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This study uses intergenerational dialogue as an approach to researching Education for Environmental Sustainability (EfES) with UK youth (aged 16-18 years), teachers and teacher educators. Through analysis of qualitative data from 210 participants shared through 18 h of participatory online workshops, we identify the framings introduced into discussions on EfES. We find a range of conceptual framings, with youth tending to centre on levels of accountability and critique of economic prioritisation. The case study demonstrates how intergenerational perspectives can be brought into conversation during the research process and identifies an appetite for intergenerational dialogue in EfES. We argue that intergenerational dialogue opens up our collective selves (adult and youth) to the thinking of others so that we can transform obstructions and enact education for environmental sustainability. Future work should consider the place for dialogue between key actors across generations in education decision-making processes.

Since the Apollo missions, human spaceflight has been advocated as a means of promoting positive attitudes towards science. In 2015, Principia launched Britain's first government-funded astronaut to the International Space Station, a core objective being education and inspiring young people. In this study, we examined how spaceflight education policy was enacted during the Principia mission, found out the ways in which young people encountered space, and how these encounters shaped their attitudes. Semi-structured interviews were conducted with 102 children and analysed through the construction of an actor-network. Young people encountered space through formal education in school as well as through non-formal encounters with family, friends, media and social media. Social media influences were associated with forming positive attitudes, whereas friends and teachers were associated with both positive and negative attitudes. The human dimension of spaceflight was important in young people encountering space but was not sufficient to stimulate sustained interest in space: children and young people wanted to know more about the science of human spaceflight. Young people confused science with science fiction. In some schools, young people became 'spaced out' by saturation of the curriculum with space. The findings have implications for policymakers and practitioners. The scientific stories associated with human spaceflight need greater attention. Social media could be used to greater effect in communicating science directly to young people. Non-formal education initiatives must be designed to align with teachers' objectives, and there needs to be recognition and reward of teachers' time and contributions.

Background: The work forms part of a study conducted in the UK at the time of the "Principia" Mission, in which the British astronaut, Tim Peake, went to the International Space Station. Purpose: This paper describes the development and use of an on-line instrument to measure young people's attitudes to STEM subjects and to human spaceflight. Sample: 555 primary students and 796 secondary students completed all three surveys. Students were aged 9 and 12 at the first data collection point. Design and methods: The study as a whole was a three-year, mixed-methods study combining a large-scale survey of attitudes to STEM subjects and to human spaceflight with interviews with participating students and staff. This paper reports the survey data. Data were gathered at three points: prior to the "Principia" Mission, shortly after, and approximately one year later. Results: Students were positive about the value of STEM subjects, and about space science. Paired t-tests showed few significant differences in the pre- and post-surveys. There was a downward trend from primary to secondary age groups in relation to considering careers in STEM subjects and in space science. Primary students retained more interest in STEM subjects and showed increased interest in aspects of space science than secondary students. Boys were more positive about space than girls, and more likely to see themselves working in STEM areas or space science. Conclusion: The study suggests that spaceflight as a context stimulates immediate situational interest in students, but not longer-term interest. Thus, there does not appear to be a case for substantially increasing coverage of space science in the school curriculum. However, the findings point to the desirability of including more information about careers, including careers in space science, in STEM lessons.

Background: Mortality prediction is critical on long-term kidney replacement therapy (KRT), both for individual treatment decisions and resource planning. Many mortality prediction models already exist, but as a major shortcoming most of them have only been validated internally. This leaves reliability and usefulness of these models in other KRT populations, especially foreign, unknown. Previously two models were constructed for one- and two-year mortality prediction of Finnish patients starting long-term dialysis. These models are here internationally validated in KRT populations of the Dutch NECOSAD Study and the UK Renal Registry (UKRR). Methods: We validated the models externally on 2051 NECOSAD patients and on two UKRR patient cohorts (5328 and 45493 patients). We performed multiple imputation for missing data, used c-statistic (AUC) to assess discrimination, and evaluated calibration by plotting average estimated probability of death against observed risk of death. Results: Both prediction models performed well in the NECOSAD population (AUC 0.79 for the one-year model and 0.78 for the two-year model). In the UKRR populations, performance was slightly weaker (AUCs: 0.73 and 0.74). These are to be compared to the earlier external validation in a Finnish cohort (AUCs: 0.77 and 0.74). In all tested populations, our models performed better for PD than HD patients. Level of death risk (i.e., calibration) was well estimated by the one-year model in all cohorts but was somewhat overestimated by the two-year model. Conclusions: Our prediction models showed good performance not only in the Finnish but in foreign KRT populations as well. Compared to the other existing models, the current models have equal or better performance and fewer variables, thus increasing models' usability. The models are easily accessible on the web. These results encourage implementing the models into clinical decision-making widely among European KRT populations. [ABSTRACT FROM AUTHOR]