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|a 363.70071152
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|a Mino, Takashi.
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|a Environmental Leadership Capacity Building in Higher Education :
|b Experience and Lessons from Asian Program for Incubation of Environmental Leaders.
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|a 1st ed.
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|a Tokyo :
|b Springer Japan,
|c 2013.
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|c ©2013.
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|a 1 online resource (151 pages)
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|a text
|b txt
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|a Intro -- Preface -- Acknowledgments -- Contents -- Chapter 1: Asian Program for Incubation of Environmental Leaders -- 1.1 Introduction -- 1.2 Core Concepts -- 1.2.1 Characteristics of APIEL -- 1.2.2 Environmental Leadership -- 1.2.3 Resonance -- 1.2.3.1 Interdisciplinary Resonance -- 1.2.3.2 Interregional Resonance -- 1.2.3.3 Alumni Resonance -- 1.3 Curriculum Structure of APIEL -- 1.3.1 Environmental Challenges and Leadership in Asia: Understanding Environmental Leadership -- 1.3.2 Field Exercises: Developing Essential Skills for Environmental Field Sites -- 1.3.3 Elective Courses: Enabling Interdisciplinary and Specialized Approaches -- 1.3.3.1 Graduate Program in Sustainability Science (GPSS) -- 1.3.3.2 Department of Urban Engineering (UE) -- 1.4 Requirements for Completing the Program -- Reference -- Chapter 2: The Concept of Environmental Leader -- 2.1 Discourse on Environmental Leadership1 -- 2.1.1 History of Environmental Education and the Need for Environmental Leaders -- 2.1.2 Evolution of Environmental Leadership Over Time and Space -- 2.1.3 Becoming an Environmental Leader -- 2.2 Exercising Collective Leadership to Find Solutions for Global Environmental Issues2 -- 2.2.1 Introduction -- 2.2.2 Experiences in the Heihe River Basin -- 2.2.3 Collective Leadership for Finding Solutions for Environmental Problems: A Personal View -- 2.3 Required and Expected Abilities and Skills for Environmental Leaders in Asia7 -- 2.3.1 Environmental Problems and the Need for Environmental Leaders in Asia -- 2.3.2 Essential Elements of Environmental Leaders -- 2.3.3 Education Experience During APIEL Thailand Unit 2012 -- 2.4 Strong Leadership in a Task Force After the Tsunami8 -- 2.4.1 Background -- 2.4.2 Key to Success: Integration of Multi-Stakeholders -- 2.4.3 Key to Success: Application of Scientific Knowledge -- References.
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|a Chapter 3: APIEL Compulsory Course: Environmental Challenges and Leadership in Asia -- 3.1 Introduction -- 3.2 Education Methods in ECLA -- 3.2.1 Creating a Vision Through Group Discussion -- 3.2.2 Interview Environmental Leaders -- 3.2.3 Communication Practice Trough Debates -- 3.2.3.1 Global Communication -- 3.2.3.2 Communication Practice in Class -- 3.3 Materials Used for Case Studies in ECLA -- 3.3.1 Minamata Disease and Japan's Experience with Industrial Pollution -- 3.3.1.1 Environmental Pollution Ultimately Harms People and Protecting the Environment Is Critical -- 3.3.1.2 Economic Growth and Human Health/Rights: Chisso's Irresponsibility -- 3.3.1.3 Economic Growth and Human Health/Rights: Citizens' Awareness -- 3.3.1.4 Discrimination, the Social Divide, and Environmental Justice -- 3.3.1.5 Science, Technology, and Society -- 3.3.1.6 Environmental Science and Environmental Engineering -- 3.3.1.7 Environmental Economics -- 3.3.1.8 Post-Modern Issues: Health Risks and Low-Level Exposure -- 3.3.2 China's Air Pollution Case Over Last Three Decades -- 3.3.2.1 China's Economic Growth -- 3.3.2.2 China′s Air Pollution -- 3.3.3 Korea's Cheonggyecheon Restoration Case Through Community Participation -- 3.3.3.1 History of Cheonggyecheon and Leader′s Attitude -- 3.3.3.2 Paradigm Change for Urban Development -- 3.3.3.3 Implementation of Cheonggyecheon and Public Participation -- 3.3.3.4 Leadership -- 3.3.3.5 After Cheonggyecheon Restoration -- 3.4 Features of the Compulsory Course -- 3.4.1 Diversity -- 3.4.2 Interactive Dialogues Between Teachers and Students -- 3.4.3 Case Studies -- 3.5 Discussion and Conclusion -- References -- Chapter 4: Leadership Development for Sustainable Urban Environmental Management: Cases in Thailand -- 4.1 Introduction -- 4.2 Development of the Thailand Unit -- 4.2.1 Themes of the Unit.
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|a 4.2.2 Concepts and Group Work Task of the Unit -- 4.2.3 Content Development of the Unit -- 4.2.4 Educational Methods -- 4.3 Implementation of the Thailand Unit -- 4.3.1 Participants -- 4.3.2 Program Schedule of the Unit -- 4.3.2.1 Thailand Unit 2009 -- 4.3.2.2 Thailand Unit 2011 -- 4.4 Results and Reviews of the Thailand Unit -- 4.4.1 Group Work Results -- 4.4.1.1 Thailand Unit 2009 -- 4.4.1.2 Thailand Unit 2011 -- 4.4.2 Reviews of the Unit -- 4.4.3 Environmental Leadership Development in Students -- 4.5 Concluding Remarks -- References -- Chapter 5: Environmental Leadership Education for Tackling Water Environmental Issues in Arid Regions -- 5.1 Introduction -- 5.2 Integral Approach: A Simplified Introduction -- 5.3 Applying Integral Approach to Environmental Leadership Education -- 5.3.1 Oasis Unit in Northwestern Arid China -- 5.3.2 Making the Field Exercise Unit Integral -- 5.4 Experiences and Lessons Learned from the Oasis Unit -- 5.5 Concluding Remarks -- References -- Chapter 6: Environmental Leadership Development Based on Activity Theory for Sustainable Urban Development in the Greater Pearl River Delta, China -- 6.1 Introduction -- 6.2 Activity Theory Framework for Building Leadership Capacity -- 6.3 GPRD Implementation -- 6.3.1 Program Outline -- 6.3.2 Applying Activity Theory to GPRD Field Exercise -- 6.3.3 The Selection of a Study Area -- 6.3.4 Creating Vision: Challenges from Student's Feedback -- 6.3.5 Challenges from Educators for Appraisal -- 6.4 Conclusions -- References -- Chapter 7: Environmental Leadership Development: A Cambodian Case -- 7.1 Introduction -- 7.2 Basic Concept and Approach of the Cambodia Unit -- 7.3 Contents of the Cambodia Unit -- 7.3.1 Preliminary Lectures and Assignments -- 7.3.2 Fieldwork in Cambodia -- 7.3.2.1 Lectures -- 7.3.2.2 Site Visits -- 7.3.2.3 Group Work -- 7.3.3 Final Presentations and Reports.
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|a 7.4 Self-evaluation of the Cambodia Unit -- 7.4.1 The Improvement on Lecture Preparation -- 7.4.2 Reschedule of Site Visit and Lecture -- 7.4.3 The Future Challenge of the Cambodia Unit -- 7.4.4 Leadership Development in Students: Strive for Holistic View -- References -- Chapter 8: Resonance in the Asian Program for Incubation of Environmental Leaders -- 8.1 Collaboration with APIEL in Thailand Unit: As We Look Ahead int. the Next Century1,2 -- 8.1.1 Introduction -- 8.1.2 Partnering Institutions -- 8.1.3 Thailand Unit Conducted Over the Years -- 8.2 Collaboration with APIEL in Oasis Unit3,4 -- 8.3 Collaboration with APIEL in Cambodia Unit5,6 -- 8.3.1 Introduction -- 8.3.2 Institutional Involvement in the Cambodia Unit -- 8.3.3 Achievements of the Cambodia Unit -- 8.3.3.1 Development of the Training Program -- 8.3.3.2 Fieldwork -- 8.3.3.3 Cooperation in the Future -- 8.3.4 Conclusion -- 8.4 Two Years Collaboration With APIEL 8 -- 8.4.1 Introduction -- 8.4.2 Current Situation -- 8.4.3 Major Elements of Education -- 8.4.4 Thoughts on the APIEL -- 8.4.4.1 Strengths -- 8.4.4.2 Weaknesses -- 8.4.4.3 Suggestions -- 8.5 Comments from Alumni -- 8.5.1 Impact of APIEL on Academic and Professional Development9 -- 8.5.2 APIEL Experience and Its Relevance to One Student's Subsequent Activities10 -- 8.5.2.1 The APIEL Experience -- 8.5.2.2 APIEL and Future Career Opportunities -- 8.5.2.3 Recommendation -- 8.5.3 The Experience of APIEL and its Impact on His Development11 -- Erratum -- Index.
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|a Description based on publisher supplied metadata and other sources.
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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|a Electronic books.
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| 700 |
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|a Hanaki, Keisuke.
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|i Print version:
|a Mino, Takashi
|t Environmental Leadership Capacity Building in Higher Education
|d Tokyo : Springer Japan,c2013
|z 9784431543398
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| 797 |
2 |
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|a ProQuest (Firm)
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| 856 |
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|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=6422692
|z Click to View
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