Sustainable Chemical Regulation in a Global Environment

The globalisation and unintended impacts of chemicals sets substantial challenges for sustainable development and the protection of natural resources such as land and water. Currently, there are three key chemical Conventions, the Basel Convention on the Control of Transboundary Movements of Hazardous Wastes and their Disposal which came into force in 1992, the 1993 Rotterdam Convention on Trade in Dangerous Chemicals and the Stockholm Convention on Persistent Organic Pollutants (POPs) (2004). These Conventions have as common features a mechanism for assessment of chemical safety, a process for the addition of new chemicals to a list of controlled substances and capacity building in developed countries. However, they only cover a small fraction of the chemicals manufactured and traded across the world. Defining effective regulation of chemicals is an on-going debate that has the potential to have a significant impact on vested commercial and political interests. A sustainable chemical industry should take account of evidence-based standards and through legal mechanisms adopt long-term precautionary evaluations rather than short-term market driven decisions. It is argued in this paper that effective international chemical regulation in the future will come from the adoption of sound chemical management and corporate social responsibility, but it recognised that this will face the challenge of economic disparity between countries and the potential export of regulatory risk from big chemical conglomerates to poorly regulated jurisdictions.

Using Mobile Learning Games for Delivery Purposes in Humanities

Games and applications with gamified elements have been used in teaching and learning widely. Gamified applications attract the interest of students and teachers because they assist them to achieve their cognitive and pedagogical purposes. This paper describes a study that explores the use of a gamified learning application designed to introduce students at key stages 3 and 4 (ages 14-15) to ancient Greek Philosophy. The study involves 3 tests and 3 different groups of students and aimed to explore if the application improves students' knowledge and understanding and to compare different styles of subject delivering. This paper presents and discusses in details the results of the first test.