Dissertations / Theses on the topic 'Experience of nature'

This thesis is about the perceptual nature of aesthetic experience and the importance of nature as a paradigmatic object of aesthetic perception and aesthetic experience more broadly conceived. For this reason, it merits serious attention by philosophers working in aesthetics, as has been argued since Ronald Hepburn’s seminal essay “Contemporary Aesthetics and the Neglect of Natural Beauty”. If aesthetic experience is anything, it is at least perceptual. It is a mode of perceptual experience that is the result of having been attentive to and having discriminated between, the aesthetic and non-aesthetic, and invites room for reflection on, and connections to be made with, cognitive and emotive processes. Rooting the aesthetic in perception allows us to recognize and understand that it has an impact on our daily activities, rather than being restricted either to a particular kind of object, to the knowledge we might have about it, or to intense, rarefied aesthetic experience. If an object is to be an aesthetic object it need not be an artwork, indeed, one might even argue that nature is more interesting an aesthetic object from the perspective that it is indeterminate, not the result of human intentionality, and from an existential point of view, one that acknowledges our dependence on it. In the course of the argument, I thus resist the idea that the aesthetic experience of art is necessarily prior to the aesthetic experience of nature. The perceptual account put forward is based on a realist account of aesthetic properties that considers aesthetic properties to be perceptual properties and that considers aesthetic experience to be perceptually rich. I link it to the idea of ‘whole formalism’, a perceptual, aesthetic account that is nestled in the wider thought that aesthetic perception relates, although not causally, to other features of experience, such as emotion, and knowledge. Perceptual, aesthetic experience is thus not reduced to an austere account of aesthetic formalism. The thesis begins by analysing historical accounts of aesthetic perception, beginning with Plato, Aristotle and Aquinas. It builds on this analysis by reinterpreting crucial concepts to the discipline of aesthetics, such as disinterest and formalism that originated in the eighteenth century and are relevant to the idea of aesthetic perception. It then brings the idea of aesthetic perception up to date by addressing the current debate about cognitivism and non-cognitivism about aesthetic experience where nature is concerned. By tracing the idea of aesthetic perception historically, I will have also shown the role of nature as a paradigm of aesthetic experience through history and that nature is a repository for rich aesthetic experience and for rich experiential engagement with it.

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 2000.
Includes bibliographical references (p. 159-163).
This work is about water infrastructure and its experience as urban and natural space. It deals with the concepts of nature/geography, technology, and the integral experiential space by analyzing water dams and reservoirs that are more than utilitarian structures. In the process of formulating the concept of ARTIFICIAL NATURE, an expanded definition of 'built activity' to embrace landscape/nature, infrastructure, and technology as well as imaginative and mental space is pursued. The specific sites of investigation range from Thrace to Central and Southeastern Anatolia in Turkey from 1920-2000.
by Fatma Aslıhan Demirtaş.
S.M.

This thesis examined the nature, experience and consequences of humiliation among Dalits (ex-Untouchables) in India (and also among UK students for comparative purposes). Social psychological research looks at humiliation as automatic, extreme and intense emotion which often leads to extreme and irrational behaviors (Lindner, 2002; Otten & Jonas, 2014; Elison & Harter, 2007). The research in this thesis contested this view and underlined the need to look at humiliation as 1) inherently relational or dynamic in nature, 2) a distinguishably group level phenomenon and 3) a mobilised phenomenon. Study 1 analysed the experiences of humiliation among Dalits and conceptualised humiliation as a complex social encounter in which one party attempts to diminish identity of another party. Study 1 also identified important dimensions of humiliating encounters that were examined in subsequent studies. Studies 2 - 3 manipulated perspective (victim or witness) and target of devaluation (personal identity or social identity) in a humiliating encounter and showed that the nature of humiliation and how it is experienced depends upon the way in which identities are defined in a humiliating encounter. Both UK students (Study 2) and Dalit participants (Study 3) confirmed the collective experience of humiliation i.e. one can feel humiliated simply by witnessing humiliation of another group member. Studies- 4 - 7 manipulated victim's response (resistance vs. compliance) during a humiliating encounter. These studies showed that humiliation is an encounter within power relations and victims of humiliation possess choice and agency to change the outcome of humiliating encounters. Study 8 analysed the humiliation rhetoric in the speeches of Dr. B. R. Ambedkar, the most important of Dalits leaders, and showed that the way in which humiliating encounter is resolved depends upon the mobilisation processes which can even change the nature of identities and, therefore, the nature of experience of the encounter.

Technological growth has changed our relationships and interactions within society and theatre artists are calling into question the future of our art form. Are we still essential? And if so, how do we renovate our form in order to relate to our changing society? In my experience, I’ve found that all renovations of our art have one thing in common: the empowering nature of story. Story helps us to understand our experiences in life. It is not the self, the cause, or the goal that is behind the wheel, but the story itself. This thesis explores three instances of the empowering nature of story during my graduate studies.

There is little research on the young child's experience of the natural environment. Due to the increase in urbanisation, indoor recreation and indoor schooling many young children have become isolated from the natural environment. A love for nature and a sense of wonder in nature is being lost in the hurried childhood. This loss of access to nature impacts on the child's health and wellbeing, sense of connection and environmental literacy. This research study explores how Melbourne preschool children experience and use nature through the environments provided to them in the preschool program. The main environment is naturally the preschool play yard; however, as excursions also form part of the curriculum, the child's visit to the Royal Botanic Gardens and the Ian Potter Foundation Children's Garden forms part of this experience. Six case studies of Melburnian preschool children have been developed as a means to capture and communicate the interactions of individual children. Each of the six case studies present a child or pair of children 'in the moment,' as a snap shot of ecological learning and play behaviour and are presented as six stories, which allow the child's individual character and unique experience of nature to be expressed. Issues and behaviours evident in the children's interactions are then discussed through a framework of the seven ways of interacting in nature, which emerges from the demonstrations of these children. This information was collected using research techniques in observation; structured observations using time sampling and behaviour mapping; participating in conversations with children and collecting anecdotal observations and children's artwork. The case studies provide insight into childhood interactions with the natural environment and the levels of engagement experienced by children, with nature. The six stories, alongside topical literature, form the basis for deep discussion on the observed ways of interacting with nature.

Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Humanity‘s growing separation from nature is central to the convergent social and ecological crises facing earth. This is both a psychological (e.g. perceptual, emotional) and physical (e.g. experiential) disconnect and is therefore better understood as a crisis in consciousness. This research arises out of an intense interest in how to alleviate humanity‘s fading connectedness with nature and, specifically, if meaningful nature experience is capable of healing the divisive ways in which humans tend to think, see and act in the world. This study brings together four core themes: connectedness with nature (CWN), invasive alien species (IAS), and education for sustainability (EfS); each of which are explored around - and in relationship to - the core concept of meaningful nature experience (MNE).1 In doing so, this transdisciplinary research utilizes a theory of complexity to integrate diverse disciplinary perspectives by drawing upon: (conservation) ecology; (environmental-/eco-) psychology; (sustainability) education; and phenomenology as a guiding philosophy. Adopting an interpretivist and pragmatic approach, this research employs mixed methods (quantitative and qualitative/phenomenological analysis) to, firstly, uncover the essences which help describe what MNE feels like (how it appears in consciousness) and that which makes MNE what it is. Secondly, the study explores the relationship between MNE and CWN; the extent to which MNE is perceived to influence attitudes and environmentally responsible behaviour (ERB); and whether ecological change as experienced through IAS may affect MNE or, in turn, how MNE and CWN influence perceptions on IAS. Thirdly, the research examines the implications of the above for EfS: is there merit for integrating MNE and CWN in EfS? What would such a process look like and how can it be applied in a way which revitalizes EfS? Finally, as a form of heuristic inquiry, this study represents my process of conscious transformative learning. Reflective narratives are dispersed throughout this dissertation to capture this enriching personal journey. Research findings draw on over 200 unique accounts of MNEs which were elicited from: online and public questionnaires; in-depth interviews, email submissions and complemented by in-situ field observation and participation. The questionnaires and in-depth interviews also elicited responses on CWN, IAS and EfS. The research finds that a MNE is triggered by an unexpected encounter with the 'non-ordinary‘ in nature. It is characterized by heightened sensory awareness (e.g. the beauty and detail of natural phenomena arrest our attention), intensified emotional (e.g. awe, amazement) and physiological responses (e.g. a 'rush‘). If an animal is involved, close proximity, extended length of time and reciprocity are key themes. For a MNE not involving an animal, perceived aliveness, vibrancy and energy pervading the land-/ sea-/ sky-scape is primary. As mind meets matter, one feels interrelatedness and a diminished sense of self. The privilege to commune with an 'other‘ (re)defines a person‘s being and belonging in the world. Synchronicity as a MNE is distinctive as an uncanny (e.g. numinous) experience of: insight; flow; guidance; a 'knowing‘; and interconnectedness. Respondents who have had a MNE exhibit a higher CWN; a positive correlation exists between frequency of MNE (fMNE) and CWN. Stronger correlations with CWN were found when a wild animal was involved in the MNE. Spiritual / religious practices positively correlate with fMNE and CWN with regular displays of gratitude toward nature returning slightly stronger correlations with CWN. Strongest correlations were found between the experience of synchronicity and CWN. A qualitative analysis of respondents‘ MNEs and their responses on how they perceive their MNE(s) to have changed them, found multiple and diverse mention of (newfound) appreciations of (inter)connectedness. This suggests that MNE acts as a conduit for CWN: one powerful MNE may be sufficient to catalyse the process; however, a higher fMNE increases the likelihood for heightened CWN. Such results affirm the idea that MNEs facilitate a relational worldview necessary for a consciousness attuned to CWN. CWN is considered to be a reliable predictor for ERB. Over 90% agreement was found between respondents on the positive impact of MNEs in: shaping their views on nature and biodiversity; influencing their current behaviour and actions toward nature and the environment; and heavily influencing, changing or transforming their outlooks on life. The most common themes to emerge on how MNE was perceived to have changed respondents related to understanding of (inter)connectedness/interdependence; career choice; respect for nature / life; and new ways of seeing the world. This supports the premise that, by affectively bonding with nature, MNEs can motivate: ERB; life paths into conservation-minded careers; and serve as catalysts for personal growth and transformation, particularly when complemented with reflection, social (guided) facilitation and ecological literacy. The presence of IAS in landscape is likely to adversely affect MNE for stated reasons of ecological impacts, diminished 'naturalness‘, destructiveness and reduced diversity. Those viewing IAS as potentially enhancing their MNEs cite reasons of beauty, novelty and enjoyment. Respondents‘ CWN does not appear to affect perceptions of IAS; however, elevated CWN may invoke empathy, a sense of relatedness and appreciation of their intrinsic value as 'life‘. IAS may also feature in MNEs and, through experiential and metaphorical insight, can deliver newfound understandings of social and ecological connections as they relate to IAS. Respondents concur that today‘s education does not prepare society to learn from MNE: overwhelming agreement was found on the societal and ecological benefits of an education that promotes understanding of MNE through a blend of intellectual concepts; experiential activities; values and ethics; and integrated learning approaches. Experiential nature-based activities were encouraged as vital EfS vehicles for enhancing sensory awareness; respect for nature; ecological knowledge and encountering connectedness. In-depth interviewees saw future EfS opportunities and solutions as focusing more on: participating with nature; bridging spirituality and science; facilitating 'openness‘ and shared experience; instilling values reflecting an interconnected reality; mentoring; contemporary rites of passage; and simply learning to live better. The essence of this research is an expanded appreciation of connectedness - embodying Nature, Community, Self, Source - and the manifold ways it is encountered through MNE. Revitalized EfS (realized through Theory edU) invites a consciousness that attends to an enlivening process of connecting, harmonizing and becoming.
AFRIKAANSE OPSOMMING: Hierdie studie bring vier kern temas na vore: verbintenis met die natuur (VMN), indringende uitheemse spesies (IUS), en opvoeding vir volhoubaarheid (OVV); waarvan elk verken is rondom – en in verhouding is tot die kern konsep van betekenisvolle natuur ervaring 2 (BNE). Deur dit te doen, wend hierdie transdisiplinêre studie 'n teorie van kompleksiteit aan om diverse dissiplinêre perspektiewe te integreer deur gebruik te maak van: bewarings ekologie; omgewings-/eko- sielkunde; onderwys; en femenologie as 'n rigtinggewende filosofie. Deur 'n interpretatiewe en pragmatiese benadering aan te neem, is gemengde metodes (kwantitatief en kwalitatief / femenologiese analise) gebruik om eerstens die essensies wat help om te beskryf hoe BNE voel (hoe dit in die bewussyn voorkom) en dit wat BNE maak wat dit is, te ontbloot. Tweedens verken die studie die verhouding tussen BNE en VMN; die mate waartoe BNE beskou word om houdings en omgewings verantwoordelike gedragte beïnvloed (OVG); en of ekologiese verandering soos deur IUS ervaar word BNE kan affekteer, of, op sy beurt, hoe BNE en VMN persepsies van IUS kan beïnvloed. Derdens bestudeer die navorsing implikasies van die bogenoemde vir OVV: is daar meriete vir die integrasie van BNE en VMN in OVV? Hoe sal so 'n proses lyk en hoe kan dit toegepas word op 'n manier wat OVV weer nuwe lewe sal gee? Ten einde, as 'n vorm van heuristiese ondersoek, stel hierdie studie my proses van bewuste transformatiewe leer voor. Reflektiewe narratiewe is regdeur die proefskrif versprei om hierdie verrykende persoonlike reis vas te lê. Navorsing bevindinge gebruik meer as 200 unieke verklarings van BNE‘s wat aan die lig gebring is deur: aanlyn en publieke vraelyste; in-diepte onderhoude, e-pos indienings en dit is gekomplementeer deur in-situ veld observasie en deelname. Die vraelyste en in-diepte onderhoude het ook reaksies op VMN, IUS en OVV ontlok. Die navorsing het bevind dat 'n BNE word veroorsaak deur 'n onverwagste ontmoeting met die 'nie-gewone‘ in die natuur. Dit word gekarakteriseer deur verhoogde sensoriese bewustheid (bv. die prag en besonderhede van natuurlike verskynsels beset ons aandag), versterkde emosionele (bv. verwondering en verbasing) en psigologiese reaksies (bv. 'n stormloop). Indien 'n dier betrokke is, is nabyheid, verlengde duur van tyd en wederkerigheid sleutel temas. Vir 'n BNE wat nie 'n dier insluit nie, is waarneembare lewendigheid, dinamiek en energie wat die landskap / see / luglandskap deurdring primêr. Soos wat die gees die stof ontmoet, voel 'n mens 'n onderlinge verband en 'n verminderde sin van die self. Die voorreg om in noue aanraking met 'n 'ander‘ te kan wees (her)definieër 'n persoon se wese en behoort in die wêreld. 'Synchronicity‘ as 'n BNE is kenmerkend as 'n ongelooflike (bv. numineuse) ervaring van: insig, vloei, leiding; 'n 'wete‘; en onderlinge verbintenis. Respondente wat 'n BNE gehad het, het 'n hoër VMN getoon; 'n positiewe korrelasie bestaan tussen die frekwensie van BNE (fBNE) en VMN. Sterker korrelasies met VMN was gevind in die geval waar 'n wilde dier in die BNE betrokke was. Geestelike / religieuse praktyke korreleer positief met fBNE en VMN waar gewone openbarings van dankbaarheid tot die natuur effens sterker korrelasies met VMN terugbring. Die sterkste korrelasies was gevind tussen die ervaring van 'synchronicity‘ en VMN. 'n Kwalitatiewe analise van respondente se BNE‘s en hul response van hoe hulle hul BNE(s) as dit wat hul verander het, beskou, het veelvoudige en diverse antwoorde van (nuutgevonde) erkennings van (onderlinge) verbintenis navore gebring. Dit dui daarop dat BNE as 'n toevoerbuis vir VMN optree: een kragtige BNE mag voldoende wees om die proses te kataliseer; aan die anderkant verhoog 'n hoër fBNE die waarskynlikheid vir verhoogde VMN. Sulke resultate bevestig die idee dat BNEs 'n relasionele wêreldbeskouing is wat nodig is vir 'n bewustheid wat ingestel is vir VMN. VMN word as 'n betroubare voorspelling vir OVG beskou. Meer as 90% van respondente was in ooreenstemming ten opsigte van die positiewe impak van BNEs in: die vorming van hul beskouings van die natuur, biodiversiteit; beïnvloeding van hul huidige gedrag en aksies tot die natuur en die omgewing; en hoe dit hul vooruitsigte op die lewe hewig beïnvloed, verander of transformeer. Die meesal gemene temas wat ontluik het, was oor die beskouing van hoe BNE respondente se verstaan aangaande (onderlinge)verbintenis / onafhanklikheid; beroepskeuse; respek vir die natuur / lewe; en nuwe maniere om na die wêreld te kyk, verander het. Dit ondersteun die uitgangspunt, dat deur affektiewelik met die natuur in verbinding te tree, BNEs gemotiveer kan word: OVG; lewens paaie tot bewaring-gesinde beroepe; en as katalisators dien vir persoonlike groei en transformasie, veral as dit met refleksie, sosiale (begeleide) fassilitering en ekologiese geletterdheid gekomplimenteer word. Die teenwoordigheid van IUS in 'n landskap kan waarskynlik BNE nadelig affekteer weens verklaarbare redes van ekologiese impakte, afneembare 'natuurlikheid', verwoestendheid en verminderde diversiteit. Diegene wat IUS as iets positief tot hul ervaring beskou, verskaf redes soos skoonheid, nuutheid en genot. Dit wil voorkom of deelnemers se VMN nie algemene persepsies van IUS affekteer nie; alhoewel, verhoogde VMN empatie, verwantskap en waardering vir hul intrinsieke waarde as 'lewe' mag oproep. IUS mag ook in BNE vertoon en deur ervarings- en metaforiese insig, kan dit waardevolle nuut-bevinde begrippe van sosiale en ekologiese verbande soos wat hulle aansluit by die probleem van IUS, lewer. Respondente is dit eens dat vandag se onderwys nie die samelewing voorberei om te leer van BNE nie: oorweldigende ooreenstemming was gevind aangaande die maatskaplike en ekologiese voordele van onderwys wat die verstaan van BNE bevorder deur middel van 'n vermenging van intellektuele konsepte; ervarings leeraktiwiteite; waardes en etiek; en geïntegreerde leer benaderings. Ervarings leer natuur-gebaseerde aktiwiteite was aangemoedig as essensiële middels vir OVV vir die verhoging van sensoriese bewussyn; respek vir die natuur, ekologiese kennis en die teëkoming van verbintenis. In-diepte ondervraagdes het geleenthede en oplossings vir toekomstige OVV gesien in terme van 'n groter fokus op: deelname aan die natuur; die orbruging van spiritualiteit en wetenskap; fassilitering van 'oopheid‘ en gedeelde ervaring; vestiging van waardes wat 'n onderlinge verbonde realiteit reflekteer; mentorskap; kontemporêre deurgangsrites; en om eenvoudig te leer om beter te lewe. Die kern van hierdie navorsing behels 'n toenemende waardering van verbintenis – beliggaming van die Natuur, Gemeenskap, Self, Bron – en die menigvuldige maniere waar op dit deur BNE ondervind is. Hernude OVV (soos ontdek deur Theory edU) nooi 'n bewustheid uit wat aandag skenk aan 'n verlewendige proses van verbintenis, harmonisering en wording.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 29, 2006) Vita. Includes bibliographical references.

Includes abstract.
Includes bibliographical references.
This project has its origin in my interest in the relationship of nature and sense of place to contemporary cities, and it is informed by the idea that the process of settlement making over time has disengaged these elements from urban life.

When outdoor recreational activities are restricted, where can we find solitude, exploration and self-reliance? Endangered Experiences in Nature is a project that creates disruptive scenarios to question the relationship we have now with landscapes. A forecast in which stargazing is replaced by watching cyborg fireflies in the sky, food is genetically engineered and getting lost can only happen with the aid of special devices. The thesis uses the tools of experience design and future studies to explore the meanings and values of nature. I analyze the experiential perspective of access to nature and outdoor recreation by focusing on experiences that will likely become inaccessible in the near future. This thesis is not about preservation but stands aspiring for recreating values humans got until now from the close relationship with natural settings. In doing so, I aspire to generate new experiences. My work therefore focuses not on what nature is but what it means to perceive something as being natural, wild, unexplored, in an age where every part of nature has been explored and exploited. My original contribution focuses on using nostalgia as an active method to create new relationships with our environment. Certain things will need to be “artificial” in order to achieve “real” experiences.   The project will focus on three scenarios placed in the near future (2040). Each case study extrapolates on a particular endangered experience in wilderness (solitude, exploration and self-reliance) and is set in 3 distinct landscapes located in The Netherlands, Sweden and Romania. By doing so, I touch upon different cultural and natural influences on my design process. All scenarios encompass artificial (engineered) surrogates that question the inaccessibility to experiences in natural landscapes. With the goal to create counter-experiences in the future and therefore formulate a new way to deal with our relationship with nature conceptually and physically.

An attempt is made to examine the importance of the Pacific region to the economy of Singapore, using several standard methodologies in the international economics literature. Singapore's trade with and investment flows from the 'region' have been increasing significantly, while its interaction with Europe has diminished. Hence, in light of these developments, it is useful to explore the links between Singapore and the Pacific region, especially with respect to ASEAN. The trade aspect of the theses has been based on models developed by Balassa, who used them in an attempt to analyse the growth and development of the European Community. Firstly, in analysing the changing comparative advantage in the region, a measure of revealed comparative advantage is adopted, Balassa's export specialisation ratio (1965). Secondly, the changing pattern of trade in manufactured goods is examined in relation to changing country characteristics by the use of an econometric technique - ordinary least squares - (Balassa 1979). Then, using a measure of intra- industry trade (Grubel and Lloyd 1975), the figures are examined for ASEAN along with a study of intra-industry trade by commodity group for Singapore. Balassa's method of estimating trade creation and trade diversion (1963), is used in order to test the effectiveness of economic cooperation in ASEAN. Singapore adopted an open strategy towards Foreign Direct Investment (FDl). The effects on Singapore can be conveniently reviewed under the standard industrial economics format of structure, conduct and performance. Using Dunning's adaption of the 'industrial organisation approach' (1973), it is possible to show, by examining the statistical relationship between a number of structural variables and the sectoral distribution within the manufacturing industry (correlation technique - bivariate normal distribution), that the ownership advantages of multinational corporations have assisted Singapore's economic restructuring towards Higher allocative and technical efficiency; and that multinational corporations have adjusted to the changing locational advantages of Singapore's resource endowments rather more positively than national firms.

L’humain moderne vit une transformation de son environnement et de son mode de vie qui impactent la façon dont il peut vivre des expériences de nature au quotidien. Or, ces expériences de nature sont d'une grande importance pour le bien-être et la santé des individus. Ce sont des phénomènes complexes, ancrés dans un contexte environnemental, mais aussi socio-culturel, qui reposent sur des composantes étroitement mêlées que sont les émotions, les souvenirs, les connaissances, mais aussi tous les stimuli sensoriels perçus. Parmi les sens mobilisés, l’odorat, de par son importance mémorielle et émotionnelle, semble jouer un rôle à part dans la relation que tisse l’humain à la nature. C’est à ce rôle de l’olfaction dans l’expérience de nature, à cette part olfactive de l’expérience, que s’intéresse cette thèse s’articulant autour de trois axes de recherches et de réflexion. Dans un premier chapitre, ce manuscrit aborde comment caractériser la part olfactive de l’expérience de nature d’un point de vue individuel. La réflexion de ce chapitre se base sur la mise en œuvre et l’analyse des réponses à un questionnaire articulant entre eux l’olfaction, l’identité et les usages sensoriels d’espaces de nature déclarés par les individus. Dans le deuxième chapitre, c’est la façon dont l’expérience olfactive de nature s’ancre dans un environnement et un contexte qui est abordée, et comment cet ancrage influence la façon dont l’individu vit et décrit son expérience olfactive. La réflexion de ce chapitre s’appuie sur des témoignages recueillis lors de parcours olfactifs commentés et des questionnaires in situ. Enfin, en se basant sur les résultats des études précédentes, le troisième et dernier chapitre s’intéresse à la façon dont l’expérience olfactive de nature peut avoir un rôle transformateur sur l’individu dans le cadre particulier des environnements restaurateurs. En guise de conclusion, ce manuscrit aborde des réflexions, des ouvertures théoriques et pratiques, et des applications que peuvent apporter les résultats du travail de thèse, notamment la place que le sensoriel, l’incarné et l’olfactif pourraient prendre à l’avenir dans la façon de penser et d’enrichir l’expérience de nature
Modern humans are currently experiencing a transformation of their environment and of their way of life that are impacting the way they can experience nature in their daily life. These experiences of nature are of great importance for the well-being and health of individuals. They are complex phenomena, anchored in an environmental context, but also socio-cultural, which are based on closely intertwined components that are emotions, memories, knowledge, but also all the sensory stimuli perceived by the human body. Among the senses mobilized, the sense of smell, by its memory and emotional importance, seems to play a singular part in the relationship that weaves the human to nature. The work conducted in this thesis, articulating around three axes of research and reflection, concerns this role of the olfaction in the experience of nature. In a first chapter, we discuss how to characterize the olfactory part of the experience of nature from an individual point of view. The thought developed in this chapter is based on the implementation and the analysis of the answers from a questionnaire linking together the olfaction, the identity and the sensory uses of spaces of nature declared by the individuals. In the second chapter, we addressed how the olfactory nature experience is embedded in an environment and in context, and how this anchor influences how the individual lives and describes their olfactory experience. The reflection of this chapter is based on testimonies gathered from commented olfactory walks and in situ questionnaires. Finally, based on the results of previous studies, in the third and last chapter of this thesis, we focus on how the olfactory experience of nature can have a transformative role for the individual, and particularly in the context of restorative environment. To conclude, we discuss the theoretical and practical openings, and applications that the results of the thesis work can bring, and particularly the place that sensory, embodied and olfactory experiences might take in the future in the way of thinking and enriching experiences of nature

The purpose of this study was to examine the possibilities of creating a trail near the town of Alingsås in southern sweden, preferably a round trip connecting all the 5 nature reserves that lies near town. The aim was to investigate the potential of an easily passable trail using mainly existing roads and trails, that at the same time, would pass many interesting nature areas around the town that could give the visitor nature experiences. Another aim was also to examine if there was any area fitting to create a shorter trail, about 10 kilometres long.   The passability of trails connecting some of 42 pre-marked areas was studied together with examination of the nature types and the experience these gave in terms of natural and cultural experiences.   The results showed that many trails east of the town was hard to pass and gave a low amount of experiences due to heavy forestry. But a few areas contained very high nature and culture experiences instead. Some passages through town gave good experiences but passages through industrial areas was also needed. Areas with good experiences was found south and southwest of the town.   A proposal of a 35 kilometre trail connecting the 5 nature reserves was made, outruling some of the studied areas, but still having areas with good experiences. Passability studies showed that it was mostly easy to walk. Areas southwest of Alingsås was recommended for a shorter trail.

The research for the master thesis was about the influence the participation in sport events taking place in nature has on sustainable behaviour of the individual. Although there is an understanding of what sustainability means in literature, each person defines its means for her or himself and acts differently. As there is not much research that looks at sustainability as something that can be experienced, this paper is an attempt to find out. Therefore, the aim of this thesis is to identify how a participant of sport events, taking place in nature, is influenced by the experiences during the different stages of the event, including preparation, racing, and the time afterwards. As a theoretical concept for a change through experience transformation was chosen. As case for such an event the Vasaloppet 2018 was chosen. As there is a large variety of races during the events, the participation in the context of research includes individuals that join the full 90-kilometres distances during daytime. As a result, the sample is derived from the Vasaloppet (main run), and open spår (open trail). The concepts derived from literature encompass sustainability in relation with organisations, using the triple bottom line. In this context, the sustainability of events is conceptualized in conjunction with the ideas of people, planet and profit. After exploring concepts that are important on an organisational level, the three levels of sustainability by Cavagnaro and Curiel (2012) was used to get a better understanding of the role of the individual. Further concepts are serious leisure and consumption, as the participant of an event, for this research, is also someone who consumes products and services in relation to performing serious leisure. Also, the motivations to participate are examined. Additional, the meaning of experiences and possible experiences of events were elaborated. Finally, the concept of transformation for this paper were discovered. To reach the aim of the research a qualitative research approach, based on social constructivism was taken. The research was conducted by having interviews with six participants of the 2018 Vasaloppet. The obtained data was analysed by means of an inductive thematic analysis, creating themes from what was said by the interviewees. The key findings discussed are their understanding of individual and organisational sustainability, as well as transport, in the context of the Vasaloppet experience. Further a chapter about experiences that made the interviewees thinking about issues that might cause transformation is added. A chapter about actual found transformational experiences is added in closing. Eventually a reflection on the research process is given, before concluding the thesis.

Through all of human history, artists and other creators have been able to access the extraordinary state of flow to achieve amazing feats. Whether it be for a divine purpose, or simply making someone’s day a little better, art has been used to lift the spirits and nourish humanity. In our attempt to cope with the world in which we live, we have found this great mental resource, that has allowed for achievements that not one person could not attain on their own. In my observation, I have seen this euphoric cycle of flow change the lives of so many and provide the tools necessary to reach one’s full potential. Through my experience and research I created a visual representation of how I perceive the concept of flow using dance, animation, and the four elements as my inspiration.

In this dissertation I examine the actions of learners while they navigate a new learning context to gain insight into how learning occurs during learning events. Building on Kolb's (2014) experiential learning model and incorporating research from cognitive psychology, I explore discrete patterns of learning activity and tactical emergence to gain insight into how learning evolves and outcomes are achieved. Kolb's conceptual work points to the complexity of most learning experiences. This dissertation offers a framework and language supporting a more detailed analysis of the cognitive processes and knowledge development which occur during learning events, a new perspective to help interpret the dynamics and complexities of in-situ learning. I adopt a refined view of learning which anticipates the interplay between discrete processes and knowledge elements. In the proposed conceptual model, process and content dynamics are managed by executive function through three specific mechanisms; dialectics, goal pursuit, and the scaffolding of knowledge. Using a new game environment developed for this research, I trace the actions of learners as they interact with a "new-to-them" task. In Study 1 (n=50), I examine the behavior of subjects as they progressively learn and adopt new tactics while playing the game and seek evidence of the three proposed mechanisms that guide decisions during learning, dialectics, goal pursuit, and scaffolding. Study 2 (n=194) builds upon the patterns of learned behavior observed in Study 1, and examines how breaks, or their absence, influence learning under enhanced cognitive load. In this study, I explore how incremental break time contributes to learning outcomes. Cognitive ability and incremental break time were hypothesized to interact; subjects with high cognitive ability were expected to find little benefit from break time, while those with lower ability were expected to positively benefit from time in breaks. Surprisingly, and in contrast to previous research, incremental break time was negatively related to learning and outcomes. No interaction between cognitive ability and break time was observed. I discuss the importance of this finding. This dissertation contributes to a refined understanding of learning process, knowledge content, and the dynamic nature of their interactions. Learners demonstrate idiosyncratic differences in how they interpret and respond to the environment. This includes how quickly and effectively they recognize problems or opportunities while learning, establish goals to guide their pursuit, and construct and leverage new knowledge to shape more effective behaviors. Contributions to learning theory, explored and developed here, may be transferable to individualized instruction environments, including new insights about the micro-dynamics of learning and knowledge states which are developed in this dissertation.
Ph. D.

Following clues suggested by Merleau-Ponty regarding Kantian intentionality, we lay out a phenomenological reading of Kant wherein aesthetic experience offers a unity of self and community, now and across time. What is new in our understanding is that the unity we articulate is not the abstract logical possibility of the rational idea, the community of ends and individuals as ends in themselves. Highlighting certain elements Kant addresses regarding work, education, and the genius, we will argue that it is not merely the abstract person working toward abstract ends that measures and directs our unity, but rather the concrete work of the concrete individual. It is only with the work of the individual that reason and nature can fulfill their trajectories by finishing. Finishing, as a unity of self and community, is a style that can show itself across a wide range of human comportments. Finishing is at once the concrete fulfillment of the essence and power of humanity, but in the individual and the individual’s work, and so also a soliciting invitation to all individuals, according to their universality, to do the same: become individual. No only does this reading loosen, but not set loose, Kant’s otherwise tight teleological ideology, but it also loosens, but not set loose, the bounds where we might find the concrete universal or exemplary individuation. This phenomenological reading of Kant allows for a more pliable, dynamic, and critical understanding of enlightenment and history than the rational idea alone allowed.

Master of Landscape Architecture
Landscape Architecture/Regional and Community Planning
Howard D. Hahn
The absence of participation in physical activity is a public health concern for all people, but even more of a problem for the estimated 52 million Americans with disabilities (Rimmer 2005). Besides the physical health benefits derived from physical activity, when a trail leads through a natural setting, research shows that significant sensory and cognitive benefits can also be gained which leads to greater well-being (Maller et al. 2005; Hull and Michael 1995; Kaplan 1995; Irvine and Katherine 2002). Furthermore, when trails are planned and constructed in natural settings, most of the attention is directed at minimizing environmental impacts at the exclusion of maximizing the physical, sensory, and cognitive experience of users. This shortcoming is compounded when the user has disabilities. Besides typical disability concerns related to mobility, disabilities to be better accommodated in trail design also include vision and hearing impairments. The focus of this research is investigating how trail planning and design in natural settings can better provide for the physical, sensory, and cognitive experience of users, particularly those users who have disabilities. Findings informed the development of Natural Trail Design Guidelines prepared for the City of Manhattan Parks and Recreation Department who is seeking to improve the City’s existing natural trails. Sample designs for trail enhancements at Anneberg Park and the Konza Prairie near Manhattan, Kansas were proposed. Once implemented and assessed to be found successful, the Natural Trail Design Guidelines might be transferable to other locations.

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
Esta empreitada filosófica tem sua gênese nas discussões sobre a dualidade corpo-mente e como sua compreensão, e possível superação, poderiam influenciar positivamente o saber-fazer educacional do século XXI. Analisamos o livro Experience and Nature, de John Dewey, na sua versão original e integral a fim de destrinchar as bases para uma filosofia da mente pragmática construída pelo autor. Demonstramos como a mente e o corpo não podem ser dissociados, no que Dewey chamou de corpo-mente e que nós estendemos para corpo-mente-ambiente, devido ao princípio de continuidade que postula um contínuum físico-psicofísico-mental. A organicidade do campo mental que rege a interação indissociável entre organismo e ambiente e que não deixa de lado sentimentos, emoções e hábitos se mostrou um campo rico para os estudos em Educação; o próprio Dewey o fez em sua obra Experience and Education, a qual analisamos e mostramos como essa filosofia da mente pode trazer benefícios para o fazer-pensar educacional do século XXI. Esperamos que esta pesquisa auxilie futuros pesquisadores dos campos da Educação, Filosofia e Filosofia da Educação como uma referência importante para a compreensão das ideias expostas numa obra considerada umas das melhores dentro da tradição pragmática, mas que, até então, tem seu potencial subutilizado pelos pesquisadores brasileiros.
This philosophical enterprise has its origin in the discussions of the body-mind duality and how its comprehension, and possible overcoming, could positively influence educational thinking-doing in the 21st century. We analyze the book Experience and Nature, written by John Dewey, in its original and full version in order to look into the basis for a pragmatic Philosophy of Mind built by the author. We demonstrate how mind and body cannot be dissociated, what Dewey called body-mind and we extend this to a body-mind-environment, due to the continuity principle which postulates a physical-psychophysical-mental contínuum. The organicity of the field of mind, which demands the inextricable interaction between the organism and the environment and does not set aside feelings, emotions and habits is revealed as a rich field for the study of Education; Dewey himself did the same in the book Experience and Education, which we analyze, show how the Philosophy of Mind can benefit educational doing-thinking in the 21st century. We hope this work might help future research in the field of Education, Philosophy and Philosophy of Education as an important reference for the comprehension of the ideas exhibited in a book considered one of the best among the pragmatic tradition, but which has had its potential underappreciated hitherto in Brazil.

In American high schools, students are sorted into three "tracks" to cluster resources for students of similar abilities and interests. Much is known about the high track student, and especially in the past decade, the low track or "at-risk" student. However, the middle track--or marginally achieving student--has been largely overlooked in the literature. Acknowledged as "lost in the middle" (Judson, 1992), as well as deserving of higher quality of service in their school systems (Powell, Farrar, & Cohen, 1985), marginal achievers-defined here as having a GPA of 1.5-2.5, still maintain a profile of invisibility. Current reform efforts to increase student engagement and achievement increase the importance of understanding the characteristics of this student population to enhance the quality of instructional practices, program options, and support services. This study described the characteristics of marginal achievers and the nature of their school experiences. Five groups of students were interviewed in two local high schools. These data were combined with the results of a quantitative analysis of 165 variables from the National Longitudinal Educational study for a 500 case sample. The results indicated: • Gender, race, and socio-economic status could not be used to identify marginal achievers. Seventy-nine point four percent of the students reported being in two-parent families. Most students indicated feelings of high self-esteem. • No demographic characteristics could be used to identify any school structure that was more likely to foster marginality, however, several climate factors emerged. • Marginal achievers were not visible in their school's system of rewards or sanctions. • Marginal achievers did not believe they had much value in their school system. They believed high track achievers were most valued. • Marginal achievers had no intentions of dropping out of high school. They believed they would have little trouble being successful in college. They reported their parents had the same expectations. • The students reported the primary parental support activity was student-parent discussions about school. • The cost of college led many students to consider attendance at a community college. The reduced financial burden of a community college, along with lower GPA expectations, influenced how hard they worked in high school.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Includes tables. Typescript; issued also microfilm. Sponsor: Elizabeth Tucker. Dissertation Committee: Paul Byers. Includes bibliographical references (leaves 135-142).

This qualitative research study explored the lived experience of using authentic movement within the context of nature, specifically to discover if this practice offered transformative potential for those using it. I used the heuristic research method to interview 13 coresearchers and interpret the results. Twelve of the coresearchers were female and 1 was male. They were all above the age of 50 and experienced in the use of authentic movement, both professionally and as a personal meditative practice. My focus was on their personal lived experiences. I used open-ended interview questions that resembled the technique of explication, borrowed from the science of consciousness and philosophy. The interviews were then analyzed. The heuristic process aided my ability to understand the potential for transformation that I observed during the interviews. The data analysis was multilayered. The first level of analysis identified 4 categories: (a) the explication of 1 lived experience of authentic movement in a natural environment and its transformative potential, (b) the influences that a natural environment had on authentic movement, (c) various challenges or differences between moving indoors versus moving outdoors, and (d) the cultivation of a deeper sense of self and the emotions contributing to the experience. The second level of analysis revealed 7 core themes: Gratitude, joy/surprise, grief and death, the Divine/God/sacred-mystical-mystery/larger self, connections to Nature/Nature elements, the transpersonal, and integration/acceptance. A final cohesive synthesis unveiled 4 significant components (transformation, emotion, nature, and integration) shared by each coresearcher. These suggested that the lived experiences offered both a process and outcome that implied that the practice of authentic movement offered a transformative potential when practiced in nature.

The notion of prophecy is a Leitmotiv, both in Scripture and in the Church. However, the popular form of prophecy that is witnessed in the Church today is the charismatic prophecy manifestations in the Pentecostal- charismatic movement. Although the latter is now billed as the fastest growing Christian movement in church history, and has brought to the fore the biblical notion of the charisms of the Holy Spirit, the subject of charismatic prophecy has received limited attention in Pentecostal studies. There is therefore a gap in knowledge. The present study is an attempt to address the lacuna; it is an empirical-biblical investigation of the nature and significance of prophecy in the Pentecostal- charismatic experience. The study presents a particular thesis: that charismatic prophecy, as observed in Pentecostal- charismatic congregational settings in the African context, is sacramental in its nature and parakletic in its functional significance. Thus, the charismatic prophecy experience is viewed as an intense moment of a participatory interface between the divine Spirit and the human spirit in which the divine Spirit infuses the human conscious dimension with revelatory impulses. The experience is parakletic in the sense that it edifies, encourages, and comforts the church in congregational settings.

This thesis is based on two observations. First, that conventional buildings cause two major losses that involve non-human nature – the loss of native biodiversity and the loss of non-human nature experience for the buildings’ human inhabitants – and that these losses both contribute to a perceived separation between humans and the rest of nature. Second, that there appears to be a growing interest in connecting buildings with nature but there is little agreement on what it actually means to ‘design with nature’. As such, the purpose of this study is two-fold: (1) to describe the meaning of ‘designing with nature’ in current architectural practice and provide a working definition of nature-based design, and (2) to explore how this can be interpreted to encourage human connectedness with non-human nature, while addressing the two major losses mentioned above. It is thus an attempt to reframe the role of building as one that provides for all inhabitants of a site, both human and non. A framework was developed that captures and summarizes the dominant ways in which design draws on nature. The framework emphasizes the importance of using ecosystems not only as models, but foremost as context. The core concepts of the framework can thus be discussed from the perspective of buildings that act like an ecosystem and that interact with their ecosystem, and are described as: ecological sense of place, regenerative ability, ecosystem health, mutually beneficial relationships, context, appropriate management, functions, ecosystem principles, values, patterns, conditions, and adaptations. Although the concepts presented in the framework are themselves not new, the way in which they are organized does contribute a new perspective on the field of nature-based design. In addition to providing a graphic model that summarizes the essence of an evolving field, the research highlights the role of scale and place in linking building design, native biodiversity, nature experience and connectedness with nature. It thus acts as a backdrop on which to bring a discussion of ecological citizenship into the architectural dialogue.

This qualitative content analysis examines the nature of experience of public relations and advertising interns. Three decades of scholarly inquiry into the internship experience has provided little insight into the actual experience of the interns themselves. Yet what is learned directly from their individual experience can provide both educators and professionals valuable insight for enhancing the learning process. The following study is a qualitative content analysis of journals and focus groups of undergraduates enrolled in public relations and advertising internships/practicums. The interns' experience follows four themes: (1) the perception of importance; (2) perceived learning benefits; (3) influence of supervisors; and (4) the quest for meaningful work. Through these themes, the experiential learning cycle is evidenced as students reflect, conceptualize, and experiment through their experience.

This study discloses Shinto’s experiential and existential significance and aims to articulate Shinto’s sacred objective. It shows that Shinto, by way of experience, communicates being in the world with nature and with others as a sacred objective. This suggests that Shinto, in communicating its objective, appeals to the emotions more so than to the intellect; and that Shinto’s sacred objective does not transcend the natural world of both nature and everyday affairs. This study pursues this goal by showing the experiential and existential dimensions of the three primary features of Shinto: it shows how kami (or kami-ness) is thought of as an awe producing quality of being/s that are mostly associated with the natural world; how Shinto shrines’ aesthetics and atmosphere are thought to evoke a feeling of the natural world’s sacredness; and how festivals are thought to be ecstatic and effervescent occasions that regenerate an affirmation of being in the world with others. Though this study does not employ a strict methodological approach—insofar as the conclusions herein are based primarily on literature review—it was motivated by an existential outlook on the study of religion and assumes that the term “religion” refers primarily to an existential phenomenon that pertains not necessarily to socio-historical institutions but to a way of being in the world.

Research has shown that there is an achievement gap with students of color in the urban environment and their White non-urban peers (Norman, Ault, Bentz, & Meskimen, 2001; National Research Council, 2012) additionally an achievement gaps exists between students with disabilities and their non-disabled peers (National Center for Learning Disabilities, 2011). The demand for Science, Technology, Engineering, and Mathematics (STEM) preparation is growing and more students need to be prepared in school for STEM careers (Carlson, 1997). The didactic traditional style of teacher led text book reading has proven unsuccessful for large groups of urban youths and students with disabilities (Kahle, Meece, & Scantlebury, 2000; Haberman, 1991; National Research Council, 2012). Using a hands-on, experiential informal learning environments in science has proven successful in engaging students to the science curriculum (National Research Council, 2012). Nature has also proven to engage students into the curriculum. This study combines these topics and addresses the gap in the literature where these topics overlap. This qualitative case study sought to understand how students with learning disabilities from an urban environment experienced nature-based informal learning. The participants for this exploratory case study informed by ethnographic methods of observation involved seven eighth grade students with learning disabilities from an inclusive science program at a public urban school.

The students participated in four nature related informal learning experiences that were aligned to the science curriculum. These students’ experiences were collected from observations, and conducting both one-on-one interviews and focus groups. The data was then triangulated, analyzed thematically, and interpreted. The students’ experiences were shared thematically. The three themes which emerged from the data were:

-Hands-on learning is an engaging and a more enjoyable way of learning for students with learning disabilities.

-There is not enough science being taught.

-Students are not habitually accessing natural areas.

Standards of healthcare exist to promote beneficent treatment; however, treatment approaches are sometimes not supported by research, creating potential ethical issues for clinicians expected to use evidence-based practices. For example, walk-and-talk therapy, where therapy sessions incorporate physical activity in an outdoor setting, is being offered at increasing rates, but research regarding the practice is sparse and primarily reflects the therapists' experiences. Thus, the purpose of this interpretative phenomenological analytic study was to explore the clients' experience of the altered frame of walk-and-talk therapy through the conceptual lenses of therapeutic frame and the biopsychosocial model of well-being. Data were collected through in-depth, semistructured interviews with a sample of three former walk-and-talk therapy clients, and data were analyzed using the modified van Kaam method. Findings included that the clients' experience of walk-and-talk therapy was shaped by prior therapy experiences with participants reporting concerns and benefits related to the altered frame. Clients found walk-and-talk equally or more therapeutic than traditional therapy and felt walk-and-talk could be a less stigmatizing therapeutic alternative for individuals who find traditional, indoor therapy unappealing. Implications for social change include shaping standard practices of walk-and-talk therapy, thus informing the future of training and supervision as well as providing an alternative therapeutic offering for individuals who find traditional, indoor therapy unappealing.

The way humans currently interact with the atmosphere and oceans around us is unsustainable, with pollution entering our waters faster than we are collecting it, and the sea level rising faster than we are building coastal barriers to protect our current infrastructure. This thesis explores the common methodology for communicating climate change and its future effects, and highlights an opportunity for using infrastructure to facilitate interaction with the urban-aquatic interface. By promoting experiential contact with the natural spaces that are most at risk to climate change’s impacts, a sense of stewardship for those spaces will spur behavioral change and activism. On a local level, this thesis explores the history of public access to San Onofre State Beach, and the possibility for the restriction of that access in 2021. Using a 3D topographic and bathymetric model of San Onofre State Beach, I attempt to highlight the beauty of the undeveloped California coastline, and the benefits of keeping this 6.5-mile coastline within the State Parks system.

The poems in this collection are elegiac; celebrations of losses and failures, tributes to the daily doldrums that are at the center of human experience. They threaten to expose the uncertainty that exists and refuses to exist in our everyday lives. They explore the otherness associated with the individual and often turn to the universal formulas of music and physics to make order of the world around them. Often times the Speaker finds that the seeming chaos manifests within her already orderly life, the daily routines of work and family. Poetic magic, so to speak, weds this ordered chaos to the laws of nature and its routines, especially birds, which makes a recurrent appearance throughout the manuscript.

This thesis outlines contemporary transfer experience for students continuing education at sixteen, subsequent to experience of full-time compulsory education. There is a special concern to contrast experience along lines of ethnicity. This thesis utilises research evidence gained between 1997-1998 as well as enlisting support from other studies and theoretical models. Questionnaire responses of 315 Year 11 school students and 210 college students are used to develop the picture of transfer experience. More detail is gained from interviews involving college students and teaching staff. Evidence is considered in relation to two dominant themes; Student Orientation and Student Identity. Student Orientation discusses motivations for choices, peer relationships, tutor relationships, adjustment and satisfaction. Student identity explores the importance of ethnic identity, self-esteem and locus of control within the transfer context. Overall, a period of adjustment and evaluation is involved in this phase of transfer and the experience is positive for most. However, exploration of peer contact reveals a greater sense of isolation among minority ethnic groups. Students from minority ethnic groups also tend to attach more importance to ethnicity. Conversely, various configurations emerge concerning self-esteem and locus of control. However, no single ethnic group demonstrates any propensity to positive or negative extremes. A review of research and theoretical models has led to the conclusion that ethnic identity, self-esteem and locus of control are flexible, inter-related and often contingent upon social context. An appreciation of these characteristics assists in explaining inconsistent results that emerged. This thesis aims to highlight similarities as well as differences in experience and promotes an understanding of this inconsistency in relation to flexible notions. Consequently, a strong challenge is made against essentialist and stereotypical philosophies.

Stress-related diseases in Sweden have doubled since 1997. Even longterm sickness related tostress has increased over the last decade. In future there is a need of alternative methods todecrease the amount of people being affected to gain a better population health. Natureassisted therapy (NAT) was shown to be a successful method as part of the therapy of stressand burnout likewise was nature an important factor to prevent people from mentaldisorders. The aim of this study was to analyse the latest research concearning nature and itshealth effects with focus on stress and burnout patients in order to plan health promotingactivities outdoors for these patients. Questions included in the study were what impact natureexperiences have apart from medical and psychotherapeutic methods and how natureexperiences do affect stress and burnout patients. The results show that viewing landscapes,rest activities in boreal environment (especially broad-leaved and pine forest), closeness towater and bright wide surroundings have positive effects on people with stress. There is theevidence that certain nature qualities can serve as resources for recovery from stress. Theycan also reduce the risk for gaining mental health. Nature experience is evoking a relaxingmechanism through the activation of the parasympathetic nerve system. For a longtermeffect affected patients do not only need to be shown meaningful activities outdoors but alsohas nature and outdoor activities to become a part of people’s everyday life.

Schools in the United States often emphasize making children competitive in a global economy while neglecting the importance of developing citizens who are ecologically responsible. Problems of climate change, loss of biodiversity, mass extinctions and degradation of the natural environment, are often ignored. Some researchers have suggested that children lack unstructured play time in nature, have an increased amount of screen time, lack mindfulness, and are insulated from the natural world. Many children rarely have significant experience with nature's wildness. It is common for people to experience a sense of placelessness in the hyper-mobility of present times where "globalizing" agendas limit a sense of place or community. Teachers can also feel constrained by the physical confines of school and the intellectual confines of ordinary school curriculum. As a response to my students' lack of significant experiences with nature, my own dissatisfaction with ordinary teaching, and my sense that school curricula neglect ecological issues and restricts teaching innovation, I created a summer mountain wilderness art workshop designed to give 6th, 7th and 8th grade students an immersive alternative art education experience. This study explored the affordances and limitations of an alternative classroom focused on outdoor experiences, walking, art/ecological studies, and my own experiences in attempting to change the conditions of teaching and learning. This research uses qualitative methodologies including action-based research, elements of a/r/tography, arts-based research, and an ecological arts-based inquiry that involves questions about ecology, community, and artistic heritage.

The competition within the retail industry enters a white-hot stage. In order to please customers, retailers are using variable methods to strive for market shares. Creating pleasant physical environment where customers enjoy coming to (Georges Olivereau in Engel 2010), plays a vital part in determining customers‟ satisfactions, their visit duration and intention to revisit the store (Turley and Fugate 1992), helping retailers to differentiate and providing brand experience. Consequently, new marketing technique has emerged, sensory marketing, which stimulates the five organs of human (visual, sound, scent, touch and taste).The authors of this thesis will answer why and how sensory marketing should be used in stores. The purpose is to find the reasons as well as the circumstances sensory marketing should be used and implemented properly to create a coherent sensory atmosphere that would benefit the retailers. Professionals‟ recommendations as well as the case of the French retailer Nature & Découvertes who successfully applies the five senses into the store atmosphere, will be used to answer these questions.At the end of this thesis, the authors summarise the motives and the different aspects to take into account when implementing sensory atmosphere inside a synthetic model (Figure 20). Four steps are described as well as the potential benefits for the retailers.

This thesis aimed to investigate the changing nature, expression and measurement of contemporary racist attitudes, discriminatory behaviours and racial stereotypes in an Australian context. The first principal aim of this thesis was to further establish the psychometric properties of the Symbolic Racism Extended Scale (Fraser & Islam, 1997b). Study 1 revealed good psychometric properties for the Symbolic Racism Extended Scale as a measure of symbolic (modern) racist attitudes in Australian populations. The study also found support for incorporating modern racism items within a 'social issues' questionnaire format to reduce reactivity concerns associated with self-report measures. The second principal aim of this thesis (Studies 2 and 3) was to explore the nature, prevalence and potential sources of contemporary racist attitudes, and associated discriminatory behaviours, in an Australian context. Study 2 detected a sizeable proportion of modern racist attitudes in both the University and ACT Secondary College student samples. The nature of modern racist attitudes in the population samples maintained clear consistencies with key tenets of contemporary theories of racial prejudice. Overall the study provided further empirical evidence of the nature, tenets and potential socio-demographic sources of modern racist attitudes in Australian populations. Study 3 explored modern racists' discriminatory behaviours in conditions of low racial salience. In an employment-hiring task, high and low prejudiced participants (university undergraduates) revealed significantly different employment hiring preferences for an Aboriginal applicant. In providing Australian empirical evidence of modern racists' discriminatory behaviours, the study also discussed methodological implications for future Australian research investigating the discriminatory behaviours of modern racists. The third principal aim of this thesis was to provide further analysis of the measurement of contemporary racist attitudes, specifically to examine concerns pertaining to the measurement of racial attitudes through implicit techniques. Implicit free-response measurement of Australian racial stereotypes in Study 4 revealed that high and low prejudiced participants (as measured by the SR-E) were equally knowledgable of the cultural stereotypes of Aboriginals, Asians and immigrants. Cultural knowledge of the implicit stereotypes was found to be predominantly independent of prejudicial beliefs, lending support to concerns (Devine, 1989; Devine & Elliot, 1995) that implicit measures of racial prejudice may actually be measuring an individual's cultural knowledge of the primed racial group, rather than his or her prejudicial beliefs. The fourth principal aim of this thesis was to investigate the content of Australian racial stereotypes. Study 4 revealed the implicit content of the cultural stereotypes of Aborigines, Asians and immigrants to be predominantly negative in nature. In response to the predominantly negative content of the Aboriginal cultural stereotype, Study 5 investigated whether the recategorising of ingroup boundaries and disconfirming information, relating to Aboriginal Australians, observed in the recent Sydney Olympic Games would result in changes to the content of the cultural stereotype. The study found significant decreases and increases in the negative and positive traits respectively reported as being part of the cultural stereotype of Aborigines, two weeks following the Sydney Olympic Games. Together, the five studies contributed to empirical research on the changing nature, expression and measurement of contemporary racist attitudes, discriminatory behaviours and racial stereotypes in Australian populations. A number of theoretical and practical implications of the present findings for Australian prejudice research are addressed and discussed. Furthermore, a number of practical recommendations for future research are identified to further investigate the modern nature of racist attitudes in Australian populations.