| 1. |
- Sadri, Habib, et al.
(författare)
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Towards the implications of Boverket's climate declaration act for sustainability indices in the Swedish construction industry
- 2022
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Ingår i: Building and Environment. - : Elsevier. - 0360-1323 .- 1873-684X. ; 207 A
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Tidskriftsartikel (refereegranskat)abstract
- Regulatory uncertainty is typically the inevitable consequence of introducing new regulations or even changing the old ones by the state agencies that interacts with the normative structures in the society. This study seeks to shed light on this relational impact in the Swedish construction industry by examining the managers' impression of the recently introduced Climate Declaration act by Boverket. Based on the results of a survey of the industry executives' opinions, it was established that the desired impacts of the regulative measures will require application of binding levers, whether as incentives or deterrents, the lack of which is evident in Boverket's Climate Declaration act. The main notion of the respondents was that the ultimate outcome of such regulations should be to lead the industry towards the selection of products and processes that produce less carbon dioxide over the whole life cycle and actualize a circular economy. The findings also acknowledge that the effectiveness of the Climate Declaration act will appear in the long run and this convention needs to be reviewed and amended over several stages to result in the expected payoffs.
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| 3. |
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| 4. |
- Ojala, Maria, 1970-
(författare)
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Climate change skepticism among adolescents
- 2015
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Ingår i: Journal of Youth Studies. - : Routledge. - 1367-6261 .- 1469-9680. ; 18:9, s. 1135-1153
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Tidskriftsartikel (refereegranskat)abstract
- Young people relate to one of the most serious social problems, global climate change, in different ways. This study focuses on adolescents (Time 1: mean age = 16.6 years) who de-emphasize the seriousness of this problem. Hierarchical regression analyses were performed to investigate what factors predict climate skepticism cross-sectionally and what factors predict climate skepticism one year later. Two waves of data were collected (Time 1: n = 870; Time 2: n = 684). Factors important for explaining skepticism among adults (values, knowledge, conservative political orientation, gender, media use), a cluster of variables related to societal powerlessness (distrust, disinterest in societal issues, low environmental efficacy, low tolerance toward immigrants), and descriptive social norms (social influence from parents and peers) were included in the study. With the exception of media use in cross-sectional analyses, and of media use and a conservative political orientation in bivariate longitudinal analyses, all of these factors were significantly associated with skepticism. However, only perceiving parents as having climate skeptical attitudes and low tolerance toward immigrants predicted an increase in climate change skepticism over the one-year period. Results are discussed in relation to earlier studies about climate change skepticism and socialization theories. Implications for climate change education are also discussed.
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| 5. |
- Malaga, Katarina
(författare)
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Ny fasad med textilarmering
- 2012
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Ingår i: Cementa. - 0346-8771. ; :2
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Ojala, Maria, 1970-
(författare)
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Climate-change education and critical emotional awareness (CEA) : Implications for teacher education
- 2023
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Ingår i: Educational Philosophy and Theory. - : Routledge. - 0013-1857 .- 1469-5812. ; 55:10, s. 1109-1120
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Tidskriftsartikel (refereegranskat)abstract
- Scholars in the field of Education for Sustainable Development argue that it is vital that educators take emotions into account when teaching about global problems such as climate change. How to do this in the best way is still debated, however. This article aims to contribute to this discussion by arguing for the importance of critical emotional awareness (CEA). CEA is vital for future teachers to gain, but also for their future students to learn to be able to fight sustainability problems in everyday life and in occupational roles. Through theoretical argumentation and insights from empirical studies, the article elaborates on the following questions: Why is CEA important? What components does this concept consist of? Some key characteristics are that CEA combines insights from emotion research and critical social science. It should be anchored in multidisciplinary emotion theories and research and should acknowledge both emotions and ways to cope. It is also vital to recognize that emotions and emotion regulation take place at individual and interactional levels and are, furthermore, influenced by larger societal emotion norms. CEA implies that these aspects are critically discussed in learning situations and that teacher education should give teachers the skills to lead such discussions.
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