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Do teachers have accurate beliefs about their effort and ability? This paper explores this through a survey experiment in public-private partnership schools in Uganda, wherein teacher self-beliefs are contrasted with their beliefs about other teachers in the same school. The study finds that, on average, teachers tend to rate ability, effort, and job satisfaction more positively for themselves than for other teachers. This tendency is called high relative self-regard. The study finds no systematic evidence of high relative self-regard around perceptions of student engagement quality and available support structures. More experienced teachers are less likely to exhibit high relative self-regard, while teachers showing low effort are more likely to exhibit it. This is analogous to the Dunning-Kruger effect in psychology, except respondents rate themselves as better than most (not better than average) and variation is explored over effort (not cognitive ability). High relative self-regard is less pronounced in owner-managed public-private partnership schools, suggesting that when principle-agent problems are less severe, schools find ways to correct for inaccurate teacher self-beliefs. These results provide suggestive evidence of cognitive biases that help teachers rationalize suboptimal effort in the classroom. This in turn points to the importance of providing objective feedback to teachers about their effort and performance as one potential way to improve their performance. Teacher self-beliefs are important areas of intervention because they are likely to affect how teachers optimize their effort and training investments. Self-beliefs are also likely to affect how teachers respond to changes in incentive and accountability regimes.

Accountability --- Education --- Educational Institutions and Facilities --- Educational Sciences --- Effective Schools and Teachers --- Environment --- Environmental Protection --- Private Sector Development --- Private Sector Economics --- Self-Belief --- Social Assessment --- Social Development --- Teacher Absenteeism --- Teacher Performance --- Teachers

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Construction is one of the main sectors that generates greenhouse gases. This industry consumes large amounts of raw materials, such as stone, timber, water, etc. Additionally, infrastructure should provide service over many years without safety problems. Therefore, their correct design, construction, maintenance, and dismantling are essential to reducing economic, environmental, and societal consequences. That is why promoting sustainable construction has recently become extremely important. To help address and resolve these types of questions, this book explores new ways of reducing the environmental impacts caused by the construction sector, as well promotes social progress and economic growth. The chapters collect the papers included in the “Sustainable Construction II” Special Issue of the Sustainability journal. The papers cover a wide spectrum of issues related to the use of sustainable materials in construction, the optimization of designs based con sustainable indicators, the life-cycle assessment, the decision-making processes that integrate economic, social, and environmental aspects, and the promotion of durable materials that reduce future maintenance

Technology: general issues --- Conservation of buildings & building materials --- vertical extension method --- underground --- existing building --- economic impact --- CO2 emission --- earth-retaining walls --- optimization --- black hole --- min–max discretization --- Sustainable construction --- environmental impact and traffic disruptions --- self-anchored suspension bridge --- design-oriented analytical approach --- concrete structure --- environmental zonation --- concrete durability --- fuzzy set --- rough set --- sustainability --- LCA --- S-LCA --- social assessment --- ecoinvent --- SOCA

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Public participation in forestry is a key issue in ensuring the democratization of decision-making processes, increasing the social acceptance of policies, and reducing conflicts between forest users. Public participation also provides an opportunity for the improvement of the quality of information, public debate, personal reflection, and professionalization, raising awareness. Participation in forestry implies the involvement of stakeholders (the interest group participation approach) and/or the involvement of people (the direct citizen participation approach) in the decision-making process. Since the UN Conference on Environment and Development (1992), new norms and perspectives have emerged encouraging a bottom-up approach in forest governance. Consequently, several participatory techniques, methods, and tools for stakeholder involvement in forest governance have been developed and applied. These different experiences allow us to learn from failures and successes and contribute to knowledge improvement. The future challenges of participatory forestry deal with adaptation to changes in ecological, social, and economic contexts.

forest planning --- green space quality assessment --- forest management practice --- forest degradation --- urban trees --- Slovenia --- participatory process --- transdisciplinary research --- deliberative-analytical process --- panarchy theory --- participatory forums --- climate change --- community forestry --- empathetic utility functions --- smallholder --- questionnaire survey --- British Columbia --- Ghana --- cocoa --- participatory --- entrepreneurial education --- Natura 2000 --- deforestation --- social assessment --- climate change mitigation --- stakeholder analysis --- social network analysis --- social forestry --- REDD+ --- photography --- participation --- interviews survey --- diffusion --- traditional knowledge --- forest carbon --- AI decision-making algorithms --- stakeholders --- participatory modeling --- innovative training --- stakeholders’ involvement --- appraisal --- slash-and-burn agriculture --- public opinion --- user participation --- public participation --- summer-winter --- forest multifunctionality --- preferences --- community-based forest management --- forest management --- urban woodland management --- national forest policy framework --- perceptions --- forest governance --- stakeholder engagement --- forest history --- role-playing games --- assessment of sustainability --- management program --- forestry training