Words, oral libraries and environmental responses : an Australian indigenous perspective to climate change adaptation

Climate change adaptation and mitigation continues to be a prevalent discourse in this country and internationally in both the sciences and the arts. While various types and degrees of change are evident, the quantification of these changes including their scope and diversity have challenged conventional sciences. This is demonstrated in their inability to succinctly answer key questions about change including the degree of change and associated patterns and consequences. Most of this discourse is nested in a temporal band comprising the last 100-200 years of data and evidence, and very much informed by Western science perspectives and protocols. Little attempt has been made to engage with Australian Indigenous communities whom possess environmental knowledge of some 10,000-100,000 years albeit embedded in their artistic and oral narrative 'histories'. This paper explores the role and values that Australian Aboriginals, the Indigenous peoples of the Australian content, can offer in shedding new light on this discourse While focusing upon a cross-peri-urban Indigenous investigation, it examines this discourse though the lens of their words, terms, sentences as a vehicle to better understand a longitudinal perspective about climate change adaptation pertinent to Australia.

That social side of things: students' experiences of social and physical place

This paper highlights the experience of social and physical place as experienced by
students at aTAFE (Technical and Further Education) college in Victoria, Australia, and TAFE diploma graduates who transitioned to a degree course at a university in Victoria, Australia.

Social and emotional wellbeing in Indigenous Australians: identifying promising interventions

Objective: 

Students' imaginings of spaces of learning in outdoor and environmental education

In this article, the author interrogates students’ stories about the spaces and places in a tertiary Outdoor and Environmental Education course that support and shape their environmental ethics. Drawing on a longitudinal qualitative study, she explore the ways in which particular sites of learning (outdoor, practical learning) are privileged and how particular stories of outdoor spaces get reproduced. The author employs the work of poststructuralist geography scholar Doreen Massey in her analysis to highlight the intersections between space, relations of power and identity. This analysis also underscores the simultaneity of multiple and conflicting stories around Outdoor Education’s outdoor (practical) and indoor (theoretical) learning spaces. The article concludes by drawing on Elizabeth Ellsworth’s work on anomalous places of learning to explore some of the spaces in-between the indoor/outdoor binary as a way of interrupting and re-imagining places and spaces of learning in Outdoor Education.

Graduate students lend their voices : reflections on the 10th seminar in health and environmental education research

Graduate students were invited by their faculty advisors to attend the 10
th Seminar in Health and Environmental Education Research. Afterward, they were encouraged to comment on their experiences, involvement, and positioning. Two main authors developed survey questions and retrieved, analyzed, and synthesized the responses of four other graduate students. The overall experience of attending an invitational research seminar evoked various ideas about graduate students’ present and future roles in research communities.

Longitudinal predictors of frequent vegetable and fruit consumption among socio-economically disadvantaged Australian adolescents

Adequate vegetable and fruit consumption is necessary for preventing nutrition-related diseases. Socio-economically disadvantaged adolescents tend to consume relatively few vegetables and fruits. However, despite nutritional challenges associated with socio-economic disadvantage, a minority of adolescents manage to eat vegetables and fruit in quantities that are more in line with dietary recommendations. This investigation aimed to identify predictors of more frequent intakes of fruits and vegetables among adolescents over a 2-year follow-up period. Data were drawn from 521 socio-economically disadvantaged (maternal education ≤Year 10 of secondary school) Australian adolescents aged 12–15 years. Participants were recruited from 37 secondary schools and were asked to complete online surveys in 2004/2005 (baseline) and 2006/2007 (follow-up). Surveys comprised a 38-item FFQ and questions based on Social Ecological models examining intrapersonal, social and environmental influences on diet. At baseline and follow-up, respectively, 29% and 24% of adolescents frequently consumed vegetables (≥2 times/day); 33% and 36% frequently consumed fruit (≥1 time/day). In multivariable logistic regressions, baseline consumption strongly predicted consumption at follow-up. Frequently being served vegetables at dinner predicted frequent vegetable consumption. Female sex, rarely purchasing food or drink from school vending machines, and usually being expected to eat all foods served predicted frequent fruit consumption. Findings suggest nutrition promotion initiatives aimed at improving eating behaviours among this at-risk population and should focus on younger adolescents, particularly boys; improving adolescent eating behaviours at school; and encouraging families to increase home availability of healthy foods and to implement meal time rules.

Sustainability and integrated reporting : a study of the inhibitors and enablers of integrated reporting

 Integrated Reporting is an emerging phenomenon that promises to bring together the material information about an organisation's strategy, governance, performance and prospects in a way that reflects the commercial, social and environmental context within which it operates. This report captures the variety of organisational factors that are relevant to decisions about Integrated Reporting in Australia. 

SMEDIA: Designing to create a social and dynamic learning framework

This article discusses the design of social networking sites created through a PhD action research study. Social and participatory media was used as an active, flexible and motivating learning management system. The study investigated ways in which a social learning framework could be designed for students aged 13 to 16 and aimed to encourage student knowledge growth through peer-to-peer interaction while supporting both formal and informal learning. New literacies and multimodality were infused into the design. It was found that the practitioner-researcher’s cycles of planning, acting, observing and reflecting, action research, provided a mechanism for scaffolding the redesign of curriculum content and instruction. Social media in education can be dynamic, interactive and appreciated (SMEDIA) by the students.