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Dr. Andreas Ch. Hadjichambis
Cyprus Centre for Environmental Research and Education (CYCERE), Cyprus Ministry of Education and Culture, Cyprus

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0 Environmental Education
0 Science Education
0 Sustainability Education
0 Teacher Professional Development
0 biology education

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Review
Published: 03 July 2021 in Sustainability
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It is commonly argued that, despite the tremendous resonance Citizen Science (CS) has shown in recent years, there is still lack of understanding of important aspects defining citizens’ participation and engagement in CS initiatives. While CS initiatives could provide a vehicle to foster forms of participation contributing to the democratization of science, there is still limited attention paid to the “Citizen” component of the Citizen Science term. For the purpose of this work, we systematically reviewed the available literature for empirical studies in respect to citizens’ participation in environmental and nature-based CS initiatives established during the last two decades, using the PRISMA methodology. The participatory facet of the retrieved 119 CS initiatives was analysed on the basis of: (a) exclusion and inclusion demographic factors, (b) CS models and practices, (c) facilitators and constraints of citizen’s participation, and (d) environmental citizenship. Our findings show that the majority of the CS initiatives did not place restrictions on gender participation; however, we have identified that mostly highly educated adults participated in the reviewed initiatives. In addition, most of the CS initiatives reported in the literature were situated in the EU and USA, were mostly limited to the local scale, and primarily followed the contributory model. Academic institutions were found to coordinate the majority of the CS initiatives examined. By using digital technologies, academic scientists were able to control and increase data quality, as well as to engage a broader audience, even though they were mostly treating volunteers as “data collectors”, desiring their long-term engagement. Therefore, it will be of CS benefit to be better aligned with the mentality and needs of citizens. In this direction CS initiatives should trigger citizens’ learning gains and interpersonal/social benefits and personal, environmental, and social motivations, but also to shift their goals towards contributing to science and citizens’ connection with nature. On the other hand, there is a need to overcome any design and implementation barriers, and to enhance democratization through a more participative engagement of active and aware citizens, thus promoting environmental citizenship.

ACS Style

Michalis Vasiliades; Andreas Hadjichambis; Demetra Paraskeva-Hadjichambi; Anastasia Adamou; Yiannis Georgiou. A Systematic Literature Review on the Participation Aspects of Environmental and Nature-Based Citizen Science Initiatives. Sustainability 2021, 13, 7457 .

AMA Style

Michalis Vasiliades, Andreas Hadjichambis, Demetra Paraskeva-Hadjichambi, Anastasia Adamou, Yiannis Georgiou. A Systematic Literature Review on the Participation Aspects of Environmental and Nature-Based Citizen Science Initiatives. Sustainability. 2021; 13 (13):7457.

Chicago/Turabian Style

Michalis Vasiliades; Andreas Hadjichambis; Demetra Paraskeva-Hadjichambi; Anastasia Adamou; Yiannis Georgiou. 2021. "A Systematic Literature Review on the Participation Aspects of Environmental and Nature-Based Citizen Science Initiatives." Sustainability 13, no. 13: 7457.

Review
Published: 01 March 2021 in Sustainability
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As we are living amid an unprecedent environmental crisis, the need for schools to empower students into environmental citizenship is intensifying. Teachers are considered as the main driving force in fostering students’ environmental citizenship. However, a critical question is how teachers conceive environmental citizenship and whether their perceptions of environmental citizenship are well-informed. There is an urgent need to investigate teachers’ perceptions, considering their crucial role in the formation of students’ environmental citizenship. This study examines teachers’ perceptions of environmental citizenship through a systematic review and thematic analysis of relevant empirical studies. The selected studies (n = 16) were published in peer-reviewed journals during the timespan of the last twenty-five (25) years (1995–2020). The thematic findings of this review revealed that teachers’ perceptions: (a) manifest a relatively decreased understanding of environmental citizenship, (b) are narrowed down to the local scale, individual dimension and private sphere, (c) affect teaching practices, (d) are multi-dimensional, defined by inter-related components, (e) vary according to teachers’ educational/cultural background and personal identity, (f) affect other environmental constructs defining teachers’ professional identity, (g) can be enhanced during teacher education, (h) can be also improved during professional development initiatives. These findings bear significant implications for researchers, policymakers, as well as for teacher educators in the field of Environmental Education.

ACS Style

Yiannis Georgiou; Andreas Hadjichambis; Demetra Hadjichambi. Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature. Sustainability 2021, 13, 2622 .

AMA Style

Yiannis Georgiou, Andreas Hadjichambis, Demetra Hadjichambi. Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature. Sustainability. 2021; 13 (5):2622.

Chicago/Turabian Style

Yiannis Georgiou; Andreas Hadjichambis; Demetra Hadjichambi. 2021. "Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature." Sustainability 13, no. 5: 2622.

Chapter
Published: 27 February 2020 in Environmental Discourses in Science Education
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Environmental Citizenship has been an influential concept in many different arenas. Education and especially environmental discourses in science education have a lot to contribute in adopting and promoting Environmental Citizenship. Τhe roots of Environmental Citizenship derived from the political science arena are examined in this chapter. In addition, the conceptualisation of Environmental Citizenship in educational context is discussed. Furthermore, the relevance of Environmental Citizenship in types of education such as science education (SE), environmental education (EE), Education for Sustainability (EfS) and citizenship education (CE) is explored. Each type of education has something important to contribute to Environmental Citizenship through its specific approaches, dimensions and practices. In addition, the European Network for Environmental Citizenship (ENEC) as a community of practice is presented as well as the main definitions regarding Environmental Citizenship (EC), Education for Environmental Citizenship (EEC) and Environmental Citizen (ECn). Finally, the main focus of each part and chapter of the book will be summarised.

ACS Style

Andreas Ch. Hadjichambis; Pedro Reis. Introduction to the Conceptualisation of Environmental Citizenship for Twenty-First-Century Education. Environmental Discourses in Science Education 2020, 1 -14.

AMA Style

Andreas Ch. Hadjichambis, Pedro Reis. Introduction to the Conceptualisation of Environmental Citizenship for Twenty-First-Century Education. Environmental Discourses in Science Education. 2020; ():1-14.

Chicago/Turabian Style

Andreas Ch. Hadjichambis; Pedro Reis. 2020. "Introduction to the Conceptualisation of Environmental Citizenship for Twenty-First-Century Education." Environmental Discourses in Science Education , no. : 1-14.

Chapter
Published: 27 February 2020 in Environmental Discourses in Science Education
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Contemporary and urgent environmental problems need to be addressed through Education for Environmental Citizenship. This chapter proposes a specific model of Education for Environmental Citizenship which includes the outputs, dimensions, scales and spheres of Environmental Citizenship. A specific pedagogical approach is elaborated which can promote the Education for Environmental Citizenship Model (EEC Model). The chapter also draws on the pedagogical landscape of Education for Environmental Citizenship and describes the stages and the steps of this integrated and holistic pedagogical approach, namely: Inquiry, Planning actions, Civic participation, Networking & Sharing in Scales, Sustain Environmental & Social Change, and Evaluation & Reflection. The suggested pedagogical approach is one of the possible venues that could promote Education for Environmental Citizenship. Finally, this chapter discusses the need for curriculum and learning materials for fostering Education for Environmental Citizenship. It argues for the crucial role of the educational institutions and of the teachers and teachers’ professional development towards the adequate establishment of Education for Environmental Citizenship.

ACS Style

Andreas Ch. Hadjichambis; Demetra Paraskeva-Hadjichambi. Education for Environmental Citizenship: The Pedagogical Approach. Environmental Discourses in Science Education 2020, 237 -261.

AMA Style

Andreas Ch. Hadjichambis, Demetra Paraskeva-Hadjichambi. Education for Environmental Citizenship: The Pedagogical Approach. Environmental Discourses in Science Education. 2020; ():237-261.

Chicago/Turabian Style

Andreas Ch. Hadjichambis; Demetra Paraskeva-Hadjichambi. 2020. "Education for Environmental Citizenship: The Pedagogical Approach." Environmental Discourses in Science Education , no. : 237-261.

Journal article
Published: 22 January 2020 in Sustainability
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Environmental citizenship is very important in sustainability research. The criticality of the observed environmental crisis requires capable and competent environmental citizens who can act as agents of change to achieve sustainability. This research presents the validation of the Environmental Citizenship Questionnaire (ECQ) for assessing the environmental citizenship of secondary school students. To this end, Principal Component Analysis has been performed through the use of a Confirmatory Factor Analysis. In addition, there has been a verification of sphericity and a measure of sampling adequacy using the Bartlett’s and Kaiser–Meyer–Olkin (KMO) tests, respectively. Cronbach’s Alpha, eigenvalues and percentage of variance as well as Pearson’s correlation were also estimated. Using the data of 520 students in 10th grade, the ECQ showed very good results in all measurements performed, demonstrating high internal consistency, reliability and discriminant validity. From the factor analysis were derived nine factors with 76 items in total. Cronbach’s Alpha was greater than 0.702, indicating high reliability in all factors. The possible contribution of the ECQ in different contexts and educational frames and in sustainability education is discussed.

ACS Style

Andreas Ch. Hadjichambis; Demetra Paraskeva-Hadjichambi. Environmental Citizenship Questionnaire (ECQ): The Development and Validation of an Evaluation Instrument for Secondary School Students. Sustainability 2020, 12, 821 .

AMA Style

Andreas Ch. Hadjichambis, Demetra Paraskeva-Hadjichambi. Environmental Citizenship Questionnaire (ECQ): The Development and Validation of an Evaluation Instrument for Secondary School Students. Sustainability. 2020; 12 (3):821.

Chicago/Turabian Style

Andreas Ch. Hadjichambis; Demetra Paraskeva-Hadjichambi. 2020. "Environmental Citizenship Questionnaire (ECQ): The Development and Validation of an Evaluation Instrument for Secondary School Students." Sustainability 12, no. 3: 821.

Journal article
Published: 28 January 2019 in Sustainability
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This study analyses the Active Citizens program conducted in seven Czech elementary schools in 2017/2018. The data were obtained in a mixed-design research study containing pre/post experimental/control groups (N = 114), eight focus groups with selected students (N = 56), and group interviews with teachers (N = 14). The mean age of the students was 13.8 years. The study focuses on the students’ and the teachers’ perception of the process, the program’s barriers and benefits, and on the impact of the program on the students’ self-efficacy and on perceived democratic school culture. The analysis revealed that while the participants felt empowered because of their experience, they started to perceive their school environment as less democratic than before the program. The program also likely influenced girls more than boys as the latter seem to have been unaffected. Finally, the implications of the findings for the practice are discussed.

ACS Style

Petra Simonova; Jan Cincera; Roman Kroufek; Sarka Krepelkova; Andreas Hadjichambis. Active Citizens: Evaluation of a Community-Based Education Program. Sustainability 2019, 11, 663 .

AMA Style

Petra Simonova, Jan Cincera, Roman Kroufek, Sarka Krepelkova, Andreas Hadjichambis. Active Citizens: Evaluation of a Community-Based Education Program. Sustainability. 2019; 11 (3):663.

Chicago/Turabian Style

Petra Simonova; Jan Cincera; Roman Kroufek; Sarka Krepelkova; Andreas Hadjichambis. 2019. "Active Citizens: Evaluation of a Community-Based Education Program." Sustainability 11, no. 3: 663.

Abstract
Published: 01 January 2019 in Proceedings
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Flooding is a wide-range natural hazard that noticeably damages property, people, and the environment. In the context of climate change, the integration of spatial planning with flood-risk management has gained prominence as an approach to mitigating the risks of flooding. Land use is regulated through various mixes of top-down laws, regulations and governance structures and sets of locally based practices that can vary widely across localities and contexts. These under-researched aspects can often make the difference between success and failure in implementing new insights and proposals for better nature-based and diverse technological solutions for flood storage. Generally, water management has first dealt with technical and hydrological issues before addressing land management, and then found implementation to be hampered by the lack of land management approaches. Land owners/users are often regarded as mere recipients of water management, not as key stakeholders. Most existing research initiatives on water-related risks focus on technical or hydrological aspects, forecasting, disaster management, or institutional governance aspects. Approaches for collaborating with private land users to realize mitigation and adaptation measures on private land are lacking both in theory and practice. The absence of dialogue tools and collaborative approaches, lack of access to integrated and high-quality information and technologies and tools to use information, are among the factors that impede this integration. Limited research has been conducted to develop a framework and to investigate the interplay between involvement, information and technologies in this integration. These shortcomings could be resolved through an integrated approach which can be based on the features and characteristics of an environmental citizenship. Based on the definition provided by ENEC, an environmental citizen has the necessary knowledge, skills, values, and beliefs to effective public participation and stakeholders’ engagement in solving controversial environmental problems and therefore to negotiate land for flood within a sustainable context. Starting from the definitions of environmental citizen and environmental citizenship, this paper will try to provide an approach for smoothening the process of negotiating land for flood as a key tool for mitigating the risk of flooding through sustainable cooperation with land users.

ACS Style

Rares Halbac-Cotoara-Zamfir; Andreas Hadjichambis; Demetra Paraskeva-Hadjichambi. Negotiating Land for Flood Using an Environmental Citizenship Approach. Proceedings 2019, 30, 40 .

AMA Style

Rares Halbac-Cotoara-Zamfir, Andreas Hadjichambis, Demetra Paraskeva-Hadjichambi. Negotiating Land for Flood Using an Environmental Citizenship Approach. Proceedings. 2019; 30 (1):40.

Chicago/Turabian Style

Rares Halbac-Cotoara-Zamfir; Andreas Hadjichambis; Demetra Paraskeva-Hadjichambi. 2019. "Negotiating Land for Flood Using an Environmental Citizenship Approach." Proceedings 30, no. 1: 40.

Abstract
Published: 01 January 2019 in Proceedings
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Climate change is expected to substantially alter temperature and precipitation regimes, leading to more intense and more frequent extreme rain events, droughts, reduced air quality and consequently negatively influences biodiversity and ecosystems. The importance of protecting and improving ecosystems for reducing disaster risk started to receive higher attention in the recent years after a long period of neglection. Nature-based solutions (NBSs) focus on working with nature and, in essence, aim at increasing the natural capital of the ecological systems. Implementation of NBSs requires extensive dialogue processes in order to ensure knowledge exchange and to “bring everyone on-board”. To be successful, NBSs must take into account the local socioecological systems, so that local and regional stakeholders are engaged in order to secure the thresholds of interventions that can effectively reduce the risks from climate change disasters. In addition, a successful implementation of NBSs also requires a strong environmental education. Education is an essential element of the global response to climate change. It helps people understand and address the impact of global warming, encourages changes in their attitudes and behavior and helps them adapt to climate change-related trends. Environmental Citizens, with their responsible pro-environmental behaviors, can act as promoters of NBSs through individual and collective actions, in the private and public sphere, in the direction of protecting and improving ecosystems and effectively reducing the risks from climate change disasters. Thus, Education for Environmental Citizenship (EEC) has a strong practical orientation including community engagement and public participation and therefore can be marked by teaching and learning approaches with remarkable contribution on enhancing the implementation of NBSs. This type of education also embraces systemic learning, understanding relationships being crucially important. This paper will use the model for EEC developed by COST action 16229 “European Network for Environmental Citizenship” (www.enec.eu) to propose an education framework for enhancing the successful implementation of NBSs.

ACS Style

Rares Halbac-Cotoara-Zamfir; Andreas Hadjichambis; Demetra Paraskeva-Hadjichambi. Education for Environmental Citizenship—Potential Key Tool for Enhancing the Implementation of NbSs. Proceedings 2019, 30, 37 .

AMA Style

Rares Halbac-Cotoara-Zamfir, Andreas Hadjichambis, Demetra Paraskeva-Hadjichambi. Education for Environmental Citizenship—Potential Key Tool for Enhancing the Implementation of NbSs. Proceedings. 2019; 30 (1):37.

Chicago/Turabian Style

Rares Halbac-Cotoara-Zamfir; Andreas Hadjichambis; Demetra Paraskeva-Hadjichambi. 2019. "Education for Environmental Citizenship—Potential Key Tool for Enhancing the Implementation of NbSs." Proceedings 30, no. 1: 37.

Articles
Published: 01 August 2018 in Journal of Biological Education
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Science education is an important dimension of the European Commission’s Responsible Research and Innovation (RRI) objectives; however, RRI is not an explicit focus of biology teaching and few biology teachers have experience in integrating RRI in classroom practice. This study examines the impact of a three 80-minute RRI and active citizenship module on 11th grade biology students, based on the SSIBL pedagogical framework. A representative national sample of 11th grade biology students in Cyprus (n = 398) participated. A pre-post research design examined impact in relation to students’ conceptual understanding regarding cholesterol and its regulation, their understanding of the controversy about cholesterol regulation, awareness of RRI components, feeling of responsibility and willingness to act. Analyses indicated statistically significant gains in conceptual understanding and the understanding of the controversy about cholesterol regulation and awareness of RRI components, as well as in students’ socio-scientific accountability (feeling of responsibility and willingness to act). Conceptual understanding showed increased correlations with Controversy understanding and RRI understanding forming the three of them the cognitive elements of individuals understanding. All of the examined variables are deemed, as of great importance for the design, implementation and evaluation of innovative biology RRI and active citizenship modules.

ACS Style

Andreas Ch. Hadjichambis; Yiannis Georgiou; Demetra Paraskeva Hadjichambi; Eleni A. Kyza; Andria Agesilaou; Demetrios Mappouras. Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins. Journal of Biological Education 2018, 53, 548 -560.

AMA Style

Andreas Ch. Hadjichambis, Yiannis Georgiou, Demetra Paraskeva Hadjichambi, Eleni A. Kyza, Andria Agesilaou, Demetrios Mappouras. Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins. Journal of Biological Education. 2018; 53 (5):548-560.

Chicago/Turabian Style

Andreas Ch. Hadjichambis; Yiannis Georgiou; Demetra Paraskeva Hadjichambi; Eleni A. Kyza; Andria Agesilaou; Demetrios Mappouras. 2018. "Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins." Journal of Biological Education 53, no. 5: 548-560.

Journal article
Published: 24 October 2013 in Studies in Educational Evaluation
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The recent educational reform in Cyprus moved education about sustainability to the forefront of environmental learning. The present study examines the impact of an earth education program, Earthkeepers, on children's ecological understandings, environmental values and attitudes, and behaviour. The program was implemented during two consecutive years with 491 4th to 7th graders from nine different schools in Cyprus. Quantitative data were collected using individual concept, attitude and behaviour questionnaires, and a satisfaction survey. Qualitative data were collected using individual semi-structured interviews with twelve students and nine teachers from six different schools. Data analysis showed gains in students’ understanding as well as significant changes towards more pro-environmental values, attitudes and behaviour. Interviews confirmed the quantitative results and verified students’ behaviour.

ACS Style

Constantinos C. Manoli; Bruce Johnson; Andreas Ch. Hadjichambis; Demetra Hadjichambi; Yiannis Georgiou; Hara Ioannou. Evaluating the impact of the Earthkeepers Earth education program on children's ecological understandings, values and attitudes, and behaviour in Cyprus. Studies in Educational Evaluation 2013, 41, 29 -37.

AMA Style

Constantinos C. Manoli, Bruce Johnson, Andreas Ch. Hadjichambis, Demetra Hadjichambi, Yiannis Georgiou, Hara Ioannou. Evaluating the impact of the Earthkeepers Earth education program on children's ecological understandings, values and attitudes, and behaviour in Cyprus. Studies in Educational Evaluation. 2013; 41 ():29-37.

Chicago/Turabian Style

Constantinos C. Manoli; Bruce Johnson; Andreas Ch. Hadjichambis; Demetra Hadjichambi; Yiannis Georgiou; Hara Ioannou. 2013. "Evaluating the impact of the Earthkeepers Earth education program on children's ecological understandings, values and attitudes, and behaviour in Cyprus." Studies in Educational Evaluation 41, no. : 29-37.

Papers
Published: 01 January 2008 in International Journal of Food Sciences and Nutrition
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The use of local Mediterranean food plants is at the brink of disappearance. Even though there is relatively abundant information on inventories of wild edible taxa, there is also a crucial need to understand how these plants are consumed and when and how these consumption phenomena change over time and place around the Mediterranean. Additionally, it is important to study such knowledge systems and find innovative ways of infusing them to the future Mediterranean generations. During the years 2003–2006 a circum-Mediterranean ethnobotanical field survey for wild food plants was conducted in selected study sites in seven Mediterranean areas (European Union-funded RUBIA Project). Structured and semi-structured questionnaires have been administered to indigenous people and 294 wild food plant taxa were documented in the survey. A comparative analysis of the data was undertaken showing that the quantity and quality of traditional knowledge varies among the several study areas and is closely related to the traditions, environment and cultural heritage of each country. More similarities of wild edible popular use were revealed between the Eastern Mediterranean and the Western Mediterranean.

ACS Style

Andreas Ch. Hadjichambis; Demetra Paraskeva-Hadjichambi; Athena Della; Maria Elena Giusti; Caterina De Pasquale; Cinzia Lenzarini; Elena Censorii; Maria Reyes Gonzales-Tejero; Cristina Patricia Sanchez-Rojas; Jose M. Ramiro-Gutierrez; Melpomeni Skoula; Chris Johnson; Anaya Sarpaki; Mohamed Hmamouchi; Said Jorhi; Mohamed El-Demerdash; Mustafa El Zayat; Andrea Pieroni. Wild and semi-domesticated food plant consumption in seven circum-Mediterranean areas. International Journal of Food Sciences and Nutrition 2008, 59, 383 -414.

AMA Style

Andreas Ch. Hadjichambis, Demetra Paraskeva-Hadjichambi, Athena Della, Maria Elena Giusti, Caterina De Pasquale, Cinzia Lenzarini, Elena Censorii, Maria Reyes Gonzales-Tejero, Cristina Patricia Sanchez-Rojas, Jose M. Ramiro-Gutierrez, Melpomeni Skoula, Chris Johnson, Anaya Sarpaki, Mohamed Hmamouchi, Said Jorhi, Mohamed El-Demerdash, Mustafa El Zayat, Andrea Pieroni. Wild and semi-domesticated food plant consumption in seven circum-Mediterranean areas. International Journal of Food Sciences and Nutrition. 2008; 59 (5):383-414.

Chicago/Turabian Style

Andreas Ch. Hadjichambis; Demetra Paraskeva-Hadjichambi; Athena Della; Maria Elena Giusti; Caterina De Pasquale; Cinzia Lenzarini; Elena Censorii; Maria Reyes Gonzales-Tejero; Cristina Patricia Sanchez-Rojas; Jose M. Ramiro-Gutierrez; Melpomeni Skoula; Chris Johnson; Anaya Sarpaki; Mohamed Hmamouchi; Said Jorhi; Mohamed El-Demerdash; Mustafa El Zayat; Andrea Pieroni. 2008. "Wild and semi-domesticated food plant consumption in seven circum-Mediterranean areas." International Journal of Food Sciences and Nutrition 59, no. 5: 383-414.

Comparative study
Published: 01 January 2006 in Journal of Ethnobiology and Ethnomedicine
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An ethnobotanical survey of wild edible plants of Cyprus was carried out in two sites. Paphos vine zone and Larnaca mixed farming zone. These are among the areas in Cyprus whose inhabitants subsisted primarily on pastoralism and agriculture and therefore still preserve the traditional knowledge on wild edible plants.

ACS Style

Athena Della; Demetra Paraskeva-Hadjichambi; Andreas Ch Hadjichambis. An ethnobotanical survey of wild edible plants of Paphos and Larnaca countryside of Cyprus. Journal of Ethnobiology and Ethnomedicine 2006, 2, 34 -34.

AMA Style

Athena Della, Demetra Paraskeva-Hadjichambi, Andreas Ch Hadjichambis. An ethnobotanical survey of wild edible plants of Paphos and Larnaca countryside of Cyprus. Journal of Ethnobiology and Ethnomedicine. 2006; 2 (1):34-34.

Chicago/Turabian Style

Athena Della; Demetra Paraskeva-Hadjichambi; Andreas Ch Hadjichambis. 2006. "An ethnobotanical survey of wild edible plants of Paphos and Larnaca countryside of Cyprus." Journal of Ethnobiology and Ethnomedicine 2, no. 1: 34-34.