bluuebunny/crossref_metadata_2025_split huggingface dataset:
Career Education for Teachers: Reflections on ESF Project Implementation in Latvia
Authors: Olehnoviča Eridiana , Kravale-Pauliņa Mārīte 
Published: August 2009

Career Education for Teachers: Reflections on ESF Project Implementation in Latvia
In Latvia, the issues of career education are most often addressed by school teachers. In 2003, the Standards of Teacher Profession adopted by the Ministry of Education and Science of Latvia provided the list of teachers' duties, tasks, and specific skills. One of such skills is to help pupils to understand the professional activities and to teach them career planning. This issue is given insufficient attention in teacher professional education. The article aims to use the context of sustainable education to analyze the activities carried out within the National Program Project Career Education Activity Provision in the System of Education co-financed by the European Social Fund. The questionnaires were designed to determine the needs for teacher education in relation to learner's career education. The data were obtained from in-service teachers (N=228) involved in career advising activities for their pupils in all regions of Latvia and were analyzed both qualitatively and quantitatively. The results approve and elaborate on a necessity of integrating career education issues in the teacher education curriculum.
Educational Action Research for Sustainability: Constructing a Vision for the Future in Teacher Education
Authors: Salīte Ilga 
Published: August 2009

Educational Action Research for Sustainability: Constructing a Vision for the Future in Teacher Education
This article discloses a fragment of a broader action research aimed to design the learning environment facilitating the research skills in teacher education. Presented case reflects the possibilities to construct a vision for the future in an educational action research in the context of four-dimensional model of sustainability. The next teachers used this model to structure their viewpoints on the sustainability situation in Latvia. They identified the most typical features of current situation and evaluated features worth to preserve and develop in the foreseeable future to reach the sustainability. Qualitative and quantitative data analysis endorsed to discern the common vision for the future - reflecting the features of sustainability and non-sustainability identified in each dimension of sustainability. Among the features singled out from the viewpoints of students, actions and action results prevailed. At the end of the action research the strategy employed in presented research was compared with one often employed in the public space to construct a vision for the future through community involvement.
Designing Environment for Research and Learning in Secondary School
Authors: Grišāne Olga 
Published: August 2009

Designing Environment for Research and Learning in Secondary School
Contemporary pedagogy searches for the ways to reorient teachers' and students' activity towards the aim of sustainable development. The teacher becomes involved both in teaching/learning activities and in researching the environment of his own activities in order to design the environment favourable for students' development. The article presents the analysis of research and learning environment and activities that promote the development of students' research skills in one of Latvia's secondary schools. It displays the research methods and means identified in students' research works, and evaluates the research environment in the school. Several types of environment were identified, which teachers can purposefully use to develop the research skills of their students. The results of analysis can be implemented by educational institutions, which organise students' research activities. The described methods and means can be used in learning environment with no supplementary material resources required and involving teachers in research of school environment therefore re-orientating their professional frames of reference to address sustainable development.
Interdisciplinary Mathematics and Science Education Through Robotics Technology: Its Potential for Education for Sustainable Development (A Case Study from the USA)
Authors: Gerretson Helen , Howes Elaine , Campbell Scott , Thompson Denisse 
Published: August 2009

Interdisciplinary Mathematics and Science Education Through Robotics Technology: Its Potential for Education for Sustainable Development (A Case Study from the USA)
This case study pictures the challenges and successes described by two Grade 8 teachers as they attempt to use robotic technologies to integrate their mathematics and science curriculum in an interdisciplinary manner. We share our observations regarding the difficulties the teachers faced and their perceptions as they used the technology as part of classroom instruction. Our analysis indicates that the technology served as an effective management tool for teachers and a strong motivational tool for students. However, the data also reveal that the teachers struggled to integrate the technology in a manner that supported interdisciplinary instruction, particularly because they lacked time and appropriate curricular materials. Consequently, we argue that for robotic technology to be used as a model to support education for sustainable development, specific curriculum, adaptable to local contexts, needs to be readily available.
Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable Development
Authors: Vanhear Jacqueline , Pace Paul 
Published: August 2009

Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable Development
Although children are regularly showered with environmental knowledge, this is rarely transformed into concerned action, probably because it is not meaningful for the learner and/or is highlighted at the expense of a personalized process of learning. Research in Education for Sustainable Development shows that besides knowledge acquisition feelings, psychological factors and active participation while learning are important determinants of commitment. Fostering an attitude of responsible environmental action is not dependent on what knowledge is delivered, but on how it is delivered and experienced. This paper describes the use of Vee Heuristics and Concept Mapping as pedagogical tools within the context of primary school learners' different learning patterns. It provides illustrations of Concept Maps constructed before and after the learning programme and discusses some implications of the findings. This paper suggests that the use of Vee Heuristics and Concept Mapping along with an awareness of how the child prefers to learn may be steps towards tapping-in the child's internal talking so that educators can understand how each learner responds to incoming information. Learning about environmental issues becomes relevant, meaningful and, in the long run, conducive to improved environmental responsible behaviour.
Student Teachers' Experiences of Their Studies in Educational Science and Psychology
Authors: Löfström Erika 
Published: August 2009

Student Teachers' Experiences of Their Studies in Educational Science and Psychology
General studies in Educational Science and Psychology provide for many subject teacher students their first contact with pedagogy. The experiences may influence students' desire to pursue teacher education studies and to continue in the profession after graduation. The aim of the study was to analyse how students perceive intentionality, contextuality, constructivism, collaboration, feedback, and transfer of knowledge. Further, the university teachers' intentions for creating a meaningful learning experience for their students were analysed. 341 student and nine teacher responses were collected. Contextuality was the most highly rated feature indicating that the presentation of the theoretical content and practical application is well balanced, but there is a need to develop practices of providing feedback on the students' learning and progress. It is vital that the general studies in Educational Science and Psychology provide students with meaningful experiences, which they can relate to past knowledge and future professional application. In order to support students' development into professionals who recognise their responsibility to promote sustainable development and life-long learning, initial teacher education needs to provide students with a sense of meaning and continuity.
Professional Competences of Future Teachers: Perspective of Different Evaluators and Contexts
Authors: Makarevičs Valērijs 
Published: August 2009

Professional Competences of Future Teachers: Perspective of Different Evaluators and Contexts
The article presents research on professional competence for future teachers. The study provides the answers to the questions 1) what are the differences between the future teachers' desirable and real professional competences evaluated by students themselves, their University teachers, and their potential employers? 2) what are the differences in the evaluation of future teachers' professional competences provided by the students and University teachers from the study programs enriched with the principles of ESD and those who come from other programs? The future teachers (n=24) and teachers from the Daugavpils University (n=24) as well as the school principals of Latgale region of Latvia (n=25) filled out the questionnaire by Grecov and Popova (2005). It was concluded that both students and teachers see the necessity for the further development of competences while encounter with ESD principles mostly elicits the need for the higher standards of professional competences and more critical stance toward the achieved level.
Role of Media in Students' Life and Their Environmental Education: A Survey of Students Aged 13 to 17
Authors: Katona Ildikó , Kárász Imre , Leskó Gabriella , Kosáros Andrea , Lakatos Gyula 
Published: August 2009

Role of Media in Students' Life and Their Environmental Education: A Survey of Students Aged 13 to 17
Finding solutions to the problems of environmental protection and nature conservation, developing and performing environmentally conscious behaviour have become the main task of recent decade, this equally involves political, economic and social spheres. Beyond networking between these spheres, the media have to undertake a specific role in solving the above-mentioned problems and also attaining sustainability. A survey was conducted among 234 students between the age of 13-17, searching for the answers what connections students have to the media and whether and to what extent they are reached by the thematic channels and television programmes related to the environment and nature. It is argued that to deal with the issues raised by the results of the survey, a module dealing with environmental protection and nature conservation based on the application of different elements of media should be created for Hungarian schools.
The Ecology of Education: Knowledge Systems for Sustainable Development and Sustainability
Authors: Wensing E. , Torre Carlos 
Published: August 2009

The Ecology of Education: Knowledge Systems for Sustainable Development and SustainabilityResearch in knowledge systems for sustainable development (KSSD) seeks to determine how science and technology can be put into effective action at a local level. Teachers in education for sustainability attempt to achieve the same goal. KSSD research has indicated that success is context driven, that panaceas are inappropriate and that knowledge systems at best provide solutions in evolution. In this paper, we describe a teaching framework that we are developing to support KSSD researchers and teachers in education for sustainability based in ecology of education. While a need for ecology in education may be apparent, there is concurrently an equally important need for ecology of education. We argue that one cannot teach ecology in education adequately without an appropriate ecology of education. This paper first explains why teachers need to know this and then describes how teachers of education for sustainability can implement and assess this approach in the classroom.
Implementing the United Nations Decade on Education for Sustainable Development in Latvian Higher Education
Authors: Grabovska Rudīte , Grabowski Jens 
Published: August 2009

Implementing the United Nations Decade on Education for Sustainable Development in Latvian Higher EducationThe article analyzes the implementation of aims and tasks of the UN Decade of Education for Sustainable Development (DESD) (2005-2014) in Latvian higher education institutions (HEI). In the first part of the article the general context of DESD and its' objectives that will be necessary to reach in all levels of education systems are characterized. The second part describes the results obtained from the research on five Education for Sustainable Development (ESD) indicators by considering the situation in two state universities and two regional HEI in Latvia. Educational policies, strategies, curricula, documentations, and different activities in higher education were analyzed in the context of the DESD. Evaluation of the situation in Latvian HEI in general permits the authors to conclude that cooperation on ESD in global context is developed better than local initiatives.
Preschool and Primary School Children as Learners in 2030: Views of Finnish Student Teachers
Authors: Nurmilaakso Marja 
Published: August 2009

Preschool and Primary School Children as Learners in 2030: Views of Finnish Student TeachersTeachers are key to the future. Because of enormous future changes, teachers need to re-evaluate their thinking. This study focuses on what student teachers think of the future in preschool and primary school of the year 2030. The questionnaire, conducted in October 2007, reached 76 student teachers from the University of Helsinki in Finland. Of these students, 52 were preschool and 24 primary school student teachers. The research questions were: 1) How important is it that children in preschool and primary school in the year 2030 can use language and communication and can work in groups and in the environment? (2) How can preschool and primary school teachers support language learning and communication in the year 2030? (3) How will children in preschool and primary school in the year 2030 take responsibility for their own (child-centred) learning? The results confirm that preschool and primary school student teachers think very traditionally. Many felt that it would be less important for children in 2030 to speak many languages, and student teachers did not consider the use of computers.
Effect of occupational exposure to cytostatics and nucleotide excision repair polymorphism on chromosomal aberrations frequency
Authors: Mušák Ludovít , Poláková Veronika , Halašová Erika , Osina Oto , Vodičková Ludmila , Buchancová Janka , Hudečková Henrieta , Vodička Pavel 
Published: August 2009

Effect of occupational exposure to cytostatics and nucleotide excision repair polymorphism on chromosomal aberrations frequencyAuthors evaluated the incidence of total chromosomal aberrations (CA) and their types - chromatid-type (CTA) and chromosome-type (CSA) in peripheral blood lymphocytes from 72 oncologic unit's workers occupationally exposed to cytostatics in relationship to polymorphisms of DNA repair genesXPD, XPGandXPC. The cytogenetic analysis was used for determination of chromosomal aberrations frequency and PCR-RFLP method for polymorphisms of genes. Statistically higher frequency of total CA was detected in exposed group as compared to control (1.90±1.34% vs. 1.26±0.93%; Mann-Whitney U-test,p=0.001). There was not detected any difference between CTA and CSA (0.92±1.04% vs. 0.98±1.17%). Similarly, in genesXPDexon 23 andXPCexon 15 wasn't detected any difference neither in total chromosomal aberrations nor in CTA and CSA types. Statistically significant decrease of total chromosomal aberrations and CTA-type with presence of variant allele C was detected in geneXPGexon 15. Authors pointed out the importance of individual susceptibility factors in evaluation of effects of genotoxic agents, in that event, when the concentration does not meet the occupational exposure limit.
New insight into the effects of lead modulation on antioxidant defense mechanism and trace element concentration in rat bone
Authors: Payal Bhardwaj , Kaur Harkiran , Rai Durg 
Published: August 2009

New insight into the effects of lead modulation on antioxidant defense mechanism and trace element concentration in rat boneRisks of heavy metals-induced severe bone disorders generate interest to their toxicity. The present study was undertaken to monitor the biochemical and antioxidant status of bone of 30 and 80 days old male Wistar rats exposed to 5 week lead treatment. At the end of study, the rats were sacrificed, their long bone i.e. femur were excised, cleaned of soft tissue, minced and homogenized. Nucleic acid content, alkaline phosphatase, lipid peroxidation, catalase, glutathione S-transferase and superoxide dismutase were determined in bone. In both groups of treated animals lead treatment increased the production of malondialdehyde, while reducing activities of catalase, glutathione S-transferase and superoxide dismutase, indicating that it causes oxidative stress. Parallely with these effects lead significantly reduced the nucleic acid content and the activity of alkaline phosphatase, considered as biomarkers of osteoblast's function, conditions and development of bones. Moreover the concentrations of copper, zinc, iron and sodium were reduced in the excised bones. The present study indicates that the lead induced bone toxicity and its deteriorated development is the consequence of a primary oxidative stress. Our results may be helpful in understanding the modulation of biochemical parameters under lead toxicity.
Experimental modeling of hypoxia in pregnancy and early postnatal life
Authors: Mach Mojmír , Dubovický Michal , Navarová Jana , Brucknerová Ingrid , Ujházy Eduard 
Published: August 2009

Experimental modeling of hypoxia in pregnancy and early postnatal lifeThe important role of equilibrium of environmental factors during the embryo-fetal period is undisputable. Women of reproductive age are increasingly exposed to various environmental risk factors such as hypoxia, prenatal viral infections, use of drugs, smoking, complications of birth or stressful life events. These early hazards represent an important risk for structural and/or functional maldevelopment of the fetus and neonates. Impairment of oxygen/energy supply during the pre- and perinatal period may affect neuronal functions and induce cell death. Thus when death of the newborn is not occurring following intrauterine hypoxia, various neurological deficits, including hyperactivity, learning disabilities, mental retardation, epilepsy, cerebral palsy, dystonia etc., may develop both in humans and in experimental animals. In our animal studies we used several approaches for modeling hypoxia in rats during pregnancy and shortly after delivery, i.e. chronic intrauterine hypoxia induced by the antiepileptic drug phenytoin, neonatal anoxia by decreased oxygen saturation in 2-day-old pups. Using these models we were able to test potential protective properties of natural (vitamin E, melatonin) and synthetic (stobadine) compounds. Based on our results, stobadine was also able to reduce hypoxia-induced hyperactivity and the antioxidant capacity of stobadine exceeded that of vitamin E and melatonin, and contrary to vitamin E, stobadine had no adverse effects on developing fetus and offspring.
Possibilities of alternative generation II biotests at Artemia
Authors: Dvořák Petr , Žďárský Michal , Beňová Katarína 
Published: August 2009

Possibilities of alternative generation II biotests atArtemiaThe meaning of alternative biotests is described and discussed. The paper also deals with the possible application of the developmental studies of the seaArtemia franciscananauplinus. Five-day biotests including the validation criteria are described. The possibilities of the biotests are very wide. Additionally to the standard applications in ecotoxicology, there is a possibility of modelling pharmacological experiments or monitoring the effects of ionizing radiation and the interaction with other chemicals.
Stretch Exercises Increase Tolerance to Stretch in Patients With Chronic Musculoskeletal Pain: A Randomized Controlled Trial
Authors: Law Roberta Y.W. , Harvey Lisa A. , Nicholas Michael K. , Tonkin Lois , De Sousa Maria , Finniss Damien G. 
Published: August 2009

Background: Stretch is commonly prescribed as part of physical rehabilitation in pain management programs, yet little is known about its effectiveness.Objective: A randomized controlled trial was conducted to investigate the effects of a 3-week stretch program on muscle extensibility and stretch tolerance in patients with chronic musculoskeletal pain.Design: A within-subject design was used, with one leg of each participant randomly allocated to an experimental (stretch) condition and the other leg randomly allocated to a control (no-stretch) condition.Patients and Setting: Thirty adults with pain of musculoskeletal origin persisting for at least 3 months were recruited from patients enrolled in a multidisciplinary pain management program at a hospital in Sydney, Australia.Intervention: The hamstring muscles of the experimental leg were stretched daily for 1 minute over 3 weeks; the control leg was not stretched. This intervention was embedded within a pain management program and supervised by physical therapists.Measurements: Primary outcomes were muscle extensibility and stretch tolerance, which were reflected by passive hip flexion angles measured with standardized and nonstandardized torques, respectively. Initial measurements were taken before the first stretch on day 1, and final measurements were taken 1 to 2 days after the last stretch. A blinded assessor was used for testing.Results: Stretch did not increase muscle extensibility (mean between-group difference in hip flexion was 1°, 95% confidence interval=−2° to 4°), but it did improve stretch tolerance (mean between-group difference in hip flexion was 8°, 95% confidence interval=5° to 10°).Conclusion: Three weeks of stretch increases tolerance to the discomfort associated with stretch but does not change muscle extensibility in patients with chronic musculoskeletal pain.