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1. |
Record Nr. |
UNINA9910452265203321 |
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Autore |
Marcus Clare Cooper |
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Titolo |
Therapeutic landscapes : an evidence-based approach to designing healing gardens and restorative outsdoor spaces / / Clare Cooper Marcus, Naomi Sachs |
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Pubbl/distr/stampa |
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Hoboken, New Jersey : , : John Wiley & Sons, , [2014] |
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ISBN |
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1-118-42110-8 |
1-118-41940-5 |
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Descrizione fisica |
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1 online resource (338 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Medical geography |
Landscapes - Therapeutic use |
Landscape architecture - Therapeutic use |
Evidence-based design |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Therapeutic Landscapes: An Evidence-Based Approach to Designing Healing Gardens and Restorative Outdoor Spaces; Copyright; Contents; Foreword; Acknowledgments; Chapter 1: Introduction; References; Chapter 2: History of Hospital Outdoor Space; References; Chapter 3: Theory, Research, and Design Implications; The View through a Window; The Importance of Research; Research informs design; Research informs policy; Evidence-Based Design; Research on Benefits of Nature Exposure; Virtual nature, real nature; Scent, "forest bathing," and "green exercise"; Nature and the city |
Theoretical and Philosophical UnderpinningsBiophilia; Prospect-refuge theory; Stress: The "fight or flight" response; Stress reduction theory; Attention restoration theory; Other Pertinent Theories for Evidence-Based Healthcare Design; Emotional congruence theory; The aesthetic placebo; Nature and pleasure; Next Steps; References; Chapter 4: Types and Locations of Therapeutic Landscapes in Healthcare; Extensive Landscaped Grounds; Advantages; Disadvantages; Borrowed Landscape; Advantages; Disadvantages; Nature and Fitness Trails; |
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Advantages; Disadvantages; Landscaped Setback; Advantages |
DisadvantagesFront Porch; Advantages; Disadvantages; Entry Garden; Advantages; Disadvantages; Backyard Garden; Advantages; Disadvantages; A "Tucked Away" Garden; Advantages; Disadvantages; Courtyard; Advantages; Disadvantages; The Hole-in-a-Donut Garden; Advantages; Disadvantages; Plaza; Advantages; Disadvantages; Roof Garden; Advantages; Disadvantages; Roof Terrace; Advantages; Disadvantages; A Peripheral Garden; Advantages; Disadvantages; Atrium Garden; Advantages; Disadvantages; Viewing Garden; Advantages; Disadvantages; Chapter 5: The Participatory Design Process; Legacy Health Overview |
Purpose of Legacy Health therapeutic gardensDesign process; Organizing Staff to Conceptualize Needs; Design team meeting no. 1; Design team meeting no. 2; Design team meeting no. 3; Benefits of the Design Team Process; So, How Do We Start?; Key points for designers; Key points for the healthcare team; References; Chapter 6: General Design Guidelines for Healthcare Facilities; Overarching Design Considerations; Safety, security, and privacy; Accessibility-ADA and Universal Design; Physical and emotional comfort; Positive distraction; Engagement with nature (biophilia) |
Maintenance and aestheticsSustainability; Programming and Site Planning Considerations; Programming and site planning guidelines; Specific Physical Design Guidelines for All Therapeutic Gardens; General considerations; Visual access; Physical access; Pathways; Seating; Utilities; Lighting; Water features; Other garden elements; References; Chapter 7: Children's Hospital Gardens; The Challenge of Multiple User Groups; Design Guidelines; General guidelines; Pathways; Seating; Planting; Utilities; Case Studies; References; Chapter 8: Gardens for Cancer Patients; References |
Chapter 9: Gardens for the Frail Elderly |
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Sommario/riassunto |
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This comprehensive and authoritative guide offers an evidence-based overview of healing gardens and therapeutic landscapes from planning to post-occupancy evaluation. It provides general guidelines for designers and other stakeholders in a variety of projects, as well as patient-specific guidelines covering twelve categories ranging from burn patients, psychiatric patients, to hospice and Alzheimer's patients, among others. Sections on participatory design and funding offer valuable guidance to the entire team, not just designers, while a planting and maintenance chapter gives critical info |
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2. |
Record Nr. |
UNINA9910786458403321 |
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Autore |
Parker Woodrow M. |
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Titolo |
Multicultural relations on campus : a personal growth approach / / Woodrow M. Parker, James Archer, Jr., James E. Scott |
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Pubbl/distr/stampa |
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New York : , : Routledge, , 2009 |
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ISBN |
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1-317-75703-3 |
1-315-79860-3 |
1-317-75704-1 |
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Descrizione fisica |
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1 online resource (169 p.) |
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Altri autori (Persone) |
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ArcherJames, Jr. |
ScottJames E., Ph. D. |
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Disciplina |
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Soggetti |
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Multicultural education - United States |
Cross-cultural orientation - United States |
Universities and colleges - United States |
Activity programs in education - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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First published 1992 by Accelerated Development. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Title Page; Copyright Page; DEDICATION; PREFACE; Table of Contents; LIST OF ACTIVITIES; LIST OF FIGURES; 1 INTRODUCTION; General Approach; Definitions; Training Model; General Goals; Using This Program (Information for Organizers and Facilitators); Activity 1-1 Journal Writing Activity; References; 2 PERSONAL AWARENESS: IDENTITY DEVELOPMENT AND MULITICULTURAL RELATIONS; Racial and Ethnic Identification: A Vehicle for Self-Understanding; Minority Identity Development Model; Stage One: Conformity; Stage Two: Dissonance; Stage Three: Resistance and Immersion; Stage Four: Introspection |
Stage Five: Synergetic Articulation and AwarenessWhite Racial Consciousness Model; Stage One: Contact; Stage Two: Disintegration; Stage Three: Reintegration; Stage Four: Pseudo-Independence; Stage Five: Autonomy; Gay and Lesbian Identity Development; Stage One: Identity Confusion; Stage Two: Identity Comparison; Stage Three: Identity Tolerance; Stage Four: Identity Acceptance; Stage Five: Identity Pride; Stage Six: Identity Synthesis; Summary; Activities; Activity 2-1 |
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Minority Identity Development, White Racial Consciousness Development, and Gay and Lesbian Identity Development |
Activity 2-2 Reflections of Minority, Majority, and Gay/Lesbian Students: A Look in the MirrorActivity 2-3 In Their Shoes; Activity 2-4 Exploring Racial/Cultural Identity Development: A Trip Back; Activity 2-5 Literary Sharing: A Vehicle for Multicultural Understanding; Activity 2-6 Exploring Our Racial/Cultural Identity Development; References; 3 STEREOTYPING; Background; Stereotyping Process; Ethnocentrism; Overcoming Stereotyping; Activity 3-1 Campus Stereotypes; Activity 3-2 Labels; Activity 3-3 Major Campus Stereotypes; Activity 3-4 Personal Stereotyping; Reference |
4 EMPATHY AND AWARENESS OF CAMPUS MINORITIESAfrican-American Students; Jewish Students; Hispanic Students; Asian-American Students; Lesbian and Gay Students; Activities; Activity 4-1 Dear Abby; Activity 4-2 Childhood Messages; Activity 4-3 Pick Your Corner; References; 5 BECOMING A CULTURALLY EFFECTIVE PERSON: DEVELOPING SENSITIVITY; Inhibiting Forces; Cultural Values; Racial/Ethnic Identity Attitudes; Negative Perceptions and Experiences; Perceived Preferential Treatment; Homophobia; Facilitative Forces; Self-knowledge; Cultural Knowledge; Racial/Ethnic Security; Summary; Activities |
Activity 5-1 Table of Significant Others (TOSO)Activity 5-2 Developing Culturally Sensitive Behavior; Activity 5-3 Doing the Right Thing; Activity 5-4 Intergroup Sharing of Cultural Knowledge; References; 6 MULTICULTURAL COMMUNICATION ON CAMPUS; Barriers; Assumed Similarities; Nonverbal Misinterpretations; Preconceptions and Stereotypes; Tendency to Evaluate; High Anxiety; Selected Reports from Students; Lack of Cultural Knowledge-Cultural Deficiency; Language; Stereotyping; Lack of Tolerance; Self-disclosure; Denial of Racism; Facilitating Multicultural Communication; Models of Communication |
Sender |
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Sommario/riassunto |
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First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company. |
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