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OUTDOOR ED > unit 1 exam > Flashcards

unit 1 exam Flashcards

1
Q

Example of nature

A

ocean, mountain

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2
Q

Define wilderness

A

an unsettled, uncultivated (under developed) region left in its natural conditions

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3
Q

Example of wilderness

A

wilderness zones in wilson’s prom

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4
Q

Define urban/built environment

A

areas of a permanent infrastructure designed to support higher population densities

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5
Q

Example of an urban/built environment

A

cities, regional centres and towns

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6
Q

Define outdoor environments

A

those environments that have minimal influence from humans

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7
Q

Example of an outdoor environment

A

lake, river

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8
Q

Define managed parks

A

usually crown land that have care takes (park rangers) to monitor, protect and maintain the health of the parks environment

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9
Q

Example of a managed park

A

wilson’s prom

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10
Q

Define real risk

A

the actual risks involved with the activity, known by those who are experienced (not based on feelings, but the actual chance of something happening)

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11
Q

Define perceived risk

A

what people believe to be the risks involved/associated with a particular activity, based on experience, emotions, fears or beliefs

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12
Q

Define minimal impact

A

strategies undertaken to reduce harm/impact in the outdoors

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13
Q

Example of minimal impact

A

minimising packaging, avoiding peak hours

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14
Q

What are the different motivations for seeking outdoor experiences?

A

SOCIALISATION: share nature with others, seek feeling of independence
COGNITIVE REWARD: desire to prove something
COMPETENCE/MASTERY: be the first to achieve something, set a record
STIMULUS AVOIDANCE: health/wellbeing, escape from reality

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15
Q

Define nature

A

something that occurs naturally (on its own) without human interference

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16
Q

What is the difference between natural and unnatural? Give an example of each.

A

NATURAL is something that occurs on its own. For example fish in the sea, grass in the wild
UNNATURAL is something that occurs with human interference/interaction. For example trees being planted

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17
Q

How can the media portray the outdoors and what category they may fit into?

A

the media can change anyone’s view of the environment by only describing one view, and can dramatize and add false information to mislead you to agree with their viewpoint.
4 categories include:
- ROMANTIC: riding into the sunset
- GYMNASIUM: place to get fit and workout
- MOTHER: protector and provider
- PLAYGROUND: place for adventure and fun

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18
Q

What are the four ways people RESPOND to nature?

A

awe, contemplation, fear and appreciation

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19
Q

Define risk and why taking risks is important?

A

RISK is the potential to lose something that you value in order to gain something you value. If risks are not taken, nothing is gained, hence why it is important to do so.

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20
Q

How do we plan safe and sustainable trips in the outdoors?

A
  • planning
  • assessing risk management
  • letting people know where we are going
  • limiting size of party
  • taking a first aid kit
  • minimising packaging
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21
Q

What are the four ways we EXPERIENCE nature?

A

resource, study site, recreation and spiritual connection

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22
Q

Define awe

A

an overwhelming feeling of wonder or admiration

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23
Q

Define fear

A

an unpleasant emotion caused by the belief that someone/something is dangerous, likely to cause threat or pain

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24
Q

Define appreciation

A

the recognition of value, significance and enjoyments of the good qualities of someone or something

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25
Define contemplation
a long, thoughtful observation, the action of looking thoughtfully at something or a deep reflective thought
26
Define resource
people rely on the environment to provide resources for their survival
27
Example of resource
food, shelter and money (mining, farming etc.)
28
Define study site
people study the environment to help understand the impacts human interactions have and to manage environments as a resource or place for recreation
29
Example of study site
finding new medicines, finding their own strengths
30
Define recreation
people use the environment for fun, adventure and pleasure
31
Example of recreation
surfing, hiking etc.
32
Define spiritual connection
connecting to the environment on a deeper level
33
Example of spiritual connection
indigenous people had a spiritual connection with the land - as evident in their dream time stories
34
What are the five ways people can KNOW the outdoors? (perspectives)
experiential, environmental and natural history, ecological, economic and social
35
Define experiential
knowledge gained from experiencing something
36
Example of experiential
going surfing and gaining knowledge from doing so
37
Define environmental and natural history
basic knowledge of what has occurred in a specific environment throughout a period of time
38
Example of environmental and natural history
land formations, climate and weather events, changes to the landscape and the animals that inhabit
39
Define ecological
looks at the biology and the relationship between living and non-living
40
Example of ecological
knowing what’s in the environment (or likely to be) – species, plants etc.
41
Define social
refers to actions of society as a community, through this perspective we are able to gather knowledge about which activities and behaviours have been successful and which have not
42
Example of social
knowledge of indigenous people vs early european people
43
Define economic
refers to what resources the environment offers in terms of its resource and income opportunities
44
Example of economic
mining, farming
45
How does ecological and economical impacts relate?
people who harvest see the environment from an economic perspective and as a way to make money (for example timber harvesting), this has a large impact on ecological process.
46
What FACTORS limit access to the outdoors
socio-economic status (SES), age, cultural background, physical ability and gender
47
Define socio-economic status
measure of someone’s economic position based on their education, income and occupation
48
Example of socio-economic status
can affect access to paid outdoor experiences and those that require expensive equipment
49
Define age
total of a persons age
50
Example of age
can affect access to activities that require fast-intensity or long duration activities
51
Define gender
male or female
52
Example of gender
can affect access to activities that require more strength, however becoming less of a barrier as women are proving to be just as strong as men
53
Define cultural background
ones life experience shaped by membership in groups based on ethnicity, race, SES, gender, language, religion, etc.
54
Example of cultural background
muslim women are unable to swim with other males, reducing their access to activities that require swimming
55
Define physical ability
the ability to perform some physical act
56
Example of physical ability
can affect access to activities if one is impaired (blind, deaf, amputee etc.), and also if one is overweight, has heart conditions, or any other pre-existing medical conditions
57
How does technology affect a persons experience in the outdoors in a POSITIVE way?
may had made experience more safer or easier | e.g. navigator
58
How does technology affect a persons experience in the outdoors in a NEGATIVE way?
may have caused disconnection between people and the environment, made challenging activities easier, deskilling individuals and may cause an over-reliance on devices that can fail in the outdoors e.g. fish tracker
59
How has technology changed over 100 years?
technology has improved major activities; it has made them easier, safer and more accessible to the public.
60
Why can technology cause separation between people and the environment?
technology can cause a separation between people as it may take the whole idea of being in the 'outdoors' away from you

OUTDOOR ED (1 decks)

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