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This paper describes networking for education for sustainable development within the Austrian ECOLOG-schools network. It discusses theoretical concepts of Education for Sustainable Development and school development from an Austrian perspective, as well as networks in education in general and the organisation of the ECOLOG-network in particular. ECOLOG is a programme and network for the greening of schools and education for sustainability in Austria. For 25 years, over 700 ECOLOG schools and 13 colleges of teacher education have been integrating an ecological approach into their everyday school life and school development. Throughout the ECOLOG-schools network's existence, a series of evaluations, inquiries, and studies have been produced (Rauch & Pfaffenwimmer, 2020). Based on these evaluations and to obtain current quantitative data on the implementation of ECOLOG at the participating schools, a questionnaire survey was sent to all ECOLOG school coordinators with 154 respondents (25% response rate) in the school year 2018/19, with the aim of deriving relevant measures to support ECOLOG schools. The results show that the coordinators implemented the ECOLOG principles in their everyday school life through environmentally conscious actions, while pupils learned how to deal with limited resources and were exposed to new ways of thinking and working. However, there is still room for improvement, for instance in shaping cooperation with out-of-school partners., Sisyphus — Journal of Education, Vol. 11 No. 2 (2023): Thinking Education in Times of Transition

This paper describes networking for education for sustainable development within the Austrian ECOLOG-schools network. It discusses theoretical concepts of Education for Sustainable Development and school development from an Austrian perspective, as well as networks in education in general and the organisation of the ECOLOG-network in particular. ECOLOG is a programme and network for the greening of schools and education for sustainability in Austria. For 25 years, over 700 ECOLOG schools and 13 colleges of teacher education have been integrating an ecological approach into their everyday school life and school development. Throughout the ECOLOG-schools network's existence, a series of evaluations, inquiries, and studies have been produced (Rauch & Pfaffenwimmer, 2020). Based on these evaluations and to obtain current quantitative data on the implementation of ECOLOG at the participating schools, a questionnaire survey was sent to all ECOLOG school coordinators with 154 respondents (25% response rate) in the school year 2018/19, with the aim of deriving relevant measures to support ECOLOG schools. The results show that the coordinators implemented the ECOLOG principles in their everyday school life through environmentally conscious actions, while pupils learned how to deal with limited resources and were exposed to new ways of thinking and working. However, there is still room for improvement, for instance in shaping cooperation with out-of-school partners., Este artículo describe el trabajo en red para la educación para el desarrollo sostenible de la red de escuelas-ECOLOG de Austria. Analiza los conceptos teóricos de la Educación para el Desarrollo Sostenible y el desarrollo escolar desde el punto de vista austriaco, así como las redes en educación en general y la organización de la red ECOLOG en particular. ECOLOG es un programa y una red para la ecologización de las escuelas y la educación para la sostenibilidad en Austria. Durante 25 años, más de 700 escuelas ECOLOG y 13 escuelas de formación de profesores han integrado un enfoque ecológico en su vida escolar diaria y en el desarrollo escolar. A lo largo de la existencia de la red de escuelas-ECOLOG, se han producido una serie de evaluaciones, encuestas y estudios (Rauch & Pfaffenwimmer, 2020). Con base en estas evaluaciones y para obtener datos cuantitativos actuales sobre la implementación de ECOLOG en las escuelas participantes, se envió una encuesta a todos los coordinadores escolares de ECOLOG, con 154 encuestados (tasa de respuesta del 25%) en el año escolar 2018/19, con el objetivo de extraer medidas de apoyo relevantes para las escuelas ECOLOG. Los resultados muestran que los coordinadores implementaron los principios de ECOLOG en la vida escolar cotidiana a través de acciones ambientalmente conscientes, mientras que los alumnos aprendieron cómo lidiar con recursos limitados y fueron expuestos a nuevas formas de pensar y trabajar. Sin embargo, todavía hay margen de mejora, por ejemplo, en la configuración de la cooperación con socios extraescolares., Este artigo descreve o trabalho em rede - networking - na educação para o desenvolvimento sustentável dentro da rede austríaca de escolas-ECOLOG. Analisa os conceitos teóricos de Educação para o Desenvolvimento Sustentável e de desenvolvimento escolar do ponto de vista austríaco, bem como as redes em educação em geral e a organização da rede-ECOLOG em particular. O ECOLOG consiste num programa e numa rede para a ecologização das escolas e a educação para a sustentabilidade na Áustria. Há 25 anos que mais de 700 escolas ECOLOG e 13 escolas de formação de professores integram uma abordagem ecológica na sua vida escolar quotidiana e no desenvolvimento escolar. Desde que a rede de escolas-ECOLOG existe, tem-se produzido uma série de avaliações, inquéritos e estudos (Rauch & Pfaffenwimmer, 2020). Com base nestas avaliações e para obter dados quantitativos atuais sobre a implementação do ECOLOG nas escolas participantes, enviou-se um inquérito por questionário a todos os coordenadores de escolas ECOLOG, tendo havido 154 respondentes (taxa de resposta de 25%) no ano escolar 2018/19, com o objetivo de extrair medidas relevantes de apoio às escolas ECOLOG. Os resultados mostram que os coordenadores implementaram os princípios ECOLOG na vida escolar quotidiana através de ações ambientalmente conscientes, à medida que os estudantes aprenderam como lidar com recursos limitados e foram expostos a novas formas de pensar e de trabalhar. Porém, ainda há por onde melhorar, por exemplo na definição de cooperação com parceiros externos à escola.

The interdisciplinary nature as well as the present and future relevance of the sustainability debate, with all its inherent dilemmas and uncertainties, may constitute a fertile ground for educational innovation. A crucial prerequisite for innovation of schools and instruction in the sense mentioned above is a teacher education which allows for these principals. Against this background the four-semester in-service course “BINE - Education for Sustainable Development – Innovations in School and Teacher Education” was developed at Austrian Universities. The goal of BINE is to encourage participants to deal as a community of learners with subject information on sustainable development (SD) and education for sustainable development (ESD). The results of the evaluation have shown that the course offers an adequate learning strategy for the participants to construct the meaning of the complex issues of SD and ESD by researching, reflecting and exchanging in learning groups focused on concrete examples., APEduC Journal - Research and Practices in Science, Mathematics and Technology Education, Vol 4 Nº 1 (2023): APEduC Revista | APEduC Journal

The Neutrino Mass Ordering (NMO) remains one of the outstanding questions in the field of neutrino physics. One strategy to measure the NMO is to observe matter effects in the oscillation pattern of atmospheric neutrinos above $\sim 1\,\mathrm{GeV}$, as proposed for several next-generation neutrino experiments. Moreover, the existing IceCube DeepCore detector can already explore this type of measurement. We present rthe development and application of two independent analyses to search for the signature of the NMO with three years of DeepCore data. These analyses include a full treatment of systematic uncertainties and a statistically-rigorous method to determine the significance for the NMO from a fit to the data. Both analyses show that the dataset is fully compatible with both mass orderings. For the more sensitive analysis, we observe a preference for Normal Ordering with a $p$-value of $p_\mathrm{IO} = 15.3\%$ and $\mathrm{CL}_\mathrm{s}=53.3\%$ for the Inverted Ordering hypothesis, while the experimental results from both analyses are consistent within their uncertainties. Since the result is independent of the value of $\delta_\mathrm{CP}$ and obtained from energies $E_\nu \gtrsim 5\,\mathrm{GeV}$, it is complementary to recent results from long-baseline experiments. These analyses set the groundwork for the future of this measurement with more capable detectors, such as the IceCube Upgrade and the proposed PINGU detector., Comment: 15 pages, 9 figures

UNESCO Biosphere Reserves (BRs) are internationally recognized model regions for sustainable development and used to conducting participation processes. This research explored the need and research design options for multi-channel participation approaches including digital systems for Austrian BRs. With the support of an online survey and a two-day virtual workshop with people from the management and stakeholders of three Austrian BRs as well as researchers from different Austrian scientific institutes, traditional participation formats were discussed. This inter- and transdisciplinary approach indicated that Austrian BRs face difficulties to reach certain target groups using traditional participation formats. Participants agreed on the need to try new approaches and that the gradual introduction of digital transformation in rural areas is important. The study shows the great need for action and research in the field of e-participation to implement multi-channel participation systems with new online components. The role and effects of electronic support for civic participation and the effects on BR management and decision-making need to be evaluated, as well as the wider impacts on local democracy and sustainable development., Der Öffentliche Sektor - The Public Sector 48(1): 9-16

Physical review / D 102(12), 122001 (2020). doi:10.1103/PhysRevD.102.122001, We report here an extension of the measurement of the all-particle cosmic-ray spectrum with IceTop to lower energy. The new measurement gives full coverage of the knee region of the spectrum and reduces the gap in energy between previous IceTop and direct measurements. With a new trigger that selects events in closely spaced detectors in the center of the array, the IceTop energy threshold is lowered by almost an order of magnitude below its previous threshold of 2 PeV. In this paper we explain how the new trigger is implemented, and we describe the new machine-learning method developed to deal with events with very few detectors hit. We compare the results with previous measurements by IceTop and others that overlap at higher energy and with HAWC and Tibet in the 100 TeV range., Published by Inst.302363, Melville, NY