Presentation by Dr Sarah Bell for the ESRC Seminar Series on Ageing and Physical Activity - "Outdoor natural environments: An active space for the older adult?"
http://seminars.ecehh.org
Older people and water-based outdoor activities: Ageing well.University of Bath
Presentation by Professor Barbara Humberstone for the ESRC Seminar Series on Ageing and Physical Activity - "Outdoor natural environments: An active space for the older adult?"
http://seminars.ecehh.org
Older people and water-based outdoor activities: Ageing well.University of Bath
Presentation by Professor Barbara Humberstone for the ESRC Seminar Series on Ageing and Physical Activity - "Outdoor natural environments: An active space for the older adult?"
http://seminars.ecehh.org
CPD with a difference: spending a weekend immersed in the outdoors: ‘doing fieldwork’, exploring, enquiring, collaborating, reflecting, learning – oh and having lots of fun! We had no set outcomes other than to share, enjoy and provide a space in which creativity might flourish. Find out what we did and how we reflected and learnt.
This is a re-upload. A second corrigendum with revision updated on March 2, 2019.
A corrigendum with minor edits updated on January 16, 2017.
This small e-book contains a number of articles written between 2013 and 2016 on some of my favourite topics – from tiger beetles and snakes to issues concerning biodiversity conservation, to celebrating the natural richness of our planet. Some are a story in themselves, some are drawn from personal experiences, and most are stand-alone articles written to provoke a creative thought and a positive attitude.
Di Collins, Journeying Gently, UK
EOE 2011 Metsäkartano, Finland
Into the Woods: About the significance of wood and wilderness for Youth Work in Europe.
AssignmentEnvironmental Field TripTake a Look at Your World, at.docxlascellesjaimie
Assignment:
Environmental Field Trip
Take a Look at Your World, at Our Shared World*
Your assignment is to take a “field trip”: a nature walk, a tour around your neighborhood, a bicycle ride, a trip to the city, or any kind of journey by any mode of transportation, that gets you out into your environment. Observe your surroundings, make of note things, situations, people's behavior from the new lens the course has given you to see things from the perspective of environmental ethics. There are any number of ways of approaching this assignment. You might have a particular place in mind that is environmentally sensitive or that has been designated as a susceptible to environmental pollution. You might want to visit the local dump, a recycling center, or wastewater treatment plant. You could take a trip to the beach, to a waterway or river area, take a walk on a wilderness trail, or drive out to the desert areas where people recreate on weekends and vacations to see if these areas are being abused or suffer from littering and pollution. You could visit the zoo or animal park, or even go to a farm or food-processing plant.
*Important Note:
This report will also be used as part of your assignment in Discussion Board 4: Please upload your paper to
"Field Trip Reports: Peer Exchange"
in doc sharing [top frame tool menu] as well as submitting it to the dropbox [see link below] for this assignment for instructor review and grading. Each student in the class will select another student's Field Trip Report to use as a basis for analysis of different political approaches to ecology and environmental issues. See DB 4 for more details.
The idea is to apply what you have been learning in the course to what is really going on in the world-your
lifeworld
, as the phenomenologists call it. This everyday world is our true
environs
, or surrounding world. In some sense, this assignment is an attempt to return to the place where, in a certain sense, you already are--as part of the world, as part of nature--you are really investigating a larger part of your own self-identity. Observe carefully what you see, hear, smell, and feel. Use what you have learned in the course to reflect on what you observe and experience, and try to take things in from the perspective of an environmental ethic, as you consider the various concepts introduced in the course of nature, of the land, of our world as an ecologically interdependent system.
The slide show,
Environmental Field Trip Reports
, features some excerpts from previous field trip reports. Please take a few minutes to see what others have done in response to this assignment.
Please note that the assignment is to WRITE A REPORT, not do a PowerPoint slide show. The slide show that serves as an example here was made just for the purposes of sharing what other people have done on their field trips.
For an excellent example of this kind of this kind of thinking and writing, read
Karen Warren's Rock-Climbing Narrativ.
This presentation is on outdoor nature education. It includes techniques and tools which teachers could use to improve their classroom experience for their students.
http://seminars.ecehh.org
Presentation for the ESRC Seminar Series on Ageing and Physical Activity - "Physical Activity Policy through the Life Course"
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CPD with a difference: spending a weekend immersed in the outdoors: ‘doing fieldwork’, exploring, enquiring, collaborating, reflecting, learning – oh and having lots of fun! We had no set outcomes other than to share, enjoy and provide a space in which creativity might flourish. Find out what we did and how we reflected and learnt.
This is a re-upload. A second corrigendum with revision updated on March 2, 2019.
A corrigendum with minor edits updated on January 16, 2017.
This small e-book contains a number of articles written between 2013 and 2016 on some of my favourite topics – from tiger beetles and snakes to issues concerning biodiversity conservation, to celebrating the natural richness of our planet. Some are a story in themselves, some are drawn from personal experiences, and most are stand-alone articles written to provoke a creative thought and a positive attitude.
Di Collins, Journeying Gently, UK
EOE 2011 Metsäkartano, Finland
Into the Woods: About the significance of wood and wilderness for Youth Work in Europe.
AssignmentEnvironmental Field TripTake a Look at Your World, at.docxlascellesjaimie
Assignment:
Environmental Field Trip
Take a Look at Your World, at Our Shared World*
Your assignment is to take a “field trip”: a nature walk, a tour around your neighborhood, a bicycle ride, a trip to the city, or any kind of journey by any mode of transportation, that gets you out into your environment. Observe your surroundings, make of note things, situations, people's behavior from the new lens the course has given you to see things from the perspective of environmental ethics. There are any number of ways of approaching this assignment. You might have a particular place in mind that is environmentally sensitive or that has been designated as a susceptible to environmental pollution. You might want to visit the local dump, a recycling center, or wastewater treatment plant. You could take a trip to the beach, to a waterway or river area, take a walk on a wilderness trail, or drive out to the desert areas where people recreate on weekends and vacations to see if these areas are being abused or suffer from littering and pollution. You could visit the zoo or animal park, or even go to a farm or food-processing plant.
*Important Note:
This report will also be used as part of your assignment in Discussion Board 4: Please upload your paper to
"Field Trip Reports: Peer Exchange"
in doc sharing [top frame tool menu] as well as submitting it to the dropbox [see link below] for this assignment for instructor review and grading. Each student in the class will select another student's Field Trip Report to use as a basis for analysis of different political approaches to ecology and environmental issues. See DB 4 for more details.
The idea is to apply what you have been learning in the course to what is really going on in the world-your
lifeworld
, as the phenomenologists call it. This everyday world is our true
environs
, or surrounding world. In some sense, this assignment is an attempt to return to the place where, in a certain sense, you already are--as part of the world, as part of nature--you are really investigating a larger part of your own self-identity. Observe carefully what you see, hear, smell, and feel. Use what you have learned in the course to reflect on what you observe and experience, and try to take things in from the perspective of an environmental ethic, as you consider the various concepts introduced in the course of nature, of the land, of our world as an ecologically interdependent system.
The slide show,
Environmental Field Trip Reports
, features some excerpts from previous field trip reports. Please take a few minutes to see what others have done in response to this assignment.
Please note that the assignment is to WRITE A REPORT, not do a PowerPoint slide show. The slide show that serves as an example here was made just for the purposes of sharing what other people have done on their field trips.
For an excellent example of this kind of this kind of thinking and writing, read
Karen Warren's Rock-Climbing Narrativ.
This presentation is on outdoor nature education. It includes techniques and tools which teachers could use to improve their classroom experience for their students.
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http://seminars.ecehh.org
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http://seminars.ecehh.org
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http://seminars.ecehh.org
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http://seminars.ecehh.org
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http://seminars.ecehh.org
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http://seminars.ecehh.org
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http://seminars.ecehh.org
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Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
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Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
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3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
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5. Enlist some common indications for obtaining an ECG
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2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
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Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
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3. A brief background
Older adults, natural environments and physical activity…
• Landscape design, walkability (I’DGO & I’DGO TOO)
• ‘Third places’ & natural neighbourhood networks (Gardner, 2011)
• Intergenerational interaction, ‘excuses to play’ (Spencer et al.,
2013)
• Social identity, dropping the ‘mask of ageing’ (Milligan et al., 2005)
• Sense of purpose, structure and routine (Finlay et al., 2005)
4. Using geo-narratives
1. Greenspace access…
Accelerometer/GPS unit/GIS analysis
2. The wellbeing stories…
Plot-focused semi-structured
interviews
3. The wellbeing experience…
Mobile ‘go-along’ interviews (x9)
Participant recruitment (x33)
Study site selection (x2)
5. Using geo-narratives
1. Routine green space contact…
Accelerometer/GPS unit/GIS analysis
2. The wellbeing stories…
Plot-focused semi-structured interviews
3. The wellbeing experience…
Mobile ‘go-along’ interviews (x9)
Participant recruitment (x33)
Study site selection (x2)
6. Using geo-narratives
1. Routine greenspace contact…
Accelerometer/GPS unit/GIS analysis
2. The wellbeing stories…
Plot-focused semi-structured
interviews
3. The wellbeing experience…
Mobile ‘go-along’ interviews (x9)
Participant recruitment (x33)
Study site selection (x2)
7. Using geo-narratives
1. Routine green space contact…
Accelerometer/GPS unit/GIS analysis
2. The wellbeing stories…
Plot-focused semi-structured interviews
3. The wellbeing experience…
Mobile ‘go-along’ interviews (x9)
Participant recruitment (x33)
Study site selection (x2)
8. Using geo-narratives
1. Routine green space contact…
Accelerometer/GPS unit/GIS analysis
2. The wellbeing stories…
Plot-focused semi-structured interviews
3. The wellbeing experience…
Mobile ‘go-along’ interviews (x9)
Participant recruitment (x33)
Study site selection (x2)
16. Adapting
Ron: We go to the Eden Project two or three times a year… Par Beach to
look at the swans and Canada geese and…
Olive: We like to go up on the moors don’t we? Have a cup of tea!...
Ron: Any free afternoon, if we don’t know what else to do, we might go
down to Heligan…
Olive: I mean we don’t go down to the jungle down there because that’s
too much of a climb for him, we used to didn’t we but latterly we haven’t
done it.
Ron: Trying to keep things on a level keel…
Olive: Well, since you had your heart attack you can’t do it can you?
Ron: Well, it’s not wise.
17. Concluding reflections
• Importance of wider motivations driving active place interactions;
• Physical activity can be approached in diverse ways:
– Health concerns
– Passion for a particular activity
– Immersion in a valued setting / type of setting
– Desire for sense of purpose, achievement or creativity
• Meaningful active experiences are often shared;
• Individual and shared adaptations often made to maintain these social
and place connections, balancing movement with the need to pause;
• Need to design environments that support this balance.