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Record Nr. |
UNINA9910779061703321 |
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Titolo |
Climate change education [[electronic resource] ] : goals, audiences, and strategies : a workshop summary / / Sherrie Forrest and Michael A. Feder, rapporteurs ; Board on Science Education ; Division of Behavioral and Social Sciences and Education |
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Pubbl/distr/stampa |
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Washington, D.C., : National Academies Press, 2011 |
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ISBN |
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0-309-21848-9 |
1-280-12324-9 |
9786613527103 |
0-309-21846-2 |
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Descrizione fisica |
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1 online resource (98 p.) |
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Altri autori (Persone) |
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ForestSherrie |
FederMichael A. <1977-> |
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Disciplina |
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Soggetti |
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Climatic changes - Study and teaching |
Global temperature changes - Study and teaching |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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""Front Matter""; ""Acknowledgments""; ""Contents""; ""Acronyms""; ""1 Introduction and Goals of Climate Change Education""; ""2 Climate Change Education Goals and Outcomes for Various Public Audiences""; ""3 Implications of Audience Research and Segmentation for Education Strategies""; ""4 Major Messages""; ""References""; ""Appendix A: Workshop Agenda and List of Participants""; ""Appendix B: Climate Change Education Roundtable""; ""Appendix C: Biographical Sketches of Presenters, Steering Committee Members, and Staff"" |
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Sommario/riassunto |
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"The global scientific and policy community now unequivocally accepts that human activities cause global climate change. Although information on climate change is readily available, the nation still seems unprepared or unwilling to respond effectively to climate change, due partly to a general lack of public understanding of climate change issues and opportunities for effective responses. The reality of global climate change lends increasing urgency to the need for effective education on earth system science, as well as on the human |
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and behavioral dimensions of climate change, from broad societal action to smart energy choices at the household level. The public's limited understanding of climate change is partly the result of four critical challenges that have slowed development and delivery of effective climate change education. As one response to these challenges, Congress, in its 2009 and 2010 appropriation process, requested that the National Science Foundation (NSF) create a program in climate change education to provide funding to external grantees to improve climate change education in the United States. To support and strengthen these education initiatives, the Board on Science Education of the National Research Council (NRC) created the Climate Change Education Roundtable. The Roundtable convened two workshops. Climate Change Education Goals, Audiences, and Strategies is a summary of the discussions and presentations from the first workshop, held October 21 and 22, 2010. This report focuses on two primary topics: public understanding and decision maker support. It should be viewed as an initial step in examining the research on climate change and applying it in specific policy circumstances" --Publisher's description. |
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2. |
Record Nr. |
UNINA9910796587703321 |
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Titolo |
Annual review of comparative and international education 2017 . Vol. 34 / / edited by Alexander W. Wiseman |
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Pubbl/distr/stampa |
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Bingley : , : Emerald Publishing, , 2018 |
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ISBN |
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1-78743-971-2 |
1-78743-765-5 |
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Edizione |
[First edition.] |
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Descrizione fisica |
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1 online resource (336 pages) : illustrations |
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Collana |
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International perspectives on education and society, , 1479-3679 ; ; v. 34 |
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Disciplina |
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Soggetti |
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Comparative education |
International education |
Education - Comparative |
Educational strategies & policy |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Sommario/riassunto |
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This year's Annual Review of Comparative and International Education surveys the field from several globally representative perspectives. Contributors include scholars, policymakers and development consultants and cover comparative and international education trends and issues unique to Africa, Asia, Europe, North America, Oceania, and South America. This volume is representative of a wide range of recent trends and important concerns in the CIE community worldwide and within particular regions or specific communities. Additionally, the Annual Review celebrates its fifth year of continuous publication this year, which highlights the ongoing interest in and importance of reflective practice and the professionalization of comparative and international education. |
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