Ph.D., Antioch University, 2016, Antioch New England: Environmental Studies

Capacity building has become the centerpiece of recent attempts to strengthen regional biodiversity conservation. Many conservation organizations aim to increase this capacity by training local conservation professionals. While many practitioners will agree that these trainings presumably have a psychological effect on their participants that may benefit long-term local action toward conservation goals, there also seems to be a resignation that these effects are difficult if not impossible to measure and target, especially within diverse cultures. The common result is a perfunctory evaluation of observable behaviors or basic knowledge, which may be easy to count but undoubtedly fails to represent the nuance of complex psychological variables associated with long-term capacity to conserve biodiversity. My dissertation is fundamentally aimed at investigating capacity for biodiversity conservation at this psychological level. Specifically, I explored the current understanding of capacity for biodiversity conservation and how this understanding can be supplemented by psychological theory to strengthen the development, evaluation, and prediction of this capacity over time. I did this within the context of case studies that focus on three separate populations of conservation professionals who participated in capacity building trainings in Africa and North America between 1994 and 2014. I administered surveys to these conservation professionals to create and validate an instrument that measures the construct I call psychological capacity for biodiversity conservation (PCBC). PCBC includes psychological dimensions such as meaningful ownership, effective autonomy, being needed, group effectiveness, and understanding. I administered the PCBC survey instrument to training alumni and conducted interviews with their trainers to the evaluate the effectiveness of the capacity building methods at increasing PCBC directly after and two to ten years after a training. I found that mea (open full item for complete abstract)

Committee: Carol Saunders Ph.D. (Committee Co-Chair); Beth Kaplin Ph.D. (Committee Co-Chair); Raymond De Young Ph.D. (Committee Member); Jean Kayira Ph.D. (Committee Member) Subjects: Environmental Education; Environmental Studies; Psychological Tests; Psychology

BUP/MCP, University of Cincinnati, 2008, Design, Architecture, Art and Planning : Community Planning

Asset Mapping utilizes the concepts of physical capital, human capital, and social capital, as a holistic way of evaluation for revitalization and economic development. Challenges exist within most communities and focusing on only one aspect of development and/or revitalization separate from the others is not beneficial in the long run for sustainable planning and more often than not causes a disconnection between residents, organizations, and local/regional institutions. Asset Mapping encourages cooperation between the components of a community that make it work, or not, and examines the structures of process. A capacity building initiative, Asset Mapping focuses on positive resources instead of needs and problems, encouraging momentum towards networking that can build a strong foundation connecting social and institutional dichotomy. Asset Mapping makes it easier to deal with community negatives by identifying and accentuating the positive resources which can be utilized efficiently and directly to resolve challenges and issues.

Committee: Mahyar Arefi Ph.D. (Committee Chair); Rainer Vom Hofe Ph.D. (Committee Co-Chair); Jan Hillard Ph.D. (Committee Member); Joyce Malek Ph.D. (Committee Member); David Kennedy (Advisor) Subjects: Area planning & Business Community; Social Research; Urban Planning; development

Doctor of Philosophy, The Ohio State University, 2023, Educational Studies

This dissertation examines the implications of datafication and capacity development in the Global South, with a specific focus on Punjab, Pakistan. It demonstrates how the discourse of datafication and capacity development, constructed by global actors, establishes a discourse infrastructure that legitimizes educational reforms at the local level. The study also investigates how local actors respond to the conditions created by this global discourse infrastructure. The study employs the Sociology of Knowledge Approach to Discourse (SKAD) framework to connect the literature on datafication and capacity development and investigate the processes through which the Global North transitions from supporting to governing educational reforms in the Global South. Through this examination, the dissertation establishes the interdependence between datafication and capacity development, a connection that has not been extensively explored in the educational literature. This study makes a significant contribution to educational scholarship by providing a nuanced understanding of the relations and practices between the Global North and South.

Committee: Jan Nespor (Advisor); Bryan Warnick (Committee Member); Ann Allen (Committee Member) Subjects: Education Policy; Public Policy

Doctor of Education (EdD), Ohio University, 2021, Educational Administration (Education)

The study explores capacity-building programs in The Gambia with the aim to identify leadership approaches, policies, organizational characteristics found potentially effective for the Sustainable Development Goals. Using the Appreciative Inquiry 5D Model, the study focused on what works best for capacity-building in The Gambia, thus building on past studies which exclusively used a deficit approach to examine capacitybuilding. The study supports the United Nations Sustainable Development Goals (SDGs) for 2015-2030 by exploring the underlying factors that could contribute attainment of these goals in The Gambia. The study used a qualitative case study approach focusing on ten leaders of public institutions in The Gambia. The Theory of Action and Dominated Theory (theoretical framework) and the Appreciative Inquiry's 5D Model (analytical framework) were used to guide the methodological design and analysis of study data. Findings revealed The Gambia's public service has the institutional structures, policies, plans, and approaches needed for capacity-building to achieve the Sustainable Development Goals and could share these best practices within The Gambia and among developing countries.

Committee: Emmanuel Jean-Francois DR (Committee Chair); Dwan Robinson DR (Committee Member); Charles Lowery DR (Committee Member); Marsha Lewis DR (Committee Member) Subjects: African Studies; Comparative; Education Policy; Educational Leadership; Public Administration; Sustainability

Doctor of Philosophy (PhD), Ohio University, 2020, Educational Research and Evaluation (Education)

Most evaluation activities are initiated during times of crises when resource constraints compel attention towards using evaluation as a strategy to do more with less. In other words, evaluations tend to gain attention when resources are limited and there is a need to ration the amount of resources that can be invested towards any project or program. However, to leverage evaluation organizations must develop evaluation capacity; which is challenging under resources constraints. The overarching goal of this study is to articulate how Evaluation Capacity Building (ECB) initiatives in a higher education institution, under resource constraints, could be designed and/or aligned to facilitate fulfillment of institutional needs for optimum resource utilization, innovation for cultivating impactful programs, and transformation of culture from a low focus to high focus on evaluation. This goal insinuates examination of existing resources, systems, structures, and opportunities for building evaluation capacity and promoting evaluation activities. Therefore, this dissertation takes a three paper approach where the first paper introduces the idea of Setting up For Evaluation (SFE), a strategy that helps build evaluation capacity while conducting evaluation in a limited resources context. The second paper illustrates the concept of SFE using a case study approach. Finally, the third paper provides aggregated insights into some of the barriers that inhibit evaluation and facilitators that augment evaluation and concludes with recommendations for enhancing evaluation capacity within the research context.

Committee: Krisanna L. Machtmes Ph.D. (Committee Chair); Bradley A. Cohen Ph.D. (Committee Member); Yuchun Zhou Ph.D. (Committee Member); Charles Lowery Ph.D. (Committee Member); Judith L. Millesen Ph.D. (Committee Member) Subjects: Educational Evaluation; Educational Leadership; Higher Education; Higher Education Administration

Doctor of Philosophy, The Ohio State University, 2019, Political Science

Since the end of the Cold War, the international community has dealt with problems of state fragility in the developing world, partly as their own "security" issue. Their approaches to address it have been varied, and more direct interventions such as external state-building has drawn more attention, but this dissertation focuses on a less "direct" form of assistance: foreign aid and its different modalities. Particularly, I theorize that general budget support (GBS), which is most fungible and gives the recipient the largest financial discretion, will have positive effects on the recipient state capacity when the latter also perceives terrorist threats on their own, because then donors can engage its local willingness to counter such threats by building institutional capacity. I test the implications of my theoretical argument both quantitatively and qualitatively. In Chapter 3, I explore how OECD donors as a donor community and the major donors among them have allocated their aid, depending on terrorist threats posed to either or both of the international community and the recipient. Then, in Chapter 4, I examine at how foreign aid and terrorist threats interact in their effects on state capacity of recipient countries, using an annual dataset as well as one divided into five-year periods. In order to examine the mechanisms specified in my theoretical argument, in Chapter 5 I conduct case studies with three countries in East Africa -- Uganda, Kenya, and Tanzania. There, I try to verify the following mechanisms: (1) does presence of domestic terrorist threats lead to willingness on the part of the government to build institutional capacity to counter these threats?; (2) when the government is willing to build its institutional capacity, does it face a problem of signaling -- communicating its intention behind its effort -- vis-a-vis its domestic audience?; and (3) is donor involvement in the form of GBS provision helpful in overcoming such signaling problem (open full item for complete abstract)

Committee: Christopher Gelpi (Committee Chair); Daniel Verdier (Committee Member); Alexander Thompson (Committee Member) Subjects: International Relations; Political Science

Ph.D., Antioch University, 2018, Leadership and Change

This study developed a set of scales to measure building student leadership capacity in high schools. Student leadership is defined here as students working collaboratively to affect positive change in their educational environments with support from adults and mechanisms in the school. Fostering student leadership in schools has the potential to improve student development and academic achievement. The three scales are organized into three capacity building dimensions: personal, interpersonal, and organizational. Within each scale, items reflect leadership competencies of critical awareness, inclusivity, and positivity. Eight mechanisms identified from the student voice literature were also embedded in the items: radical collegiality, pedagogy, research, relationship, consistency, governance structures, group makeup, and recognition. The research involved two phases. In Phase 1, 280 students from nine schools took a survey that measured their perceptions of opportunities to build leadership in their schools. The results were analyzed using exploratory and confirmatory factor analysis. Several models were tested including a set of items intended to measure personal, interpersonal, and organizational leadership capacity building as well as a three-factor, Overall Student Leadership Capacity Building Scale. All demonstrated acceptable model fit scores. T-tests, ANOVAs, and metric invariance tests found significant differences for: urbanicity and year in school. Mean scores on items reflecting student leadership competencies and mechanisms were compared to determine if there were significant differences by school. In Phase 2, students and teachers participated in focus groups and provided feedback on the instrument and discussed how the survey results could help inform efforts to build student leadership capacity in high schools. This set of scales will inform future research and educational leadership programming, equipping students with the tools to lead (open full item for complete abstract)

Committee: Carol Baron Ph.D. (Committee Chair); Philomena Essed Ph.D. (Committee Member); Marc Brasof Ed.D. (Committee Member) Subjects: Educational Leadership; Pedagogy; Secondary Education

PHD, Kent State University, 2018, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

My dissertation joins a vibrant conversation with James G. Henderson and colleagues, curriculum workers involved with leadership envisioned and embodied in his Collegial Curriculum Leadership Process (CCLP). Their work, “embedded in dynamic, open-ended folding, is a recursive, multiphased process supporting educators with a particular vocational calling” (Henderson, 2017). The four key Deleuzian “folds” of the process explore “awakening” to become lead professionals for democratic ways of living, cultivating repertoires for a diversified, holistic pedagogy, engaging in critical self-examinations and critically appraising their professional artistry. In “reactivating” the lived experiences, scholarship, writing and vocational calling of a brilliant Greek and Latin scholar named Marya Barlowski, meanings will be constructed as engendered through biographical narrative and currere case study. Grounded in the curriculum leadership “map,” she represents an allegorical presence in the narrative. Allegory has always been connected to awakening, and awakening is a precursor for capacity-building. The research design (the precise way in which to study this `problem') will be a combination of historical narrative and currere. This collecting and constructing of Her story speaks to how the vision of leadership isn't completely new – threads of it are tied to the past. Her intrinsic motivational indicators as relevant to curriculum leadership will be described and analyzed through her lived experiences, scholarship and writing that all pointed towards her vocational calling.

Committee: James Henderson Dr. (Committee Chair) Subjects: Curricula; Curriculum Development; Education History

Ph.D., Antioch University, 2016, Leadership and Change

This case study examines the experience of residents of the Indigenous village of Embera Drua, Panama with 20 years of tourism. It addresses the lack of Indigenous voices in tourism literature by telling the story of Embera Drua through the lens of the villagers themselves. The study uses a mix of ethnographic observation and narrative inquiry and finds that the experience of Embera Drua mirrors the experience of other Indigenous villages offering tourism around the globe, particularly the impact of lack of community capacity on management and growth of such tourism initiatives. Findings of this study are relevant to the international discourse on tourism as a development tool. This dissertation is available in open-access at OhioLink ETD Center, www.ohiolink.edu/etd and AURA: Antioch University Repository and Archive, http://aura.antioch.edu/

Committee: Laurien Alexandre PhD (Committee Chair); Jon Wergin PhD (Committee Member); Aqeel Tirmizi PhD (Committee Member); Cem Basman PhD (Committee Member) Subjects: Cultural Anthropology; Environmental Studies; Latin American Studies; Native Studies

Doctor of Philosophy, Miami University, 2016, Educational Leadership

This study examines how a grassroots educational enrichment program in a small urban economically depressed area builds and uses civic capacity. Using qualitative data collected through a case study of the Legacy Academic Enrichment program in Middletown, Ohio, I identify factors that make Legacy sustainable and successful in a community that has experienced significant educational challenges and decline in recent years. The findings of this research include six (6) major components: culturally responsive teaching; community mobilization; building trust and agency; gauging community need; leveraging community resources; and participatory planning. I also explore these six (6) program components that inspire and sustain leaders of the program given the state of education in the community. The research question that guides this analysis is: How does Legacy, a community-based academic enrichment program, build and use civic capacity?

Committee: Lisa Weems (Committee Chair) Subjects: Cultural Anthropology; Cultural Resources Management; Curriculum Development; Educational Leadership; Ethnic Studies; Families and Family Life; Literacy; Multicultural Education; Social Structure; Spirituality; Teacher Education; Teaching

Bachelor of Science of Journalism (BSJ), Ohio University, 2011, Journalism

Appalachian Ohio stands as one of the poorest and most underdeveloped regions in the country. This study evaluates a social marketing campaign initiated by the Together Ohio: Southeast Collaborative to foster partnerships between nonprofits and local faith-based groups to carry out poverty alleviation initiatives in their communities. The year-long campaign targeted local nonprofits and faith-based groups in 15 counties in Southern Ohio. Principles of social marketing were product (collaborative partnerships), price (cost, perception of applicability and efficacy, and access), promotion (letters, flyers, website, emails, word-of-mouth), and place (regional campuses, ODJFS offices, local libraries). The campaign consisted of a Comprehensive Needs Assessment, Community Listening Sessions and Partnership Development Institutes. Of respondent organizations that participated in the Partnership Development Institutes (n = 23), 52% indicated that they learned “A great deal” about the value and benefits of partnering and collaboration and 48% indicated that they learned “Some things about this topic.” No one answered that they learned either Very few things about the topic or “practically nothing about this topic.” This evaluation suggests the need for more research on the use of social marketing in other campaigns targeting primarily rural and underserved areas.

Committee: Dr. Hong Cheng (Advisor) Subjects: Communication; Journalism

Doctor of Philosophy, The Ohio State University, 2011, Rural Sociology

This study examined community leadership education programs employed in rural communities and organizations of several states to empower both local leaders and residents. In particular, the study investigated the relationships between community leadership education program design and structure (contact hours and content) and six outcome indices of leadership, including personal growth and efficacy, community commitment, shared future and purpose, community knowledge, civic engagement, and social cohesion. Many local communities and their agencies are now taking full responsibility for services and programs that hitherto were provided by government or state agencies. Rural communities also face declines in their farm economies, a decrease in the number of small businesses, and a depletion in natural resource based economies (agriculture, mining, forestry). Such conditions have had adverse impacts on the ability of rural areas to remain self-sufficient and reliant. These conditions and situations also affect local leadership and rural community quality of life. In response, community leadership education programs serve as platforms for developing and training local actors about the options available to communities and how to invest in those options to make their communities thrive in the context of these challenges. Methodology: Two different data sets were used in this study, one from an online study of participants of leadership programs in twenty (20) counties of five (5) states. The other data came from an analysis of the leadership program design and curricula for these same 20 leadership programs. Interviews were conducted with coordinators of these leadership programs about their structure and content. Findings: Nearly two-thirds of the participants were female and a similar proportion had at least some college education. Over four out of five were married and employed full-time. About one-fourth had incomes above $100,000 and 20 percent had incomes below $5 (open full item for complete abstract)

Committee: JOSEPH DONNERMEYER PHD (Committee Chair); KENNETH MARTIN PHD (Committee Co-Chair); LINDA LOBAO PHD (Committee Member) Subjects: Adult Education; Behavioral Sciences; Curriculum Development; Educational Leadership; Social Research; Sociology

Doctor of Philosophy, The Ohio State University, 2008, Art Education

This dissertation examines a Central Ohio Fair Trade arts organization, Global Gallery, and its capacity building process. The focus of the study primarily revolves around the educational aspects of the non-profit organization's mission, as understood by its constituents, artisans, volunteers, staff and board members. The methodologies for the study fall within qualitative research and include critical participatory action research and autoethnography. These methods were carried out within a pragmatist, feminist, communitarian theoretical framework. The goal of this study was to improve Global Gallery's educational programming and the visibility of all shareholders' work toward realizing its mission and a broader effort to build organizational capacity. An appreciative inquiry approach prioritized building on strengths to achieve results. My data was collected through a series of four focus group sessions with Global Gallery constituents in Ohio and Bolivia. Additional data included board strategic planning processes and the researcher's autoethnographic narratives. These two data sources were integrated into the data findings and analysis to illuminate epiphanic moments in the capacity building process. Four themes emerged from the focus group and strategic building processes that were then developed into action plans that are to be carried out in collaborative committees made up of diverse constituents from at least three of the four categories. These themes turned into specific goals around educational programming, policies and procedures, earned income and fundraising. The conclusion delivers a conceptual framework that incorporates the lessons learned from the research. This visual and narrative presentation provides a template outline for future Global Gallery projects, current action plan implementation, relationships with Global Gallery partners and other Fair Trade or international arts organizations. This template constitutes one manifestation of the goal (open full item for complete abstract)

Committee: James Sanders PhD (Advisor); Wayne Lawson PhD (Committee Member); Amy Shuman PhD (Committee Member); Karen Hutzel PhD (Committee Member) Subjects: Art Education

Doctor of Philosophy, The Ohio State University, 2007, Educational Policy and Leadership

Protected areas are created as strategy to preserve natural resources. However, their sole creation does not lead to resource protection. Practitioners and academics describe the “paper parks” phenomenon in which, by legislation, areas are assigned for protection but receive little or no resources for implementation. These areas face serious problems, such as threats to natural resource and loss of opportunities for education, research and recreation. In Brazil, “paper parks” are very common. This dissertation had two phases of empirical research. First, a Delphi study was used to select cases and to identify characteristics considered by 33 panel experts as important to effective management of Brazilian national parks. Second, case studies were conducted in three Brazilian national parks, using in-depth interviews and observations. After data were analyzed, findings across phases were compared using a synthesis of four widely-used frameworks for evaluation of protected area management effectiveness. Findings indicate that the three study parks have moved and continue to move in the direction of more effective management over time. Factors of parks' success included building resources, leadership, teamwork, and organizational culture; they contributed to building parks' capacity to manage. Parks' internal organization was a very important component of parks' capacity. A major driving force in building parks' capacity was the presence of leadership capable of optimizing opportunities, generating innovative solutions to bypass barriers, and instilling a professional and dynamic culture among staff within a culture that was traditionally bureaucratic and highly political. In other words, the parks' leaders and team were critical in orchestrating the activities that lead to building community relations, partnerships and infrastructure and to maneuvering around politics, bureaucracy and shortages in funding and staffing. Findings support that the factors of success repre (open full item for complete abstract)

Committee: William Loadman (Advisor) Subjects:

Doctor of Philosophy, Miami University, 2008, Psychology

Schools have been identified as the ideal context for the delivery of a continuum of health promotion and prevention services to youth, and it is expected that school-based mental health will help address the significant gap between the mental health needs and resources of children and adolescents in this country. Schools are under increasing pressure to demonstrate positive outcomes in an era of accountability, and while schools collect a diverse array of information that could be helpful in developing, implementing and evaluating health and mental health activities, they lack the capacity to use these data effectively. The purpose of this study was to investigate one method of building capacity in a school district to use data more effectively. This was an exploratory study based on a community-centered model that used a mixed methodology of both quantitative and qualitative designs. The researcher collaborated with a local school district to use their student data as part of an action research project. The participants in this study learned about their data, developed research questions, and used results from quantitative analyses of these data to make a strategic action plan for activities in the district. The researcher then interviewed participants using a semi-structured interview to evaluate the impact of participation in this project on individual and organizational learning. Results indicated that participants did learn from the action research project, as they reported perceived gains in individual and organizational capacity to use data more effectively. Participants also reported perceived individual and organizational gains in capacities not related to data or the use of data. Results suggested that the process of the action research project fostered individual and organizational capacities. The discussion explores the unique contribution of this study to the young but evolving literature addressing process use for evaluation capacity building in schoo (open full item for complete abstract)

Committee: Paul Flaspohler D. (Committee Co-Chair); Carl Paternite E. (Committee Co-Chair); Karen Schilling M. (Committee Member); Ann Fuehrer (Committee Member); Keith Zullig (Committee Member) Subjects: Educational Psychology; Psychology; School Administration

Master of Environmental Science, Miami University, 2005, Environmental Sciences

This was a community-driven practicum project assisting the Miami Tribe in achieving the spatial reconstruction of their traditional pre-removal landscape using geographic information systems. This project applies the Miami conception of their pre-removal landscape to multiple digital map layers. The results are considered a preliminary phase in the mapping of the Miami landscape that will result in greater understanding of Miami ethnohistory. Project deliverables empower the Tribe with spatially accurate digital map layers of their historic landscape and its biophysical features. The organization of these digital map layers allows the Tribe to examine how the historic Miami Tribe operated within the geographic space of their historic homelands. The Miami are now passing the project on to continue to identify the historic Miami cultural landscape from their perspective. The map database is provided to the Tribe for continuation of the project at their discretion using large capacity DVD-R media.

Committee: Adolph Greenberg (Advisor) Subjects:

Ph.D., Antioch University, 2012, Leadership and Change

Women have played an essential role in the development of philanthropy in the United States. While their giving behavior and financial contributions have been studied extensively, other aspects of their philanthropy-namely leadership-have not been documented as completely. The giving circle-a new trend within philanthropy where groups of individuals pool their money, and through educating themselves about issues in their community, decide together where to award their funds-provides an ideal case for this study, as the majority of giving circle members are women. In order to gain a better understanding of women's leadership, focus groups were conducted with more than 35 members of six giving circles. This study asks the questions: What meaning, understanding, or insights about women's philanthropic leadership can be derived from the experiences and perceptions articulated by members of giving circles? What definitions, models, or new articulations of leadership can be discerned? and What are the implication of the stories of leadership that members tell for the formation, growth, and sustainability of giving circles? A multimethod analysis of the focus groups reveals that these women identify leadership in three primary ways: leading through relationships; leading with a focus on impact and change; and leading to create civic capacity. It is the third frame-leading to create civic capacity-that holds the most promise for an expanded understanding and a clearer articulation of women's leadership in philanthropy. The electronic version of this Dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.

Committee: Philomena Essed PhD (Committee Chair); Lize Booysen DBL (Committee Member); Suzanne W. Morse PhD (Committee Member); Angela M. Eikenberry PhD (Other) Subjects: Behavioral Sciences; Organizational Behavior; Social Psychology; Social Research; Womens Studies

Ph.D., Antioch University, 2012, Antioch New England: Environmental Studies

The overarching research topic for this study is the issue of effectively engaging and informing community and government decision makers about health issues that can negatively impact a community's resilience. The question guiding this study is how can formative research engage and inform community and government decision makers about the under addressed issue of youth problem gambling (YPG) in Windham County, Vermont? The study has two aims: 1) to develop a formative research conceptual framework and evaluate its effectiveness in addressing the public health issue of youth problem gambling, and 2) to use the formative research methodology to develop a better understanding of Windham County community dynamics relative to the public health issue of youth problem gambling. As defined in this study, formative research is the first stage of a health intervention initiative through which the dimensions, dynamics, stakeholders and general community awareness and understanding about a health challenge are established (Gittelsohn, J. Steckler, A. and Johnson, C. 2006; Valente, 2002). Research methods included interviews based upon snowball sampling, focus groups, journaling, relevant document review and informal conversations. Interview analysis was based upon Computer Aided Thematic Analysis (CATA) and developed within the framework provided by Greenhalgh et al's (2005) five-step qualitative research protocol. The study's conclusions, as well as informing next steps for approaching the under addressed issue of youth problem gambling in Windham County, Vermont, establish the broad applicability of formative research as a methodological approach for addressing all public health concerns whether the health risk is socio-economic, political, environmental and/or spiritual in origin.

Committee: James Jordan PhD (Committee Chair); Tania Schusler PhD (Committee Member); Bradley Olson PhD (Committee Member); Darrell Wheeler PhD (Committee Member) Subjects: Climate Change; Communication; Cultural Resources Management; Educational Sociology; Environmental Education; Environmental Health; Environmental Justice; Environmental Philosophy; Environmental Science; Environmental Studies; Health; Health Education; Health Science