The Educational Values of Trees and Forests
`
For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Increase Food Production with Companion Planting in your School Garden
http://scribd.com/doc/239851159
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Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
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City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Land is a basic natural resource, significantly contributing to a nation’s economy. Balances the Ecological and environmental factors to sustain all life. Economic resource-has a value as property. Most of the human activities are on lands. Land supports agriculture, transport, urbanization, etc. Encompasses all other natural resources, like water, oil, rocks, plants, animals and minerals. Land is a valuable natural resource utilized for cultivation of crops, settlements of population, creation of Dams and reservoirs, development of industries and maintaining forests and the Wildlife. India has divers range of landforms. They vary from the rainforest of Kerala in the south to the alpine pastures of Ladakh hills in the north, from the deserts of Rajasthan in the west to the evergreen forests in the north-east. Any kind of permanent or cyclic intervention of a land is called as landuse. It is the surface utilization of a vacant land or a developed land for a clear purpose, at a given time.
Meaning and Concept of Intelligence, nature and functions of Intelligence, Guilford structure of intellect Model, Howard Gardner theory of Multiple Intelligence.
Land is a basic natural resource, significantly contributing to a nation’s economy. Balances the Ecological and environmental factors to sustain all life. Economic resource-has a value as property. Most of the human activities are on lands. Land supports agriculture, transport, urbanization, etc. Encompasses all other natural resources, like water, oil, rocks, plants, animals and minerals. Land is a valuable natural resource utilized for cultivation of crops, settlements of population, creation of Dams and reservoirs, development of industries and maintaining forests and the Wildlife. India has divers range of landforms. They vary from the rainforest of Kerala in the south to the alpine pastures of Ladakh hills in the north, from the deserts of Rajasthan in the west to the evergreen forests in the north-east. Any kind of permanent or cyclic intervention of a land is called as landuse. It is the surface utilization of a vacant land or a developed land for a clear purpose, at a given time.
Meaning and Concept of Intelligence, nature and functions of Intelligence, Guilford structure of intellect Model, Howard Gardner theory of Multiple Intelligence.
Deforestation in the world, its current situation, its causes, its effects an...Neha Jella
Deforestation, Introduction, What is Deforestation, What is the current situation of the world due to deforestation?, What are the causes of Deforestation?, What are the effects of deforestation?, What are the solutions to be taken for reducing deforestation and its effects?.
information about types of gardens, formal gardens, famous gardens in india and their histoty.
importance of gardens
landscaping
Principles of a Formal Garden
Elements of a Formal Garden
Formal gardens may also draw inspiration from highly structured
Oriental gardens that date back over 3,000 years. Unlike European
classical gardens, the Oriental formal garden may or may not have a
strong structure
INTRODUCTION
The idea of these unique gardens began during the Asuka period Inspired by Chinese landscape gardens.
Japanese gardens first appeared on the island of Honshu. Japanese gardens have their roots in Japanese religion of Shinto.
Earlier gardens were designed in order to bring a spiritual sense to the gardens and make them places where people could spend their time in a peaceful way and meditate
Today, in many parts of Japan and the western parts of the world the traditions of Japanese garden art are still maintained. The intensity of expression, continue to inspire many artists that aspire to create a personal Japanese garden of their own.
Traditional Japanese gardens can be categorized into three types: tsukiyama (hill gardens), karesansui (dry gardens) and chaniwa gardens (tea gardens). The main purpose of a Japanese garden is to attempt to be a space that captures the natural beauties of nature.
Japanese gardens always have water, either a pond or stream, or, in the dry rock garden, represented by white sand. Water is used not just for its visual quality, but also for its sound.
The Japanese have learnt to exploit the sound of water in all its various form. it varies from powerful waterfall to water falling into a water basin, creating different emotions.
The bank of the pond is usually bordered by rocks & in order to preserve the natural shapes, man-made ponds are asymmetrical.
In traditional gardens,The ponds and streams are carefully placed according to Buddhist geomancy, the art and science of putting things in the place most likely to attract good fortune.
In Buddhist symbolism, water and stone are the ying-yang, two opposites which complement and complete each other
A waterfall is more suitable to stimulate both visual and acoustic senses and a lake or a pond is to create a more formal and calm setup
Deforestation in the world, its current situation, its causes, its effects an...Neha Jella
Deforestation, Introduction, What is Deforestation, What is the current situation of the world due to deforestation?, What are the causes of Deforestation?, What are the effects of deforestation?, What are the solutions to be taken for reducing deforestation and its effects?.
information about types of gardens, formal gardens, famous gardens in india and their histoty.
importance of gardens
landscaping
Principles of a Formal Garden
Elements of a Formal Garden
Formal gardens may also draw inspiration from highly structured
Oriental gardens that date back over 3,000 years. Unlike European
classical gardens, the Oriental formal garden may or may not have a
strong structure
INTRODUCTION
The idea of these unique gardens began during the Asuka period Inspired by Chinese landscape gardens.
Japanese gardens first appeared on the island of Honshu. Japanese gardens have their roots in Japanese religion of Shinto.
Earlier gardens were designed in order to bring a spiritual sense to the gardens and make them places where people could spend their time in a peaceful way and meditate
Today, in many parts of Japan and the western parts of the world the traditions of Japanese garden art are still maintained. The intensity of expression, continue to inspire many artists that aspire to create a personal Japanese garden of their own.
Traditional Japanese gardens can be categorized into three types: tsukiyama (hill gardens), karesansui (dry gardens) and chaniwa gardens (tea gardens). The main purpose of a Japanese garden is to attempt to be a space that captures the natural beauties of nature.
Japanese gardens always have water, either a pond or stream, or, in the dry rock garden, represented by white sand. Water is used not just for its visual quality, but also for its sound.
The Japanese have learnt to exploit the sound of water in all its various form. it varies from powerful waterfall to water falling into a water basin, creating different emotions.
The bank of the pond is usually bordered by rocks & in order to preserve the natural shapes, man-made ponds are asymmetrical.
In traditional gardens,The ponds and streams are carefully placed according to Buddhist geomancy, the art and science of putting things in the place most likely to attract good fortune.
In Buddhist symbolism, water and stone are the ying-yang, two opposites which complement and complete each other
A waterfall is more suitable to stimulate both visual and acoustic senses and a lake or a pond is to create a more formal and calm setup
Greening in the Red Zone - Valuing Community-based Ecological Restoration in ...Keith G. Tidball
Presentation given Oct 17, 2012
CUNY Center for Urban Environmental Reform
CUNY School of Law
2 Court Square
Long Island City, NY
11101
A presentation of the
New York City Urban Field Station
Quarterly Research Seminar Series
A partnership between the
USDA Forest Service
and
New York City Department of
Parks and Recreation
Linda Argote 2012 OMT Division Distinguished Scholar TalkOMT Division
Linda Argote was named the 2012 Distinguished Scholar by the Organization and Management Theory Division of the Academy of Management. She gave this presentation on the occasion of her award, August 6, 2012, in Boston, Mass.
This is a paper presentation given at a conference titled, "Pathways to Resilience III" held in Halifax, Nova Scotia, June 19, 2015. I expect to submit the paper for peer review within the next few months. Please contact me if you'd like to know more about my work.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
The Educational Values of Trees and Forests
1. The Educational Values of Trees and Forests
Terry L. Sharik
Departments of WildlandResources
and
Environment and Society
College of Natural Resources
Utah State University
Logan, UT 84322-5215
February, 2009
T. L. Sharik Mar 2009
1
2. Context
When we think about the benefits provided by trees and forests, we tend not to think about how they contribute to enhanced learning ability, despite the mounting evidence (MEA 2005).
T. L. Sharik Mar 2009
2
3. T. L. Sharik Mar 2009
3
Linkages between ecosystemservices and human well-being (MEA 2005).
4. S
Conceptual framework of interactions between biodiversity, ecosystem services, human well-being, and drivers of change (MEA 2005).
T. L. Sharik Mar 2009
4
5. Provisioning Services
Products obtained
•
Food
•F
iber
•
Fuel
•
Genetic resources
•
Biochemicals, natural medicines, pharmaceuticals
•
Ornamental resources
•
Fresh water
T. L. Sharik Mar 2009
5
6. Regulating Services
Regulation of ecosystem processes
•
Air quality regulation
•
Climate regulation
•
Water regulation
•
Erosion regulation
•
Water purification
•
Disease regulation
•
Pest regulation
•
Pollination
•
Natural Hazard Regulation
T. L. Sharik Mar 2009
6
7. Supporting Services
Necessary for the production of all other services
•
Soil formation
•
Photosynthesis
•
Primary production
•
Nutrient cycling
•
Water cycling
T. L. Sharik Mar 2009
7
8. Cultural Services
Non-material benefits
•
Cultural diversity
•
Spiritual and religious values
•
Knowledge systems
•
Educational values
•
Inspiration
•
Aesthetic values
•
Social relations
•
Sense of place
•
Cultural heritage values
•
Recreation and ecotourism
T. L. Sharik Mar 2009
8
9. Objective
To review the literature on this topic with the intent of stimulating further research on the educational values of trees and forests, and fostering the application of this knowledge in the learning environment relative to natural resource/ecosystem management.
T. L. Sharik Mar 2009
9
10. Approach
•
Complexities of the learning process
•
Links of this process to nature, including ways of interacting with nature
•
Role of trees and forests
•
Conclusions
T. L. Sharik Mar 2009
10
12. Mediating Systems in Human Behavior (modified from Rue 2005)
•
Molecular
•
Neural
•
Reflex
•
Perceptual
•
Physiological
•
Learning/Memory
•
Emotional
•
Cognitive
•
Symbolic
EnvironmentEcosystems
T. L. Sharik Mar 2009
12
13. Learning/Memory Systems(Rue 2005)
•
Experiential promotion of changes in neural structures that conserve the effects of experience across time.
•
Virtually all higher behavioral functions depend on neural systems modulated by learning.
–
Object recognition
–
Concept formation
–
Emotional experience
–
Anticipation
–
Planning
–
Problem-solving
–
Comparing and contrasting
–
Decision-making
–
Language use
T. L. Sharik Mar 2009
13
14. Three Major Modes of Learning(Kellert 2002)
1. Affective or Emotional
–
Focuses on the formation of emotional and feeling capacities.
–
Typically precedes cognition or intellect as a basis for maturation and learning.
2. Cognitive or Intellectual
–
Stresses the formation of thinking and problem-solving skills.
3. Evaluative
–
Emphasizes the creation of values, beliefs, and moral perspectives.
–
Emerges from a synthesis of affective and cognitive perceptions and understandings.
Additional References: Iozzi1989a, 1989b
T. L. Sharik Mar 2009
14
15. Three Major Modes of Learning (Kellert 2002)
1. Affective or Emotional
2. Cognitive or Intellectual
3. Evaluative
Additional References: Iozzi1989a, 1989b
T. L. Sharik Mar 2009
15
16. Emotional Systems(Rue 2005)
A temporary subjective feeling that arises during the process of determining the narrative meaning of an event, i.e. during a period of cognitive appraisal.
T. L. Sharik Mar 2009
16
17. Emotional Systems(Rue 2005)
SECONDARYPresuppose minimal self-conceptinterestanxietyfrustration/ consternationaffectiongratitudesympathyresentmentcontemptPresuppose explicit self-concepthatredoutrageshameguiltenvyjealousypridegriefresignationadmirationwondercompassionalienationhumilityamusementPRIMARYfear disgustangerdesirehappinesssadnessTERTIARYlove? agape"aesthetic emotions" hopenostalgiafago(Ifalukia) Laiya(India and Nepal) "religious emotions"
T. L. Sharik Mar 2009
17
18. Affective or Emotional ModeKellert(2002)
•
There is some evidence that contact with the natural world, especially during middle childhood (ages 6-12), is important in a person’s emotional responsiveness and receptivity.
•
Seems to be due to its “dynamic, varied, often unique, surprising, and adventurous character.”
•
Elicits such responses as satisfaction, delight, joy, excitement, and curiosity.
References: Cornell 1977, Cobb 1977, Kellert1985, Kellert1996, Derr2001, Ratanopojnard2001, Sabal1993
T. L. Sharik Mar 2009
18
19. Affective or Emotional ModeKellert(2002)
•
Interactions with natural settings reduce stressor elicit positive feelings and thereby enhance cognitive functioning, creativity, and performance, especially regarding higher order tasks.
References: Olmsted 1865, Kaplan and Talbot 1983, Isenet al. 1985, Kaplan and Kaplan 1989, Isen1990, Hartiget al. 1991, Ulrich et al. 1991a, Ulrich 1993, Kaplan 1995, Wells 2000, Wells and Evans 2003, Am. Institutes for Research 2005
T. L. Sharik Mar 2009
19
20. Affective or Emotional ModeKellert(2002)
•
Attention Restoration Theory has been utilized to explain the restorative aspects of contact with nature following a period of directed or forced, focused attention and associated mental fatigue (Kaplan 1995).
•
There is both psychological and physiological evidence for the restorative value of nature.
•
Results in cognitive clarity and reflection, thereby enhancing creativity.
Additional References: Ulrich 1981, Ulrich and Simmons 1986, Ulrich et al. 1991b, Chang and Pergn1998, Chang and Uan1999, Hartiget al. 2003, Hammitt2007, Chang et al. 2008.
T. L. Sharik Mar 2009
20
21. Three Major Modes of Learning (Kellert 2002)
1. Affective or Emotional
2. Cognitive or Intellectual
3. Evaluative
Additional References: Iozzi1989a, 1989b
T. L. Sharik Mar 2009
21
22. Cognitive Systems(Rue 2005)
•
Internal representations of external affairs
•
Ability to assimilate a diversity of information and process it in new ways
•
Performing a wide range of operations on a wide range of mental objects (including perceptions, memory images, and concepts)
•
Process of:
–
Encoding information representing the external world and the organism’s vital interests
–
Integrating these two forms of information to devise appropriate behaviors
•
Operators on mental objects include:
–
Reality (facts)
–
Valance (values)
–
Executive (outcomes)
T. L. Sharik Mar 2009
22
23. Cognitive or Intellectual ModeKellert(2002)
•
Evidence that experiential contact with nature can have a positive impact on cognitive development comes from a number of sources.
•
Bloom et al.’s (1956) taxonomy of cognition has been used to frame this relationship (Table 2).
Additional References: Altman and Wohwill1978, Ulrich 1993, Kahn 1999, Ratanapojnard2001, Kellert1997, Kellert2002, Burdette and Whitaker 2005, Taylor and Kew 2006
T. L. Sharik Mar 2009
23
24. Cognitive or Intellectual Mode
Name of Cognitive Ability
Definition
Enhancing Activity in Nature
Knowledge Acquisition
Assembling facts and figures
Identifying and classifying various aspects of the natural world
Comprehension
Interpreting and understanding empirical realities
Translating specific knowledge of nature into categories of related functions and processes
Application
Putting knowledge to use in various situations
Distinguishing one environmental feature from another
T. L. Sharik Mar 2009
24
25. Cognitive or Intellectual Mode
Name of Cognitive Ability
Definition
Enhancing Activity in Nature
Analysis
Teasing apart elements or patterns nested within an overall structure
Dissecting elements in nature
Synthesis
Integrating distinctive elements into an overall whole
Integrating elements and processes in nature
Evaluation
Discerning worth and importance
Judging the relative significance of particular aspects of the natural world
T. L. Sharik Mar 2009
25
26. Cognitive or Intellectual Mode
•
Borrowing from the work of Mednick(1962), it has been argued that higher order cognitive functioning, which involves integration or association of diverse and seemingly unrelated information or concepts in novel ways, is likely enhanced by exposure to nature (Ulrich 1993).
T. L. Sharik Mar 2009
26
27. Three Major Modes of Learning(Kellert 2002)
1. Affective or Emotional
2. Cognitive or Intellectual
3. Evaluative
Additional References: Iozzi1989a, 1989b
T. L. Sharik Mar 2009
27
28. Evaluative Mode
•
Kellert(1996) formulated nine values of the natural world that contribute significantly to human well-being (Table 3).
T. L. Sharik Mar 2009
28
29. Name of Value
Definition of Value
Benefits
Stage of Prominent Development (yrs.)*
Dominionistic
Urge to master and control nature
Safety and protection; independence and autonomy; the urge to explore and confront the unknown; and willingness to take risks, be resourceful, and show courage
3-6
Negativistic
Avoidance, fear, and rejection of nature
Avoiding harm and injury; minimizing risk and uncertainty; and respect and awe for nature through recognizing its power to humble and destroy
3-6
*The three age classes correspond to early, middle, and late (adolescent) childhood, respectively.
T. L. Sharik Mar 2009
29
30. Name of Value
Definition of Value
Benefits
Stage of Prominent Development (yrs.)*
Utilitarian
Material and commodity attraction of the natural world
Physical and material security; self-confidence and self-esteem through demonstrating craft and skill in nature; and recognition of human physical dependence on natural systems and processes
3-6
Aesthetic
Physical attraction and appeal of nature
Perceiving order and organization; developing ideas of harmony, balance, and symmetry; and evoking and stimulating curiosity, imagination, and discovery
6-12
T. L. Sharik Mar 2009
30
31. Name of Value
Definition of Value
Benefits
Stage of Prominent Development (yrs.)*
Humanistic
Strong affection and emotional attachment to nature
Developing intimacy, companionship, trust, and capacities for social relationship and affiliation; and enhancing self-confidence and self-esteem through giving, receiving, and sharing affection
6-12
Symbolic
Nature’s role in shaping and assisting human communication and thought
Classifying and labeling abilities; language acquisition and counting; resolution of difficult aspects of psychosocial development through story and fantasy; and enhanced communication and discourse through the use of imagery and symbol
6-12
T. L. Sharik Mar 2009
31
32. Name of Value
Definition of Value
Benefits
Stage of Prominent Development (yrs.)*
Scientific
Empirical and systematic study and understanding of nature
Intellectual competence; critical thinking; problem-solving abilities; enhanced capacities for empirical observation and analysis; and respect and appreciation for natural process and diversity
6-12, 13-17
Moralistic
Ethical and spiritual affinity for nature
Sense of underlying meaning, order, and purpose; the inclination to protect and treat nature with kindness and respect; and enhanced sociability from shared moral and spiritual conviction
13-17
T. L. Sharik Mar 2009
32
33. Name of Value
Definition of Value
Benefits
Stage of Prominent Development (yrs.)*
Naturalistic
Desire for close contact and immersion in nature
Inclination for exploration, discovery, curiosity, inquisitiveness, and imagination; enhanced self- confidence and self-esteem by demonstrating competence and adaptability in nature; and greater calm and coping capacities through heightened temporal awareness and spatial involvement
13-17
T. L. Sharik Mar 2009
33
34. Most Important Values to Learning
Those that contribute most strongly to the development of learning skills include the aesthetic, naturalistic, and scientific,and to a lesser extent the symbolic−the latter mostly through the development of language skills.
T. L. Sharik Mar 2009
34
35. Multiple Intelligences(Gardner 1999)
•
Linguistic
•
Logical-mathematical
•
Spatial
•
Bodily-kinesthetic
•
Musical intelligence
•
Interpersonal
•
Intrapersonal
•
Naturalist
T. L. Sharik Mar 2009
35
36. Importance of Naturalist Perspective
Gardner’s (1999) inclusion of naturalist intelligenceamong the eight multiple intelligences he formulated to represent the entire spectrum of human cognition lends support to the importance of the naturalist perspective as a fundamental way of learning.
T. L. Sharik Mar 2009
36
37. WAYS OF INTERACTING WITH NATURE CAN MAKE A DIFFERENCE
T. L. Sharik Mar 2009
37
38. Three ways in which (young) people’s experience of nature occurs(Kellert 1996, 2005)
•
Direct
–Actual physical contact with nature in a spontaneous and unstructured way, including play
•
Indirect
–Actual physical contact with nature, but more structured and planned.e.g., zoos, arboreta, botanical gardens, science museums, and nature centers; contacts with domesticated plants and animals; [outdoor lab instruction ? (TLS)]
•
Vicarious or symbolic
–
Representations or depicted scenes of nature
–
Principally through the mass media (classroom? TLS)
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39. Direct Experience of Nature
•
Considerable conceptual and empirical support for the argument that direct experienceof nature plays a significant role in affective, cognitive, and evaluative development in humans that is not replaced by indirect and vicarious experiences, which are on the rise.
•
Attributed to diversityand variabilityin space and time of the natural world, together with its unpredictivenessand challenges.
References: Searles1959, Kaplan and Talbot 1983, Moore 1986, Kaplan and Kaplan 1989, Sebba1991, Pyle 1993, Sobel1993, Nabhanand Trible1994, Kellert1996, Kellert2005, Burdette and Walker 2005
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40. Reduced Contact with Nature
Considerable evidence that children (and adults) are spending increasingly less and less time experiencing high quality natural environments.
–Due to a number of factors, including habitat destruction, species loss, environmental contamination, natural resource depletion, urban sprawl, human population growth, “videophilia,” and fear of violence.
References: Barney et al. 1980, Wilcox et al. 1991, Groombridge1992, Wilson 1992, Myers 1994, Heywood 1995, Savage 1995, Kellert2002, Pergamsand Zaradic2008
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41. Reduced Contact with Nature
Parental concern for the health and safety of their children, in turn related to increased violence in our society, real and imagined, is an increasingly important factor.
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42. Nature-Deficit Disorder
•
Louv(2005)labeled the health syndrome associated with this diminished experience of nature in children today as “nature-deficit disorder” as a way of creating heightened awareness of the problem.
•
Has had a major impact on the development of impending federal legislation on “no child left inside.”
Additional References: Clements 2004, Karstan2005, Farmer 2005, Veitchet al. 2006, Jackson and Tester 2008
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43. Nearby Nature
•
Key point concerning children’s direct contact with nature is that it be ongoing and highly accessible, which in turn implies that it be “nearby.”
•
Has important implications for regional and urban planning.
References: Quantz1897, Kaplan and Kaplan 1989, Sobel1993, Kaplan et al. 1998, Wells 2000, Kellert2002, Taylor et al. 2002, Wells and Evans 2003, Bell and Dyment2006
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45. Dendro-Psychoses
•
The first scholarly treatment of the origins of the fundamental relationship between trees and peoplewas that of the psychologist J. O. Quantz(1897).
–
Created the term “dendro-psychoses” to represent this relationship.
–
Provided several lines of biological and psychological evidence of an adaptive nature to support the argument that the earliest humans dwelled in trees.
–
Examplesof psychological evidence included the fear of wild animals, thunder and lightning, high winds, and falling; “hide and seek” games; rocking babies to sleep.
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46. A Central Role
There is considerable evidence that trees have played a central role in everyday life throughout human history, including:
•
Source of food and shade
•
Safe sleeping and eating places
•
Vantage points for surveying the landscape
•
Escape from predators
•
Provision of shelter, weapons, tools, and medicine
•
Inspiration (TLS)
References: Bourliere1963, Lee 1979, Isaac 1983, Shipman 1986, Heerwagenand Orians(1993).
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47. Perception
ƒ
Process of attaining awareness or understanding of sensory information (Wickipedia2008)
ƒ
Information enhancers integrate active sense data with memory to produce a coherent perception (Rue 2005)
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50. Tree Forms
Orians(1980) hypothesized that tree forms that were most important in the survival of early humans in African savannas should be most preferred by humans today from the standpoint of aesthetics.
Additional References: Orians1986, Heerwagenand Orians1993
–
Referred specifically to the “acacia” form, with canopies broader than tall, trunks terminating and branching considerably below half the height of the tree, small leaves, and layered branching.
–
Argued that such trees are easy to climb and their canopies offered greater protection from sun or rain.
–
Hypothesis was tested on preferences of Americans for trees cultivated in Japanese gardens and for various dimensions of the dominant East African tree, Acacia tortilis.
•
Hypothesis was not rejected.
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51. Acacia Tree Form
Preference for the acacia tree form over other tree forms was subsequently investigated by utilizing college students from all major continents except Antarctica.
References: Sommerand Summit 1996, Sommer1997
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52. Tree Forms
Reference: Sommerand Summit 1996
eucalyptus
conifer
palm
acacia
oak
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54. Acacia Tree Form
–
In all cases, students preferred the acacia form over other forms (eucalyptus, oak, conifer, and palm).
–
Moreover, they tended to prefer the most common tree experienced in their respective childhoods more so than students who grew up with other tree forms as most common, indicating that experience also shapes one’s preferences of tree form.
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57. Landscape-Level Preferences
•
At the stand or landscape level, the evidence suggests that people prefer naturalenvironments over built environments and savanna-type natural environments over other natural environments (Ulrich 1986, Kahn 1999).
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58. Landscape-Level Preferences
Balling, Falk. Mean Preference Scores for Each Biome Under Both “Live” and “Visit” Instructions (1982).
Balling, Falk. Mean Preference Scores for Each Biome as a Function of Age Group (1982).
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59. Landscape-Level Preferences(Balling and Falk 1982)
–
Young children(age 8-11 years) from the eastern U.S. preferred East African savannas over mixed hardwood forest (their home environment), boreal forest, rain forest, and desert, while older childrenshowed an equal preference for savannas and mixed hardwood forest.
–
Suggests the influence of both geneticsand environment (familiarity) in such preferences.
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60. Savanna-like Environments
•
Preference for the savanna-like environment seems to be the result of being able to acquire new information (mystery) without becoming disoriented or lost (legibility).
References: Kaplan and Kaplan 1989, Kaplan 1992
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61. Savanna-like Environments
•
May help explain the appeal for closed-canopy forest stands that have been thinned or for urban or suburban open spaces that are planted with scattered trees in a grassy matrix, i.e., are park-like.
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62. Savanna-like Environments
•
May also help explain the tendency of European settlers in North America to open up forested landscapes and plant trees in prairie landscapes. (Orians1980)
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63. Ecological vs. Scenic Aesthetics(Gobster1999)
ECOLOGICAL
“…preference for maintaining and restoring the ecological structure and function of ecosystems and for preserving and enhancing the health and diversity of native species and ecological communities.”
SCENIC
“…aperceptual, affective reaction to the landscape: preference for ‘scenic beauty’ or ‘visual quality’.”
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64. Ecological vs. Scenic Aesthetics(Gobster1999)
•F
ire
•
Dead and down wood
•
Forest fragmentation
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66. Conclusions
•
The development of learning skills, especially in children, and the realization of creativity and productivity in adults, seem to be enhanced significantly by direct and informal contact on a regular basis with natural settings, especially those that are savanna-or park-like.
•
These findings may have important implications for the teaching and learning process in our society.
•
In particular, the notion of less structured and more emotions-or value-laden environments for learning seem to run counter to traditional institutional approaches.
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67. Conclusions
•
Visual preferences for trees and forests may reflect adaptive behaviors in the early evolution of humans and conflictwith the development of an ecological aesthetic, which may seem “counter-instinctive” or “counter-intuitive.”
–
Can learning/education remove this disconnect? (“education of the emotions”)
–
The theory of visible stewardship (Sheppard 2001), which emphasizes caring for and attachment to a particular landscape, suggests it will be challenging.
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68. Conclusions
•
It is natural that we should learn from nature.
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