Hi, I am Dave (DCL).
I am currently a fourth year student at the University of Chichester studying Adventure Education. This blog contains articles and reports for my Adventure Environments module. The topics on this blog all hold a great interest to me, and will hopefully explain what they are and answer some questions, but overall I hope they will intrigue you and lead you on your own path of discovery and thought.
Thanks
DCL
For this post I thought I would do something different, so I
did! My friend and I decided to go out of our way and volunteer on a free range
pig farm. I know for a fact it that it was a first for me, the last time I
visited a farm was during first school. We had a 8 o’clock start in the
morning, to get to the pig farm we had go 30 minutes away from Chichester,
driving up a beaten track in the process, this was an adventure in itself. During our day at the farm we built a fence in
the farm to help contain certain types of pigs, mainly the Gloucestershire Old
Spots which is a pig listed on the endangered list with less than 2000 of them
left. Building pens for pregnant pigs was another one of our tasks, this was
key to ensure the piglets couldn’t run off or be pray to other animals.
Farms present an array of learning opportunities and
experiences that children will remember. The images above state the links
between farm visits and links to the national curriculum (Farms for Schools). This
is the major selling point of farm visits, having a huge range of subjects that
can be introduced. This is something I feel that any age can benefit from, and
to also take away a positive feeling/experience. A final point is the need for
this process to be carried on, having the younger generation showing an
interest may help the longevity of local farmers. The farm experience brings
out our love for nature, explained in Wilsons (1984) Biophilia hypothesis.
The biophilia hypothesis is the ground work for all nature
related learning and experiences, the core ideology is that man has a must/love
for nature. Having this bond with nature opens up our belief, and willingness
to be a part of nature.
To see the link for farm schools, follow the link below:
Global warming: Can
I, as an individual, really matter?
Do I matter? This is a hard question, no matter what answer
is given, and it won’t please everyone. It is a question that I personally find
hard to answer. I have heard arguments from both sides, and both present valid
arguments. I remember in my first year of university, and I was approached by
someone in the street preaching about green peace, I am not going to lie but my
response was along the lines of one person isn’t going to change a lot. I would
like to say that over the last 3 years that my opinion has change slightly, and
that I am partial doing my part.
It has been reported that individuals and households in the
UK and the US claim a third of all carbon emissions released into the
atmosphere (O’Garra, 2012). Although as one we present a third of emissions,
how much do I personally emit! O’Garra, (2012) suggests that public ignorance
has an important role to play, this is something I agree with. Like having a
job, it’s not worth doing if you don’t get anything out of it!
I believe that due to
the ignorance of our generation, future generations will suffer because of us.
This has come down to very selfish way of thinking and our “right” for a higher
standard of living. Pellegrino and Carli have said that an individual does not
hold a moral responsibility for global warming, going on to say that the
government needs to come up with a realistic way of tackling global warming.
From what I have read and heard I believe that global warming and reducing
carbon emissions has a bigger following in the UK compared to the US, due to
our “right” of a higher standard of living any politician putting carbon foot
prints at the top of the agenda wouldn’t last long.
References
O'Garra. T.. (2012). Individual consumers
and climate change: searching for a new moral compass .Centre for Climate Change Economics
and Policy. 93
To get things started what is out carbon foot print? Carbon
footprint is the term for the amount of greenhouse gasses we release. Below is
a brief abstract explaining the greenhouse effect.
The greenhouse effect is a combination of the
earth, sun and the atmosphere. The process starts by the sun heating the planet
via short wave radiation, which is then in turn emitted by the atmosphere. When
the sun’s rays hit the planet, the rays that do not get absorbed reflect of the
planet, heading for the atmosphere (Long wave radiation). Unlike shortwave
radiation, long wave radiation gets absorbed by greenhouse gases (mainly carbon
dioxide and water vapor). When the greenhouse gases have absorbed the
radiation, they reemit the rays in an array of directions. It’s the radiation
that gets directed towards the earth that becomes the issue, this then creates
a bounce of rays between the earth and the atmosphere (seen in the picture
below). By creating more greenhouse gases, the amount of radiation being stuck
between the atmosphere and the earth increases, leading to the rise of the
planets temperature (Casper 2010).
The
WWF (The World Wide Fund for Nature) provide a questionnaire were they give you
a rough estimate on how big your carbon foot print is! According to this
question if everyone was to live like me, we would need 1.82 planets. If you
read the abstract hopefully you will understand the need for us to lower out
carbon foot print, but how much is acceptable? Its argued that global warming
is a natural event, hence some people ignorance towards it, the side is that
global warming is a natural event but we are speeding up the process! So all
comes back to our interpretation of the environment and how much we value it. I
believe that the planet needs a massive event due to the greenhouse effect,
this will then help show people that we have to look after the planet.
During our lectures
in the forests, without fail we have a fire! Everybody loves a good old fire,
but what is the point and the science behind it!
Let’s start with the science.
Fire needs three elements to function:
·Oxygen
·Fuel
·Heat (Ignition)
The need for these three elements can be seen a weakness,
when dealing with fire taking one of these is the first steps. In order to have
a fire there must be a combustible solid or liquid present, this counts as the
fuel. In a open space oxygen will always be present, mean that two sides of the
fire triangle are already present, all that is left is just the heat
(ignition). The term combustible means its ability to light/burn. All
combustible materials have an ignition temperature, once this temperature is
met the fuel will then ignite. At this point, if the heat is hot enough the
gases will be drawn from the fuel causing combustion which creates a visible flame,
this is the release of energy from the fuel and the more energy the longer it
will burn.
When starting a fire do you use the biggest log you can
find? No! you go for the smaller logs/twigs, this is because they have a lower
ignition temperature or are composed of a more flammable composition. Twigs
cannot sustain a fire for a prolonged amount of time, once a fire has reach a
point of self-sustainment the addition of large logs can be applied.
Something we did as a bit of fun was to change the colour of
the flame, this can be a simple process. Certain elements release chemicals, of
which when ignited they will emit a different coloured flame, for example if
the chemical strontium nitrate was ignited it would emit the colour red.
This entry is
referring to an event we held a few weeks ago, during this time we created a
scenario for school kids. In this scenario we had two year groups, year 5 acted
as Britons and year 6 were the Vikings. The Image above is of a risk assessment
calculator I designed on Microsoft excel, rating scaled is based on the work by
Barton (2007).
This device is just
an advice tool, not a guide! The way that this tool works is by inputting the values in the
correct box, for example if there was a frequent exposure to a hazard then you
would put a 3 in the frequency box, and the same for the severity box. Once
these values have been inputted then the total score would change to 9 (3x3),
which would in turn change the advice box to a warning and to reassess their
risk assessment.
The point of a risk assessment is to at the safety of activities
(Perry, 2003), in this case of this risk assessment is looking at the event.
Within a risk assessment it is used to address hazards around the activity,
and what issues can happen because of the hazard. But most of all what are the
best means to minimalize the risk or eradicate the hazard.
Having a risk assessment is an important factor to have done for every
activity, this will help show if you know what the risks are, and if you are
doing enough to prevent them (Ogilivie, 2005). This is important in a legal
sense, if you have not done a risk assessment and have not address issues that
become present. If something was to go wrong then you will be liable for the
blame (Education Committee, 1994), for example if I haven’t conducted a
risk assessment on a abseil location and a someone under my control was to have
an accident, I would be to blame as I haven’t had the means put in place to
prevent/minimise the issue.
Below is my Risk assessment for the main event. Risk assessments are
there to look at all the possibilities, so including everything is important,
such as getting lost, wildlife, boundary crossing and stings. Over the entire
of the assessment I believe that compared to everything that the top 2 hazards
are getting lost and trips and falls. These two aren’t the
most serious hazards, they are the more likely to happen (frequent). I am not
saying that these 2 hazards are acceptable risks, the point of this risk
assessment is to try and limit the likely hood of it happening. With acceptable
risk in mind, the students and the group leaders will be aware of the most
blatant hazards which can happen. The lesser the severity the more that the
risk is acceptable (Fischhoff et al, 1981), events such of these don’t
become challenges without some form of risk. The worst kind of risk is the loss
of equipment, limb or life. This rarely falls into mind with this activity as
likely hood of it happen are so small compared to with kayaking a grade 5
rapid.
Den building was a
section I and another group leader was assigned to, we had a total of twelve
kids, along with two teachers. Having two teachers meant that when the groups
were split we had two adults to six students. We had some trips over the course
of building the dens, but nothing serious or demanding medical attention.
Before we allowed the students to go into/sit in the dens we tested the
strength of the roof and removed potential hazards. No issues occurred during out section of the event.
References
Barton. B. (2007). Safety, Risk & Adventure in Outdoor
Activities. Hampshire. SAGE Publications.
Education
Committee. (1994). Safety in Outdoor
Activity Centres. United Kingdom. HMSO Publication Centre.
Fischhoff. B., Lichtenstein.
S., Slovic. P., Derby. S. L., Keeney. R. L. (1981). Acceptable Risk. USA. Cambridge Press.
Ogivlie.K. C. (2005). Leading
and Managing Groups in the Outdoors. Barrow-in-Furness. The Institute for
Outdoor Learning.
Perry. P. (2003). Risk
Assessments, Questions and Answer’s: A Practical Approach. Cornwall. Thomas
Telford Publishing
For this entry I decided to have a look at some
environmental literature. Why Is Nature Beneficial? The Role of Connectedness
to Nature (Mayer, Frantz, Bruehlman-Senecal & Dolliver. 2009). First of all
I chose this piece of literature because I find this interesting and enjoyed
reading it through and through, here is the small abstract about the paper:
“ Three studies examine the effects of exposure to nature on
positive affect and ability to reflect on a life problem. Participants spent 15
minutes walking in natural setting (studies 1,2 &3), an urban setting
(Study 1), or watching videos of natural and urban settings (Studies 2 &3).
In all three studies, exposure to nature increased connectedness to nature,
attention capacity, positive emotions, and ability to reflect on a life
problem; these effects are more dramatic for actual nature than for virtual
nature. Meditational analysis indicate that positive effects of exposure to
nature are partially mediated by increases in connectedness to nature and are
not meditated by increases in attentional capacity. The discussion focuses on
the mechanisms that underline the exposure to nature/well-being effects.”
Mayer et al (2009)
This journal provides important information, more notably
the beneficial mechanisms in nature of which there are 5;
·Recovery from stress and attention fatigue
·Encouragement to exercise
·Facilitating social contact
·Encourage optimal development and a sense of
purpose
·Providing opportunities for personal development
and a sense of purpose
Of these 5 potential mediators, this study predominately looks
in to recovery from stress and attention fatigue. The discussion points towards
our need for nature (Connectedness to nature). This study indicates that nature
can be beneficial for us, but goes on to say that in this particular study that
it dealt with small life problems. Does this mean that nature has limits? This
could lead on the theory that the bigger the problem the more time is needed in
nature.
This study has found a sixth potential mediator, the
exposure to nature/well-being effect through a full meditational analysis. The journal
continues on to state that as a race we have been associated with nature since
then beginning, and its only in the last portion that this has changed. In turn
leading to negative feelings in current urban environments, and the change in
positivity when returning to nature.
The literature concluded with its third goal, which was to
see if there was a difference between actual and virtual nature. They concluded
that a virtual walk through the woods could not compare with the real thing. What
was stated next, I took particular interest in. The next section went into the
future of virtual nature and the progression of it, not everyone has access to
a forest or park on a regular basis so obviously a virtual environment has to
be the next thing. For example for those who use gyms may have noticed that on
selected cycle ergometers they have screens attached and audio plugs. This can
be seen as an attempt to introduce nature into a busy environment and
potentially engaging the subject longer.
For those sci-fi fans, the use of holographic forests and
nature parks have been used in healing and relieving stress of their beloved
heroes. This is something I can see happening in the future with the
progression and understanding of the technology.
Reference
Mayer. F. S., Frantz. M. C.,
Bruehlman-Senecal. E., Dolliver. K.. (2009). Why Is Nature Beneficial? The Role
of Connectedness to Nature.Environment
and Behavior. 41 (5), p607-643.
I like to think that I have a wide range in music, being
tolerable with all genres of music has given me an understanding to look at the
music and music alone. My friends will overlook a band because of the genre or
the history/people in the band. In this post I will be looking at the
relationship between music and nature, and then the effect music has on me in
the outdoors.
Who decides what is music? Music is unique to an individual,
people will have difference interpretations of music. Walking through a forest
presents an array of sounds, snapping twigs, birds chirping, wind brushing
though the trees and all sorts of animals scurrying through the woods. This could
be described as nature’s way of creating music.
On a personal level, I feel that music helps me bond/open up
to nature. When in the outdoors I can appreciate it, but when listening to
music I feel as though it enhances the effect of the forest. The video below presents one of my favorite songs from a band called Agalloch (Portland, USA), which i often listen to when venturing though forests. This song to me presents many emotions, and lets me see the forest in a different light. I believe it is because of the aura of the band themselves and the lyrical themes.
And The Great Cold Death Of The Earth, Track 8 on the album
The mantle by Agalloch (2002)
Life is a clay urn on the mantle
And I am shattered on the floor
Life is a clay urn on the mantle
And I am scattered on the floor
We are the wounds and the great cold death of the earth .
. .
“Earth is floating on the waters like an island,
Hanging from four rawhide ropes
Fastened at the top of the scared four directions.
The ropes are tied to the ceiling of the sky,
When the ropes break, this world will come
Tumbling down and all living things will fall with it and
die . . .”
Life is a clay urn on the mantle
And I am the fragments on the floor
Life is a clay urn on the floor
And I am the ashes on the floor
We are the wounds and the great cold death of the earth
Darkness and silence, the light shall flicker out . . .
When listening to this song, i always imagine it as a story. Over the course of this song i picture a winter storm, with it slowly escalating over song. Going from clean celestial vocals into the low soft growls, to present the changes in the weather and the landscape around. For me this song presents itself as a gate way into into another dimension, taking me from where i am into old ancient forest and into the perils nature. listening to this song time and time again, i have yet to write an ending. The band states on their website that the songs include the four key themes man, nature, loss and death, which makes me conclude that their isn't a positive outcome.
For me i feel that to embrace nature regarding music the themes have to be associated with nature, but more importantly the instruments played. Music that paints nature well and to a personal level comes from the connection between artist and instrument and not the mixing desk in front of them. This is seen through genres of music, with artists selecting what their instruments are made out off and even crafting them, such as Brian May from queen, who created and used the same guitar for over 40 years.
If you have any songs you enjoy in the outdoors, pop them in the comments. Once again thanks for reading.
DCL
If you wish to know more about the band check out their Facebook or website, links below.
This article will be looking at list provided by the national trust and
comparing it with forest schools. What is said in this post is my opinion and
I’m sure will differ from others. I believe that yes it does, I think that this
list provides more opportunities for children to discover outside the realms of
guided learning. By this children have more say in what activity they wish to
participate in, giving them a sense of freedom, but with a goal still attached
with the activity.
A reason that this list may be regarded an alternative, is that of the
location. An issue of forest schools is that of the location, it is harder to
organise such events in the center of London compared to more rural areas. This
list presents the opportunity for these tasks to be after school or at the
weekends when there is more time available. Unlike forest schools this now
presents a new domain, with parents being able to get involved with their
children on a learning and discovery path.
Poll taken from the Telegraph, this list is gathering the opinions of online users to deem the effectiveness of the guide.
The image of the poll over shows that this kind of experience is valued
and needed, with 95% in favour and 5% against. What is more important is the
5%, why have they said these activities are “impractical”. I believe being able
to attempt even 1 is viable, no matter what the location. Unlike forest schools
you can do what you want and when you want, for the 5% I challenge you to ask your
child or children which of these they have done! I am glad to say that I have
achieved all of these, before the list was even published. I did not do this on
my own but with help and guidance from the local scout troop and school trips.
Over the period of this module, my outlook on the environment
has changed significantly. This has affected the way I view environmental education
and the meaning of the term. Firstly I defined the term of environmental education
as environmental historians. I originally looked upon the matter that environmental
educators were just history teachers preaching about the past of the forests.
First Definition = To Instruct the do's and don'ts in the environment, but to
also preserve what is here for future generations.
Current Definition = To educate students on their
role within nature, through the process of enjoyment, interest and community. Once
providing them with the necessary tools, these should be used to guide their
own learning and stimulate others into seeing the benefits of nature.
I believe that my definition is not set in stone, as
each interaction with the environment brings a different array of emotions and
experiences. The reason that it changes is that I experience different
situations each time, due to the option of environments and the weather, when
these change it creates a complete different thought and outlook process. Although
everybody has a different outlook on the term environmental education, and the
value of the environment.
This is an image of the amazon rain forest. The amazon rain forest
provides a perfect example of how we value nature or does it show our lack in knowledge
about nature! The plight of the rain forest is known by many across the country and
the world, each year we a presented with some form of environmental disaster. If
environmental education was made a more crucial part of our learning would it happen?
Oil spill - Gulf of Mexico
“If all mankind were to disappear, the world would
regenerate back to the rich state of equilibrium that existed ten thousand
years ago. If insects were to vanish, the environment would collapse into
chaos.” E. O. Wilson
This quote by the renowned author E. O. Wilson who brought about
the hypothesis on biophilia, helps show that in order for there
to be a positive balance we need to work hand in hand with nature
and make sacrifices where is has already done!
Overall I believe that environmental education is crucial in our
development, not just ourselves but as a race. With each situation it fills us
with different emotions and different responses. This can be applied in a
field, forest and a desert or in our gardens. The delivery of environmental education
needs to be 1) Enjoyable 2) interesting 3) Group based.
The environment has been there for millions of years and will
still be there after we have gone.
Thanks for reading, this is my first post. any feedback will be
greatly appreciated
