Vive la résistance: reviving resistance for 21st century conservation

Confronted with increasing anthropogenic change, conservation in the 21st century requires a sound understanding of how ecological systems change during disturbance. We highlight the benefits of recognizing two distinct components of change in an ecological unit (i.e., ecosystem, community, population): 'resistance', the ability to withstand disturbance; and 'resilience', the capacity to recover following disturbance. By adopting a 'resistance-resilience' framework, important insights for conservation can be gained into: (i) the key role of resistance in response to persistent disturbance, (ii) the intrinsic attributes of an ecological unit associated with resistance and resilience, (iii) the extrinsic environmental factors that influence resistance and resilience, (iv) mechanisms that confer resistance and resilience, (v) the post-disturbance status of an ecological unit, (vi) the nature of long-term ecological changes, and (vii) policy-relevant ways of communicating the ecological impacts of disturbance processes.

Becoming a 21st century literacy teacher:provocations, perceptions and possibilities in teacher education

This paper reports on a study that investigated pre-service teachers’ digital funds of knowledge and their perceptions of the digital pedagogies and practices in early years literacy classrooms. It also explores pre-service teachers’ experiences of “produsing” a cumulative multimodal portfolio (in the form of a wiki) and its application for future literacy teaching and learning. Specifically, 123 education students enrolled in their second year of an undergraduate initial-teacher education course at an Australian university completed an anonymous survey. The resultsshow that this group of students were active users of technology-based tools, but had limited experience with using participatory user-led knowledge creation tools (such as Web 2.0 technologies) although many observed the use of these tools in early years literacy classrooms while on professional experience school placements. Further findings show thatalthough the majority of this group of pre-service teachers felt more confident after creating a wiki and reported that they would use them in future literacy teaching and learning, their understandings of the pedagogical and creative potential of these digital tools in supporting literacy learning in young children appeared limited. The findings suggest that there is a need for educators in higher education to understand their students’ digital funds of knowledge and to provide rich opportunities to support these students’ use and understandings of the affordances of these new technologies as vehicles to explore and enrich 21st century literacy learning in early years digital environments.

21st century literacy : perceptions of and influences on year 6 teachers in Victorian classrooms

This paper presents a study of teachers’ perceptions of ‘21st century literacy’ practices and the dilemmas teacher face when these perceptions clash with the policies and the practices they feel are expected of them. Using narrative inquiry as its methodology, the paper presents 3 themes identified within the study, namely: ‘Teachers’ insights into 21st century literacy, ‘Teachers’ perceptions of necessary 21st century literacy skills for Year 6 students’ and ‘Influences on teachers’ literacy pedagogical decision-making and practice’. The narratives present two teachers’ perceptions (and misperceptions) of 21st century literacy, their pedagogical approaches, and how various factors influence their work. The paper considers how various factors influence teachers’ pedagogical practices, and highlights discrepancies between teachers’ professional beliefs and their practices based on external classroom influences. Narrative offers an insider’s view of how these discrepancies are lived out in two Victorian classrooms.

Navigating 21st Century multimodal textual environments: a case study of digital literacy

In the 21st century young people live and learn in a technological world that is fast paced and in a constant state of change. As technology becomes more and more accessible outside of the classroom,educators are challenged to re-consider the literacy skills required to be successfully literate. Enacting literacy teaching and learning in and for the 21st century requires teachers to update their pedagogicalknowledge, skills and contextual understanding of the world children live and learn in. This chapter offers a brief overview of the Australian Curriculum, locating it within a 21st century learning discourse.The authors interpret and analyse one young student’s creation of a digital text in a movie modality. Attention is paid to how the case study teacher created meaningful digital literacy learning experiences and opportunities for children to create and interact in social, multimodal textual environments, both within and beyond the school.

Garlic (Allium sativum): diet based therapy of 21st century-a review

Functional and nutraceutical foods provide an opportunity to improve one's health by reducing health care costs and to support economic development in rural communities. For this reason, various phyto-based functional foods are becoming popular worldwide owing to number of evidences for their safer therapeutic applications. Garlic (Allium sativum L.,) is an essential vegetable that has been widely utilized as seasoning, flavoring, culinary and in herbal remedies. The consumption of traditional plants especially garlic has progressively increased worldwide because of their great effectiveness, fewer side effects and relatively low cost. Garlic is well known to contain an array of phytochemicals. These bioactive molecules are playing pivotal role in maintaining human health and having potential to reduce various ailments. It has distinct nutritional profile with special reference to its various bioactive components that can be used in different diet based therapies to cure various life-style related disorders. The present review is an attempt to explore the functional/nutraceutical role of garlic against various threats including dyslipidemia and hyperglycemia, cardiovascular disorders, antioxidant capacity and carcinogenic perspectives.

Clinical presentation, etiology, and outcome of infective endocarditis in the 21st century: the International Collaboration on Endocarditis-Prospective Cohort Study.

BACKGROUND: We sought to provide a contemporary picture of the presentation, etiology, and outcome of infective endocarditis (IE) in a large patient cohort from multiple locations worldwide. METHODS: Prospective cohort study of 2781 adults with definite IE who were admitted to 58 hospitals in 25 countries from June 1, 2000, through September 1, 2005. RESULTS: The median age of the cohort was 57.9 (interquartile range, 43.2-71.8) years, and 72.1% had native valve IE. Most patients (77.0%) presented early in the disease (<30 days) with few of the classic clinical hallmarks of IE. Recent health care exposure was found in one-quarter of patients. Staphylococcus aureus was the most common pathogen (31.2%). The mitral (41.1%) and aortic (37.6%) valves were infected most commonly. The following complications were common: stroke (16.9%), embolization other than stroke (22.6%), heart failure (32.3%), and intracardiac abscess (14.4%). Surgical therapy was common (48.2%), and in-hospital mortality remained high (17.7%). Prosthetic valve involvement (odds ratio, 1.47; 95% confidence interval, 1.13-1.90), increasing age (1.30; 1.17-1.46 per 10-year interval), pulmonary edema (1.79; 1.39-2.30), S aureus infection (1.54; 1.14-2.08), coagulase-negative staphylococcal infection (1.50; 1.07-2.10), mitral valve vegetation (1.34; 1.06-1.68), and paravalvular complications (2.25; 1.64-3.09) were associated with an increased risk of in-hospital death, whereas viridans streptococcal infection (0.52; 0.33-0.81) and surgery (0.61; 0.44-0.83) were associated with a decreased risk. CONCLUSIONS: In the early 21st century, IE is more often an acute disease, characterized by a high rate of S aureus infection. Mortality remains relatively high.

Book review: 'Neo-mateship' in the 21st century : changes in the performance of Australian masculinity. Karina J. Butera, Deakin University 2008.

This article argues that 'traditional mateship', as the everyday practice of men's same-sex friendships, is a dying mode of relating in Australian culture. Using Goffman's dramaturgical model, the views of three generations of men are used to qualitatively explore three proposed sites of transformation in men's same-sex friendships. First, the shift from unquestioning group loyalty to individualistic, transient and contingent relationship choice; second, the move from guarded levels of disclosure to open expressiveness and willingness to display vulnerability; and finally the evolution from expecting and giving only practical support to providing both practical and emotional support. The narratives of the middle-aged cohort are used to illustrate the various role-distance strategies that were used to resist and rework gender scripts. The article concludes that, although the parameters of acceptable gendered behaviours in Australian men's friendships are expanding, they have not yet reached the breadth and depth found in 'pure' friendships, but could be described as a new type of mateship: neo-mateship.

Heritage and dialogue : using heritage conservation to strengthen the defences of peace

The Preamble to UNESCO's 1945 Constitution asserted that wars are created in the minds of men and that it is in the minds of men that the defences of peace must be built. Exploring this proposition was vital in the post World-War II years, but it is equally critical in the 21st century when world efforts towards peace continue to be undermined by intense forms of nationalism and ethnic rivalries that commonly use cultural differences as a justification for conflict.

However, while strengthening intercultural dialogue underlies the creation of UNESCO, its flagship World Heritage program under the 1972 World Heritage Convention seems to be losing touch with this motivating principle. In this paper I explore the politicization of the program and argue that a re-focus is needed if the program is to serve in improving intercultural dialogue, understanding and tolerance, and ultimately peace.

To this end it is suggested that ways in which the World Heritage program might provide a stronger focus on dialogue-creation should be prioritized. These include giving priority to new transnational inscriptions and developing new stratagies for interpreting sites in more cross-culturally sensitive ways.

The multifaith movement : global risks and cosmopolitan solutions

This book documents the ultramodern rise of the multifaith movement, as mulitfaith initiatives have been increasingly deployed as cosmopolitan solutions to counter global risks such as terrorism and climate change at the turn of the 21st century. These projects aim to enhance common security, particularly in Western societies following the events of September 11, 2001 and the July 2005 London bombings, where multifaith engagement has been promoted as a strategy to counter violent extremism. The author draws on interviews with 56 leading figures in the field of multifaith relations, including Paul Knitter, Eboo Patel, Marcus Braybrooke, Katherine Marshall, John Voll and Krista Tippett.
Identifying the principle aims of the multifaith movement, the analysis explores the benefits—and challenges—of multifaith engagement, as well as the effectiveness of multifaith initiatives in countering the process of radicalization. Building on notions of cosmopolitanism, the work proposes a new theoretical framework termed ‘Netpeace’, which recognizes the interconnectedness of global problems and their solutions. In doing so, it acknowledges the capacity of multi-actor peacebuilding networks, including religious and state actors, to address the pressing dilemmas of our times. The primary intention of the book is to assist in the formation of new models of activism and governance, founded on a ‘politics of understanding’ modeled by the multifaith movement.

Disability and critical sociology: expanding the boundaries of critical social inquiry

Disability in the 21st century constitutes a legitimate and growing area of study in the academy. Interdisciplinary by nature, the origins of disability studies can be traced directly to social movements of disabled people organizing to define disability as a social rather than a medical problem. In the US, disabled sociologists such as Irv Zola, a leader in the American Sociology Association, were key figures in the field’s formative years. In Britain, sociologists such as Mike Oliver (1990) and Colin Barnes, both founding members of the British Council of Organisations of Disabled People (BCODP) used the social model to bridge the divide between disability studies and sociology (Barnes et al., 1999). Disability studies is now a growth area in the social sciences, the humanities and a host of other disciplines operating across the North/South divide.

The Popular Education Network of Australia (PENA) and Twenty-First-Century critical education

Drawing on the philosophies and writings of Paulo Freire regarding education as activism, this paper will explore the history and activities of the Popular Education Network of Australia (PENA). The network, founded in 2009, involves educators, academics and community workers, working together on issues relating to critical pedagogy and social change in schools, communities and adult education contexts. Two symposia have been organised on critical education in Australia. In 2010, ‘Teaching and Learning for Social Justice and Action’ was the inaugural gathering. In 2012, ‘Freire Reloaded: Learning and Teaching to Change the World’ featured a diverse range of workshops and Professor Antonia Darder as keynote speaker and observer. Through the perspectives and experiences of five academics involved in PENA, this paper will explore the group’s activities and reflect on the inspiration drawn from the work of Freire, Darder and others. Creating spaces for discussion of critical pedagogy affords opportunities for academics, educators, teachers and activists to reflect on their practice and also leads to further spontaneous networking and planning of action. In this paper we argue that there is continuing importance, in fact urgency, in producing places and spaces for conscientisation to occur, and for examples of critical education to be shared amongst 21st century educators.

Mobile teachers, teacher identity and international schooling

Mobile Teachers, Teacher Identity and International Schooling focuses on the increased mobility of teachers and curriculum and what it means for the expansion of international schooling. In the early 21st century, educational institutions have been transformed by technological innovation and global interconnectivity. The demographic, ideological, economic and cultural flows that integrate local and global interconnections have consequences for the ways in which educational policy, theories and practice can be understood and take place locally. The everyday lives of practitioners, parents and students; the institutions in which they are educated and work; and the sociocultural and ideological contexts in which they work, are all consequently changing. The manifestation of these changes – as evident in the work and lives of teachers within specific cultural contexts and education systems; in their implications for educational theory and methodology; and their consequences for policy, programs, practice and research in education – are the focus of this book.This book explores the mobility of curriculum, pedagogies, ideas and people that represent and mediate the impact of Global uneven flows and movements through, in, and for school education, and the concepts and practices which frame that transformation. The particular focus of the book is on how these flows inform the ways individuals negotiate their identities, cultures and languages in different national and educational contexts. Education systems and the educational experiences offered by schools are being reconfigured due to multiple pressures. What do these moves to mobilise and to work transnationally mean in terms of educational provision, possibilities and practice?