The native European freshwater cyprinid fish, common bleak Alburnus alburnus (Linnaeus, 1758), is an invasive non-native fish in the Iberian Peninsula, where it threatens the valuable endemic fish fauna. Despite the bleak’s invasive status, there is a dearth of studies on the biological traits of non-native populations in Europe’s Mediterranean region, and the present study aimed to compare bleak growth and reproductive traits across the principal rivers of Iberia with those from a native ‘reference’ bleak population in France. Non-native bleak from the River Tagus had the highest back-calculated total lengths (TLs), growth rate and body condition, but the lowest reproductive investment and smallest egg size of all studied populations. Whereas, these latter two traits were the highest in the River Ebro, where fecundity was the lowest for all Iberian rivers. The youngest age and the smallest TL at maturity were observed in the River Ebro. The River Segura had the lowest back-calculated TLs and growth rate, the highest fecundity and proportion of females, and the oldest age at maturity. Population traits of bleak in the River Saône (the native ‘reference’ population) were generally different from those in Iberian rivers, except for the River Ebro. This wide inter-population variability contributes to the species’ successful establishment in novel habitats.

Forest bathing practices benefit individuals’ physical and mental health. A growing number of published studies provide evidence of such effects in diverse populations and contexts. However, no literature has been found that evaluates the effects of forest bathing on people with intellectual disabilities. In this paper, we present a quasi-experimental pre–post protocol for assessing the preliminary efficacy and feasibility of a forest bathing intervention in a group of adults with intellectual disability. An 11-weekly session program will be applied in the forests of the Ollo Valley, Navarre (Spain). The preliminary efficacy outcomes will be blood pressure, psycho-physiological coherence parameters and quality of life. The feasibility of the intervention will be assessed through data on barriers and facilitators of the implementation process and indicators of environmental comfort (physiological equivalent temperature and thermic perception). This study offers an opportunity for people with intellectual disabilities to benefit from a forest bathing intervention and explore its effects not only on their quality of life, but also on the improvement in their physiological and psychological state. This feasibility study is an essential step to explore crucial aspects for a future full-scale trial.

RESUMENLa conciencia ambiental es característica en nuestra cultura, y plantea múltiples retos educativos. Las elecciones ambientales no dejan de construirnos… o destruirnos, tanto personal como colectivamente, en dimensiones corporales o culturales, en el individuo humano y en su paisaje. Entre ser humano y naturaleza existe un vínculo, común a ambos, de humanidad y naturalidad que no puede olvidarse en la educación sin erosionar el valor y el respeto del ser humano y la naturaleza a la vez.Este artículo busca impulsar la educación en medio ambiente mediante el desarrollo de la inteligencia espiritual y viceversa, con el fin de alimentar nuestro conocimiento con una profundidad y universalidad que necesitamos. En particular, destaca el papel cultural de la ciencia ecológica y resalta que la diferencia esencial

El Convenio Europeo del Paisaje (2000) reconoció la necesidad de desarrollar propuestas formativas y de sensibilización en materia de paisaje, encaminadas a lograr una ciudadanía concienciada y activa. Por este motivo, es adecuado conocer las ideas previas sobre paisaje de los ciudadanos, para, a partir de éstas, diseñar propuestas que respondan a las necesidades educativas reales. El presente artículo tiene por objeto mostrar una breve encuesta diseñada para lograr una primera aproximación a las ideas previas y preferencias paisajísticas del alumnado de Educación Secundaria Obligatoria de Navarra.

During the past decades, the unwholesome human behaviour on nature has evinced an environmental and anthropological crisis, largely rooted in erroneous and inherited understandings of modernity. The causes that have estranged human beings from their environment are complex and varied, but they necessarily need to be addressed by education. The detailed analysis of some of the causes of unsustainability and its effects (either visible or non-visible) may contribute to foster environmental literacy, which is essential to achieve the urgent adoption of a sustainable development model, both socially and environmentally fair. In this paper, some possible causes of the breach between human beings and nature are analysed. It is shown also how the environmental impact evidence may be an excellent resource to teach about these causes, thus contributing to the education on sustainable development.

Global environmental quality decline builds up through innumerable decisions at many scales that cause damage to ecological and social values. Environmental assessment (EA) is a relevant decision-making framework in this sense. Besides its technical role, EA has a cultural side we should consider in the pursuit of sustainable societies. Despite its limited reach, EA exemplifies and confronts some cultural implicit stances that may unwittingly favor the overall decline of environmental quality, and limit the advancement and efficiency of EA. Many of these cultural traits are well known and easier to point to than to reverse, namely: (1) too tolerant-to-damage standards of environmental protection and equality; (2) inadequate criteria to assess environmental performance; (3) tolerance of the net loss of environmental quality; (4) confrontation between ecological and social values in decision-making; and (5) neglect of full, in-kind compensation of environmental impacts. EA may have not only a technical or procedural, but also a cultural role to play in confronting these sources of unsustainability. A lack of attention to the cultural causes of environmental impacts neglects the deepest roots of environmental damage. This commentary addresses the topics above and brings attention to their disregard for environmental values, which should guide EA towards increased levels of sustainability.

The relativist point of view in the study of language spreads all throughout the history of linguistics dressed up in different colours. After some time in which this perspective of linguistic analysis had been dismissed, it is nowadays that its survival is taking place. In this sense, we should turn to linguistics as the general framework in order to find the reasons that justify the renovated interest in the mentioned topic. In doing so, we will show that relativist focus will act as a profitable perspective. Its capability of adjusting to the most recent directions in modern linguistics explains how relativist point of view can contribute important data into other linguistic fields of study. The integration of both sociocultural and neurologic aspects on the one hand, the absorption of knowledge from other disciplines on the other, and finally, the empirical experimentation as the best research method, turn into the most important features that define linguistic relativity at the moment.

The growing technical, political, social, and cultural interconnectedness of our world helps advance societies. However, globalization also entails some negative environmental and cultural effects, which are usually intertwined. For example, the spread of Western consumption models accelerates ecological and social degradation worldwide. A sustainable development model is necessary to face these problems, which needs a conscious and competent society. This chapter explores how heritage and landscape are, at the same time, integrative concepts and didactic resources that promote interdisciplinary learning. Both aspects have great potential for advancing sustainability education. The chapter presents some didactic proposals that use diverse strategies and resources related to heritage and landscape, adopting a local focus whenever possible to make the learning experience more significant. Some of these activities address environmental and social challenges described in the United Nations Sustainable Development Goals.