Relevant bibliographies by topics / Nature and forest school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Nature and forest school'

Author: Grafiati
Published: 2 July 2021
Last updated: 2 February 2022

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Journal articles on the topic "Nature and forest school"

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MacEachren, Zabe. "The Canadian Forest School Movement." LEARNing Landscapes 7, no. 1 (July 1, 2013): 219–33. http://dx.doi.org/10.36510/learnland.v7i1.639.

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This article documents the rationale and benefits of Forest Schools, while also describing why the organization Forest School Canada was formed. It is based on interviews with two people: Heather Andrachuk, a new teacher in a forest school, and Marlene Powers, a founder of two forest schools and the executive director of Forest School Canada. Narrations from these two women are used to describe the ethos and the pedagogy that results from working within Forest Schools and the origins of Forest School Canada (2013). It also briefly outlines the way Forest Schools serve as an approach to environmental education for early childhood through the development of a sense of attachment to nature.
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Harris, Frances. "The nature of learning at forest school: practitioners' perspectives." Education 3-13 45, no. 2 (September 11, 2015): 272–91. http://dx.doi.org/10.1080/03004279.2015.1078833.

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Bušina, F. "Natural regeneration of Douglas fir (Pseudotsuga menziesii [Mirb.] Franco) in forest stands of Hurky Training Forest District, Higher Forestry School and Secondary Forestry School in Pisek." Journal of Forest Science 53, No. 1 (January 7, 2008): 20–34. http://dx.doi.org/10.17221/2083-jfs.

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Possibilities are assessed of the natural regeneration of Douglas fir under conditions of Hůrky Training Forest District, Higher Forestry School and Secondary Forestry School in Písek, in stand 12C7, forest type 3K5. The stand is situated at an altitude of 430 m above sea level in an area with mean annual temperature 7.3-7.5&degC and mean annual total precipitation 550-575 mm. Under the stand dominated by Douglas fir (65 years of age), natural regeneration of the mean density of 53,800 seedlings/ha appeared due to lateral light coming from the north. The highest density of Douglas fir natural regeneration was noticed under the stand 10-14 m from the stand margin. The light penetrating through the marginal stand wall was found to be of greater effect on the density of natural regeneration than the upper shading caused by the parent stand. With this method of regeneration, Douglas fir is less light-demanding than spruce. Height and height increment of advance regeneration were greater in places with sufficient light near the stand margin. Thus, natural regeneration of Douglas fir is successful there giving conditions for the origin of a new generation of the stand with a sufficient proportion of Douglas fir.
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Komorowska, Anna. "Forest School - a forest playground as a remedy for nature-deficit disorder in children." e-mentor 76, no. 4 (2018): 73–78. http://dx.doi.org/10.15219/em76.1381.

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Koller, Katalin Eve, and Kay Rasmussen. "Generative Learning and the Making of Ethical Space: Indigenizing Forest School Teacher Training in Wabanakik." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 7, no. 1 (June 2, 2021): 219–29. http://dx.doi.org/10.15402/esj.v7i1.70065.

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This reflection on community-driven research in process is written from the perspective of graduate student co-researchers collaborating with Wabanaki community co-researchers on a pilot project involving a Wabanaki and a non-Indigenous organization. Three Nations Education Group Inc. (TNEGI) represents three Wabanaki schools and communities in Northeast Turtle Island. The Child and Nature Alliance of Canada (CNAC) offers a Forest and Nature School Practitioner Course (FNSPC) for educators seeking to operate forest schools. These diverse organizations have developed a pilot FNSPC training for a group of TNEGI educators, with the purpose of Indigenizing the FNSPC. This is necessary to address the Eurocentric forest and nature school practices in Canada, which often fail to recognize the herstories, presence, rights, and diversity of Indigenous Peoples and places. TNEGI educators envision a land-based pedagogy that centers Wabanaki perspectives and merges Indigenous and Western knowledges. In the FNSPC pilot, the co-researchers generated course changes as they progressed through the pilot, decolonizing the content and format as they went. Developing this Indigenized version of the FNSPC will have far-reaching implications for the CNAC Forest School ethos and teacher training delivery. This essay maps our collaborative efforts thus far in creating an ethical research space within this Indigenous/non-Indigenous research initiative and lays out intentions for the road ahead.
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Fauzi, Fauzi. "PEMBENTUKAN DAN TRANSFORMASI CORE VALUES DI SEKOLAH ALAM." JIV 13, no. 1 (June 28, 2018): 17–27. http://dx.doi.org/10.21009/jiv.1301.3.

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Research background by the phenomenon of the success of the School of Nature in realizing its existence as one of the alternative educational institutions in Indonesia. The success is based on its ability to form and transform its core values. This study aims to describe the process of formation and transformation of core values based on environmental peculiarities and local wisdom in the School of Nature Baturraden (SABar). The study was conducted in February - August 2017 at SABar located within the Damar forest of Baturraden campground. This research used a qualitative approach and collected data by observation, interview, and documentation technique. The data were analyzed by the interactive model of qualitative analysis technique, including data collection, data reduction, data presentation, and conclusion drawing. This research showed that all education and learning activities are conducted by the integrative holistic approach by making the forest to a place, source, and learning media in the process of awareness, enlightenment, empowerment, character and behavior building of the children. Core values developed by Baturraden Nature School are based on five SABar values that are soulful, morals, beyond, achieve, and responsible. These values become distinctive values and differentiator with other nature schools and become a brand of Baturraden nature school. In addition, the school embodies four dimensions of core values agreed upon in the national network of nature school, which are curriculum, method, environment, physical, and community.
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Harwood, Debra. "The Blue Car in the Forest: Exploring Children’s Experiences of Sustainability in a Canadian Forest." Nordic Studies in Science Education 15, no. 4 (November 26, 2019): 403–17. http://dx.doi.org/10.5617/nordina.6169.

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An abandoned blue car from 1958 is a central figure of the qualitative exploration of sustainability pedagogies within a Canadian nature school. The mystery of the car and its entanglement within a densely-forested area where the preschool children play and learn is provocative. As part of a larger ethnographic case study of the nature school, eight young children (3-5-year-olds) and their two nature teachers’ critical engagement with the car is examined over the course of a year. The research approach for the data collection and analysis included photos, videos, participant-observations, educator journals, and children’s oral and written expressions of their ideas related to the project and sustainability. This small scale study offers a glimpse into the possibilities that emerge when we include children’s thinking, decisions, and actions within the more-than-human world to foster sustainability.
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Smith, Michelle A., Ally Dunhill, and Graham W. Scott. "Fostering children’s relationship with nature: exploring the potential of Forest School." Education 3-13 46, no. 5 (March 8, 2017): 525–34. http://dx.doi.org/10.1080/03004279.2017.1298644.

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Cudworth, Dave, and Ryan Lumber. "The importance of Forest School and the pathways to nature connection." Journal of Outdoor and Environmental Education 24, no. 1 (February 18, 2021): 71–85. http://dx.doi.org/10.1007/s42322-021-00074-x.

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Gullion, Margaret E., and Taylor Stein. "Opening the Door to Nature: Accounting for People’s Constraints to Nature-based Recreation." EDIS 2019, no. 4 (August 1, 2019): 6. http://dx.doi.org/10.32473/edis-fr415-2019.

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Although millions of people recreate in parks, forests, and other conservation areas in the United States every year, research shows that some are left out; not everyone takes advantage of natural areas for the numerous benefits nature-based recreation provides. Results show that many people who do not participate in nature-based recreation feel constrained by their quality of time, not the quantity of time. In other words, they're saying, "Prove to me that it's worth my time to go out in nature. Show me something cool!" Based on research conducted in Hillsborough County, Florida and similar studies, this 6-page fact sheet written by Margaret E. Gullion and Taylor Stein and published by the UF/IFAS School of Forest Resources and Conservation addresses identifies strategies to improve the opportunities natural areas can provide a diverse public. https://edis.ifas.ufl.edu/fr415
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Dissertations / Theses on the topic "Nature and forest school"

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Silvia, Cont. "New Voices in the Woods : A Study of Children’s Experience of the Forest as an Outdoor Educational Space." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149007.

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There is a growing body of literature that recognizes the importance of outdoor learning spaces in educational practice with children. However, previous studies of the outdoor learning spaces have omitted to address the young children’s perspectives on the outdoor environments that they experience as a part of the Forest School’s educational approach. Research on the subject has been mostly restricted to an adult perspective. Furthermore, the previously published studies are limited to Scandinavian countries and available in Scandinavian languages and, therefore, not easily accessible to an international audience. The aim of the present dissertation project is to explore young children’s (aged 3-6 years) voices on their experience, sense-making, and understanding of the educational space of a forest. A qualitative research paradigm was employed to explore the components that characterize children’s perception of the outdoor educational space. Ethnographic research methods (participants observation, informal conversation and material collection) were used to investigate children’s outdoor activities performed in two Italian preschools: a kindergarten outdoor oriented school and a Forest School. The collected materials (fieldnotes, interviews, and children’s drawings) were processed using a six-steps Thematic Analysis with the aim to gain a complex account of the data. The results indicate that the way children use, interact and, confer a meaning to their experience in the woods are represented by the following themes: Type of Place Attended, Nature Engagement, Relationship with the Woods, Responsibility and Risk, Imagination, Emotional Responses, Affordances, Relationships with Others, Discovery and Experimentation, Nature Education, Concerns for Nature, and Learnings Connected to the Curriculum.These results have provided a deeper insight on the children’s experience of the outdoor learning space of a forest. Moreover, the empirical findings in this study contributed to provide a new understanding of how children bond with the natural world and how they behave and experience it. Taking into account the exploratory nature of the present thesis, future research should further address the children’s perspectives on the outdoor education space, the forest. Furthermore, it would be interesting to investigate if the cognitive, emotional, and social resources and environmental attitudes developed by children in the forest as outdoor educational space are strictly intertwined with this particular environment or if they can be realized in more a conventional school setting.
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Olsson, Fredrik. "Närområdesstudier och utomhuspedagogik i samhällskunskapsundervisningen : På vilka sätt kan lokalsamhället användas för årskurs fyra till sex?" Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84489.

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Syftet med detta examensarbete har varit att undersöka vilken betydelse närområdesstudier ochutomhuspedagogisk undervisning knuten till lokalsamhället har för lärare i samhällskunskap,att skapa variation i undervisningen och om samt hur lärare använder närområdet i sinundervisning i årskurs 4–6. Det finns tidigare forskning kring främst natur- och äventyrsinriktadutomhuspedagogik som fokuserar på yngre elever, men mindre kring närområdesstudier,studiebesök och besök från samhället, för ämnet samhällskunskap.De teoretiska utgångspunkterna var Vygotskijs sociokulturella perspektiv och pragmatismenenligt Dewey, som användes för att analysera empirin. Undersökningen genomfördes med hjälpav kvalitativ metod och semistrukturerade intervjuer. Sex respondenter från fem skolor deltogi undersökningen. I analysen av resultatet framkommer att lärarna ger många exempel påmöjligheter till undervisning utomhus och i närområdet men att det finns hinder att övervinnainnan man kommer ut ur klassrummet.En slutsats som kan dras utifrån undersökningens engagerade lärare och tidigare forskning äratt vi kan drista oss till att konstatera, att utomhuspedagogiken och närområdesstudierna görstor nytta för de flesta elever. Det som återstår att göra är, att ”kavla upp ärmarna”, utmanahindren och ta med eleverna på deras livsresa både i klassrum och utomhus, för att ge demminnen och kunskaper för livet.
The purpose of this master thesis has been to examine which meaning neighborhood studiesand outdoor education attached to local society has to teachers in the subject of civics, to createvariation in teaching and if and how teachers use the local area in their teaching in classes 4–6.There is earlier research mainly around nature and adventure oriented outdoor educationfocusing on younger pupils, but with less focus on neighborhood studies, study visits and visitsfrom society, in the subject of civics.The theoretical starting points was Vygotskijs sociocultural perspective and pragmatismaccording to Dewey, that was used to analyze the empirics. The survey was conducted by usingqualitative method and semi-structured interviews. Six respondents from five schoolsparticipated in the survey. In the analysis of the result, it emerges that the teachers give manyexamples of outdoor and neighborhood teaching, but there are obstacles to overcome beforegetting out of the classroom.A conclusion, that can be drawn based on dedicated teachers of this survey and former researchis, that we dare to note, that outdoor teaching and neighborhood studies do great good to mostpupils. What remains to be done, is to “roll up the sleeves”, challenge the hindrances and bringthe pupils on their journey of a lifetime in both classrooms and outdoors, to give them memoriesand knowledge for life.
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Busse, Nielsen Anders. "Understanding and communicating forest stand structures : lifting barriers for nature-based forest management." Hørsholm : Forest & Landscape, 2006. http://www.sl.kvl.dk/upload/flr36.pdf.

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Fernandez, Beraud Leticia. "Master plan of the Mbaracaju nature reserve of Paraguay." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845972.

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This creative project consists of the design of a Master Plan for the Mbaracaju Forest Reserve, a 143,000 acre site in eastern Paraguay which is part of the devastated Atlantic Forest , an area requiring urgent conservation action. This creative project adresses site inventory and analysis, programming, land uses, site specific facility development guidelines, and three Master Plan Alternatives. The Master Plan seeks to support environmental preservation, sustainable development, and environmental education. The hypothesis of this project is that preservation and environmentally sound use of the Reserve are possible through a Master Plan that responds to the sensitivity of the various areas and its management, and to an activities program oriented towards global preservation. The Incorporation of the traditional inhabitants of the land as active participants in the Master Plan will serve as an example for Paraguay and for the world. This Master Plan, which will promote environmental preservation and biological diversity, will benefit the inhabitants of the Reserve, of Paraguay, and from around the world. For this report to the Graduate Office at Ball State University there are included the major aspects of the Master Plan. It is important to clarify that the whole report, which has 200 pages, is available in the lybrary of the College of Architecture and Planning.
Department of Landscape Architecture
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Matton, Arvid. "Nature Interpretation Center : Re-connecting people to the forest." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172990.

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McCree, Mel. "Practitioner experiences of Forest School." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/2066/.

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The aim of this thesis is to investigate the situated subjectivities of the experiences of Forest School (FS) practitioners, in their journeys from training to initial practice. The research explores the impact of FS training, environmental and socio-cultural influences upon the practitioners and how their practices adapt in context. Eight in-depth case studies of FS trainee practitioners were undertaken over a period of two years (2010-12) using multiple qualitative methods. The analysis is in three parts; on practitioner identities, approaches and contexts. The thesis contributes three new conceptual models to outdoor pedagogical research. The concept of eco-social identity frames the ongoing construction of self. The FS adult role is theorised as a connector, engaged in dynamic role processes. The analysis of practitioner approaches in context uses Shared Space; an ecosystemic frame of practice and agency. Further analysis of practitioners’ experience of team contexts draws on theoretical lenses on role, socialisation and norms from Goffman and Foucault. Team relationships became positioned in either conflict, collaboration or congruence. The study contributes new insights into the impact of FS training and the influence of socialisation and subjectivity in the application of outdoor pedagogy. Early life experience, nature-society relations, and passionate purpose motivated the practitioners. Adult-to-adult interaction affected practice outcomes significantly, with strong disparities in setting teams regarding values and ethos, team interest, controls and standards in setting practices, curriculum pressures, setting aims, and site provision and care. The results imply that collaborative partnership and a whole team approach are effective strategies for ongoing practice, and tokenistic practice is a destructive strategy.
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Andersson, Klara. "View, Bedrock, Forest, Forest Edge : A Recreational Facility at Avholmsberget." Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-223223.

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The program of the proposal is a small recreational facility with a restaurant,conference facilities, a reception, hotel rooms and a bath.The size of the program is approximately 1200 m2.Rough approximation:- Staff and information building: 200 m2- Hotel rooms (10 á 25 m2): 250 m2- Bath building: 210 m2- Conference building: 300 m2
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Swanson, Robert V. (Ro9bert Vladimar) Carleton University Dissertation Biology. "Exchanges of CO2 and H2O vapour at the forest floor of a nature black spruce forest." Ottawa, 1997.

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Murdoch, Carter Tolson. "The Light in the Forest." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/33817.

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A house was designed to express the clearing in which it stands. The site was analyzed in terms of the elements that lend themselves to architecture. The character of light, space and order contribute to the overall design of the house. Thus the house can be said to be an expression of the natural beauty of its site.
Master of Architecture
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West, Mara C. Sheriff Mary D. "Edvard Munch's To the Forest nature as medium and metaphor /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1333.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Apr. 25, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Art." Discipline: Art; Department/School: Art.
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Books on the topic "Nature and forest school"

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Cree, Jon, and Marina Robb. The Essential Guide to Forest School and Nature Pedagogy. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367853440.

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ill, Pamintuan Macky, ed. Forces of nature. New York, NY: HarperCollins Publishers, 2015.

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Understanding the Danish forest school approach: Early years education in practice. London: Routledge, 2012.

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Montana. Dept. of Natural Resources and Conservation. Trust Land Management Division: Fiscal year... annual report. Helena, Mont: Montana Dept. of Natural Resources and Conservation, 2006.

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Arts, Bas, Jelle Behagel, Séverine van Bommel, Jessica de Koning, and Esther Turnhout, eds. Forest and Nature Governance. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5113-2.

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Dry, Dan. Woodberry Forest School. Louisville: Harmony House Publishers, 1989.

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Salisch, Heinrich von. Forest aesthetics. Durham, N.C: Forest History Society, 2008.

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Commission, Great Britain Forestry. GlenAffric: Caledonian forest reserve. (Inverness) ((Church St., Inverness)): Forestry Commission (Office of Conservator of Forestry for North Scotland), 2000.

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naturstyrelsen, Denmark Skov og. The National Forest and Nature Agency. Copenhagen: Ministry of Environment and Energy, The National Forest and Nature Agency, Denmark, 1995.

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Crawford, Mattie Rose. Public school nature-study. Toronto: Copp, Clark, 1996.

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Book chapters on the topic "Nature and forest school"

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Cree, Jon, and Marina Robb. "Nature Pedagogy, Forest School ethos and valuing nature." In The Essential Guide to Forest School and Nature Pedagogy, 7–20. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367853440-2.

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Cree, Jon, and Marina Robb. "Nature Pedagogy – teaching within a nature-centric worldview." In The Essential Guide to Forest School and Nature Pedagogy, 42–64. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367853440-4.

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Cree, Jon, and Marina Robb. "Nature Pedagogy models." In The Essential Guide to Forest School and Nature Pedagogy, 65–89. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367853440-5.

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O’Hern, Darren M., and Yoshiko Nozaki. "Forest Secondary School." In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 63–85. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_5.

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Cree, Jon, and Marina Robb. "History of nature education – the influence on nature-based practice." In The Essential Guide to Forest School and Nature Pedagogy, 21–41. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367853440-3.

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Cree, Jon, and Marina Robb. "Nature Pedagogy’s place in the world – teaching within a nature-centric worldview." In The Essential Guide to Forest School and Nature Pedagogy, 367–81. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367853440-15.

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Cree, Jon, and Marina Robb. "Planning a nature-based programme." In The Essential Guide to Forest School and Nature Pedagogy, 229–66. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367853440-11.

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Cree, Jon, and Marina Robb. "Play and nature – the ludic process and risky play." In The Essential Guide to Forest School and Nature Pedagogy, 114–42. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367853440-7.

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Cree, Jon, and Marina Robb. "Our sensory system – how nature stimulates sensory development and integration." In The Essential Guide to Forest School and Nature Pedagogy, 90–113. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367853440-6.

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Cree, Jon, and Marina Robb. "Journey with plants and animals – working with the ecological." In The Essential Guide to Forest School and Nature Pedagogy, 335–66. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367853440-14.

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Conference papers on the topic "Nature and forest school"

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Trudel, Louis, and Abdeljalil Métioui. "HIGH SCHOOL STUDENTS’ MODELS OF RELATIVE MOTION IN PHYSICS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.238.

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The relative speed concept was chosen since it is linked with the relative nature of motion and it is likely that the students would harbor many alternative conceptions about it. The research objective was to identify the various ways students conceive relative motion. Qualitative data collected in various forms of representation received a categorization analysis. Several models of students’ understanding about relative motion had been identified. Suggestions are offered to the classroom teacher to help his students understand relative motion. Keywords: relative motion, POE tasks, high school physics education, conceptual understanding.
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Alekseeva, Ksenia A., and Oleg G. Zotov. "FEATURES OF DESIGNING LANDSCAPE-ECOLOGICAL ROUTES FOR SCHOOLCHILDREN IN THE TERRITORY OF THE NATIONAL PARK “SAMARA LUKA” SAMARA REGION." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-214-216.

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The national Park “Samarskaya Luka” and the adjacent “Zhigulevsky state reserve of I. I. Sprygin” is a special territory that includes a variety of natural monuments, natural landscapes, unique flora and fauna for the forest-steppe zone. In this regard, this area opens up a wide potential for tourism, which is actively implemented by the management of the national Park. The purpose of this article is to show the prospects of studying this territory in the framework of a school geography course, conducting field trips along pre – developed routes on the territory of this protected area.
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Johnson, Kyle, M. W. Trim, Mark F. Horstemeyer, and R. Prabhu. "Examination of Geometric Effects on Stress Wave Propagation and Applications in Football Helmet Design." In ASME 2013 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/sbc2013-14544.

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A recent study of college and high school football players demonstrated that 5.1% sustained at least one concussion in a single season. Considering the number of individuals that participate in football in the United States, this percentage equates to a staggering number [1]. The information and attention dealing with concussions and traumatic brain injury (TBI) has greatly increased recently, and represents a need for more advanced helmets that can eliminate concussions as well as other forms of TBI. In order to obtain this goal, lessons can be learned from high speed impacts in nature, particularly the shock-mitigating effects of the bighorn sheep’s (or ram’s) horn and woodpecker’s hyoid bone. For instance, during fights between male bighorn sheep, the rams clash together at speeds up to 5.5 m/s, causing forces up to 3400 N [2]. Even while undergoing these tremendous forces, the animals are rarely injured, which leads to the notion that the horn geometry plays a role in mitigating the shock wave. The woodpecker’s hyoid bone extends around the skull in a spiral shape. It aids the woodpecker in extending its tongue and helps bypass vibrations generated from drumming, which protects the brain from shock [3]. Does the reoccurrence of this curious (tapered spiral) shape throughout nature have some significance in regards to energy dissipation and shock absorption abilities inherent to its geometry? Answering this was the primary goal of this study.
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Sifakis, Joseph. "On the nature of computing." In 1st Europe Summer School. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3168836.3168838.

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Kobayashi, Hiroki, Ryoko Ueoka, and Michitaka Hirose. "Wearable forest-feeling of belonging to nature." In Proceeding of the 16th ACM international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1459359.1459600.

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Masaong, Abd Kadim, and Humaira Tipuwo. "Nature School Management Based on Religious Culture." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.77.

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Martiradonna, Luigi. "An Insider’s view on Nature Materials." In Online School on Hybrid, Organic and Perovskite Photovoltaics. València: Fundació Scito, 2020. http://dx.doi.org/10.29363/nanoge.hope-pv.2020.007.

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Sugahara, Ryo, and Akio Kuroyanagi. "Research on Optimum Function and Utilization of Oceanic Architectures for Marine Space Use: Case Study on Kyushu Region, Japan." In ASME 2017 36th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/omae2017-61618.

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Recently, the demanding for effective utilization of marine spaces in forms of oceanic architectures has been rising high by new social requirements as well as other constructions, and the like. Consequently, architecutural characteristics and structural effectiveness of them should be reevaluated accordingly. Objects of this study are four architectures located in the shallow area of sea around Kyushu Region,namely Marizon, Genkai Sea Hot Spring Palea, Marine Aquarium Sea Doughnut, and Akasaki Elementary School. Their functions, structures, setting forms, then conditions for situating buidings, processes of construction at sea, and challenges after construction had been clarified by our literature survey, the hearing investigation and the field research. Our results are as following. Functionally, each above architectures has respective facilities to fully utlize regional marine resources and environment, etc.; Structurally, all of them had premeditated both the bad conditions of coastal environment and providing spaces for water activities. In terms of their construction processes at sea, factors blow had been carefully considered before being sited: limitations of local spatial scale, full utilization of local environmental conditions, measures against disadvantages of sites, the particularities of regional nature, environment, and society. In conclusion, our findings suggest that planning of the oceanic architecuture should combine the usage, the fuction, and the understructures well with its marine conditions.
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Szmigiel, Ireneusz, Marta A. Szmigiel, and Malwina Geniusz. "Six years of vision screening tests in pre-school children of Wroclaw." In Light in Nature VI, edited by Joseph A. Shaw, Katherine Creath, and Vasudevan Lakshminarayanan. SPIE, 2017. http://dx.doi.org/10.1117/12.2274488.

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Weng, Jui-Feng, Hsiu-lien Kuo, and Shian-Shyong Tseng. "Interactive Storytelling for Elementary School Nature Science Education." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.104.

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Reports on the topic "Nature and forest school"

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Summers, Aeylin. Characteristics of Marginally Achieving Secondary Students and the Nature of their School Experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1383.

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Greene, Sapoooq'is Wiiit'es Ciarra. The Impact of Integrating Traditional Ecological Knowledge in Summer Camps on Middle School Students' Understanding of the Nature of Science. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7150.

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Miller, Gilbert. Scientists, Uncertainty and Nature, An Analysis of the Development, Implementation and Unintended Consequences of the Northwest Forest Plan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6693.

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Hudson, Kesha N., and Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, August 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

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Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.
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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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Hossain, Niamat Ullah Ibne, Raed Jaradat, Michael Hamilton, Charles Keating, and Simon Goerger. A historical perspective on development of systems engineering discipline : a review and analysis. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40259.

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Since its inception, Systems Engineering (SE) has developed as a distinctive discipline, and there has been significant progress in this field in the past two decades. Compared to other engineering disciplines, SE is not affirmed by a set of underlying fundamental propositions, instead it has emerged as a set of best practices to deal with intricacies stemming from the stochastic nature of engineering complex systems and addressing their problems. Since the existing methodologies and paradigms (dominant pat- terns of thought and concepts) of SE are very diverse and somewhat fragmented. This appears to create some confusion regarding the design, deployment, operation, and application of SE. The purpose of this paper is 1) to delineate the development of SE from 1926-2017 based on insights derived from a histogram analysis, 2) to discuss the different paradigms and school of thoughts related to SE, 3) to derive a set of fundamental attributes of SE using advanced coding techniques and analysis, and 4) to present a newly developed instrument that could assess the performance of systems engineers. More than Two hundred and fifty different sources have been reviewed in this research in order to demonstrate the development trajectory of the SE discipline based on the frequency of publication.
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Hostetler, Steven, Cathy Whitlock, Bryan Shuman, David Liefert, Charles Wolf Drimal, and Scott Bischke. Greater Yellowstone climate assessment: past, present, and future climate change in greater Yellowstone watersheds. Montana State University, June 2021. http://dx.doi.org/10.15788/gyca2021.

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The Greater Yellowstone Area (GYA) is one of the last remaining large and nearly intact temperate ecosystems on Earth (Reese 1984; NPSa undated). GYA was originally defined in the 1970s as the Greater Yellowstone Ecosystem, which encompassed the minimum range of the grizzly bear (Schullery 1992). The boundary was enlarged through time and now includes about 22 million acres (8.9 million ha) in northwestern Wyoming, south central Montana, and eastern Idaho. Two national parks, five national forests, three wildlife refuges, 20 counties, and state and private lands lie within the GYA boundary. GYA also includes the Wind River Indian Reservation, but the region is the historical home to several Tribal Nations. Federal lands managed by the US Forest Service, the National Park Service, the Bureau of Land Management, and the US Fish and Wildlife Service amount to about 64% (15.5 million acres [6.27 million ha] or 24,200 square miles [62,700 km2]) of the land within the GYA. The federal lands and their associated wildlife, geologic wonders, and recreational opportunities are considered the GYA’s most valuable economic asset. GYA, and especially the national parks, have long been a place for important scientific discoveries, an inspiration for creativity, and an important national and international stage for fundamental discussions about the interactions of humans and nature (e.g., Keiter and Boyce 1991; Pritchard 1999; Schullery 2004; Quammen 2016). Yellowstone National Park, established in 1872 as the world’s first national park, is the heart of the GYA. Grand Teton National Park, created in 1929 and expanded to its present size in 1950, is located south of Yellowstone National Park1 and is dominated by the rugged Teton Range rising from the valley of Jackson Hole. The Gallatin-Custer, Shoshone, Bridger-Teton, Caribou-Targhee, and Beaverhead-Deerlodge national forests encircle the two national parks and include the highest mountain ranges in the region. The National Elk Refuge, Red Rock Lakes National Wildlife Refuge, and Grays Lake National Wildlife Refuge also lie within GYA.
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NDC Invest Bulletin: Vol. 4, January 2021. Inter-American Development Bank, January 2021. http://dx.doi.org/10.18235/0002964.

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The IDB Group supports the region through nature-based in Central America to address development challenges which are exacerbated by climate change. With a portfolio of about US $ 200 million, the Bank supports the design and implementation of REDD strategies focused on protection and management sustainable forest, value chain support and climate finance resource mobilization. These programs support countries to meet not only commitments under their NDCs, but also with national development priorities.
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Report: Status of Legal Recognition of Indigenous Peoples’, Local Communities’ and Afro-descendant Peoples’ Rights to Carbon Stored in Tropical Lands and Forests. Rights and Resources Initiative, July 2021. http://dx.doi.org/10.53892/mlqq5744.

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This study reviews the status of the legal recognition of the rights of Indigenous Peoples, local communities, and Afro-descendant Peoples to the carbon in their lands and territories across 31 countries in Africa, Asia, and Latin America. Together, these countries hold almost 70 percent of the world’s tropical forests and represent at least 62 percent of the total feasible natural climate solution potential, and thus the bulk of nature-based emissions reductions and carbon offset opportunities in tropical and subtropical forest countries.
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