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Seasonal Minimum and Maximum Solar Ultraviolet Exposure Measurements of Classroom Teachers residing in Tropical North Queensland, Australia
摘要： The risk of keratinocyte skin cancer, malignant melanoma and ultraviolet radiation (UVR)-induced eye disease is disproportionately higher in Australia and New Zealand compared to equivalent northern hemisphere latitudes. While many teachers are aware of the importance of reinforcing sun-safety messages to students, many may not be aware of the considerable personal exposure risk while performing outdoor duties in locations experiencing high to extreme ambient-UVR year-round. Personal erythemally-effective exposure of classroom teachers in tropical Townsville (19.3o S) was measured to establish seasonal extremes in exposure behavior. Mean daily personal exposure was higher in winter (91.2 J m-2, 0.91 Standard Erythema Dose (SED)) than summer (63.3 J m-2, 0.63 SED). The range of exposures represent personal exposures that approximate current national guidelines for Australian workers at the study latitude of approximately 1.2 SED (30 J m-2 effective to the International Commission on Non-Ionizing Radiation Protection). Similar proportions of teachers spent more than 1 hour outdoors per day in winter (28.6%) and summer (23.6%) as part of their teaching duties with seasonal differences having little effect on the time of exposure. Personal exposures for teachers peaked during both seasons near school meal-break times at 11:00 am and 1:00 pm respectively.
关键词： Teachers,Occupation,Ultraviolet,Dosimetry,Skin cancer
更新于2025-09-23 15:22:29
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Insertion of Photovoltaic Solar Systems in Technological Education Institutions in Brazil: Teacher Perceptions Concerning Contributions towards Sustainable Development
摘要： Teaching spaces are seen as institutions presenting relevant power to promote sustainability. Thus, in addition to knowledge (re)producers, they must also assume ethical obligations to incorporate daily sustainability-oriented actions. In this context, this study evaluates faculty perceptions regarding contributions to the teaching–learning process and the di?usion of a pedagogical practice adhering to sustainability assumptions, arising from the insertion of photovoltaic solar systems in educational institutions. A study was conducted at the Rio Grande do Norte Federal Institute of Education Science and Technology, with 2.2 photovoltaic MWp distributed throughout its 21 campuses. This study investigated teacher knowledge and attitudes towards renewable energy sources in their school practice, as a way of understanding these issues and presenting propositions that will strengthen their role in daily school life. Teachers are aware of the importance of these sources, but their knowledge does not form links with their practice. Thus, the necessary connections to promote sustainability from the existence of institutional photovoltaic systems were proven insu?cient. They did not support the concept, nor the adoption of pedagogical practices linked to this technology. In addition, teacher inability to bring knowledge related to renewable energies to the classroom and link them to daily student lives was also noted. The adoption of renewable energy to promote a sustainability culture demands the formation of teacher knowledge and attitudes, and this training must follow a continuous path.
关键词： sustainability,photovoltaic,teaching–learning,renewable energy,sustainable development,education,school,teachers
更新于2025-09-19 17:13:59