Connecting children to nature through residential outdoor environmental education     

Lauren E. Mullenbach  Rob G. Andrejewski  Andrew J. Mowen 《Environmental Education Research》2019,25(3):365-374

Connecting to nature and spending time outdoors as children have been indicated as predictors of environmentally responsible behavior. This study examined whether a residential outdoor environmental education (ROEE) program contributed to the development of children’s connection to nature and their attitudes and involvement in spending time outdoors. Fifth-grade students (n = 163) in Pennsylvania enrolled in a multi-day ROEE program completed pretest-posttest surveys, compared with a control group (n = 72) not enrolled. Program evaluation critically examined the program’s encouragement of spending time outdoors by establishing connections to nature. Results indicated moderate success in the program’s effort to increase participants’ nature connection, but yielded mixed results on outcomes related to time spent outdoors. These findings offer encouragement of ROEE programs’ ability to foster connection to nature in participants.  相似文献   

The ethical cost of doing nothing     

Andrew J Parker 《国家科学评论(英文版)》2020,7(7):1260

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An Exploratory Factor Analysis of the Brief COPE with a Sample of Kenyan Caregivers     

Muthoni Kimemia  Kimberly K. Asner-Self  Andrew P. Daire 《International journal for the advancement of counseling》2011,33(3):149-160

Given the high prevalence of HIV/AIDS in Kenya, more Kenyans now find themselves in the role of informal caregiver for a family member or multiple family members living with HIV/AIDS. However, there exists little research on how these individuals cope. The present study explores coping responses among caregivers for family members living with HIV/AIDS in Kenya. An exploratory factor analysis of the Brief COPE yielded five factors, with strong loadings on Emotional Support and Instrumental Support. Implications for using the Brief COPE in research and clinical practice among Kenyans are discussed.  相似文献   

The stupid footballer is dead: insights into the mindset of a professional footballer     

Andrew Cruickshank 《Soccer & Society》2016,17(1):155-157

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The influence of race length on arterial compliance following an ultra-endurance marathon     

Alis Bonsignore  Shannon S. D. Bredin  Holly Wollmann  Barb Morrison  Andrew Jeklin  Lauren Buschmann 《European Journal of Sport Science》2017,17(4):441-446

There is inconclusive evidence concerning the effects of routine participation in ultra-endurance events on cardiovascular disease (CVD) risk. Arterial compliance is a reliable, non-invasive, and effective tool for evaluating CVD risk. The purpose of this research was to examine if race length influences acute changes in arterial compliance following an ultra-marathon event. A total of 46 ultra-marathon runners were recruited including 21 participants (39.8?±?8.3?years, 6 females) in the 80-km event and 25 participants (43.7?±?9.8?years, 3 female) in the 195-km event. Arterial compliance was measured via radial applanation tonometry (CR-2000, HDI) for diastolic pulse contour analysis before and following the race. Significant between-group differences were found for changes in large arterial compliance with a decrease (increase in stiffness) following the 195-km event and an increase following the 80-kilometre event (p?<?.05). Longer race lengths are associated with greater reductions in large arterial compliance following recreational ultra-marathon running. Assessment of arterial compliance might be a useful prognostic tool to assess the long-term risk of CVD among ultra-marathon runners.  相似文献   

‘Am I safe here and do you like me?’ Understanding complex trauma and attachment disruption in the classroom     

Linda O'Neill  Francis Guenette  Andrew Kitchenham 《British Journal of Special Education》2010,37(4):190-197

Elementary and special education teachers and school counsellors currently provide support to children presenting learning disabilities and behavioural problems symptomatic of the more hidden diagnosis of complex trauma resulting from abuse or severe attachment disruption. Specific disorders such as attention deficit/hyperactivity disorder (AD/HD) may be diagnosed in such children, but not the aetiology of complex trauma, resulting in missing information in the development of remedial and behavioural interventions. The evolving field of trauma counselling provides important information to special education teachers and school counsellors who work with children who have experienced trauma. In this review article authors Linda O'Neill of the University of Northern British Columbia (UNBC), Francis Guenette who is a doctoral student at the University of Victoria and Andrew Kitchenham of the University of Northern British Columbia summarise attachment, neurobiological, and complex trauma research that can be used in school settings to understand better the needs of these children. They conclude by suggesting that teachers and school counsellors would benefit from training on the consequences of childhood trauma and attachment disruption to develop interventions that will be effective and to identify what types of behaviours children can control and those they cannot.  相似文献   

The Status of Literature: English teaching and the condition of literature teaching in schools     

Andrew Goodwyn 《English in Education》2012,46(3):212-227

Although the curriculum subject of English is continually reviewed and revised in all English speaking countries, the status of literature is rarely questioned: i.e. that it is of high cultural value and all students should be taught about it. The concerns of any review, in any country, are typically about what counts as literature, especially in terms of national heritage, and then how much of the curriculum it should occupy. This paper reports on three inter‐related pieces of research that examine the views of in‐service and pre‐service English teachers about their experiences of teaching literature and their perceptions of its ‘status’ and significance, both at official level and in the classroom; it draws attention to how England compares with some other English‐speaking countries and to the need to learn from the negative outcomes of political policy in England. The findings suggest that the nature of engagement with literature for teachers and their students has been distorted by official rhetorics and assessment regimes and that English teachers are deeply concerned to reverse this pattern.  相似文献   

Participation in learning and wellbeing among older adults     

Andrew Jenkins 《International Journal of Lifelong Education》2013,32(3):403-420

The objective of this research was to identify the effects of participation in learning on the subjective wellbeing of older adults. Data were from the English Longitudinal Study of Ageing (ELSA), a large-scale, nationally representative survey of those aged 50 and above. The survey contains several wellbeing measures and information on three types of learning: formal courses, music/arts/evening classes and gym/exercise classes. Multiple regression analyses were applied to the change in wellbeing outcomes between two survey waves. The key finding was that music, arts and evening classes were significantly associated with changes in each of the measures of subjective wellbeing. Formal courses and gym/exercise classes were not significantly associated with wellbeing, after controlling for other factors.  相似文献   

Change Is Coming     

Andrew Gillen 《Academic Questions》2013,26(4):500-504

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Exploring children's discourses of writing     

Andrew Lambirth 《English in Education》2016,50(3):215-232

This article reports on a study which was part of a two year writing project undertaken by a University in South East England with 17 primary schools. A survey sought the views of up to 565 children on the subject of writing. The analysis utilises Ivanič's ( 2004 ) discourses of writing framework as a heuristic and so provides a unique lens for a new understanding of children's ideological perspectives on writing and learning how to write. This study shows the development of learned or acquired skills and compliance discourses by the participating children within which accuracy and correctness overrides many other considerations for the use of the written word.  相似文献