Studied by 7 people
Human Nature
a term used to describe human characteristics. Eg Sadness
Nature vs Nurture
Concept regarding our genetic makeup (nature) vs the environment (nurture)
The laws of nature
laws of science and maths that relate to the way the world works. Eg Laws of Thermodynamics
The nature of …
expression about the nature of something
Mother nature
a term that generally refers to the earth’s biosphere and all the living things and systems within
Definition of Nature
The living things, the ecosystem and the processes that form them and the places in which we find all of these.
Natural
Something that comes from nature Eg Koalas
Artificial
things that are created by humans Eg motorbike
Unnatural
Refers to an object or process that humans have affected in some way. Eg introduction of pest species or mountain bike trails
Urban/Built environments
areas of permanent infrastructure designed to support higher population densities such as cities and towns. Eg shopping centres, schools
Wilderness
an area that is big, remote and untouched. Eg Wabba Wilderness park
Big (Wilderness)
Minimum 2000 hectares and needs to be sufficient and maintain its own ecosystem and biological diversity.
Remote (Wilderness)
Refers to the ease of how we can reach a place. Typically wilderness areas are a distance from large urban populations and harder to get to.
Untouched
Undamaged or unmodified. A place that looks like you would expect any outside impact from humans.
Protected areas
A protected area is a clearly defined geographical space, recognised, dedicated and managed through legal or other effective means to achieve the long-term conservation of nature with associated ecosystem services and cultural values.
Examples of protected areas
World heritage protected areas, national parks, wilderness parks, marine parks, state parks and local parks
World Heritage protected areas
Places deemed so significant for humans and for environmental protection that they are given a status of protection beyond the borders of the state or country. Eg Great Barrier Reef
National Park
Nationwide significance due to outstanding natural environments, features, scenic landscape and diverse land type.
They protect natural and cultural features and usually offer visitor facilities.
In national parks there are often limited areas for intensive recreation or development.
Eg Grampians and Great otways
Marine Parks
Protect marine and coastal environments
Safeguard marine habitats for important plants and animals
Conserve natural, culurals and aesthetic values
Eg Wilsons Promontory Marine Park
State Parks
Managed for same purposes and act as national parks
Are generally smaller then national parks
Make up an area of land containing natural environments and features, scenic landscapes and 1 or more land types representing major land types of the state
Eg Werribee Gorge
Metropolitan and local parks
Managed for intensive recreation and conservation where appropriate.
Eg Cherry Lake
List of protected area categories around the world by IUCN
Strict Nature reserves
Wilderness Areas
National Parks
Natural monument or feature
Habitat/species management area
Protected landscape/seascape
Protected area with sustainable use of natural resources.
Strict Nature Reserve
strictly protected areas
Set aside to protect biodiversity and geological/geomorphic features
human visitation, use and impacts are strictly controlled and limited to ensure protection of the conservation values
can serve as a reference area for scientific research and monitoring
Wilderness area/park
A wilderness area that is protected and managed to persevered natural condition
Eg: Avon Wilderness Park and Wabba Wilderness Park
Natural monument or feature
Protected areas set aside to protect natural monuments such as landforms, sea mount, submarine cavern or geological features such as a cave.
Eg Uluru and Great Barrier Reef
Habitat/Species management area
aim to protect particular species or habitats
Protected landscape/seascape
intervention of people and nature over time has produced an area of distinct significant ecological, biological, cultural and scenic value
Safeguarding the integrity of this value is vital to protect and sustain the area
Protected area with sustainable use of natural resources
conserve ecosystems and habitats along with associated cultural values and traditional natural resource management
generally large with most area in natural condition
a proportion is under sustainable nature resource management
low-level non-industrial use of natural resources compatible with nature conservation is a main aim
In vic most state parks fall into this category
Wilderness areas are important as heritage because ….
special and unique
play a role in history
provide a link between culture of aboriginal people and increasingly willingness of Non-Aboriginal Australians to value their beauty and irreplaceability.
People value wilderness because….
source of enjoyment and recreational pleasure
can teach something
great spiritual or aesthetic value
What is motivation
A driving force or reasoning behind a persons desire to do something.
Intrinsic Motivations
Motivations we get from within ourselves. (What within you makes you do something?)
Extrinsic Motivations
Motivations we get from outside ourselves. External factors
Categories of motivation
Competence/mastery
stimulus avoidance
socialisation
cognitive reward
Competance/Mastery
Being competent in the activity
building strength through participating in the experience
being the first to achieve something
setting a record or other achievement
Stimulus avoidance
negative reinforcement
do something as it helps us avoid something
Eg: Participating in the outdoors as an escape from aspects of everyday life
Socialisation
about social benefits
personal and social developments
feelings of community
feeling of growth and independence
Cognitive reward
about mental rewards
Eg
learning something new
achieving something new, different or risky
obtaining an adrenaline rush
proven something to yourself or others
seeking trascendence
Positive responses
result in positive behaviours such as protecting, preserving and enhancing the environment
Responses include
appreciation
awe
contemplation
inspiration
exhilaration
connection
curiosity
Appreciation
recognition of value and significance in an outdoor environment
Awe
A feeling of wonder or admiration for an outdoor environment
Contemplation
a feeling that engenders long and thoughtful observation or a deep reflection about an outdoor enviroment
Inspiration
A feeling about the outdoor environment that leads a person to want to do or create something
exhileration
a feeling of excitement or happiness, resulting from an outdoor experience
connection
A feeling that we are a part of a place or connected to a place. Can come with spiritual feelings or feelings of the wondrous nature of an environment
Curiosity
A feeling of wanting to know more and wanting to understand an environment in more detail or in other ways
Negative responses
Probably lead to damaging behaviours or dangerous actions with respect to an outdoor environment such as a desire to clear, change or remove things from the environment.
Responses include
Fear
Revulsion
curiosity
Fear
Unpleasant feeling resulting from a belief that something in an outdoor environment or an activity in an environment is dangerous
Revulsion
sense of disgust and loathing. An environment could cause revulsion due to something negative that a person sees in it
Varying responses
Peoples responses to an outdoor environment vary significantly. The ways we respond can also change over time, as we age and as society changes.
Factors influencing personal responses
age
education
culture
background
experience
religion
socioeconomic background
media
Outdoor environments as a resource
Something from the environment that
supplies
support
aids
source or income
Developed ways of exploiting environmental resources such as
timber
wood
harvesting
mining
Tourism and education have become aspects that people use to make money
the removal, exploitation and pressure on natural resources has caused lots of damage
Outdoor environments as recreation and adventure
Many experiences in outdoor environments are based on recreation and adventure
These experiences provide time to reflect, appreciate and respect the environment
can be challenging and encourage people to push themselves to achieve a particular goal
can include passive, active, exploratory, educational and high risk activities
Recreation
an activity done for enjoyment, amusement or pleasure and is considered fun
Adventure
can be described as exciting, risky or daring and is in some way hazardous or dangerous
Environment as a spiritual connection
a spiritual connection where you find a sense of place and can put life into perspective
Deeper connection that can’t be achieved through participation in a recreational activity
Indigenous Australians are often described as having deep spiritual connection with the land
Outdoor environments as a study site
location or place where investigation, analysis and other activities occur in the pursuit of knowledge
people including scientists, students, land managers, volunteers, and outdoor education companies utilise the environment
may observe, explore, test, monitor, record or report to better understand the environment, why and how it changes and human interrelationships with it.
Knowing outdoor environments
environments are encountered from various viewpoints and positions including
experiential knowledge
environmental and natural history
ecological, social and economic perspectives
to know outdoor environments we need to spend time in them, gather information and learn about them
People can experience the environment by:
recreational activities
media
literature
geographic location
Experiential Knoweldge
obtaining knowledge and understanding through actively engaging in an activity
a personal experience
people who come to know the environment through their own individual experiences often have a deep and clear understanding of it
Environmental and natural history
based on land formations, climate and weather events, changes to the landscape and animals and a basic knowledge of what has occurred in an environment throughout a period of time.
have the ability to reflect on what has changed and why as well as make predictions about what will happen
ecological
grounded in biology
the interrelationships between living organisms and their surroundings
important role in ensuring adequate functioning of ecosystems
social
human interaction is the foundation of the social perspective
refers to actions of society as a collective
gather knowledge about activities and behaviours that have and have not been successful
Economic
directly linked to profit
what the environment offers in terms of resources and income opportunities
may be narrow minded with the desire to make money
May help people understand the value of protecting the environment
Alps
granite, sandstone, limestone, basalt and slate rocks
Difficult to determine the highest peak from the surrounding
Highest parts are treeless being dominated by grasses, shrubs, and small flowering plants
climate is often harsh
Covered in snow for more than a 3rd of the year
Suffer hot and dry summers, high winds and regular fire events
Eg: Mount Buffalo National Park
Grasslands
dominated by grasses and other small plants such as herbs and wildflowers
Trees are either not found at all or in small numbers
Fertile by rocky soils and low rainfall
Support some very rare animal species
Eg: Derrimut grassland
Heathlands
soil and wind conditions prevent the growth of trees and taller shrubs
dominated by low, woody shrubs
often found near windswept, salt-sprayed coastal areas on sandy and low fertile soils
birds are common
Fire is an important part of Victorian heathlands
Eg: Wilsons Promontory national park
Mallee
named for small mallee trees
a group of eucalyptus trees that dominate this type of environment
Tend to have Sandy soils with saltbush and small heathy shrubs combing with grasses to form an understory
climate is hot and dry with rainfall typically low
soils are poor
rich biodiversity in plant species
Eg: Little Desert National Park
Dry forests and woodlands
encompass many different types of environments
occur on well-drained but nutrient poor soils
often found in areas with low rainfall
have to cope with periods of extended drought and high summer temperatures
Trees are tall but not as tall as wet forests
Have an understory of native grasses
Mammals are rich in these forests
Eg: Brisbane Ranges national park
Biome
a large naturally occurring community of flora and fauna occupying a major habitat
Wet forest and rainforests
include Victoria’s tallest tree which often dominate their environments
utilise fire in germinating seeds
cooler temperatures and generally high rainfall
Eg: Great Otway
Inland waters and wetlands
include flowing water sources such as creeks and rivers
many of these are permanent features in environments
provide habitats for a variety of plants and animals
land surrounding inland waterways often have tall canopies
key component in natural water purification process
Eg: Murray River
Coast and marine enviroments
subject to constant change
Wind, large waves, and constant salt spray create a wide variety of landforms
grasses and small shrubs and trees dominate the flora
include an enormous range of habitats such as reefs, kelp forests, mudflats and seagrass beds
Eg: Wilsons Promontory
Types of risk in the outdoors
environmental risks
risks associated with people
risks associated with equipment
Environmental risks
risks that originate from the outdoor environments
eg:
weather
terrain
remoteness of an area
dangers of flora and fauna
Risks associated with equipment
Risks with specialised equipment that is used while on outdoor trips or equipment used to get to a place
Eg:
clothing
buoyancy aids
kayaks
surfboards
tents
climbing ropes
motor vehicles
trangia
Risks associated with people
risks connected to the people involved such as leaders, participants and others
Eg
Skill
knowledge
experience
health and fitness
age
fears
emotions that participants bring to an experience
Life threatening dangers in the outdoors
drowning
impacts with solid things (either fall on you or you fall on to)
exposure (hyperthermia and hypothermia)
burns from bushfires and fuel stoves
lightning strikes
poisonous bites
Preparation
let someone know before you go
prepare and take a well-stocked first aid kit
carry emergency equipment
learn to navigate
practice skills
watch the weather
avoid going on your own
What to do if you get lost
Stop
Don’t panic
Start trying to work out where you are
find features in the landscape around you that you can identify on maps
Stay together
don’t split up
It is easier to find one big group rather than many little ones
Find higher ground
Once settled and organised find higher ground that you may be able to get reception on
trying retracing your steps to return to a place you recognise
Contact emergency services
give them details of the group, equipment, current environment and best recollection of place before getting lost
\n What to do if you get lost and can’t contact emergency services
Stop
Don’t panic
Start trying to work out where you are
find features in the landscape around you that you can identify on maps
Stay together
don’t split up
It is easier to find one big group rather than many little ones
Find higher ground
Once settled and organised find higher ground that you may be able to get reception on
trying retracing your steps to return to a place you recognise
Preparation will pay off
someone should raise the alarm when they realise you aren’t where you said you would be
Your task changes to survival
Stay together
find shelter
Conserve energy
What to do if someone is injured
Stop
Don’t panic
ensure everyone in the group is safe
get to the injured person as safety and quickly as possible
only move the injured person if necessary
try and determine the condition of the person
treat any life threatening injuries
make the injured person comfortable
send for help
What are the snorkelling procedures for safety
a ratio of 1:10 for instructors to participants
mandatory wetsuits for all participants
snorkel as a group
buddy up policy
What are the hiking procedures for safety
maps are given to all participants
hike together as a group
safety briefing on snakes at the beginning of the hike
buddy up policy
first aid kit
appropriate clothing
emergency plan
let someone know of your plans
Risk management
a process that all teachers and outdoor leaders must include in their planning of outdoor experiences with students and other other groups
Note 
Flashcard (35)