This paper introduces basic considerations that inform education for geospatial thinking, as proposed in the KA2 Erasmus Plus GI-Learner project. It reports on some initial state-of-theart activities of the project, presents a list of GI-Learner competences based on a broad literature review and establishes a roadmap for future support activities for geospatial learning.

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This article is concerned about investigating student teachers' changing perceptions of what it is to be a teaching professional. Following detailed study of recent educational research and college-based discussion of paradigms of teacher 'professionalism', over 50 South Bank University students were asked to prioritise specific teaching attributes, both before and after their Final Teaching Practice. Utilising a variety of methodologies, students' assessment of the rationale behind changes in personal reflection on the eve of their becoming acknowledged 'professionals', will be analysed. By endeavouring to provoke frank personal assessments of their own levels of professionalism, this study hopes to illustrate how increasing social and political expectations and the resulting increase in teacher accountability, along with students' imminent award of teacher status, combine with other factors in impacting on new teachers' perceptions of what constitutes a 'professional'.

Maralinga, South Australia was an important site in the United Kingdom nuclear weapons test programme. Seven bombs were exploded and a series of 'safety' tests carried out; the latter in particular disseminated appreciable amounts of uranium and plutonium over a wide area. A programme to clean up the test site over several years was instituted, with in-situ vitrification as a principal measure. The final report on the programme has now been published. However, both the programme and the Report are seriously flawed; this article provides criticisms of both.