~The Simple Sophisticate, episode #210 ~Subscribe to The Simple Sophisticate: iTunes | Stitcher | iHeartRadio | YouTube "It is always the simple that produces the marvelous." – Amelia Barr You react in anger when a moment of frustration arises only to have to take more time (once you realize you shouldn't have reacted in such a way) to apologize and rebuild a […] Listen now or continue reading below.
You react in anger when a moment of frustration arises only to have to take more time (once you realize you shouldn't have reacted in such a way) to apologize and rebuild a relationship. The best decision, the simple decision, would have been to say nothing at all in the moment, step away from the situation, and decide what, if any, response was necessary.
In a hurry to clear your inbox, you scan through emails too quickly, miss important details and end up having to respond twice or three times to correct the initial response.
In an attempt to create a relationship, you cling or hang on to someone who doesn't fully welcome you into their lives. The simple truth regarding relationships is if people want you in their lives, they will make room for you and not create guessing games, just as you have opened your life to them.
There are many ways we can complicate our lives when it is absolutely unnecessary to do so. While we often hear that we must struggle in order to reach the goals we desire, while there is much truth to the duration, there are many details along the way that do not have to be complicated. In fact, to complicate them, discourages our journey toward success.
I was reminded that even those who value simplicity in order to elevate our lives (me!) can make the mistake of creating complication where they need not be. Over the past month I have been putting off a task that I knew in my good conscience needed to be tended to do. The delaying only built up more stress and fear that would have been assuaged or negated had I simply took action, discovered what the solution was and put my energy toward reaching the solution rather than putting my energy toward stressing out about the unknown.
Often we complicate because we don't want one more thing to fill our plate. Ironically, we are putting more than one more thing on our plate; we are at least putting two: the task that needs to be tended to and the worry that we expend wondering. In other words, we accrue interest, and in this case, not the good kind.
Today I'd like to take a look at 1o simple ways we unnecessarily complicate lives with the goal of avoiding these mistakes. Because once we recognize our mistake, we can simply correct our course.
When we see our goal at the end of the long journey, there is a natural assumption that a grand step must be made. And while, yes, the distance is long, the journey is simple. So long as you are clear about what needs to be done and break it down into mini tasks, then all you have to do is the daily tasks each day on a regular basis. Whether it comes to improving your health, saving for your dream trip or earning the degree, be clear about your plan and then let go of the longview and trust that your daily habits will carry you to where you wish to arrive.
Much of the world would have us believe that contentment lies outside of us. Described as happiness, in a semantic sense, I would agree – happiness does lie outside of us, but contentment is entirely within our control. And it is through understanding how to cultivate contentment that we are more available to appreciate moments of happiness. But because we focus on what is outside of us – what must happen that involves others, what they should do, who should be in our lives, etc. we give our power away. Simply, our power for contentment, everything we need, is in our control because it is a matter of the mind. Ahd when our mindset is in order, we become at peace with ourselves and more engaging and charismatic with the world, drawing to us what we most love and appreciate.
When I think about going to bed each night, I smile. I smile because my bed is soft, comfortable, and a true luxury to slip into after each day. Sleep is good. In fact, sleep is vital to living well. From how well our brain functions, to improving our health as the toxins are flushed from our bodies, to improving our mood, sleep even supercedes exercise. So protect your 7-8 hours of sleep each night and see the quality of your days improve.
It is easy to complain and it is very tempting. And while we do need to vent because often we don't know what we are truly upset about until we release the frustration either verbally or on paper, complaining is a waste of energy as it takes away the precious time and brain power that is needed to either solve the problem or move on to something that better uses our time.
For nearly ten years, my focus has been my passion that is shared every week here on this blog. I continue to follow my intuition, trust that it knows what I cannot see at that moment and keep striving forward to inspire readers to have the confidence to reach their full potential, to shed the limiting views and societal confinements that would hold us back when what the world needs is what we each can uniquely give if only we could unearth it and share it with the world.
In so doing my life has taken on its own construct: my daily and weekend schedules are full but much enjoyed, the sights of the world I have had the opportunity to see fill me with inspiration and I continue to arrive closer at understanding how living well, the art of living well, actually works.
Because I know precisely why I am continuing to pursue my goal, saying no is quite simple. Whatever you are passionate about, whatever you discover gives you purpose, a deep, driving purpose, once you hone in on it, saying no is simple and the complications that arise from saying "yes" much more than necessary lifts.
The love stories depicted in cliched rom-coms or traditional fairy tales would have us accept the love we seek resides outside of ourselves. The truth is actually the reverse. As we flip this notion on its head, it sounds too simple, too on the nose to be true, but the truth is you have had the love you have been seeking all along.
We cannot truly find someone to love us well if we do not know how to love ourselves. And in order to love ourselves we must get to know ourselves, and when we show the world the self-respect we have for ourselves and thus the world, we attract to us those who appreciate who we are and thus opportunities for quality and lasting, loving relationship.
For many, the complicated part lies in understanding how to love ourselves because doing so has been conveyed as being selfish. Once we see someone around us who exhibits self-love, we come to understand that self-love is a form of self-respect and when we respect ourselves we protect ourselves and strike a balance between what we can give to others and what we need to keep to give to ourselves whether it is our time, our energy, or our patience.
From the clothes you wear each day (create a capsule wardrobe), to the flavor/varietal of tea/coffee you drink to start your day, once you know what works for you and if it a foundational decision that needs to be stable so that the other tasks you go about doing throughout your day will be successful, stick with it.
During my work week, I drink black tea or green tea. There are many amazing teas to drink, but to ensure the foundation of the start of my day is sturdy I drink tea I know I will enjoy. It's not that I won't try different teas when I travel, enjoy brunch on the weekend, etc.. All it means is that too often we choose coffee to try something new (as a tea drinker) on a work day that needs are focus. And if the coffee does not sit well with us, we just complicated our day unnecesarily.
Worry is a depletion of two precious commodities – our energy and our time. As I shared a few years ago, there are many benefits to be had when we banish worry (20 to be exact). And one priceless benefit is a return to a simpler way of living and thus improving of our everyday lives.
As I shared as the #1 of the linked post, often it is the "how" to banish worry that is hard. So let me share with you a four-step process you can follow to just that – banish unnecessary worry – (1) write down exactly what you are worried about, (2) write down what you can do about it (3) decide the best course of action (4) start immediately to fulfill the course of action you've decided upon.
In other words, action is the choice you want to take when you don't know what the outcome will be, rather than worrying.
On a surface level, as Twain points out, when we tell the truth, we don't have to remember which story to whom, but on a much deeper level, when we tell the truth about who we are and reveal to the world who we actually are, we do not draw to ourselves those who think we are someone else. In other words, not everyone will be drawn to us in our authentic state, but those who are are individuals with whom we have a far greater chance of connecting in such a way that has the opportunity to last, deepen and lift each party involved to their fullest potential.
As I shared in the introduction in one of the examples of unnecessary complication, when we react, our emotions have us by the throat, but when we respond (while it may take more time), we are being thoughtful and inviting logic to join the conversation so to eliminate having to make apologies later.
The key to living simply throughout our everydays is to make sure where we can simplify, we are. Because when we reduce the complications that need not be in our lives, we open up vast, beautiful windows for the opportunities we seek to introduce themselves.
Really great post – simple but comprehensive at the same time. Thank you!
Oh, yes! Friends laugh at me when I say "I don't do complicated", but it's true. I don't get sucked into other people's dramas or need for attention, I don't indulge in my own residual need for drama or attention (I've gotten rid of 99% of both but it pops up now & again), I keep things simple & straight-forward. My "rules": Tell the truth, don't gossip, be kind, don't delude yourself, take care of things right away, don't make everything about yourself, don't speak unless you've got something helpful or positive to say, stand up to bullies & for what's right, not everything needs an answer, don't feel obliged to explain, say no when you want to, apologize sincerely when you have to but don't apologize for being you or taking care of yourself or not being/doing what someone else wants to make THEM happy. My mantra (once or 100 times a day): "keep it simple, be true, be brave". It works!
Really enjoyed this podcas Shannon.Lots of great advice. Couldn't agree more.I have been on this journey of simplifying my life and having a routine and being a little selfish on my part has helped me to focus on what is important for an uncomplicated life. I am reaping the benefits now.Although I am still working on #8. Work in progress.
Thanks so much for this podcast. I am balancing full time work with part time masters study, and it is often a struggle to get everything done along with keeping my house clean. Thanks so much for your excellent advice. It was exactly what I needed.
Brey, Thank you for stopping by. 🙂 Have a wonderful week.
Thank you so much Shannon for inspiring my life each time you share with us your thoughts and reflections.
And a special "thank you" to Suzanne for her tips which make sense to me….


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1 IAF's Sukhoi, Mirage fighter jets crash in MP's Morena
2 Viral Video: Black man screams for mother as US cops kick, beat him
10 Former UP minister challenges Akhilesh Yadav to throw out SP leader from party over remarks on Ramcharitmanas
11 Rahul Gandhi alleges security lapse in Bharat Jodo Yatra, J-K Police rejects charge
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redpajama_set_name: RedPajamaCommonCrawl


A member of giffgaff to edit and remove the nonsense ideas and moans from Labs. It's getting harder and harder to sort through the nonsense on Labs due to newbies using it for moaning and nonsense.
Hi there and welcome to the giffgaff labs.
You might not be aware, but the labs have a search function allowing you to check whether ideas you've thought up have been suggested before. It's right here at https://labs.giffgaff.com/browse .
It's really important to use the search function, as giffgaff looks at which ideas have most upvotes when deciding what to implement, not what gets proposed the most – because it's nearly impossible to see whether ideas are genuinely the same. By choosing not to, sadly you've become part of the problem and have spewed out another copy of an idea that we've had plenty of times before. In future, please support existing ideas rather than reposting old ones.
@dennab6 I will read these and I know it's complicated and the deja vu button isn't effective because people have to completely stop and DELETE (my XP ????) the idea they've made which is stupid and people have May tie in with that idea the deja by says and not completely as to why I suggest the merge and an update of labs format.
Gets my support Jay it really does need sorted sooner rather than later.
Well it's something that should be happening anyway, so not really an 'idea' as such. Can't help thinking you should have set a good example and posted this on the contribute board rather than here as to be honest this seems like an additional moan.


Fifteen high school students from Birmingham visited Harbert College for a week and learned lessons about developing business plans, market strategies and competitor analyses.
State CPA pass rates increase by nearly two percent as Auburn students can now sit for exam within state borders. Auburn's CPA pass rate ranks No. 1 in the state and No. 38 nationally.
Harbert College graduation marshal Conner Huertas del Pino captained Auburn's men's tennis team, earned a spot in the NCAA Tournament, and excelled in the classroom.


Last week marked my little mans 1st day in full day kindergarten. His new school does not offer half day kinder so we just jumped right in. It has been a crazy experience getting organized and both him and I ready and out the door on time. We took our token picture and headed out for our first day!
I lucked out this year as my son has all the same breaks from school as I do this year and he also started school 2 days before I did. I was able to help get him situated without feeling rushed around. He normally rides the school bus and our mornings are early and a bit crazy! On his first day however, I drove him out to school and really enjoyed the morning festivities.
The morning started with a little playground time and then line up with the Pledge of Allegiance. I did take photos of this, but I could not crop out the kids faces and didn't feel right putting kids that we just met on here without parent permission. My favorite part was the school chant that all the kids did right before they marched into their individual classrooms.
Once in their classroom they found their desks, took a seat and had a little breakfast snack. Then the parents had to leave…and I DID NOT Cry! I was so excited for my little guy and elated that he was not nervous. I think preschool really prepped him.
So far kindergarten has been great. He is learning manners, classroom norms, math, reading, some science facts and a bit of history. He is also very into the behavior clip chart that his teacher utilizes and has earned the highest level already.
One thing that I wanted to talk about with my readers is our approach to education. As most of you know I am a public high school science teacher. I believe in public education. That said, education is in flux and educators are stressed, overworked, under appreciated and sometimes expected to pull off miracles. In this current system an average classroom size in Colorado is between 30 & 40 students (yes even in elementary). As a teacher and a parent it is insane to think that every single student is actually being served individually each day with such large classes. Sometimes I am lucky to make sure that I touch base with each of the 180 students I teach every other day.
So our decision to locate a school that is 45 minutes from our house in a rural area that is non-traditional was somewhat alarming to our friends and family. However, this school has class sizes of no more than 20, students are held to rigorous behavior and curricular expectations and not one parent that I have spoke to had anything negative to say. It was an easy decision and literally we are only a week in and my son loves school, loves his teacher, his behavior at home is more positive and polite and even though the boy hates to wake up, he does so daily with excitement.
I am eager to see how much my little man grows and changes and LEARNS this year.
Have your kids started school? How is it going?
Last night was a milestone in our household. My big boy had Kindergarten orientation! It was awesome and it solidified my reason for sending him to a school that is 30 minutes from our house (only 10 from my work though)! My husband was convinced that I made the right choice and our little guy adored his new school, teacher and was finally excited!
Orientation began with some introductions and expectations from students and parents. The principal and the teacher both spoke and explained that they are a core knowledge school, which basically means that they teach common core but go into more depth. The class sizes are small (no more than 20) and the teacher is great!
Our little guy will be going to this school with a few of his preschool classmates that also made it in! We are elated for him to have a fresh start but with some good friends and he is too!
My favorite part is that they school is rural and small. It is a K-8 and there is only 1 teacher per grade. The parents that have kids in this school already LOVE IT and the reviews online follow that same sentiment. It is a family and is exactly what I was looking for with my children. I went to a school like this and it was amazing. I cannot wait to see how my little guy falls in love with learning!
Our little guy even went straight up to his teacher at the end of the tour and shook her hand and gave his FULL name. He was very proud to introduce himself and really excited to start the year!
Then there was this. What a beautiful ending to a day representing a new beginning in our lives.
Hope your week is going well. How was the adjustment for your kids entering school?
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A festive Transatlantic crossing. Celebrate New Year with a deck party beneath the stars in Bermuda.
Highlights: A festive Transatlantic crossing. Celebrate New Year with a deck party beneath the stars in Bermuda.
Enjoy Spirit of Discovery's first visit to the Caribbean when she calls at the beautiful island nation of Barbados. Long renowned as the ultimate beach destination, Barbados is a paradise of long sandy bays and exotic flowers. The old colonial architecture of Bridgetown, the capital of this former UK colony, gives it a distinctively British feel. Explore here and enjoy tempting tax-free shopping. Alternatively, take an exciting tram ride into the heart of the haunting Harrison's Cave or follow nature trails to discover its tropical sights.
Dominica is a mountainous haven of tropical forests, trickling rivers, bubbling springs and even a boiling lake! Portsmouth is the second largest town on the island but with less than 3,000 residents, it retains the slow-pace of life that the Caribbean is famous for. From here you can opt to spot rare birds on a scenic drive through the botanical gardens or enjoy a wooden row boat trip along the Indian River.
The French and Dutch share the pretty island of St Maarten. Its capital, Philipsburg, lies on the Dutch side and features many charming, pastel-coloured colonial houses. It also offers you a great chance to do some duty-free shopping. Thrill seekers will love a trip to the highest point on the island to take on the Flying Dutchman, one of the world's steepest ziplines which is 780-metres long and drops 300 metres!
Spirit of Discovery will dock right beneath the old walls of San Juan, the country's capital, watched over by the massive El Morro fortress, a UNESCO World Heritage Site. San Juan retains many quaint neighbourhoods of cobblestone streets and beautiful buildings. Be sure to visit the Spanish colonial cathedral which dates back to 1521 and contains the tomb of Spanish explorer Ponce de León, who was also Puerto Rico's first Governor.
Cruise to the tropical Florida Keys, a series of coral islands connected by the magnificent Seven Mile Bridge. This is where America's eccentrics escape the rat race and its unique attractions include the Ernest Hemingway Museum and the quirky Key West Cemetery, where tombs are stacked on top of one another! Perhaps discover live coral reefs teeming with sharks, sea turtles and stingrays on a glass-bottomed boat tour or take to the skies above Key West on a helicopter trip.
Spirit of Discovery will make her first visit to the American mainland when she arrives in balmy Miami. This year-round holiday resort is blessed by mile upon mile of sun-kissed beaches and has a relaxed Latin vibe. The 800 pastel-hued buildings of the art deco district along South Beach and Miami Beach typify the colourful spirit of the city. Discover the lively sidewalk cafes, bars and boutiques that have been established here or perhaps join a sightseeing cruise to view the waterfront mansions of Millionaire's Row, home to Miami's rich and famous. For something a little wilder, join a thrilling airboat safari in Everglades National Park, a one-and-a-half million acre wetland where you are sure to see alligators along with a variety of birdlife.
Port Canaveral is home to parks, beaches and a fabulous waterfront. It's also your gateway to Cape Canaveral – home to the Kennedy Space Centre which showcases anything from moon dust to space suits and the Astronaut Hall of Fame. You can also visit the Cape Canaveral Air Force Station.
Home to the oldest US navel port, Norfolk has many historic sites and monuments including the Battleship Wisconsin, which served from World War II until the Persian Gulf War.
One of the world's most exciting cities, New York's skyscrapers, yellow cabs and legendary sights are sure to leave a lasting impression. After cruising into Manhattan, you're hardest decision will be choosing what to do first. You could go shopping in world-famous department stores or perhaps do more sightseeing in this exciting and easily-navigated city. Experience the spectacular views from the top of the Empire State Building or the Rockefeller Center, take a stroll in Central Park, cruise up to the Statue of Liberty by water taxi, or explore the art treasures of the Guggenheim Museum, itself an architectural icon. We've also arranged some extraordinary tours to help you get the most out of your visit, such as Harlem and gospel tour, helicopter flights or can help you with tickets to a Broadway show – a visit the neon-lit Times Square after nightfall is not to be missed. Later, you cam enjoy fabulous views of the city lit up at night from on board ship thanks to an overnight mooring.
Bermuda is famous for its pink-sand beaches and impressive Royal Naval Dockyard. Founded in the 17th century, it is the oldest English colonial town in the New World, earning it a plae on UNESCO's World Heritage List.


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Simvastatin Side Effect Diabetes 2019
October 29, 2018 by David
Both simvastatin and atorvastatin can cause various adverse effects. Some side effects are more likely to occur with simvastatin, and others are more likely with atorvastatin.
The Major Side Effects of Statin Drugs. While regulatory agencies have deemed statins to be safe to use for their intended purpose, no drug is without side effects in susceptible individuals.
Simvastatin, marketed under the trade name Zocor among others, is a lipid-lowering medication. It is used along with exercise, diet, and weight loss to decrease elevated lipid (fat) levels. It is also used to decrease the risk of heart problems in those at high risk. It is taken by mouth.
The heart-protecting benefits of anti-cholesterol statins far outnumber the side-effects, a scientific review said Friday. heart attacks and strokes than they caused muscle problems or diabetes. "W.
May 22, 2017. There is strong evidence to suggest that the side effects of statin. a 9 percent increase in the risk of statin drug users developing diabetes,
Use of statins has been linked to statin side effects including an increased risk of cardiomyopathy and diabetes. The high-potency and best-selling statins,
Posology. The dosage range is 5-80 mg/day of simvastatin given orally as a single dose in the evening. Adjustments of dosage, if required, should be made at intervals of not less than 4 weeks, to a maximum of 80 mg/day given as a single dose in the evening.
Simvastatin is in a group of drugs called HMG CoA reductase inhibitors, or "statins." Simvastatin reduces levels of "bad" cholesterol (low-density lipoprotein, or LDL) and triglycerides in the blood, while increasing levels of "good" cholesterol (high-density lipoprotein, or HDL). Simvastatin is.
Possible Statin Side Effects: Memory Loss, High Blood Sugar, Diabetes. The Food and Drug Administration recently announced that statin drugs, used by.
Zocor (simvastatin) is a drug prescribed to reduce triglycerides, total cholesterol (LDL), and increasing HDL cholesterol. Common side effects of Zocor include diarrhea, vomiting, headache, and abdominal pain. Zocor belongs to the drug class of Statins. Uses and dosage information are provided.
Related: Comidas Se Deben Evitar Diabetes
Nov 28, 2011. The fact that statin drugs cause side effects is well established – there are now 900 studies proving their adverse effects, which run the gamut.
Apr 9, 2018. Another side effect associated with statin usage is new-onset diabetes. The Crestor 20 mg Versus Placebo in Prevention of Cardiovascular.
. reported drug interactions and few side effects. None of the studies of ezetimibe in combination with statins showed.
Vytorin is available for oral use as tablets containing 10 mg of ezetimibe, and 10 mg of simvastatin (Vytorin 10/10), 20 mg of simvastatin (Vytorin 10/20), 40 mg of simvastatin (Vytorin 10/40), or 80 mg of simvastatin (Vytorin 10/80).
– Dosing, side effects, drug interactions of lipid-lowering drugs – Effects of lipid lowering drugs on serum lipids – Properties of statins – Drug ratings in pregnancy (US Food and Drug Administration) – Cytochrome P450 3A4 (CYP3A4) inhibitors and inducers RELATED TOPICS. Patient education: High cholesterol and lipids (hyperlipidemia) (Beyond the Basics)
Feb 28, 2012. But Krumholz and others worried about patients being scared off statins by the diabetes and memory warnings. "All drugs have side effects and.
An overview on the mechanism of action of statins: HMG CoA reductase inhibitors,or statins are widely prescribed drugs. They are indicated for the treatment of hipercholesterolemia, a condition that increases cardiovascular risk.
1. WHAT SIMVASTATIN IS AND WHAT IT IS USED FOR. The name of your medicine is Simvastatin 10mg, 20mg or 40mg film-coated tablets. Simvastatin is a medicine used to lower levels of total cholesterol, "bad" cholesterol (LDL cholesterol) and fatty substances called triglycerides in the blood.
ZOCOR (simvastatin) Tablets. DESCRIPTION. ZOCOR (simvastatin) is a lipid-lowering agent that is derived synthetically from a fermentation product of Aspergillus terreus.After oral ingestion, simvastatin, which is an inactive lactone, is hydrolyzed to the corresponding β-hydroxyacid form.
Pictures of Zocor (Simvastatin), drug imprint information, side effects for the patient.
Diabetes 2 Wine Type 1 and 2 diabetes (diabetes mellitus) symptoms may include increased urination, thirst, weight loss, fatigue, nausea, vomiting, skin infections, and blurred vision. Risk factor for diabetes, diabetes statistics, medications, and healthy lifestyle information are provided. May 17, 2018. Type-2 diabetes: This alcoholic drink could reduce your risk of the disease. HEALTHY: Red grapes in
Related: Diabetes Mellitus In Rabbits
Aug 3, 2016. Lowering the "bad" form of cholesterol with statin drugs could. tease apart the possible effects on heart disease and diabetes risk of LDL and.
Most cardiologists think that statin side effects are extremely rare, even in older adults. Reports of muscle pain, weakness, nerve damage, reduced libido, diabetes, cataracts and memory problems ofte.
Apr 4, 2016. A large evidence base supports the use of statins in people with type 2. The effect of intensive treatment of diabetes on the development and.
Nov 29, 2017. Protective effects of statins on diabetic cardiomyopathy have been. intolerance [11, 12] and side effects compared with other statins [27].
Apr 8, 2013. Cardiovascular Event Reduction Versus New-Onset Diabetes During Atorvastatin Therapy: Effect of Baseline Risk Factors for Diabetes.
Oct 23, 2017. "We still need to give statins when LDL (bad) cholesterol isn't under. study was an observational study, so it couldn't show a cause and effect.
User Reviews for Simvastatin. Also known as: FloLipid, Zocor The following information is NOT intended to endorse drugs or recommend therapy. While these reviews might be helpful, they are not a substitute for the expertise, skill, knowledge and judgement of healthcare practitioners in patient care.
The most important adverse side effects are muscle. Over 5 years of treatment statins result in 75 cases of diabetes, 7.5 cases.
Learn about Juvisync (Sitagliptin and Simvastatin) may treat, uses, dosage, side effects, drug. Diabetes: Best and Worst Meals for Diabetes-Savvy Dining.
Sep 24, 2014. Statins increase risk of diabetes but benefits are still worth it, say experts,". warn millions of users to do more exercise to counter side effect.
Get discounts on health services with your AARP Member Advantages. There's also concern over statins' side effects, which can include muscle pain, cognitive impairment, liver dysfunction and increased.
Related: Diabetes Type 1 Death Statistics
This topic contains 451 study abstracts on Statin Drugs indicating they may contribute to Statin-Induced Pathologies, Myopathies, and Chemically-Induced Liver Damage
The heart-protecting benefits of anti-cholesterol statins far outnumber the side-effects, a scientific review has concluded. attacks and strokes than they caused muscle problems or diabetes. "We've.
"Muscle problems are the best known of statin drugs' adverse side effects," said Golomb. High blood pressure and diabetes are linked to higher rates of mitochondrial problems, so these conditions a.
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Does Canine Diabetes Cause Blindness: Slow Healing Bruises Diabetes HealthInfo – local health information for people in Canterbury, South Canterbury, Southern and the West Coast. HealthInfo is a health information website, funded by the Canterbury, South Canterbury, Southern and We...
Diabetes Ads Australia: ★★ Diabetes And Vision ★★ ::The 3 Step Trick that Reverses Diabetes Permanently in As Little as 11 Days.[ DIABETES AND VISION ] The REAL cause of. Aug 8, 2013. ''The reason we have an epidemic of type-2 diabetes in Australia is because. Rec...
Amercian Diabetes Association.com: The Academy of Nutrition and Dietetics is your source for science-based food and nutrition information. She was diagnosed at 4 years old. The American Diabetes Association says Diaz is one of 1.25 million Americans living with Ty. The American Diabet...
Avances En La Cura De La Diabetes Tipo 1: 4 Feb 2016. Continua con ahínco la búsqueda de una cura de la diabetes tipo 1, por lo que la compañía Johnson & Johnson unió sus esfuerzos con la. 13 Oct 2014. Científicos estadounidenses han logrado significativo avance hacia la cura de la diabe...
Does Marijuana Help People With Diabetes: Medical cannabis, or medical marijuana, is cannabis and cannabinoids that are recommended by doctors for their patients. The use of cannabis as medicine has not been rigorously tested due to production restrictions and other governmental regulations....
Simvastatin Side Effect Diabetes 2019 4 out of 5 based on 104 ratings.
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A behind-the-scenes look at Island Prostate Centre: An interview with Executive Director Leanne Kopp
Island Prostate Centre just celebrated its 17th anniversary on November 1st. For 17 years it's been helping local men and their families through one of the most challenging times of their lives. What would surprise many, is its team is only comprised of one part-time and three full time staff members.
"A lot of people still don't know about us, and if people saw the magnitude of what we do on a very small budget, they'd be surprised," says Leanne Kopp, Island Prostate Centre's Executive Director. She has been with the centre for 13 years now, and 12 of those as executive director.
Between 700 and 800 men on Vancouver Island are diagnosed with prostate cancer each year alone. The centre sees about 300 of those men and strives to reach more.
"My number one goal is to no longer have to hear 'I wish I had known about you when I was diagnosed with prostate cancer,'" says Leanne.
In addition to spreading awareness for the centre, Leanne and her team wish to debunk the common misconceptions they hear. Here are a couple of questions Leanne helps clarify:
How is Island Prostate Centre funded?
o It would surprise many to know that the Island Prostate Centre is not publicly funded by the provincial government. The centre relies entirely on donations.
o Island Prostate Centre is launching its new campaign 'Give Where You Live' to drive the message home that its donations all stay on Vancouver Island to help local men and their families.
Is the centre part of the healthcare system?
o Despite its close and convenient proximity to the Royal Jubilee Hospital and cancer clinic, the centre is not part of the healthcare system. It is not a medical clinic but rather a patient support centre.
You receive funding from Movember, right?
o Unfortunately, no. This is one of the biggest misconceptions that surprises many. Growing a moustache during the month of November does not directly support the centre or its programs.
Do men need a doctor's referral to go to Island Prostate Centre?
o The centre's services are free, they are open to anyone, and there is no doctor's referral required.
What does Island Prostate Centre do?
o These are some of the services Island Prostate Centre offers, free to the public:
• Walk-in counselling appointments
• Counselling appointments over the phone
• Nutritional programs (twice per month)
• Support group meetings (once per month)
• Appointments with the centre's Registered Nurse
• Exercise classes (twice per week at either PISE or Norway House)
• Walking groups (twice per week, throughout Greater Victoria)
• Workshops (twice per month) in collaboration with the BC Cancer Agency
o Aside from this community support, community awareness is another large piece of what they do. It's their mission to educate men on the importance of annual screening.
One of the main reasons Leanne has stayed on with Island Prostate Centre for more than a decade is due to the many men and their families that they've been able to help.
"We get to see the direct impact of the work we're doing. We see people at the worst times of their lives. For us to be able to help in such a big way, it's great. We empower patients to feel like they are part of the journey, to understand their treatment options, and to understand any side effects for them and their family."
Leanne was recently recognized by the Black Press in its 'Women in Business' feature. She was among three women who were honoured for their ongoing leadership and for being role models in the community. She doesn't seek the spotlight and is in the business of making others feel better, but she is honoured and thrilled for the exposure this brings to Island Prostate Centre. You can watch her Black Press interview here.


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Steel, a refined form of iron, is another of the more common metals used to produce weapons and heavy armor. Its hardness is greater than that of iron, which leads to higher quality items with about the same weight. Steel is the choice of the common soldier and mercenary who cannot afford some of the higher quality materials. The Imperial Legion has its own steel armor design, Imperial Steel Armor, which is documented with the other Imperial-style armors.
↑This is a second model of a steel claymore which does not exist in a base version, but is used as the base model for several enchanted weapons.
This page was last modified on 19 October 2018, at 20:19.


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Science Home > Biology Home > People > Academic Staff & Researchers > Christopher Yost
E-mail: Chris.Yost@uregina.ca
Phone: 306-585-5223 or 306-585-4285(lab)
Website: http://uregina.ca/~yost200d/index.html
Microbiology, Host-Microbe Interactions
My lab has two research focuses within the general areas of Environmental Microbiology and Bacterial Genetics
Indicators of fecal pollution in agricultural ecosystems:
Persistence and identification of appropriate pathogen indicators
Deterioration to the health of the environment and ecosystems can have serious consequences for human health. The World Health Organization estimates that water-related illness results in 3.4 million deaths globally per year (Medema et al., 2003), placing waterborne illness as one of the world's most urgent health issues. The burden of waterborne illness affects both developing and developed nations. Water-borne illness remains a significant threat to the health of Canadians, and in particular to those residing in rural regions. Nationally, gastroenteritis from verotoxigenic E. coli, Salmonella, and Campylobacter are estimated to occur as high as 3.3, 6.9, and 19.3 per 1000 population, respectively (Thomas et al., 2006). Increasing demands on agriculture production (ie intensive livestock operations), changes to fertilizer practices, and climate change are all forecast to negatively impact water quality in Canada. To prevent future Walkerton and North Battleford-like outbreaks we must minimize fecal contamination of water sources and better understand the pathogenic risks associated with fecal contamination. Therefore new approaches are urgently needed to quantify specific sources of fecal contamination and accurately predict the human health risks associated with these sources of fecal pollution. The outcomes of the proposed research will help guide policy decisions for measuring risks of pathogen infection associated with fecal pollution as well as provide critical data required for implementing the most effective policies for mitigation of fecal contamination in agriculturally influenced watersheds.
Characterizing the function of the cell envelope in rhizobia
The biological fixation of atmospheric nitrogen is a critical component to the global nitrogen cycle and is particularly valuable to worldwide agriculture. Globally, nitrogen fixation symbioses between rhizobia and legumes are the major source of nitrogen input to agricultural systems, and many legume species, such as peas, lentils, soybeans and chickpeas are important food crops. Rhizobial-legume interactions have been studied extensively, but the process is complex and further fundamental research is required to appreciate this complexity fully. Rhizobia induce the formation of root nodules on legume plants, and within these nodules, the bacteria convert atmospheric nitrogen to a form that is useable by the plants. Rhizobia must survive both in the soil environment and within a host plant. The cell envelope is important in both instances; it plays a critical role as a protective barrier against toxins and stressors and is also the initial point of contact between the bacterial cell and host cell during invasion. The long-term objectives of my research program are to use genetics based methodologies to discover unknown regulatory pathways that control cell envelope development in rhizobia and to identify novel genes required for proper cell envelope development. Results from this research may be applied to other bacterial-host relationships, particularly pathogenic interactions within the alpha-proteobacteria class, possibly to identify novel mechanisms that regulate the pathogenic process.


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Disciplinary and Interdisciplinary Science Education Research
Expanding our views of science education to address sustainable development, empowerment, and social transformation
William C. Kyle Jr. ORCID: orcid.org/0000-0002-0342-65041
Disciplinary and Interdisciplinary Science Education Research volume 2, Article number: 2 (2020) Cite this article
On 25 September 2015, the UN General Assembly adopted a resolution, which took effect 1 January 2016, to transform the world to better meet human needs and the requirements of economic transformation, while protecting the environment, ensuring peace and realizing human rights. Since 1987, there have been several global initiatives oriented toward sustainable development, yet science educators have often remained silent with respect to ensuring the goals of science education are linked intrinsically to the central tenets of sustainable development. Why such silence? Where are the voices of science educators?
In this position statement, I offer a rationale for expanding our views of science education to address sustainable development, empowerment, and social transformation. Science education ought to be a primary vehicle for addressing the current and emerging global challenges facing humanity. All too often, science educators merely focus upon fostering awareness and concern for global challenges. Such an orientation falls short of the education discourse that ought to be oriented toward addressing the goals, aspirations, desires, and needs of youth, who presently number 1.8 billion and represent the largest segment of the global population being underserved. The active engagement of youth in sustainable development efforts is imperative to achieve the goals of the 2030 Agenda. Youth are not mere beneficiaries of the 2030 Agenda; they have a critical role in the implementation of the Sustainable Development Goals (SDGs).
I offer a rationale for why science educators ought to become active agents in facilitating the engagement of youth in addressing global challenges facing humanity. Youth are demanding action; science educators ought to enable learners and communities to transform and reinvent the world they are inheriting.
Herein I challenge the decades honored curricular focus upon universalism and standardization. The imposition of standards and accountability - within the context of science teaching and learning - represents the antithesis of what an education in the sciences ought to be. I wish to focus on the 2030 Agenda for Sustainable Development (United Nations, 2015a), in the context of current and emerging global challenges, and the need to transform education. With this focus in mind, I draw attention to the fact that the present generation of youth (between the ages of 10 and 24) numbers 1.8 billion, which is approximately 24% of the global population (The Commonwealth, 2016; UNFPA, 2014a).Footnote 1 In addition, the largest segment of the global population being underserved is youth (UNFPA, 2014a), with 90% of the global youth population living in less developed countries (LDCs).
The importance of population dynamics for sustainable development is at the center of the post-2015 development agenda (UNFPA, 2014b). It is imperative that national development plans consider shifts in youth population dynamics. By 2050, action is needed on environmental issues, climate change, and biodiversity; and, significant investment is needed in education / literacy, health care and nutrition, addressing poverty alleviation and hunger, decreasing under- and un-employment, and enhancing food production / productivity. The World Youth Report on Youth and the 2030 Agenda for Sustainable Development examines the mutually supportive roles of the new agenda and current youth development efforts (United Nations, 2018). Youth are not mere beneficiaries of the 2030 Agenda, rather they have a critical role in the implementation of the Sustainable Development Goals (SDGs). The active engagement of youth in sustainable development efforts will be imperative to achieving the goals of the 2030 Agenda.
Science educators ought to be at the forefront of ensuring the education discourse is oriented toward the goals, aspirations, desires, and needs of all 1.8 billion youth versus adhering to a bureaucratic characterization of science in which universal standards, goals, objectives, and accountability measures are imposed upon learners, teachers, and administrators by policy makers and politicians. All too often, as a result of universalism and standardization, learners experience an education in science disassociated from the contextual realities of life.
The United Nations Development Programme (UNDP), the United Nations Population Fund (UNFPA), the United Nations Children's Fund (UNICEF), and the United Nations Entity for Gender Equality and the Empowerment of Women (UNWomen) all commit to collaborate to deliver on the 2030 Agenda for Sustainable Development (UNFPA, 2017). Their underlying principle is 'leaving no one behind' and 'reaching the furthest behind'. In compliance with their respective mandates, they will focus upon such key areas as: "(a) Eradicating poverty; (b) Addressing climate change; (c) Improving adolescent and maternal health; (d) Achieving gender equality and the empowerment of women and girls; (e) Ensuring greater availability and use of disaggregated data for sustainable development" (p. iii).
Gro Harlem Brundtland, in the Prologue to the first quadrennial Global Sustainable Development Report (Independent Group of Scientists appointed by the Secretary-General, 2019), notes the adoption of the Sustainable Development Goals "was a key moment in building a consensus for urgent, inclusive action" (Brundtland, 2019, p. xv). She states:
Today, faced with the imperative of tackling climate change and responding to radical, fast-paced shifts in global technology, consumption and population patterns, there is growing consensus that sustainable development is the only way that we can avert environmental and social disaster. (Brundtland, 2019, p. xv)
Further, she asserts the implementation of the SDGs "offers a pathway to a world where poverty, inequality and conflict will not blight the life chances of millions of people who are currently denied the opportunity to enjoy their fundamental rights and freedoms" (Brundtland, 2019, p. xv).
The Independent Group of Scientists appointed by the Secretary-General (2019) assert:
The challenge of achieving sustainable development is to secure human well-being in ways that are not only safe, in terms of not threatening the Earth system with irreversible change, but also just. Ultimately then, sustainable development should be pursued in the spirit of finding pathways that enable a good life for all, leaving no one behind, while safeguarding the environment for future generations and ensuring planetary justice. (p. 2)
The authors consider "how science can best accelerate the achievement of the Sustainable Development Goals" and they argue "in favour of a sustainability science as a new way for science to contribute directly to sustainable development (p. 2). The Report presents a scientific view on integrated ways to accomplish the transformation of the planet. The authors identify six essential entry points, where the interconnections across the SDGs and targets are suitable for accelerating the necessary transformation. The six entry points are:
Strengthening human well-being and capabilities;
Shifting towards sustainable and just economies;
Building sustainable food systems and healthy nutrition patterns;
Achieving energy decarbonization with universal access to energy;
Promoting sustainable urban and peri-urban development; and
Securing the global environmental commons.
Considering these global initiatives, where are the voices of science educators? I assert we must expand our views of science education to address sustainable development, empowerment, and social transformation, thereby ensuring an informed, ecologically / environmentally literate, thoughtful, and empathetic citizenry. Empowerment – particularly in LDCs - is correlated with poverty alleviation, addressing inequality, and economic growth. An education in science must be contextualized and connected to the life world experiences of learners, while taking into consideration issues of place-based locality, as well as social, civic, and cultural values.
Prior to the 1960s, the philosophy of science was dominated by the writings of the logical empiricists, whom Habermas (1972) regarded as presenting a 'scientistic misconception' of science. Historically, science educators perceived of themselves as being more aligned with science than with education. Science courses - from elementary school through undergraduate studies - were structured and taught from the perspective of an uncritical acceptance of logical positivism and, to a large extent, as a mastery of abstract concepts and principles, rarely connected to real life experiences (Kyle Jr., 2006; Onwu, 2000; Onwu & Kyle Jr., 2011). All too often, science educators neglected to acknowledge the differences in style, subject matter, rhetoric, and results between the natural sciences and the human studies (see Habermas, 1972).
By adopting an image of science teaching and learning focused upon a historical bent, it was expected students would learn about the great discoveries of the past, rather than the practices of present-day scientists. Early science educators failed to recognize how post-empiricist philosophy - that is, the repudiation of the idea that science and knowledge can be grounded in theory neutral observations - revealed just how closely traditional interpretations of knowledge were connected to an understanding of power and of the relation between power and knowledge (see Marsonet, 2016, 2018; Oldroyd, 1986).
To the present day, the link between science and real-world experiences is almost always tenuous in the minds of learners. The lack of curricular connections between science and learners' day-to-day lived experiences obscures and diminishes the relevance of science in their lives. Scientific practices are political in ways central to their epistemic success (see Brown & Malone, 2004). Fischer (1998) notes sociological research has documented the extent to which science is as much a socio-cultural activity as a technical enterprise. He asserts full understanding of scientific findings is incomprehensible apart from the socio-cultural settings, which offer purpose and meaning. Thus, students - and citizens alike - have been denied access to this essential feature of science; they have been led to reconstruct the development of science as a steady accumulation of results with the supporting evidence. In general, students – and ultimately the general citizenry - have been deprived of the opportunity to experience the shifts in interests that have marked the history of science. Devoid of the social and political processes of science, the science curriculum epitomized a single, collective, consistent account of the progression of science. This is true with respect to environmental science as well, an interdisciplinary academic field that learners seldom experience in the context of their school-based science education.
The origin of environmental science, and subsequently environmental education, can be traced to the 1960s. The environmental movement and environmental education (EE) arose as a result of public awareness. In the US, and many developed nations, Rachel Carson's (1962) Silent Spring inspired the public's interest and engagement with environmental issues. These fields emerged based upon the need for interdisciplinary studies to analyze emerging environmental issues and concerns. During this same period, primarily in Western developed countries, environmental laws and protections were being passed, leading to a heightened awareness among the public to such issues. The laws were wide ranging, focusing upon such issues as: air and water quality; waste management and contaminant cleanup; water, mineral, and forest resource management; and biodiversity protection. Environmental laws are part of the fabric of most nations, as well as the basis of international law and treaties.
It should be noted, however, the current Trump Administration in the US was the first to not name a science advisor since 1941. It was nearly 2 years into the Administration before the US Senate confirmed a director of the White House Office of Science and Technology Policy on 2 Jan 2019. The Administration's distrust of academic, peer-reviewed science and science advisors imperils domestic US policy, as well as the ability of the US to engage internationally on science-related matters of global importance, especially regarding issues related to sustainable development and the environment. With respect to environmental issues, the Trump Administration consistently places politics ahead of public health and survival of the planet (Kyle Jr, 2019). This is evidenced by the Administration pulling out of international accords, such as the Paris Climate Agreement, an agreement within the United Nations Framework Convention on Climate Change (UNFCCC) that focuses upon greenhouse-gas-emissions mitigation, adaptation, and finance; or through the reversal of more than 80 environmental rules and regulations (see Harvard Law School Environmental & Energy Law Program, 2019; Sabin Center for Climate Change Law, 2019).
Youth should not be disenfranchised in their educational opportunities due to poor political leadership. Rather, science educators ought to facilitate ways for youth to express their political agency. O'Brien, Selboe, and Hayward (2018) highlight diverse ways in which youth are challenging power relationships and political interests to promote climate-resilient futures.
Sustainable development, environmental education and global challenges
The focus herein is upon sustainable development – inclusive of, but not limited to, environmental education and environmental issues. For me, the broader concept of sustainable development addresses the global consideration of the perspective of education for the development of responsible societies (see Sauvé, 1996). Sauvé notes "responsible development, which must be defined contextually, becomes the guarantee of a type of sustainability deliberately chosen by the community" (p. 29). It is this place-based orientation that enables educators to focus upon sustainable development, empowerment and social transformation in ways meaningful and relevant to the current generation of youth. The 17 Global Goals for Sustainable Development (United Nations, 2015a) offer a starting point for educators to begin to collaborate with youth, schools, and communities and initiate a research agenda that should extend well beyond 2030 in order to ensure progress is made toward addressing and achieving the SDGs. Learning opportunities must be transformed to ensure the active engagement of youth and communities in the context of experiential learning (see Eyler, 2009; Kolb, 1984; Shulman, 2002). Educators ought to be purposefully engaging with learners in direct experience and focused reflection to increase knowledge, develop skills, clarify values, and develop the capacity of learners to contribute to their communities. Experiential education methodologies include, but are not limited to, informal/free-choice learning, service learning, internships, field experiences, and project-based/problem-based learning.
An orientation focusing upon the SDGs would be more relevant for the many cultures that do not possess a term for the environment (Strathern, 1980). Many local languages do not have a word for the phenomenon environment; or, for such issues as climate change and biodiversity. DeLoughrey, Didur, and Carrigan (2015) note such cultures "ethical and philosophical codes are not simply assimilable to the binaries of western knowledge configurations" (p. 11). In addition, EE often promotes the dominant Western cultural values of an idealized nature (Low, Taplin, & Scheld, 2005). The dominant cultural narrative espouses a universal conception of how individuals ought to interact with the environment and fails to reflect social and cultural diversity. The processes of cultural hegemony – the dominance of one cultural group's ideology and values over another's – in the context of EE, encourages a paradigm of pro-environmental behaviors (PEBs). PEBs is defined by Kollmuss and Agyeman (2002) as "behavior that consciously seeks to minimize the negative impact of one's actions on the natural and built world" (p. 240). However, identifying behaviors to change and evaluating the effects of interventions, the focus of much scholarship in environmental psychology (see Steg & Vlek, 2009), fails to address the totality of the societal transformations necessary to address sustainable development and fails to acknowledge the need for the place-based contextual reality of such transformations. Kurisu (2015) advances the field of PEBs, from the origins in developed countries focused upon limited target behaviors, to address issues in developing countries, offering practical academic tools for analyzing environmental behaviors.
The most comprehensive compilation of work in the field of environmental education is the International Handbook of Research on Environmental Education, edited by Stevenson, Brody, Dillon, and Wals (2013). The Handbook illuminates the important understandings developed by EE research, critically examines the ways in which the field has changed over the decades, articulates the current debates and controversies, explicates what is still missing from the EE research agenda, and foreshadows where the agenda might and could be headed in the future. Stevenson, Wals, Brody, and Dillon (2013) note EE:
Has received considerably more attention in recent years as contested notions of environment and sustainability have become common topics of conversation among the public, the subject of media interest, and the focus of much political debate and legislation. Systemic linkages between environment, health, climate, poverty, development, and education have become more widely accepted as the years have passed. (p. 8)
However, despite the history of EE, it is not embedded or woven into the typical school curricula. EE is often avoided in school-based settings due to negative emotions and the overwhelming sense of hopelessness students and educators often feel as a result of immersing into such issues. Such perceptions are evidenced in the political discourse and media-covered hot topics; skepticism of science is rampant in conjunction with negative feelings constructed from science education. Hope and empowerment seem to be drivers for connecting environmental issues with environmental responsibility (Wilks & Harris, 2016).
David Suzuki, an outspoken leader in ecological sustainability, summarized the difference between transformative environmental education within science education in an interview with Farley Mowat (1990) as follows:
My sense of injustice at what human beings were doing to the living world didn't suddenly happen. It was a gradual understanding that science is fundamentally flawed because scientists focus on parts of nature and study these in isolation from the rest. (pp. 173–174)
In other words, aspects of science education focus on facts that compartmentalize the scientist from the big picture and the daily lived experiences of students. In the typical classroom, students are often immersed with facts, vocabulary and laboratory activities, without the opportunity to connect their learning to the potential impact of daily choices to the environment. Thus, EE may inadvertently continue to separate new findings and science knowledge from its application in everyday life, sometimes even ignoring or rejecting the critical need for assimilation of knowledge into behavior changes (Chinn & Brewer, 1993). This is particularly true with respect to the global challenges confronting the present and future generations of youth.
Presently, the global population uses resources at a rate 40% faster than the planet can regenerate in a calendar year. As recently as around 1980, humanity's demand for ecological resources – the Ecological Footprint - was congruent with the planet's biocapacity – the amount of ecological resources Earth is able to generate that year (Earth Overshoot Day, 2019, About Earth Overshoot Day, section ¶1). In essence, in the course of about 40 years, we have seen a shift to a situation where we increasingly overspend the ecological resources at a faster and faster rate (the status in 1980 did not imply equitable consumption of resources, as some nations used a lot less and some used a lot more; this is certainly true today as well). In 2019, Earth Overshoot Day was reached on July 29th. If we continue with a business-as-usual lifestyle and do not begin to make significant changes, then around the time children born in 2019 graduate from high school Earth Overshoot Day will arrive well before July 1st. What this means is in the mid-2030s it would take 2+ years for Earth to regenerate what is used in one year. Reaching this level of ecological deficit spending may be physically impossible (Ewing et al., 2008; Wackernagel, 2008).
Thus, over the course of the next 15 years, between now and the mid-2030s, a different kind of community of practice in science classrooms is going to have to emerge. The world is facing almost insurmountable challenges. These challenges transcend national boundaries. The Millennium Project identified 15 Global Challenges Facing Humanity that "provide a framework to assess the global and local prospects for humanity" (Glenn, Gordon, & Florescu, 2009, p. 10). Our ability to provide life's essentials, for an ever-expanding human population and within the carrying capacity of supporting ecosystems, will require major advances in science and technology and a scientifically literate citizenry. Glenn, Gordon, and Florescu (2011) assert:
The world has the resources to address its challenges. What is not clear is whether the world will make good decisions fast enough and on the scale necessary to really address the global challenges. Hence, the world is in a race between implementing ever-increasing ways to improve the human condition and the seemingly ever-increasing complexity and scale of global problems. (p. 2)
Transforming our vision of education
Given the urgent need for humanity to generate and implement effective responses to current challenges, there is recognition among governments that fundamental reordering of global priorities is needed in order to implement the goals of sustainable development. The term sustainable development was initially conceptualized in a report entitled Our Common Future, referred to as the Brundtland Report, from the United Nations World Commission on Environment and Development (WCED, 1987). The document states:
Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. It contains within it two key concepts:
the concept of 'needs', in particular the essential needs of the world's poor, to which overriding priority should be given; and
the idea of limitations imposed by the state of technology and social organization on the environment's ability to meet present and future needs. (The Concept of Sustainable Development section, ¶1)
We have witnessed 30+ years of UN declarations, agreements and reports, in which successes and gaps in achieving goals are reported and calls for future action are asserted. A brief overview of the history of these initiatives follows, accompanied by my own personal assertion that after over 30 years it is imperative to transform our vision of education.
The notion of fundamentally reordering global priorities was first enshrined in the Declaration of the Earth Summit in Rio de Janeiro (Brazil) in 1992. Ten years later, when the World Summit on Sustainable Development (WSSD) convened in Johannesburg (South Africa), it was hardly a point of dispute acknowledging not much progress had been made at the level of local communities for most global environmental issues (United Nations, 2002). With poverty deepening and becoming more widespread, and environmental degradation of essential ecosystems worsening, questions arose whether the subsequent actions and recommendations of the World Summit would be able to contribute in meaningful and realistic ways to achieving sustainable development.
In 2000, the Millennium Summit put forth an agreement to help developing countries attain what were later codified as the Millennium Development Goals (MDGs). The eight MDGs became the overarching framework for developing countries for 15 years. In the summative report (United Nations, 2015b), the dual reality of 15 years of development efforts was characterized as follows: "unprecedented efforts have resulted in profound achievements" (p. 4) and "despite many successes, the poorest and most vulnerable people are being left behind" (p. 8).
On 25 September 2015, the UN General Assembly adopted a resolution, which took effect 1 January 2016, to "stimulate action over the next 15 years in areas of critical importance for humanity and the planet" (United Nations, 2015a, Preamble, ¶4). Entitled Transforming our world: The 2030 Agenda for Sustainable Development offers a plan to transform the world to better meet human needs and the requirements of economic transformation, while protecting the environment, ensuring peace and realizing human rights. The agenda includes 17 Sustainable Development Goals (SDGs) and 169 targets, which build upon the MDGs and strive to complete what was not achieved in the previous 15 years. The 17 SDGs are not legally binding; countries should assume ownership and establish a national framework for achieving the goals (see, http://www.un.org/sustainabledevelopment/sustainable-development-goals/). While the MDGs were intended for action in developing countries only, the 17 SDGs apply to all countries.
Since the inception of the concept of sustainable development 30+ years ago, many governments, agencies, NGOs, and citizens have been engaged in efforts to improve the lives of people and protect the planet. Yet, I raise the following questions: Why have there been so few efforts to transform schooling to ensure the goals of science education are linked to the central tenets of sustainable development? Why are the 15 Global Challenges Facing Humanity, the 8 Millennium Development Goals, the 17 Sustainable Development Goals, and the notion of Earth Overshoot Day not a part of the discourse of every citizen on the planet? If we hope citizens will engage in deliberation and action-taking around the most significant issues confronting humanity, then we should expand our views of the goals of education to address sustainable development, empowerment, and social transformation.
Sachs (2015) asserts "sustainable development is a way to understand the world as a complex interaction of economic, social, environmental, and political systems" (p. 11). I pose the following questions: Where in the standard curriculum do students construct such understandings? In what ways should education be more intrinsically linked to issues of sustainable development? I suggest a response to these questions ought to begin by ensuring education is more relevant to the needs of learners, communities, and society. Sachs further asserts sustainable development is "a way to define the objectives of a well-functioning society, one that delivers wellbeing for its citizens today and for future generations" (p. 11).
Traditionally, literacy is framed in terms of students' learning disciplinary knowledge from the past. Such a perspective fails to capture dynamic aspects of the emergence / disappearance of new literacies. Among science educators, van Eijck (2009) offers the notion of scientific literacy as an emergent feature of collective praxis. This notion is "grounded in a conception of knowledge as a collective and distributed cognitive entity" (p. 255). He notes "grounding the concept of scientific literacy in a cultural-historical perspective allows the articulation of what being scientifically literate means" (p. 256). Stevenson and Dillon (2010) emphasize the importance of engaging learners as active agents. Meaningful learning about and informed action on environmental issues requires critical inquiry and reflection, as well as imagination to generate possibilities for creating more sustainable socio-ecological practices, and action to ameliorate current environmental concerns. They highlight the challenges and complexity of engaging youth and adults in meaningful learning.
Onwu and Kyle Jr. (2011) state if we wish to integrate the goals of sustainable development into science education, then there is a need to expand our view of the goals of science education beyond the content and process aims of science teaching and learning. What is needed is a shift of emphasis of science education from one bound by disciplines and subject matter headings - from learning science as a body of knowledge - to learning science linked to contextual realities of life and living. There is a need to recognize the challenge of sustainable development is not universal, but rather context dependent. And, as noted above, youth should no longer be viewed as mere beneficiaries of education; they ought to be viewed as having a critical role in the transformation of education and society, as well as in the implementation of the SDGs. The 1.8 billion youth / adolescents represent the future; a future that offers new opportunities for:
education, entrepreneurial, and skill-development initiatives;
community development and social transformation;
equitable and sustainable economic growth; as well as
opportunities to address the many global challenges facing humanity.
Greene (1995) states emphatically the main point of education in the context of a lived life is "to enable a human being to become increasingly mindful with regard to his or her lived situation - and its untapped possibilities" (p. 182). Science is a human activity. The values of science are therefore human values. As Bronowski (1956/65) posits, the strengths of science and its safeguards rest predominantly on principles of freedom; notably, free inquiry, free thought, free speech and tolerance, all of which are the hallmarks of respect of human rights, freedom, and democracy. Learners ought to be afforded the opportunity to exercise creativity, debate, and dissent in the process of learning science. Through experiencing such an education in science, youth may acquire important insights into social change, systems change, citizenship, and democracy that many education systems are currently failing to provide (Hayward, 2012).
Science educators must begin to regard education as a primary means of investing in human resources. The youth of today must be able to address complex everyday issues yet unforeseen. This is not a modest goal. We must ensure all learners have access to an equitable education. There is a need to bridge the divide and facilitate dialogue between formal and informal / free-choice educators, as well as disciplinary and interdisciplinary science education researchers. Today's youth recognize the implications of failing to transform toward a more sustainable future are profound (IPCC, 2014).
Ideally learners will be afforded the opportunity to experience a more progressive education (Dewey 1990/1900) in the sciences, oriented toward real-world, experiential, context-based approaches to teaching and learning. In addition to challenging the notion of universalism and standardization, progressive science education will require a different form of assessment oriented toward performance observations and active assessment of learning. The goal of assessment ought to be oriented toward self- and social empowerment, action-taking, and transformation.
Throughout this article, I have raised the following questions:
Why have there been so few efforts to transform schooling to ensure the goals of science education are linked to the central tenets of sustainable development?
Why are the 15 Global Challenges Facing Humanity, the 8 Millennium Development Goals, the 17 Sustainable Development Goals, and the notion of Earth Overshoot Day not a part of the discourse of every citizen on the planet?
Where in the standard curriculum do students construct the understanding that sustainable development is a way to understand the world as a complex interaction of economic, social, environmental, and political systems?
In what ways should education be more intrinsically linked to issues of sustainable development?
On 6 May 2019, the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) released a report titled, Nature's Dangerous Decline 'Unprecedented';
Species Extinction Rates 'Accelerating'. The report assesses changes over the past five decades and asserts nature is declining globally at rates unprecedented in human history - and the rate of species extinctions is accelerating, with grave impacts on people around the world now likely. Sir Robert Watson, IPBES Chair, stated:
The overwhelming evidence of the IPBES Global Assessment, from a wide range of different fields of knowledge, presents an ominous picture. The health of ecosystems on which we and all other species depend is deteriorating more rapidly than ever. We are eroding the very foundations of our economies, livelihoods, food security, health and quality of life worldwide.
Watson further notes the report tells us:
It is not too late to make a difference, but only if we start now at every level from local to global. Through 'transformative change', nature can still be conserved, restored and used sustainably – this is also key to meeting most other global goals. By transformative change, we mean a fundamental, system-wide reorganization across technological, economic and social factors, including paradigms, goals and values.
Fundamental transformation is imperative to achieve the sustainable future articulated in the 2030 Agenda. The youth of today – and tomorrow – have the potential to transform the planet. As educators, our role ought to be to enable learners and communities to change and reinvent the world they are inheriting. We ought to strive to enhance the ability of youth and communities to work collectively toward a better society.
Not applicable. Data sharing is not applicable to this article as no datasets were generated or analyzed during the current study.
Organizations use varying age ranges for the global youth population. For example, The United Nations reports there are 1.2 billion youth aged 15 to 24 years, accounting for 16% of the global population (United Nations, 2018). While the age ranges considered to be youth vary by organization, the population and percentage of the global population are commensurate with the age ranges.
EE:
IPBES:
Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services
IPCC:
LDCs:
Less Developed Countries
MDGs:
NGOs:
PEBs:
Pro-Environmental Behaviors
SDGs:
UNDP:
UNFCCC:
United Nations Framework Convention on Climate Change
UNFPA:
United Nations Population Fund
UNICEF:
United Nations Children's Fund
UNWomen:
United Nations Entity for Gender Equality and the Empowerment of Women
WCED:
World Commission on Environment and Development
WSSD:
World Summit on Sustainable Development
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There were no funding sources for this article.
E. Desmond Lee Family Professor of Science Education, College of Education, University Missouri - St. Louis, St. Louis, MO, 63121-4499, USA
William C. Kyle Jr.
The author is the sole author. The author read and approved the final manuscript.
Correspondence to William C. Kyle Jr..
Kyle, W.C. Expanding our views of science education to address sustainable development, empowerment, and social transformation. Discip Interdscip Sci Educ Res 2, 2 (2020). https://doi.org/10.1186/s43031-019-0018-5
Current Challenges and Future Directions for Science Education Research


Guest Passes let you share your photos that aren't public.
Australian National Television ABC; Lateline and 7:30 Report is like an open Sewer.
20 MILLION DONATION TO THE ARTIST DAMIEN HIRST - "THE BABIE'S MARSHALL PLAN"


Update: The coroner has identified the remains as 26-year-old Jacob "Cheddar" Sutton-Bubeck. Sutton-Bubeck was reported missing by his brother on Feb. 10 and was last seen on Jan. 25.
Detective Cory Brown reports they have not been able to determine when he was killed or buried.
"Jacob Sutton-Bubeck aka "Cheddar" was an amazing person who would do anything to help anyone in need, even when he couldn't help himself. He loved his family, his niece and was the life of the party. He brought a smile to everybody, everywhere he went."
A GoFundMe page was created to help cover funeral expenses.
MODESTO -- A case of remains found in a Modesto backyard has become a homicide investigation.
The Stanislaus County Sheriff's Department reports the body that was found in the backyard of a home on Santa Rita Avenue near Yosemite Boulevard Saturday is that of a man.
In a cluttered backyard, a freshly placed cross and candles marked the spot where a grisly discovery was made.
"It's very scary because you live in this neighborhood. It's a beautiful neighborhood, it's quiet," said neighbor Tony Morales.
Morales says his neighbor was burying a pet Saturday afternoon. When she began to dig she found a shoe and sock.
"Grabbed the sneaker, they found the person's foot," Morales told FOX40.
The man found was killed, according to the Stanislaus County Sheriff's Department, but investigators will not say how.
"That is information that we don't release due to the fact that it could help us to corroborate a witness story," said Stanislaus County Sheriff's Department spokesman Sgt. Tom Letras.
Letras said at this point, it's unclear when the body was buried there. The decomposition reveals it has been months since the man was killed.
"We still do not know who he is yet," Sgt. Letras explained. "We are working on identification."
A tenant said around a dozen people live in and around the home. She also told FOX40 she never went into the backyard and that any foul smells would have been masked by the plumbing issues they have had.
For many neighbors, it's clear something isn't right.
"It's horrible. It's just you don't expect that in your backyard," Morales said.
The sergeant says they have received a number of tips and they are asking the public to keep them coming. If you would like to leave an anonymous tip you may call Crime Stoppers.


Wow! Our Captain Armando holds the pointy-end of a big fat wahoo that Gary Tsunoda of Las Vegas popped just outside of Bahia de Los Muertos. Our amigo, Gary, had a great week of fishing with a number of species and some awesome trophys ,but this one was a gem! Good week for wahoo…and some were very very close to shore!
Our best week of the year for roosterfish! Some days our anglers got 3-6 roosterfish each panga an many were very close to shore and not too far from the beach. Bait worked best, but even our flyfishers got them as well with almost all the fish, like this one from Jorge Romero headed back to live, grow and fight another day!
You're probably not gonna see too many pretty wahoo with such perfect coloring as this one caught by our amigo, Tom Brown, who owns Big Left Turn Yacht Management here in La Paz. Boy, did he have a good day that started right off the bat with this awesome yahoo that literally looks like it came from being airbrushed! They also caught giant pompano, dorado and a huge sierra. Captain Pancho gets in on the photo. Great shot!
Lots of the fish that Tom and his buddy, Tim, caught went towards a big fish party they held for 13 amigos that same night at our Tailhunter Restaurant that included, ceviche, Hawaiian marinated poke, battered fish tacos and mahi mahi en chile poblano sauce!
Nothing better than fish that was swimming in the morning and dinner at night! Tom's dorado was prepared with our award-winning chile poblano sauce!
Whoaaa…lift that thing for the photo, Roger! Roger Thompson rocked it big time with this nice striper…a huge one this week. They tried to revive it insuccessfully, so they donated the meat to various families. Roger never gets skunked.
Love this photo! Flyfishers ALWAYS seem to know how to pose and take good photos. Tyler Lyon from Utah spent a few days with us and his flyrod doing great with his hand-tied flies. "I couldn't keep the fish off of the fly! he told me! He got into several nice roosterfish like this one. He told me at one point, "I saw a school of 70-pounders go cruising by!" He released all fish.
Dave Henderson from the Los Gatos CA area was with us for his first La Paz fishing trip and put the wood to a nice wahoo on his 2nd day!
Yes! And dorado too! Captain Armando takes the photo op on the beach at Bahia de los Muertos with Gary and Lois Tsunoda, our Las Vegas amigos! It ended up as sashime at our Tailhunter Restaurant.
Wow! Now THAT'S a big pompano! It was a great week for pompano…cousins to the jack crevalle, roosterfish and yellowtail. They taste great and good runs of them come through about this time of year. But this one is like a pizza pie plate! Tim rock this bad boy just outside of Bahia de Los Muertos.
Lois Tsunoda always wanted a big pargo and this was her first. It wasn't her last. She got several during the week. Captain Alfredo with our Tailhunter La Paz fleet lends a hand. Big old fat fish. The head is great for soup!
Many of our anglers bring their fish in to have us cook it at our Tailhunter Restaurant on the La Paz malecon waterfront.
Tyler Lyon give his wife, Sarah, a hand for the photo of one of her jack crevalle they caught fishing north of La Paz. They were on their first trip to La Paz with us.
Somewhere behind that comb, Robert Pettit from Utah holds up one of his roosterfish he caught and released. Check out how close to shore he is! Captain Adolfo lends a hand and a smile. That's Bahia de los Muertos in the background. Roosters ripped it up this week.
Local ace, Roger Thompson, with another beast. Check out the colors on this huge amberjack!
Garrett Sills was another of our anglers on his first trip with Tailhunters. He's got his hands one of those nice pompano that was chewing all week. Captain Gerardo in the photo as well.
Alaska in the house. Gordy Robertson, who guides up in Sitka, Alaska holds up another nice rooster like about the size we were getting all week. They get bigger!
ROOSTERFISH AND WAHOO HIGHLIGHT STRANGE WEEK!
It wasn't a great week of fishing, but for certain species it was VERY good fishing. Pesky early spring winds and even a thundershower hampered anglers; made the seas a bit bouncy some days; and thwarted efforts at getting bait some days. So that was no help.
But, overall, it wasn't bad. Thankfully, rooster fish and pargo carried the day for many of our anglers who caught their first or largest of the species.
Here's where the winds played the most havoc. Especially in the nights and early mornings. With the mornings a bit blustery about 1/2 the week, it made getting the big mackerel difficult to jig for or purchase. And mackerel are what the big yellowtail like to chew. Consequently, our yellowtail counts were quite a bit down this week.
However, when the mackies were in the bait tank, the fish bit pretty well around Espirito Santo Island. The problem is that so many fish were lost! I would say that about 3 out of every four yellowtail took the anglers right back to the rocks! So, fishing was good. It was the "catching" that was problematic. Some of the fish ran 15-40 pounds that I did see so there was a nice range of fork tails.
One nice bonus were the nice barred pargo (pargo mulato) that were brought in. I mean, these were PIG fish! Just big old fat nasty bad attitude pargo that busted alot of lines and bent the rods. The ones that did get in were 10-20 pounders. One of our clients had us bag up the head for soup and the head alone weighed 5 pounds!
I'm a little worried that with the weather and water getting warmer that we're already moving away from our cooler water species like the yellowtail and the season maybe be diminishing. I've been wrong before. We'll have to wait and see what the coming weeks bring. I'm sure we'll get a few more windy times coming up!
Again, like previous weeks, this is where the variety lies. If you want big fish, but fewer fish, we have our folks fish La Paz. If you just wanted fun grab-bag action and never knowing what you would hook then Las Arenas/ Muertos is where we'd put you. Not kidding…if you add in all the bonito you wanted plus pargo, cabrilla, jack crevalle, sierra, plus fish that busted off…it could easily be a 20-30 fish day!
But the really fun thing were the "bonus fish." The weekly stars were the pompano and rooster fish that really took off. Especially, the exotic rooster fish. Nothing really really big, but some days each of our pangas would land 3-5 roosters very close to shore that went 10-30 pounds. Larger 30-50 pounders were seen as well! Our flyfishers really enjoyed themselves on the pez gallo! In those same areas, their cousins the pompano made their first good appearance of the season and did great for flyfishers and light tackle guys on these great eating fish.
Tuna were seen, but none hooked but we did get into some nice wahoo at the south side of Cerralvo Island that ate the dark Rapalas and several marlin were hooked and released. Plus we had some amberjack biters as well. Great variety!
Every day, we've got 5-10 whalesharks in the bay and folks are having a blast swimming with them!
I will be visiting my Mom in late June @ Los Barriles, and I will be fishing from her kayak, any advice on what lures I should bring? I plan on trolling live bait so if you could tell me what type and size hooks I should buy would be great.