Pro-environmental behaviors: Determinants and obstacles among italian university students

none31The awareness of citizens concerning the health risks caused by environmental pollution is growing, but studies on determinants of pro-environmental behaviors have rarely examined health-related aspects. In this study, we investigated these determinants using data from a large survey among Italian university students (15 Universities: 4778 filled questionnaires). Besides the health-related aspects, represented by environmental health risk perception and functional health literacy, we considered social and demographic characteristics (gender, area of residence, sources of information, trust in institutional and non-institutional subjects, and students’ capacity of positive actions, indicated as internal locus of control). The attitudes towards pro-environmental behaviors were positive for more than 70% of students and positively related with health risk perception, internal locus of control, and health literacy. The correspondence between the positive attitudes towards pro-environmental behaviors and the real adoption of such behaviors was approximately 20% for most behaviors, except for the separate collection of waste (60%). Such a discrepancy can be attributable to external obstacles (i.e., lack of time, costs, lack of support). The health-related aspects were linked to the pro-environmental attitudes, but to a lesser extent to pro-environmental behaviors, owing to the complexity of their determinants. However, they should be taken in account in planning education interventions.openCarducci A.; Fiore M.; Azara A.; Bonaccorsi G.; Bortoletto M.; Caggiano G.; Calamusa A.; De Donno A.; De Giglio O.; Dettori M.; Di Giovanni P.; Di Pietro A.; Facciola A.; Federigi I.; Grappasonni I.; Izzotti A.; Libralato G.; Lorini C.; Montagna M.T.; Nicolosi L.K.; Paladino G.; Palomba G.; Petrelli F.; Schiliro T.; Scuri S.; Serio F.; Tesauro M.; Verani M.; Vinceti M.; Violi F.; Ferrante M.Carducci, A.; Fiore, M.; Azara, A.; Bonaccorsi, G.; Bortoletto, M.; Caggiano, G.; Calamusa, A.; De Donno, A.; De Giglio, O.; Dettori, M.; Di Giovanni, P.; Di Pietro, A.; Facciola, A.; Federigi, I.; Grappasonni, I.; Izzotti, A.; Libralato, G.; Lorini, C.; Montagna, M. T.; Nicolosi, L. K.; Paladino, G.; Palomba, G.; Petrelli, F.; Schiliro, T.; Scuri, S.; Serio, F.; Tesauro, M.; Verani, M.; Vinceti, M.; Violi, F.; Ferrante, M

Wild vascular plants gathered for consumption in the Polish countryside: a review

BACKGROUND: This paper is an ethnobotanical review of wild edible plants gathered for consumption from the end of the 18(th )century to the present day, within the present borders of Poland. METHODS: 42 ethnographic and botanical sources documenting the culinary use of wild plants were analyzed. RESULTS: The use of 112 species (3.7% of the flora) has been recorded. Only half of them have been used since the 1960s. Three species: Cirsium rivulare, Euphorbia peplus and Scirpus sylvaticus have never before been reported as edible by ethnobotanical literature. The list of wild edible plants which are still commonly gathered includes only two green vegetables (Rumex acetosa leaves for soups and Oxalis acetosella as children's snack), 15 folk species of fruits and seeds (Crataegus spp., Corylus avellana, Fagus sylvatica, Fragaria vesca, Malus domestica, Prunus spinosa, Pyrus spp., Rosa canina, Rubus idaeus, Rubus sect. Rubus, Sambucus nigra, Vaccinium myrtillus, V. oxycoccos, V. uliginosum, V. vitis-idaea) and four taxa used for seasoning or as preservatives (Armoracia rusticana root and leaves, Carum carvi seeds, Juniperus communis pseudo-fruits and Quercus spp. leaves). The use of other species is either forgotten or very rare. In the past, several species were used for food in times of scarcity, most commonly Chenopodium album, Urtica dioica, U. urens, Elymus repens, Oxalis acetosella and Cirsium spp., but now the use of wild plants is mainly restricted to raw consumption or making juices, jams, wines and other preserves. The history of the gradual disappearance of the original barszcz, Heracleum sphondylium soup, from Polish cuisine has been researched in detail and two, previously unpublished, instances of its use in the 20(th )century have been found in the Carpathians. An increase in the culinary use of some wild plants due to media publications can be observed. CONCLUSION: Poland can be characterized as a country where the traditions of culinary use of wild plants became impoverished very early, compared to some parts of southern Europe. The present use of wild plants, even among the oldest generation, has been almost entirely restricted to fruits

Melatonin Membrane Receptors in Peripheral Tissues: Distribution and Functions

Many of melatonin’s actions are mediated through interaction with the G-protein coupled membrane bound melatonin receptors type 1 and type 2 (MT1 and MT2, respectively) or, indirectly with nuclear orphan receptors from the RORα/RZR family. Melatonin also binds to the quinone reductase II enzyme, previously defined the MT3 receptor. Melatonin receptors are widely distributed in the body; herein we summarize their expression and actions in non-neural tissues. Several controversies still exist regarding, for example, whether melatonin binds the RORα/RZR family. Studies of the peripheral distribution of melatonin receptors are important since they are attractive targets for immunomodulation, regulation of endocrine, reproductive and cardiovascular functions, modulation of skin pigmentation, hair growth, cancerogenesis, and aging. Melatonin receptor agonists and antagonists have an exciting future since they could define multiple mechanisms by which melatonin modulates the complexity of such a wide variety of physiological and pathological processes

Variables de implementación de tutoría entre pares: descripción y análisis

Peer tutoring (PT), as a pedagogical technique, is a form of collaborative learning that consists in a student (tutor) teaching a certain knowledge to a peer (tutee). Widely studied within the literature, it has been implemented in different contexts and educational levels. However, little is known about the multiple application methods of PT, which vary according to each educational situation. Therefore, using a documentary method, a meticulous description of the PT implementation variables and their numerous variants is presented, using the classification presented by Topping (2015) and Leung (2015) as a guide. In addition, new variables previously not considered are proposed. For this purpose, 26 empirical studies of PT were thoroughly selected and analyzed. All the articles were focused exclusively on developing academic skills, reading, writing and mathematics, and took place in different educational levels, primary, secondary and higher education. Furthermore, a first approach to the analysis of the most predominant PT implementation variables in each educational level and academic ability is presented. The article concludes with its scopes and limitations, proposing new research horizons.  La tutoría entre pares (TP) como recurso didáctico es una forma de aprendizaje colaborativo que consiste en que un estudiante, tutor, le enseñe determinado contenido a un par, tutorado. Vastamente estudiada en la literatura, ha sido implementada en diferentes contextos y niveles educativos. Sin embargo, poco se han estudiado las múltiples modalidades de aplicación de la técnica, las cuales varían según cada situación educativa. Por ello, a partir de un estudio de diseño documental, se presenta una descripción exhaustiva de las variables de implementación de TP y sus diversas variantes, utilizando la clasificación de Topping (2015) y Leung (2015) como guía, pero así mismo proponiendo nuevas, previamente no identificadas. Para ello se seleccionaron y analizaron rigurosamente 26 artículos empíricos de TP, centrados exclusivamente en desarrollar habilidades académicas, lectura, escritura y matemática, llevados a cabo en distintos niveles educativos, primario, secundario y superior. Además de lo anterior, se presenta una primera aproximación al análisis de las variables de implementación de TP según nivel educativo y habilidad académica, distinguiendo las más prevalentes en cada uno/a. El artículo concluye con sus alcances y limitaciones, proponiendo nuevos horizontes de investigación.

Peer tutoring implementation variables : description and analysis

Resumen: La tutoría entre pares (TP) como recurso didáctico es una forma de aprendizaje colaborativo que consiste en que un estudiante, tutor, le enseñe determinado contenido a un par, tutorado. Vastamente estudiada en la literatura, ha sido implementada en diferentes contextos y niveles educativos. Sin embargo, poco se han estudiado las múltiples modalidades de aplicación de la técnica, las cuales varían según cada situación educativa. Por ello, a partir de un estudio de diseño documental, se presenta una descripción exhaustiva de las variables de implementación de TP y sus diversas variantes, utilizando la clasificación de Topping (2015) y Leung (2015) como guía, pero así mismo proponiendo nuevas, previamente no identificadas. Para ello se seleccionaron y analizaron rigurosamente 26 artículos empíricos de TP, centrados exclusivamente en desarrollar habilidades académicas, lectura, escritura y matemática, llevados a cabo en distintos niveles educativos, primario, secundario y superior. Además de lo anterior, se presenta una primera aproximación al análisis de las variables de implementación de TP según nivel educativo y habilidad académica, distinguiendo las más prevalentes en cada uno/a. El artículo concluye con sus alcances y limitaciones, proponiendo nuevos horizontes de investigación.Abstract: Peer tutoring (PT), as a pedagogical technique, is a form of collaborative learning that consists in a student (tutor) teaching a certain knowledge to a peer (tutee). Widely studied within the literature, it has been implemented in different contexts and educational levels. However, little is known about the multiple application methods of PT, which vary according to each educational situation. Therefore, using a documentary method, a meticulous description of the PT implementation variables and their numerous variants is presented, using the classification presented by Topping (2015) and Leung (2015) as a guide. In addition, new variables previously not considered are proposed. For this purpose, 26 empirical studies of PT were thoroughly selected and analyzed. All the articles were focused exclusively on developing academic skills, reading, writing and mathematics, and took place in different educational levels, primary, secondary and higher education. Furthermore, a first approach to the analysis of the most predominant PT implementation variables in each educational level and academic ability is presented. The article concludes with its scopes and limitations, proposing new research horizons