Understanding the Determinants of Geologically Responsible Behaviour among Geotourists: A Multi-Destination Analysis

This study explores the drivers of geologically responsible behaviour among geotourists in three geoparks in the Greater China region: Danxiashan UNESCO Global Geopark in southern China, Hong Kong UNESCO Global Geopark, and Yehliu Geopark in northern Taiwan. On-site questionnaire surveys were conducted, collecting over 800 respondents in these geoparks, and structural equation modelling was applied for our analysis. The findings reveal that geologically responsible behaviour is positively associated with environmentally responsible attitudes, in line with some previous research. Notably, place attachment and visitor satisfaction were not directly related to geologically responsible behaviour but were positively correlated with environmentally responsible attitudes. This suggests that emotional connections to geoparks and visitor satisfaction indirectly nurture environmentally responsible attitudes, subsequently leading to geologically responsible behaviour. These results offer practical implications for geopark management practices. Providing informative guided tours and quality informational materials can enhance visitors’ geological knowledge and foster environmentally responsible attitudes. The improvement of the visitor experience, combined with the dissemination of accurate environmental knowledge and conservation messaging, can enhance visitor satisfaction, deepen attachment to geoparks, and, ultimately, encourage more geologically responsible behaviours. Understanding these relationships can assist geotourism destinations in promoting geological resources’ conservation while enhancing the visitor experience

Exploring a chemical input free advanced oxidation process based on nanobubble technology to treat organic micropollutants

Advanced oxidation processes (AOPs) are increasingly applied in water and wastewater treatment, but their energy consumption and chemical use may hinder their further implementation in a changing world. This study investigated the feasibility and mechanisms involved in a chemical-free nanobubble-based AOP for treating organic micropollutants in both synthetic and real water matrices. The removal efficiency of the model micropollutant Rhodamine B (RhB) by oxygen nanobubble AOP (98%) was significantly higher than for air (73%) and nitrogen nanobubbles (69%). The treatment performance was not significantly affected by pH (3–10) and the presence of ions (Ca2+, Mg2+, HCO3 −, and Cl−). Although a higher initial concentration of RhB (10 mg/L) led to a slower treatment process when compared to lower initial concentrations (0.1 and 1 mg/L), the final removal performance reached a similar level (∼98%) between 100 and 500 min. The coexistence of organic matter (humic acid, HA) resulted in a much lower reduction (70%) in the RhB removal rate. Both qualitative and quantitative analysis of reactive oxygen species (ROSs) using fluorescent probe, electron spin resonance, and quenching experiments demonstrated that the contributions of ROSs in RhB degradation followed the order: hydroxyl radical (•OH) > superoxide radical (•O2 −) > singlet oxygen (1O2). The cascade degradation reactions for RhB were identified which involve N-de-ethylation, hydroxylation, chromophore cleavage, opening-ring and final mineralisation processes. Moreover, the treatment of real water samples spiked with RhB, including natural lake water and secondary effluent from a sewage works, still showed considerable removals of the dye (75.3%–90.8%), supporting its practical feasibility. Overall, the results benefit future research and application of chemical free nanobubble-based AOP for water and wastewater treatment

Emotionally based school avoidance in the aftermath of the COVID-19 pandemic: Neurodiversity, agency and belonging in school

Lockdowns at the peak of the COVID-19 pandemic led to extended school closures globally, and in many countries school attendance has not recovered to pre-pandemic levels. In England, education leaders have expressed concern both about increased anxiety among pupils and chronic absenteeism post-pandemic, against a backdrop of over a decade of increasing mental health need among children and young people. This article presents a narrative review with the aims of (a) conceptualising emotionally based school avoidance (EBSA), and (b) identifying strategies for supporting children and young people experiencing psychological barriers to attending school. The underlying reasons for school being experienced as a hostile environment by a minority of pupils are explored, with research findings specifically relating to the school experiences of neurodivergent pupils in mainstream settings included as an illustrative example. The psychological constructs of belongingness and agency are discussed as potential mechanisms of change. Finally, psychologically-informed strategies to address EBSA are reviewed, drawing on the multiple systems of support framework. To reduce absenteeism in pupils experiencing EBSA, and thus avoid exacerbating educational inequalities in disadvantaged groups, it is essential to understand psychological barriers to school attendance and to work collaboratively and compassionately with pupils and families towards solutions

The potential solutions to the challenges faced by leaders of small schools in the UK: A systematic review

Small schools often serve an important function in the local community, where their staff can enjoy close relationships with pupils, colleagues, and local community members. As with any leadership role, leaders of small schools can face challenges, some of which are unique to the small school context. To better understand these challenges and identify potential solutions to these challenges, a systematic review of the literature was conducted on the challenges and the potential solutions reported by leaders of small schools in the UK. Seventeen studies published between 2000 and 2023 were included for synthesis, which captured the experiences of headteachers of small primary schools in England, Scotland, and Northern Ireland. From meta-aggregating the extracted findings, five challenges were identified: (a) nature of the leadership role; (b) finances and resources; (c) relationship and partnership management; (d) teaching and learning; and (e) schools’ location and accessibility. Five potential solutions to these challenges were noted: (a) inclusive and focused leadership; (b) enhanced finances and pooled resources; (c) developing relationships and partnerships; (d) providing leaders and staff with effective support and Continuing Professional Development (CPD); and (e) enhanced school provision. Suggestions for policy and practice that can help leaders of small schools are discussed

Art, prejudice and privilege: disciplinary elitism, students from poor and working-class communities and epistemic justice

This Chapter illuminates the challenges of studying art at university for students from poor and working-class communities. In the UK art is simultaneously perceived as a cultural enhancement in the service of the elite, and a skills-based discipline unworthy of an honour’s degree. This combination of privilege and prejudice is toxic for undergraduates from lower socio-economic backgrounds. At university, Contextual Studies curricula seek to correct the misapprehension of art’s non-academic standing by inculcating students into highly complex conceptual discourses. Young people from disadvantaged communities in the UK are unprepared for this new pedagogical environment because they have been steered towards art by an education system that writes both them and art off as academically lacking. This Chapter critiques the credibility deficit of art and class by mobilising examples of contemporary practice in conjunction with the relational pedagogical strategy devised for York St John University’s Contextual Studies programme. This curriculum rejects the presumption that studying art is a process of cultural assimilation and transformation, a thinly veiled means of self-aggrandising social mobility. Instead, its pedagogical approach introduces students to the history of art while drawing on what that they bring to campus, enabling them to build the epistemic confidence to produce creative outputs that voice the felt experience of class in a space where they know it will be heard, and valued

Political-economic transformation and the reproduction of climate change vulnerability of a high-income city

System transformation is important for low-lying coastal cities to adapt to natural disasters related to climate change, but not all forms of transformation enable adaptation. An important question is how an enduring system change undermines the enabling conditions for reducing vulnerability. This paper addresses the relationship between society-wide transformation and vulnerability reduction. A case study of Macao is used to explain structural vulnerabilities to storm surges in the context of a historic social change process marked by the end of colonial rule. The post-colonial regime seeks political legitimacy from extraordinary economic performance. The capitalist growth model has created new and resilient urban spaces, but reproduced the vulnerabilities of the older ones. The transformation has resulted in a perverse social contract and increased dependence on a shadow regime, undermining the social agency for change. We deconstruct the perceived legitimacy of transformation and examine the social and political consequences of performance legitimization. A society-wide transformation that seeks legitimacy from an unsustainable practice is a recipe for maladaptation. Socio-political realities mediate the effects of transformative social change. Our conclusions highlight the importance of analyzing transformation as an enduring system change. This requires framing the disruptive processes and impacts of transformation as a determinant and explicitly accounting for their socio-temporal dimensions in conceptualizing the non-linear relationship between transformation and vulnerability reduction

Comprehensive scoping review of research on intercultural love and romantic relationships

Despite the growing evidence that the modern world is more diverse and so is the nature of relationships that present in therapy, there remains paucity of empirical evidence on how cultural differences impact those in intercultural romantic ties. We conducted this comprehensive scoping review with the aim to outline the size and scope of existing research in the field of intercultural love and romantic relationships. We utilised a five-stage scoping review protocol provided by the Joanna Briggs Institute (JBI) manual for synthesis of evidence for a scoping review to ensure the rigour, transparency, and replicability of our findings. We reviewed peer-reviewed articles across nine electronic databases as well as “snowballing” the literature from the reference lists. A total of 46 studies were included in this review. We found that the majority of studies approached intercultural relationships from the deficit perspective, focusing on the domains of cultural difference that bring challenges to the relationship. These included culture-rooted differences in parenting standards and gender role expectations, among others. Often, cultural differences were found to bring power impedance into the relationship. Open communication and flexibility were found as important coping strategies. Differences in native language posed challenges to emotional communication between partners. These findings demonstrate that intercultural relationships face an additional layer of challenges and complexities that have to be recognised in therapy. We propose four domains of transmodality relational competencies on the basis of our findings to inform culturally sensitive therapeutic practice