title: Education for sustainability in transition of children from early childood education to primary school

authors: Biss, Tracey Elizabeth

subjects: education for sustainability early childhood transition

abstract: This study examined the understandings gained by young children from education for sustainability experiences in their early childhood education and their actions and behaviours related to sustainability in their later years. Furthermore, the study investigated what environmental knowledge and behaviours were transferred across spaces and time, and what affordances make this possible and what constrains the process. The Aotearoa New Zealand early childhood curriculum, Te Whaariki (1996) and the New Zealand Curriculum (2007) were considered in terms of education for sustainability and their place in the transference of knowledge across spaces. 
 
This was a qualitative, in-depth case study which examined the teaching and learning experiences for a group of students, (aged 5 -7 years) from one early childhood centre and their subsequent use of knowledge and behaviours at two primary schools in the Canterbury region of New Zealand.  The data was collected from interviews and focus groups with student participants, teachers (both early childhood and primary) and written surveys by parents/whanau. In the student focus groups the student participants were shown a range of photographs of environmental activities or areas of interest from the early childhood centre they attended prior to enrolling at primary school, as   a catalyst for recall and prompt for discussion.
 
A number of significant findings emerged from this study. For example; this study demonstrated that the student participants were identifying with tangible objects and resources around education for sustainability; therefore potentially these had a strong influence on their knowledge and practices. A number of affordances influenced this outcome, for example; pedagogical approaches and the interconnected relationships between the child, the family, the early childhood centre and the school. Finally the study has identified that an encompassing, holistic approach and the influence of home, the early childhood centre and primary school influences children’s developing environmental competencies and ultimately the development of their identity. This study identified that with an alignment of affordances young children were demonstrating thinking and actions from the dimension of education for the environment and were beginning to develop action competence.

text: Education for sustainability in transition of children from early childood education to primary school This study examined the understandings gained by young children from education for sustainability experiences in their early childhood education and their actions and behaviours related to sustainability in their later years. Furthermore, the study investigated what environmental knowledge and behaviours were transferred across spaces and time, and what affordances make this possible and what constrains the process. The Aotearoa New Zealand early childhood curriculum, Te Whaariki (1996) and the New Zealand Curriculum (2007) were considered in terms of education for sustainability and their place in the transference of knowledge across spaces. 
 
This was a qualitative, in-depth case study which examined the teaching and learning experiences for a group of students, (aged 5 -7 years) from one early childhood centre and their subsequent use of knowledge and behaviours at two primary schools in the Canterbury region of New Zealand.  The data was collected from interviews and focus groups with student participants, teachers (both early childhood and primary) and written surveys by parents/whanau. In the student focus groups the student participants were shown a range of photographs of environmental activities or areas of interest from the early childhood centre they attended prior to enrolling at primary school, as   a catalyst for recall and prompt for discussion.
 
A number of significant findings emerged from this study. For example; this study demonstrated that the student participants were identifying with tangible objects and resources around education for sustainability; therefore potentially these had a strong influence on their knowledge and practices. A number of affordances influenced this outcome, for example; pedagogical approaches and the interconnected relationships between the child, the family, the early childhood centre and the school. Finally the study has identified that an encompassing, holistic approach and the influence of home, the early childhood centre and primary school influences children’s developing environmental competencies and ultimately the development of their identity. This study identified that with an alignment of affordances young children were demonstrating thinking and actions from the dimension of education for the environment and were beginning to develop action competence.

year: 2012

title: Review: Marine natural products

authors: Blunt, John W.

subjects: marine natural products

abstract: This review covers the literature published in 2003 for marine natural products, with 619 citations (413 for the period January to December 2003) referring to compounds isolated from marine microorganisms and phytoplankton, green algae, brown algae, red algae, sponges, coelenterates, bryozoans, molluscs, tunicates and echinoderms. The emphasis is on new compounds (656 for 2003), together with their relevant biological activities, source organisms and country of origin. Biosynthetic studies or syntheses that lead to the revision of structures or stereochemistries have been included (78), including any ﬁrst total syntheses of a marine natural product.

text: Review: Marine natural products This review covers the literature published in 2003 for marine natural products, with 619 citations (413 for the period January to December 2003) referring to compounds isolated from marine microorganisms and phytoplankton, green algae, brown algae, red algae, sponges, coelenterates, bryozoans, molluscs, tunicates and echinoderms. The emphasis is on new compounds (656 for 2003), together with their relevant biological activities, source organisms and country of origin. Biosynthetic studies or syntheses that lead to the revision of structures or stereochemistries have been included (78), including any ﬁrst total syntheses of a marine natural product.

year: 2005

title: Key informant views on biobanking and genomic research with Māori

authors: Hudson, Maui

abstract: The aim of the Te Mata Ira project was to explore Māori views on biobanking and genomic research, and to identify ways to address Māori concerns over the collection and use of human tissue. Key informant interviews and workshops were conducted with Māori to identify Māori views in relation to biobanking and genomic research; and, informed by these views, interviews and workshops were conducted with Māori and non-Māori key informants (Indigenous Advisory Panel (IAP) members and science communities) to explore key issues in relation to Māori participation in biobanking and genomic research. Māori key informants identified the following as key deliberations: (1) the tension for Māori between previous well-publicised negative experiences with genomic research and the potential value for whanau and communities as technologies develop, (2) protection of Māori rights and interest, (3) focus on Māori health priorities, (4) control of samples and data, (5) expectations of consultation and consent and (6) a desire for greater feedback and communication. Māori and non-Māori key informants highlighted the need to enhance levels of Māori participation in the governance of genomic research and biobanking initiatives, and acknowledged that only by increasing the level of transparency and accountability in relation to these activities will Māori communities feel that their whakapapa, rights and interests are being appropriately protected.

text: Key informant views on biobanking and genomic research with Māori The aim of the Te Mata Ira project was to explore Māori views on biobanking and genomic research, and to identify ways to address Māori concerns over the collection and use of human tissue. Key informant interviews and workshops were conducted with Māori to identify Māori views in relation to biobanking and genomic research; and, informed by these views, interviews and workshops were conducted with Māori and non-Māori key informants (Indigenous Advisory Panel (IAP) members and science communities) to explore key issues in relation to Māori participation in biobanking and genomic research. Māori key informants identified the following as key deliberations: (1) the tension for Māori between previous well-publicised negative experiences with genomic research and the potential value for whanau and communities as technologies develop, (2) protection of Māori rights and interest, (3) focus on Māori health priorities, (4) control of samples and data, (5) expectations of consultation and consent and (6) a desire for greater feedback and communication. Māori and non-Māori key informants highlighted the need to enhance levels of Māori participation in the governance of genomic research and biobanking initiatives, and acknowledged that only by increasing the level of transparency and accountability in relation to these activities will Māori communities feel that their whakapapa, rights and interests are being appropriately protected.

year: 2016