The Ecocentric and Anthropocentric Attitudes toward the Sustainable Development (EAATSD) scale measures environmental concern in relation to sustainable development. This article will discuss how this scale was tested with three groups of Dutch higher education students. Findings demonstrate that anthropocentric and ecocentric values are independent of the students’ chosen course of study, suggesting that students attracted by the ‘sustainable development’ course title do not necessarily associate ‘sustainability’ with ecocentric aims. This article discusses why ecocentric values are beneficial to the objective of a sustainable society and proposes ways forward in which these values can be enhanced in learners. https://doi.org/10.3390/educsci7030069 https://www.linkedin.com/in/helenkopnina/
MULTIFILE
The hospitality industry contributes significantly to global climate change through its high resource consumption and emissions due to travel. As public pressure for hotels to develop sustainability initiatives to mitigate their footprint grows, a lack of understanding of green behavior and consumption of hotel guests hinders the adoption of effective programs. Most tourism research thus far has focused on the ecotourism segment, rather than the general population of travelers, and while research in consumer behavior shows that locus of control (LOC) and guilt can influence guests’ environmental behavior, those factors have not been tested with consideration of the subjective norm to measure their interaction and effect on recycling behavior. This study first examines the importance of internal and external LOC on factors for selecting hotel accommodation and the extent of agreement about hotel practices and, second, examines the differences in recycling behavior among guests with internal versus external LOC under levels of positive versus negative subjective norms and feelings of low versus high guilt.
MULTIFILE
The phenomena of urbanization and climate change interact with the growing number of older people living in cities. One of the effects of climate change is an increased riverine flooding hazard, and when floods occur this has a severe impact on human lives and comes with vast economic losses. Flood resilience management procedures should be supported by a combination of complex social and environmental vulnerability assessments. Therefore, new methodologies and tools should be developed for this purpose. One way to achieve such inclusive procedures is by incorporating a social vulnerability evaluation methodology for environmental and flood resilience assessment. These are illustrated for application in the Polish city of Wrocław. Socio-environmental vulnerability mapping, based on spatial analyses using the poverty risk index, data on the ageing population, as well as the distribution of the areas vulnerable to floods, was conducted with use of a location intelligence system combining Geographic Information System (GIS) and Business Intelligence (BI) tools. The new methodology allows for the identification of areas populated by social groups that are particularly vulnerable to the negative effects of flooding. C 2018 SETAC Original Publication: Integr Environ Assess Manag 2018;14:592–597. DOI: https://doi.org/10.1002/ieam.4077
MULTIFILE
The benefits of having a high indoor environmental quality (IEQ) for a healthy life and optimal performance are well known. In addition, research has been executed on the effects of indoor environmental parameters such as (day)light, sound/ acoustics, temperature, and air quality on people living with dementia.
DOCUMENT
This chapter addresses environmental education as an important subject of anthropological inquiry and demonstrates how ethnographic research can contribute to our understanding of environmental learning both in formal and informal settings. Anthropology of environmental education is rich in ethnographies of indigenous knowledge of plants and animals, as well as emotional and religious engagement with nature passed on through generations. Aside from these ethnographies of informal environmental education, anthropological studies can offer a critical reflection on the formal practice of education, especially as it is linked to development in non-Western countries. Ethnographic and critical studies of environmental education will be discussed as one of the most challenging directions of environmental anthropology of the future. This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in "Environmental Anthropology: Future Directions" on 7/18/13 available online: https://doi.org/10.4324/9780203403341 LinkedIn: https://www.linkedin.com/in/helenkopnina/
MULTIFILE
This study explores if multiple alterations of the classrooms' indoor environmental conditions, which lead to environmental conditions meeting quality class A of Dutch guidelines, result in a positive effect on students' perceptions and performance. A field study, with a between-group experimental design, was conducted during the academic course in 2020–2021. First, the reverberation time (RT) was lowered in the intervention condition to 0.4 s (control condition 0.6 s). Next, the horizontal illuminance (HI) level was raised in the intervention condition to 750 lx (control condition 500 lx). Finally, the indoor air quality (IAQ) in both conditions was improved by increasing the ventilation rate, resulting in a reduction of carbon dioxide concentrations, as a proxy for IAQ, from ~1100 to <800 ppm. During seven campaigns, students' perceptions of indoor environmental quality, health, emotional status, cognitive performance, and quality of learning were measured at the end of each lecture using questionnaires. Furthermore, students' objective cognitive responses were measured with psychometric tests of neurobehavioural functions. Students' short-term academic performance was evaluated with a content-related test. From 201 students, 527 responses were collected. The results showed that the reduction of the RT positively influenced students' perceived cognitive performance. A reduced RT in combination with raised HI improved students' perceptions of the lighting environment, internal responses, and quality of learning. However, this experimental condition negatively influenced students' ability to solve problems, while students' content-related test scores were not influenced. This shows that although quality class A conditions for RT and HI improved students' perceptions, it did not influence their short-term academic performance. Furthermore, the benefits of reduced RT in combination with raised HI were not observed in improved IAQ conditions. Whether the sequential order of the experimental conditions is relevant in inducing these effects and/or whether improving two parameters is already beneficial, is unknown.
DOCUMENT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book introduces the development of environmental anthropology as a distinct sub-field and its central theoretical issues, and provides extensive intellectual histories and commentary by the contributors. It investigates the sub-fields of environmental anthropology and provides a wide breadth of lenses through which to view the human-environmental relationship. The book delves into the connections between knowledge, belief, and sustainability, and the rich repository of ethical history and practical knowledge that can inform current sustainability efforts. It addresses the urgent issues related to resilience and vulnerability to natural hazards, disasters, and the rippling effects of climate change. The book explores recent developments in the relationship between anthropology and the environment from the perspective of justice. It focuses on the important intersections of health, population, and the environment, combining insights from different sub-disciplines related to anthropology. This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in "Routledge Handbook of Environmental Anthropology". on 08/12/16 available online: https://doi.org/10.4324/9781315768946 LinkedIn: https://www.linkedin.com/in/helenkopnina/
MULTIFILE
from the article: Abstract Based on a review of recent literature, this paper addresses the question of how urban planners can steer urban environmental quality, given the fact that it is multidimensional in character, is assessed largely in subjective terms and varies across time. The paper explores three questions that are at the core of planning and designing cities: ‘quality of what?’, ‘quality for whom?’ and ‘quality at what time?’ and illustrates the dilemmas that urban planners face in answering these questions. The three questions provide a novel framework that offers urban planners perspectives for action in finding their way out of the dilemmas identified. Rather than further detailing the exact nature of urban quality, these perspectives call for an approach to urban planning that is integrated, participative and adaptive. ; ; sustainable urban development; trade-offs; quality dimensions
DOCUMENT
In this article, we elaborate on the role of dialogical learning in identity formation in the context of environmental education. First, we distinguish this kind of learning from conditioning and reproductive learning. We also show that identity learning is not self-evident and we point out the role of emotions. Using Dialogical Self Theory, we then suggest that individuals do not have an “identity hierarchy” but a dialogical self that attaches meaning to experiences in both conscious and unconscious ways. We describe the learning process that enables the dialogical self to develop itself, and we elaborate on the characteristics of a good dialogue. We conclude with some remarks expanding room for a dialogue that would foster identity learning. https://doi.org/10.3390/resources5010011 https://www.linkedin.com/in/helenkopnina/
MULTIFILE
Chronic itching is a serious and uncomfortable condition. The scratch response might result in a vicious cycle of alternating itching and scratching. To develop psychological interventions for people suffering from chronic itching and to break the vicious itch-scratching-itch cycle, it is important to elucidate which environmental factors trigger itch sensations. Virtual reality (VR) techniques provide a useful tool to examine specific content characteristics in a three-dimensional (3D VR) environment and their influences on itch sensations and scratching behaviour. This article describes two experiments in which we focused on the effects of environmental information on itching and scratching behaviour. Additionally, in the second experiment, we examined the influence of having a chronic skin condition on sensitivity to itch induction. We found evidence for the importance of the content of audio–visual materials for the effectiveness in inducing feelings of itch in the observers. In both experiments, we observed significantly higher levels of perceived itch in the itch-inducing conditions than in the control condition. Moreover, the results showed that elevated levels of perceived itch were associated with an increase in scratching behaviours, which was especially salient in the contagious itch condition, in which perceived itch was accompanied by a significant increase in the number of scratches. Experiment 2 additionally showed increased perceived itch levels in participants who reported having a chronic skin condition, reflecting higher sensitivity to itch-inducing audio–visual stimuli in this group than in participants without a chronic skin condition. Based on the results we concluded that directing attention towards itch- or scratch aspects of related information in the environment and to the consequences for one’s own skin are effective tools to induce itch sensations and scratching behaviour. This knowledge provides tools for developing novel strategies in advising and treating people suffering from chronic itching and breaking the vicious itch-scratching-itch cycle.
DOCUMENT
