Thesis (M.S.)--University of Wisconsin--Madison, 1960. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 186).

<p>Lot’s of reasons are showing that outdoor life has a positive influence on the general publics health and studies are confirming this theory. On the other hand there are a few amount of Swedish science project’s regarding outdoor life. The aim of this study was to examine how people feel that their health influences by outdoor life. A qualitative content analysis was chosen and interviews was made with eleven individuals with outdoor experience. The main theme of the results showed that outdoor life creates well-being for the body and soul. The combination of challenge for the body and peace for the soul was the outdoor life’s biggest health benefit. Outdoor life gives a variety of physical activities, where everybody can take part and where it still doesn’t feel like exercise. Outdoor life gives personal growth, through both giving physical and mental challenges and also cooperative knowledge. Outdoor life gives harmony and ability to cope with stress in a natural environment. Recommendations of reviewed science shows how outdoor life practically can be used to promote health and also investigate what is needed to get the general public to choose outdoor life to promote health.</p>

Lot’s of reasons are showing that outdoor life has a positive influence on the general publics health and studies are confirming this theory. On the other hand there are a few amount of Swedish science project’s regarding outdoor life. The aim of this study was to examine how people feel that their health influences by outdoor life. A qualitative content analysis was chosen and interviews was made with eleven individuals with outdoor experience. The main theme of the results showed that outdoor life creates well-being for the body and soul. The combination of challenge for the body and peace for the soul was the outdoor life’s biggest health benefit. Outdoor life gives a variety of physical activities, where everybody can take part and where it still doesn’t feel like exercise. Outdoor life gives personal growth, through both giving physical and mental challenges and also cooperative knowledge. Outdoor life gives harmony and ability to cope with stress in a natural environment. Recommendations of reviewed science shows how outdoor life practically can be used to promote health and also investigate what is needed to get the general public to choose outdoor life to promote health.

No description available.

Inledning: En stillasittande livsstil blir allt vanligare bland barn, och aktiva utelekar har fått konkurrens från TV- och dataspel. Många familjer bor i städer, med begränsad tillgång till naturkontakt. Naturen erbjuder spontan fysisk aktivitet, likaså ro och mental återhämtning. Barn som har en tidig relation med naturen blir ofta intresserade av naturen som vuxna. Denna studie undersöker möjligheten till naturkontakt för svenska barn i åldrarna 5-12 år.Metod: Tio mödrar intervjuades angående sina barns samspel med naturen. Grupp 1 bestod av fem mammor med barn som hade regelbunden naturkontakt, och grupp 2 bestod av fem mammor med barn som inte hade regelbunden naturkontakt.Resultat: Mödrar som bodde på landet och mödrar som var engagerade i en friluftsorganisation hade barn med regelbunden naturkontakt, medan mödrar som bodde i stadsmiljö gav färre möjligheter till naturkontakt till sina barn. Mödrar som hade regelbunden naturkontakt som barn var mer benägna att ha ett naturintresse som vuxna. Naturkontakt var mest vanlig under sommarhalvåret.Diskussion: Bostadssammanhang och föräldrarnas engagemang var viktiga när det kom till frågan om barnen hade regelbunden naturkontakt eller inte. / Introduction: A sedentary lifestyle is getting more common among children, and outdoor play today is challenged by television and computer games. Many families live in cities with limited access to nature. Nature provides spontaneous physical activities as well as it offers mental recovery. Children who experience early exposure to nature often demonstrate an interested in nature as adults. This study examines the possibilities of access to nature for Swedish children aged 5-12 years.Methods: Ten mothers were interviewed about their children’s interaction with nature. Group 1 included five mothers with children who had regular contact with nature, and group 2 included five mothers with children who didn’t have regular contact with nature.Results: The children of mothers who lived in the countryside and mothers who were involved with nature related associations had regular access to nature, while mothers who lived in urban areas ended up giving their children less opportunities to access to nature. Mothers who had regular access to nature as children were more likely to enjoy nature as adults. Contact with nature was more frequent during the summer months.Discussion: Residential context and parents commitment were important in relation to the aspect of whether children had regular nature contact or not.

Thesis (M.A.I.S.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 65-75). Also available on the World Wide Web.

<p>Sammanfattning</p><p>Syfte och frågeställningar</p><p>Syftet med studien har varit att undersöka relationen mellan multipla intelligenser och skolans friluftslivsundervisning. Frågeställningarna har varit:</p><p>Vilka intelligenser utvecklas inom skolans friluftslivsundervisning, enligt lärare och elever?</p><p>Genom vilka moment i friluftslivsundervisningen utvecklas intelligenserna?</p><p>Metod</p><p>Datainsamlingen har skett genom ostrukturerade, djupgående intervjuer. Två lärare och två tredjeårselever på gymnasiet har enskilt intervjuats om hur friluftsliv har bedrivits i skolundervisningen. Intervjuerna har analyserats med ett schema, byggt på Howard Gardners teori om de multipla intelligenserna men utformats att tillämpas på friluftsliv.</p><p>Resultat</p><p>Resultaten visar att paddling stimulerar interpersonell, kroppslig, visuell-spatial och logisk-matematisk intelligens. Under orientering tränas följande intelligenser: logisk-matematisk, kroppslig och visuell-spatial. Till skillnad från den intrapersonella och visuell-spatiala intelligensen råder det bland respondenterna delade meningar om naturintelligensen stimuleras under vandring eller ej. I lägerliv stimuleras interpersonell och logisk-matematisk intelligens men också visuell-spatial, kroppslig och verbal-lingvistisk. I granskningen av klättring visar resultaten att alla intelligenser, utom naturintelligensen och den musikalisk-rytmiska intelligensen, aktiveras. Under långfärdsskridskoåkning tränas alla intelligenser utom naturintelligensen och den visuell-spatiala. Det råder dock bland respondenterna delade meningar om den musikalisk-rytmiska intelligensen aktiveras. Under utförsåkning stimuleras verbal-lingvistisk, kroppslig, intrapersonell samt interpersonell intelligens.</p><p>Slutsats</p><p>Enligt elever och lärare aktiveras samtliga intelligenser, utifrån vår tolkning av Gardners teori, i friluftslivsundervisningen. Det fanns dock motsägelser i respondenternas berättelser huruvida naturintelligensen aktiveras eller inte.</p> / <p>Abstract</p><p>Aim</p><p>The aim of the study was to investigate the relation between the multiple intelligences and outdoor life education in school. The questions at issue were:</p><p>What intelligences are developed within the outdoor life education in school, according to teachers and students?</p><p>In what activities in outdoor life education are the intelligences developed?</p><p>Method</p><p>The data for the report have been assembled by unstructured interviews. Two teachers and two students were interviewed one by one on the subject of how they practically operated in outdoor life education in school. The interviews have been analyzed with an analyze schedule, based on Dr. Howard Gardner’s theory of the multiple intelligences and formed to apply at outdoor life.</p><p>Results</p><p>In accordance with the respondents statements, canoeing stimulates the interpersonal, bodily, spatial and logical-mathematical intelligence. Following intelligences are improved during orienteering: logical-mathematical, bodily and spatial. There were, in opposite to the intrapersonal and spatial intelligence, different opinions whether the naturalist intelligence was stimulated during hiking or not. During camping the interpersonal and mathematical intelligence, as well as spatial, bodily and linguistic intelligence, are stimulated. The review of the results about climbing shows that all intelligences except the musical and the naturalist intelligence are activated. During tour skating on ice all intelligences, except the spatial and the naturalist intelligence are trained. Nevertheless, there are different opinions among the respondents whether the musical intelligence is activated. Downhill skiing stimulates linguistic, bodily, intrapersonal and interpersonal intelligence.</p><p>Conclusion</p><p>According to the respondents, all of the intelligences, proposed by Howard Gardner, are activated in outdoor life education in school. However, there were contradictions in the respondents’ statements, whether the naturalist intelligence was activated or not.</p>

Sammanfattning Syfte och frågeställningar Syftet med studien har varit att undersöka relationen mellan multipla intelligenser och skolans friluftslivsundervisning. Frågeställningarna har varit: Vilka intelligenser utvecklas inom skolans friluftslivsundervisning, enligt lärare och elever? Genom vilka moment i friluftslivsundervisningen utvecklas intelligenserna? Metod Datainsamlingen har skett genom ostrukturerade, djupgående intervjuer. Två lärare och två tredjeårselever på gymnasiet har enskilt intervjuats om hur friluftsliv har bedrivits i skolundervisningen. Intervjuerna har analyserats med ett schema, byggt på Howard Gardners teori om de multipla intelligenserna men utformats att tillämpas på friluftsliv. Resultat Resultaten visar att paddling stimulerar interpersonell, kroppslig, visuell-spatial och logisk-matematisk intelligens. Under orientering tränas följande intelligenser: logisk-matematisk, kroppslig och visuell-spatial. Till skillnad från den intrapersonella och visuell-spatiala intelligensen råder det bland respondenterna delade meningar om naturintelligensen stimuleras under vandring eller ej. I lägerliv stimuleras interpersonell och logisk-matematisk intelligens men också visuell-spatial, kroppslig och verbal-lingvistisk. I granskningen av klättring visar resultaten att alla intelligenser, utom naturintelligensen och den musikalisk-rytmiska intelligensen, aktiveras. Under långfärdsskridskoåkning tränas alla intelligenser utom naturintelligensen och den visuell-spatiala. Det råder dock bland respondenterna delade meningar om den musikalisk-rytmiska intelligensen aktiveras. Under utförsåkning stimuleras verbal-lingvistisk, kroppslig, intrapersonell samt interpersonell intelligens. Slutsats Enligt elever och lärare aktiveras samtliga intelligenser, utifrån vår tolkning av Gardners teori, i friluftslivsundervisningen. Det fanns dock motsägelser i respondenternas berättelser huruvida naturintelligensen aktiveras eller inte. / Abstract Aim The aim of the study was to investigate the relation between the multiple intelligences and outdoor life education in school. The questions at issue were: What intelligences are developed within the outdoor life education in school, according to teachers and students? In what activities in outdoor life education are the intelligences developed? Method The data for the report have been assembled by unstructured interviews. Two teachers and two students were interviewed one by one on the subject of how they practically operated in outdoor life education in school. The interviews have been analyzed with an analyze schedule, based on Dr. Howard Gardner’s theory of the multiple intelligences and formed to apply at outdoor life. Results In accordance with the respondents statements, canoeing stimulates the interpersonal, bodily, spatial and logical-mathematical intelligence. Following intelligences are improved during orienteering: logical-mathematical, bodily and spatial. There were, in opposite to the intrapersonal and spatial intelligence, different opinions whether the naturalist intelligence was stimulated during hiking or not. During camping the interpersonal and mathematical intelligence, as well as spatial, bodily and linguistic intelligence, are stimulated. The review of the results about climbing shows that all intelligences except the musical and the naturalist intelligence are activated. During tour skating on ice all intelligences, except the spatial and the naturalist intelligence are trained. Nevertheless, there are different opinions among the respondents whether the musical intelligence is activated. Downhill skiing stimulates linguistic, bodily, intrapersonal and interpersonal intelligence. Conclusion According to the respondents, all of the intelligences, proposed by Howard Gardner, are activated in outdoor life education in school. However, there were contradictions in the respondents’ statements, whether the naturalist intelligence was activated or not.

This thesis explores the significance and meaning of the countryside within mid-twentieth century youth movements. Whilst modern youth movements have been the subject of considerable historical research, there has been little attention to the rural context within which so many of them operated. Moreover, few historians have explored youth movements into the post-Second World War period. This thesis therefore makes an original contribution both in terms of its periodisation and focus. It draws on a rich seam of archival and printed sources focusing in particular upon the Boy Scout and Girl Guide movements, the Woodcraft Folk and the Young Farmer's Club movement. The thesis examines the ways in which the countryside was employed as a space within which ‘good citizenship' could be developed. Mid-century youth movements identified the ‘problem' of modern youth as a predominantly urban and working class issue. They held that the countryside offered an effective antidote to these problems: being a ‘good citizen' within this context necessitated a respectful and mutually beneficial relationship with the rural sphere. Avenues to good citizenship could be found through an enthusiasm for outdoor recreation, the stewardship of the countryside and work on the land. Models of good citizenship were intrinsically gendered. Girls were trained for their domestic role within the home, although this was a specifically rural form of domesticity. Chapter One explores the shifting relationship between the urban public and the countryside in the mid-century and argues that the popularity of outdoor recreation developed understandings of citizenship that were directly linked to the English countryside. For youth this country-conscious citizenship could be developed in three spheres: leisure, work and the home. Chapter Two examines the approach of youth movements to youthful leisure across the mid-century and, using concern for the juvenile delinquent as a case study, argues that through physical and mental improvement the countryside could prevent misbehaviour. Parallel to this youth movements instilled an understanding of ‘good' countryside manners and encouraged members to protect the countryside from the onslaught of urban pleasureseekers. Chapter Three explores the importance of agricultural work in meanings of ‘good citizenry' arguing that for both urban and rural boys proficiency in farming, particularly in wartime, was considered an important service to the nation. Chapter Four investigates how the sphere of the home remained central to understandings of ‘good citizenship' for girls and suggests that the distinct nature of rural domesticity should be considered here. It also considers the place of youth movements within the gendered lifecycle, understandings of female deviance and issues of agency in leisure provision for girls in the mid-century. This thesis argues that, fundamentally, the mid-century period should be seen as one of continuity in the training of youth movements. The central role of the countryside in categorisations of ‘good citizenry' supports recent understandings of a rural national identity in the mid-century. Furthermore, approaches to youth were clearly divided in terms of both class and gender. While concerns over the working classes did shift at this time understandings of innate working class deviance remained. Moreover, the persistence of gendered understandings of citizenship and the emphasis on domesticity for girls suggests that gender remained central to experiences of youth movements in the mid twentieth-century.

This thesis concerns the cultural and scientific practices involved with turn-of-the-century struggles to conserve the Maine Woods. Conservation was underwritten by the powerful and productive fiction that an essential nature exists as something completely apart from the elaborately organized exhibitions by which it has been staged for our benefit. The absolute distinction between nature and culture is profoundly problematic but tremendously productive as well. Drawing on a variety of historical and theoretical sources, this thesis describes the various ways in which the essential nature of the Maine Woods was set up and represented as something demanding protection and conservation. The thesis is divided into three parts. Part I sets the stage for the historical discussions that follow by assessing debates in geography and environmental history about the social construction of knowledge and nature. Recent scholarship has been caught on the horns of a theoretical dilemma: while understanding of the present environmental crisis and its historical roots seems to demand recognition of the independent agency of nature, social theory suggests the impossibility of stepping outside the bounds of culture to represent an independent nature as it really is. Different responses to this dilemma are discussed. It is argued that environmental critique demands a more humble approach to truth, one sensitive to the meanings of its metaphors and the politics of its practices. Part II assesses the forest conservation movement. The objects of scientific forestry depended fundamentally upon the ways in which the forest was framed as an object of knowledge. Very different programs of action flowed from competing metaphorical definitions of the Maine Woods as a crop, a mine, or a kind of capital. The ascendency of technical and quantitative knowledge of the forest and its displacement of local understandings are described as are public policy disputes in Maine about the regulation of private property, the institution of publicly owned forest reserves, and the role of the state in forestry. Part in deals with the conservation of wildlife for sport. Flocking to the forest to hunt, wealthy sportsmen articulated a variety of sexual, class, and racial anxieties about the debilitating embrace of modern life. The transfomation of the Maine Woods into a vacationland for their manly recreation demanded the institution of game laws and the criminalization of traditional lifeways to save the game for sport. In these struggles, conservationists had to contend not only with local residents, who resisted this construction of the Maine Woods, but also with a variety of non-human actors, such as deer, predators, and pathogens, whose presence, though difficult to deny outright, was culturally framed and mediated in materially significant ways.