The Devon Island Expedition

In 1959 the Arctic Institute of North America undertook an integrated program of long term research on Devon Island in the Queen Elizabeth Islands of arctic Canada. The co-ordinated studies were designed to help understand the interrelationships between the glacier ice of Devon Island, the ocean in Jones Sound, and the encompassing atmosphere. They are being carried out over a 3-year period under the leadership of Spencer Apollonio. The main effort is concentrated on attempts to evaluate such factors as physical, chemical, and biological variations in the arctic waters of Jones Sound caused by discharging glaciers; evaporation and transfer of moisture between the ocean waters and the ice-cap and glaciers; and the overall influences of solar radiation energy on the mass balance of the ice-cap, the biological production in the sea, and the growth and decay of sea-ice. Some supplementary studies in archaeology and geology are included in the expedition's work because of the marked deficiency of knowledge in those subjects for Devon Island. In the late summer of 1960 a main base was established on the north shore of Devon Island near Cape Skogn by an advance party of eight men taken in with their materials by the Canada Department of Transport icebreaker "d'Iberville". During a 3-week period buildings were erected and routes inland and to the ice-cap explored and marked, while an archaeological reconnaissance of the Cape Sparbo area was made by a small party under Mr. Gordon Lowther of McGill University. Everything was installed for a beginning of the 3-year program in April 1961. During the months of April to September 1961 21 men worked on extensive programs in geophysics, glaciology, marine biology and oceanography, meteorology, and surveying. Intensive work was also completed in archaeology and geology. ..

Education for Sustainable Development: Towards the Sustainable University

We  planned  this  conference  in  anticipation  of  the  end  of  the  UN  Decade  of  Education  for  Sustainable   Development  (DESD),  and  the  start  of  the  next  phase  for  those  involved  in  ESD  here  and   internationally.    At  Plymouth  University,  2015  marks  ten  year  anniversary  since  cross-­‐institutional   work  on  sustainability  and  sustainability  education  was  spearheaded  by  the  founding  of  the  Centre  for   Sustainable  Futures  (CSF).    Coincidentally,  2015  also  marks  a  ten  years  since  the  influential  HEFCE   policy  document  ‘Sustainable  Development  in  Higher  Education’  was  released.   Holding  the  conference  in  January  –  named  after  the  Roman  god  of  doorways,  of  endings  and   beginnings  –  we  sought  to  look  at  some  of  what  has  been  achieved  in  sustainability  education  to  date   and  explore  its  prospects  as  we  move  forward.   Following  an  enthusiastic  response  to  the  call  for  abstracts,  the  conference  featured  a  diverse  range   of  research  papers,  posters,  and  roundtable  presentations  from  academics  and  practitioners  across   the  UK  and  beyond.  The  conference  was  arranged  around  three  overarching  themes:     ESD  Pedagogy:  Criticality,  Creativity,  and  Collaboration   What  are  the  teaching  and  learning  processes  that  enable  students  to  develop  their  own  capacity  to   think  critically  and  creatively  in  the  face  of  global  sustainability  challenges  and,  secondly,  to  act   collaboratively  in  ways  that  pursue  more  hopeful  and  sustainable  futures?   Innovative  Learning  Spaces  for  ESD   What  are  the  physical  environments  that  provide  opportunities  for  new  forms  of  sustainability   education  to  flourish?  What  lies  beyond  the  lecture  hall  that  is  conducive  to  student  learning  through   inquiry-­‐based,  active,  participatory,  interdisciplinary  and  experiential  methods?   Towards  the  Sustainable  University   What  are  effective  approaches  for  leading  institutional  change,  organisational  learning,  and  staff  CPD   towards  sustainability?  This  publication  focuses  on  the  last  theme  –  Towards  the  Sustainable  University.    The  previous   PedRIO  Occasional  Paper  8  looks  at  the  first  theme  ESD  Pedagogy:  Criticality,  Creativity,  and   Collaboration

Action research and democracy

This contribution explores the relationship between research and learning democracy. Action research is seen as being compatible with the orientation of educational and social work research towards social justice and democracy. Nevertheless, the history of action research is characterized by a tension between democracy and social engineering. In the social-engineering approach, action research is conceptualized as a process of innovation aimed at a specific Bildungsideal. In a democratic approach action research is seen as research based on cooperation between research and practice. However, the notion of democratic action research as opposed to social engineering action research needs to be theorized. So called democratic action research involving the implementation by the researcher of democracy as a model and as a preset goal, reduces cooperation and participation into instruments to reach this goal, and becomes a type of social engineering in itself. We argue that the relationship between action research and democracy is in the acknowledgment of the political dimension of participation: ‘a democratic relationship in which both sides exercise power and shared control over decision-making as well as interpretation’. This implies an open research design and methodology able to understand democracy as a learning process and an ongoing experiment

The potential determinants of young people's sense of justice: an international study

This paper uses reports from 13,000 Grade Nine pupils in five countries to examine issues such as whether they were treated fairly at school, trust their teachers and adults in wider society, are willing to sacrifice teacher attention to help others, and support the cultural integration of recent immigrants. Using such reports as ‘outcomes’ in a multi‐stage regression model, it is clear that they are largely unrelated to school‐level pupil mix variables. To some extent, these outcomes are stratified by pupil and family background in the same way for all countries. However, the largest association is with pupil‐reported experience of interactions with their teachers. Teachers appear to be a major influence on young people's sense of justice and the principles they apply in deciding whether something is fair. The paper concludes by suggesting ways in which schools and teachers could take advantage of this finding

Nurses' experiences of recruitment and migration from developing countries: a phenomenological approach

This is an Open Access article distributed under the terms of the Creative Commons Attribution Licens

Salt Reduction Initiatives around the World – A Systematic Review of Progress towards the Global Target

Objective To quantify progress with the initiation of salt reduction strategies around the world in the context of the global target to reduce population salt intake by 30% by 2025. Methods A systematic review of the published and grey literature was supplemented by questionnaires sent to country program leaders. Core characteristics of strategies were extracted and categorised according to a pre-defined framework. Results A total of 75 countries now have a national salt reduction strategy, more than double the number reported in a similar review done in 2010. The majority of programs are multifaceted and include industry engagement to reformulate products (n = 61), establishment of sodium content targets for foods (39), consumer education (71), front-of-pack labelling schemes (31), taxation on high-salt foods (3) and interventions in public institutions (54). Legislative action related to salt reduction such as mandatory targets, front of pack labelling, food procurement policies and taxation have been implemented in 33 countries. 12 countries have reported reductions in population salt intake, 19 reduced salt content in foods and 6 improvements in consumer knowledge, attitudes or behaviours relating to salt. Conclusion The large and increasing number of countries with salt reduction strategies in place is encouraging although activity remains limited in low- and middle-income regions. The absence of a consistent approach to implementation highlights uncertainty about the elements most important to success. Rigorous evaluation of ongoing programs and initiation of salt reduction programs, particularly in low- and middle- income countries, will be vital to achieving the targeted 30% reduction in salt intake

Transcendental-Phenomenological Proof and Descriptive Metaphysics

Following P.F. Strawson's reading of Kant, the majority of the literature on transcendental arguments seeks to divorce such arguments from their original Kantian context. This thesis is concerned with Mark Sacks's recent defence of transcendental arguments, which takes a different approach. A critique is given of Sacks's work and extensions and modifications of his approach are recommended. It is proposed that certain difficulties encountered by Kant's transcendentally-ideal approach can be overcome with Hegelian solutions

Sustainability curriculum in UK university sustainability reports

One of the major barriers to incorporating sustainability in the HE curriculum is its absence from the university sustainability strategy, the annual reflection of which is the annual sustainability report. While strategies specify targets, reports record what has already been achieved. In that respect, reports function as internally created reviews of universities’ sustainability activity. Various reviews of sustainability teaching activity have taken place in the UK HE sector. The current study attempts to explore formal sustainability teaching provision exclusively through HEIs’ annual sustainability reports. The sample consists of the most recent, whole-institution sustainability reports issued by UK HEIs from 2016 to 2018. An exploratory content analysis identifies sustainability curriculum coverage patterns, using a coding frame based on the STARS framework. Findings suggest that of the 167 UK HEIs 4% report on their sustainability curriculum provision comprehensively. The findings might be of interest to sustainability professionals in the reporting or the curriculum provision end. The study hopes to encourage wider coverage of sustainability curriculum provision in HE sustainability reports