Journals@UC (University of Cincinnati)
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Forest Schools and Outdoor Learning in the Early Years by Sara Knight
No full textReviewed Work: Forest Schools and Outdoor Learning in the Early Years by Sara Knigh
Young Children and the Environment: Early Education for Sustainability by Julie M. Davis
No full textReviewed Work: Young Children and the Environment: Early Education for Sustainability by Julie M. Davi
From Play in Nature, to Recreation then Vocation: A Developmental Model for Natural HistoryOriented Environmental Professionals
No full textMuch research on environmental socialization and significant life experiences indicates the primacy of childhood play in wild environments in shaping later adult interest in wild places. Less is known about what happens after childhood. This study investigated the remembered childhood, teen and early adult years of young adults (age 19 to 35) involved with natural history professions and/or highly committed hobbyists, identified as exceptional by environmental leaders. A comparison group of disinterested individuals nominated by the same environmental leaders or identified through a screening questionnaire provided an additional contrast. A four-stage descriptive model emerged from the qualitative data. Participants’ natural history involvement evolved from unstructured nature play, to structured recreation and school activities, eventually to natural history dominant professional and serious leisure identities. Results suggest that accumulation of experiences, a complementary interplay of nature-based recreation and formal nature study, interaction with different types of mentors in each stage, evolving environmentally focused activities and exploration of perceptual, physical and intellectual aspects of the environment are key components
Slow Death by Rubber Duck by Rick Smith and Bruce Lourie
No full textReviewed Work: Slow Death by Rubber Duck by Rick Smith and Bruce Louri
Is Monetary Poverty a Suitable Proxy for Deprivation in the Physical Environment?
No full textThe multidimensional nature of poverty has long been acknowledged; even persons with sufficient financial resources may be unable to achieve satisfactory levels of well-being in other dimensions. However, traditional monetary poverty analyses still play a predominant role in the formulation of poverty reduction strategies. In this paper we analyze the consequences of using monetary poverty as a proxy for deprivation in the physical environment of children in the Republic of Congo by studying the degree of overlap between these dimensions. Our results indicate that incidence rates of poverty and deprivation differ substantially in magnitude; that high risk poverty characteristics do not necessarily correspond to high risk deprivation characteristics; and that the relation between poverty and deprivation in the physical environment is positive but not very strong. We conclude that monetary poverty indicators are a blunt tool for identifying vulnerable groups with regard to dimensions of the physical environment
Do Stereotypic Images in Video Games Affect Attitudes and Behavior? Adolescent Perspectives
No full textThis study examined adolescents’ attitudes about video games along with their self-reported play frequency. Ninth and eleventh grade students (N = 361), approximately evenly divided by grade and gender, were surveyed about whether video games have stereotypic images, involve harmful consequences or affect one’s attitudes, whether game playing should be regulated by parents or the government, and whether game playing is a personal choice. Adolescents who played video games frequently showed decreased concern about the effects that games withnegatively stereotyped images may have on the players’ attitudes compared to adolescents who played games infrequently or not at all. With age, adolescents were more likely to view images as negative, but were also less likely to recognize stereotypic images of females as harmful and more likely to judge video-game playing as a personal choice. The paper discusses other findings in relation to research on adolescents’ social cognitive judgments
Open Space: People Space by Catherine Ward Thompson and Penny Travlou
No full textReviewed Work: Open Space: People Space by Catherine Ward Thompson and Penny Travlo
Towards a Culture of Prevention: Disaster Risk Reduction Begins at School: Good Practices and Lessons Learned by R. Alain Valency and Jimena Lazarte
No full textReviewed Work: Towards a Culture of Prevention: Disaster Risk Reduction Begins at School: Good Practices and Lessons Learned by R. Alain Valency and Jimena Lazart
Exploring Neighborhood Ritual and Routine Processes Related To Healthy Adolescent Development
No full textThis paper reports findings from a qualitative investigation of positive neighborhood processes theoretically and empirically linked to adolescent well-being. We designed the study to build a better understanding of these processes, not as an explicit test of their link to well-being. Drawing from an ecological systems framework and literature suggesting neighborhood influences on adolescent well-being, the analysis focused on focus groups held in four neighborhoods with three distinct populations—community resident leaders, adult residents, and adolescent residents. Residents and adolescents described differing personal experiences of community life, including their neighborhoods’ daily routines and their relationships with other neighbors; in comparison, neighborhood leaders provided information about the formal processes that operate within each neighborhood. Adolescents raised concerns about neighborhood safety, the quality and function of relationships between adults and adolescents, and lack of adolescent activities and roles. They reported that neighborhood resources were more available for younger children than for their own age group
Video Games as Learning Environments for Students with Learning Disabilities
No full textThis article draws from the literature on self-determination and Universal Design for Learning principles to set forth the theory that students identified as having learning disabilities may be environmentally disadvantaged and their learning difficulties exasperated by the traditional classroom learning environment. Alternatively, the digital learning environment found in simulation video games is designed so participants can be autonomous, self-directed, goal-oriented and successful. These are, coincidentally, the salient features of a technology-enhancedlearning environment designed with Universal Design for Learning principles. The paper argues that the use of digital learning environments that encourage participant access and success may reduce the need for labels of disability in the future