Browsing by Issue Date, starting with "2024-04-26"
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- Focusing on sustainability: a practical exercise in creativityPublication . Pina, Helena Figueiredo; Silvestre, CláudiaOur daily lives today are a kaleidoscope of circulating images. Souza and Zordan (2020) argue that the proliferation of photographic images causes a certain anesthesia of the senses that greatly influences creative output, making us more prone to act as task executors and less as creators. In a world where environmental consciousness is becoming increasingly urgent, it is imperative to employ creative and participatory approaches to engage individuals in a profound and meaningful manner. Pedagogical methods must therefore strive to incorporate innovative strategies that inspire and motivate young people to actively safeguard the environment. This work presents the result of a creative experience that combines creative writing and photography, directing attention to the theme of sustainability. In the Creative Writing Workshop course, a challenge was proposed to first-year students of the Advertising and Marketing Undergraduate degree at the School of Communication and Media Studies of the Polytechnic Institute of Lisbon, with the university campus and its surroundings as the experiential field. This practical exercise was aligned with the 1st Sustainable Bootcamp of School of Communication and Media Studies (March 8,2024) under the theme of Circular Economy. In this pedagogical approach, the teacher acts as a facilitator, drawing attention to the topic of sustainability and framing it in a familiar environment. By promoting a discovery-based method that encourages creativity and the exploration of diverse perspectives, hands-on learning is fostered. Working in small groups, students are encouraged to observe, listen and feel, reflecting and adapting their sensitive perception of the subject. The process entails spontaneous experimentation, guided by the teacher, ultimately culminating in purposeful rediscovery. By encouraging creativity and active participation, these experiences offer an inspiring approach to engaging people in building a more balanced and healthy world.
- Sustainable nooks: unveiling the potential of pocket ecosystemsPublication . Silvestre, Cláudia; David, Alexandra; Ziesmann, Lara; Ferreira, Pedro; Serra, Rita; Gordo, VítorIn this work we will talk about what Paul Hawken described as, “a gift to a despairing world, a way to change the Earth in practical, restorative, and substantive ways, a simple act that creates beauty and enchantment: a mini-forest” (in the foreword Lewis, H., 2022,p.xi). When considering how to combat climate change, biodiversity and soil health are two aspects to take into account. However, on the one hand, it is better to make efforts to maintain existing forests than to plant new ones. On the other hand, in many parts of the world, old forests have disappeared, and the space for planting new forests is sometimes very limited (Charkow, 2022). Mini forests, also known as micro-forests or urban forests, are compact green spaces composed of a variety of trees, shrubs, plants, and native vegetation. This concept of high-density, layered planting with native species in very limited spaces is called the "Miyawaki forest." Despite their diminutive size, mini forests play a vital role in promoting urban,sustainability (Egerer and Suda, 2023). By sequestering carbon dioxide and serving as natural air filters, they contribute significantly to mitigating climate change and improving air quality. Moreover, these green pockets regulate local climates, reduce ambient temperatures, and mitigate the urban heat island effect. The environmental benefits extend to public health and well-being, with mini forests offering spaces for recreation, stress reduction, and community engagement with nature. These pocket forests have an active role in surrounding society in different aspects. They promote biodiversity, regulate the local climate by reducing ambient temperature, minimizing the heat island effect in urban areas, and by absorbing rainwater, contribute to public health, and can improve people's emotional and mental well-being, reduce stress, and promote mental health. They also serve as an important educational tool, providing opportunities for environmental awareness and community connection with nature (Fratini, 2022). Recognizing the value of green spaces, the Eco Schools Council of the School of Social Communication, in collaboration with Biodiversity Islands and sponsored by NOESIS, spearheaded the establishment of a mini forest adjacent to Lisbon's bustling 2nd Circular Road. In addition to the previously mentioned advantages, this green corridor also aims to reduce noise pollution. In a space of 50m2, 150 trees and shrubs were planted, with 24 species being the same as those already existing in the surrounding area, such as the olive, ash, and holm oak. Other herbaceous species were also planted to help prepare the soil. The strawberry tree, lavender, and wild strawberry are some examples. On November 25, 2023, ESCS hosted an activity involving students, teachers, and a Noesis team-building event that also welcomed several families, including young children as young as 2 years old. This initiative aimed to raise awareness, particularly among the younger generations. Regarding the urban forest planted approximately 5 months ago (between November 25th and April 26th), it has shown significant growth, as evidenced by provided photographs. It is estimated that 10 years will be necessary to demonstrate its effectiveness in reducing noise pollution, acting as a natural barrier to minimize the sound impact of the second circular. Moreover, an increase in local fauna and flora diversity has been noted, indicating successful biodiversity promotion efforts. Acknowledgments - This work was funded by Noesis and Ilhas da Biodiversidade. REFERENCES Charkow, M. (2022) Forests for the future. The Arboricultural Association (ARB MAGAZINE)| Issue 197, Summer 2022, , 29-33. Retrieved February, 11, 2024 from https://www.avtree.co.uk/wp-content/uploads/2022/06/ARBMagazine197-pp29-33-Forests-of-the-future.pdf Egerer, M., & Suda, M. (2023). Designing “Tiny Forests” as a lesson for transdisciplinary urban ecology learning. Urban Ecosystems, 26:1331–1339 Fratini, F. (2022). Microforeste eco-pedagogiche Una risposta green, locale e multistakeholder alle sfide climatiche e non. Contesti. Città, territori, progetti, (2), 113-128. Lewis, H. (2022) Mini-Forest Revolution - Using the Miyawaki Method to Rapidly Rewild the World. Chelsea Green Publishing, Longon, UK.
- Harnessing the power of plants: a study of the ESCS Green RoomPublication . David, Alexandra; Silvestre, CláudiaInserted in the Action Plan of the Eco-Schools Program by ABAE, for the period of 2023/2024, members of the Eco-Schools council of the School of Communication and Media Studies (ESCS) have placed various plant species in a conventional classroom, such as succulents, ivies, snake plants, aloe vera, yuccas, ferns, and peace lilies. These plants were selected due to their ability to enhance air quality, suitable for environments with high population density (Wolverton et al., 1989 and Chauhan et al.,2022). This study aims to investigate the benefits associated with the presence of plants in an ESCS classroom, the Green Room, focusing on four dimensions: 1) Air quality, 2) Psychological benefits, 3) Aesthetic, and 4) Environmental sustainability. This innovative approach at ESCS is aligned with the following Sustainable Development Goals (SDGs): 3 - Good Health and Well-being, 4 - Quality Education, 11 - Sustainable Cities and Communities, 12 - Responsible Consumption and Production, 13 - Climate Action, and 15 - Life on Land. A questionnaire consisting of 11 questions, covering quantitative and qualitative, dimensions, was developed and answered by 11 teachers and 109 students who taught and attended the Green Room and conventional classrooms. Regarding air quality, scientific evidence indicates that plants play a crucial role in promoting a healthier environment through the process of photosynthesis, resulting in the absorption of carbon dioxide and release of oxygen (Gunawardena and Steemers, 2019). The results of measuring CO2 concentration levels in the Green Room (555.2 ppm) and in a conventional classroom (597.6 ppm), both empty, prove this phenomenon. This reality contributes to higher concentration levels and consequently, better academic performance. Connection with nature is consistently associated with psychological benefits, and a literature review (Lorenzo Montero, M. E., 2023), highlighted five dimensions: attention restoration, stress reduction, psychological well-being, mental health, and psychosocial benefits. In a higher education institution like ESCS, the presence of plants also contributes to a more relaxing environment conducive to learning. Aesthetics play a crucial role in creating inspiring academic environments, and plants, as attractive visual elements, make the space more welcoming. Studies conducted by psychologist Craig Knight in academic and professional environments in the UK and the Netherlands corroborate these findings, demonstrating that the introduction of plants contributed to subjective perception of air quality, concentration, and satisfaction, as well as objective measures of productivity (Nieuwenhuis, et al., 2014). In the context of environmental sustainability, the incorporation of plants in classrooms aligns with the growing global concern for the environment, contributing to the reduction of carbon footprint and the creation of ecologically balanced spaces (Danielski, et al., 2022). The results of the questionnaire conducted at ESCS indicate that 84.7% of participants consider that plants contribute to a healthier environment, 82% evaluate the room as aesthetically pleasing and inviting, and over 88% rate the room as relaxing. Thus, the Green Room emerges as a space that offers tangible benefits for air quality, well-being, aesthetics, and sustainability, promoting a more stimulating academic environment aligned with sustainable development goals. Acknowledgments – We would like to thank the Benfica Parish Council and the Lisbon City Council for the supply of plants and Hugo Costa (ESELx) for CO2 and O2 measurements. REFERENCES Chauhan, S., Manisha, Bhargava, B., Kandpal, K. C., and Kumar, A. (2022). Analyzing Preferred Indoor Ornamental Potted Plants for Their Air Pollution Tolerance Ability. Polish Journal of Environmental Studies, 31(3), 2019–2027. https://doi.org/10.15244/pjoes/140291 Danielski, I., Svensson, Å., Weimer, K., Lorentzen, L., and Warne, M. (2022). Effects of Green Plants on the Indoor Environment and Wellbeing in Classrooms—A Case Study in a Swedish School. Sustainability, 14(7), 3777. https://doi.org/10.3390/su14073777 Gunawardena, K., and Steemers, K. (2019). Living walls in indoor environments. Building and Environment, 148, 478–487. https://doi.org/10.1016/j.buildenv.2018.11.014 Lorenzo Montero, M. E. (2023). Beneficios psicológicos del contacto con la naturaleza: restauración y emociones trascendentes. http://hdl.handle.net/10486/706716 Nieuwenhuis, M., Knight, C., Postmes, T., and Haslam, S. A. (2014). The relative benefits of green versus lean office space: Three field experiments. Journal of Experimental Psychology: Applied, 20(3), 199-214. https://doi.org/10.1037/xap0000024 Wolverton, B. C., Douglas, W. L., Bounds, K. (1989). A study of interior landscape plants for indoor air pollution abatement. Final report, NASA. Collection nasa_techdocs. https://archive.org/details/nasa_techdoc_19930072988
- Because everyone has to do their part: a communication campaign for internal audiencePublication . Pina, Helena Figueiredo; Barrocas Lima, FilipePromoted by UNESCO, Education for Sustainable Development (ESD) advocates for the integration of values aimed at changing attitudes and behaviors. This requires pedagogical methods that actively engage students in experiential learning, fostering deep reflection, cultivating critical thinking skills, and encouraging civic commitment to improving the quality of life (Lilian, 2022). The use of ESD pedagogies in higher education courses fosters a fundamental awareness of sustainability issues among young people as they enter the labor market and encourages them to play an active role in making decisions that will positively impact social transformation. In active learning methods such as project-based learning, students develop multiple skills that enable active, meaningful, inquiry-based, reflective and collaborative learning (Lee et al., 2014). Through the development of group projects, students simultaneously work on interpersonal skills, collaboration skills, critical thinking skills, communication skills and creativity skills, and acquire knowledge that is more easily internalised because it is self-constructed (Patil & Kamerikar, 2020). Questioning, researching, and seeking innovative and relevant solutions through new perspectives are the basis of creative thinking applied to communication (Rahman, 2017). This implies a mindset in which both extrinsic and intrinsic motivations play a central role alongside the imperative to overcome challenges (Shin, 2018; Amabile, 1993). This work showcases outcomes from a task assigned to third-year students of the Advertising and Marketing undergraduate program at the School of Communication and Media Studies of the Polytechnic Institute of Lisbon, enrolled in the Branding Storytelling optional curricular unit, which focused on the theme of sustainability, with a particular emphasis on maintaining cleanliness in school communal spaces. The campaign aimed to inspire students to be environmental advocates. In this paper, we present one of the campaigns that popularized these messages with great effectiveness, developed by students.