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This study aims to focus on the University of Aegean’s non-academic staff’s environmental sustainability attitudes and behavior both at work and at home, their perceptions for sustainability enforcement and their active participation skills.

The research participants were the 101 non-academic staff working at the Xenia Hill campus in Lesvos island. The instrument used in this study was a questionnaire consisting of 45 questions, which was sent via e-mail during the summer of 2014.

The analysis of the results brings light on the environmental profile of the University’s non-academic staff on their intentions for greening their campus and the barriers that obstruct their attempts to promote sustainability at the University.

The paper provides useful insights which allow a better understanding of the role of non-academic staff’s environmental sustainability attitudes and behavior both at work and at home, their perceptions for sustainability enforcement and their active participation skills.

There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts.

The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing.

Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed.

This research has been limited by the availability and ability to procure information from the sampled universities.

The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other.

Universities with SD policies can contribute to models of economic growth consistent with sustainable development.

The study is the one of the largest research efforts of this kind ever performed.

Climate change causes unprecedented changes in the environment, ecology, economy and health of the population and presents new challenges in protecting workers from occupational hazards. It affects the safety and health of workers worldwide. Many employees in various industries and business sectors face dangers due to rapid climate change. This chapter is structured in three distinct parts. There is a detailed report on climate change factors and any possible hazards or health issues threatening workers in the first part. Furthermore, it reports strategies that can reduce the risk of work-related illnesses and injuries from climate change. The second part provides the necessary vocabulary related to climate change and the health and safety of workers. Finally, the third and last part includes a variety of exercises aiming to consolidate further the terms mentioned above to improve the grammatical and syntactical skills of students.

This paper examines the social structure and public services in Cyprus. It examines the need for an environmental awareness assessment of the citizens in order to determine how critical thinking and problem solving skills on issues of environmental significance could be promoted. An analysis of environmental health concerns existing in the island is conducted and the educational process taking place, the implemented environmental policy and the extent of citizen participation are studied. The challenge of environmental education in Cyprus is discussed in detail and the environmental awareness efforts are presented. The authors highlight the way in which Cyprus (pursuing membership into the European Union) has to adapt to and implement certain directives, where environmental awareness should be intensely promoted. The authors present the links between each enforced European directive and the relation to the Cypriot way of life. Finally, we discuss why Cyprus will need European aid to implement such policies and how the recommended environmental education program will contribute to a higher quality of life. Recommendations outline details on how to launch a successful non‐formal environmental education program.

Climate change is expected to affect people’s psychological well-being. Worldwide research indicates that humans need to interact with nature and its ecosystems to enhance cognitive, emotional, spiritual, and aesthetic development, in conjunction with art.

This chapter is structured in three distinct parts. The first part provides a detailed report on climate change and its impact on the everyday life of citizens. Furthermore, it attempts to link the development of art from rubbish and recyclable materials, as a way of awakening citizens to tackle climate change. The second part provides the necessary vocabulary related to climate change and trash art. Finally, the third and last parts include a variety of exercises aiming to further consolidate the terms mentioned in the text, in order to improve the grammatical and syntactical skills of students.

There is no doubt that global climate change poses a threat to human health in a number of ways. Globally, 23% of all deaths in 2012 were attributed to the environment and an additional 250,000 potential deaths per year from 2030 to 2050 due to the effects of climate change. Heat waves, storms, droughts and floods pose an immediate risk of infectious diseases in humans. Temperature affects the survival rates of pathogens. Some populations and some areas are more vulnerable to infectious diseases due to their lack of ability to respond effectively to the stresses of high temperatures. Excessive rainfall could cause sewage to overflow and promote the onset and spread of infectious diseases ranging in severity from mild gastroenteritis to life-threatening illnesses such as cholera, dysentery and other diseases. Infectious diseases are a category of health problems that are particularly affected by climate change. Infections that occur are air-borne, water-borne and zoonotic. They are affected by the increase of the temperature, but also by the increase of the viral load in the water due to changes in the rainfall. Transmission can also take place through the migration of environmental refugees. Such an important topic could be the subject for students learning English. The purpose of this study will be to highlight the association of climate change with infectious-communicable diseases in order to take action and to create the structure by which students could learn English by studying these definitions.