A critical appraisal of single-step extraction procedures of chromium species from soil was done in terms of their selectivity towards Cr(III) and Cr(VI) species. Samples of natural mineral and organic soil and samples of soil enriched with different chromium compounds of various solubility (in liquid or solid form) were used to simulate contamination of soil by liquid and solid wastes. The efficiency of extraction of Cr(III) and Cr(VI) species with various reagents, e.g. acetic acid, chelating agents (EDTA, DTPA) or inorganic salts (phosphates and carbonates), was evaluated on the basis of recovery results obtained for enriched samples. None of used reagents allow for quantitative extraction of added Cr(III) form. Procedures based on extraction of soil with Na2CO3 at room and elevated temperature (90–95 °C) were suitable for extraction of Cr(VI) species from mineral soil, whereas for organic soil, the procedure based on extraction with Na2CO3 at room temperature was recommended. The developed extraction procedures were validated using certified reference material (CRM 041 soil) and applied for analysis of contaminated soil samples. The studies showed that the physical state of waste, initial form and oxidation state of chromium and soil properties influenced the final chromium species and their mobility in soil, which have an impact on contamination of environment. The analysis of contaminated soil samples from a tannery area showed that the share of Cr(VI) was very low (only 0.8–4.5%) despite the high total content of chromium, which confirmed that chromium was present in immobile forms.
Education for sustainable development is presently a relevant topic in the policies of interna-tional organisations (such as UN/UNESCO and the European Union) and in national contexts such as Poland and Portugal. Within the policies implemented, civil society organisations and social movements undertake (adult) education for sustainable development projects and activ-ities that have an important impact by raising awareness and promoting changes in the behav-iour and attitudes of both countries’ populations. However, several challenges can be pointed out regarding the implementation of these initiatives. These challenges will be highlighted in this article, which focuses on the comparison of policies and practices implemented in Poland and Portugal.
This chapter looks at the significance of individual and collective counter-hegemonic practices of the Extinction Rebellion (XR) movement in Poland. Founded on the idea of civil disobedience, these practices essentially contest the passive attitude of political decision-makers vis-à-vis threats associated with the global climate crisis. We explore the dimensions of learning (for) civil disobedience and show the relevance of this activity for the civic awareness of XR activists and as a differentiator for the movement as a whole. Our qualitative research is based on narrative interviews with selected XR activists from Warsaw and Wrocław and serves as a critical exploratory study. Importantly, it is also a tool of pedagogical intervention which aims to demonstrate and strengthen the voice of young people concerned about the fate of our planet in the realities of the hegemony of the neoliberal, neoconservative, populist state.
The article compares discourses of the National Energy and Climate Plans (NECPs) of Poland, Portugal and Slovenia concerning the role of adult learning and education for sustainable development. NECPs are analysed through a theoretical proposal based on Escobar's (2005) and Krause's (2010) contributions, establishing three approaches to development and adult learning and education: a) a progress-oriented and aware citizen approach; b) a global, critical and transformative approach; and c) an active global and local participatory approach. Main conclusions highlight a progress-oriented and aware citizen approach in the EU-initiated NECPs. Additionally, a top-down approach is evident in the policy documents, as well as an alignment with the liberal theory of development without a deeper reflection on local contexts, evidencing a marginal role of adult learning and education.
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