, ribe i morskih mekušaca, zglavkara i cefalopoda. Alergiju na hranukarakteriše veoma širok spektar kliničkih manifestacija. Moguće su i veomateške sistemske reakcije, nekad i fatalne. Dijagnoza alergije na hranu se zasnivana detaljnoj ličnoj i porodičnoj anamnezi, kompletnom kliničkom pregledui odgovarajućim laboratorijskim i drugim ispitivanjima prilagođenim tipuhipersenzitivnosti i karakteru tegoba ispitanika, a terapija na eliminacionojdijeti. Značajan doprinos dijagnozi ima i pozitivan efekat eliminacione dijete.Mada je alergija na hranu kod dece u većini slučajeva prolazna, na neke odnamirnica, kao što su kikiriki, jezgrasto voće, riba i morski mekušci, zglavkarii cefalopode, ona je najčešće doživotna.
Sorting of a multi-subunit ubiquitin ligase complex in the endolysosome system
Authors: Yang Xi , Arines Felichi Mae , Zhang Weichao , Li Ming
Published: January 2018

The yeast Dsc E3 ligase complex has long been recognized as a Golgi-specific protein ubquitination system. It shares a striking sequence similarity to the Hrd1 complex that plays critical roles in the ER-associated degradation pathway. Using biochemical purification and mass spectrometry, we identified two novel Dsc subunits, which we named as Gld1 and Vld1. Surprisingly, Gld1 and Vld1 do not coexist in the same complex. Instead, they compete with each other to form two functionally independent Dsc subcomplexes. The Vld1 subcomplex takes the AP3 pathway to reach the vacuole membrane, whereas the Gld1 subcomplex travels through the VPS pathway and is cycled between Golgi and endosomes by the retromer. Thus, instead of being Golgi-specific, the Dsc complex can regulate protein levels at three distinct organelles, namely Golgi, endosome, and vacuole. Our study provides a novel model of achieving multi-tasking for transmembrane ubiquitin ligases with interchangeable trafficking adaptors.
Skeptics
Authors: Watt David Harrington
Published: January 2018

This chapter focuses on the arguments advanced by scholars who were leery of global fundamentalism. Some of these skeptical scholars say that when it is used with great care, the concept of global fundamentalism can be a helpful idea. Others maintain that even if the term is used carefully, speaking of global fundamentalism adds nothing to the discussion about world religions. To this second group of skeptics, the concept is fatally flawed. Some go so far as to say that talking about global fundamentalism is a great deal like talking about primitive religion or unicorns. In other words, global fundamentalism provides people with a way of talking about something that does not exist.
Prologue
Authors: Dorn Charles
Published: January 2018

This prologue provides an overview of American higher education. Over time, as Americans established colleges and universities across the nation, they stridently declared these institutions' commitment to advancing the public good. The form this commitment took surely changed over the years and college and university officials undoubtedly employed the rhetoric of the public interest while simultaneously advancing policies and practices that did little to advance it. Nevertheless, the archival record informing this book's study reveals a broad array of higher-education institutions demonstrating a continuing dedication to the common good even while broader social, political, and economic forces undermined, if not directly opposed, that aim. This book thus investigates the founding decades of eleven very different colleges and universities and explains how these institutions' characteristics both reflected and responded to changes in American society.
“Literary Institutions are Founded and Endowed for the Common Good”
Authors: Dorn Charles
Published: January 2018

This chapter examines Bowdoin College, which was supported by district elites who worked to erect a regional center of higher learning to which they could send their sons rather than incur the cost of dispatching them south to other colleges. On the morning of Bowdoin's opening, appointed president Joseph McKeen pronounced the college's primary mission: “That the inhabitants of this district may have their own sons to fill the liberal professions among them, and particularly to instruct them in the principles and practice of our holy religion, is doubtless the object of this institution.” This conception of higher education's function in American society drew heavily on a social ethos of civic-mindedness that assigned priority to social responsibility over individuals' self indulgence. Characterized by the practice of civic virtue and a commitment to the public good, civic-mindedness provided social institutions, including those dedicated to higher learning, a source from which to derive their central aims.
Epilogue
Authors: Dorn Charles
Published: January 2018

This epilogue argues that by the beginning of the twenty-first century, a social ethos of affluence dominated American higher education—a transformation that has hardly gone unnoticed. Most recently, the already-aggressive pursuit of wealth by both educational institutions and their students has intensified through what many observers have labeled the corporatization of higher education. Of course, corporate values have been influencing higher education for well over a hundred year. In recent decades, however, the change has been of a much greater magnitude in both style and substance, as affluence-oriented colleges and universities have shifted from being influenced by commercial values to becoming corporate entities, with some higher-education institutions being established as for-profit corporations.
A Clearer Picture of this Country
Authors: Young Terence
Published: January 2018

This chapter analyzes the development and use of camping trailers, particularly the history of Airstream trailers and the company's colourful founder, Wally Byam. Byam initially came to Southern California in the 1920s to make his fortune in Hollywood, but he found success only after he began to sell trailer plans and trailers themselves during the early 1930s. After Byam passed away in 1962, the Wally Byam Foundation worked with the Airstream Company and the U.S. State Department to create several programs that used trailer camping as a means to familiarize foreign diplomats and others with the “real America.” Moreover, the experiences of Carolyn Bennett Patterson and the many participants in the trailer camping adventures organized by the Wally Byam Foundation suggest that trailer camping fits within the arc of camping's development.
The Decline and Promise of American Camping
Authors: Young Terence
Published: January 2018

This concluding chapter offers a review of the key notions developed in the earlier chapters and draws upon this enhanced understanding to offer an explanation for why camping's popularity has begun to waver. Despite camping's strong and pervasive popularity today, the zenith of its national appeal occurred in the past. It is impossible to precisely quantify such trends, but camping's cultural significance appears to have peaked with the explosion of auto campers who hit the motor-camping trail during the decade following World War I. This heightened and widespread popularity should be understood as a reflection of the continuing and rapid urbanization that was sweeping through America, transforming it from a largely rural country in 1910 to a distinctly urban one by 1930.
“Army 45 Will Stop All Jive”
Authors: Malloy Sean L.
Published: January 2018

This chapter argues that the key to the theory and practice of the Black Panther Party (BPP) during its early years was an understanding of urban black neighborhoods as colonized spaces that needed to be liberated before African Americans could truly be free. Drawing from Frantz Fanon, Mao Zedong, Che Guevara, and pioneering black internationalists such as Malcolm X and Robert F. Williams, the Panthers embraced a form of revolutionary nationalism that posited the dire conditions facing black Oaklanders as part of a worldwide system of oppression linked to capitalism and white supremacy. In doing so, the BPP's founders built directly on their experiences with other organizations, particularly the Revolutionary Action Movement (RAM), as well as lessons drawn from the daily lives of people of color in the Bay Area.
The Panthers in Winter, 1971–1981
Authors: Malloy Sean L.
Published: January 2018

This chapter considers how the leaders of the BPP, the international section and Revolutionary People's Communications Network (RPCN), and the Black Liberation Army (BLA) were unable to formulate an effective response to the changed international and domestic landscape that they confronted in the age of détente and late-Cold War stagnation. As Aaron Dixon lamented, most of the party's rank and file who returned to their communities battered and bruised from their confrontations with police repression and party infighting found that “there would be no cheering crowds, no open arms, no therapy, no counselling.” Their efforts however, left a rich and contested legacy that remains relevant in the twenty-first century at a time when white supremacy, colonialism, and the ongoing effects of neoliberalism and deindustrialization continue to haunt the world.
Introduction
Authors: Davis-Secord Sarah
Published: January 2018

This book examines Sicily's place within the religious, diplomatic, military, commercial, and intellectual networks of the Mediterranean world. It traces the history of Sicily, from the sixth-century incorporation of the island into the Byzantine empire, through the period of Muslim rule (827–1061), until the end of Norman rule there in the late twelfth century. In particular, it investigates how Sicily moved from the Latin Christian world into the Greek Christian one, then into the Islamicate civilization, and then back into Latin Christendom. In order to understand Sicily's role(s) within the broader Mediterranean system of the sixth through twelfth centuries, the book explores patterns of travel and communication between Sicily and elsewhere—between Constantinople and Rome, between Byzantium and the Islamic world. Finally, it describes Sicily in the dār al-Islām.
Sicily from the Dār al-Islām to Latin Christendom
Authors: Davis-Secord Sarah
Published: January 2018

This chapter examines how Sicily became integrated into the political and religious world of Latin Christendom and describes its position vis-à-vis the Muslim and Christian worlds during the eleventh and early twelfth centuries in light of three aspects of cross-Mediterranean communication: naval travel during the period of the Norman conquest, the impact of the Norman takeover on trade between Sicily and the Muslim Mediterranean, and the resulting population movements across the newly developing Muslim–Christian boundary. It first considers the military, diplomatic, and political connections between Sicily and the Normans before discussing Christian Norman Sicily's economic connections with the dār al-Islām. It shows that travelers from the Muslim world continued to sail to Christian Sicily and thus to cross the newly drawn border between territories that had been closely linked for centuries.
Introduction
Authors: Neidorf Leonard
Published: January 2018

This chapter raises the main philological questions regarding the transmission of Beowulf. It introduces the prevailing scholarship on the poem’s philology, such as the duration of its transmission, the detection of scribal errors, and so on. Determining whether a passage in the transmitted text of Beowulf is corrupt or genuine is a matter of rational belief, this chapter argues. Such a process is centered on the following question whether or not it is more reasonable to believe that the passage was genuinely composed by an Old English poet or if it is more reasonable to believe that it is the outcome of scribal error. In addition, the chapter also discusses further aims on proceeding with a text-critical scholarship of Beowulf.
Advancing Urbanization
Authors: Maddox David , Nagendra Harini , Elmqvist Thomas , Russ Alex
Published: January 2018

This chapter explains the importance of telling the story of “advancing urbanization”—both the global acceleration of urbanization and the promise offered by urbanization—for urban environmental education. It argues that cities—their design and how we live in them—will be key in our struggle for sustainability, indeed our future. As cities grow, as they are newly created, and as more and more people choose or require them as places to live, our decisions about urban design and city building will determine the outcomes of long-term challenges related to resilience, sustainability, livability, and justice. Rather than being the essential cause of the global environmental dangers we face, cities will be key to success in overcoming these dangers. The chapter examines the role of environmental education in fostering public engagement through clarifying and transmitting the challenges, values, actions, and methods for achieving sustainable, resilient, livable, and just cities.
Sustainable Cities
Authors: Monroe Martha C. , Wals Arjen E. J. , Kobori Hiromi , Ekne Johanna
Published: January 2018

This chapter presents three cases that demonstrate a variety of interactions between residents and expert leaders in fostering sustainability innovations in cities. It looks at sustainable cities in Sweden, Japan, and the Netherlands, focusing on common principles that may help explain their success as well as the role of environmental education and learning in these efforts. All three examples engage municipal nonprofit and government agency leaders with residents in many different ways. Leaders and residents learn about sustainability as they build skills for participatory decision making. They offer ideas and realize that their contributions matter. The cases have outlived their inception phase and continue to grow and improve their outcomes despite setbacks, changing circumstances, and even opposition. The chapter explains how monitoring the outcomes of such innovations, including through citizen science and social learning, can contribute to their effectiveness.
Four Asian Tigers
Authors: Tan Geok Chin Ivy , Chi-Kin Lee John , Chang Tzuchau , Kim Chankook
Published: January 2018

This chapter describes innovative approaches, both within schools and across multiple sectors, to urban environmental education in the highly urbanized environments of Singapore, Hong Kong, Taipei, and Seoul. Singapore, Hong Kong, Taiwan, and South Korea—the so-called “Four Asian Tigers”—pursued aggressive industrialization to boost economic growth, resulting in rapid urbanization. Today their cities are faced with acute urban problems. As each of these highly urbanized cities faces the complex challenges that come with development, they turned to urban environmental education to foster environmental awareness and environmentally responsible behaviors. The chapter examines the strategies adopted by Singapore, Hong Kong, Taipei, and Seoul, such as integrating environmental education into the school curriculum, inquiry-based field trips, technology, partnerships, and urban environmental centers.
Environmental Justice
Authors: McKenzie Marcia , Koushik Jada Renee , Haluza-DeLay Randolph , Chin Belinda , Corwin Jason
Published: January 2018

This chapter discusses the importance of environmental justice and issues of equity within urban environmental education. Urban environmental education engages with environmental justice through topics such as disparities in access to nature and ecosystem services and in exposure to industrial pollution and other environmental risks. There are many approaches to addressing injustice, including food sovereignty, political mobilization, and climate justice. The chapter first provides a brief history of the environmental justice movement before presenting three case studies illustrating educational responses to environmental injustice in cities: Green Guerrillas Youth Media Tech Collective and Youth Ministries for Peace and Justice in New York City, and the Equity and Environment Initiative in Seattle, Washington. These initiatives demonstrate the ways in which race, colonization, poverty, and other social issues overlap with access, understandings, benefits, and related considerations of urban place, as well as how urban environmental education is addressing these intersections.
Climate Change Education
Authors: Krasny Marianne E. , Chang Chew-Hung , Hauk Marna , DuBois Bryce B.
Published: January 2018

This chapter examines how environmental education—including school and public programs developed by universities and government agencies as well as initiatives that emerge from the efforts of grassroots organizations—can help in the response to and preparation for climate change and related disasters. More specifically, it considers how we can hold true to our foundational values of enhancing the environment, including efforts to mitigate climate change, while addressing the reality that climate change has already irreversibly changed our environment and that we need to adapt and transform. The chapter looks at examples of formal school curricula, engineered infrastructure development, and public outreach in Singapore and through an exploratory “three Rs” (reclamation, resilience, regeneration) approach to climate-responsive environmental and sustainability education in the United States.
Community Assets
Authors: Krasny Marianne E. , Beames Simon , Allred Shorna B.
Published: January 2018

This chapter examines how urban environmental education can strengthen communities and enhance environmental quality in cities by focusing on three community assets—social capital, sense of community, and collective efficacy—that have been used to understand why some communities fare better than others and why people sometimes act not in their narrow self-interest, but for the common good. In order to better understand pathways toward urban sustainability that highlight collective action rather than changing individual behaviors, the chapter connects social capital, sense of community, and collective efficacy to urban environmental education. It shows that all three community assets are desirable outcomes for urban environmental education because they contribute to a community's well-being and its ability to act collectively for the common good. The chapter concludes by explaining how to build these community assets.
Trust and Collaborative Governance
Authors: Stern Marc J. , Hellquist Alexander
Published: January 2018

This chapter explores the relationship between urban environmental education programs and urban environmental governance in light of the “deliberative turn”—a shift away from “government” toward “governance,” including in urban planning and policy making, and the acceptance of stakeholder participation and dialogue as crucial elements in governance related to complex urban issues. The deliberative turn emphasizes the importance of public participation, attention to both purposive and inadvertent forms of exclusion, the value of dialogue among stakeholders, and the creation of an environment in which the distorting effects of power are diminished. The chapter examines “wicked” urban sustainability issues that call for collaborative governance based on deliberation and argues that urban environmental literacy should include an understanding of governance and skills related to productive deliberation. It also explains how an understanding of mechanisms for the development of trust can enhance the potential for constructive deliberation and collaborative governance.
Nonformal Educational Settings
Authors: Heimlich Joe E. , Adams Jennifer D. , Stern Marc J.
Published: January 2018

This chapter examines the pedagogy of nonformal environmental education for urban audiences, focusing on different types of urban nonformal educational opportunities and situating them in the lives of urbanites using the concept of “learningscapes.” Urban nonformal environmental education involves relating environmental content to the everyday lives of urban learners, ensuring learner autonomy, and integrating the institutions of environmental education providers within the broader array of social institutions in the urban environment. Nonformal urban environmental education programs according to participant choice and goals and provider goals include school field trips or related programs, casual visit to a community institution (for example, nature center), and recreational programs. The chapter suggests that urban environmental education providers have unique opportunities for connecting beyond traditional audiences due to the dense and diverse networks of programs within urban environments, from youth sports leagues to literacy clubs and neighborhood watches.
Community Environmental Education
Authors: Krasny Marianne E. , Mukute Mutizwa , Aguilar Olivia M. , Masilela Mapula Priscilla , Olvitt Lausanne
Published: January 2018

This chapter examines the positive impact of community environmental education programs on both communities and the environment. Community environmental education uses environmental learning and action to foster community wellness in cities and other settings. Social learning encompasses a diversity of learning theories, all of which focus on learning through interaction with others. Two social learning frameworks useful in understanding community environmental education are communities of practice and cultural historical activity theory. The chapter applies community of practice theory to a youth program focusing on water-quality monitoring in the United States and cultural historical activity theory to two programs in South Africa, one involving organic agriculture and the other medical wastes. It highlights lessons that can be drawn from the South African cases and their relevance to community environmental education.
Early Childhood
Authors: Derr Victoria , Chawla Louise , Pevec Illène
Published: January 2018

This chapter examines successive schools of thought in early childhood education that have encouraged the exploration of urban environments by young children. These traditions have pursued similar aims, from creative self-expression and democratic decision making to collaborative learning among peers and multiple generations, communication skills, and a deepening of children's experiential, place-based education. The chapter explains how these aims can be achieved in cities through a variety of approaches such as participatory planning and design, mobile preschools, greening the grounds of schools and child care centers, gardening, and forest and nature schools in metropolitan areas. It looks at examples from both resourced and poorly resourced schools and child care centers in the Global North and South and shows that urban environmental education facilitates children's contact with and learning about urban nature and the built environment.
Adult Education
Authors: Silva Philip , Laird Shelby Gull
Published: January 2018

This chapter examines opportunities for developing urban environmental education experiences for adults. It first considers the core ideas of three influential adult education scholars—Paulo Freire, Malcolm Knowles, and Jane Vella—before describing two cases of adult environmental education in cities, one in New York City and one in London. It then reviews theory and practice through the binary categories of “emancipatory” versus “instrumental” environmental education, both of which have conceptual roots in the work of Freire, Knowles, and Vella, among others. It also explains how, through the use of andragogic methods such as relationship building, engagement in action, and a focus on the needs of the learner, adult urban environmental education initiatives can help promote environmental literacy and action.
Intergenerational Education
Authors: Nike Liu Shih-Tsen , Kaplan Matthew S.
Published: January 2018

This chapter considers how adding an intergenerational component to environmental education programs enriches the learning experience for participants regardless of age. Compared to multigenerational approaches to environmental education, whose aim is to include or accommodate different generations, intergenerational approaches seek to promote dialogue, collaborative learning, and mutual understanding. Intergenerational environmental education programs are being implemented in diverse urban settings around the world, including schools, parks, urban gardens, and community and environmental centers. The chapter discusses the benefits of intergenerational environmental learning for environmental education, for children and older adults, and for cities. It also looks at examples of intergenerational environmental education initiatives and explains how they are implemented.
Cities as Classrooms
Authors: Leou Mary , Kalaitsidaki Marianna
Published: January 2018

This chapter explores how learning in cities can promote environmental literacy, raise awareness about local environmental problems, and engage students in discussions of sustainable choices. City as Classroom is a trend in urban environmental education that encompasses nature study, citizen science, inquiry-based learning, and neighborhood inventories. It draws from place-based education, which enables teachers to use the varied resources of a city to engage students in authentic experiences and learning in the places where they live. Using examples from Greece and the United States, this chapter considers the ways in which place matters and shapes what we teach and how we teach. It shows that cities can function as vibrant outdoor classrooms, with the goal to help teachers and other educators develop curriculum that is inquiry-based and fosters the development of problem-solving skills as well as an environmental stewardship ethic.
Environmental Arts
Authors: Inwood Hilary , Heimlich Joe E. , Ward Kumara S. , Adams Jennifer D.
Published: January 2018

This chapter examines the ways that the arts are transforming environmental education in urban centers and helping bring about cultural shifts toward sustainability. Around the world, cities are using the arts to enhance urban aesthetic experiences and foster innovative environmental activism. Manifesting as flash mobs, immersive street theater, bike parades, pop-up installations, zero-carbon concerts, and participatory storytelling, artists are harnessing their creativity and ingenuity to draw attention to and propose solutions for the environmental challenges faced by cities in the twenty-first century. Also known as creative or artistic activism, environmental arts are becoming part of the curriculum in schools, universities, colleges, museums, and community centers, and they are being integrated into the fabric of the city in unexpected spaces such as parks, city streets, alleyways, and rooftops. This chapter cites examples showing how visual arts, music, dance, drama, and other art forms help to bring about positive environmental change.
Adventure Education
Authors: Mitten Denise , Cheung Lewis Ting On , Yan Wanglin , Withrow-Clark Robert
Published: January 2018

This chapter examines the benefits of adventure education and of pairing adventure and environmental education in urban environments. By participating in outdoor activities, people learn about their surroundings and places they might not otherwise visit. These group experiences enhance social ties and may promote pro-environmental behaviors, which contribute to ecosystem health and human well-being as well as urban sustainability. Benefits of adventure education include positive relationships with self, other people, places, and the natural world. After explaining what adventure education is, the chapter considers adventure education in urban areas such as metropolitan Hong Kong, Minneapolis (Minnesota), and Japan. It shows that adventure education can be used by educators as a catalyst for urban environmental education.
Ecological Restoration
Authors: McCann Elizabeth P. , Schusler Tania M.
Published: January 2018

This chapter looks at ecological restoration efforts that include an educational purpose, otherwise known as “restoration-based education.” Restoration-based education occurs over time and consists of social and ecological components. It has the potential to create learning landscapes that enhance biodiversity and ecosystem services while offering learners, such as children and adults, opportunities to reverse negative environmental trends through their collective hands-on/minds-on efforts. The chapter considers some of the contexts where restoration-based education takes place, along with its educational and ecological impacts. It also examines the importance of partnerships, inclusivity, cultural relevance, and social justice in the restoration education process.
Green Infrastructure
Authors: Cole Laura B. , McPhearson Timon , Herzog Cecilia P. , Russ Alex
Published: January 2018

This chapter examines opportunities for using green infrastructure in classroom and after-school activities and strengthening student contact with and attachment to their local environment. Education about green infrastructure refers to the learning opportunities provided by infrastructure projects in cities, where ecosystem services are intertwined with human development and can teach fundamental lessons about systems thinking, sustainability, and resilience. In addition, education for green infrastructure emphasizes the need for increased public education regarding the benefits of green infrastructure, which could increase public support, management, and stewardship of present and future green infrastructure projects. The chapter considers the ways that urban environmental education in, about, and for green infrastructure can improve human–nature connections in the city.
Urban Digital Storytelling
Authors: Daskolia Maria , Dettori Giuliana , Lejano Raul P.
Published: January 2018

This chapter considers how the potential of digital storytelling can be harnessed as a tool for teaching and learning about the environment and sustainability in formal and nonformal urban education contexts. It first examines the learning opportunities provided by digital storytelling for urban environmental education before discussing these opportunities using three examples of storytelling-based learning activities that were implemented in different contexts, with different means, and for different audiences to address aspects of urban life. The first initiative involves children and youth as tourist guides in Helsinki; the second is digital storytelling by refugees and immigrants in Western Sydney; and the third is collaborative creativity in storytelling about urban sustainability among Greek university students. These cases show that digital storytelling can be employed with ease as a pedagogical approach, involving people with no particular technical skills, and without expensive equipment.
Labor Strategy and the Politics of Elite Division in Midtown Manhattan
Authors: MacDonald Ian Thomas
Published: January 2018

This chapter discusses a campaign by the New York hotel workers to ensure new hotels built in East Midtown will employ unionized labor and continue to offer decent wages and benefits. This case shows how the New York Hotel Trades Council's (HTC) intervention in East Midtown formed part of a broader campaign to block hotel development in a sector that is increasingly fragmented by service format, and most worrisome, witnessing a rapid growth of hotels providing few services and competing on price, leading to a stronger employer opposition to unionization. The outcome of this case speaks unequivocally to organized labor's strength in New York City politics and to a growing recognition in real estate and policymaking circles of labor's importance in urban land use planning.
Struggling for Good Green Jobs in Toronto’s Deindustrializing Suburbs
Authors: Nugent James
Published: January 2018

This chapter explores the difficulties of attempting to bring the different moments of the production process together in a deindustrialized low-income neighborhood in Toronto's inner suburbs. Here, a resident organization backed by the Communication, Energy, and Paperworkers Union (now UNIFOR), the Steelworkers, and the local labor council sought revitalization through green manufacturing, rather than a future of gentrification and big-box retail employment envisioned by developers and the city. The chapter then traces the evolution of the campaign from a focus on industrial heritage preservation to green jobs, and ultimately a broader antipoverty campaign that incorporated gender, race, and ecology. Although the campaign failed to attract a private-sector firm to invest in the site, the coalition managed to overcome some of the dilemmas that labor has faced in similar site fights in the city.
In Defense of “Gold-Plated” Child Care
Authors: Black Simon
Published: January 2018

This chapter examines contemporary trade union strategies in the greater Toronto area's child care sector, focusing particularly on the ability of child care workers' unions and their community allies to defend high-quality public child care services in a context of neoliberal austerity and a child care system in crisis. In Toronto, the Canadian Union of Public Employee (CUPE) Local 79 successfully fought the privatization of the city's fifty-seven municipal centers, preserving union jobs and child care funding in the process. This case is contrasted with an unsuccessful campaign to stop the closure of municipal centers in the Region of Peel, a suburb of Toronto. Lacking allies in local government, and in the absence of a strong local child care coalition and broader community-based mobilization against austerity, this campaign ultimately failed.