Month: July 2024

Climate resilience of European wine regions

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Abstract

Over centuries, European vintners have developed a profound knowledge about grapes, environment, and techniques that yield the most distinguishable wines. In many regions, this knowledge is reflected in the system of wine geographical indications (GI), but climate change is challenging this historical union. Here, we present a climate change vulnerability assessment of 1085 wine GIs across Europe and propose climate-resilient development pathways using an ensemble of biophysical and socioeconomic indicators. Results indicate that wine regions in Southern Europe are among the most vulnerable, with high levels also found in Eastern Europe. Vulnerability is influenced by the rigidity of the GI system, which restricts grape variety diversity and thus contributes to an increased sensitivity to climate change. Contextual deficiencies, such as limited socioeconomic resources, may further contribute to increased vulnerability. Building a climate-resilient wine sector will require rethinking the GI system by allowing innovation to compensate for the negative effects of climate change.

Disorientation as an Emotional Experience: An Introduction from an Interactionist Perspective

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Abstract

Disorientation is a versatile, multidisciplinary concept. Whether associated with its spatial meaning or its non-spatial, more metaphorical sense, various disciplines have used disorientation to describe a broad range of philosophical, cultural, and social phenomena in the last decades. However, the focus on the concept from an emotional perspective remains scarce. To expand the current investigation on the topic, the present paper attempts a first approach to conceptualize disorientation as an emotional experience from an interactionist perspective. The paper reviews the previous literature, provides theoretical background and a working definition for the concept, and examines prototypical situations that are potentially disorienting for individuals, emphasizing the social and situated nature of the disorienting experience. The paper also comments on the relationships between disorientation and culture and points out some implications of the concept in mental health and psychological distress. Altogether, the paper argues about the value of disorientation as a powerful construct to gain insight into what, why, and how traumatic and everyday situations as well as current cultural and social challenges impact people emotionally.

Leveraging Generative AI Models in Urban Science

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Abstract

Since the late 2000s, cities have emerged as the primary human habitat across the globe, and this trend is anticipated to continue strengthening in the coming decades. As we increasingly inhabit human-designed urban spaces, it becomes crucial to understanding better how these environments influence human behavior and how individuals perceive the city. In this chapter, we begin by examining the interplay between urban form and social behavior, highlighting key indicators of urban morphology, and presenting state-of-the-art methodologies for data collection. Subsequently, we harness the computational capability of foundation models, the latest Artificial Intelligence (AI) generation, to simulate interactions between individuals and urban built environments in a diverse group of 21 cities across the globe. Through this exploration, we scrutinize the models’ capacity to encapsulate the intricate complexities of how individuals behave and perceive cities. These examples demonstrate the potential of advanced AI systems to assist urban scientists in understanding cities, emphasizing the necessity for a meticulous evaluation of their capabilities and limitations for the optimal application of Generative AI in urban research and policymaking.

Student Perceptions of Diversity, Equity, and Inclusion Practices Related to Racism in Behavior-Analytic Graduate Training Programs

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Abstract

Recent literature addressing the development of cultural competencies and antiracism in behavior-analytic graduate training programs has focused primarily on the perspectives of faculty and current practitioners. The present study reports survey data on the perceptions of graduate students actively enrolled in those programs with respect to their racial equity and inclusion practices, as one important dimension of establishing cultural competency. Verified course sequence coordinators in the United States were asked to forward an invitation with an electronic survey link to the students in their programs. Survey questions asked about perceived: (1) racial diversity of fellow students and faculty; (2) race-related experiences during recruitment; (3) inclusion of race-related topics and materials in program curricula and course content; (4) availability and adequacy of resources to support racially diverse graduate students and other diversity efforts; and (5) composition and climate of the campus, department, and program with respect to racial equity and inclusion. Overall, the survey results indicate that there is work still to be done if behavior-analytic training programs are to reflect recommended practices in equity and inclusion for our students and contribute maximally to creating antiracist graduate programs. These findings may stand as a source of some concern in our efforts to prepare developing professionals as culturally competent and antiracist researchers and practitioners.

Anthropocene Literacy for Science Education

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Abstract

No scientific concept in the twenty-first century has garnered more attention from scholars outside the scientific community than the Anthropocene. Despite the official rejection by the geological community in March 2024 of the proposal for an Anthropocene Epoch as a formal unit of the Geological Time Scale, it is expected to remain an invaluable descriptor of human impact on Earth. It is also undeniable that it will continue to inspire vigorous studies not only in geology, ecology, and Earth system science but also in the humanities, social sciences, and the arts. How, then, can the Anthropocene be effectively taught in science classrooms? This paper seeks to underscore the value of teaching this novel yet controversial concept to STEM students and proposes an educational curriculum that addresses both scientific content and social issues. The primary pedagogical object is to foster what we call “Anthropocene literacy,” which comprises three key components: understanding the nature of science through the lens of the Anthropocene, embracing a multidisciplinary approach, and gaining insight into the impact of human activities on the Earth. These components serve as the cornerstone of our proposed educational framework, which aims to equip students with the knowledge and critical thinking skills necessary to comprehend the complexities of the Anthropocene and its implications for our planet.

Community Recommendations for Adapting an Evidence-Based Mental Health Intervention for Racially/Ethnically Diverse Schools: A Qualitative Study

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Abstract

The goal of this qualitative study was to understand the perspectives of school community members (adolescents, parents, school administrators, teachers, mental health providers) regarding the adaptation of an evidence-based transdiagnostic mental health treatment, known as the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Adolescents, for delivery in racially/ethnically diverse schools. Thirty-three school community members (n = 9 adolescents, n = 4 parents, n = 5 school administrators, n = 10 teachers, n = 5 mental health providers) participated in a series of focus groups or individual interviews. We used a rapid qualitative analysis to summarize their recommendations for adapting our intervention across seven themes: (1) consider social determinants of health, (2) include content related to social media and digital literacy, (3) provide teachers and staff with training on identifying and referring to mental health services and basic psychoeducation, (4) build trust and reduce stigma, (5) use qualified mental health providers to conduct culturally relevant sessions in person during school hours, (6) consider flexible format offerings and extended intervention delivery window, and (7) anticipate low parental engagement. These data were critical for informing systematic content and procedural modifications to our adapted intervention, such as scheduling sessions for school lunch hours and identifying coaches (e.g., teachers, school administrators) to support students with check-ins regarding session attendance and skill practice. These adaptations may be applied more broadly to the implementation of evidence-based mental health interventions in diverse school settings.

Tales of twin cities: what are climate analogues good for?

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Abstract

This article provides an epistemological assessment of climate analogue methods, with specific reference to the use of spatial analogues in the study of the future climate of target locations. Our contention is that, due to formal and conceptual inadequacies of geometrical dissimilarity metrics and the loss of relevant information, especially when reasoning from the physical to the socio-economical level, purported inferences from climate analogues of the spatial kind we consider here prove limited in a number of ways. Indeed, we formulate five outstanding problems concerning the search for best analogues, which we call the problem of non-uniqueness of the source, problem of non-uniqueness of the target, problem of average, problem of non-causal correlations and problem of inferred properties, respectively. In the face of such problems, we then offer two positive recommendations for a fruitful application of this methodology to the assessment of impact, adaptation and vulnerability studies of climate change, especially in the context of what we may prosaically dub “twin cities”. Arguably, such recommendations help decision-makers constrain the set of plausible climate analogues by integrating local knowledge relevant to the locations of interest.

Tales of twin cities: what are climate analogues good for?

Latest Results

Abstract

This article provides an epistemological assessment of climate analogue methods, with specific reference to the use of spatial analogues in the study of the future climate of target locations. Our contention is that, due to formal and conceptual inadequacies of geometrical dissimilarity metrics and the loss of relevant information, especially when reasoning from the physical to the socio-economical level, purported inferences from climate analogues of the spatial kind we consider here prove limited in a number of ways. Indeed, we formulate five outstanding problems concerning the search for best analogues, which we call the problem of non-uniqueness of the source, problem of non-uniqueness of the target, problem of average, problem of non-causal correlations and problem of inferred properties, respectively. In the face of such problems, we then offer two positive recommendations for a fruitful application of this methodology to the assessment of impact, adaptation and vulnerability studies of climate change, especially in the context of what we may prosaically dub “twin cities”. Arguably, such recommendations help decision-makers constrain the set of plausible climate analogues by integrating local knowledge relevant to the locations of interest.

The role of ecosystem services within safe and just operating space at the regional scale

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Abstract

Context

The Regional Safe and Just Operating Space (RSJOS), serving as a conceptual framework that supports environmental governance and policy formulation, has garnered growing recognition. However, the application of ecosystem services in the RSJOS framework still constitutes a knowledge gap in the realm of landscape sustainability science.

Objectives

Our objective was to discuss the role of ecosystem services within the Safe and Just Operating Space (SJOS) framework to promote regional sustainability.

Methods

We analyzed the relationship between ecosystem services and the SJOS framework, including their similarities in core concepts and research objectives, as well as how ecosystem services relate to environmental ceilings and social foundations. Based on these analyses, we discussed the potential and challenges of bridging safe space and just space using an ecosystem services approach.

Results

We found that ecosystem services have the potential to help understand the interaction between ecological ceilings and social foundations when assessing RSJOS, using ecosystem service flows to link “safe” and “just” boundaries. However, challenges in applying ecosystem services to assess RSJOS can limit the benefits of this framework.

Conclusions

The examination of RSJOS should extend beyond snapshots of the current regional state and encompass their inherent interconnections and impact mechanisms. This broader perspective can subsequently inform policy decisions. Ecosystem services play a pivotal role in addressing the challenges within the RSJOS framework.

The role of ecosystem services within safe and just operating space at the regional scale

Latest Results

Abstract

Context

The Regional Safe and Just Operating Space (RSJOS), serving as a conceptual framework that supports environmental governance and policy formulation, has garnered growing recognition. However, the application of ecosystem services in the RSJOS framework still constitutes a knowledge gap in the realm of landscape sustainability science.

Objectives

Our objective was to discuss the role of ecosystem services within the Safe and Just Operating Space (SJOS) framework to promote regional sustainability.

Methods

We analyzed the relationship between ecosystem services and the SJOS framework, including their similarities in core concepts and research objectives, as well as how ecosystem services relate to environmental ceilings and social foundations. Based on these analyses, we discussed the potential and challenges of bridging safe space and just space using an ecosystem services approach.

Results

We found that ecosystem services have the potential to help understand the interaction between ecological ceilings and social foundations when assessing RSJOS, using ecosystem service flows to link “safe” and “just” boundaries. However, challenges in applying ecosystem services to assess RSJOS can limit the benefits of this framework.

Conclusions

The examination of RSJOS should extend beyond snapshots of the current regional state and encompass their inherent interconnections and impact mechanisms. This broader perspective can subsequently inform policy decisions. Ecosystem services play a pivotal role in addressing the challenges within the RSJOS framework.