ESD starts where STEM stops : integrating the social sciences into STEM

The Earth and its peoples are facing great challenges. As a species, humans are over-consuming the Earth’s resources and compromising the capacity of both natural and social systems to function in healthy and sustainable ways. Education at all levels and in all contexts, has a key role in helping societies move to more sustainable ways of living. Two areas in need of catch-up in relation to Education for Sustainable Development (ESD) are early childhood education and teacher education. Another area of challenge for ESD is the way it is currently oriented. To date, a great deal of emphasis has been placed on scientific and technological solutions to sustainability issues. This has led to an emphasis on STEM education as education’s main way of addressing sustainability. However, in this paper it is argued that sustainably is primarily a social issue that requires interdisciplinary education approaches. STEM approaches to ESD - emphasising knowledge construction and problem-solving - cannot, on their own, deal effectively with attitudes, values and actions towards more sustainable ways of living. In China and Australia, there are already policies, frameworks, guidelines and initiatives, such as Green Schools and Sustainable Schools that support such forms of ESD. STEM educators need to reach out to social scientists and social educators in order to more fully engage with activist and collaborative educational responses that equip learners with the knowledge, dispositions and capacities to ‘make a difference’.

The Gothenburg Recommendations on Education for Sustainable Development

This document calls on governments, civil society and in particular educators to prioritize processes that develop and strengthen education for sustainable development (ESD). The world has changed since the UN World Summit on Sustainable Development in 2002. While there have been significant initiatives and progress has been made, the scale of effort is still overshadowed by the scope of the problem. For instance, human-induced climate change is creating a long-lasting ecological crisis with severe economic and social consequences. Recently the global economic crisis has drawn attention to the problem of borrowing from resources that do not exist. Poverty, conflict and social injustice remain critical issues on the global agenda. A renewed sense of commitment to the UN Decade of Education for Sustainable Development 2005-2014 is required. Formal, informal and non-formal education and learning processes for sustainability must be strengthened and prioritized. This document supports and builds on the concepts and values that are put forward within UNESCO’s International Implementation Scheme for Education for Sustainable Development and in the Earth Charter. The purpose of ESD is to reorient education in order to contribute to a sustainable future for the common good of present and future generations. ESD recognizes the interdependence of environmental, social and economic perspectives and the dependence of humanity on a healthy biosphere. Participation and involvement are necessary components of ESD, with an emphasis on empowerment and agency for active citizenship, human rights and societal change. Re-orientation is necessary at all levels and in all phases of education, and encompasses community learning, thus making ESD a wider process challenging the form and purpose of education itself.

Early childhood education for sustainability : Queensland and Australian perspectives

Introduction Early childhood education for sustainability is an emerging field within education – a synthesis of early childhood education and education for sustainability. As a distinct field of educational inquiry and practice, it is less than 20 years old in Australia. My personal story is one that emerged from a background in primary school teaching where I worked in an Indigenous community teaching Aboriginal children. These experiences made me question the marginalization of Indigenous peoples in Australian society, the colonizing impacts of education, gave me deeper understandings of human-environment interactions, and the effects of poverty and powerlessness on options for Indigenous people both in Australia and elsewhere where peoples and their lands have been exploited. These teaching experiences took me back to university to undertake a degree in environmental studies to help me to better understand the nexus between society, environment and economy. Hence my background in education for sustainability comes as much from the social sciences as from the biological/ecological sciences...

Expanding worlds of early childhood education for sustainability : Looking back, looking forward

This chapter draws together the key themes and perspectives from the chapters and offers a critique of the theoretical reframing - underpinned by children's rights and child agency - that has informed the book. Additionally, the documented research is situated within broader international contexts of ECE research, thus offering insights that can inform the field more generally. This is a forward looking discussion of current research that offers clear directions for ECEfS and future research in this field.

Volcanic architecture and chemostratigraphy within the Kalkarindji Continental Flood Basalt Province, Northern Territory : implications for eruption style from multiple fissure eruptions

This thesis was the first to define individual lava flow chemical variation and a detailed definition of the Kalkarindji Continental Flood Basalt Province, a lesser known province of the Phanerozoic eon. This thesis conducted an intensive field study that yielded numerous samples for petrography and chemical analyses as well as the generation of a detailed map of a portion of the Kalkarindji province.

Embedding EfS in teacher education : an introductory guide to using the systems change model

Welcome to this introductory guide on using a systems change model to embed Education for Sustainability (EfS) into teacher education. Pressing sustainability issues such as climate change, biodiversity loss and depletion of non-renewable resources pose new challenges for education. The importance of education in preparing future citizens to engage in sustainable living practices and help create a more sustainable world is widely acknowledged. As a result many universities around the world are beginning to recognize the need to integrate EfS into their teacher education programs. However, evidence indicates that there is little or no core EfS knowledge or pedagogy in pre-service teacher courses available to student teachers in a thorough and systematic fashion. Instead efforts are fragmented and individually or, at best, institutionally-based and lacking a systems approach to change, an approach that is seen as essential to achieving a sustainable society (Henderson & Tilbury, 2004). The result is new teachers are graduating without the necessary knowledge or skills to teach in ways that enable them to prepare their students to cope well with the new and emerging challenges their communities face. This guide has been prepared as part of a teaching and learning research project that applied a systems change approach to embedding the learning and teaching of sustainability into pre-service teacher education. The processes, outcomes and lessons learnt from this project are presented here as a guide for navigating pathways to systemic change in the journey of re-orienting teacher education towards sustainability. The guide also highlights how a systems change approach can be used to successfully enact change within a teacher education system. If you are curious about how to introduce and embed EfS into teacher education – or have tried other models and are looking for a more encompassing, transformative approach – this guide is designed to help you. The material presented in this guide is designed to be flexible and adaptive. However you choose to use the content, our aim is to help you and your students develop new perspectives, promote discussion and to engage with a system-wide approach to change.

Transformative approaches to sustainability

How to live sustainably is a topic of local, national and international importance. The Australian National Curriculum (ACARA, 2011) identifies sustainability as a cross-disciplinary strand, obligating teachers to build sustainability into their pedagogical practices. In early childhood education, the Early Years Learning Framework (2009) and more recently, the National Quality Framework (2011) provide impetus for early childhood education for sustainably (ECEfS). This article discusses ECEfS, but first, it addresses climate change putting this into a sustainability perspective.

Last word : opportunity to educate

The article discusses the importance that learning to live sustainably in order to provide healthy and fulfilling lives for future generations. The things that need to be done differently and the innovative partnerships that are required are highlighted.

Lesson studies in Chinese kindergartens

Lesson studies are a powerful form of professional development (Doig and Groves, 2011). The processes of creating, enacting, analyzing, and refining lessons to improve teaching practices are key components of lesson studies. Lesson studies have been the primary form of professional development in Japanese classrooms for many years (Lewis, Perry and Hurd, 2009). This model is now used to improve instruction in many South-East Asian countries (White and Lim, 2008), as well as increasingly in North America (Lesson Study Research Group, 2004), and South Africa (Ono and Ferreira, 2010). In China, this form of professional development aimed at improving teaching, has also been adopted, originating from Soviet models of teacher professional development arising from influences post 1949 (China Education Yearbook, 1986). Thus, China too has a long history of improving teaching and learning through this form of school-based professional learning.

Axial elongation associated with biomechanical factors during near work

Purpose: To investigate the changes occurring in the axial length, choroidal thickness and anterior biometrics of the eye during a 10 minute near task performed in downward gaze. Methods: Twenty young adult subjects (10 emmetropes and 10 myopes) participated in this study. To measure ocular biometrics in downward gaze, an optical biometer was inclined on a custom built, height and tilt adjustable table. Baseline measures were collected after each subject performed a distance primary gaze control task for 10 mins, to provide wash-out period for prior visual tasks before each of three different accommodation/gaze conditions. These other three conditions included a near task (2.5 D) in primary gaze, and a near (2.5 D) and a far (0 D) accommodative task in downward gaze (25°), all for 10 mins duration. Immediately after, and then 5 and 10 mins from the commencement of each trial, measurements of ocular biometrics (e.g. anterior biometrics, axial length, choroidal thickness and retinal thickness) were obtained. Results: Axial length increased with accommodation and was significantly greater for downward gaze with accommodation (mean change ± SD 23 ± 13 µm at 10 mins) compared to primary gaze with accommodation (mean change 8 ± 15 µm at 10 mins) (p < 0.05). A small amount of choroidal thinning was also found during accommodation that was statistically significant in downward gaze (13 ± 14 µm at 10 mins, p < 0.05). Accommodation in downward gaze also caused greater changes in anterior chamber depth and lens thickness compared to accommodation in primary gaze. Conclusion: Axial length, choroidal thickness and anterior eye biometrics change significantly during accommodation in downward gaze as a function of time. These changes appear to be due to the combined influence of biomechanical factors (i.e. extraocular muscle forces, ciliary muscle contraction) associated with near tasks in downward gaze.

Rural people and the land

There is a long and fundamental connection between rural place and the land. Whereas land is simply the foundation for the construction of towns and cities, whose urban culture and economy thrives on human ingenuity and industry that may have little direct attachment to the physical ground over which it occurs, historical discourses of rurality place the land at the heart of the rural economy and society. Rural people, such discourses hold, live on the land, work the land, tend the land and know the land. The land formed not only the base of the rural economy (as ‘a physical, tangible resource which can be ploughed, sown, grazed, built upon’ (Macnaghten and Urry 1998, 200)), but also shaped rural culture and the rural calendar, and contributed to the constitution of the rural character (see Bell 1994). As such, the land is central to rural sense of place.

The tertiary debate : a case study analysis of factors considered when applying for university entry by traditional age school leavers in Brisbane

Many interacting factors contribute to a student's choice of a university. This study takes a systems perspective of the choice and develops a Bayesian Network to represent and quantify these factors and their interactions. The systems model is illustrated through a small study of traditional school leavers in Australia, and highlights similarities and differences between universities' perceptions of student choices, students' perceptions of factors that they should consider and how students really make choices. The study shows the range of information that can be gained from this approach, including identification of important factors and scenario assessment.

A simple model for the establishment of tick-borne pathogens of Ixodes scapularis : a global sensitivity analysis of R0

The basic reproduction number of a pathogen, R 0, determines whether a pathogen will spread (R0>1R 0>1), when introduced into a fully susceptible population or fade out (R0<1R 0<1), because infected hosts do not, on average, replace themselves. In this paper we develop a simple mechanistic model for the basic reproduction number for a group of tick-borne pathogens that wholly, or almost wholly, depend on horizontal transmission to and from vertebrate hosts. This group includes the causative agent of Lyme disease, Borrelia burgdorferi, and the causative agent of human babesiosis, Babesia microti, for which transmission between co-feeding ticks and vertical transmission from adult female ticks are both negligible. The model has only 19 parameters, all of which have a clear biological interpretation and can be estimated from laboratory or field data. The model takes into account the transmission efficiency from the vertebrate host as a function of the days since infection, in part because of the potential for this dynamic to interact with tick phenology, which is also included in the model. This sets the model apart from previous, similar models for R0 for tick-borne pathogens. We then define parameter ranges for the 19 parameters using estimates from the literature, as well as laboratory and field data, and perform a global sensitivity analysis of the model. This enables us to rank the importance of the parameters in terms of their contribution to the observed variation in R0. We conclude that the transmission efficiency from the vertebrate host to Ixodes scapularis ticks, the survival rate of Ixodes scapularis from fed larva to feeding nymph, and the fraction of nymphs finding a competent host, are the most influential factors for R0. This contrasts with other vector borne pathogens where it is usually the abundance of the vector or host, or the vector-to-host ratio, that determine conditions for emergence. These results are a step towards a better understanding of the geographical expansion of currently emerging horizontally transmitted tick-borne pathogens such as Babesia microti, as well as providing a firmer scientific basis for targeted use of acaricide or the application of wildlife vaccines that are currently in development.

Foil-based atom chip for Bose-Einstein condensates

We describe a novel method of fabricating atom chips that are well suited to the production and manipulation of atomic Bose–Einstein condensates. Our chip was created using a silver foil and simple micro-cutting techniques without the need for photolithography. It can sustain larger currents than conventional chips, and is compatible with the patterning of complex trapping potentials. A near pure Bose–Einstein condensate of 4 × 104 87Rb atoms has been created in a magnetic microtrap formed by currents through wires on the chip. We have observed the fragmentation of atom clouds in close proximity to the silver conductors. The fragmentation has different characteristic features to those seen with copper conductors.