Policy interpretations and manifestation of biocultural diversity in urbanized Europe : conservation of lived biodiversity

Biocultural diversity, which refers to the inextricable link between biodiversity and cultural diversity, has been predominantly associated with the traditional ways in which indigenous people in tropical countries interact with the natural environment. But it does not have to be restricted to these circumstances. Biocultural diversity may also be regarded as an interesting concept for understanding how people in industrialized and globalized societies deal with nature. This paper explores biocultural diversity in 20 European cities by considering (i) how biocultural diversity is interpreted in urban planning and governance, and (ii) what actual manifestations of biocultural diversity are present in these cities. Despite the fact that the concept of biocultural diversity was hardly recognized by city authorities, interviewees gave many examples of how biodiversity and cultural diversity are taken into account in (in) formal city policies. The research revealed two main manifestations of biocultural diversity within urban Europe: biocultural diversity grounded in ecological features, and cultural values as a basic foundation for biocultural diversity. Consequently, urban biocultural diversity was found to have two spatial levels: the city level and the site level. The former is the domain of governmental policy makers who discuss biocultural diversity in 'green space networks' in a rather static way. The latter is the domain where citizens participate in decisionmaking and the management of green spaces; it is here that cultural dynamics are most acknowledged.Peer reviewe

A Longitudinal Study of Maternal Postnatal Bonding and Psychosocial Factors that Contribute to Social-Emotional Development

In this longitudinal study, we examined how maternal bonding and psycho-social factors are associated with social-emotional problems in two-year-old children. Our data came from a birth cohort from which data were collected at four timepoints: prenatally during the third trimester, and postnatally at 3, 8 and 24 months. The participants were 1,667 mothers, of which 943 (56.6%) returned the questionnaire at each timepoint of the longitudinal study. The Children's social-emotional problems were examined using the Brief Infant-Toddler Social and Emotional Assessment. According to linear regression analysis, maternal bonding difficulties at three and eight months, maternal expectations of the unborn baby during pregnancy, and maternal relationships within and outside the family were related to social-emotional problems in children of two years of age. The results highlight the importance of screening mothers who already prenatally have bonding problems or mothers who have bonding problems postnatally to provide effective and targeted intervention support.publishedVersionPeer reviewe

Biocultural diversity : a novel concept to assess human-nature interrelations, nature conservation and stewardship in cities

Biocultural diversity is an evolving perspective for studying the interrelatedness between people and their natural environment, not only in ecoregional hotspots and cultural landscapes, but also in urban green spaces. Developed in the 1990s in order to denote the diversity of life in all its manifestations. biological, cultural and linguistic. co-evolving within complex socio-ecological systems such as cities, biocultural diversity was identified in the GREEN SURGE project as a response to recent challenges cities face. Most important challenges are the loss of nature and degradation of ecosystems in and around cities as well as an alienation of urban residents from and loss of interaction with nature. The notion of biocultural diversity is dynamic in nature and takes local values and practices of relating to biodiversity of different cultural groups as a starting point for sustainable living with biodiversity. The issue is not only how to preserve or restore biocultural practices and values, but also how to modify, adapt and create biocultural diversity in ways that resonate with urban transformations. As future societies will largely diverge from today's societies, the cultural perspective on living with (urban) nature needs careful reconsideration. Biocultural diversity is not conceived as a definite concept providing prescriptions of what to see and study, but as a reflexive and sensitising concept that can be used to assess the different values and knowledge of people that reflect how they live with biodiversity. This short communication paper introduces a conceptual framework for studying the multi-dimensional features of biocultural diversity in cities along the three key dimensions of materialized, lived and stewardship, being departure points from which biocultural diversity can be studied.Peer reviewe

Genetic analyses of maternal and teacher ratings on attention problems in 7-year-old Dutch twins

The goal of the present study is to examine genetic and environmental influences on maternal and teacher ratings of Attention Problems (AP) in 7-year-old children. Teachers completed the Teacher Report Form (N=2259 pairs), and mothers the Child Behavior Checklist (N=2057 pairs). Higher correlations were found in twins rated by the same teacher than in twins rated by different teachers. This can be explained by rater bias or by a greater environmental sharing in twins, who are in the same classroom. We further found that 41% of the variation in maternal and teacher ratings is explained by a common factor. The heritability of this common factor is 78%. The heritabilities of the rater specific factors of mothers and teachers are 76% and 39%, respectively. Because Attention Problems that are persistent over situations may indicate more serious behavior problems than context dependent Attention Problems, we believe that gene finding strategies should focus on this common phenotype

Assessment and Etiology of Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder in Boys and Girls

Attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) are more common in boys than girls. In this paper, we investigated whether the prevalence differences are attributable to measurement bias. In addition, we examined sex differences in the genetic and environmental influences on variation in these behaviors. Teachers completed the Conners Teacher Rating Scale-Revised:Short version (CTRS-R:S) in a sample of 800 male and 851 female 7-year-old Dutch twins. No sex differences in the factor structure of the CTRS-R:S were found, implying the absence of measurement bias. The heritabilities for both ADHD and ODD were high and were the same in boys and girls. However, partly different genes are expressed in boys and girls

Genetic and environmental influences on the relation between attention problems and Attention Deficit Hyperactivity Disorder.

Objective: The assessment of symptoms of ADHD in children is usually based on a clinical interview or a behavior checklist. The aim of the present study is to investigate the extent to which these instruments measure an underlying construct and to estimate the genetic and environmental influences on individual differences in ADHD. Methods: Maternal ratings were collected on 10,916 twins from 5,458 families. Child Behavior Checklist (CBCL) ratings were available for 10,018, 6,565, and 5,780 twins at the ages 7, 10, and 12, respectively. The Conners Rating Scale (4,887 twins) and the DSM interview (1,006 twins) were completed at age 12. The magnitude of genetic and environmental influences on the variance of the three measures of ADHD and the covariance among the three measures of ADHD was obtained. Results: Phenotypic correlations range between .45 and .77. Variances and covariances of the measurements were explained mainly by genetic influences. The model that provided the best account of the data included an independent pathway for additive and dominant genetic effects. The genetic correlations among the measures collected at age 12 varied between .63 and 1.00. Conclusions: The genetic overlap between questionnaire ratings and the DSM-IV diagnosis of ADHD is high. Clinical and research implications of these findings are presented

Examining the role of genetic risk and longitudinal transmission processes underlying maternal parenting and psychopathology and children’s ADHD symptoms and aggression: utilizing the advantages of a prospective adoption design

Although genetic factors may contribute to initial liability for ADHD onset, there is growing evidence of the potential importance of the rearing environment on the developmental course of ADHD symptomatology. However, associations between family-level variables (maternal hostility, maternal depressive symptoms) and child behaviors (developmental course of ADHD and aggression) may be explained by genes that are shared by biologically related parents and children. Furthermore, ADHD symptoms and aggression commonly co-occur: it is important to consider both simultaneously to have a better understanding of processes underlying the developmental course of ADHD and aggression. To addresses these issues, we employed a longitudinal genetically sensitive parent–offspring adoption design. Analyses were conducted using Cohort I (n = 340) of the Early Growth and Development Study with cross-validation analyses conducted with Cohort II (n = 178). Adoptive mother hostility, but not depression, was associated with later child ADHD symptoms and aggression. Mothers and their adopted children were genetically unrelated, removing passive rGE as a possible explanation. Early child impulsivity/activation was associated with later ADHD symptoms and aggression. Child impulsivity/activation was also associated with maternal hostility, with some evidence for evocative gene-environment correlation processes on adoptive mother depressive symptoms. This study provides novel insights into family-based environmental influences on child ADHD and aggression symptoms, independent of shared parental genetic factors, implications of which are further explicated in the discussion

Prenataalit odotukset ja muut psykosoisaaliset tekijät postnataalisen bondinghäiriöiden riskitekijöinä

The mother's bond to her baby starts to develop during pregnancy, and it is related to the baby's attachment. We study how the mother's prenatal expectations of her unborn baby, the mother's adult relationships, and postnatal psycho-social factors (stress, depression, and anxiety) are related to the risk of bonding disturbance. The study comprised 1398 mothers and their unborn babies assessed both during pregnancy and when the babies were 3 months old (47.7% girls). The mother's risk of bonding disturbance was investigated using Brockington's Postpartum Bonding Questionnaire. According to the results, 71 (5.1%) of all the mothers in the study had a risk of a bonding disturbance. In a final adjusted logistic regression model, the most important risk factors were the mother's inability to form positive expectations about relationships with the baby during the third trimester of pregnancy (AOR = 7.78, p <= .001), maternal postnatal stress (AOR = 4.95, p <= .001) and maternal postnatal depression (AOR = 3.46, p <= .01). The results challenge healthcare professionals to screen pregnant mothers to identify at-risk groups for post-partum bonding disturbances. Intervention programs to prevent the development of bonding disturbances, and thus their possible serious consequences for children's development, should be considered.Peer reviewe