The Environmental Identity Scale and Differentiation among Environmental Models in Holland's Theory

2001 ◽  
Vol 58 (3) ◽  
pp. 436-452 ◽  
Author(s):  
John C. Smart ◽  
Michael D. Thompson
Keyword(s):  
Environmental Identity ◽  
Holland's Theory ◽  
Environmental Models

Nature and Origin of Micropollutants

1982 ◽  
Vol 14 (12) ◽  
pp. 5-14 ◽  
Author(s):  
D Mackay
Keyword(s):  
Adverse Effects ◽  
Toxicity Data ◽  
Low Level ◽  
Environmental Models ◽  
Toxic Event ◽  
And Control

The origins of “micropollutants” are discussed and classified. It is suggested that assessing the risk and ensuring an acceptably low level of adverse effects from these substances requires information or control of three factors (exposure, toxicity and characteristics of the victim or organism) which combine to generate the toxic event. Methods of estimating exposure are discussed, especially environmental models. Ultimately, it should be possible to couple these models to toxicity data in a rational, rigorous manner to elucidate the extent of risk and control it to acceptable levels.

Motivation for Becoming a Teacher in Relation to Personal Characteristics of Students in the Context of John L. Holland’s Theory

2015 ◽  
Vol 5 (2) ◽  
pp. 134-147
Author(s):  
Marie Faltýnková ◽  
Veronika Smetanová
Keyword(s):  
Teacher Training ◽  
School Teacher ◽  
Personal Characteristics ◽  
Personality Types ◽  
Female Students ◽  
Male Students ◽  
Primary School Teacher ◽  
Type I ◽  
Professional Career ◽  
Holland's Theory

This study is based on John L. Holland’s theory in which he defined six career personality types. Following this theory one of the aims of the study is to find out what is the percentage of individual types amongst students of pedagogical programmes. Further the research aims to discover how much are students of pedagogical programmes motivated to become teachers and what is the relation between the motivation to become a teacher and scores in scales of a Questionnaire of career choice and planning of professional career. We also attempted to identify the motivation related to gender and different pedagogical study programmes. The results show that the most motivated are students of Kindergarten teacher training and Primary school teacher training. Generally female students are more motivated than male students. From the personality types amongst students of pedagogical programmes the most common is Social type (S) and the least common is the Investigative type (I).

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