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niepełnosprawnością − normalizacja jako narzędzie ideowe rehabilitacji podmiotowej. Człowiek, Niepełnosprawność, Społeczeństwo, 3 (25), 87-106. Frączek, A., & Zwoliński, M. (1999). Some Childhood Predictors of the Sense of Coherence (SOC) in Young Adults. A Follow-up Study. Polish Psychological Bulletin , 30 (4), 263-270. Heszek, I, & Sęk, H. (2007). Psychologia zdrowia . Warszawa: Wydawnictwo Naukowe PWN. Hobfoll, S. E. (2001). The Influence of Culture, Community, and the Nested-Self in Stress Process: Advancing Conservation of Resources Theory. Applied Psychology: An

sustainability scenarios. Engineering Economics, 2 (62), 28–37. Da Silva, P. N. B. (2015). Conservation of mangroves in Guyana: A study of teachers’ perceptions, knowledge, attitudes and practices. Research Journal of Chemical and Environmental Sciences, 3 (4), 1–8. De Castro, R., & Jabbour, C. J. C. (2013). Evaluating sustainability of an Indian university. Journal of Cleaner Production, 61 (0), 54–58. doi: . Delong, D., & McDermott, M. (2013). Current perceptions, prominence and prevalence of sustainability in the marketing


The similarities and differences in values between generations reflect both the stability and change of socio-cultural trends prevailing at a specific time point as well as developmental processes occurring across the life span. Intergenerational similarities in values may be the effect of value transmission within family or consequence of sharing the same socio-cultural context, since both these processes are difficult to separate. The aims of the study were: 1) to describe similarities and differences in values preferences between young women and their both parents; 2) to determine which values may be transmitted within families. Ninety nine women aged 19-25 and their both parents filled in the Schwartz’ Portrait Value Questionnaire [PVQ- 21, Schwartz 2003]. Comparing to older generation young women showed greater preference for achievement, hedonism, stimulation and universalism as well as less preference for conformity and tradition. To assess value transmission two methods measuring similarity between family members were used. According to correlation analysis values representing conservation (conformity, tradition and security) as well as benevolence and power were transmitted in families between women, while security and two values related to self-enhancement (power and achievement) were transmitted between fathers and daughters. According to comparisons of family dyads with pseudo family dyads only mothers and daughters were found to be similar in their preference for tradition, security and power.

December 10, 2013, from Emery, A. R. (1997). Guidelines for environmental assessments and traditional knowledge. Ottawa: Canadian International Development Agency. Fien, J., & Tilbury, D. (2002). The global challenge of sustainability. In D. Tilbury, R. Stevenson, J. Fien & D. Schreuder (Eds.), Education for sustainability responding to the global challenge (pp. 1–12). Cambridge: International Union for Conservation of Nature. Fuhker, U. (2002). Community environmental education at PPLH (Pusat Pendidikan Lingkungan Hidup). In D. Tilbury, R

Environmental Education, 42, 1–13. Barbas, T. A., Paraskevopoulos, S., & Stamou, A.G. (2009). The effect of nature documentaries on studentsí environmental sensitivity: A case study. Learning, Media and Technology, 34, 61–69. Bizerril, M. X. A., Soares, C. C., & Santos, J. P. (2011). Linking community communication to conservation of the maned wolf in central Brazil. Environmental Education Research, 17, 815–827. Boykoff, M. T. (2009). We speak for the trees: Media reporting on the environment. Annual Review of Environment and Resources, 34, 431–57. Chawla, L., & Flanders

England and Wales: What do we know? London: Centre for the Economics of Education. Morris, J. R., Phillips, P. S., & Read, A. D. (1998). The UK landfill tax: An analysis of its contribution to sustainable waste management. Resources, Conservation and Recycling, 23, 259-270. Morrissey, A. J., & Browne, J. (2004). Waste management models and their application to sustainable waste management. Waste Management, 24, 297-308. Oakland, J. (1993). A dictionary of British institutions: A studentsí guide. London: Routledge Chapman & Hall. Pires, A., Martinho, G., & Chang, N. B

References Alvarez, P., & Vega, P. (2004). Formacion inicial del profesorado en educacion ambiental [Environmental education in pre-service teacher training]. Revista Biocenosis [Journal Biocenosis], 18 (1–2), 66–71. Álvarez-García, O., Sureda-Negre, J. & Comas-Forgas, R. (2015). Environmental education in pre-service teacher training: A literature review of existing evidence. Journal of Teacher Education for Sustainability, 17 (1), 72–85. Arendt, R. (1996). Conservation design for subdivision: A practical guide for creating open space networks. Washington

Teacher Education, 59 (1), 55-68. Tilbury, D., & Wortman, D. (2004). Engaging people in sustainability. Gland and Cambridge: Commission on Education and Communication, International Union for Conservation of Nature and Natural Resources. UNESCO and sustainable development. (2005). Retrieved February 21, 2010, from

. (2003). Towards the UN Decade: Looking backwards, looking forward. The Development Education Journal, 9 (3), 3-5. Fien, J. (2002a). Education and sustainability: Reorienting Australian schools for a sustainable future. Tela Papers, No. 8. Melbourne: Australian Conservation Foundation. Fien, J. (2002b). Advancing sustainability in higher education: Issues and opportunities for research. Higher Education Policy, 15 (2), 143-152. Grundy, S. (1987). Curriculum product or praxis. Deakin studies in education series. Abingdom: Reutledge Falmer. Hedberg, J. G. (2003

, 14–27. Irini, I., & Norazlina, A. Z. (2012). The roles of international NGOs in the conservation of bio-diversity of wetlands. Procedia–Social and Behavioral Sciences, 42, 242–247. doi: Keinonen, T., Yli-Panula, E., Svens, M., Vilkonis, R., Persson, C., & Palmberg, I. (2014). Environmental issues in the media and students’ perceptions in the three Nordic-Baltic countries. Journal of Teacher Education for Sustainability , 16 (1), 32–53. doi: Lunenbrug, F. (2010). Communication