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An Exploratory Study of Sensory Gardens
An Exploratory Study of Sensory Gardens Hazreena Hussein Abstract This preliminary study explores the common issues of sensory gardens around the UK, by observing how they are utilized. Of the fourteen sensory gardens visited, eight were designed by landscape architects. One of these is a health-care centre for adults, another is a primary school and one other is accessible to the public. The rest are special schools, which cater for children with special needs. This study also involves conducting interviews with the designers, teachers, therapists and key expert of the subject. The teachers, therapists and key expert view was that designers should have close collaboration with the users before designing the actual sensory garden as designers often presume that they know what the needs of the users are and how users engaged with the multi-sensory environment. While designers noted that there is a lack of detailed guidelines available when designing sensory gardens for people with special needs. Introduction ‘The only difference in a sensory garden is that all these components (hard landscaping, soft landscaping, colours, textures and wildlife) must be carefully chosen and designed to appeal to the senses in such a way that they provide maximum sensory stimulation’. Lambe, L. (1995:114) Sensory gardens1 have evolved gradually from the traditional concept of a ‘garden for the blind’. The term ‘sensory garden’ has been very much over-used in recent years but, in a therapeutic context, it usually refers to a small garden that has been specially designed to fulfil the needs of a group of people who want to be involved in active gardening and who also enjoy the passive pleasures of being outdoors amongst plants (Gaskell, 1994). -
Most Impaired" Coral Reef Areas in the State of Hawai'i
Final Report: EPA Grant CD97918401-0 P. L. Jokiel, K S. Rodgers and Eric K. Brown Page 1 Assessment, Mapping and Monitoring of Selected "Most Impaired" Coral Reef Areas in the State of Hawai'i. Paul L. Jokiel Ku'ulei Rodgers and Eric K. Brown Hawaii Coral Reef Assessment and Monitoring Program (CRAMP) Hawai‘i Institute of Marine Biology P.O.Box 1346 Kāne'ohe, HI 96744 Phone: 808 236 7440 e-mail: [email protected] Final Report: EPA Grant CD97918401-0 April 1, 2004. Final Report: EPA Grant CD97918401-0 P. L. Jokiel, K S. Rodgers and Eric K. Brown Page 2 Table of Contents 0.0 Overview of project in relation to main Hawaiian Islands ................................................3 0.1 Introduction...................................................................................................................3 0.2 Overview of coral reefs – Main Hawaiian Islands........................................................4 1.0 Ka¯ne‘ohe Bay .................................................................................................................12 1.1 South Ka¯ne‘ohe Bay Segment ...................................................................................62 1.2 Central Ka¯ne‘ohe Bay Segment..................................................................................86 1.3 North Ka¯ne‘ohe Bay Segment ....................................................................................94 2.0 South Moloka‘i ................................................................................................................96 2.1 Kamalō -
Elmer C. Aldrich
PLANNING MILESTONES FOR THE PARK UNITS AND MAJOR PROPERTIES ASSOCIATED WITH THE CALIFORNIA STATE PARKS SYSTEM July 1, 2010 Planning Division California State Parks P. O. Box 942896 Sacramento, CA 94296-0001 PLANNING MILESTONES FOR THE PARK UNITS AND MAJOR PROPERTIES ASSOCIATED WITH THE CALIFORNIA STATE PARK SYSTEM July 1, 2010 OVERVIEW This document is a compendium providing selected information on the classified units and major unclassified properties which currently are or have in the past been associated with the California State Park System. The main purposes of this compendium are to provide, in a single source: 1. a record of the major milestones and achievements in unit-level land use and management planning which have been accomplished through the years by the Department, with the major accomplishments of the last year summarized in Chapter II; 2. a variety of other information useful to understanding the past history or current status of these units and properties, and of the evolution of unit-level land use and resource management planning in the Department; and 3. The definitive number and the specific identity of those basic classified units and major unclassified properties which constitute the official State Park System as of the date of this report’s publication. As of July 1, 2010, the California State Park System consists of 278 basic classified units and major unclassified properties. These are identified on Lists 1 and 2 in Chapter III. To have data current to July 1, 2010, this total will be the Department’s official figure until the next edition of this report. -
Growing with Green Infrastructure
Growing with Green Infrastructure: Water Flow Site Plan A Design Proposal for BCS and BNS 94,550 gallons Leslie Velazquez and Anna Yie Green Infrastructure Design and Build Studio Patio areas with seating Gita Nandan, Elliott Maltby, and Frederick Wolf and tables for class or group work Summer 2019 | Pratt Institute Design Highlights Our design is about growing with green infrastructure and structuring the curriculum and learning Intensive green roof with experience around an interactive, scientific, fun, stormwater capture system that has multiple walking path (+ 65’) educational, environmental, and health benefits including: Solar panels over green roof • Managing 100% of stormwater from a 1.2” rainfall event The design uses the natural grade of the site to gather and direct stormwater into a large native • Solar energy system to provide school with clean electricity on site plant rain garden. • Continuous play area with increased farm school space and active green features Green Infrastructure Stormwater Management Extensive green roof In a 1.2” rainfall event with solar (+ 23’) Solar Power System Solar Power Info: Intensive Green Roof: Aquaponics system ● 90 kW system 22,560 gallons of stormwater ● Estimated annual power output: managed 123,900 kWh generated 123,900 ● Upfront cost: $427,00 kWh annually ○ Costs with incentives: $264,000 Solar-Green Roof: ○ Payback period: 13 years 16,270 gallons of stormwater Aquaponics outdoor managed classroom space (+ 16’) Under Solar Green Roof: Permeable This combination solar and green ● 7,900 ft² of resilient and adaptive plant pavers roof generates power for the school Aquaponics Roof: while also working to control species 5,420 gallons of stormwater Stormwater feature and stormwater runoff. -
2016 PEIR, Draft December 2015
3.5 CULTURAL RESOURCES This section of the Program Environmental Impact Report (PEIR) describes cultural resources in the SCAG region, discusses the potential impacts of the proposed 2016 Regional Transportation Plan/Sustainable Communities Strategy (“2016 RTP/SCS,” “Plan,” or “Project”) on cultural resources, identifies mitigation measures for the impacts, and evaluates the residual impacts. Cultural resources were evaluated in accordance with Appendix G of the 2015 State California Environmental Quality Act (CEQA) Guidelines. Cultural resources within the SCAG region were evaluated at a programmatic level of detail, in relation to the general plans of the six counties and 191 cities within the SCAG region; review of general information characterizing the paleontological resources that have been reported from the SCAG region and review of Dibblee maps of geology and soils; general information characterizing prehistoric and historic human occupation within the SCAG region; general sensitivity of the SCAG region with respect to Native American Sacred sites and tribal cultural resources available through coordination with the Native American Heritage Commission (NAHC) and direct outreach to tribal governments within the SCAG region, including two Native American consultation workshops hosted by SCAG during preparation of the 2016 RTP/SCS and related PEIR; and review of known cemeteries in the SCAG region; a review of related literature germane to the SCAG region; as well as a review of SCAG’s 2012 RTP/SCS PEIR.1 Cultural resources within the SCAG region are recorded in the paleontological fossils; archeological sites and artifacts, historic sites, artifacts, structures and buildings; and the built environment. There is a rich record of archived fossils that are estimated to represent over 500 million years.2 The archaeological record provides evidence of over thousands of years of human occupation. -
The Impact of a Sensory Garden Intervention for Individuals with Dementia
Clemson University TigerPrints All Theses Theses 8-2019 The mpI act of a Sensory Garden Intervention for Individuals with Dementia Haley Elizabeth Collins Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_theses Recommended Citation Collins, Haley Elizabeth, "The mpI act of a Sensory Garden Intervention for Individuals with Dementia" (2019). All Theses. 3168. https://tigerprints.clemson.edu/all_theses/3168 This Thesis is brought to you for free and open access by the Theses at TigerPrints. It has been accepted for inclusion in All Theses by an authorized administrator of TigerPrints. For more information, please contact [email protected]. THE IMPACT OF A SENSORY GARDEN INTERVENTION FOR INDIVIDUALS WITH DEMENTIA A Thesis Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Master of Science Recreational Therapy by Haley Elizabeth Collins August 2019 Accepted by: Dr. Marieke Van Puymbroeck, Committee Chair Dr. Brent Hawkins, Advisor Dr. Julie Vidotto ABSTRACT The purpose of this study was to determine the impact of sensory gardens on agitation and quality of life for people with dementia. The sensory garden consisted of plants that stimulated all the senses. Four people diagnosed with dementia residing in assisted living participated in the multiple treatment single-subject design (A1-B-BC-A2) study. Baseline phase A1 lasted two-weeks, intervention B and BC were four-weeks each, and return to baseline A2 was two-weeks, for a total of 12 weeks. Intervention B was an indoor sensory garden and intervention BC was an approximated outside sensory garden. -
Tour Guide (PDF)
Mary Lou Heard MEMORIAL GARDEN TOUR 2019 38 Magnificent Gardens in Full Bloom Await Garden Enthusiasts May 4th & May 5th 10am - 5pm heardsgardentour.com Locally World Famous Newsletter, Edition No. 16 in memory of Mary Lou Heard’s Spring Garden Tour. A personal, informative & affordable tour guide. GARDEN EXHIBITOR listing published for your visual pleasure. developed by a “Real Gardener”not a “Real English Teacher” GARDEN TOUR INFORMATION Drum Roll Please !!!! spread. The Bolen’s garden beckons you. Birds and butterFLies love their he Mary Lou Heard Foundation place – we know you will too! Twelcomes you to Tour 2019! This annual Please visit the garden of - self-guided tour is hosted by real gardeners Helen & Denny Bolen who generously consent to share their 8761 La Zana Ct personal creations. Our committee has been Fountain Valley 92708 privileged to visit in advance and see fabulous Open Saturday & Sunday gardens and hear the stories of our generous Bolen’s cottage welcomes you with bright hosts. They speak of the joys of gardening and FLowers and undulating walks of brick and sharing theirs with you, our honored guests. stone bordered by split-rail fences. At the Our hosts Find great satisfaction in knowing front door, there’s a courtyard replete their many efforts will surely help others. In with vines, roses and a fairy garden. today’s uncertain times, many, many families Their property features an English garden are Finding themselves suddenly in need. We herself. Your donation is a free-will offering. 2019 Featured garden: look with a wide variety of FLowers and ask for you to keep them in mind. -
Collections Policy
Chicago Botanic Garden COLLECTIONS POLICY 1 Collections Policy July 2018 2 COLLECTIONS POLICY TABLE OF CONTENTS Mission Statement ................................................................................................................... 1 Intent of Collections Policy Document ..................................................................................... 1 Purpose of Collections .............................................................................................................. 1 Scope of Collections ................................................................................................................. 1 1) Display Plant Collections .......................................................................................... 2 Seasonal Display Collections ........................................................................... 2 Permanent Display Gardens ............................................................................ 2 Aquatic Garden ................................................................................... 2 Bonsai Collection ................................................................................. 3 Graham Bulb Garden .......................................................................... 3 Grunsfeld Children’s Growing Garden ................................................. 3 Circle Garden ....................................................................................... 3 Kleinman Family Cove ........................................................................ -
South Africa School Sets Stage for Aquaponics Training Curricula
FOR IMMEDIATE RELEASE Contact: Nancy Baker, Communications Director, 540-533-7490, [email protected] South Africa School Sets Stage for Aquaponics Training Curricula JOHANNESBURG, SOUTH AFRICA (October 21, 2019); As South Africa President Cyril Ramaphosa calls for schools to explore integrating aquaponics into their curricula to meet a growing demand for practical skills and food security, one school in Ekurhuleni is already proving his point. At a special press event last Thursday at Laerskool Kempton Park, students and teachers demonstrated how they’re using their aquaponics system to not only provide year-round fresh produce and fish for the school’s meals, but also serve as an innovative teaching tool for core subjects, adaptive agriculture and environmental protection. Teachers also noted that the aquaponics system has been a particularly effective learning environment and behavior therapy tool for their students with special needs who don’t adjust well to traditional classroom settings. Kempton Park’s aquaponics project was installed two years ago by INMED South Africa with funding from Air Products South Africa. It’s the latest of three school-based aquaponics projects with Air Products and is among nearly two dozen INMED Aquaponics projects throughout South Africa. Aquaponics is a combination of fish farming and hydroponics in a closed symbiotic system—an ancient technique used by the Aztecs. It produces crops and fish year-round at yields INMED Partnerships for Children – International Headquarters 21240 Ridgetop Circle, Suite 115, Sterling, Virginia 20166 USA Telephone: +1 703-729-4951 Web: https://inmed.org significantly higher than traditional farming with no chemicals or fertilizers, while dramatically conserving water, energy and land resources. -
A Qualitative Evaluation of Active Gardens and Recreational Areas As Examples of Green Space Redevelopment Alison J
Worcester Polytechnic Institute Digital WPI Interactive Qualifying Projects (All Years) Interactive Qualifying Projects May 2008 Cataloging Active Gardens for the ByOase Project in Copenhagen: A qualitative evaluation of active gardens and recreational areas as examples of green space redevelopment Alison J. LeFlore Worcester Polytechnic Institute Bernard Joseph Lis Worcester Polytechnic Institute Corey Ryan Randall Worcester Polytechnic Institute Follow this and additional works at: https://digitalcommons.wpi.edu/iqp-all Repository Citation LeFlore, A. J., Lis, B. J., & Randall, C. R. (2008). Cataloging Active Gardens for the ByOase Project in Copenhagen: A qualitative evaluation of active gardens and recreational areas as examples of green space redevelopment. Retrieved from https://digitalcommons.wpi.edu/iqp- all/830 This Unrestricted is brought to you for free and open access by the Interactive Qualifying Projects at Digital WPI. It has been accepted for inclusion in Interactive Qualifying Projects (All Years) by an authorized administrator of Digital WPI. For more information, please contact [email protected]. ByOasen Catalog May 2008 Playgrounds Gardens Nature Centers Animal Farms A collection of gardens, nature centers, playgrounds and animal farms as examples of the possibilities in De Gamles By Agenda 21 Center Nørrebro Blegdamsvej 4B Tel. 50 94 76 16 [email protected] Contents Overview 3 Building Playgrounds 4 1 Children and Animals 5 Gardens 6 Nature Education 7 Sensory/Therapeutic Gardens 8 2 Bredegrund Byggelegeplads 9 Broparkens Byggelegeplads 10 Buehler Enabling Garden 11 Byggelegepladsen Rønneholm 12 3 Carter School Sensory Garden 13 Dam Head Park 14 Geelsgård Skolen 15 Kløvermarken 16 Lions Wellness Park 17 4 Psykiatrisk Center Skt. -
Outdoor Classroom Project Plan: Materials List & Budget for Sensory Garden
Outdoor Classroom Project Plan: Materials List & Budget for Sensory Garden A sensory garden includes plants that help teach students how to use all five senses (sight, touch, taste, smell, touch) as they explore the outdoor classroom. Some plants have bright flowers or leaves to trigger a visual response, while other plants feel, taste, or smell unique. Wind chimes make a great, simple addition to the garden, but expanded sound gardens can be incorporated into the outdoor classroom as well. Each garden should incorporate elements that engage the students with all five of their senses. ❖ Habitat Requirements: Full sun for 6-8 hours per day for optimal plant growth Near the entrance of the outdoor classroom if possible ❖ Example Sensory Garden Pictures & Educational Sign: Lamb’s Ear is very soft to the touch. (above) Chocolate Mint tastes and smells yummy. (below) Alabama Wildlife Federation Outdoor Learning Station Project Plan: Sensory Garden Page 1 | 4 Materials List & Budget https://www.alabamawildlife.org/oc-sensory-garden/ OC Project Plan: Example Sensory Garden Materials List & Budget ❖ Estimated Cost: Example 4 ft x 13 ft Sensory Garden: 3-sided garden against the school building: $480 Example 5 ft x 14 ft Sensory Garden: 4-sided garden away from school building: $600 ❖ Materials & Supplies Lists with Estimated Budgets: Example 3-sided Sensory Garden (Actual Size: 3 ft (W) x 12 ft 4 in (L) x 6 in (D) 3-sided raised bed garden against school building → ~19 CF) Learning Est. Final Materials & Supplies Source of Materials Station -
The Impact of the Multi-Sensory Gardens Design on the Behavior of Children with Healthcare Needs
JOURNAL OF ENGINEERING AND APPLIED SCIENCE, VOL. 67, NO. 2, APR. 2020, PP. 373-389 FACULTY OF ENGINEERING, CAIRO UNIVERSITY THE IMPACT OF THE MULTI-SENSORY GARDENS DESIGN ON THE BEHAVIOR OF CHILDREN WITH HEALTHCARE NEEDS A. H. MAHMOUD1, AND F. M. MOHAMED2 ABSTRACT Remarkably, the general development programs don't take into account the disabled children requirements or participation and they are unable to make their future decisions. A multi-sensory garden is a self-contained region that concentrates an extensive variety of sensory experiences. Such a region, if designed well, gives a valuable asset for a wide range of users, from education to recreation. It is distinct since all these components, but have to be carefully chosen and designed to appeal to the senses in such a way that they give maximum sensory stimulation. This paper focuses on the effect of multi-sensory gardens design on different aspects and their effects on disabled children, and grasp the influence of the physical environment on children and recognize environmental qualities that are linked with particular behavioral reactions. It’s investigating by observing the regions and how they are utilized by disabled children. The methodology implanted here is based on observation, surveys, which were used in conjunction with theoretical theories. Finally, concluding the important role in increasing the communication between disabled children and nature, improving cognitive performance and promoting psychological recovery. KEYWORDS: Sensory gardens, Nature, Spatial Perception, Creativity, Cognitive. 1. INTRODUCTION The use of sensory gardens in treatment contains a long history. The concepts of healing gardens derived back to the religious and medical residence gardens which back to middle age.