【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:高等教育におけるサステイナビリティの実現に向けて:オーストラリアにおける模範例の紹介 / Leading for sustainability in higher education: Exemplars from Australian contexts
発表者:スー・エリオット 氏(ニューイングランド大学教育学部教授、オーストラリア環境教育学会副会長) / Dr. Sue Elliott(Senior Lecturer, School of Education, University of New England, Vice President, Australian Association for Environmental Education Inc.)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
Childs, M., Keppell, M., Brown, M., Hunter, C., Hard, N. & Hughes, H. (2011). Fostering institutional change and learning leadership – a study of stories of adaptation in blended and flexible learning and distance education. In G. Williams, P. Statham, N. Brown, B. Cleland (Eds.) Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp.220-226). http://www.ascilite.org.au/conferences/hobart11/procs/Childs-concise.pdf
Childs, M., Keppell, M., Brown, M., Hunter, C., Hard, N. & Hughes, H. (2011). Fostering institutional change and learning leadership – a study of stories of adaptation in blended and flexible learning and distance education. In G. Williams, P. Statham, N. Brown, B. Cleland (Eds.) Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp.220-226). http://www.ascilite.org.au/conferences/hobart11/procs/Childs-concise.pdf
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:環境リーダーシップの養成と今後のあり方:AKEPTとUSMでの経験の共有 /Leading Change for Environmental Leadership and Beyond: Sharing the Experiences of AKEPT and USM
発表者:ザイナル・アビディン・サヌシ 氏(マレーシア高等教育省高等教育リーダーシップアカデミー副所長)/ Dr. Zainal Abidin Sanusi(Deputy Director, Centre for Leadership Training, Higher Education Leadership Academy, Ministry of Higher Education, Malaysia)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Mahara and Collaboration: Building communities of practice.Mahara Hui
Presentation at Mahara Hui 2017 by Sue Smarti and Gwen Davitt (Te Rito Maioha Early Childhood New Zealand) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/S2OTJX980SI
Integrated Education for Sustainability - Guide of Fundamentals and Practices...FGV Brazil
Since its origin, the FIS (Integrated Education for Sustainability) course has been applied in FGV-EAESP as an elective offered to students from the 5th semester of Business Administration, Public Administration, Economics and Law. We understand that FIS principles and practices can be implemented in other public and contexts, even if adjustments need to be designed and tested. For this reason, we developed this Guide.
GVces - Center for Sustainability Studies
www.gvces.com.br
If you take any hundred or so books on change, the message all boils down to one word: motivation. If one's theory of action does not motivate people to put in the effort- individually and collectively- that is necessary to get results, improvement is not possible (Fullan 2006).
An overview of I.D.E.A.S. (Intellectual Decisions on Environmental Awareness Solutions), a non-profit helping to empower, engage and educate students about environmental sustainability.
Alison Young, Logan Muller, Samuel Mann and Lesley Smith (2009) Computing Education for Sustainability: Madrid and
beyond. Proceedings of the 22nd NACCQ 141-145
Education For Sustainable Development London4 All of Us
This conference brought together educationalists, NGOs, Estate Directors and employers to promote and share good subject based and interdisciplinary practice across a wide range of areas, from both the natural sciences and the social sciences. It also showcased ideas and projects from leading NGOs and businesses which are working towards sustainability goals.
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:環境リーダーシップの養成と今後のあり方:AKEPTとUSMでの経験の共有 /Leading Change for Environmental Leadership and Beyond: Sharing the Experiences of AKEPT and USM
発表者:ザイナル・アビディン・サヌシ 氏(マレーシア高等教育省高等教育リーダーシップアカデミー副所長)/ Dr. Zainal Abidin Sanusi(Deputy Director, Centre for Leadership Training, Higher Education Leadership Academy, Ministry of Higher Education, Malaysia)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Mahara and Collaboration: Building communities of practice.Mahara Hui
Presentation at Mahara Hui 2017 by Sue Smarti and Gwen Davitt (Te Rito Maioha Early Childhood New Zealand) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/S2OTJX980SI
Integrated Education for Sustainability - Guide of Fundamentals and Practices...FGV Brazil
Since its origin, the FIS (Integrated Education for Sustainability) course has been applied in FGV-EAESP as an elective offered to students from the 5th semester of Business Administration, Public Administration, Economics and Law. We understand that FIS principles and practices can be implemented in other public and contexts, even if adjustments need to be designed and tested. For this reason, we developed this Guide.
GVces - Center for Sustainability Studies
www.gvces.com.br
If you take any hundred or so books on change, the message all boils down to one word: motivation. If one's theory of action does not motivate people to put in the effort- individually and collectively- that is necessary to get results, improvement is not possible (Fullan 2006).
An overview of I.D.E.A.S. (Intellectual Decisions on Environmental Awareness Solutions), a non-profit helping to empower, engage and educate students about environmental sustainability.
Alison Young, Logan Muller, Samuel Mann and Lesley Smith (2009) Computing Education for Sustainability: Madrid and
beyond. Proceedings of the 22nd NACCQ 141-145
Education For Sustainable Development London4 All of Us
This conference brought together educationalists, NGOs, Estate Directors and employers to promote and share good subject based and interdisciplinary practice across a wide range of areas, from both the natural sciences and the social sciences. It also showcased ideas and projects from leading NGOs and businesses which are working towards sustainability goals.
From ‘Citizen to Civic Science’ – Linking Our Activities to Quality Education...ESD UNU-IAS
From ‘Citizen to Civic Science’ – Linking Our Activities to Quality Education for All. How We Are Developing ‘SDG 4.7’ Across Sectors and Phases
Margaret Fleming, RCE East Midlands
Europe Regional RCE Meeting 2018
28-31 August, 2018, Vannes, France
A presentation to the Sustainability Across the Curriculum Workshop at Saint Mary's University, May 12, 2010
Prepared and Presented by: Dr. Cathy Conrad, Geography, Teaching Scholar 2010-2011
Student-directed engagement in community-linked STEM integration through coll...Kim Flintoff
Prepared for the Deakin STEM Education Conference 2021.
This paper will be co-authored by a team of participating Year 10 students who are working on a challenge-based learning project in their TIDES (Technology Innovation Design Enterprise Sustainability) class at Peter Carnley Anglican Community School.
They are considering a problem derived from the theme of National Science Week 2021 (Food: Different by Design). The focus on issues relating to Food Security has enabled them to create a body of work that supports deep engagement and a scope of learning that exceeds most traditional content-delivery models. They have been able to generate work that can be submitted across a variety of contexts and to enable entry to several external programs for recognition.
With their teacher, the students will describe and evaluate the processes and ways of working they have adopted, as well as highlighting how their work has produced interdisciplinary artifacts that can be used to guide and assess learning across a range of subject areas within their regular school timetable. They will also consider the benefits of student agency and external audiences in building engagement and focus in their learning. The students will discuss how programs such as Game Changer Awards, ANSTO National Science Week Hackathon, STEM4Innovation and think tank events provide platforms for the practice and application of their collaborative human-centered design-thinking process to enhance their learning in STEM and other areas across the curriculum.
Too often student experience of learning is not reflected in education conferences. As one of the most important voices in the whole system, they often struggle to be heard. This paper will provide insights into student perceptions of integrated STEM as an approach to meaningful learning that provides scope and depth of learning across many parts of the broader K-100 curriculum. Content and capabilities will be considered and the students along with their teacher will endeavour to unpack the benefits and challenges they encounter.
Synergising sustainability initiatives across a tertiay institution - worksh...Liz Sidiropoulos
This is a one hour workshop presented at the ACTS2011 conference in Adelaide. A variety of models and frameworks are used generate understanding of the barriers and drivers to build momentum for system (organisational) transformation towards sustainability. The workshop begins by encouraging participants to envision a sustainable campus. Current actions for sustainability across the key functional areas of research, teaching and learning, campus operations and community outreach are acknowledged and opportunities to build further momentum are identified. Finally, strategies are offered to synergise across these initiatives to achieve organisational transformation to sustainability. A case study of Harvard University is also provided to demonstrate how such a transformation can be achieved.
Green Skills for a Greener Future - A Practical Guide for Primary School Educ...Insolitus
"A Practical Guide for Primary Educators” is a part of the Erasmus+ project "Green Skills for a Greener Future". In this guide, you will learn about the benefits of having eco-friendly classrooms and discover examples of our project activities.
ACEL e-leading Moving beyond tolerance_addressing diversity in schoolsMarion Piper
Similar to 【平成25年度】高等教育におけるサステイナビリティの実現に向けて:オーストラリアにおける模範例の紹介 / Leading for sustainability in higher education: Exemplars from Australian contexts (20)
環境人材育成コンソーシアム(EcoLeaD)では、「日本のNet Zero Emission社会をどう作るか」をテーマとして、大学受講生(及びポスドク)を対象とした、5日間からなるサマースクールを開催いたしました。
詳 細:http://www.eco-lead.jp/archives/news_eco/summer-school2016/
Willie Nelson Net Worth: A Journey Through Music, Movies, and Business Venturesgreendigital
Willie Nelson is a name that resonates within the world of music and entertainment. Known for his unique voice, and masterful guitar skills. and an extraordinary career spanning several decades. Nelson has become a legend in the country music scene. But, his influence extends far beyond the realm of music. with ventures in acting, writing, activism, and business. This comprehensive article delves into Willie Nelson net worth. exploring the various facets of his career that have contributed to his large fortune.
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Introduction
Willie Nelson net worth is a testament to his enduring influence and success in many fields. Born on April 29, 1933, in Abbott, Texas. Nelson's journey from a humble beginning to becoming one of the most iconic figures in American music is nothing short of inspirational. His net worth, which estimated to be around $25 million as of 2024. reflects a career that is as diverse as it is prolific.
Early Life and Musical Beginnings
Humble Origins
Willie Hugh Nelson was born during the Great Depression. a time of significant economic hardship in the United States. Raised by his grandparents. Nelson found solace and inspiration in music from an early age. His grandmother taught him to play the guitar. setting the stage for what would become an illustrious career.
First Steps in Music
Nelson's initial foray into the music industry was fraught with challenges. He moved to Nashville, Tennessee, to pursue his dreams, but success did not come . Working as a songwriter, Nelson penned hits for other artists. which helped him gain a foothold in the competitive music scene. His songwriting skills contributed to his early earnings. laying the foundation for his net worth.
Rise to Stardom
Breakthrough Albums
The 1970s marked a turning point in Willie Nelson's career. His albums "Shotgun Willie" (1973), "Red Headed Stranger" (1975). and "Stardust" (1978) received critical acclaim and commercial success. These albums not only solidified his position in the country music genre. but also introduced his music to a broader audience. The success of these albums played a crucial role in boosting Willie Nelson net worth.
Iconic Songs
Willie Nelson net worth is also attributed to his extensive catalog of hit songs. Tracks like "Blue Eyes Crying in the Rain," "On the Road Again," and "Always on My Mind" have become timeless classics. These songs have not only earned Nelson large royalties but have also ensured his continued relevance in the music industry.
Acting and Film Career
Hollywood Ventures
In addition to his music career, Willie Nelson has also made a mark in Hollywood. His distinctive personality and on-screen presence have landed him roles in several films and television shows. Notable appearances include roles in "The Electric Horseman" (1979), "Honeysuckle Rose" (1980), and "Barbarosa" (1982). These acting gigs have added a significant amount to Willie Nelson net worth.
Television Appearances
Nelson's char
Natural farming @ Dr. Siddhartha S. Jena.pptxsidjena70
A brief about organic farming/ Natural farming/ Zero budget natural farming/ Subash Palekar Natural farming which keeps us and environment safe and healthy. Next gen Agricultural practices of chemical free farming.
Micro RNA genes and their likely influence in rice (Oryza sativa L.) dynamic ...Open Access Research Paper
Micro RNAs (miRNAs) are small non-coding RNAs molecules having approximately 18-25 nucleotides, they are present in both plants and animals genomes. MiRNAs have diverse spatial expression patterns and regulate various developmental metabolisms, stress responses and other physiological processes. The dynamic gene expression playing major roles in phenotypic differences in organisms are believed to be controlled by miRNAs. Mutations in regions of regulatory factors, such as miRNA genes or transcription factors (TF) necessitated by dynamic environmental factors or pathogen infections, have tremendous effects on structure and expression of genes. The resultant novel gene products presents potential explanations for constant evolving desirable traits that have long been bred using conventional means, biotechnology or genetic engineering. Rice grain quality, yield, disease tolerance, climate-resilience and palatability properties are not exceptional to miRN Asmutations effects. There are new insights courtesy of high-throughput sequencing and improved proteomic techniques that organisms’ complexity and adaptations are highly contributed by miRNAs containing regulatory networks. This article aims to expound on how rice miRNAs could be driving evolution of traits and highlight the latest miRNA research progress. Moreover, the review accentuates miRNAs grey areas to be addressed and gives recommendations for further studies.
"Understanding the Carbon Cycle: Processes, Human Impacts, and Strategies for...MMariSelvam4
The carbon cycle is a critical component of Earth's environmental system, governing the movement and transformation of carbon through various reservoirs, including the atmosphere, oceans, soil, and living organisms. This complex cycle involves several key processes such as photosynthesis, respiration, decomposition, and carbon sequestration, each contributing to the regulation of carbon levels on the planet.
Human activities, particularly fossil fuel combustion and deforestation, have significantly altered the natural carbon cycle, leading to increased atmospheric carbon dioxide concentrations and driving climate change. Understanding the intricacies of the carbon cycle is essential for assessing the impacts of these changes and developing effective mitigation strategies.
By studying the carbon cycle, scientists can identify carbon sources and sinks, measure carbon fluxes, and predict future trends. This knowledge is crucial for crafting policies aimed at reducing carbon emissions, enhancing carbon storage, and promoting sustainable practices. The carbon cycle's interplay with climate systems, ecosystems, and human activities underscores its importance in maintaining a stable and healthy planet.
In-depth exploration of the carbon cycle reveals the delicate balance required to sustain life and the urgent need to address anthropogenic influences. Through research, education, and policy, we can work towards restoring equilibrium in the carbon cycle and ensuring a sustainable future for generations to come.
Diabetes is a rapidly and serious health problem in Pakistan. This chronic condition is associated with serious long-term complications, including higher risk of heart disease and stroke. Aggressive treatment of hypertension and hyperlipideamia can result in a substantial reduction in cardiovascular events in patients with diabetes 1. Consequently pharmacist-led diabetes cardiovascular risk (DCVR) clinics have been established in both primary and secondary care sites in NHS Lothian during the past five years. An audit of the pharmaceutical care delivery at the clinics was conducted in order to evaluate practice and to standardize the pharmacists’ documentation of outcomes. Pharmaceutical care issues (PCI) and patient details were collected both prospectively and retrospectively from three DCVR clinics. The PCI`s were categorized according to a triangularised system consisting of multiple categories. These were ‘checks’, ‘changes’ (‘change in drug therapy process’ and ‘change in drug therapy’), ‘drug therapy problems’ and ‘quality assurance descriptors’ (‘timer perspective’ and ‘degree of change’). A verified medication assessment tool (MAT) for patients with chronic cardiovascular disease was applied to the patients from one of the clinics. The tool was used to quantify PCI`s and pharmacist actions that were centered on implementing or enforcing clinical guideline standards. A database was developed to be used as an assessment tool and to standardize the documentation of achievement of outcomes. Feedback on the audit of the pharmaceutical care delivery and the database was received from the DCVR clinic pharmacist at a focus group meeting.
Artificial Reefs by Kuddle Life Foundation - May 2024punit537210
Situated in Pondicherry, India, Kuddle Life Foundation is a charitable, non-profit and non-governmental organization (NGO) dedicated to improving the living standards of coastal communities and simultaneously placing a strong emphasis on the protection of marine ecosystems.
One of the key areas we work in is Artificial Reefs. This presentation captures our journey so far and our learnings. We hope you get as excited about marine conservation and artificial reefs as we are.
Please visit our website: https://kuddlelife.org
Our Instagram channel:
@kuddlelifefoundation
Our Linkedin Page:
https://www.linkedin.com/company/kuddlelifefoundation/
and write to us if you have any questions:
info@kuddlelife.org
Artificial Reefs by Kuddle Life Foundation - May 2024
【平成25年度】高等教育におけるサステイナビリティの実現に向けて:オーストラリアにおける模範例の紹介 / Leading for sustainability in higher education: Exemplars from Australian contexts
1. Leading for sustainability in higher
education: Exemplars from
Australian contexts
Dr Sue Elliott
Senior Lecturer, School of Education,
University of New England and Vice
President Australian Association for
Environmental Education
2. Overview
1. The Australian higher education context and
sustainability
2. A focus on three exemplars:
A. Interdisciplinary projects
B. Action research approaches
C. Vocational links and possibilities
3. Strategies for leading change
3. 1. The Australian higher education
context and sustainability
• Talloires Declaration (1990) An international
10 point action plan for sustainability in higher
education
• UN Decade Education for Sustainable
Development (2005-2014) Reorientation
underway in terms of system thinking, new
pedagogies and real-world challenges and
vocational green skilling (UNESCO, 2012)
4. • Australasian Campuses Towards
Sustainability (ACTS) (2006) ‘We aim to
inspire, promote and support change towards
best practice sustainability within the
operations, curriculum and research of the
tertiary education sector’
5. • Living Sustainably: National Action Plan
(DEWHA, 2009)
Principles for working towards sustainability:
– transformation and change
– education for all and lifelong learning
– systems thinking
– envisioning a better future
– critical thinking and reflection
– participation
– partnerships for change
7. A. Interdisciplinary projects at
Queensland University of Technology
Project 1: Teacher education students undertook an
integrated arts and education for sustainability unit
over one semester with a focus on exploring
identity through the arts and in relation to one’s
place in the world.
The intent was to promote
‘alternative ways of viewing issues and, therefore,
learning about sustainability while at the same time
underscoring the power of the Arts as a language
for communication’ (O’Gorman, in press)
8. Student Comment
This subject certainly
seems to have moved us
all! I have learned the
importance of nurturing a
strong sense of connection
between ourselves and
other life forms/nature. I
think we often see
ourselves as 'above' or
'apart from' mother
nature, but if we can
change our perceptions,
really accept that humans
are in fact just one more
link in the chain, perhaps
we will take caring for that
chain more seriously! I
think the Arts is one way
to help us build this
understanding (O’Gorman,
in press).
9. Project 2: From the ground up: Embedding
sustainability in a real-world context through a
multi-disciplinary approach to engaging with
business
10. • Participants included staff and
students across design and early
childhood education
• Students subjects and assessments
linked to a real-world scenario
• Studies and publication by research
students and staff within the project
• Potential other partners such as
health
• Model for multi-disciplinary and
business/community partnerships
• Learning outcomes for everyone
involved….in a collaborative
atmosphere with cute koalas!
11. B. Action research approaches
• Action research is about action for change, a critically
reflective and transformative process for all participants
• Kemmis (2009) describes participants as thinking, acting
and relating differently with potential to also transform
others through action research in education for
sustainability
• Somekh (2006) identifies the location of action research ‘in
an understanding of broader historical, political and
ideological contexts’, facilitating reflection beyond
immediate settings and prompting engagement with global
understandings of sustainability
12. Action research in facilitating
partnerships for change
‘I just think when we first started this ……..
……………we are getting excited about education
for sustainability’ (Elliott, 2012)
13. Action research for promoting
‘thinking, acting and relating
differently’ with tertiary students
• Identify an action priority for change in their
own lives
• Investigate, plan, implement the action
priority
• Maintain a journal and evaluate the action
priority
14. Student journal excerpts
• The way I think about sustainability has
transformed from something I just do, to
something I now know the importance of…
• I feel my conscience is awakened and my mind is
set toward sustainability…
• Working with the children and making the centre
more sustainable, I really began to feel the effects
of what a small number of people can have on
the environment…
• Not only were the children engaged in recycling,
it was a stepping stone to much bigger things…
15. C. Vocational links and possibilities
• National VET Sector Sustainability Policy and
Action Plan 2009-2012 a national framework to
support the development of a productive
workforce as industry, government, individuals
and the wider community move to a sustainable
economy.
• Green Skills Agreement (2010-2013) A
Governmental Agreement to build the capacity of
the VET sector to deliver the skills for
sustainability required in the workplace and to
enable individuals, businesses and communities
to adjust to and prosper in a sustainable, low-
carbon economy.
16. Broad objectives of the
Green Skills Agreement
• Develop national standards in skills for
sustainability
• Upskill VET Practitioners to ensure effective
knowledge and training
• Review all Training Packages to embed
sustainability knowledge, skills and principles
• Implement a transition strategy to re-skill
vulnerable workers in transition to a low-
carbon economy
17. Specific outcomes to date
• All Training Packages now include skills for
sustainability
• Dual Diploma option, study a vocational and
sustainability diploma concurrently
• VET Practitioners government funded training
program ‘Sustainable Practice Skill Set units’
18. 3. Strategies for leading change
drawing on these exemplars
• Systemic approach to change
• Professional networks and collaborative
partnerships
• Transformative teaching and learning pedagogies
• Resourcing and researching change
19. In the confrontation between the rock
and stream, the stream always wins
not through strength but through
persistence….Buddha
20. References
Australasian Campuses Towards Sustainability (2006). Retrieved from http://www.acts.asn.au/
Commonwealth of Australia Department of Environment Water Heritage and the Arts (DEWHA)
(2009). Living Sustainably: National Action Plan. Canberra: Department of Environment Water
Heritage and the Arts. Retrieved from http://aries.mq.edu.au/pdf/national_action_plan.pdf
Elliott, S. (2012). Sustainable outdoor playspaces in early childhood centres: Investigating
perceptions, facilitating change and generating theory. Unpublished doctoral thesis, University of
New England, Armidale, NSW.
Green Skills Agreement (2010-2013). Retrieved from
http://www.innovation.gov.au/Skills/SkillsTrainingAndWorkforceDevelopment/Documents/Green
SkillsAgreement.pdf
Kemmis, S. (2009), ‘Action research as a practice-based practice’, Educational Action Research, 17
(3), 463-474.
National VET Sector Sustainability Policy and Action Plan 2009-2012. Retrieved from
http://www.innovation.gov.au/skills/SkillsTrainingAndWorkforceDevelopment/ClimateChangeAnd
SkillsForSustainability/Pages/NationalVetSectorSustainabilityActionPlan.aspx
O’ Gorman, L. (in press). The Arts and education for sustainability: Shaping student teachers’
identities towards sustainability in J. Davis & S. Elliott, Research in Early Childhood Education for
Sustainability: International perspectives and provocations, London: Routledge.
Somekh, B. (2006). Action research: A methodology for change and development. Maidenhead,
Berkshire: Open University Press.
Talloires Declaration (1990). Retrieved from http://talloiresnetwork.tufts.edu/what-is-the-
talloires-network/talloires-declaration/
UNESCO (2012). Shaping the education of tomorrow 2012 Report on the UN Decade Education for
Sustainable Development. Paris: UNESCO. Refer p. 41-48.
21. Acknowledgement
Thanks to the tertiary students and academics,
children and families who have participated in the
studies described here and/or shared their
expertise.
For further information about
Project 2: From the ground up: Embedding
sustainability in a real-world context through a
multi-disciplinary approach to engaging with
business, please contact Assoc. Prof. Julie Davis at
j.davis@qut.edu.au