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The early childhood years are regarded as the most significant period for human development. Yet, education investments in environmental education (EE)/education for sustainability (EfS) have been largely overlooked in the early years. This chapter offers an analysis of early childhood education for sustainability (ECEfS) theory and practice in Australia – recognised as a leader in ECEfS. It draws on historical and international contexts, key theoretical perspectives and policy directions informing broader uptake. We believe the Australian experience with ECEfS offers pointers for other parts of the world looking to ramp up their ECEfS activities.

Previous research has shown that a majority of adolescents in the United States initiate and drink alcohol prior to graduating high school and nearly twenty percent of high school seniors engage in heavy episodic drinking. Despite anecdotal evidence and media portrayals of alcohol use during high school events (e.g., prom), little is understood about alcohol use surrounding specific events that may be identified as "high-risk" events and addressed in specific interventions. Similarly, normative perceptions exert powerful influence on behaviors but little is understood about normative perceptions of alcohol use at high school events.The purpose of the present study was to understand whether high school alcohol use is associated with specific events by describing behaviors and normative perceptions.Participants were 386 U.S. college students age 18 to 19 (60.4 % female, mean age = 18.4) who provided retrospective accounts of their alcohol use surrounding senior year high school events (either before, which is relevant to pregaming addressed in this special issue, during, or after).Most students did not drink surrounding high school events but nearly all reported that they perceived that the typical high school senior did. Those who did drink alcohol tended to drink heavily, particularly during prom. Alcohol use was associated with other high school events ranging from the beginning of senior year (e.g., Homecoming) though the end (e.g., graduation parties) CONCLUSIONS: Results indicate the importance of future research efforts tailoring intervention efforts around specific events and the applicability of personalized normative feedback approaches.

AbstractBackgroundThe COVID‐19 pandemic has resulted in pronounced changes for college students, including shifts in living situations and engagement in virtual environments. Although college drinking decreased at the onset of the pandemic, a nuanced understanding of pandemic‐related changes in drinking contexts and the risks conferred by each context on alcohol use and related consequences have yet to be assessed.MethodsSecondary data analyses were conducted on screening data from a large parent clinical trial assessing a college student drinking intervention (N = 1669). Participants across six cohorts (from Spring 2020 to Summer 2021) reported on the frequency of drinking in each context (i.e., outside the home, home alone, home with others in‐person, and home with others virtually), typical amount of drinking, and seven alcohol‐related consequence subscales.ResultsDescriptive statistics and negative binomial regressions indicated that the proportion and frequency of drinking at home virtually with others decreased, while drinking outside the home increased from Spring 2020 to Summer 2021. Limited differences were observed in the proportion or frequency of individuals drinking at home alone or at home with others in‐person. Negative binomial and logistic regressions indicated that the frequency of drinking outside the home was most consistently associated with more alcohol‐related consequences (i.e., six of the seven subscales). However, drinking at home was not without risks; drinking home alone was associated with abuse/dependence, personal, social, hangover, and social media consequences; drinking home with others virtually was associated with abuse/dependence and social consequences; drinking home with others in‐person was associated with drunk texting/dialing.ConclusionThe proportion and frequency of drinking in certain contexts changed during the COVID‐19 pandemic, although drinking outside the home represented the highest risk drinking context across the pandemic. Future prevention and intervention efforts may benefit from considering approaches specific to different drinking contexts.

The effects of prenatal marijuana and alcohol exposure on school achievement at 10 years of age were examined. Women were interviewed about their substance use at the end of each trimester of pregnancy, at 8 and 18 months, and at 3, 6, 10, 14, and 16 years. The women were of lower socioeconomic status, high-school-educated, and light-to-moderate users of marijuana and alcohol. The sample was equally divided between Caucasian and African-American women. At the 10-year follow-up, the effects of prenatal exposure to marijuana or alcohol on the academic performance of 606 children were assessed. Exposure to one or more marijuana joints per day during the first trimester predicted deficits in Wide Range Achievement Test-Revised (WRAT-R) reading and spelling scores and a lower rating on the teachers' evaluations of the children's performance. This relation was mediated by the effects of first-trimester marijuana exposure on the children's depression and anxiety symptoms. Second-trimester marijuana use was significantly associated with reading comprehension and underachievement. Exposure to alcohol during the first and second trimesters of pregnancy predicted poorer teachers' ratings of overall school performance. Second-trimester binge drinking predicted lower reading scores. There was no interaction between prenatal marijuana and alcohol exposure. Each was an independent predictor of academic performance.

The way an energy system is designed and operated has a direct impact on the environment (during normal operation) and the society (mostly during major disturbances and blackouts). Electrical engineering students in general learn about the environmental concerns associated with various power generation technologies as well as the importance of the availability of power for the society. However, these topics are typically not discussed in sufficient detail to teach the students about the delicate interrelation between energy, environment and the society. Most assignments, class activities or course projects focus on engineering excellence and cost efficiency. What seems to be missing is having the students exposed to realistic operation and design scenarios that present one or more ethical dilemmas. It is only then that the students learn to make environmentally and socially aware decisions and view the problem beyond engineering principles alone. This paper presents a pedagogical perspective on developing educational modules and active learning exercises centered on social and environmental ethics, suitable for graduate and undergraduate courses that focus on the design and operation of energy systems.

Alcohol use and sexual assault (SA) are common on college campuses. The purpose of this study is to examine if the association between alcohol use and SA differs by gender identity, sexual orientation, race, or ethnicity.A total of 3,243 college students aged 18-25 at two large, minority-serving, public universities in the southwest and southeast United States completed an online survey about alcohol and sexual behaviors. Two negative binomial regressions were conducted to examine main effects and interaction effects.Almost half of the sample reported a SA victimization history. The main effects negative binomial regression indicated that more drinks per week, older age, identifying as a cisgender woman (vs. cisgender man), identifying as a gender minority (vs. cisgender man), and identifying as a sexual minority (vs. heterosexual) were associated with more severe SA victimization. Participants who identified as Latine (vs. non-Latine White) reported less severe SA. The negative binomial regression assessing interactions indicated that the association between alcohol use and SA severity was stronger among cisgender women and gender minority identities than cisgender men, and Black identities than non-Latine White identities.Findings suggests that alcohol use is an important factor for SA severity among all students, but that the association is stronger among some with marginalized identities. Given that perpetrators target people who hold some marginalized identities, prevention programming could address cisnormative, heteronormative, and White normative ideas about alcohol and sex to attain social justice and health equity.

Background:  Previous studies of family history of alcoholism (FHA) in college students have typically relied on dichotomous indices of paternal drinking. This study examined the prevalence of FHA and its effects on alcohol use and problems using a density measure in a sample (n = 408) of college students.Methods:  Undergraduate students completed an anonymous survey in exchange for course credit. Data was collected between 2005 and 2006.Results:  Using a density measure of FHA, we observed an overall prevalence rate of 65.9% and a rate of 29.1% for FHA in both first and second‐degree relatives. Structural equation modeling (SEM) was used to investigate relations among FHA, alcohol use/problems and previously identified etiological risk factors for alcohol use disorders (AUD). Results indicated a significant positive association between FHA and alcohol‐related problems and this relationship was mediated by age of onset of drinking, behavioral undercontrol and current cigarette use. Behavioral undercontrol also mediated the relationship between gender and alcohol problems. Additionally, FHA was associated with an earlier age of onset of drinking and this was related to greater alcohol use.Conclusions:  Assessing density of FHA in future trajectory research may capture a greater number of students at risk for acute alcohol‐related problems and/or future development of AUDs. Future preventive interventions with this population, which should begin well before the college years, may benefit from considering personality factors and incorporating smoking cessation to help identify at‐risk students and assist those who wish to cut down on their alcohol use but find that smoking acts as a trigger for increased drinking.

Abstract Indoor thermal comfort and air quality in school classrooms are of interest worldwide, primarily because of their potential impacts on students’ health, learning performance and productivity. Further, increasing concerns with changing climate and building energy efficiency highlight the importance of ventilation and comfort in educational settings. The existing literature on indoor air quality (IAQ), ventilation, and thermal comfort in classrooms in subtropical regions of Australia is sparse. Here, we present the results of a field study conducted in secondary school classrooms in Sydney during the school year in 2018 and 2019. We collected data with subjective surveys through questionnaires and with field measurements related to IAQ the thermal comfort in two adjacent similar classrooms. The infiltration and ventilation rates were measured during the non-occupied period using the concentration decay method. We analysed the performance of a cloud-connected demand-controlled mechanical extract ventilation system (DCV), which was installed in one of the two surveyed classrooms during mid-season. Before application of the DCV, CO2 levels were similar in both classrooms with a maximum concentration of approximately 2418 ppm during cold season. The DCV reduced the peak CO2 concentration to 1335 ppm, while CO2 raised to 2981 ppm in the classrooms without DCV during mid-season. Further, Volatile Organic Compounds (VOCs) analysed from air samples show improved air quality in the classroom with DCV. Our results highlight the impact of both indoor temperature and CO2 concentration on students’ feeling of fatigue. Students showed adaptability to indoor temperature change. A period of one week is needed for students’ adaptation to a step change in the mean outdoor temperature. Understanding classroom indoor air quality and thermal environment, as well as students’ perceived comfort, is vital to develop child-based design guidelines for schools.

This study examined relations between personal strivings and alcohol use among college students. Personal strivings are ongoing goals that individuals are characteristically trying to achieve through their behavior. Participants generated lists of personal strivings following standard instructions and then completed an assessment of alcohol use and related problems. Participants returned to complete a follow-up assessment of drinking behavior after 30 days. Personal strivings were coded into content categories by trained raters using a coding manual. Four content categories were examined for this study: achievement, affiliation, health, and self-presentation. A series of t tests revealed that participants endorsing achievement strivings reported less alcohol-related problems and marginally fewer instances of binge drinking during the 30-day follow-up period. In contrast, participants endorsing self-presentation strivings reported more alcohol-related problems during the follow-up period.