Predictors of mental health in female teachers

Objective: Teaching profession is characterised by an above-average rate of psychosomatic and mental health impairment due to work-related stress. The aim of the study was to identify predictors of mental health in female teachers. Material and Methods: A sample of 630 female teachers (average age 47±7 years) participated in a screening diagnostic inventory. Mental health was surveyed with the General Health Questionnaire GHQ-12. The following parameters were measured: specific work conditions (teacher-specific occupational history), scales of the Effort-Reward-Imbalance (ERI) Questionnaire as well as cardiovascular risk factors, physical complaints (BFB) and personal factors such as inability to recover (FABA), sense of coherence (SOC) and health behaviour. Results: First, mentally fit (MH+) and mentally impaired teachers (MH-) were differentiated based on the GHQ-12 sum score (MH+: < 5; MH-: ≥ 5); 18% of the teachers showed evidence of mental impairment. There were no differences concerning work-related and cardiovascular risk factors as well as health behaviour between MH+ and MH-. Binary logistic regressions identified 4 predictors that showed a significant effect on mental health. The effort-reward-ratio proved to be the most relevant predictor, while physical complaints as well as inability to recover and sense of coherence were identified as advanced predictors (explanation of variance: 23%). Conclusion: Contrary to the expectations, classic work-related factors can hardly contribute to the explanation of mental health. Additionally, cardiovascular risk factors and health behaviour have no relevant influence. However, effort-reward-ratio, physical complaints and personal factors are of considerable influence on mental health in teachers. These relevant predictors should become a part of preventive arrangements for the conservation of teachers' health in the future

Urban blue: A global analysis of the factors shaping people's perceptions of the marine environment and ecological engineering in harbours.

Marine harbours are the focus of a diverse range of activities and subject to multiple anthropogenically induced pressures. Support for environmental management options aimed at improving degraded harbours depends on understanding the factors which influence people's perceptions of harbour environments. We used an online survey, across 12 harbours, to assess sources of variation people's perceptions of harbour health and ecological engineering. We tested the hypotheses: 1) people living near impacted harbours would consider their environment to be more unhealthy and degraded, be more concerned about the environment and supportive of and willing to pay for ecological engineering relative to those living by less impacted harbours, and 2) people with greater connectedness to the harbour would be more concerned about and have greater perceived knowledge of the environment, and be more supportive of, knowledgeable about and willing to pay for ecological engineering, than those with less connectedness. Across twelve locations, the levels of degradation and modification by artificial structures were lower and the concern and knowledge about the environment and ecological engineering were greater in the six Australasian and American than the six European and Asian harbours surveyed. We found that people's perception of harbours as healthy or degraded, but not their concern for the environment, reflected the degree to which harbours were impacted. There was a positive relationship between the percentage of shoreline modified and the extent of support for and people's willingness to pay indirect costs for ecological engineering. At the individual level, measures of connectedness to the harbour environment were good predictors of concern for and perceived knowledge about the environment but not support for and perceived knowledge about ecological engineering. To make informed decisions, it is important that people are empowered with sufficient knowledge of the environmental issues facing their harbour and ecological engineering options

Evaluating core competencies and learning outcomes for training the next generation of sustainability researchers

The need to train sustainability scientists and engineers to address the complex problems of our world has never been more apparent. We organized an interdisciplinary team of instructors from universities in the states of Maine, New Hampshire, and Rhode Island who designed, taught, and assessed a multi-university course to develop the core competencies necessary for advancing sustainability solutions. Lessons from the course translate across sustainability contexts, but our specific focus was on the issues and trade-offs associated with dams. Dams provide numerous water, energy, and cultural services to society while exacting an ecological toll that disrupts the flow of water, fish, and sediment in rivers. Like many natural resource management challenges, effective dam decisions require collaboration among diverse stakeholders and disciplines. We linked key sustainability principles and practices related to interdisciplinarity, stakeholder engagement, and problem-solving to student learning outcomes that are generalizable beyond our dam-specific context. Students and instructors co-created class activities to build capacity for interdisciplinary collaboration and encourage student leadership and creativity. Assessment results show that students responded positively to activities related to stakeholder engagement and interdisciplinary collaboration, particularly when practicing nested discussion and intrapersonal reflection. These activities helped broaden students’ perspectives on sustainability problems and built greater capacity for constructive communication and student leadership