Research of non-contact anterior cruciate ligament (ACL) injury risk aims to identify modifiable risk factors that are linked to the mechanisms of injury. Information from these studies is then used in the development of injury prevention programmes. However, ACL injury risk research often leans towards methods with three limitations: 1) a poor preservation of the athlete-environment relationship that limits the generalisability of results, 2) the use of a strictly biomechanical approach to injury causation that is incomplete for the description of injury mechanisms, 3) and a reductionist analysis that neglects profound information regarding human movement. This current opinion proposes three principles from an ecological dynamics perspective that address these limitations. First, it is argued that, to improve the generalisability of findings, research requires a well-preserved athlete-environment relationship. Second, the merit of including behaviour and the playing situation in the model of injury causation is presented. Third, this paper advocates that research benefits from conducting non-reductionist analysis (i.e., more holistic) that provides profound information regarding human movement. Together, these principles facilitate an ecological dynamics approach to injury risk research that helps to expand our understanding of injury mechanisms and thus contributes to the development of preventative measures.
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This article will briefly discuss the implications of the recognition of ecological justice in relation to environmental education (EE) and education for sustainable development (ESD). It is argued that the present conception of environment taught through EE and ESD negates the subjectivity of non-human species and ignores the ethical imperatives of ecological justice. Evocating environmental ethics, major directions integrating ecological justice into EE and ESD are proposed. This is an Accepted Manuscript of an article published by Taylor & Francis in "Chinese Journal of Population, Resources and Environment" on 09/23/14, available online: https://doi.org/10.1080/10042857.2014.933498 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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Indigenous rights’ relationship to ecological justice in Amazonia has not been explicitly explored in the literature. As social scientists rarely talk about violence against non-humans, this case study of conservation in Amazonia will explore this new area of concern. Ethical inquiries in conservation also engage with the manifold ways through which human and nonhuman lives are entangled and emplaced within wider ecological relationships, converging in the notion of environmental justice, which often fails to account for overt violence or exploitation of non-humans. Reflecting on this omission, this chapter discusses the applicability of engaged social science and conservation to habitat destruction in Amazonia, and broader contexts involving violence against non-humans. The questions addressed in this chapter are: is the idea of ecological justice sufficiently supported in conservation debate, and more practical Amazonian contexts? Can advocacy of inherent rights be applied to the case of non-humans? Can indigenous communities still be considered 'traditional' considering population growth and increased consumptive practices? Concluding that the existing forms of justice are inadequate in dealing with the massive scale of non-human abuse, this chapter provides directions for conservation that engage with deep ecology and ecological justice in the Amazonian context. doi: 10.1007/978-3-030-29153-2 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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The challenges we collectively face, such as climate change, are characterized by more complexity, interdependence, and dynamism than is common for educational practice. This presents a challenge for (university) education. These transition challenges are often described as wicked or VUCA (Volatile, Uncertain, Complex, and Ambiguous) problems. In response, educational innovations that are inspired by ecology such as living labs are starting to emerge, but little is known about how learners engage within and with these more ecological forms of education. This work is an exploratory study into how learners navigate VUCA learning environments linked to tackling sustainability transition challenges, with a focus on the positive qualities of these experiences. This is done through interpretative phenomenological analysis (IPA) of seven students (using semi-structured interviews) of the MSC Metropolitan Analysis, Design and Engineering program, a joint degree from Wageningen University and Delft University of Technology in the Netherlands. The main findings, which are both psychological and educational, of this exploration include openness to new experiences (1), flexibility (2), a process appreciation of learning (3), a desire to create a positive impact on one’s direct biophysical environment (4) and society (5). In addition, we discuss the potential limitations of the malleability of these different qualities and propose future avenues for research into ecological learning for universities. This work closes by highlighting recommendations for educators to consider when designing or engaging in ecological forms of higher education that connect students to sustainability transitions.
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Het plan van aanpak gepresenteerd in deze handreiking is bedoeld als leidraad voor het ontwerpen, ontwikkelen, implementeren en evalueren van verschillende Learning Communities binnen het RAAK-5 project Het Nieuwe Telen: gas erop! Het is bedoeld om zowel inzichten als instrumenten te bieden aan coördinatoren en facilitatoren voor de implementatie van de lokale Learning Communities gedurende het project. Deze handreiking is een noodzakelijke aanvulling op het project vanwege de prominente rol van Learning Communities binnen het project, maar ook omdat er geen wetenschappelijk gebaseerde ontwerpprincipes voor LC’s te vinden zijn. Er zijn veel projecten die Learning Communities uitvoeren, maar een grondige zoektocht naar literatuur en internetbronnen resulteerde niet in ontwerpprincipes.
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The concepts punitiveness and rehabilitation orientation in the general public are generally measured by rather broad attitude items that are not directly related to probation. In this study, two separate attitude scales were used that were tailor-made for the probation context and therefore have a high ecological validity. These ‘ecological scales’ were each analysed with the same predictor set. Cognitive emotive variables showed incremental prediction above demographics. Higher knowledge of probation and more satisfaction with society are related to a higher preference for rehabilitation. Less knowledge of probation and a higher feeling of victimization are related to a more punitive attitude.
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This article will discuss philosophical debates on economic growth and environmental sustainability, the role of management responsibility, and the risk of subversion to business as usual. This discussion will be framed using the concepts of Cradle to Cradle (C2C) and Circular Economy about sustainable production. The case study illustrating the danger of subversion of these progressive models discussed here is based on the assignments submitted by Masters students as part of a course related to sustainable production and consumption at Leiden University. The evaluation of the supposedly best practice cases placed on the website of the Ellen MacArthur Foundation or those awarded Cradle to Cradle certificate has led some students to conclude that these cases illustrated green-washing. Larger implications of identified cases of green-washing for the field of sustainable business and ecological management are discussed. “This is a post-peer-review, pre-copyedit version of an article published in 'Philosophy of Management'. The final authenticated version is available online at: https://doi.org/10.1007/s40926-019-00108-x LinkedIn: https://www.linkedin.com/in/helenkopnina/
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The childhood obesity epidemic has persisted for over three decades, which has presented serious social, economic and health consequences worldwide. For researchers and policy makers alike, cycling has been a promising focus over recent years for developing long-term physically active lifestyles in urban environments, in addition to contributing to the global quest to combat climate change. Promoting cycling thus presents a win-win situation not just for individuals' well-being, but for multiple involved sectors such as public health, transport ministry and environmental agencies. For children, cycling promotes exercise engagement, active transport opportunities, motor skill development and social interaction. However, across European cities, there are considerable discrepancies in the uptake of cycling amongst children. To understand and subsequently promote children's cycling behavior, it is crucial that the complex social, physical and policy environment, and their interrelationships, are considered. Therefore, in this perspective article, we adopt the socio-ecological model to gain insight into how children's cycling behavior is shaped at the interpersonal, organizational and community level embedded within city policies, relevant to increase future cycling participation in children. Our perspective is based on a review of cycling policies of two European cities, Amsterdam (Netherlands) and Newcastle (UK), where stark contrasts in children's cycling participation can be observed. Our findings show that cycling policies in Amsterdam have mainly contributed to comprehensive organizational level changes, for example, cycling infrastructure development within the city, whereby these initiatives have made significant progress at the community level where cycling has become part of the “Dutch culture”. Hence, cycling is a more common transportation mode among children in Amsterdam than in Newcastle. In Newcastle, policies primarily focus on organizational or community level changes, and progress has recently been accelerated in response to COVID-19. In addition to differences, we have also identified similar challenges in the two cities, such as the urgency to support uptake of cycling for children with low socio-economic background or challenges related to cultural differences. We also propose a “shared (cycle-)path” for policy makers and researchers as working together is crucial in producing multi-component interventions at a policy level that recognize individual, as well as interpersonal, community and organizational factors.
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In this paper the concept of "ecological personality scales" is introduced. These are contextualized inventories with a high ecological validity. They are developed in a bottom-up or qualitative way and combine a relatively high trait specificity with a relatively high situational specificity. An ecological conscientiousness or time management scale for Ph.D. candidates was developed. It significantly predicted Ph.D. performance criteria and showed incremental validity beyond Big Five (Study 1) and narrow trait and frame-of-reference scales (Study 2). These findings suggest that an ecological approach may contribute to further improving the criterion validity of personality measures
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This open access book states that the endemic societal faultlines of our times are deeply intertwined and that they confront us with challenges affecting the security and sustainability of our societies. It states that new ways of inhabiting and cultivating our planet are needed to keep it healthy for future generations. This requires a fundamental shift from the current anthropocentric and economic growth-oriented social contract to a more ecocentric and regenerative natural social contract. The author posits that in a natural social contract, society cannot rely on the market or state alone for solutions to grand societal challenges, nor leave them to individual responsibility. Rather, these problems need to be solved through transformative social-ecological innovation (TSEI), which involves systemic changes that affect sustainability, health and justice. The TSEI framework presented in this book helps to diagnose and advance innovation and change across sectors and disciplines, and at different levels of governance. It identifies intervention points and helps formulate sustainable solutions for policymakers, administrators, concerned citizens and professionals in moving towards a more just and equitable society.
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