Evaluating for long-term impact of an environmental education program at the Kalinzu Forest Reserve, Uganda

2009 ◽  
Vol 72 (5) ◽  
pp. 407-413 ◽  
Author(s):  
C.W. Kuhar ◽  
T.L. Bettinger ◽  
K. Lehnhardt ◽  
Osuo Tracy ◽  
D. Cox
Keyword(s):  
Environmental Education ◽  
Education Program ◽  
Forest Reserve ◽  
Kalinzu Forest ◽  
Long Term Impact

scholarly journals Evaluation of long-term impact of education program Hernia Help—Hernia Repair for the Underserved (HRFU) in Brazil

2021 ◽  
Vol 4 (3) ◽  
pp. 117
Author(s):  
Luca GiovanniAntonio Pivetta ◽  
RenataYumi Lima Konichi ◽  
VictorKenzo Fujikawa ◽  
JoãoPaulo Venancio de Carvalho ◽  
JessicaZilberman Macret ◽  
...  
Keyword(s):  
Hernia Repair ◽  
Education Program ◽  
Long Term Impact

Into the Forest: The Evolution of a Conservation Education Program at Kalinzu Forest Reserve, Uganda

2007 ◽  
Vol 6 (2) ◽  
pp. 159-166 ◽  
Author(s):  
Christopher W. Kuhar ◽  
Tammie L. Bettinger ◽  
Kathy Lehnhardt ◽  
Stephanie Townsend ◽  
Debbie Cox
Keyword(s):  
Education Program ◽  
Conservation Education ◽  
Forest Reserve ◽  
Kalinzu Forest

What Went Well? Understanding the Culture of a Long-Term Israeli Environmental Education Primary School Program

2018 ◽  
Vol 34 (3) ◽  
pp. 262-289
Author(s):  
Adiv Gal ◽  
Dafna Gan
Keyword(s):  
Environmental Education ◽  
Education Program ◽  
Environmental Values ◽  
Economic Resources ◽  
School Program ◽  
Individual Interviews ◽  
Nature Connectedness ◽  
Lesser Kestrel

Using the perspectives, behaviours, and environmental values, beliefs, and norms of a school's staff, we investigated the features of a long-term environmental education program. This case study answers the following questions: How has the Lesser Kestrel environmental education program survived for almost two decades and become institutionalised into the school culture? What are the features of the environmental education program at Falcon School that allowed it to endure despite clear obstacles? We inductively analysed documents, focus group transcriptions, and individual interviews. Our findings indicate the goals of the Lesser Kestrel environmental education program and principles of values-beliefs-norms theory were strongly aligned along five main features: leadership and vision, human and economic resources, nature connectedness and conservation, community engagement, and tradition (which united the first four features). We conclude that these features work collectively to integrate the surrounding community into Falcon School's culture and long-term environmental education program.

Crisis Phones - Suicide Prevention Versus Suggestion/Contagion Effects

Crisis ◽  
2015 ◽  
Vol 36 (3) ◽  
pp. 220-224 ◽  
Author(s):  
Steven Stack
Keyword(s):  
Suicide Prevention ◽  
Contagion Effects ◽  
Long Term Impact

Abstract. Background: There has been no systematic work on the short- or long-term impact of the installation of crisis phones on suicides from bridges. The present study addresses this issue. Method: Data refer to 219 suicides from 1954 through 2013 on the Skyway Bridge in St. Petersburg, Florida. Six crisis phones with signs were installed in July 1999. Results: In the first decade after installation, the phones were used by 27 suicidal persons and credited with preventing 26 or 2.6 suicides a year. However, the net suicide count increased from 48 in the 13 years before installation of phones to 106 the following 13 years or by 4.5 additional suicides/year (t =3.512, p < .001). Conclusion: Although the phones prevented some suicides, there was a net increase after installation. The findings are interpreted with reference to suggestion/contagion effects including the emergence of a controversial bridge suicide blog.

Long-Term Impact of Participation in the Adolescent Diversion Project

2009 ◽  
Author(s):  
Jenna L. Claes ◽  
Sean S. Hankins ◽  
J. K. Ford
Keyword(s):  
Long Term Impact
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