Increasing interest in regime shifts in ecological and linked social-ecological systems (SESs) has placed a strong focus on the thresholds of change. However, research into this topic has been hampered by a lack of empirical data. This paper describes a developing database established to address this need. The database is freely available and comprises a set of summarized published examples and a searchable bibliographic database of publications on the topic. Thresholds in the database are characterized in terms of a standardized set of 24 descriptors, including the variables along which they occur, the variables that change, and the factors that have driven the change. Readers are encouraged to contribute new examples. Examples range from conceptual models to empirical evidence. The former predominate in the literature and, although they make valuable contributions and will continue to be included, the intention is build up the number of examples based on data. Examples are presented in terms of whether the threshold occurs in the ecological system, the social system, or both, and the direction of interactions between systems. The paper concludes with some initial observations on thresholds based on the examples included so far, and poses some questions for future research. Research on a typology of thresholds is a priority topic in the emerging area of "sustainability science" and it requires a rich database of empirical data.

Thresholds in Ecological and Social–Ecological Systems: a Developing Database

Why does salinity pose such a difficult problem for plant breeders

From the above table it is inferred that 3 dependent variables Perceived Organization Support, Organization Commitment and Turnover Intention are considered to identify the significant relationship with the analyzing variable age. All the three variables Perceived Organization Support, Organization Commitment and Turnover Intention have significant relationship with the analyzing variable age at (.05) level of significance.

With the age....

The dominance of salt water across the surface of the earth has lead to the widespread occurrence of salt-affected soils. Salt-tolerant plants (halophytes) have evolved to grow on these soils, with halophytes and less tolerant plants showing a wide range of adaptations. However, most of our crops are salt-sensitive. Consequently, salinity is an ever-present threat to agriculture, especially in areas where secondary salinisation has developed through irrigation or deforestation. Attempts to improve the salt tolerance of crops have met with very limited success, due to the complexity of the trait, both genetically and physiologically. Tolerance shows all the characteristics of a multigenic trait, with quantitative trait loci (QTLs) identified in barley, citrus, rice and tomato. Attempts to produce salt-tolerant crops have involved both the domestication of halophytes and the manipulation of existing crop species through conventional breeding programmes, the use of in vitro selection, pooling physiological traits, interspecific hybridisation, the use of marker-aided selection and the development of transgenic plants. After 10 years of research, the value of using transgenic plants to alter salt tolerance has yet to be tested in the field. The use of physiological traits in breeding programmes and the domestication of halophytes currently offer viable alternatives to the development of tolerance through the use of transgenic technologies.

(2001). Youth at Risk: Processes of individualisation and responsibilisation in the risk society. Discourse: Studies in the Cultural Politics of Education: Vol. 22, No. 1, pp. 23-33.

Youth at Risk: Processes of individualisation and responsibilisation in the risk society

Despite years of policy directives, research projects and curriculum initiatives, Aboriginal students remain the most disadvantaged group in terms of education. Their early exiting from schooling, lack of close connections to mainstream educational settings, disproportional representation in ‘disciplinary techniques’ within schools, and their over-representation in the criminal justice system, all clearly indicate that Aboriginal youth have been given short shift within mainstream education – and see little of value in it in terms of their current and future lives. Evidence that something is seriously wrong has been available for a long time; what to do about it remains the unanswered question. The authors of Reform and Resistance in Aboriginal Education present a number of different answers, seeking a more holistic and constructive way forward.

/pdf/reform-and-resistance-in-aboriginal-education-the-australian-4h3ru6r736.pdf

Reform and resistance in aboriginal education : the Australian experience

The revised edition of Reform and Resistance in Aboriginal Education takes a fresh look at the challenges and achievements that have occurred in this important area since the books original release in 2003. Interest in Aboriginal education has increased through federal government policy commitments arising out of the 2007 national apology and the Closing the Gap commitment by state and federal governments. As a result of the increased awareness which led to these initiatives, there have been a number of state and federal government responses giving prominence to Aboriginal education as a public policy and educational issue. Examining the impact of initiatives such as the Shared Responsibility Agreements, the Follow the Dream program, the NT Intervention, Noel Pearson's blueprint for educational reform on Cape York, and drawing on data from numerous sources including the MySchool website, Reform and Resistance in Aboriginal Education provides a comprehensive look at the effects on Indigenous students of these reform efforts.

Reform and Resistance in Aboriginal Education

Review(s) of: Radical hope: Education and equality in Australia, by Noel Pearson, Quarterly Essay, Issue 35. Melbourne: Black Inc. 2009. 125pp. ISBN: 978-1-86395-444-0.

Radical Hope: Education and equality in Australia [Book Review]

Over the past thirty years, there has been a significant improvement in the education of Aboriginal students. In the early 1980s, few achieved educational qualifications beyond the middle years of high school. Even fewer went on to complete post-school qualifications. At the time, the parents of many Aboriginal students had been denied an education. As outlined in the following chapter, until the end of the 1950s in most states it was government policy that Indigenous children were not permitted to enter state schools. If they received an education at all, it was provided by missionaries. Against this heritage, their children struggled to meet the demands of formal schooling in state schools, and teachers were ill equipped to meet their needs.

The context of Aboriginal Education

Non-attendance at school among significant numbers of Aboriginal students has been officially recognised as a major problem since at least the mid 1980s. This article reviews the findings from recent literature on non-attendance within the context of a case study in Perth, Western Australia. Data for the study was obtained from a questionnaire of service providers and district-wide statistics on non-attendance. From this data the following have been identified: the various forms of non-attendance, causal factors associated with non-attendance, and limitations in service provision. Implications relating to policy development are also discussed.

Aboriginal non-attendance at school: Revisiting the debate

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