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Goal 4.7 of the Sustainable Development Goals (SDGs) explicitly frames education as an enabler of change and a means to achieve all SDGs. This study aims to explore the nature and culture of science as an academic discipline and its capacity for the integration of education for sustainable development (ESD).

Drawing upon interviews with academics working in a Life Sciences Department (n = 11), focus groups with students (n = 21) and observations from lectures, laboratory sessions and field trips, the study advances a number of recommendations for the integration of ESD in Science Education programs.

Findings point to the nature and structure of scientific knowledge and the culture of science as articulated by study participants. The study provides a number of recommendations for the integration of ESD in Science Education programs including a greater emphasis on inquiry-based learning, enhancing ESD themes in science-related modules to teach for sustainability and adopting a department wide strategy that promotes ESD.

This study argues that ESD practitioners need to be cognizant of the nature and culture of the discipline area – as a particular discipline propagates a specific culture – encapsulating ways of being, thinking, acting and communicating, which can have implications for the integration of ESD.

Recent years have seen significant policy and practice interest in how to best respond to the impact of childhood maltreatment and adversity on young people’s contact with youth justice systems. In Australia, this has resulted in increasing pressure to implement trauma-informed practice, although this is a term that has different meanings for different stakeholders, and little is known about the perspectives of justice-involved young people. This paper aims to review what is currently known about co-production in youth justice and discuss ways in which young people can be meaningfully involved in the development of trauma-informed practice frameworks.

A narrative approach is used to present a contextual overview of youth justice in Australia, introduce key concepts underpinning trauma-informed practice and consider the barriers and facilitators of co-production and participatory approaches to the development and implementation of trauma-informed practice.

Youth justice in Australia is widely viewed as in urgent need of reform, with broad interest in developing more trauma-informed practice in these systems. Co-production and participatory approaches are fundamental to the reform process and can help to ensure that the views and aspirations of the children for whom these systems are responsible are embedded in efforts to implement trauma-informed practice.

This paper presents an argument for implementing trauma-informed practice in Australian youth justice that is based on consultation and collaboration with young people. It does not present evidence about the potential effectiveness of such an approach.

This paper has direct implications for youth justice practice, in terms of both service philosophy, design and delivery.

The work discussed in this paper offers possibilities for new and different ways of responding to youth crime and maintaining community safety.

Whilst the need to re-imagine youth justice is widely recognised, there are few resources available to support efforts to co-produce trauma-informed practice. This paper synthesises what is known about these approaches and offers some suggestions and possible ways forward.

Dementia is a complex, progressively degenerative condition. It results in loss of cognitive and functional capabilities, along with a significant increase in the level of dependency. A reduction in the use of pharmacological interventions correlates with an increased in good quality non-pharmacological interventions in dementia care. The purpose of this study is to examine the impact of 14-session face-to-face cognitive stimulation therapy (CST) and Sonas group interventions on individuals living with dementia with moderate cognitive impairment, from pre-intervention to post-intervention in terms of their cognition, communication, neuropsychiatric symptoms, activities of daily living and quality of life.

A pilot single blind prospective controlled trial evaluated two group intervention approaches, cognitive stimulation therapy (CST) and Sonas, with 28 participants with moderate dementia. Pseudorandomisation and single blinding were implemented. CST has a solid evidence base. Sonas is a widely used multi-sensory intervention in Ireland with an emerging evidence base. Participants were recruited from a mental health service. Participants who had a formal diagnosis of dementia, moderate cognitive impairment and some ability to communicate and understand communication were included.

Results supported CST to a greater extent than Sonas. The CST group showed significant changes in cognition (p = 0.032) and communication (p = 0.006). Both groups had significant changes in carer quality of life (CST, p = 0.019; Sonas, p = 0.035). Results support the recommendations for a future definitive trial.

Rehabilitation potential of individuals living with moderate dementia was demonstrated. This study suggests that group interventions like these impact on the trajectory of dementia.

Rehabilitation interventions impact on the trajectory of dementia. CST and Sonas have no impact on activities of daily living. Future studies with larger sample sizes, 16 weeks intervention period and control groups are required.

This pilot study supports CST over Sonas interventions for individuals living with moderate dementia. Multiple outcome measures demonstrated trends towards significance for both interventions. Future definitive trials may detect a significant effect of both interventions.

A dementia diagnosis is devastating and generally creates negative perceptions and associations (Alvira, 2014). In contrast, the outcomes of this study are positive. This study provides evidence that occupational therapist intervention can impact on the trajectory of the condition with people with dementia demonstrating that they do have rehabilitation potential by responding to treatment and improving and maintaining their abilities as they progress through the condition.

Cultural portraits usually begin with a description of the context, but as this material is covered elsewhere in this volume, this introduction will be mercifully brief. At any time during the last four decades, there have been dozens, perhaps even hundreds, of Stanford University faculty and doctoral students interested in studying organizations. They have been scattered across the campus, often in small groups within larger schools and departments. They have been based in the Sociology Department and the Organizational Behavior and Strategy areas at the Graduate School of Business. There were always a handful at the Education and Engineering schools, as well as a scattering of individuals doing related work in Psychology, Political Science, and Anthropology. In spite of their numbers, before the Stanford Center for Organizational Research (SCOR) was founded in 1972, many of these faculty, postdoctoral fellows, and doctoral students felt rather isolated. They had little contact with colleagues across campus who shared their interest in organizations and little collective clout when resources were being distributed.

This paper aims to describe the four education projects that demonstrate how Irish education provision is adapting to meet social and economic changes: Ubuntu Network working to integrate education for sustainable development (ESD) into teacher education; Community Knowledge Initiative (CKI) facilitating service learning modules at higher education; Young Social Innovators (YSI), a social justice education programme for 15‐18 year olds; and a study of Irish students' levels of moral reasoning. Four commonalities are identified between the projects: critical thinking, active and participatory learning, knowledge skills and social justice. Discussion highlights features of the Irish education system that contrast with these commonalities and impact on their long‐term objectives, which may in fact hinder the development of engaged learners.

Four commonalities were identified at the roundtable discussions at the Irish Aid Sustainable Global Development Conference. Each commonality is discussed from the perspective of the projects described and contrasted against core features of Irish education.

All four education projects make positive contributions to civic engagement in Irish education, acknowledging education as central to active citizenship, social awareness, and empowerment of learners.

Discussion centres on how Irish education provision is adapting to meet social and economic changes. The paper argues that distinctive features of the Irish education system and the prevailing culture of Irish education do not lend themselves to social justice concerns such as education for sustainable development, moral reasoning or civic engagement.

Evaluates changes in the welfare system in Sweden, the UK and the USA over a decade, basing arguments on the divergence of economic globalization and domestic forces. Presents brief economic snapshots of each country, stating quite categorically that the welfare state is an impediment to capitalist profit‐making, hence all three nations have retrenched welfare systems in the hope of remaining globally economically competitive. Lays the responsibility for retrenchment firmly at the door of conservative political parties. Takes into account public opinion, national institutional structures, multiculturalism and class issues. Explores domestic structures of accumulation (DSA) and refers to changes in the international economy, particularly the Bretton Woods system (Pax Americana), and notes how the economic health of nations mirrors that of the US. Investigates the roles of multinationals and direct foreign investment in the global economy, returning to how economic policy affects the welfare state. Points out the changes made to the welfare state through privatization, decentralization and modification of public sector financing. Concludes that the main result has been an increase in earnings inequality and poverty.

Algermissen, Virginia, Penny Billings, Sandra Grace, Barbara Guidry, and John Blair. “Subminute Telefacsimile for ILL Document Delivery.” Information Technology and Libraries, I (Sept., 1982), 274–5.

ADMINISTRATIVE AGENCIES — UNITED STATES — DIRECTORIES Federal Yellow Book; A Loose‐Leaf Directory of Federal Departments and Agencies. 1976‐ . Updates are issued every two months, comprising at least two complete issues every twelve months. $130.00. Washington Monitor, Inc. 499 National Press Building, Washington, DC 20045. Ed.: Teri Calabrese. Circ.: unknown. Indexed: self‐indexed. LC 78‐642223. ISSN 0145‐6202. OCLC 266012. The Washington Monitor publishes two yellow books: the Congressional Yellow Book, a directory of members of Congress, committee assignments and staff; and the Federal Yellow Book, a loose‐leaf directory of the personnel in federal departments and agencies, including the White House and the Executive Office of the President. The loose‐leaf format enables the publisher to keep the information up to date by replacement pages issued every other month.