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Early childhood education is crucial for the development of young children's understanding of the natural world. Children have a role in sustaining a viable environmental and social future. This research interrogated key ideas concerning STEM education for sustainable development, drawing on seminal research and a range of government policy documents to formulate a futures-oriented approach to supporting children to build understandings in early childhood sustainability. Through the use of ethnography, a research methodology that uses both participation and observation of research participants, it became apparent that young children's play-based learning enabled agentic responses in aligning with early understanding of STEM and sustainability. Using accepted descriptors of international Sustainable Development Goals within an early childhood research study, the research highlights how the development of interactive, learner-centred STEM teaching not only enables investigative, action-adapted learning, but also fosters independent learners who are responsive to their natural environment. The implication of this research is that further development of children's environmental agency is suggested by the authors. The introduction of a whole-of-kindergarten approach that focuses on the systemic development of quality STEM education is posited as an avenue for educators to build young children's understandings of sustainable development.

AbstractThis paper aims to take stock on what we know about popular punitivism and how it manifests across time and social atmosphere. To do this, the recent history and literature of popular punitivism is explored beginning with its tumultuous birth during the 1960s. Specific focus is then given to how debates regarding the punitive turn have become theories of popular punitivism. Recognizing popular punitivism as an important factor in many crime control policies, the paper explains how popular punitivism has acted as a catalyst to current justice practices, associated problems, and the study of crime. Additionally, emphasizing the adaptability of popular punitivism, the paper explains its influence in other contexts and cultures comparatively, especially in a post‐9/11 world. From such contexts I explain the widespread pattern of controlling minority groups in all places where popular punitivism is present. The paper concludes by mapping the areas of future research.

Identifying the facility-level correlates of inmate misconduct is necessary for improving safety for both inmates and staff. Assessing these factors is also critical to ensure the effectiveness of administrative controls and facility programming. Using a repeat measures analysis, this study examines a panel of 487 state correctional facilities to assess the dynamic effects that factors of administrative control and treatment availability have on inmate–inmate and inmate–staff assaults. Findings show that several types of facility programs were negatively associated with inmate–inmate assaults but not inmate–staff assaults. Also, several dimensions of administrative control were associated with inmate–staff assaults. Implications for research and correctional practice are discussed.

Despite its controversial nature, the use of medical marijuana and cannabis-derived medicinal products grows more popular with each passing year. As of November 2016, over 40 states have passed legislation regarding the use of either medical marijuana or cannabidiol products. Many providers have started encountering patients experimenting with cannabis products for a wide range of conditions. While the debate continues regarding these agents for both medicinal and recreational use in the general population, special consideration needs to be made for pediatric use. This review will deliver the history of marijuana use and legislation in the United States in addition to the currently available medical literature to equip pediatric health care providers with resources to provide patients and their parents the best recommendation for safe and appropriate use of cannabis-containing compounds.

The level of influence public discourse has on policy can vary widely. Research has noted that while it is largely dependent on the topic, frequency, and severity of the message, political rhetoric has the potential to sway public opinion and support. Particularly true for crime policy, rhetoric has historically been a strong factor for many countries such as the United States and England often understood as popular punitivism. However, popular punitivism has not been empirically characterized with specific focus given to political discourse, especially in international context. This paper attempts to capture the scope and relationship between rhetoric, political gain, crime policy, and public response in the Netherlands. Using the context of popular punitivism, we analyze rhetoric from three different political outlets (party platforms, coalition agreements, and statements of the throne) and triangulate the codes with passed policies, voter support, and systemic action. Findings suggest that recent rhetoric often exaggerates observed crime in society, consistent with expectations of popular punitivism perspectives. However, such exaggeration does not necessarily correlate with public support and system response patterns. Implications for discourse theory and popular punitivism are discussed.

Ce rapport présente les résultats du sondage en ligne effectué dans le cadre du projet Chaque prof sur les perceptions et les expériences des éducatrices et éducateurs canadiens de la maternelle à la 12e année en matière d'« éducation inclusive des personnes LGBTQ ». Le sondage englobait les programmes d'études, les politiques et les pratiques comportant de l'information positive et exacte sur les personnes lesbiennes, gaies, bisexuelles, transgenres, bispirituelles et queers (ou allosexuelles), ainsi que les questions et enjeux reliés à la diversité sexuelle et de genre (aussi appelée « éducation inclusive de la diversité sexuelle et de genre »). Ce type d'éducation est axé sur l'inclusion d'élèves qui, autrement, seraient marginalisés dans des milieux scolaires habituellement hostiles aux élèves lesbiennes, gais, bisexuels, transgenres, bispirituels, queers ou en questionnement quant à leur orientation sexuelle ou leur identité de genre (LGBTQ), ou encore, aux élèves ayant des parents, des amis ou d'autres proches LGBTQ, ainsi qu'aux élèves hétérosexuels cisgenres pouvant être affectés directement ou indirectement par l'homophobie, la biphobie ou la transphobie. Le sondage a été mené auprès de milliers d'éducatrices et d'éducateurs au cours de l'année scolaire qui s'est terminée en juin 2013. La phase du projet portant sur les entrevues et les groupes de discussion du projet Chaque prof fera l'objet d'un rapport en 2016. ; "Nous tenons à souligner l'appui financier que nous avons reçu du Conseil de recherches en sciences humaines du Canada (subvention ordinaire de recherche de trois ans no 410-2011— 0845, concours 2010), de la Manitoba Teachers' Society, de l'Université de Winnipeg et du Legal Research Institute de l'Université du Manitoba. Nous avons également reçu l'appui et des conseils du Fonds Égale Canada pour les droits de la personne, qui avait également financé le premier Sondage sur le climat national sur l'homophobie, la biphobie et la transphobie dans les écoles canadiennes. Nous remercions sa directrice Helen Kennedy, son directeur de la recherche, de la politique et du développement, Ryan Dyck, les membres du Comité de l'éducation Joan Beecroft, Jane Bouey et Miriam Greenblatt, ainsi que sa présidente, Sue Rose."