Democratic approaches to environmental education: Dream or possibility?

Research indicates that few teachers are currently using a democratic approach to teaching in environmental education even though much of the environmental education literature supports and encourages such an approach. Various explanations are offered for this situation although all agree that the principles, goals and processes of democratic pedagogy are often antithetical to the processes of contemporary schooling. Based on a case study of an attempt at democratic pedagogy in an Australian primary school, this paper explores some of the factors that may influence, assist or constrain teachers in their efforts to implement democratic approaches and strategies in the teaching of environmental education

Creating cultural change in education: A proposal for a continuum for evaluating the effectiveness of sustainable schools implementation strategies in Australia

Networks are increasingly recognised as advantageous when creating and embedding cultural change within organisations. This paper explores andproblematises ideas around networks for education for sustainability (EfS), Australian Sustainable Schools Initiative (AuSSI), a national, whole-school approach to EfS. In three Australian states - New South Wales, Victoria and Queensland – AuSSI has been implemented in different ways. In examining the use of products, facilitators and networks to embed initiatives such as AuSSI in Australian schools, we propose a “continuum of cultural change strategies” as a framework for thinking about each of these approaches to creating organisational and cultural change for sustainability. We anticipate that such a framework may assist where choices need to be made in relation to the kinds of capacity building processes that might best achieve “deep and wide” change within schools hoping to engender significant cultural change

Learning with the Amerindians: the evaluation of pelvic floor disorders among indigenous women who live in the Xingu Indian Park,Brazil

Objective: to evaluate the pelvic floor muscles and the incidence of pelvic organ prolapse among indigenous women who live in Xingu Indian Park, Mato Grosso, Brazil. 
Methods: observational study with 377 indigenous women, mean age 31+/-15 years, mean gravity 5+/-4, mean parity 4+/-3 and mean body mass index 23,3+/-4 Kg/m2. The Pelvic Organ Prolapse Quantification (POP-Q) was the system used to quantification the staging of pelvic support and the pelvic floor muscle strength was assessed by a perineometer. Logistic regression was used to determine odds ratios and 95% CI for factors that were associated with prolapse. 
Results: The overall distribution of POP-Q stage system was the following: 15,6% stage 0, 19,4% stage I, 63,9% stage II and 0,8% stage III. Parity (OR=9.40, 95% CI 2.81-31,42) and age (OR=1,03, 95% IC 1,01-1,05) were the most important risk factors for pelvic organ prolapse. The high resting pressure was considered as a protecting factor (OR=0,96, 95% IC 0,94-0,98). 
Conclusions: Like non indigenous community, age and the parity were the most important risk factors to the genital prolapse; however the pelvic floor muscles strength were intact, maybe due to the indigenous lifestyle

Working the System: A Model for System-Wide Change in Pre-Service Teacher Education

This paper reports on a study undertaken to identify the strategies and models used to facilitate curriculum change within teacher education institutions. Findings indicate three main approaches, which we name the ‘resource development’, ‘action research’ and ‘contextual change’ models. A new model that combines the best features of each is proposed. In this paper we provide a brief overview of the three models, a rationale for the new model being proposed, and a discussion of the systems theory concepts underpinning the model. It is our contention that the Mainstreaming Change model provides a structure for change to occur simultaneously at a number of levels within a teacher education system. We conclude by discussing some issues that may facilitate or limit the effectiveness of the model in practice

Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation

Efforts to re-appropriate indigenous knowledges reveal a discursive friction experienced by Eco-School support workers in South Africa as they attempt to build an epistemologically pluralistic curriculum. This paper outlines the strategies that South African Eco-School support workers and teachers employ in negotiating this friction and highlights the discursive rules that govern what constitutes legitimate knowledge in the South African Eco-School. The unintended consequences of these strategies that may affect the representation of indigenous peoples is also discussed

A state-wide systems approach to embedding the learning and teaching of sustainability in teacher education

[Extract] Education systems have a key role to play in preparing future citizens to engage in sustainable living practices and help create a more sustainable world. Many schools throughout Australia have begun to develop whole-school approaches to sustainability education that are supported by national and state policies and curriculum frameworks. Pre-service teacher education, however, lags behind in the effort to build the capacity of new teachers to initiate and implement such approaches (Steele, 2010). Evidence suggests this is because there is limited or no core environmental or sustainability knowledge or pedagogy in pre- and in-service courses and programs available to teachers in a thorough and systematic fashion

Effect of the addition of GGBS on the frost scaling and chloride migration resistance of concrete

Ground Granulated Blast-furnace Slag (GGBS) can partially replace cement in concrete to improve certain properties. However, some concerns regarding its performance have been raised. This research aimed at investigating the properties of concrete with GGBS, with special focus on its frost scaling and chloride ingress resistance. Concretes with different amounts of GGBS, different efficiency factors, and different air contents have been tested. The effects of other factors, namely the curing temperature, the use of superplasticizer and carbonation, have also been investigated. The results showed that the frost resistance generally decreases with the increase of the amount of GGBS. However, this research showed that it is possible to produce frost resistant concrete with up to 50% of GGBS by changing some properties of the mix (such as increasing the air content). The results also showed a significant improvement of the chloride ingress resistance for concrete with high additions of GGBS

Flawed risk assessment of antifouling paints leads to exceedance of guideline values in Baltic Sea marinas

The seasonal variations of dissolved and bioavailable copper (Cu) and zinc (Zn) were studied in two recreational marinas in Sweden and Finland. The time series from the two marinas were characterized by rising concentrations during the spring boat launching, elevated concentrations all through the peak boating season, and decreasing concentrations in autumn when boats were retrieved for winter storage. This pattern shows a clear link between Cu and Zn concentrations and boating activity, with antifouling paints as the principal source. The leaching from antifouling paints was also found to significantly alter the speciation of dissolved Cu and Zn in marina waters, with an increase of the proportion of metals that may be considered bioavailable. This change in speciation, which occurred without any change in dissolved organic carbon (DOC), further increases the environmental risk posed by antifouling paints. In the Swedish marina, dissolved Cu and Zn exceed both Environmental Quality Standards (EQS) and Predicted No Effect Concentrations (PNEC), indicating that the current Swedish risk assessment (RA) of antifouling paints is failing to adequately protect the marine environment. An evaluation of the RA performance showed the underlying cause to be an underestimation of the predicted environmental concentration (PEC) by factors of 2 and 5 for Cu and Zn, respectively. For both metals, the use of inaccurate release rates for the PEC derivation was found to be either mainly (Cu) or partly (Zn) responsible for the underestimation. For Zn, the largest source of error seems to be the use of an inappropriate partitioning coefficient (KD) in the model. To ensure that the use of antifouling coatings does not adversely impact the sensitive Baltic Sea, it is thus recommended that the KD value for Zn is revised and that representative release rates are used in the RA procedure

Seven reasons why people don’t want to be teachers

The oldest profession – teaching – is no longer attractive. The Queensland Deans of Education revealed there have been alarming drops in first preference applications for this year’s teacher preparation courses. Queensland has experienced an overall 26% drop. Most alarmingly, UQ reported a 44% plunge. QUT saw a 19% drop. These figures reflect a national trend. ACU’s is down 20% for campuses in Queensland, New South Wales and Victoria. This follows disappointing interest in 2017. VTAC reported a 40% drop in 2017 compared to 2016. So why don’t people want to be teachers anymore? There are at least seven reasons people aren’t so keen

Pursuing epistemological plurality in South Africa's Eco-Schools: Discursive rules for knowledge legitimation

Efforts to re-appropriate indigenous knowledges reveal a discursive friction experienced by Eco-School support workers in South Africa as they attempt to build an epistemologically pluralistic curriculum. This paper outlines the strategies that South African Eco-School support workers and teachers employ in negotiating this friction and highlights the discursive rules that govern what constitutes legitimate knowledge in the South African Eco-School. The unintended consequences of these strategies that may affect the representation of indigenous peoples is also discussed