The document outlines several benefits that nature provides to children's health and development based on various studies:
1) Exposure to nature is associated with improved concentration, academic performance, emotional well-being, and reduced stress levels in children.
2) Nature allows for more creative and complex play in children and is associated with reduced symptoms of ADD/ADHD.
3) Positive early experiences with nature are linked to developing stewardship of the environment as adults. Nature exposure in childhood can influence pro-environmental behaviors and values later in life.
The document lists various geography-related activities that have taken place at Eaton Park Academy. It describes map work and investigations of natural and human features that were done by Year 1 students. It also outlines how different year groups studied topics like the water cycle, pollution, and sustainability through cross-curricular lessons, field trips, role play, and presentations. Many activities aimed to increase students' understanding and appreciation of the environment and humankind's impact on it.
Inspiring environmental citizenship by the learning escapeMark Brown, FRSA
A workshop given by The Learning Escape at the Eco Schools show 2012. Covering Nature Deficit Disorder, Outdoor Learning and Environmental Citizenship. Educators from Whitchurch and Danesfield Manor Schools also talk about how their Learning Escapes have inspired Outdoor Learning and help to promote Environmental Citizenship.
Green spaces may improve children's memory, studies showMabel_Berry
Recent studies are providing evidence that exposure to green spaceshelps improve children’s memory. A recent study in the British Journal of Educational Psychology observed 4,758 11-year-olds in the U.K. Researchers found that children living in neighborhoods with plenty of green spaces have better spatial working memory.
This document discusses the benefits of nature schools and outdoor education programs for child development. It notes that nature schools allow children to explore freely in natural environments, which supports physical, social, and emotional development. The document also discusses how children in Western cultures have become disconnected from nature due to increased indoor time and screen use. Nature schools aim to reconnect children with the natural world to promote health, focus, independence and stress reduction. The document reviews several studies that show the positive effects of outdoor education programs and nature exposure on children's connection to nature and overall well-being.
To enable discussion and creativity in an Early years team on how to develop an enabling learning environment for children outdoors with inspirations from Rudolf Steiner and Forest schools.
The document lists various geography-related activities that have taken place at Eaton Park Academy. It describes map work and investigations of natural and human features that were done by Year 1 students. It also outlines how different year groups studied topics like the water cycle, pollution, and sustainability through cross-curricular lessons, field trips, role play, and presentations. Many activities aimed to increase students' understanding and appreciation of the environment and humankind's impact on it.
Inspiring environmental citizenship by the learning escapeMark Brown, FRSA
A workshop given by The Learning Escape at the Eco Schools show 2012. Covering Nature Deficit Disorder, Outdoor Learning and Environmental Citizenship. Educators from Whitchurch and Danesfield Manor Schools also talk about how their Learning Escapes have inspired Outdoor Learning and help to promote Environmental Citizenship.
Green spaces may improve children's memory, studies showMabel_Berry
Recent studies are providing evidence that exposure to green spaceshelps improve children’s memory. A recent study in the British Journal of Educational Psychology observed 4,758 11-year-olds in the U.K. Researchers found that children living in neighborhoods with plenty of green spaces have better spatial working memory.
This document discusses the benefits of nature schools and outdoor education programs for child development. It notes that nature schools allow children to explore freely in natural environments, which supports physical, social, and emotional development. The document also discusses how children in Western cultures have become disconnected from nature due to increased indoor time and screen use. Nature schools aim to reconnect children with the natural world to promote health, focus, independence and stress reduction. The document reviews several studies that show the positive effects of outdoor education programs and nature exposure on children's connection to nature and overall well-being.
To enable discussion and creativity in an Early years team on how to develop an enabling learning environment for children outdoors with inspirations from Rudolf Steiner and Forest schools.
This document discusses several studies on the relationship between children, nature, and conservation. It notes that children are often excluded from conservation studies that look at factors like race, income, and location. Exposure to green spaces is important for children's cognitive, emotional, and physical development. However, studies show that urban children and those from lower-income families often have less access to nature. The document examines how social views of nature can influence children's understanding of conservation and their relationship with the natural world.
Talk presented at the European Conference on Developmental Psychology 2019 in Athens Greece and the International Conference on Environmental Psychology 2019 in Plymouth United Kingdom
Di Collins, Journeying Gently, UK
EOE 2011 Metsäkartano, Finland
Into the Woods: About the significance of wood and wilderness for Youth Work in Europe.
1) The document examines connections between childhood experiences in nature and adult environmentalism. It analyzes survey responses from over 2,000 adults about their childhood nature activities and current environmental attitudes and behaviors.
2) The study uses structural equation modeling to test pathways from childhood participation in wild and domesticated nature to adult environmentalism, while controlling for demographic factors. It finds that experiences like hiking, camping, and gardening as a child correlate with stronger environmental attitudes and behaviors as an adult.
3) Prior research also links childhood time outdoors to later environmental preferences, knowledge, and occupations. However, this study considers long-term influences on a representative population, not just environmental professionals.
The document discusses several studies and experts that highlight the importance of nature for childhood development. It describes how spending time in nature is beneficial for children's health, social and emotional development, cognitive abilities, and more. The document also references initiatives to get children outdoors and connect with nature through school programs, medical recommendations, and conservation efforts.
Boothe Prize Essays 2012-2013
30
spring 2012 HOnOrABLE MEnTiOn
Charlotte Geaghan-Breiner
INSTRUCTOR'S FOREWORD
“Where the Wild Things Should Be: Healing Nature Deficit Disorder Through the
Schoolyard” is a research-based proposal for action. Charlotte’s essay provides an
original solution to a problem first defined by journalist Richard Louv in 2008:
nature deficit disorder posits that many children of the developed world are alienated
from nature. The documented results of this disorder can be dire and include
poor health, including depression, obesity, and diminished cognitive capacity;
impoverished ecological knowledge; and limited engagement with environmental
activism. To mitigate this disorder, Charlotte proposes a transformation of the
schoolyard, a space foundational to global childhood and one commonly recognized
as an asphalt desert. Designed with adult needs in mind, schoolyards today are
equipment dominated to allow children to “blow off steam” and hard scaped to
facilitate monitoring.
Writing with confidence and imagination, and drawing on extensive reading in
geography, science education, and biology, Charlotte envisions the schoolyard as a
child-centered space in which environmental learning might occur. She proposes
four tenets of Natural Schoolyard Design: integration of biodiversity, sensory
stimulation, diversity of topography, and “loose parts”—such as sand, water, stones,
leaves and sticks, which permit children to play inventively. Out of hardscapes,
her essay urges, we might develop vibrant, engaging, natural environments. Her
argument provocatively questions the opposition between nature and culture,
demonstrating that man-made spaces such as the schoolyard can provide children
crucial access to nature.
—Sarah Pittock
Where the Wild Things
Should Be: Healing Nature
Deficit Disorder through the
Schoolyard
Charlotte geaghan-Breiner
The developed world deprives children of a basic and inalienable right: unstructured outdoor play. Children today have substantially less access
to nature, less free range, and less time for independent play than previous
generations had. Experts in a wide variety of fields cite the rise of technology,
urbanization, parental over-scheduling, fears of stranger-danger, and increased
traffic as culprits. Even the environmental education movement is to blame, some
argue, because it prioritizes abstraction over direct experiences in nearby nature.
A growing body of research from the United States, United Kingdom, Mexico,
Germany, Canada, Australia, Norway, Japan, and Spain has confirmed that this
trend is a legitimate and pervasive phenomenon, though varied in scope and degree.
In 2008 journalist Richard Louv articulated the causes and consequences of children’s
alienation from nature, dubbing it “nature deficit disorder.” Louv is not alone in
claiming that the widening divide between children and nature has distressing health
repercussions, ...
The play episode involved three girls - Quinn, Daisy, and Ruby - taking on roles within a sociodramatic play scenario about the environment and wildlife. Research indicates that aspects like birth order and cultural background can influence the roles children take on in play. The play incorporated key elements of sociodramatic play like roles, scenarios, and rules, and supported various cognitive and social-emotional benefits outlined in research. Factors like media, school, physical environment, and the cultural values of the children's families may have shaped the theme and progression of the play.
Ecopsychology in Relationship between School Students and the Natural Worldijcnes
Ecopsychology studies the relationship between human beings and the natural world through ecological and psychological principles. The field seeks to develop and understand ways of expanding the emotional connection between individuals and the natural world, thereby assisting individuals with developing sustainable lifestyles and remedying alienation from nature. We describe specific examples using a pedagogical framework for helping School students to engage, explore, explain, and elaborate the psychology behind nature. This approach should better prepare students with an understanding that ecological knowledge must be integrated with solutions that address psychological barriers if efforts to alter behavior related to nature world are to succeed.
This document discusses how children today spend less time playing outside and interacting with nature compared to previous generations. It leads to what is called "nature deficit disorder", which can negatively impact children's health, development, and well-being. The document cites several studies that show children who play in natural environments have better motor skills, social interaction, focus, imagination and creativity. Exposure to nature is also shown to help children deal with stress and symptoms of ADHD. The document provides resources to help reconnect children with nature.
Environmental Interventions for Healthy Development of Young Children in the Outdoors
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
The document discusses the North Carolina Outdoor Learning Environments Alliance and its mission to improve outdoor environments and experiences for children. It was originally organized by three work groups and a leadership team. The alliance aims to address why children spend less time playing outside due to various safety and environmental concerns. Research shows benefits of outdoor play for children's physical, cognitive, social, and emotional development.
Re-Connecting the World's Children To NatureKlausGroenholm
This document calls for action to strengthen children's connection to nature. It notes that children benefit in many ways from spending time in natural environments, but that opportunities for this are declining. The call to action asks families, educators, and community leaders worldwide to make developmentally appropriate nature education a central part of children's daily lives and education. It proposes that experiencing nature is essential for children's healthy development and will help them develop care for the environment as adults.
Jenny Roe - Natural Solutions to Tackling Behavior & Performance in Urban Sch...youth_nex
The talk highlights the benefits of green space access in school settings for behavioral and performance outcomes. It presents two studies both carried out in deprived schools in Central Scotland; the first compares the effect of indoor versus outdoor education (delivered in a forest setting) on a range of wellbeing outcomes in teenagers; the second study explores the benefits to memory recall in early years pupils from curriculum tasks carried out indoors versus outdoors in a range of playground settings.
This document provides summaries of children's books and resources that focus on environmental education themes. It summarizes 10 books/resources on topics like taking learning outdoors, the senses, seasons, trees, gardening with children, ladybugs, caterpillars, ponds, and fireflies. For each, it provides a brief overview of the content and educational value for early childhood educators.
Child friendly lawns and gardens fact sheet 4janakidouillard
The document discusses the health risks pesticides pose to children, as their developing bodies are more vulnerable, and outlines alternatives to conventional lawn care like using organic products and creating spaces where children can play and explore nature safely. It argues that while regulations are inadequate, communities can take steps to reduce children's exposure to pesticides by banning their use near homes, schools, and parks.
The document discusses how gardens can be a place for childhood learning and development. It describes how gardens allow children to explore nature through play, take safe risks like encountering insects or mud, and build relationships with peers and community members like a local farmer. The garden is seen as a place where children can learn about diversity, including cultural diversity through cooking traditions, social diversity through meeting people with different jobs, and economic diversity through discussions about food access and sharing extra produce with local food banks.
This document summarizes a study that investigated children's perspectives on play and learning. Teacher-researchers used video recordings to examine how 3-4 year old children in an Australian preschool described and characterized their everyday classroom activities. The researchers found that children described play as an active experience involving peers, with freedom and ownership over ideas. However, children did not characterize all their activities as play, and not all preschool program activities were seen as play. The study highlights that play and learning are complex concepts that should not be viewed as separate by adults, but rather are deeply intertwined from the children's perspectives.
Challenging the conventional wisdom of time children spend outside slides sen...Pat Thomson
This document summarizes research on the time children in Iceland spend outdoors. It finds that over 30% of children spend less than one hour outside per day. Boys are more likely than girls to report not wanting to be outside. The research is based on a survey of 120 sixth grade students that asked about time spent outside, outdoor activities, and visits to natural areas. While outdoor learning at school is common, it typically occurs only 1-4 times per month. More research is needed using different methods to better understand children's outdoor lives and activities.
This document discusses Nature Deficit Disorder (N.D.D.), which refers to the lack of connection young people have with the natural world due to increased time spent indoors using technology. N.D.D. can cause issues like obesity, depression, and lack of creativity. Spending time in nature provides benefits such as improved mental and physical health, learning, and imagination. The document suggests ways to address N.D.D., like nature-based education programs and using local green spaces, in order to provide opportunities for outdoor experiences and reap the advantages of interacting with the natural world.
Janaki Douillard has experience in art mediums such as colored pencil, pen and ink, acrylic, and oil. She has a BEnvd degree in Environmental Design from the University of Colorado at Boulder with a 3.8 GPA. Her experience includes facilitating projects at LifeSpa in Boulder and interning at the Children, Youth & Environments Center for Research and Design. She is skilled in productivity software including Publisher, Project, and Visio.
The Chicago City Hall green roof was a 20,300 square foot retrofit project completed in 2001. It was designed as a test roof to monitor the environmental benefits of green roofs. The green roof provides energy savings, increases the lifespan of the roof membrane, and helps reduce stormwater runoff entering the sewer system. It has also led to increased green roof projects in Chicago and the growth of local green roof companies.
More Related Content
Similar to Benefits of nature fact sheet 1 oct revision
This document discusses several studies on the relationship between children, nature, and conservation. It notes that children are often excluded from conservation studies that look at factors like race, income, and location. Exposure to green spaces is important for children's cognitive, emotional, and physical development. However, studies show that urban children and those from lower-income families often have less access to nature. The document examines how social views of nature can influence children's understanding of conservation and their relationship with the natural world.
Talk presented at the European Conference on Developmental Psychology 2019 in Athens Greece and the International Conference on Environmental Psychology 2019 in Plymouth United Kingdom
Di Collins, Journeying Gently, UK
EOE 2011 Metsäkartano, Finland
Into the Woods: About the significance of wood and wilderness for Youth Work in Europe.
1) The document examines connections between childhood experiences in nature and adult environmentalism. It analyzes survey responses from over 2,000 adults about their childhood nature activities and current environmental attitudes and behaviors.
2) The study uses structural equation modeling to test pathways from childhood participation in wild and domesticated nature to adult environmentalism, while controlling for demographic factors. It finds that experiences like hiking, camping, and gardening as a child correlate with stronger environmental attitudes and behaviors as an adult.
3) Prior research also links childhood time outdoors to later environmental preferences, knowledge, and occupations. However, this study considers long-term influences on a representative population, not just environmental professionals.
The document discusses several studies and experts that highlight the importance of nature for childhood development. It describes how spending time in nature is beneficial for children's health, social and emotional development, cognitive abilities, and more. The document also references initiatives to get children outdoors and connect with nature through school programs, medical recommendations, and conservation efforts.
Boothe Prize Essays 2012-2013
30
spring 2012 HOnOrABLE MEnTiOn
Charlotte Geaghan-Breiner
INSTRUCTOR'S FOREWORD
“Where the Wild Things Should Be: Healing Nature Deficit Disorder Through the
Schoolyard” is a research-based proposal for action. Charlotte’s essay provides an
original solution to a problem first defined by journalist Richard Louv in 2008:
nature deficit disorder posits that many children of the developed world are alienated
from nature. The documented results of this disorder can be dire and include
poor health, including depression, obesity, and diminished cognitive capacity;
impoverished ecological knowledge; and limited engagement with environmental
activism. To mitigate this disorder, Charlotte proposes a transformation of the
schoolyard, a space foundational to global childhood and one commonly recognized
as an asphalt desert. Designed with adult needs in mind, schoolyards today are
equipment dominated to allow children to “blow off steam” and hard scaped to
facilitate monitoring.
Writing with confidence and imagination, and drawing on extensive reading in
geography, science education, and biology, Charlotte envisions the schoolyard as a
child-centered space in which environmental learning might occur. She proposes
four tenets of Natural Schoolyard Design: integration of biodiversity, sensory
stimulation, diversity of topography, and “loose parts”—such as sand, water, stones,
leaves and sticks, which permit children to play inventively. Out of hardscapes,
her essay urges, we might develop vibrant, engaging, natural environments. Her
argument provocatively questions the opposition between nature and culture,
demonstrating that man-made spaces such as the schoolyard can provide children
crucial access to nature.
—Sarah Pittock
Where the Wild Things
Should Be: Healing Nature
Deficit Disorder through the
Schoolyard
Charlotte geaghan-Breiner
The developed world deprives children of a basic and inalienable right: unstructured outdoor play. Children today have substantially less access
to nature, less free range, and less time for independent play than previous
generations had. Experts in a wide variety of fields cite the rise of technology,
urbanization, parental over-scheduling, fears of stranger-danger, and increased
traffic as culprits. Even the environmental education movement is to blame, some
argue, because it prioritizes abstraction over direct experiences in nearby nature.
A growing body of research from the United States, United Kingdom, Mexico,
Germany, Canada, Australia, Norway, Japan, and Spain has confirmed that this
trend is a legitimate and pervasive phenomenon, though varied in scope and degree.
In 2008 journalist Richard Louv articulated the causes and consequences of children’s
alienation from nature, dubbing it “nature deficit disorder.” Louv is not alone in
claiming that the widening divide between children and nature has distressing health
repercussions, ...
The play episode involved three girls - Quinn, Daisy, and Ruby - taking on roles within a sociodramatic play scenario about the environment and wildlife. Research indicates that aspects like birth order and cultural background can influence the roles children take on in play. The play incorporated key elements of sociodramatic play like roles, scenarios, and rules, and supported various cognitive and social-emotional benefits outlined in research. Factors like media, school, physical environment, and the cultural values of the children's families may have shaped the theme and progression of the play.
Ecopsychology in Relationship between School Students and the Natural Worldijcnes
Ecopsychology studies the relationship between human beings and the natural world through ecological and psychological principles. The field seeks to develop and understand ways of expanding the emotional connection between individuals and the natural world, thereby assisting individuals with developing sustainable lifestyles and remedying alienation from nature. We describe specific examples using a pedagogical framework for helping School students to engage, explore, explain, and elaborate the psychology behind nature. This approach should better prepare students with an understanding that ecological knowledge must be integrated with solutions that address psychological barriers if efforts to alter behavior related to nature world are to succeed.
This document discusses how children today spend less time playing outside and interacting with nature compared to previous generations. It leads to what is called "nature deficit disorder", which can negatively impact children's health, development, and well-being. The document cites several studies that show children who play in natural environments have better motor skills, social interaction, focus, imagination and creativity. Exposure to nature is also shown to help children deal with stress and symptoms of ADHD. The document provides resources to help reconnect children with nature.
Environmental Interventions for Healthy Development of Young Children in the Outdoors
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
The document discusses the North Carolina Outdoor Learning Environments Alliance and its mission to improve outdoor environments and experiences for children. It was originally organized by three work groups and a leadership team. The alliance aims to address why children spend less time playing outside due to various safety and environmental concerns. Research shows benefits of outdoor play for children's physical, cognitive, social, and emotional development.
Re-Connecting the World's Children To NatureKlausGroenholm
This document calls for action to strengthen children's connection to nature. It notes that children benefit in many ways from spending time in natural environments, but that opportunities for this are declining. The call to action asks families, educators, and community leaders worldwide to make developmentally appropriate nature education a central part of children's daily lives and education. It proposes that experiencing nature is essential for children's healthy development and will help them develop care for the environment as adults.
Jenny Roe - Natural Solutions to Tackling Behavior & Performance in Urban Sch...youth_nex
The talk highlights the benefits of green space access in school settings for behavioral and performance outcomes. It presents two studies both carried out in deprived schools in Central Scotland; the first compares the effect of indoor versus outdoor education (delivered in a forest setting) on a range of wellbeing outcomes in teenagers; the second study explores the benefits to memory recall in early years pupils from curriculum tasks carried out indoors versus outdoors in a range of playground settings.
This document provides summaries of children's books and resources that focus on environmental education themes. It summarizes 10 books/resources on topics like taking learning outdoors, the senses, seasons, trees, gardening with children, ladybugs, caterpillars, ponds, and fireflies. For each, it provides a brief overview of the content and educational value for early childhood educators.
Child friendly lawns and gardens fact sheet 4janakidouillard
The document discusses the health risks pesticides pose to children, as their developing bodies are more vulnerable, and outlines alternatives to conventional lawn care like using organic products and creating spaces where children can play and explore nature safely. It argues that while regulations are inadequate, communities can take steps to reduce children's exposure to pesticides by banning their use near homes, schools, and parks.
The document discusses how gardens can be a place for childhood learning and development. It describes how gardens allow children to explore nature through play, take safe risks like encountering insects or mud, and build relationships with peers and community members like a local farmer. The garden is seen as a place where children can learn about diversity, including cultural diversity through cooking traditions, social diversity through meeting people with different jobs, and economic diversity through discussions about food access and sharing extra produce with local food banks.
This document summarizes a study that investigated children's perspectives on play and learning. Teacher-researchers used video recordings to examine how 3-4 year old children in an Australian preschool described and characterized their everyday classroom activities. The researchers found that children described play as an active experience involving peers, with freedom and ownership over ideas. However, children did not characterize all their activities as play, and not all preschool program activities were seen as play. The study highlights that play and learning are complex concepts that should not be viewed as separate by adults, but rather are deeply intertwined from the children's perspectives.
Challenging the conventional wisdom of time children spend outside slides sen...Pat Thomson
This document summarizes research on the time children in Iceland spend outdoors. It finds that over 30% of children spend less than one hour outside per day. Boys are more likely than girls to report not wanting to be outside. The research is based on a survey of 120 sixth grade students that asked about time spent outside, outdoor activities, and visits to natural areas. While outdoor learning at school is common, it typically occurs only 1-4 times per month. More research is needed using different methods to better understand children's outdoor lives and activities.
This document discusses Nature Deficit Disorder (N.D.D.), which refers to the lack of connection young people have with the natural world due to increased time spent indoors using technology. N.D.D. can cause issues like obesity, depression, and lack of creativity. Spending time in nature provides benefits such as improved mental and physical health, learning, and imagination. The document suggests ways to address N.D.D., like nature-based education programs and using local green spaces, in order to provide opportunities for outdoor experiences and reap the advantages of interacting with the natural world.
Similar to Benefits of nature fact sheet 1 oct revision (20)
Janaki Douillard has experience in art mediums such as colored pencil, pen and ink, acrylic, and oil. She has a BEnvd degree in Environmental Design from the University of Colorado at Boulder with a 3.8 GPA. Her experience includes facilitating projects at LifeSpa in Boulder and interning at the Children, Youth & Environments Center for Research and Design. She is skilled in productivity software including Publisher, Project, and Visio.
The Chicago City Hall green roof was a 20,300 square foot retrofit project completed in 2001. It was designed as a test roof to monitor the environmental benefits of green roofs. The green roof provides energy savings, increases the lifespan of the roof membrane, and helps reduce stormwater runoff entering the sewer system. It has also led to increased green roof projects in Chicago and the growth of local green roof companies.
This document provides a summary and rebuttal of negative media coverage surrounding the launch of Apple's iPad. It begins with an overview of Apple's marketing strategies and history of presenting products as "magical." It then addresses two common questions: whether a market exists for tablets given past failures, and whether the iPad is just a larger iPod/iPhone. The document argues that previous tablets failed to address portability and usability, whereas the iPad has potential to set new standards and succeed by building on Apple's track record of transforming product categories.
The legal and regulatory environment surrounding imports to St. Lucia is complex, with many restrictions to support the local economy. Understanding duty, tax, and documentation requirements is critical, and a customs broker can help navigate this process efficiently. While specific rates are unclear, general restrictions only allow imports when local production cannot meet demand.
The document provides instructions for creating 3D models of everyday objects using different digital design and fabrication techniques in Rhino. It describes processes like using revolve to create a candle, sweeping rails to make a bracelet, and combining loft, twist and flowalongsrf to form a lamp shade. A total of 8 objects are modeled including an iPod, flashlight, spatula, and lamp. For each object, the techniques used are outlined in 2-3 sentences with steps like creating shapes, applying booleans, extruding, and using curves.
The document summarizes the process of repurposing found materials to create a side table. Wood from an abandoned headboard and footboard was salvaged, granite scraps were retrieved, and leveling feet came from a discarded shoe rack. Sketches, models, and renderings were produced. Green techniques like eco-stain, natural soap and oil, and wood glue were used to assemble and finish the table at very low cost.
Janaki Douillard received a BEnvd degree in Environmental Design from the University of Colorado at Boulder in 2011, where she maintained a 3.8 GPA. She has experience interning at the Children, Youth & Environments Center for Research and Design, and has held positions as an Office Manager/Project Manager and as a Help Desk Student Worker. Her skills include proficiency with Adobe, Microsoft, and Autodesk software, as well as art mediums such as colored pencil and acrylic paint.
The document describes a kit of growing parts that can transform a building into a living structure covered in vegetation. The kit includes ceilings, walls, and floors that can support various plant growth systems ranging from small pockets holding individual plants to larger frames enclosing more soil and plants. The systems can be intensive or extensive, with intensive allowing more biodiversity and plant coverage while extensive has less but provides benefits. Combining these parts can realize the vision of a living building.
The document summarizes how a building in Copenhagen was designed to maximize natural light given the city's long winter with few daylight hours. It incorporates numerous skylights and glass atriums to bring light inside. A rooftop garden on the west side and a green roof above the east parking garage are situated to take best advantage of sunlight throughout the seasons. A glass atrium along the main axis pulls light down to the street below.
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The document discusses research into how community gardens promote health and strengthen neighborhoods. The research initiative explored how gardens support healthy living as places in the community. Key findings show that community gardeners eat more fruits and vegetables, are more physically active, socially engaged, and feel stronger ties to their neighborhoods than non-gardeners. Gardens also benefit neighborhoods by promoting leadership, volunteerism, and aesthetic appreciation. The research highlights how intentionally designed spaces that foster social and cultural connections can achieve "healthy place-making" and improved community health.
Fact sheet 3 benefits of gardening for children october 2011janakidouillard
Gardening provides many benefits for children, including opportunities for learning, social development, and healthy eating. Studies have shown that gardening can improve children's science achievement, pro-environmental attitudes, self-esteem, and relationships. Gardening programs are associated with increased vegetable consumption, nutrition knowledge, and preference for healthy foods in children. Gardening also allows children to engage in designing, cooperative work, and caring for the environment.
Fact sheet 3 benefits of gardening for children october 2011
Benefits of nature fact sheet 1 oct revision
1. Fact Sheet #1
Benefits of Nature October, 2011
for Children
Access to nature contributes to the health and well-being of young people, and forms a
foundation for the development of responsible environmental behavior. The following
studies identify benefits that children can gain from connections with nature.
Concentration and School Achievement Emotional Coping and Stress Reduction
A
study following 17 seven Studies with Australian and Finnish adolescents found that they
through 12 year olds as often chose natural areas as favorite places and felt relaxed,
they moved from run- peaceful and calm there.5,6 Natural areas appear to function
down urban housing this way for younger children as well. A study of 337 rural eight-
into better homes through-11-year-olds revealed that even when there was a
in better neigh- relative abundance of natural surroundings in their lives, more
borhoods found exposure to nature was still better.7 Regardless of a family’s
that the amount socioeconomic status, the greener the home surroundings, the
of improvement more resilient children appeared to be against stress and ad-
in natural views versity. The protective effect of nature was strongest for the
and more natural most vulnerable children who experienced the highest levels
Phot
yards best predict- of stressful life events. In a large Dutch epidemiological study,
ob
ed which children proximity to green spaces was associated with significantly
y
would show the high- lower rates of depression among children under 12.8
M
ar
est levels of concentra-
So
ni
lom tion after the move.1 In 5. Abbott-Chapman, J. (2006) “Time out in ‘green retreats’ and adolescent wellbeing,”
on Youth Studies Australia, 25(4), 9-16.
a Swedish study comparing
6. Korpela, K. (1992) “Adolescents’ favorite places and environmental self-regulation.”
preschool children using a traditional playground with others Journal of Environmental Psychology 12: 249-258.
whose play area contained a field and orchard, the children 7. Wells, N. & Evans. G. (2003) “Nearby nature: A buffer of life stress among rural chil-
with the field and orchard showed significantly greater powers dren.” Environment and Behavior 35 (3): 311-330.
of concentration at the end of the year.2 Teenage girls with 8. Maas, J. et al. (2009) Morbidity is related to a greener living environment. Journal of
Epidemiology and Public Health, 63(12), 967-973.
green views outside their windows performed significantly
better on tests of concentration, inhibiting impulses, and de-
laying gratification than those with views of hard surfaces.3
High schools with more natural features like trees outside
classroom and cafeteria windows had higher standardized test
scores, graduation rates and intention to attend college, and
less student crime, after controlling for students’ socioeco-
nomic status and other factors.4
1. Wells, N. (2000) “At Home with Nature: Effects of ‘greenness’ on children’s cognitive
functioning.” Environment and Behavior 32 (6): 775-795.
2. Grahn, P., Martensson, F., Lindblad, B., Nilsson, P., & Ekman, A. (1997) “Ute på da-
gis.” Stad and Land 145. Håssleholm, Sweden: Nora Skåne Offset.
3. Faber Taylor, A., Kuo, F. & Sullivan, W. (2002) “Views of nature and self-discipline:
Evidence from inner city children.” Journal of Environmental Psychology 22: 49-63.
4. Matsuoka, R. (2010). “Student performance and high school landscapes.” Landscape
and Urban Planning, 97: 273-282 Photo by Louise Chawla
Children, Youth and Environments Center for Community Engagemen t
University of Colorado
www.ucdenver.edu/cye
2. More Creative Play Reduced Symptoms of ADD and ADHD
In a Chicago study, children observed in green outdoor spac- Children diagnosed wtih Attention Deficit Disorder (ADD) or
es engaged in more play and more creative forms of play Attention Deficit Hyperactivity Disorder (ADHD) function bet-
than children in barren spaces.9 Preschoolers with access ter with nature. Children exhib-
to a natural yard developed more varied and elaborate pat- ited fewer ADD symptoms
terns of play, including complex make believe stories with a after they walked through
beginning and an end.10 Observations of preschool play in a a park15 or played out-
schoolyard in Seattle, Washington showed similar results.11 doors in green settings,
Children who played in vegetated edges of the yard with and the greener their
trees and shrubbery engaged in more creative social play surroundings, the
than those on the built equipment, and these areas attracted fewer symptoms they
more balanced groups of boys and girls. showed.16 According
to a web-based survey
9. Faber Taylor, A., Wiley, A., Kuo, F. & Sullivan, W. (1998) “Growing up in the in- of 525 parents of chil-
ner city: Green spaces as places to grow.” Environment and Behavior 30 (1): 3-27.
dren with ADHD, their
10. Grahn, P., Martensson, F., Lindblad, B., Nilsson, P., & Ekman, A. (1997) “Ute på children’s symptoms were Ph
dagis.” Stad and Land 145. Håssleholm, Sweden: Nora Skåne Offset. ot
ob d
relieved by leisure activities y La
risa Sunder
la n
11. Kirkby, M. (1989) “Nature as refuge in children’s environments.” Children’s Envi-
ronments Quarterly 6 (1), 7-12. (other than TV viewing), but es-
pecially by leisure in green outdoor settings.17
15. Faber Taylor, A. & Kuo, F. (2009). “Children with attention deficits concentrate
better after walk in the park”. Journal of Attention Disorders 12(5), 402-409.
16. Faber Taylor, A., Kuo, F. & Sullivan, W. (2001) “Coping with ADD: The surprising
connection to green play settings.” Environment and Behavior 33 (l), 54-77.
17. Kuo, F., & Faber Taylor, A. (2004). “A potential natural treatment for Attention-
Deficit/Hyperactivity Disorder: Evidence from a national study.” American Journal of
Public Health, 94(9), 1580-1586.
Motor Coordination
Comparisons of preschool children in Norway and Sweden
show physical gains from play in nature. Studies in Norway
Photo by Roger Hart
and Sweden compared preschool children who played ev-
eryday among the trees, rocks and uneven topography of
A Foundation for Stewardship natural school grounds with other preschoolers who played
When people who demonstrate a commitment to protect the in conventional playgrounds.18,19 On tests of motor fitness,
natural world reflect on the sources of their actions, they children with opportunities for nature play at school showed
most frequently mention positive experiences of nature in greater gains over the course of the year, especially in bal-
childhood and parents or other role models who show na- ance and agility.
ture’s value.12 These connections are made by diverse
18. Fjørtoft, I. (2001) “The natural en-
groups around the world, and quantitative studies show that
vironment as a playground for children.”
these experiences distinguish more environmentally respon- Early Childhood Education Journal 29 (3),
111-117.
sible people from those who are less concerned.13 By itself,
childhood play in nature is associated with recycling, buying 19. Grahn, P., Martensson, F., Lindblad, B.,
Nilsson, P., & Ekman, A. (1997) “Ute på da-
green products, voting green, and the choice of natural ar- gis.” Stad and Land 145. Håssleholm, Swe-
den: Nora Skåne Offset.
eas for recreation in adulthood.14
12. Chawla, L. (2007) “Childhood experiences associated with care for the natural
world.” Children, Youth and Environments 17 (4) : 144-170.
13. Chawla, L. & Derr, V. (in press) “The development of conservation behaviors in
childhood and youth.” In S. Clayton (ed.), The Oxford Handbook of Environmental and
Conservation Psychology. New York: Oxford University Press.
14. Wells, N., and Lekies, K. (2006). “Nature and the life course.” Children, Youth and
Environments 16 (1), 1-24. (www.colorado.edu/journals/cye).
Photo by Reba Rye
◊Text and layout by Louise Chawla and Debra Flanders Cushing◊
C
Children, Youth and Environments Center for Community Engagement
University of Colorado at Denver and Health Sciences Center
www.ucdenver.edu/cye