169 research outputs found
Transforming sustainable food and waste behaviors by realigning domains of knowledge in our education system
No full textabstract: Changing from current unsustainable production, consumption, and disposal patterns will clearly require technological, political and other structural changes, but also individual behavior change. Consumer demand and individuals’ purchasing power exerts pressure on many parts of the production system, including how crops are produced (i.e., organic), products are packaged and labeled (i.e., rBGH-free labels on milk), and even where products are distributed and how they are disposed of. Individual consumer behaviors have even led to political and structural changes overtime, such the consumer boycott of tuna which led to 1990 US legislation creating the "Dolphin Safe" tuna label.
One of the central ways to foster responsible citizenry and promote sustainable production is to harness the capacity of teachers and schools to create change. Educating for conscious consumerism is a critical part of creating changes in production, consumption and disposal systems, but our current education system and approaches often reinforce unsustainable practices that neglect subjective ways of knowing as well as action and change. Research and experience suggests that traditional, information intensive teaching about sustainability alone does not motivate the behavior change a transition to sustainability will require. Utilizing a previously developed framework that identifies four distinct types of knowledge—declarative, procedural, effectiveness and social—we hypothesize that procedural, effectiveness and social knowledge are important predictors of an individual’s participation in sustainable behaviors, while declarative (information) knowledge is not. While the knowledge domain framework has been theoretically detailed by other researchers (Kaiser & Fuhrer, 2003; Frisk & Larson, 2011) and qualitatively assessed through an intensive case study education program (Redman 2013), to date, this is the first quantitative assessment of the relationship between the four domains of knowledge and sustainability-related behaviors.
We tested our hypothesis through an extensive survey of 346 current and future K-12 teachers about sustainable food and waste knowledge and behaviors. The survey results supported our hypothesis that high levels of declarative knowledge alone did not predict increased participation in sustainable behaviors while procedural and social knowledge were statistically significant predictors of sustainable food behaviors and procedural, effectiveness, and social knowledge were all statistically significant predictors of sustainable waste behaviors. Through active incorporation of appropriate forms of procedural, effectiveness, and social knowledge into the K-12 classroom, educators can empower the next generation to make individual changes based on their vision of the future and insist on structural and institutional changes that are essential for a successful transition to sustainability.This is the author's manuscript. The published article can only be accessed from the publisher's website
Urinary Function Following Radical Hysterectomy (based on various types, Piver classification) in Urinary Function in Relation to and Following Treatment of Gynaecological Malignancies
No full textWhich key attributes combine to create the outstanding primary school science teacher Christine Redman.
No full textThis thesis was scanned from the print manuscript for digital preservation and is copyright the author.
Researchers can access this thesis by asking their local university, institution or public library to
make a request on their behalf. Monash staff and postgraduate students can use the link in the References field
Performance evaluation of computerized antepartum fetal heart rate monitoring: Dawes–Redman algorithm at term
No full textObjectives: To assess the effectiveness of the Dawes–Redman algorithm in identifying fetal wellbeing at term by analyzing 30 years of retrospective clinical data, comparing normal and adverse pregnancy outcomes, evaluating key metrics and testing its performance when used 0–48 h before delivery. Methods: Antepartum fetal heart rate (FHR) traces from term singleton pregnancies at 37 + 0 to 41 + 6 weeks' gestation obtained between 1991 and 2024 were extracted from the Oxford University Hospitals database. Traces with > 30% of their signal information missing or with incomplete Dawes–Redman analyses were excluded. Only traces performed within 48 h prior to delivery were considered. A cohort of pregnancies with subsequent normal pregnancy outcome (NPO) was established using rigorous inclusion and exclusion criteria. Another cohort of pregnancies with adverse pregnancy outcome (APO) was developed if the neonate experienced at least one of seven APOs after delivery. Propensity score matching (PSM) facilitated a balanced comparison between NPO and APO cohorts using six factors: gestational age at FHR monitoring, fetal sex, maternal body mass index at presentation, maternal age at delivery, parity and time interval between FHR trace and delivery. FHR traces were categorized as either ‘criteria met’ (indicating fetal wellbeing) or ‘criteria not met’ (indicating a need for further evaluation) according to the Dawes–Redman algorithm, which informed the evaluation of predictive performance metrics. Performance was assessed using accuracy, sensitivity, specificity, positive predictive value, and negative predictive value (NPV) adjusted for various population risk prevalences of APO. Results: A balanced dataset of 3316 antepartum FHR traces was developed with PSM (standardized mean difference < 0.10). The Dawes–Redman algorithm showed a high specificity of 90.7% (95% CI, 89.2–92.0%) for ruling out APO. Sensitivity was 18.2% (95% CI, 16.3–20.0%). The NPV varied with the population prevalence of APO and was high in very‐low‐risk settings (NPV, 99.1% (95% CI, 98.9–99.3%) at 1% APO prevalence) and decreased with increasing risk of APO (NPV, 72.1% (95% CI, 67.7–76.1%) at 30% APO prevalence). Temporal proximity of FHR assessment to delivery indicated robust specificity, which was similar for assessments performed at 0–24 h and 24–48 h prior to delivery (specificity at 0–24 h, 90.8% (95% CI, 88.8–92.7%); specificity at 24–48 h, 90.3% (95% CI, 88.2–92.3%); P = 0.898). Across the different adverse outcomes comprising the APO cohort, the performance of the Dawes–Redman algorithm remained consistent, with high specificity (ranging from 87.7% to 94.7%) and NPVs (ranging from 95.4% to 96.0%), confirming its utility in identifying fetal wellbeing. Conclusion: These findings indicate that the Dawes–Redman algorithm is effective for its intended purpose: identifying a state of fetal wellbeing. This is evidenced by its high specificity. However, its low sensitivity suggests limitations in its ability to identify fetuses at risk of APO. The predictive accuracy of the algorithm is affected significantly by the prevalence of healthy pregnancies within the population. Clinical interpretation of FHR traces that do not satisfy the 10 Dawes–Redman criteria warrant further expert clinical evaluation. While the algorithm proves reliable for its primary objective, the development of an algorithm optimized for high‐risk pregnancy scenarios remains an area of interest for future study. © 2025 The Author(s). Ultrasound in Obstetrics & Gynecology published by John Wiley & Sons Ltd on behalf of International Society of Ultrasound in Obstetrics and Gynecology
Is subjective knowledge the key to fostering Sustainable behavior? Mixed evidence from an education intervention in Mexico. (Pre-Print)
No full textabstract: Educational interventions are a promising way to shift individual behaviors towards Sustainability. Yet as this research confirms, the standard fare of education, declarative knowledge, does not work. This study statistically analyzes the impact of an intervention designed and implemented in Mexico using the Educating for Sustainability (EfS) framework which focuses on imparting procedural and subjective knowledge about waste through innovative pedagogy. Using data from three different rounds of surveys we were able to confirm 1) the importance of subjective and procedural knowledge for Sustainable behavior in a new context, 2) the effectiveness of the EfS framework and 3) the importance of changing subjective knowledge for changing behavior. Yet, while the impact was significant in the short term, one year later most if not all of those gains had evaporated. Interventions targeted at subjective knowledge will work, but more research is needed on how to make behavior change for Sustainability durable.Pre-print article and appendix along with original dataset
Continuing Professional Development in Sustainability Education for K-12 Teachers: Principles, Programme, Applications, Outlook
No full textabstract: The next generation will be better prepared to cope with the daunting sustainability challenges if education for sustainable development is being taught and learned across educational sectors. K-12 school education will play a pivotal role in this process, most prominently, the teachers serving at these schools. While pre-service teachers’ education will contribute to this transition, success will depend on effective professional development in sustainability education to teachers currently in service. Arizona State University has pioneered the development and delivery of such a programme. We present the design principles, the programme, and insights from its initial applications that involved 246 K-12 in-service teachers from across the USA. The evaluation results indicate that due to participation in the programme, sustainability knowledge, perception of self-efficacy, inclusion of sustainability in the classroom, modelling of sustainable behaviours, and linking action to content all increased. We conclude with recommendations for the widespread adopting of the programme
Data driven: profiting from your most important business asset
No full textYour company's data has the potential to add enormous value to every facet of the organization -- from marketing and new product development to strategy to financial management. Yet if your company is like most, it's not using its data to create strategic advantage. Data sits around unused -- or incorrect data fouls up operations and decision making. In Data Driven, Thomas Redman, the "Data Doc," shows how to leverage and deploy data to sharpen your company's competitive edge and enhance its profitability. The author reveals: · The special properties that make data such a powerful asset · The hidden costs of flawed, outdated, or otherwise poor-quality data · How to improve data quality for competitive advantage · Strategies for exploiting your data to make better business decisions · The many ways to bring data to market · Ideas for dealing with political struggles over data and concerns about privacy rights Your company's data is a key business asset, and you need to manage it aggressively and professionally. Whether you're a top executive, an aspiring leader, or a product-line manager, this eye-opening book provides the tools and thinking you need to do that
Natura brevium newly corrected in Englysshe.
No full textLondon : Imprynted by me Robert Redman ..., [1530?]. lxxxviii leaves ; 27 cm. (folio). Woodcut of the king crowned and robed on title page; royal arms with Tudor rose on title page verso. STC (2nd ed.) 18402.5. http://morris.law.yale.edu/record=b256842~S
Opportunities and Challenges for Integrating Sustainability Education into K-12 Schools: Case Study Phoenix, AZ
No full textabstract: Teacher education for sustainability is a central part of integrating sustainability into classrooms and schools. However, educating for sustainability isnot limited to increased content knowledge; rather it encompasses different forms of knowledge that embrace
the normative, dynamic and action-oriented nature of sustainability. Curriculum for a summer sustainability programme had previously been developed based on an interdisciplinary approach which incorporates research and practice from the fields of education pedagogy, sustainability and behaviour change. This article synthesises the insights provided by K-12 teachers who participated in this programme and another teacher who utilised the curriculum during a sustainability unit in her 8th form science class in Phoenix, AZ. Data was collected through surveys and interviews over the course of a year. The key findings indicate that one of the major barriers to moving away from traditional, didactic approaches to education is the importance placed on standardised tests. As long as external forces and incentive structures reinforce methods of lecture and assess, teachers will struggle transitioning to more experiential, real-world methods that enhance a multiplicity of knowledge. One important suggestion made by the teachers was for increased support by universities through pre-service and in-service programmes focused on educating for sustainability
Advancing educational pedagogy for sustainability: Developing and implementing programs to transform behaviors
No full textabstract: Achieving a sustainable future requires that individuals adopt sustainable behaviors, which are often learned and cemented at a young age. Yet, traditional education efforts have been inadequate in fostering transformative change, in part because many programs focus on fact-heavy, teacher-centered techniques while neglecting the practices that behavioral and sustainability scholars highlight as central to creating change. To address this gap, the pre-sent research integrates three critical yet mostly disparate bodies of research— educational pedagogy, behavior change, and sustainability competencies. This interdisciplinary ap-proach to education was implemented and evaluated with a small group of students during an intensive summer program and year-long case study. The curriculum focused on food and waste behaviors and utilized experiential, real-world, problem-based methods in order to increase competence in sustainability and promote pro-environmental actions. The im-pact of the program was assessed through surveys, interviews, videos, and participant ob-servations. The data showed that significant changes in knowledge and behaviors were achieved, while suggesting that social knowledge in terms of food is more resistant to change as compared to that of waste. Throughout the year, students maintained significant behavior changes in terms of their waste decisions; however, sustainable food behaviors were more resistant to long-term change due to the students’ social and cultural environ-ment. This article will detail the education program and assessment techniques while high-lighting each student’s unique characteristics, barriers to change, and motivations for ac-tion
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