University of New England (Australia)

In this chapter, we present an analysis of shifts and outputs across ECEfS research between 2014 and 2022, measured through journal papers, special journal issues, and research-based books in ECEfS published over recent decades. Key themes about ECEfS—emerging from the analysis of the 108 sampled articles—are presented and discussed. Additionally, we highlight some less prominent themes we believe require extra attention in future ECEfS research.

In this introduction, we provide an overview of our rationale for writing this booklet. As we are coming to the end (somewhat!) of our academic careers, we felt our perspectives on why, when, and how ECEfS has developed—in collaboration with local, national, and international colleagues—is a ‘good news’ story worth telling. We also take the opportunity to explain key terms related to sustainability, education for sustainability, and its relevance to early childhood education, setting up the contexts for the following chapters.

In this chapter, the traces of changing theories and pedagogies across ECE and the EE/EfS/ESD fields—from the seventeenth to the twenty-first centuries—are outlined. These are changes that have led to current understandings of ECEfS that rethink the role of ECE as positioning the rights of children to be agents of change in challenging and troubling times. Further, the shift from the Anthropocene to the Ecocene is discussed as well as how transformative EC pedagogies can respond—globally and locally—to climate change, inequalities, and inequities.

In this chapter, we explore—beyond our individual and shared ECEfS histories—with invited international colleagues. As a contextually diverse group, these respondents offer unique insights drawn from their many years of participation in ECEfS. We thank them for generously responding to our questions to inform the drafting of this chapter. We analysed and interpreted their responses and then shared the chapter pre-publication for editorial comment. Thus, in this chapter, we offer our interpretation and synthesis of their insightful contributions, supported by text box provocations for readers about their own participation in ECEfS.

In this chapter, we chart the history of early childhood education for sustainability (ECEfS) with a focus on early beginnings in Australia and Sweden. We then explore the international momentum developed over time through research and policy which has led to a now consolidated field of ECEfS research and practice. Finally, we alert readers to our reflections about the strengths and tensions experienced along the way and offer an almost four-decade chronology for those seeking further insights.

This final chapter summarises our key learnings about, areas for amplification, and remaining challenges for ECEfS. As a field in evolution, we understand that what seems relevant and urgent now may be prioritised differently in coming decades, especially—we hope—as new practitioners, researchers, and advocates emerge who challenge current Western-centric views. We note with some satisfaction that there are national and international policy shifts in ECE that are further advancing ECEfS into a global movement. The story of ECEfS is far from finished!

Following the publication of the papers collected in Harold Garfinkel’s Studies in Ethnomethodology, ethnomethodology, at least for Garfinkel, became wedded to a developing conception of and comparison with disciplinary sociology. At the heart of the envisioned disciplinary revolution lay a claim to ethnomethodology’s distinguishing phenomenal domain and central research directive, that people are continually engaged in the witnessable work of organizing what they are doing as they are doing it. This paper is a critique of the Garfinkelian ethnomethodology that actually developed: the paper illustrates Garfinkel’s minimal engagement in field research, with Garfinkel seeming to be neither concerned about nor particularly good at it. No one was trained in the rigors of field work and, far from taking up the detailed, real-world examination of the autochthonous organization of immediately present, ongoing activities, ethnomethodological studies were indistinguishable praxeologically from disciplinary sociology, much as they are today. Never moored to its intended phenomenal domain, the ethnomethodological project became a wonderland for theorists, apologists, and general partisans, the privates and generals in a cause that they little understood.

The seawater desalination industry does not need exotic two‐dimensional materials. However, it faces challenges in terms of membrane resilience to stressors such as temperature and oxidation and especially in the area of (bio)fouling. Membrane replacement is a large part of the operating expenditure of modern desalination plants and anything that increases the effective lifespan of a membrane will have economic impact. There are also emerging requirements for membrane selectivity, especially in desalination‐adjacent brine‐valorisation activities. These challenges provide abundant scope for the exercise of creativity by polymer scientists. © 2024 Society of Chemical Industry.

In this study, we investigate the adsorption and sensing capabilities of pristine (MoSi2N4) and nitrogen‐vacancy induced (MoSi2N4−VN) monolayers towards five potential lung cancer volatile organic compounds (VOCs), such as 2,3,4‐trimethylhexane (C9H20), 4‐methyloctane (C9H20), o‐toluidine (C7H9N), Aniline (C6H7N), and Ethylbenzene (C8H10). Spin‐polarized density functional theory (DFT) calculations reveal that MoSi2N4 weakly adsorb the mentioned VOCs, whereas the introduction of nitrogen vacancies significantly enhances the adsorption energies ( Eads ${{E}_{ads}}$ ), both in gas phase and aqueous medium. The MoSi2N4−VN monolayers exhibit a reduced bandgap and facilitate charge transfer upon VOCs adsorption, resulting in enhanced Eads ${{E}_{ads}}$ values of −0.83, −0.76, −0.49, −0.61, and −0.50 eV for 2,3,4‐trimethylhexane, 4‐methyloctane, o‐toluidine, Aniline, and Ethylbenzene, respectively. Bader charge analysis and spin‐polarized density of states (SPDOS) elucidate the charge redistribution and hybridization between MoSi2N4−VN and the adsorbed VOCs. The work function of MoSi2N4−VN is significantly reduced upon VOCs adsorption due to induced dipole moments, enabling smooth charge transfer and selective VOCs sensing. Notably, MoSi2N4−VN monolayers exhibit sensor responses ranging from 16.2 % to 26.6 % towards the VOCs, with discernible selectivity. Importantly, the recovery times of the VOCs desorption is minimal, reinforcing the suitability of MoSi2N4−VN as a rapid, and reusable biosensor platform for efficient detection of lung cancer biomarkers. Thermodynamic analysis based on Langmuir adsorption model shows improved adsorption and detection capabilities MoSi2N4−VN under diverse operating conditions of temperatures and pressures.

Systematic collection of outcome measures within suicide bereavement support is vital in building the sector’s evidence base. However, there is currently limited understanding around the appropriate and sensitive use of outcome measures. Following the scoping review methodology, a literature review was undertaken to map how programs and interventions that assist individuals bereaved by suicide or other sudden, traumatic deaths gather outcome measures. The search strategy identified 1145 papers, of which 49 met the inclusion criteria. The review identified many ways that outcomes are captured, with custom tools being commonplace. Among standardized tools, the Grief Experience Questionnaire (GEQ) and Beck Depression Inventory (BDI-II) emerged as frequently used. Most articles provided some form of justification for their chosen outcome measure methodology, often citing psychometric robustness over consideration of the impact on service users. The review underscores the need for careful consideration when selecting outcome measure tools or approaches in sudden death bereavement interventions.

The appointment of a new chancellor in 1933 marked the beginning of the Third Reich in Germany. The ideology of the Nazi Party focused on establishing a pure Aryan state characterized by nationalism and racial superiority. Their goals would be achieved through a totalitarian form of government that enforced the subjugation, exclusion, and elimination of those they defined as inferior minorities, particularly Jews, who were depicted as non-human. Implementation of the Nazi ideology required the exclusion of Jewish people and other dissenters, particularly Jewish physicians, from their professions. The exclusion of Jewish physicians, referred to herein as a “Medical Professional Elimination Program,” was gradually imposed on other Jewish professions in nations absorbed by the Third Reich, and particularly enforced by incorporated Austria. Why did German and Austrian doctors support the Nazi racial ideology, the removal of Jewish physicians from every possible sphere of influence, and subsequently participate in criminal medical research and experimentation, as well as euthanasia of perceived non-contributors to society, and become involved in refining the effectiveness of the death camps? Was the Medical Professional Elimination Program an opportunistic political concept, or was it part of an entrenched ideology? With these questions in mind, the lives of four key Nazi physicians and two institutions are examined.

Aim This paper sought to examine current application of self‐care to reduction and prevention of burnout amongst counselling professionals. Materials and Methods A systematic approach to the literature across CINAHL, EBSCO, PsycInfo, PsycArticles, PubMed, Scopus and Google Scholar was conducted, adhering to PRISMA 2020 guidelines. Population, Intervention, Comparison, Outcome (PICO) and Sample, Phenomenon of Interest, Design, Evaluation and Research type (SPIDER) were applied as strategic tools to paper inclusion. After the completion of selection process, Critical Appraisal Skills Programme (CASP) was used to examine the included papers and to narrow the study down to a total of 16 journal articles. Furthermore, thematic analysis revealed two superordinate themes: Factors contributing to burnout with total of five subthemes and actions contributing to self‐care with total of six subthemes. Results The factors contributing to burnout had both personal and organisational origin, primarily based on lack of knowledge of burnout symptoms and reduced resources for applied self‐care. Furthermore, access to clinical supervision was not readily available, and self‐care concepts were not adequately implemented within the organisational context. Conclusion Despite the extensive research regarding the serious occupational repercussions of burnout amongst counselling professionals, the role of timely and appropriately applied self‐care has not been clearly established. Many counselling professionals were not aware of burnout signs and symptoms while self‐care was seen as optional exercise, applied either minimally or not at all. Holistic education on the effects of cognitive, emotional, physical and spiritual self‐care needs amongst the counselling professionals is necessary in prevention and reduction of burnout and should be further examined.

This article reports on the findings of research that investigated the personal, organisational, and socio-political factors that affect early and mid-to-late career teachers' well-being in Australian schools. Framed through the lens of the Job Demands-Resources Model, the study focused on both positive and negative indicators of teacher well-being. Informed by a qualitative research methodology, the study draws upon data from in-depth semi-structured interviews with early and mid-to-late career teachers which addressed four dimensions of impact on teacher well-being: (i) job/professional resources, (ii) job/professional demands, (iii) school culture, and (iv) social, cultural, and political challenges. Examination of the data indicates that both novice and experienced teachers rely significantly on accessible resources like mentorship, professional learning communities, increased autonomy, and interpersonal connections, which contribute positively to their overall well-being. However, challenges such as time constraints, administrative responsibilities, toxic school environments, and larger systemic issues exert detrimental effects on teachers' well-being. ARTICLE HISTORY

Every day, officers working at international airports investigate potential risks to state safety and security. But how do they decide who they can trust, and also ensure that the broader public trusts them to conduct this work? This article explores these questions through an examination of the reality television show Border Security: Australia's Front Line . Through critical discourse analysis of a collection of 108 televised airport encounters, we explore the aspects of communication, behaviour, and identity made salient in officers’ evaluations of passengers’ credibility and critically examine the assumptions underlying them. Further, we consider how power and role divisions are implicated in the construction of passenger and officer credibility, both within border encounters and in discourses about them. Our analysis makes a novel contribution to the literature on credibility assessments in intercultural communication, demonstrating how an institutional and social ‘culture of disbelief’ is constructed vis‐à‐vis certain groups through seemingly banal border work.

At first sight it may seem strange to be discussing the role of African peace studies in Australia. However, since its origins 40 years ago, peace studies at the University of New England (UNE) has had a special interest in developing countries, specifically in Africa. Since 2003 UNE has been providing full doctoral peace studies field-research scholarships to a range of African students. Over the period 2003–2021, a total of fifteen of these African students have gained their doctorates at UNE studying African topics and four more are still in progress. Their geographical coverage has included the Gambia, Sierra Leone, Liberia, Mali, Ghana, Nigeria, Central African Republic, South Sudan, Sudan, Kenya, Tanzania, Zimbabwe and South Africa as well as the African Union, ECOWAS and UNEP. Issues examined include evaluations of peacekeeping missions, explorations of human rights models of nonviolence and studies of women’s work in achieving justice and the SDGs for all. Drawing on the research of this outstanding group of African students, this chapter explores the experience of building a trans/multidisciplinary nonviolent oasis at a geographical cross-roads whilst peace studies units around the world, searching for funding, were rebaptising themselves as security and conflict departments.