Think Piece. Research in a Changing World: Normative questions and questions that matter

Happily this is a good time to reflect on research in environmental education. It is symbolically important, 30 years after the Tbilisi Declaration (UNESCO-UNEP, 1978). It is timely in leading up to two major world conferences, the 4th World Environmental Education Congress in Durban, South Africa, and the Tbilisi+30 Conference in Ahmadabad, India. And, importantly, it feels like a geopolitically opportune time to reflect on research directions in this field, as issues like climate change and socio-environmental justice shift from the periphery towards the centre of public interest. Environmental education research has had periods of intense debate, and, to some extent, these have led to changes in direction – or, at least, widening of opportunities. To me, this has been a little reminiscent of Thomas Kuhn’s (1970) reflections; when sufficient anomalies emerge, rapid change can occur. Deeply held assumptions are revealed, challenged, and replaced. In environmental education, the phenomenon isn’t quite as tidy as this, and the story can be told in a number of ways. I don’t think we can go as far as to say that old assumptions have been replaced. But, it does seem reasonable to trace the widening of research possibilities and some twists and shifts in research priorities. The story developed in this paper draws on, what seem to me, to be three key clusters of ideas and events, presented as vignettes. They are chosen for their collective heuristic qualities. They celebrate some considerable successes in contesting once-dominant research traditions and reflecting on emergent methodologies in a context of transformation. They also point to what I think are urgent research priorities to engage in normative questions in environmental education. There are other ways to tell this research story; this is my interpretation of some of the many events of the past 30 years

Ethics Research in Environmental Education

This paper takes a research orientation towards ethics and, in so doing, frames ethics as processes of inquiry and stories to be told. First, it explores ways that ethics might be ‘reimagined’, situated in everyday contexts and interpreted in ways that allow its stories to do work and invite readers and listeners to consider ethics. Second, it creates some openings to imagine ethics as a series of re-constructive experiments. Finally, this paper is an invitation to engage in ‘ethics research’ within environmental education

Learning from sustainable development: education in the light of public issues

Education for sustainable development (ESD) is increasingly affecting environmental education policy and practice. In this article we show how sustainable development is mainly seen as a problem that can be tackled by applying the proper learning processes and how this perspective translates sustainability issues into learning problems of individuals. We present a different perspective on education in the context of sustainable development based on novel ways of thinking about citizenship education and emphasizing the importance of presenting issues of sustainable development as ‘public issues’, as matters of public concern. From this point of view, the focus is no longer on the competences that citizens must achieve, but on the democratic nature of the spaces and practices in which participation and citizenship can develop

Enron: Selected Securities, Accounting, and Pension Laws Possibly Implicated in its Collapse

This report takes a brief look at some of the federal statutes concerning finance that the Congress and the Executive branch may focus on in their investigations. The report considers three major areas: the federal securities laws, the federal pension laws, and accounting standards

Information Needs of Hong Kong Chinese Patients Undergoing Surgery

BACKGROUND: The provision of information to patients is an important aspect of contemporary health care. Limitations in health resources necessitates that the provision of information is carefully planned and culturally specific to maximize the benefits to patients from the resources available. AIM AND OBJECTIVES: The purposes of the study were to recognize Chinese surgical patients' information needs on admission and ascertain why the information is important to assist in understanding how it is used and, therefore, its potential impact. METHODS: A descriptive study design was used. A convenience sample of 83 surgical patients took part comprising 51 men and 32 women. An eight-item questionnaire based on the right of patients to information as listed in the Patients' Charter in Hong Kong using a 5-point Likert scale and one open-ended question to comment on why the information was important to them was completed by patients on the day of admission. RESULTS: Patients rated highly the need for all types of information. They rated most highly the need for information about the signs and symptoms indicating postoperative complications and when to seek medical help. Patients did not rate as highly, information regarding why the doctor believes the surgery is important, treatment alternatives and explanation of the procedure. CONCLUSIONS: These findings indicate that Chinese patients are desirous of a range of relevant information. RELEVANCE TO PRACTICE: Nursing staff, in particular, need to consider the 'timeliness' of information and the cultural appropriateness of how information is delivered

Correlations of gene expression with ratings of inattention and hyperactivity/impulsivity in tourette syndrome:a pilot study

BACKGROUND: Inattentiveness, impulsivity and hyperactivity are the primary behaviors associated with attention-deficit hyperactivity disorder (ADHD). Previous studies showed that peripheral blood gene expression signatures can mirror central nervous system disease. Tourette syndrome (TS) is associated with inattention (IA) and hyperactivity/impulsivity (HI) symptoms over 50% of the time. This study determined if gene expression in blood correlated significantly with IA and/or HI rating scale scores in participants with TS. METHODS: RNA was isolated from the blood of 21 participants with TS, and gene expression measured on Affymetrix human U133 Plus 2.0 arrays. To identify the genes that correlated with Conners’ Parents Ratings of IA and HI ratings of symptoms, an analysis of covariance (ANCOVA) was performed, controlling for age, gender and batch. RESULTS: There were 1201 gene probesets that correlated with IA scales, 1625 that correlated with HI scales, and 262 that correlated with both IA and HI scale scores (P<0.05, |Partial correlation (r(p))|>0.4). Immune, catecholamine and other neurotransmitter pathways were associated with IA and HI behaviors. A number of the identified genes (n=27) have previously been reported in ADHD genetic studies. Many more genes correlated with either IA or HI scales alone compared to those that correlated with both IA and HI scales. CONCLUSIONS: These findings support the concept that the pathophysiology of ADHD and/or its subtypes in TS may involve the interaction of multiple genes. These preliminary data also suggest gene expression may be useful for studying IA and HI symptoms that relate to ADHD in TS and perhaps non-TS participants. These results will need to be confirmed in future studies

Biomarkers of Acute Stroke Etiology (BASE) Study Methodology

Acute ischemic stroke affects over 800,000 US adults annually, with hundreds of thousands more experiencing a transient ischemic attack. Emergent evaluation, prompt acute treatment, and identification of stroke or TIA (transient ischemic attack) etiology for specific secondary prevention are critical for decreasing further morbidity and mortality of cerebrovascular disease. The Biomarkers of Acute Stroke Etiology (BASE) study is a multicenter observational study to identify serum markers defining the etiology of acute ischemic stroke. Observational trial of patients presenting to the hospital within 24&nbsp;h of stroke onset. Blood samples are collected at arrival, 24, and 48&nbsp;h later, and RNA gene expression is utilized to identify stroke etiology marker candidates. The BASE study began January 2014. At the time of writing, there are 22 recruiting sites. Enrollment is ongoing, expected to hit 1000 patients by March 2017. The BASE study could potentially aid in focusing the initial diagnostic evaluation to determine stroke etiology, with more rapidly initiated targeted evaluations and secondary prevention strategies.Clinical Trial Registration Clinicaltrials.gov NCT02014896 https://clinicaltrials.gov/ct2/show/NCT02014896?term=biomarkers+of+acute+stroke+etiology&amp;rank=1

The global dimension in education and education for global citizenship: genealogy and critique

Encouraged by transnational organisations, curriculum policy-makers in the UK have called for curricula in schools and higher education to include a global dimension and education for global citizenship that will prepare students for life in a global society and work in a global economy. We argue that this call is rhetorically operating as a &lsquo;nodal point&rsquo; in policy discourse a floating signifier that different discourses attempt to cover with meaning. This rhetoric attempts to bring three educational traditions together: environmental education, development education and citizenship education. We explore this new point of arrival and departure and some of the consequences and critiques

You are never alone:Understanding the educational potential of an ‘urban solo’ in promoting place-responsiveness

Solos have a long history in outdoor learning (education) for their use in ‘wilderness’ settings. They have been theorised in experiential education literature and through phenomenological concepts where dwelling and solitude provide unstructured time for individual reflection. Place-Based Education provides opportunities for educators to develop place-responsive practices in areas local to where people live, work and study. This paper reports on an exploratory investigation into a Masters-level course. Students were required to undertake an ‘urban solo’ in a familiar place and consider how ontological disruption might be nurtured in city-based locations. Six students participated in in-depth semi-structured interviews which were then analysed thematically using a constructivist grounded theory approach. Findings revealed that their solo experiences had had a profound and unexpected effect on all students. These changes seemed to occur as the result of an ontological shift in the students from being passive receptors of stimuli to engaging more actively with their surroundings. We concluded that, because of its simplicity and close proximity to school grounds, the urban solo is one way for teachers to overcome the barriers they consistently report to outdoor learning. We recommend that future studies draw further on urban theorists to develop more city-based, place-responsive practices

Future Scenarios and Environmental Education

This article explores a number of questions about visions of the future and their implications for environmental education (EE). If the future were known, what kind of actions would be needed to maintain the positive aspects and reverse the negative ones? How could these actions be translated into the aims of EE? Three future scenarios are discussed: the limits to growth (the great tragedy and demise); sustainable development and ecological modernization (hope and innovation); and the Anthropocene park. These scenarios are linked to corresponding EE/ESD approaches and instrumentalism in education is argued as a morally justifiable goal. Finally, education for deep ecology is advocated in order to address the ethical implications of the last scenario.FSW – Publicaties zonder aanstelling Universiteit Leide