Carl Cyrus Anderson
School of Interdisciplinary Studies, University of Glasgow Dumfries Campus, Rutherford/McCowan Building, the Crichton, Dumfries, DG1 4ZL
I grew up in Columbia, South Carolina, USA where I have two nephews and a niece, along with a loving and supportive family.
I graduated from Appalachian State University in Boone, North Carolina (USA) Magna Cum Laude in 2010 with an honours BSc in Geography with concentration in GIS. After teaching English and studying languages in Quito, Ecuador and Halle, Germany, I moved to Bonn, Germany where I earned an MSc “with distinction” in Geography of Environmental Risks and Human Security in 2017. This is a joint program offered by the United Nations University and University of Bonn.
I worked as a research assistant at both the United Nations University (UNU-EHS) and the Center for Development Research (ZEF) of the University of Bonn before starting my PhD research in January 2019.
Research title: Public acceptance of nature-based solutions: Towards sustainable natural hazard risk reduction
My field of research is broadly risk and vulnerability to natural hazards in relation to human-environment interactions. I am particularly interested in the relations among public perceptions, risk, and behavioural responses to risk within social-ecological systems.
Public acceptance of nature-based solutions: Towards sustainable natural hazard risk reduction
My research is conducted within the OPERANDUM project in which Nature-based Solutions (NbS) are being used to reduce risk from hydro-meteorological hazards in seven European countries as well as China, Hong Kong, and Australia. The study sites for my research are the community of Catterline in Scotland (landslide risk), communities surrounding Lake Puruvesi in Finland (eutrophication), and communities along the Spercheios River in Greece (flood and drought risk).
I am determining factors behind varying degrees of local public acceptance of the nature-based risk reduction measures (i.e., NbS), assessed by both attitudes and behaviours. This leads to recommendations for increasing public acceptance within the study sites and for NbS generally. I am particularly interested in the roles of perceived risk and ecosystem service benefits from NbS and how these shape acceptance, also in reference to preferences for "greener" or "greyer" measures.
Community buy-in is crucial for the sustained success of the measures within their social-ecological contexts. Research outcomes will provide important insights for increasingly popular Nature-based Solutions.
I am generously supported by a University of Glasgow College of Social Sciences PhD Scholarship. My work is also supported by the European Commission (OPERANDUM project - Grant no. 776848).
Anderson, C. C., Renaud, F. G., Hanscomb, S., Loupis, M., Munro, K. E., Ollauri, A., Panga, D., Pouta, E., Soini, K., and Thomson, C. S. (2021) Public acceptance of nature-based solutions (NbS): a framework for successful NbS and its application in three European case studies, EGU General Assembly 2021, online, 19–30 Apr 2021, EGU21-4579, https://doi.org/10.5194/egusphere-egu21-4579, 2021
Anderson, C. C., and Renaud, F. G. (2020) A literaturereviewon the “How?” and the “Why?” of increasing public acceptanceof NbS, NbS Digital Dialogues 2020, NbS with, by and for people (Session 3), online, 7-9 July, https://www.naturebasedsolutionsoxford.org/nbs-digital-dialogues/
Shah, M. A. R. et al. (2020) A Conceptual Framework for Vulnerability and Risk Assessment in the Context of Nature-Based Solutions to Hydro-Meteorological Risks. EGU General Assembly 2020, Vienna, Austria, 04-08 May 2020. (doi:10.5194/egusphere-egu2020-20403)
As a Graduate Teaching Assistant, I assist with the Environmental Policy and Management lecture in the Environmental Science and Sustainability programme.
I developed and delivered an Environmental Studies course concentrating on the Sustainable Development Goals and disaster risk reduction, forming part of the School of Interdisciplinary Studies Summer School for Access 2019. This included developing the content and assessments, and the marking of essays and exams.