The social practice and regulation of cycling as ‘A Boy’s Thing’ in Irish secondary schools

Despite low levels of cycling to secondary education across the adolescent population in Ireland, there is, in addition, a pronounced inequality in rates of ridership between teenage girls and boys, with nearly 10 times as many boys cycling to school compared to girls. In light of this disparity, the Green-Schools #andshecycles campaign was created to explore and address the cycling gender gap among second-level students. Emerging from this campaign, this paper details qualitative research exploring this gender gap, drawing on focus groups with teenage girls and boys across Ireland. Using grounded theory methodology, a theory of cycling as 'A Boy's Thing' was generated. This theory makes sense of how cycling as a social practice is continually enacted, reproduced and regulated as a practice of and for boys among Irish adolescents, through related practices of exemplifying masculinity, incompatible femininity and processes of gender regulation. It has significant implications in considering the effects of gender as a configuration of social practice (Connell, 2005) or performance (Butler, 1990) on cycling, and how cycling is a uniquely gendered practice/performance in particular contexts. In light of this theoretical interpretation, two approaches for tackling the Irish second-level cycling gender gap are provided: first, promoting cycling among teenage girls by making cycling more compatible with dominant practices of femininity; second, promoting cycling among teenage girls by publicly rejecting and subverting dominant practices of femininity and processes of gender regulation relating to cycling in present day Ireland. 

A Review on Indoor Environment Quality of Indian School Classrooms

The progress of Indoor Environmental Quality (IEQ) research in school buildings has increased profusely in the last two decades and the interest in this area is still growing worldwide. IEQ in classrooms impacts the comfort, health, and productivity of students as well as teachers. This article systematically discusses IEQ parameters related to studies conducted in Indian school classrooms during the last fifteen years. Real-time research studies conducted on Indoor Air Quality (IAQ), Thermal Comfort (TC), Acoustic Comfort (AcC), and Visual Comfort (VC) in Indian school classrooms from July 2006 to March 2021 are considered to gain insight into the existing research methodologies. This review article indicates that IEQ parameter studies in Indian school buildings are tortuous, strewn, inadequate, and unorganized. There is no literature review available on studies conducted on IEQ parameters in Indian school classrooms. The results infer that in India, there is no well-established method to assess the indoor environmental condition of classrooms in school buildings to date. Indian school classrooms are bleak and in dire need of energy-efficient modifications that maintain good IEQ for better teaching and learning outcomes. The prevailing COVID-19 Pandemic, Artificial Intelligence (AI), National Education Policy (NEP), Sick Building Syndrome (SBS), Internet of Things (IoT), and Green Schools (GS) are also discussed to effectively link existing conditions with the future of IEQ research in Indian school classrooms.

The Social Practice and Regulation of Cycling as ‘A Boy’s Thing’ in Irish Secondary Schools

Despite low levels of cycling to secondary education across the adolescent population in Ireland, there is, in addition, a pronounced inequality in rates of ridership between teenage girls and boys, with nearly 10 times as many boys cycling to school compared to girls. In light of this disparity, the Green-Schools #andshecycles campaign was created to explore and address the cycling gender gap among second-level students. Emerging from this campaign, this paper details qualitative research exploring this gender gap, drawing on focus groups with teenage girls and boys across Ireland. Using grounded theory methodology, a theory of cycling as ‘A Boy’s Thing’ was generated. This theory makes sense of how cycling as a social practice in continually enacted, reproduced and regulated as a practice of and for boys among Irish adolescents, through related practices of exemplifying masculinity, incompatible femininity and processes of gender regulation. It has significant implications in considering the effects of gender as a configuration of social practice (Connell, 2005) or performance (Butler, 1990) on cycling, and how cycling is a uniquely gendered practice/performance in particular contexts. In light of this theoretical interpretation, two approaches for tackling the Irish second-level cycling gender gap are provided: first, promoting cycling among teenage girls by making cycling more compatible with dominant practices of femininity; second, promoting cycling among teenage girls by publicly rejecting and subverting dominant practices of femininity and processes of gender regulation relating to cycling in present day Ireland.

Sustainable Living in Schools: A Study of Vajra Academy, Lalitpur

Green living focuses on the use of renewable products with less emphasis on the natural resources. The improvement in teaching methodology, qualified teachers and child centered curriculum are required for green schools. Vajra Academy was purposively chosen for this study as it is the first green and eco-friendly school of Nepal This study determines different components of green living in Vajra Academy School of Nepal, connecting the knowledge, attitude and practice level of students. The study was done on 32 students from Grade VI and VII. A structured survey questionnaire was asked with students and open-ended questions were asked with school administration. The six different indicators of green living namely water, transport, food, energy, waste, and curriculum have been discussed in this paper. It was found that there is no gender difference in gaining knowledge about the green living components. However, the study reveals that there is difference in attitude of treating from the gender perspective. The practice level is weak compared to the knowledge and attitude of the students. The knowledge of green living among students of Vajra Academy was extraordinary; the attitude was good whereas, the practice level was average.

Pendidikan Lingkungan bertema “Microplastic and Marine Pollution Awareness” di Sekolah Adiwiyata Nasional: SMAN 1 Cikarang Pusat, Cikarang, Jawa Barat

<p>Permasalahan lingkungan besar yang dihadapi dunia, khususnya di Indonesia adalah isu pencemaran plastik, mikroplastik, dan pencemaran laut. Permasalahan mikroplastik dan pencemaran lautan ini menjadi pekerjaan rumah yang besar bagi berbagai pihak termasuk dunia pendidikan sebagai agen perubahan. Peserta PKM ini adalah para Duta Lingkungan yang terlibat dalam kegiatan ekstrakurikuler di SMA Negeri 1 Cikarang Pusat, peraih Sekolah Adiwiyata Tingkat Nasional. Metode yang digunakan adalah pendidikan lingkungan memberikan wawasan terkait (a) mikroplastik dan pencemaran lautan, (b) bagaimana solusi pengolahan dan pengelolaan yang bisa dilakukan dalam skala rumah tangga, dan (c) bagaimana agar peserta mau merubah perilaku dan peduli terhadap permasalahan lingkungan ini. Kegiatan pengabdian masyarakat ini terdiri dari 2 kegiatan yaitu: Pendidikan Lingkungan (presentasi dan diskusi) dan Lomba Poster Kreatif. Pendidikan lingkungan ini dibutuhkan sejak usia remaja supaya kesadaran akan masalah ini dapat tertanam sejak usia muda. Kegiatan ekstrakurikuler dalam rangka Adiwiyata, seperti Duta Lingkungan, merupakan kegiatan yang dapat menjadi pusat pembelajaran mengenai lingkungan hidup yang baik di sekolah, juga menimbulkan banyak perubahan positif bagi perilaku bermasyarakat. <em></em></p><p class="Default"><strong><em>Abstract</em></strong></p><p><em>Nowadays, the world, especially Indonesia are facing the three biggest environmental problems, which are plastic pollution issue, microplastic, and marine pollution. Microplastic and marine pollution problems are becoming a major homework for many stakeholders, including education sector, as an agent of change. The participants of this community empowerment project are Environmental Agents, who actively engage in extracurricular activities in SMA Negeri 1 Cikarang Pusat, an Adiwiyata Green Schools national award winner. The method that been used is environmental education, that giving knowledge about (a) microplastic and marine pollution, (b) how to treat and manage the solution in household scale, and (c) how the participants became active in changing their behaviors, and increasing careness in this problems. The activities are divided into 2 type: Environmental Education (Presentation and Sharing) and Creative Poster Competition. </em>This event are needed for young leaders to increase their awareness and plant wisdom in since they are young. The extracurriculer activities in Adiwiyata Green Schools, like Environmental Agent are becoming a great education center for environmental issue in schools, and also can contribute to positive changing of society behaviors.<strong><em></em></strong></p>

FROM OUTDOOR EDUCATION TO OUTDOOR SCHOOLS: A NEW WAY OF TEACHING / DALL'OUTDOOR EDUCATION ALLE SCUOLE ALL'APERTO: UN NUOVO MODO DI INSEGNARE

<p>The contribution examines the most advanced national and international literature linked to the approaches underlying the models of Outdoor Education and Outdoor Schools, launching an examination of those studies that connect to the concrete benefits that such approaches would bring to the learning of students in contexts. schools and paying attention to those dimensions of teaching which are central to guaranteeing quality training and which should be integrated within a sustainable and integrated didactic action space. We retrace the first important experiences of pedagogues of the early twentieth century who, in the relationship between culture and nature, traced the way for a "green pedagogy" and paths of "green schools" up to the of "green schools" up to the most recent experiences, which today are the expression of an intense debate aimed at guaranteeing a school sustainable.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

Assessment of Elementary Schools in District Three of Tehran based on the Sustainable School Indicators

Introduction: Due to the climate changes and reduction of energy resources, the human-made environment and buildings should be more sustainable and use less levels of energy. In this regard, optimizing energy consumption and utilizing sustainable architecture approaches, especially in schools, can do a great help to the growth and development. The aim of the present study was to evaluate elementary schools in district three of Tehran based on indicators of sustainable schools. Methods: This descriptive-cross sectional study included all elementary state schools in district three of Tehran in 2018. In this way, 28 schools were evaluated. The data collection instrument was a questionnaire containing 14 sub-criteria in terms of engineering-architectural and behavioral criteria. Data were analyzed using descriptive and inferential statistical tests by SPSS 23. Results: Findings of the research showed that most (82.1%) elementary schools of district three of Tehran are second-grade green schools and only 17.9% are first-grade. No significant relationships were found between the school officials’ concern about environmental issues with the school’s sustainability score. Conclusion: Elementary schools in district three of Tehran are at a relatively desired status based on the indicators of sustainability, but given the importance of designing ecosystem-compatible educational spaces, more attention should be paid to the design of schools based on the sustainability index.