For historians of science, earthquakes may well have an air of the exotic. Often terrifying, apparently unpredictable, and arguably even more deadly today than in a pre-industrial age, they are not a phenomenon against which scientific progress is easy to gauge. Yet precisely because seismic forces seem so uncanny, even demonic, naturalizing them has been one of the most tantalizing and enduring challenges of modern science. Earthquakes have repeatedly shaken not just human edifices but the foundations of human knowledge. They (...) have been known to cast doubt on divine providence, on the predictive ability of the sciences, and on the capacity of the human mind to learn from an experience of sheer terror. Most recently, the Japanese earthquake and tsunami of 2011 have forced nuclear experts around the world to confront the limits of their knowledge and the vulnerability of their best-laid plans. (shrink)

As part of the social distancing measures for preventing the spread of COVID-19, many university courses were moved online. There is an assumption that online teaching limits opportunities for fostering interpersonal relationships and students’ satisfaction of the basic need for relatedness – reflected by experiencing meaningful interpersonal connections and belonging – which are considered important prerequisites for student motivation and vitality. In educational settings, an important factor affecting students’ relatedness satisfaction is the teachers’ behavior. Although research suggests that relatedness satisfaction (...) may be impaired in online education settings, to date no study has assessed how university lecturers’ relatedness support might be associated with student relatedness satisfaction and therefore, student motivation and vitality. This study tested this mediating relationship using data collected during the early days of the COVID-19 pandemic. The study also investigated whether the relations were moderated by a high affiliation motive which reflects a dispositional wish for positive and warm relationships. The possible importance of the communication channel selected by the lecturers and the format of a class were also investigated. In a sample of N = 337 students, we tested our hypotheses using structural equation model. Results confirmed mediation, but not moderation. The use of video chat seems to facilitate the provision of relatedness support but our data did not show that the format of a class was associated with relatedness. Our findings indicate that both teaching behavior and the technical format used to deliver lectures play important roles in student experiences with online classes. The results are discussed in light of other research conducted during the pandemic. (shrink)

Adverse environmental and economic impacts of Icelandic volcano triggered discussions about nature’s astounding and unpredictable fury, alongside the inadequacy of human ingenuity and science to deal with factors that are totally independent and practically impossible to control.The first part of this article discusses questions related to understanding of deep uncertainty and possibility of effectively combining qualitative and quantitative analysis. Apparently the problem of incorporating surprise, critical threshold and abrupt changes is well studied in finance, but its poor application led to (...) the latest financial crisis. It would be far more complicated when applied to complex or “wicked” events like deforestation, the conservation of endangered species, industrial pollution and climate change. The authors identify a range of problems in global idea of ‘sustainability’ and explore complexity of uncertainty. The second part reviews innovative approach that pretends to reconcile the needs of local communities with the protection of the natural world. (shrink)