Chasing the Green Buck? Environmental Activism in Post-communist Baltic States

The paper investigates the dynamics and volution of issues on the agenda of Baltic environmental non-governmental organisations (NGOs) since the collapse of communism. The past research on Baltic environment activism suggests that these enjoy high visibility because they tapped the core societal views of natural environment as a crucial asset of a nation. As we demonstrate in this paper, the changes in agendas of Baltic environmental non-governmental organisations (ENGOs) make clear that the rhetorical toolbox of ‘national environment’ is often used to mainly achieve greater financial gains for individual members, rather than for society at large. We illustrate how the dearth of economic opportunities for domestic public has impacted perceptions of ‘nature’ advocated by the environmental activists, focussing specifically on national perceptions of ownership and the resulting actions appropriating ‘nature’ as a source for economic development, only tangentially attaining environmental outcomes on the way. The vision that the ‘environment’ is an economic resource allowed ENGO activists to cooperate with the domestic policymaking, while tapping international networks and donors for funding. Throughout the past decades they worked to secure their own and their members' particularistic economic interests and, as we demonstrate, remained disengaged from the political process and failed to develop broader reproach with publics.

A randomized controlled trial of an early-intervention, computer-based literacy program to boost phonological skills in 4- to 6-year-old children

Background: Many school-based interventions are being delivered in the absence of evidence of effectiveness (Snowling & Hulme, 2011, Br. J. Educ. Psychol., 81, 1).Aim: This study sought to address this oversight by evaluating the effectiveness of the commonly used the Lexia Reading Core5 intervention, with 4- to 6-year-old pupils in Northern Ireland.Sample: A total of 126 primary school pupils in year 1 and year 2 were screened on the Phonological Assessment Battery 2nd Edition (PhAB-2). Children were recruited from the equivalent year groups to Reception and Year 1 in England and Wales, and Pre-kindergarten and Kindergarten in North America.
Methods: A total of 98 below-average pupils were randomized (T0) to either an 8-week block (inline image = 647.51 min, SD = 158.21) of daily access to Lexia Reading Core5 (n = 49) or a waiting-list control group (n = 49). Assessment of phonological skills was completed at post-intervention (T1) and at 2-month follow-up (T2) for the intervention group only.
Results: Analysis of covariance which controlled for baseline scores found that the Lexia Reading Core5 intervention group made significantly greater gains in blending, F(1, 95) = 6.50, p = .012, partial η2 = .064 (small effect size) and non-word reading, F(1, 95) = 7.20, p = .009, partial η2 = .070 (small effect size). Analysis of the 2-month follow-up of the intervention group found that all group treatment gains were maintained. However, improvements were not uniform among the intervention group with 35% failing to make progress despite access to support. Post-hoc analysis revealed that higher T0 phonological working memory scores predicted improvements made in phonological skills.
Conclusions: An early-intervention, computer-based literacy program can be effective in boosting the phonological skills of 4- to 6-year-olds, particularly if these literacy difficulties are not linked to phonological working memory deficits.