Dissertations / Theses: 'Connection with nature'

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Sugimoto, Sho. "Re-Connection: Bridging Urban and Nature." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522342474852826.

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Brensinger, Jed. "Measuring Connection to Nature and Exploring Connections to Childhood Activities, Environmental Concern, and Behavior." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462809770.

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SIWEK, MARK. "ARCHITECTURE OF INTERDEPENDENCE: REINFORCING CONNECTION BETWEEN SOCIETY AND NATURE." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1083353445.

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Svane, Ulrika. "Developing children’s connection with nature: Exploring pedagogically designed nature routines in Swedish outdoors preschools." Thesis, Stockholms universitet, Stockholm Resilience Centre, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-179184.

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There are increased ‘calls to reconnect humanity with the biosphere’ to respond to the current environmental crisis. The formative potential of nature experiences for individual’s development of connectedness with nature therefore requires attention. Specifically, connecting children with nature through nature experiences could be a leverage point for sustainable development. This thesis explores the temporal dimension of nature experiences, i.e. nature routines, for young children from a socialecological systems perspective. The views of experienced pedagogues in Swedish outdoors preschools are addressed. The results show that affective connectedness with nature develops in four general phases: being comfortable in nature, enjoy being in nature, caring for nature and oneness with nature, while experiential and cognitive connectedness with nature develop gradually. There is a progression in the pedagogically designed nature routines during the time at the preschool, as pedagogues facilitate relevant learning situations in nature to support the on-going development of children’s connectedness with nature. Nature routines are understood as generating enculturation on how to be and behave in nature. Furthermore, pedagogues’ functional classification of nature places highlights the pedagogical values of varying natural environments and biotopes near the preschool. Implications for urban planning could therefore be investigated further. Future research could also address the relevance of nature routines and the phases of affective connectedness with nature for other age groups.

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Lumber, Ryan. "Contact, emotion, meaning, compassion, and beauty as pathways to nature connectedness." Thesis, University of Derby, 2016. http://hdl.handle.net/10545/621530.

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Whitworth, Bernadette Ann. "Exploring Age Cohort Differences in Childhood Nature Experiences and Adult Feelings of Connection to Nature." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1367359205.

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Regan, Clair Louise. "Nature and the restoration-preference connection : a multi-method investigation." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439649.

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Ramsey, Scott C. "The Effects of Living Water on Participants' Connection to Nature." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815090.

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In recent years a surge in research focused on the influences of water on humans. However, few have studied the effects of water on our relationship with nature, particularly to explore enduring impressions from a longitudinal perspective. Addressing these gaps, this qualitative exploratory research enlisted a case study methodology that employed multiple methods to investigate how a multi-day wilderness trip on the Tatshenshini River might affect participants’ connection to nature and position toward a sustainable lifestyle. The 12 participants were administered the Kellert Shorb Biophilic Indicator (KSBVI) questionnaire prior to the trip and reflected in journals during the experience. Six months after the trip ended a survey was administered. After 16 months, in-depth interviews were conducted. The results suggest that immersion into river time, an experience conceptualization that connected participants to nature’s rhythm, generally equated with a flow state and a condition of blue mind, positively influenced their connection to nature. It appears that living water in concert with awe-inspiring encounters in the natural world enhanced and affirmed participants’ position toward a sustainable lifestyle. Furthermore, this multi-day wilderness experience seemed to inform their orientation toward sustainability. The findings suggest that further research into the lasting effects of river time and awe within these types of contexts is warranted.

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Mäkelä, Vivika. "Pedagogy and Human–Nature Connection : A case study of two pedagogical approaches and their relation to pupils’ human–nature connection in northern Mato Grosso, Brazil." Thesis, Stockholms universitet, Stockholm Resilience Centre, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-166374.

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As environmental challenges are increasing in the current era of the Anthropocene, there is a growing need to understand what would instigate pro-environmental behaviour. One such factor that research has suggested is to (re)connect people with nature. This research aims to find out whether school pedagogy can have a role in this by investigating the relation between pupils’ human–nature connection (HNC) and the pedagogy of the school they attend. In order to do this, the study uses ACHUNAS, a recently developed framework to assess where and how children connect to nature. Two types of school took part in the research: one conventional school and two alternative schools, all rural schools. Based on semi-structured interviews and participant observations, the study found that there is indeed a relation between the pedagogical approach of the school and the HNC of the pupils. Alternative schools offered more recurring and more versatile nature experiences than the conventional school, and pupils in alternative schools had developed more abilities of HNC than their peers in conventional schools. Pupils in alternative schools stated that the school had changed their HNC, while in the conventional school half of the pupils stated that the school had made no impact on their HNC. On top of the findings related to the relation between school pedagogy and HNC, the study found two aspects of HNC that could be included in the ACHUNAS framework.
Tendo em vista que os desafios ambientais estão se tornando mais comuns no atual Antropoceno, há uma necessidade crescente de se entender os fatores que favorecem um comportamento sustentável. Um fator sugerido por várias pesquisas é a (re)conexão com a natureza. Esta pesquisa tem como objetivo descobrir se a pedagogia escolar possui um papel neste processo, ao investigar a relação entre a conexão com a natureza de estudantes e a abordagem pedagógica utilizada pela escola em que frequentam. Para isto, esta pesquisa empregou o método “ACHUNAS”, desenvolvido recentemente para avaliar onde e como as crianças desenvolvem uma conexão com a natureza. Três escolas do campo participaram desta pesquisa: uma escola convencional e duas escolas alternativas. Utilizando os métodos de entrevistas semiestruturadas e observações participativas, esta pesquisa descobriu que há uma relação entre a abordagem pedagógica da escola e a conexão com a natureza dos seus estudantes. As escolas alternativas ofereceram experiências na natureza com maior frequência e variação comparadas à escola convencional. Os estudantes das escolas alternativas mostraram maiores habilidades de conexão com a natureza do que os estudantes da escola convencional. Os estudantes das escolas alternativas afirmaram que a escola mudou a conexão deles com a natureza, enquanto que a metade dos estudantes na escola convencional disseram que a escola não teve um impacto na conexão deles com a natureza. Além dos resultados relacionados à relação entre a pedagogia e a conexão com a natureza, esta pesquisa descobriu dois aspetos da conexão com a natureza que poderiam ser incluídos no ACHUNAS.
Concepções, práticas e conexão de professores e estudantes com a natureza em escolas rurais no norte de Mato Grosso

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Zhang, Danwei. "Albano-A Place for Transition." Thesis, KTH, Stadsbyggnad, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-127417.

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Scherini, Rebecca. "Embodied immersive experiences: A path to facilitating connection to non-human nature." Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/88580.

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By using ‘sensory autoethnography’ this thesis demonstrates how planners can overturn binary ways of thinking in which humans’ concerns are placed above those of non-humans, promoting new ways of planning in the Anthropocene. Planners can foster more connected relationships to non-human nature by developing a sense of self as a body-subject, engaging in and facilitating ‘embodied immersive experiences’ in ‘natural spaces’, reimagining planning practice and feeding this back into education and training, and becoming embodied practitioners.

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D'Amore, Chiara. "Family Nature Clubs| Creating the Conditions for Social and Environmental Connection and Care." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707605.

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A robust body of research has identified three primary life experiences that foster a lasting commitment to active care for the environment. These are: time spent enjoying nature, especially during childhood; a close, often familial, role model for nature appreciation; and participation in a nature or environment focused organization that offers direct learning opportunities. Family nature clubs (FNCs) bring groups of families together to explore nature on a regular basis – thus fulfilling all three of these experiences. This study used ecological psychology, attachment and family systems theories, and community psychology to create a framework for understanding how these experiences can come together in the form of FNCs to foster pro-environmental behavior as well as individual, familial, and community well-being. The methodologies of ethnography, case study and action research and the methods of direct observation, surveys, and most-significant change interviews were used. The study population was the leaders in and participants of FNCs, including Columbia Families in Nature, a FNC I founded. Study results incorporate data from 47 FNCs and over 350 participants. More than twenty distinct positive outcomes of FNC participation were identified in the areas of: greater knowledge of and sense of connection with nature; more time spent in nature; enhanced individual and familial well-being; stronger social connections; and greater environmental and social action. The youth nature experiences of the adult participants was found to be significantly related to their current sense of connection to nature (p < 0.001) and level of environmental action (p=0.03). Family time in nature was found to be significantly related to connection with nature (p=0.007), environmental action (p=0.02), and social action (p=0.03).

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Yazzie, Campbell Heather. "Exploration of Body Image and Connection with Nature Among American Indian Female Adolescents." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10120192.

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This thesis presents an investigation of body image and connection with nature among American Indian female adolescents. This mixed method study incorporating the use of focus groups and survey for data collection examined the perspective and voice of teen girls from a rural American Indian community. The thesis considers how modern western influences play a role in American Indian teen girl’s development and views of beauty and body image. This research provides perspective on American Indian adolescent girls’ perceptions of their body image, as well as their perceptions regarding their connection to the natural world. Participants experienced an array of outdoor activities and most of the participants claim they have had or have a connection with the nature world and enjoy the outdoors. The research discovered the importance of cultural identity and how it can support a positive sense of self and a positive body image among American Indian female adolescents. The study provides insight and understanding regarding adolescent girls in American Indian communities, thereby allowing greater understanding in initiatives towards the development of all female American Indian adolescent adventure programming that is both meaningful and relevant to the culture. The research suggests the participants are influenced by their community and culture, focusing on the inner beauty or self-esteem of a person rather then the physical aspect of a person. Most of the participants like being out in nature and claim to have a connection with the natural world.

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Klein, Vanessa Ann. "The Nature of Nature: Space, Place, and Identity on the Appalachian Trail." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1437837829.

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Church, Sarah P. "Urban dwellers and neighborhood nature : exploring urban residents' connection to place, community, and environment." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45253.

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Urban residents, in part due to issues of urban form and lifestyle choice, have become both physically and cognitively disconnected from the environment and natural processes – a disconnection that has contributed to decisions that have led to over consumption of natural resources and degradation of Earth. The form of the built environment has contributed to this separation, with city development embedded within infrastructures of concrete and pavement. Further, there is little attention paid to smaller scale integration of nature at the neighborhood level that might allow for frequent resident contact and activity. Today, whether in growth or decline, cities are faced with regulatory obligations and crumbling infrastructure. These issues are compounded by the pressing need to address sustainable development and resilience in the face of uncertainty around climate change and the need for reduced oil use. Incremental urban restructuring of neighborhoods through planning and designing to the specifics of local ecology (place-based design) has the potential to restore a balance between urban areas and natural systems. I therefore studied how urban residents perceive and interact with these systems in order to answer the question: How does active involvement in Portland’s Tabor to the River watershed health program foster place-based awareness and environmental learning? This dissertation is an exploratory qualitative case study undertaken in Portland, Oregon in which I conducted 42 semi-structured interviews of community members and 14 experts. I explored how urban nature and sustainable stormwater infrastructure in the city is seen, perceived, and experienced by urban residents, and how these perceptions influence a human connection to nature and local environmental knowledge. My analysis found that in order to address a human connection to nature and influence environmental learning, the following aspects of urban retrofit should be considered: 1) Integrate a foundation of nature in the city for everyday life; 2) Incorporate multiple scales and types of nature for multiple experiences; 3) Ensure access to nature through walking and cycling; 4) Provide opportunities for hands on work in nature and personal control of space.

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Walters, Cedar Celestine. "The Prairie Science Classroom: Original Outcome Durability and Impact on the Connection to Nature." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28073.

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Environmental Education (EE) seeks to create an informed citizenry capable of taking action on environmental issues. Recent calls for more consistent evaluation of EE point to a need for more long-term evaluations as well as more qualitative evaluations if we are to understand if EE is actually meeting its stated goals. The current study evaluated long-term impacts of the Prairie Science Class (PSC), a formal EE partnership between the U.S. Fish and Wildlife Service and an independent school district. This study analyzed both quantitative and qualitative data to investigate outcome durability of the PSC, as well as the impact of the PSC on the connection to nature, a construct thought to be a predictor of future environmental behavior.

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Castelblanco, Samantha A. "The Effects of Virtual Nature Exposure on State Social Motivation." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3860.

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Social health is an important predictor of overall health. Yet, it is an often neglected area of research. Strikingly, social connectedness is associated with a 50% reduction in risk of early death. While a plethora of research evidence supports the beneficial impact of nature exposure on physical and mental health, literature regarding the beneficial impact of nature exposure on social health is scant. In fact, no research to date has investigated the causal influence of nature exposure on social motivation, a construct comprised here of three measures (State Motivation to Foster Social Connections, State Positive Affect, and State Anxiety). The purpose of this study was twofold: 1) to examine the effects of virtual nature exposure on state social motivation, and 2) to investigate adverse childhood experiences as a moderator of those effects. In this online study, adult participants (N = 444) aged 18 to 58 were randomly assigned to one of the three experimental video conditions (wilderness nature exposure, urban non-nature exposure, indoor non-nature exposure). After watching a 15-minute video, participants completed measures related to state social motivation. Results revealed a significant main effect of nature exposure on state social motivation. However, the effects of nature exposure on state social motivation were not significantly moderated by adverse childhood experiences. Results suggest that nature exposure may have a positive impact on the development and maintenance of social connections and should be explored further as a social health intervention aimed at improving overall health.

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Rennecker, Julie. "The myth of spontaneous connection : an ethnographic study of the situated nature of virtual teamwork." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8246.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2001.
Includes bibliographical references (leaves 241-247).
This thesis reports the findings of an exploratory 23-month multi-site participant-observation study of one multi-organizational virtual team in the automotive industry. Observing and interacting with the team members in their local work sites and in team meetings, I investigated the influence of virtual team members' situation in their respective local work contexts on the work, communication, and participation patterns observed at the team level. I found that the team members' local work worlds directly influenced both their capacity and their incentive to contribute to the team. In addition, I found that the participation patterns observed at the team level reflected, in large part, the unintended cumulative consequence of the members' respective locally-advantageous strategies for responding to local events and conditions. Using Giddens' structuration theory, I show how the members' consistent application of these local world management strategies under changing local circumstances accounts for contrasting participation patterns observed at the team level between the first and second years of the study. The thesis contributes to the virtual team literature by extending the analytic focus to include virtual team members' local work contexts, bringing to light aspects of virtual collaboration that have heretofore been largely matters of speculation and, consequently, opening new avenues for further research.
by Julie A. Rennecker.
Ph.D.

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Chalfont, Garuth Eliot. "Connection to nature at the building edge : towards a therapeutic architecture for dementia care environments." Thesis, University of Sheffield, 2006. http://etheses.whiterose.ac.uk/1241/.

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Residential dementia care environments were investigated to discover a potential therapeutic role for architecture by facilitating a connection to nature for residents. A study of ‘place as process' included over two years of observational data highlighting multiple factors of the built and social environment that challenged or enabled sensory stimulation and nature-related activities. ‘Nature' was defined and SLANT was developed to quantitatively assess fourteen facilities for their potential to provide a ‘connection' to nature. The Edge Space Study facilitated sensory stimulation and social interaction and assisted the ability of people with dementia to express themselves creatively, including using nature symbolically, for ethical reasoning, introspection and personification. Because edge spaces supported social interaction while affording natural stimuli, these informal dialogues enabled manifestations of selfhood which contributed to well-being. People with dementia used nature as a tool to communicate. A discourse analysis method based on relationships was developed and demonstrated which contributes to research on selfhood in dementia. The Prosentia Hypothesis was proposed to test the key mechanisms of beneficial human-environment interactions involving people and nature within the context of relationship. Contributions also include the ‘triangle conversation' interview method and the concept of ‘time frame identity.' The edge space typology showed therapeutic potential by affording a person the tools and opportunity to explore emotional and spiritual issues. Such benefits are possible if care practice is routinely involved. Design guidance is proposed for edge spaces and for connection to nature in residential care homes, illustrated with examples from existing facilities. This thesis argues for an integration of architecture, landscape and care practice, a re-conceptualisation of the building edge as permeable and inclusive, advancing a new paradigm of integration and creativity over exclusion, separation and learned disability.

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Drossart, Kilia, Stéphanie Alexandra Heckman, and Wistreich Brendan Tate. "Lighting the Fire : Empowering Youth Towards Sustainability in Nature Camps." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14511.

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The scale of the sustainability crisis is mounting exponentially as human development pushes the socio-ecological system closer to its limits. 12 to 18 year olds, who are in a formative life stage, are critical stakeholders in the success of addressing this sustainability challenge. This study explores the role of nature camps as powerful platforms for empowering young people towards sustainability. It begins by creating a conceptual framework to identify, define and design youth empowerment towards sustainability (YES). This is then used to identify relevant current practices and activities in the field through qualitative interviews with nature camp practitioners. A focus group is held to trial the YES Framework and collect suggestions for designing camps. Through thematic analysis, five key themes are distilled which link outcomes of camps to addressing specific sustainability issues. The study concludes that nature camps already empower young people towards sustainability, though neither explicitly nor strategically. Based on these findings we see an excellent opportunity to bring together existing knowledge from the field, combined with the YES Framework, to support the creation of nature camps which can empower new generations of young people to engage in strategic sustainable development.

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ROUSE, MATTHEW ALLEN. "MAN (in) NATURE : A HARMONY OF ARCHITECTURE AND SITE." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1082838559.

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Martinsson, Ida. "Ecofeminism in Anne of Green Gables : Giving up the Connection to Nature and Becoming a Proper Lady." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177308.

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Giusti, Matteo. "Nature Routines of Children as Leverage Point for Sustainable Social-Ecological Urbanism : Connecting childhood and biosphere to design sustainable civilizations in the human habitat." Licentiate thesis, Stockholms universitet, Stockholm Resilience Centre, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-134601.

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Strong sustainability requires enhanced knowledge and understanding of complex social-ecological interactions, but it also implies a ‘novel’ conceptualization of the relationship between humans and nature, one in which individuals perceive themselves as embedded members of the Biosphere. The aim of this Licentiate thesis is to investigate the validity of a strategy that is centered on designing the urban green infrastructure to nurture such human-nature relationship in children’s attitudes. The research is framed by spatial cognition, conservation psychology, and social-ecological sustainability and it focuses on the validity of this strategy. Hence, the Licentiate analyzes how reoccurring experiences of nature that are situated in the everyday habitat (i.e. nature routines) affect personal human-nature attitudes and how these can be implemented as leverage points to change social-ecological systems using sustainable urbanism. Paper 1 tests the assumed link between the nature routines in Stockholm and preschool children’s development of cognitive and emotional affinity to nature. The results show that nature-rich routines over a period of four years are significantly correlated with the strength of preschooler’s affinity with nature. Paper 2 uses a mixed methods approach to evaluate changes in Connection To Nature (CTN) in 10 years olds who partake in a project of nature conservation. The results of Paper 2 show that there is an evaluative gap between theory and practice in connecting children with nature that impedes the evaluation of how children’s CTN changes over short periods of time and that impedes the creation of an evaluative framework for nature experiences. Paper 3 considers these empirical results in theorizing an approach to sustainable urban design based on social-ecological sustainability that includes CTN. In order to overcome existing limitations Paper 3 presents the concept of cognitive affordances as a theoretical tool to embed cognitive and emotional attitudes towards nature into the design of urban spaces. All combined these papers provide valid evidence that nature routines in cities, especially for children, can be a significant leverage point to enable future sustainable civilizations.

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Brock, Michael. "Understanding the human value for local wildlife and how a connection with nature can contribute to well-being." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/53363/.

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The most popular way environmental economists have quantified the worth we hold for wildlife has been through calculating a value for conservation or preservation practices. These typically focus upon endangered or charismatic species, and to an existence or non-use value which somebody holds for the creature in question. This thesis recognises that our value for wildlife may be more diverse than this. Indeed, it is highly feasible that people can derive an important yet cognitively disparate benefit from the animals and plants which they experience every day and which reside within close proximity to their homes. Using a combination of inter-disciplinary theories and techniques, this doctorate seeks to explore how mankind receives ‘nature connectivity’ value from local wildlife. This work implies that by undertaking a ‘warden-style’ role when interacting with the flora and fauna which resides upon our doorsteps, humans can satisfy a separate and distinct aspect of their subjective well-being from that which they establish through classic conservation mechanisms. Furthermore, this satisfaction may act as a substitute for other local social activities which are dwindling in modern UK society, including the participation in community or religious groups. The potential impact of these findings are that we may want to rethink the ways we approach the natural world if people are to maximise the participation in and welfare derived from their engagement with it. This includes attending to the behavioural and social infrastructure which can facilitate the opportunities for people to express and enjoy a connection with nature. More generally, the conjectures made here indicate the importance of understanding not only if values exist for environmental entities, but comprehending when these will be dampened or elevated. Until this can be done successfully, environmental economists will forever be fighting a losing battle to retain natural resources at socially optimum thresholds.

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Touborg, Caroline Torpe. "The dual nature of causation : two necessary and jointly sufficient conditions." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/16561.

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In this dissertation, I propose a reductive account of causation. This account may be stated as follows: Causation: c is a cause of e within a possibility horizon ℓ if a) c is process-connected to e, and b) e security-depends on c within ℓ. More precisely, my suggestion is that there are two kinds of causal relata: instantaneous events (defined in Chapter 4) and possibility horizons (defined in Chapter 5). Causation is a ternary relation between two actual instantaneous events - the cause c and the effect e - and a possibility horizon ℓ. I argue that causation has a dual nature: on the one hand, a cause must be connected to its effect via a genuine process; on the other hand, a cause must make a difference to its effect. The first condition - namely, the condition of process-connection (defined in Chapter 6) - captures the sense in which a cause must be connected to its effect via a genuine process. This condition allows my account to separate causation from mere correlation, distinguish genuine causes from preempted backups, and capture how a cause must be at the right level of detail relative to its effect (Chapter 7). The second condition - namely, the condition of security-dependence (defined in Chapter 8) - captures the sense in which a cause must make a difference to its effect. This condition allows my account to yield intuitively correct verdicts on the counterexamples to the transitivity and intrinsicness of causation, resolve the problem of profligate omissions, accommodate structurally isomorphic but causally different cases, and handle contrastive causal claims (Chapter 9 and 10). Finally, my proposed account of causation logically entails restricted versions of three important principles of causal reasoning concerning the sufficiency of counterfactual dependence for causation, and the transitivity and intrinsicness of causation (Chapter 11).

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Gregg, Gretchen Esely. ""This Beautiful Evil": The Connection between Women, the Natural World, Female Sexuality, and Evil in Western Tradition." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2718/.

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Female archetypes reflect a social construction of reality, expressing expected modes of behavior, beliefs, and assumptions about women and are reinforced by repetition of common patterns and themes. Often female archetypes take on the physical characteristics of animals, commune with nature, engage in sexual promiscuity, and possess special powers to bewitch and control men into doing their bidding. Four prevalent archetypes include: the Predatory Woman, who with her bestial nature becomes the hunter of men; the Sacrificial Woman, who dutifully negates herself for the sake of men; the Bad Mother, who is cold, unnatural, and challenges men; and les enfants terrible seductive girl-women who at once tempt and torment men. This research traces the development and evolution of female archetypes and explores how images of women, nature, sexuality, and evil are structured within a cultural framework of Western tradition: myths and folktales, religious, philosophical, and scientific works, and film.

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Luu, Trieu Vy. "Revealing The Nature Of Human Characteristics Through Interaction Design." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-141054.

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Everyday we come up with new solutions for our existing problems. But the solutions of today are tomorrow’s problem. The products we create as designers are often bringing more complexity in our society than it is initially intended for. This thesis aims to give a new perspective on the design practice community. Instead of starting with a problem-solving scope, this thesis intent is to find what is truly meaningful for human life, meaning finding, and to propose how we can envision new ways of meaning making within interaction design. The two processes together of meaning finding and meaning making is how we can aim for concrete results that are relevant for our society. To better understand what truly matters for human life, I collected 14 stories through ethnographic research. These ethnographic stories reveal the nature of human characteristics when people face and overcome big challenges in life. Some of these ethnographic stories highlights the life of a WWII survivor, war refugee, leukaemia child-patient and a widow. Parallel, to the ethnographic work, I explored how I can evoke a deeper connection between people, by making them listen to each-other’s heartbeat. Inevitably, by exploring the fundamental elements of human life and observing the emotions and behaviour of my interviewees and participants, the thesis find itself often on the playground between philosophy and human life. But by taking a strong interaction design perspective, these insights were manifested in the human design manifesto booklet. This booklet proposes six expressions for designers, with the intention to embrace the fundamental elements of human life when we design: 1. Design attitudes, not solutions. 2. Design the medicine of the mind. 3. Design for relationships. 4. Design for our direct senses. 5. Design for the deep human connection. 6. Design the act of kindness Later on, for the meaning making part: one statement from the Human Design Manifesto was selected to explore in depth: Design the act of kindness. For this expression project Hidden Figures was created. Hidden Figures is a design proposal which demonstrates that a design creation can be driven by the fundamental elements of human life. In this case proposing the act of kindness as a vision on how our society could be. In overall, this master’s thesis demonstrates how our design proposals can embody and resonate well between the three levels of design philosophy, a designer’s vision and interaction design practice: How we, as designers, can use meaning-making and meaning-finding to create more relevant impact for our society. Last, I hope this work encourages other designers to think deeply about their own creations and its impact. And help designers reflect on why they create and how they could also alternatively practice design.

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Jurow, Kate. "Making Meaning Together: The role of interpretation during a short-term nature excursion." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1468589329.

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Stevens, Serena. "How the use of a school garden learning environment with at-risk high school environmental science students impacts their connection to nature." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10195716.

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The purpose of this research was to see if the use of a school garden to teach Environmental Science students about ecology could increase their connection to nature, and to reduce their fears of undesirable organisms. Students completed an online pre and post survey that measured by a mixed-method. The pre and post quantitative data was analyzed using a 5-point Likert scale to determine if there was a significant difference in scores. Qualitative data was analyzed by identifying frequencies of students that mentioned various aspects of connection to nature, fears of various organisms, and reduction of fears for these same organisms.

Most research in connection to the use of school gardens in an educational setting focus on elementary age students, and research related to connection to nature rarely focus on fears. Quantitative results showed a statistically significant change in empathy for organisms only. All other categories showed no statistical significant change. Qualitative data revealed more insight, by showing that several students associate nature experiences with enjoyment and gaining an understanding of the purpose to certain organisms reduced some student’s fears. The experiences also revealed that students gained a better academic understanding of ecological concepts.

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Zumhof, Brianna J. "Understanding perceptions of urban biodiversity and its benefits." Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6903.

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The human population is rapidly urbanizing, creating dramatic changes in local land use and land cover, unprecedented species loss, and a society increasingly disconnected from nature. Nature, specifically biodiversity, has been shown to provide benefits and enhance well-being to humans. Living in an environment with reduced opportunity to interact with or experience biodiversity has increasingly been recognized as both a public health and environmental issue, whereby separation from nature can negatively impact human well-being and how humans value nature, diminishing interest in and understanding of nature and its conservation. Because urban living reduces contact with nature, it is imperative to understand how urban residents perceive and benefit from urban nature to better manage urban biodiversity to both support human well-being and conservation efforts. This study examines how urbanites perceive and benefit from two types of urban nature, trees and birds, by combining surveys of local residents with tree and bird data collected in two Midwestern agricultural cities, Cedar Rapids and Iowa City, Iowa from neighborhoods of varying urban intensity. A residential survey was distributed to these neighborhoods during the summer of 2018 to assess resident perceptions of neighborhood biodiversity and its benefits. In general, residents were not able to assess relative levels of biodiversity compared to other neighborhoods, except in the case of high tree species richness. There was a strong relationship between perceived biodiversity and actual biodiversity, as well as reported knowledge of a given taxon, but only residential perceptions of biodiversity, not actual biodiversity, were strongly related to reported benefits. Respondent perceptions of the influence of trees on their well-being exhibited strong relationships with a person’s connection to trees. Reported influence of birds on well-being was strongly related to a person’s connection to trees, connection to birds, and landscaping practices to support wild species in their yards. Actual bird species richness was significantly negatively related to perceived influence of birds on well-being. Perceived nuisances associated with trees were significantly negatively related to perceived tree species richness, while a person’s connection to trees was strongly positively related to tree nuisances. These results indicate that reported perceptions of the benefits from biodiversity are most heavily influenced by resident perceptions of biodiversity itself and orientation toward nature. This finding also implies that residents benefit from the presence of biodiversity, but that perceived benefits are only related to respondent perceptions of biodiversity, not to actual biodiversity. Further research is necessary to understand why and how this paradox occurs, yet this study provides reason to support efforts to increase knowledge of species as well as provide biodiverse environments that create opportunities for interaction with urban nature. Providing both would strengthen urban resident well-being and support biodiversity and conservation initiatives within cities.

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Ransone, Carol Locher. "The Nature and Influence of Relationship on Success in a Virtual Work Environment." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1393331576.

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Shu, Mia. "Influencing identity through objects in ‘constructed realities’ : The role of a ‘diegetic prototype’ in influencing a person's sense of identity in relation to nature." Thesis, Linköpings universitet, Maskinkonstruktion, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166935.

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Human-nature connection is recognized for its importance for our well-being, development of our environmental identity, and potentially leading to pro-environmental behaviour due to the support of an individual’s intrinsic values. However, the fostering of this connection is not supported and being implemented within society at large. This research set out to explore the causes of the weak relation to nature and identify potential design interventions to enable the recuperation of nature as part of our identity. For this exploration, Speculative Design and Transition Design were chosen. In particular, Design Fiction as a method was adopted, not only it allowed us to speculate the future, but also materialise and explore the human-nature connection in ‘objects’. Transition Design was used due to its flexibility to explore interdisciplinary research and solutions, providing ground for the 'constructed reality’ and enabling the built-up of a roadmap towards this preferable future. Drivers that caused this problem were identified, and it showed how they are closely intertwined and influenced by, or are a result of, each other. One of these is how control and illusion of control plays a role in our weak human-nature connection. Through qualitative fieldwork, some of the ‘characteristics of nature’ and factors that influence human-nature connection were mapped, and they were embodied into objects situated in a ‘constructed reality’. These material objects have taken the form of home products in a product catalogue (‘diegetic prototype’) as human-nature connection can potentially be fostered at home as well as in nature. The response showed a potential in how a speculative ‘diegetic prototype’ can influence a person's sense of identity in relation to nature. Proving that the ‘diegetic prototype’ has an actual effect on the sense of identity would be impossible due to the complex nature of identity development as many different factors play a role. This research also provided a list of factors for designers to explore with regards to enhancing our human-nature connection through design. It has also shown the potential role of food and home in establishing human-nature connection, on which further research is needed.

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Tomaselli, Devon Hannah. "Architecture as Connector to Nature." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/91432.

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How can architecture connect us to our environments? Is architecture responsible for connecting its user to their surrounding context? Can our spaces inform us about the world around us? There are numerous ways that humans can feel a connection to nature. But, what ways are more universal than others? What aspects of the natural world cross geographical and cultural boundaries? Perhaps, architecture can connect us to our environments by revealing the universal passing of time through natural daylighting by way of structure, materiality, and texture. As the primary instrument, daylighting will be used in this body of work to explore time on an hourly and seasonal basis. It will do this by housing two light-sensitive programs, a painting conservatory and gallery space. By pairing these programs together, the architecture will investigate time by comparing and contrasting two user types and their corresponding needs from each program. Finally, by setting the architecture in the center of a urban block, the thesis can draw upon this high contrast to reinforce the connections it has constructed and made between the user and the natural environment.
Master of Architecture

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Howrish, Marcel D. "Oppression, anti-oppression, and nature, the connections." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0017/MQ49371.pdf.

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Tai, Chih-Che. "Nature of Science, Connections, Visions and Opportunities." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3302.

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Yuen, Chung-keung Dixon. "Connecting coastal eco-education resort." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31987461.

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Schroeder, Stephanie Ann. "Connections through natural perceptions." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/schroeder/SchroederS1209.pdf.

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I believe that through sensory connection to our natural surroundings we will reinvigorate a deeper connection with ourselves and to the environment. Architecture could become the medium to create that connection as well as the physical manifestation of our understanding of existence and of time, which facilitates this connection. This thesis seeks an understanding of self and place through our sensory connection to nature. In our modern world, we are presented with a growing amount of synthetic and manufactured surroundings that are designed to be perceived through sight, while sound, smell, taste and touch are considered secondary senses, and experiential quality is not inherent. Our society is moving farther away from a connection to nature and a connection to the earth. I believe that through sensory connection to our natural surroundings we will reinvigorate a deeper connection with ourselves and to the environment. This thesis is exploring how nature is the medium for a deeper connection and understanding of ourselves, who we are, and how we interact with the environment through sensory perception. Natural materials and practices are being replaced with synthetics, which lack the cyclical nature and life of natural materials. Machine-made products lack the ability to connect on a humanistic level due to their perpetual state of youth. "We are increasingly detaching ourselves from 'organic and functional periodicity' which is dictated by nature, and replacing it by 'mechanical periodicity' which is dictated by the schedule, the calendar, and the clock."Â³ These fabricated objects intensify the isolated state of man from the natural world through their constant neglect of the senses and disregard for the energies intrinsic in natural materials. It is my belief that to be able to live meaningful and impassioned lives, we must become more aware of fabricated surroundings, and return to natural environment from which we came. By refocusing on natural processes and materials in the built environment, man can reawaken the relationship we have with nature. I believe that through understanding our surrounding's impact, we can connect with not only ourselves, but the environment.

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Meyer, Julia. ""The owl hugs me in the forest" : Children's Experiences and Educators' Perceptions of Learning in a Swedish Mini-Forest Garden." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158203.

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In recent years, there has been converging evidence on the relation between nature experiences and learning. Although outdoor experiences are not just seen as leisurely activities anymore, barriers, such as lack of resources or travel time can hinder the propagation of more outdoor educational programs. This study explores a relatively new outdoor educational setting that can help overcome these difficulties by decreasing the amount of resources, input and energy necessary to set up such measures: the educational forest garden. With lower maintenance in creating an environment that resembles an authentic ecosystem, the question remains if forest gardening can foster similar learning outcomes than those reported in other educational settings. A qualitative study in a Swedish mini-forest garden was employed to explore what types of learning are possible in this new type of setting. Interviews with two educators and eight children were conducted to find out what perceptions and experiences they communicate after spending time in the mini-forest garden. The educator’s ideas were compared with children’s accounts and observational notes on their behavior to see if there was a difference in perception and experience. Examples for learning were found in three different dimensions: cognitive, emotional and social. The explored categories were ecological literacy, language learning, attention; being comfortable outdoors, respect and care, awareness of surroundings, co-creation, teacher-student interaction, gender differences and free play and imagination. The findings indicate an overlap between teacher’s and children’s experiences and perceptions in almost all categories and similar beneficial learning outcomes with forest gardening to other outdoor educational endeavors. Along with the potential for self-development, forest gardening may be a new way to successfully teach in the outdoors with less input or resources. Although a small scale study that should not be generalized, the study gives insight to educators’ and children’s voices in a new outdoor educational setting and can help overcome the lack of children’s voices in research in general. At the same time, it adds to the limited amount of research on forest gardening and potentially helps to increase the popularity of forest gardening as a new outdoor educational method.

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Siwek, Mark. "Architecture of interdependence reinforcing connections between society and nature /." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1083353445.

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Setterlin, Cathy. "Connecting With Nature Through Land Use Decision Making." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1206642069.

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Sayball, Matt. ""Supervaluationism, Penumbral Connections, and the Nature of Higher-Order Vagueness"." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/32456.

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In this paper, I analyze Kit Fineâ s account of the logic and semantics of vagueness. The overall aim of Fineâ s project is to develop an account of the logic and semantics of vague language which accommodates distinctive characteristics of vagueness including penumbral connections and higher-order vagueness. I begin Chapter 1 with a discussion of what vagueness is and is not. Next, I trace the development of supervaluationism, and summarize Kit Fineâ s supervaluationism and specification space approach to vagueness. I also discuss the more salient features of vagueness and I discuss them in relation to specification space models. I close with a look at the logic of vagueness and the logic of higher-order vagueness. Chapter 2 deals with penumbrae and penumbral connections. I analyze Fineâ s account of penumbral connections before arguing that his characterization of penumbral connections is too broad. Fine mistakenly identifies logically valid formulae and their instances as though they exhibited penumbral connections. After arguing that Fineâ s misidentification of penumbral connections results in an analysis of penumbral connections which is built for too wide a notion of penumbral connections, I suggest a more refined characterization of penumbral connections. I take up higher-order vagueness in Chapter 3. I begin with an overview of some characterizations of higher-order vagueness. Next, I revisit Fineâ s accounts of the D operator and higher-order vagueness. Lastly, I argue that higher-order vagueness is not a distinct feature of the vagueness of natural language, but, rather, it is an artifact resulting from the analysis of the vagueness of natural language.
Master of Arts

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Yuen, Chung-keung Dixon, and 袁頌強. "Connecting coastal eco-education resort." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31987461.

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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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Boal, Bradley A. "Connections: Material Time & Place." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/33589.

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The way things connect with each other plays an important role in our everyday life. A work of architecture is inevitably a series of connections between objects, people, and places. This study is an exploration into the idea of strengthening the connections to a place, and perhaps it is possible to give the visitor a heightened awareness of the history of that place. As a part of what allows a building to connect with a place, history and memory play a vital role in the strength of the connection. A building can be a physical manifestation of the story of history and connect people to the past.

The materials we use to construct built environments play a crucial role in the connection of a building to a place. Inherently some materials embody the history of a site, and through the passage of time this history can be brought to the surface. The question then becomes can the material subtly project the history of the place to a visitor in such a way that it can be clearly understood. One way this can be accomplished is to make the material react with multiple senses. Obviously materials play a major role in our visual and tactile experience of a place, but how can the other senses be made aware of the surroundings.

Each object we touch has a story to tell, perhaps how it was made, or maybe how it came to be in a certain place. So in this way a building is a compilation of stories of materials, and the relation of these stories can help us to understand a place. The stories embedded in materials can at the same time make us aware of the passage of time through their aging and decay. With these ideas we start to explore how the connections to a place occur.
Master of Architecture

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Duxbury, M. L. "Implementing a relational worldview : Watershed Torbay, Western Australia - connecting community and place /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080617.132132.

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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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Griffith, Laurie Anne 1973. "A re-connection : modeling built works after natural systems." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/66792.

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Thesis (M.Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2001.
Some pages folded.
Includes bibliographical references (p. 123-125).
The constructed world is full of built works that consume energy and emit unusable waste. This is fostered by the act of 'masking' the true situation and the lack of embedded feedback, associated with the destructive operations of centralized, unintelligent systems. This inefficient organization encourages the destructive processes of production and consumption to remain unaccountable, broadening the disparity between the built environment and the natural ecosystem. Similarly, there is an increasing social disconnection between people and the natural environment, signified by less time spent outdoors and particular advancements in building technology. In order to counter this trend, this thesis takes the position that it is imperative to become more ecologically and socially interconnected. To accomplish this, it is necessary to draw from the efficiency and interdependency of the natural environment; therefore, built systems must model themselves after natural systems. In response to this need, I have proposed built works as net producers of energy, inherently giving to the livelihood of the whole, and partiCipating in an expressed, dynamic built world eco-system/place. This intention was initially addressed by establishing criteria to re-define the relationships between existing built works and energy production, motivated by the notions of a whole-systems methodology <3.1>, renewable energy production and recycling <3.2>, and social involvement and influence <3.3>. The design intention was then executed by focusing on both energy flows and available renewable energy sources, coupled with a process of un-masking and re-connecting in order to heighten awareness, respect, and delight in the context of the built environment. As the set of criteria was conceived, a 'typical' urban site was chosen on which to integrate and test these intentions. The following design exploration addresses the means employed to transform the existing site into an energy producing system of entities, and an ecologically and SOCially interconnected built place.
Laurie Anne Griffith.
M.Arch.

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Liu, Siyu. "Connecting man and nature : philosophical meanings of Zhu Xi's poetry." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:01e07a0b-c9b1-429e-aea8-c8dd31117944.

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My thesis closely analyzes the shi poetry of the Song dynasty philosopher Zhu Xi (1130-1200). I look at its deep structure, especially the tensions embedded therein between literature and philosophy, and between his inner mind and the external world, manifested in ways different from what he taught in his philosophical works. Although his poetry itself is not considered to be aesthetically outstanding, I suggest that it is crucial to a better understanding of the evolution of Zhu’s philosophical project on the relationship between humans and the natural world. Zhu Xi wanted to establish and defend a coherent and practical self-cultivation theory, which would enable people to recognize the dao through daily experiences. Nevertheless, in his poetry production, he was facing a long-entrenched influential poetic tradition with its emphasis on the outer world described by embellished words and spontaneous overflow of emotions, while leaving an open end for the meanings or less discriminatively appealing to the Daoist or Buddhist idea of transcendence, the logic of which fundamentally contradicts that of daoxue construction. This made it impossible to achieve the dao in a this-worldly fashion. The contradiction had to be reconciled by Zhu Xi in his poems, an issue that he actually wrestled with throughout his life. Consequently, the style of Zhu Xi’s poetry was differentiated from both that of other Neo-Confucians and indeed that of any other poets in Chinese history. In his poetic texts, the tension between the outer world, inner emotions and philosophical inclination is more intensified, and the exploration of the relationship between man and nature more focused and conscious. In this thesis, I present an aesthetic world of Zhu Xi beyond all his ambiguous philosophical discussions, unfavorable comments on poetry, and his profoundly contradictory attitudes towards versifying.

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Popovich, Patricia A. "Re-Connecting Adolescents with Nature using Environmental Art and Photography." Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1210364879.

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Roche, Austin D. "On a natural variational principle for symplectic connections." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33025.

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We review the article 'A variational principle for symplectic connections' of F. Bourgeois and M. Cahen. The aim is to select a set of preferred symplectic connections on two-dimensional symplectic manifolds by introducing a variational principle. We chose for a Lagrangian a polynomial in the curvature tensor of degree at most two. For compact surfaces we show that all solutions of the field equations must be locally symmetric. We then develop an equivalence between symmetric symplectic surfaces and symplectic symmetric triples and determine the list of isomorphism classes of two dimensional symplectic symmetric triples.

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Dissertations / Theses on the topic 'Connection with nature'

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