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The interplay of dual awareness in shaping carbon-neutral travel behavior among young adults
No full textWhile behavior change is vital for carbon-neutral tourism, research on specific actions like carbon-neutral travel behavior among younger generations remains limited. Therefore, this study investigates carbon-neutral travel behavior as a distinct form of pro-environmental behavior, emphasizing the motivations of younger travelers. The research utilized a questionnaire to gather data in Finland, incorporating the theory of planned behavior and the norm activation model. Unlike prior research that focused on awareness of negative consequences, we examined awareness of positive consequences as a factor driving personal norms. The integrated model, validated through the cross-validation predictive ability test, showed superior predictive power. The results indicated that components of the theory of planned behavior, especially social norms, directly and positively influence carbon-neutral travel behavior. Additionally, the results emphasize that awareness of positive consequences has a 4.2 times greater impact on attitude, indicating that recognizing positive outcomes can significantly influence carbon-neutral travel behavior more than awareness of negative outcomes. Ultimately, the analysis of the importance-performance map yields significant practical insights by highlighting the critical necessity to account for social norms. These findings offer valuable managerial implications for Finland and the Nordic region, helping policymakers and tourism stakeholders develop more effective interventions for sustainable travel
The Offering Stone of Lauri Ukkola in Sodankylä and definitions of both past and present traditions in relation to similar practices in connection with wooden idols
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Skiing-with snow:exploring proximate ethnographies
No full textIn this paper, we propose skiing-with as an ethnographic methodological exploration of being proximate with snowy landscapes and the crisis they face. Skiing is a traditional way of moving across and on snow. Skiing also sits at the heart of winter tourism and much is based on extensive fixed infrastructure, and driven by growth-oriented business models. However, the environment and business of skiing are threatened due to climate change and snow uncertainties. By building on the tradition of walking-with methods, we explore how skiing-with as a proximate ethnographic methodology helps us to re-think the current challenges around sustainability from an onto-epistemological point of view. Through skiing-with, we develop a new repertoire for knowing and (re)shaping ski-tourism priorities in the snowy landscapes. In so doing, we illustrate a feminist and posthuman ethnographic methodology for tourism research.In this paper, we propose skiing-with as an ethnographic methodological exploration of being proximate with snowy landscapes and the crisis they face. Skiing is a traditional way of moving across and on snow. Skiing also sits at the heart of winter tourism and much is based on extensive fixed infrastructure, and driven by growth-oriented business models. However, the environment and business of skiing are threatened due to climate change and snow uncertainties. By building on the tradition of walking-with methods, we explore how skiing-with as a proximate ethnographic methodology helps us to re-think the current challenges around sustainability from an onto-epistemological point of view. Through skiing-with, we develop a new repertoire for knowing and (re)shaping ski-tourism priorities in the snowy landscapes. In so doing, we illustrate a feminist and posthuman ethnographic methodology for tourism research
Teamwork in the Classroom
No full textIn inclusive classrooms, it should be possible for all students to learn in their own local neighbourhood (Slee, 2014), with education that enables them to reach their full learning potential (Booth & Ainscow, 2011), and feeling a sense of belonging to their school community (Qvortrup and Qvortrup, 2018). However, this is not without its challenges, and a teacher can face many difficulties, such as lack of time, material, learning spaces and personnel (Lingard & Mills, 2007). A teacher may also find it challenging to consider students’ individual needs (Joseph et al., 2013) and students may be left without appropriate support (Lumby & Coleman, 2016).In this chapter, we focus on teamwork in the classroom. It is one solution to the challenges that a teacher may confront in everyday school life when working with diverse students. The core of our chapter is to describe what kinds of professional competencies teachers need when they are working in teams.Teamwork and collaboration are at the heart of inclusive education; collaboration among adults, professionals and parents/carers and, above all, collaboration with and appreciation of the pupils. Inclusive education is values-led. The European Agency for Special Needs and Inclusive Education (2012:11) identifies the values which form the foundation for all teachers in inclusive education.“These four core values are:Valuing learner diversity – learner difference is considered as a resource and an asset to education.Supporting all learners – teachers have high expectations for all learners’ achievements.Working with others – collaboration and teamwork are essential approaches for all teachers.Continuing personal professional development – teaching is a learning activity and teachers take responsibility for their own lifelong learning.”In this chapter we focus on value 3 Working with others and how collaboration and teamwork are vital for teachers. However, teamwork also overlaps with the other core values, especially valuing learner diversity and developing personal skills in continuing personal professional development.In order to value learner diversity and support all learners, multiple methods and perspectives are needed (Diana Jr., 2014). In this way, the benefits of teamwork become apparent. It is also important to recognise that teachers are lifelong learners and continuing personal professional development is important to improve our attitude and ability to work in teams and to learn skills for effective teamwork (Lindsay, Proulx, Scott, and Thomson, 2014).In inclusive classrooms, it should be possible for all students to learn in their own local neighbourhood (Slee, 2014), with education that enables them to reach their full learning potential (Booth & Ainscow, 2011), and feeling a sense of belonging to their school community (Qvortrup and Qvortrup, 2018). However, this is not without its challenges, and a teacher can face many difficulties, such as lack of time, material, learning spaces and personnel (Lingard & Mills, 2007). A teacher may also find it challenging to consider students’ individual needs (Joseph et al., 2013) and students may be left without appropriate support (Lumby & Coleman, 2016).In this chapter, we focus on teamwork in the classroom. It is one solution to the challenges that a teacher may confront in everyday school life when working with diverse students. The core of our chapter is to describe what kinds of professional competencies teachers need when they are working in teams.Teamwork and collaboration are at the heart of inclusive education; collaboration among adults, professionals and parents/carers and, above all, collaboration with and appreciation of the pupils. Inclusive education is values-led. The European Agency for Special Needs and Inclusive Education (2012:11) identifies the values which form the foundation for all teachers in inclusive education.“These four core values are:Valuing learner diversity – learner difference is considered as a resource and an asset to education.Supporting all learners – teachers have high expectations for all learners’ achievements.Working with others – collaboration and teamwork are essential approaches for all teachers.Continuing personal professional development – teaching is a learning activity and teachers take responsibility for their own lifelong learning.”In this chapter we focus on value 3 Working with others and how collaboration and teamwork are vital for teachers. However, teamwork also overlaps with the other core values, especially valuing learner diversity and developing personal skills in continuing personal professional development.In order to value learner diversity and support all learners, multiple methods and perspectives are needed (Diana Jr., 2014). In this way, the benefits of teamwork become apparent. It is also important to recognise that teachers are lifelong learners and continuing personal professional development is important to improve our attitude and ability to work in teams and to learn skills for effective teamwork (Lindsay, Proulx, Scott, and Thomson, 2014)
Pedagogical Design of Playful Learning in English as a Foreign Language Learning:Chinese Teachers’ Perspectives
No full textA well-considered pedagogical design can significantly enhance the implementation of playful learning in school settings. Teachers’ beliefs, attitudes, and instructional practices play a decisive role in the success of innovative pedagogical approaches. This study explores Chinese primary school teachers’ perspectives on the design and implementation of playful learning pedagogy in the context of English as a Foreign Language (EFL) learning. Eight teachers participated in a 1.5-month playful learning project that included workshops and a two-week classroom implementation period. In the workshops, the teachers were familiarised with the concept of playful learning and a preliminary Pedagogical Design Model. They then implemented playful learning pedagogy in their classrooms, involving a total of 320 students. Post-implementation interview data were collected and analysed using thematic analysis. The findings indicate that teachers perceived the pedagogical design of playful learning as a valuable yet somewhat ambiguous process, viewing it as an important tool for enhancing students’ EFL learning. Although the teachers provided generally positive feedback, they also expressed concerns about the systematic design of the playful learning process. The study provides valuable insights into the use of playful learning pedagogy in the Chinese primary school context
Harmful Hopes in Sustainability Transitions
No full textIn the face of a multi-crisis environment, this special issue explores the complex role of hope in shaping the future. We delve into the potential of hope to drive positive action and transformative change, while also recognizing its capacity to hinder progress, divert resources, and sustain harmful ideologies. Through theoretical analyses and practical examples, we aim to discern between constructive and detrimental hopes, questioning their impact on global sustainability efforts
Mental Recession and the 1990s Economic Crisis as a Nationalist Experience
No full textTämä artikkeli tarkastelee 1990-luvun talouskriisiä Suomessa kansallisena kokemuksena, korostaen historiallisten kontekstien ja tulevaisuuden odotusten vaikutusta poliittisiin ja julkisiin narratiiveihin. Artikkeli tutkii tätä kahdella tasolla: poliittisessa keskustelussa ja kansalaisten poliitikoille lähettämissä kirjeissä. Poliittinen keskustelu kehysti laman kansallisena ja henkisenä kriisinä, vedoten talvisodan henkeen. Kirjeet paljastivat, että kansalaiset käyttivät historiaa monin eri tavoin tulkitakseen tapahtumia. Tutkimus korostaa taloudellisten olosuhteiden, poliittisen keskustelun ja kulttuuristen narratiivien vuorovaikutusta kriisiin reagoimisessa.This article explores the 1990s economic crisis in Finland as a national experience, emphasizing the influence of historical context and future expectations on political and public narratives. The article examines this on two levels: in political discourse and in letters sent to politicians. Political debates framed the recession as a national and spiritual crisis, invoking the spirit of the Winter War. Letters revealed that citizens used history in diverse ways to interpret the events. The study highlights the interplay between economic conditions, political discourse, and cultural narratives in shaping responses to the crisis