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The Coulter Multisizer has clearly defined strengths and weaknesses as a particle-sizing instrument. It is easier to operate than its Coulter predecessors, though less so than several of its competitors. The Multisizer is best suited to handle very small samples with a narrow particle-size range, such as aeolian dusts and other sediments available only in small quantities. For such samples, Multisizer analysis times are short, resolution is very high (256 size classes) and reproducibility is good. The Multisizer is less well suited to soils and other samples available in large quantities and with a broad particle-size range. For soil particle-size analyses a composite method is proposed involving: Multisizer (2-75 µm), Pipette (<2 µm) and Sieve (>75 µm).

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Purpose-The purpose of this article is to study how real world learning was used to engender and enhance sustainability principles and practices with 11 micro-, small-and medium-tourism business enterprises and 101 university tourism students enrolled across three university courses. Design/methodology/approach-Action research processes were used to focus curricula on "education about and for sustainability". A participatory paradigm informed the action research processes. The key methodology was qualitative. Empirical materials were generated through lived experiences, reflexive team conversations, team journals, reflexive journals and student learning materials. Reflexive conversations and reflective dialogue framed interpretations. Findings-The action research process found that pedagogies, andragogies and ethnogogies that emphasize social processes of meaning making and sensemaking enhance and engender "education about sustainability" and "education for sustainability", especially when coupled with real world learning as a platform for social and profession-building processes between university students, course teaching staff and industry, in this case, micro-, small-and medium-tourism entrepreneurs. The authors thank the students, MSMEs, who participated in this study. The authors would also like to thank the Australian Research Institute in Education for Sustainability (ARIES) action research project co-coordinators for their support in our learning processes and keeping our multiple projects on track. This project was conducted through the auspices of the Australian Research Institute in Education for Sustainability (ARIES) and the Australian Government Department of the Environment, Water, Heritage and the Arts (DEWHA), under which this project was funded. ARIES project managed the research project as a national action research project, and regular reflexive dialogue sessions were held with ARIES coordination staff. These sessions focused on our team action research project and our individual action research projects. Several face-to-face sessions with representative from all national action research teams were conducted with the ARIES team. These sessions focused on action research and action learning processes and skill development as well as peer sharing by all national action research team representatives. This article has been informed by the final report for this project.