I See, I Think I Wonder: An Evaluation of Journaling as a Critical Reflective Practice Tool for Aiding Teachers in Challenging or Confronting Contexts

In October 2011, five selected Western Australian teachers took part in a teacher mentoring project in Tanzania. The teachers spent a month embedded in local primary and secondary schools, working collaboratively with their Tanzanian counterparts. As a strategy for making sense of their experiences, each teacher was asked to maintain a reflective journal, using the Harvard Visible Thinking Routine of ‘see, think, wonder’ as a critical structure for guiding their journal writing. The purpose of this article is to discuss the effectiveness of journaling for teachers in challenging teaching situations, and the usefulness of the Harvard approach in structuring the reflective process as part of an action-based reflective model. As such, the article examines not just the role of critical journaling in helping the participating teachers make sense of their African experience, but the potential of this approach in general in helping teachers faced with challenging or confronting teaching contexts

Effects of antioxidant enzyme inhibitors on free radical levels in mice and possible clinical applications for decreasing ROS damage in the cochlea

This paper examines an experiment to determine if impairment of antioxident protective agents resulted in elevated ROS levels in mice

An elixir for veteran teachers: The power of social connections in keeping these teachers passionate and enthusiastic in their work

This article is based upon the premise that there are many veteran teachers who maintain positive attitudes towards teaching throughout their careers. According to The Grant Study (Waldinger, 2015), positive attitudes towards life and work stem from close relationships and adaptive behaviours that people engage in throughout adult life. This article describes a study undertaken in Australia which revealed that, in line with Grant Study findings, positive veteran teachers (aged 40-70+ years) build and maintain supportive social connections among colleagues in their school and others outside school, plus spouse (or long-term partner) and close family, that contribute to their sense of emotional and physical wellbeing. In a highly relational career such as teaching, our article highlights the credibility positive veteran teachers ascribe to their social connections, including the derived benefits in terms of their teaching and their own wellbeing. We then discuss the implications of the findings, including the role of school leadership in acknowledging the importance of, and fostering healthy social connections within their schools, as a way of sustaining engagement for all teachers

Examined Lives: The Transformative Power of Active Interviewing in Narrative Approach

An unexamined life is not worth living Socrates (470-399 BC) In this article I reveal transformative experiences stemming from non-verbal communication in the context of active interviewing in narrative research. Drawing upon my recent experience interviewing positive veteran teachers about the relationships they believe vital in maintaining their passion and enthusiasm for teaching, I explore the unique nature of narrative research in fostering intra-personal transformation. The goal of the article is to highlight transformation as an outcome in narrative research, with particular focus upon non-verbal communication in active interviewing. The article is constructed to examine transformation in thinking and understanding within the relational nature of narrative research in education; to highlight the complexity of non-verbal communication in the context of narrative research; and, to consider the nature of personal reflective practice in examining one\u27s ontological and epistemological framework for establishing respectful and ethical relationships between researcher and participants in narrative research

Reappraising the AITSL Professional Engagement Domain: Clarifying Social Capacity Building for School Leaders to Enhance Overall Teacher Job Satisfaction and Career Longevity

The Australian Professional Standards for Teachers (AITSL, 2018) stipulate what teachers should know and do through each career stage. School leaders are complicit in promoting the Standards are met by all staff, including Professional Engagement (Standards Six and Seven). While the Standards emphasise content and pedagogical capacity building, we contend that teaching is a social enterprise. Although social capacity building is implied in the Professional Engagement domain through terms such as ‘collegiality, collaboration and dialogue’, we question the degree to which it is understood by school leaders. We ask this in light of influential studies by Waldinger (2010) and Vaillant (1977) which highlight the importance of workplace social connection in terms of job satisfaction and career longevity. Using an Appreciative Inquiry lens, we interviewed a number of positive school leaders about social capacity building among their staff against the Professional Engagement domain. While interviews affirmed many inspiring examples of its application, we also uncovered a degree of uncertainty, lack of clarity and practical difficulties experienced by these exemplary leaders. As per our research approach, we do not suggest that there is any fundamental problem with the Professional Engagement domain per se. However, findings indicate value for AITSL in reappraising this domain in relation to its wording, implications and application. A more explicit emphasis on the social context may in turn help address some of the issues confronting Australia’s aging teaching workforce

Improving Breast Cancer Control via the Use of Community Health Workers in South Africa: A Critical Review

Breast cancer is a growing concern in low- and middle-income countries (LMCs). We explore community health worker (CHW) programs and describe their potential use in LMCs. We use South Africa as an example of how CHWs could improve access to breast health care because of its middle-income status, existing cancer centers, and history of CHW programs. CHWs could assume three main roles along the cancer control continuum: health education, screening, and patient navigation. By raising awareness about breast cancer through education, women are more likely to undergo screening. Many more women can be screened resulting in earlier-stage disease if CHWs are trained to perform clinical breast exams. As patient navigators, CHWs can guide women through the screening and treatment process. It is suggested that these roles be combined within existing CHW programs to maximize resources and improve breast cancer outcomes in LMCs

An Elixir for Veteran Teachers: The Power of Social Connections in Keeping These Teachers Passionate and Enthusiastic in Their Work

This article is based upon the premise that there are many veteran teachers who maintain positive attitudes towards teaching throughout their careers. According to The Grant Study (Waldinger, 2015), positive attitudes towards life and work stem from close relationships and adaptive behaviours that people engage in throughout adult life. This article describes a study undertaken in Australia which revealed that, in line with Grant Study findings, positive veteran teachers (aged 40-70+ years) build and maintain supportive social connections among colleagues in their school and others outside school, plus spouse (or long-term partner) and close family, that contribute to their sense of emotional and physical wellbeing. In a highly relational career such as teaching, our article highlights the credibility positive veteran teachers ascribe to their social connections, including the derived benefits in terms of their teaching and their own wellbeing. We then discuss the implications of the findings, including the role of school leadership in acknowledging the importance of, and fostering healthy social connections within their schools, as a way of sustaining engagement for all teachers

“Just like breathing”: A portrait of an 85-year-old veteran teacher

Through a phenomenological lens of portraiture methodology, this article explores the career experiences of a veteran acting teacher who, at the age of 85 years, remains highly passionate and dedicated to his work with younger aspiring actors. The article reveals how for this veteran teacher, his strong teacher identity characterised by a quest for challenge and a commitment to career-long professional development are significant to maintaining relevance and passion for teaching. As many countries grapple with issues surrounding the retention of veteran teachers, understanding the ways in which he maintains his passion and commitment over succumbing to stress and burn out like so many teachers in the performing arts is timely

The soil organic carbon: Clay ratio in North Devon, UK: Implications for marketing soil carbon as an asset class

Building up stocks of agricultural soil organic carbon (SOC) can improve soil conditions as well as contribute to climate change mitigation. As a metric, the ratio of SOC to clay offers a better predictor of soil condition than SOC alone, potentially providing a benchmark for ecosystem service payments. We determined SOC:clay ratios for 50 fields in the North Devon UNESCO World Biosphere Reserve using 30 cm soil cores (divided into 0-10 cm and 10-30 cm depth samples), with soil bulk density, soil moisture and land-use history recorded for each field. All the arable soils exceeded the minimum desirable SOC:clay ratio threshold, and the ley grassland soils generally exceeded it but were inconsistent at 10-30 cm. Land use was the primary factor driving SOC:clay ratios at 0-10 cm, with permanent pasture fields having the highest ratios followed by ley grass and then arable fields. Approximately half of the fields sampled had potential for building up SOC stock at 10-30 cm. However, at this depth, the effect of land use is significantly reduced. Within-field variability in SOC and clay was low (coefficient of variation was similar to 10%) at both 0-10 cm and 10-30 cm, suggesting that SOC:clay ratios precisely characterized the fields. Due to the high SOC:clay ratios found, we conclude that there is limited opportunity to market additional carbon sequestration as an asset class in the North Devon Biosphere or similar areas. Instead, preserving existing SOC stocks would be a more suitable ecosystem service payment basis