| Srl | Item |
| 1 |
ID:
166712
|
|
|
|
|
| Summary/Abstract |
Abundant research has focused on the public acceptance of renewable energy sources (RES) since their successful implementation is often dependent on the public. Yet, little is known about the attitudes of university students towards RES whose study field is related to the environment, even though the mindset of these students is considered relevant since they are possible experts in the RES field. To contribute to this neglected research strand, this paper aims to explore the awareness about and attitudes towards RES of students majoring in the Department of Forestry and Management of the Environment and Natural Resources at the Democritus University of Thrace in Greece. Results based on quantitative data collected via questionnaire show that the surveyed students support renewables and have awareness about the current polluting energy system. Moreover, they have positive environmental attitudes and fully recognize the need for energy transition. Finally, there are significant differences among students from different years of study, highlighting that fourth- and fifth-year students take greater interest in working in the RES sector after they complete their studies.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 2 |
ID:
119175
|
|
|
| 3 |
ID:
151830
|
|
|
|
|
| Summary/Abstract |
This essay investigates the relationship between habits of news consumption and geographical imaginations in Russia. It uses results from a survey of students at a Moscow university to demonstrate an association between the news sources used by respondents and their acceptance of the Russian authorities’ narrative about the West. Students who used at least one state-aligned news source were inclined to express greater agreement with the official (negative) narrative about the West than students who did not use any state-aligned news sources. However, some of the Russian authorities’ anti-Western claims resonated strongly even amongst the non-users of state-aligned sources.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 4 |
ID:
155290
|
|
|
|
|
| Summary/Abstract |
This article explores narratives that university students in Germany and Japan tell about World War II. Studying these narratives offers insights into how conflict, reality, and knowledge are socially constructed. Scholars in reconciliation and memory studies have mainly focused on the differences between how Germany and Japan choose to remember their wartime pasts in history curricula and textbooks. However, little is known about how far these official versions of history are reproduced or challenged by university students. Working with data collected through an online survey, our findings address this question by making two arguments: first, the depth of World War II knowledge and the variety of knowledge sources students were exposed to affect whether students engage in a reflective or non-reflective characterization of their home countries’ role. This appears to be primarily influenced by the national knowledge environment students find themselves in. Second, while students surveyed tended to reproduce official narratives, both Japanese and German students also displayed critical engagement with World War II history teaching and knowledge in their countries.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|