Age - For example: Gen X, Gen Y, Baby Boomers

Importance of Considering Culture (02-11-19)

A Kongi-lead team confirms the important links between culture and the experience of place.  The researchers report that “The living environment plays a critical role in healthy aging. . . . The aim of this study was to shed light on older adults’ (. . .ages 70+) living situations and their demands on the neighborhood in two countries, the United States . . . and Germany. . . . Differences between countries were more pronounced than differences between age groups or living areas, indicating that cultural influence is a key aspect of needs assessment for neighborhood design. . . .

Age and Workplace Design (02-01-19)

Appel-Meulenbroek and colleagues collected information from workers born into different generations to learn more about perceived workplace design-related needs and preferences.  The variations they identified were present at the time that their research was conducted and may or may not persist as members of various generations age.  The investigators defined Baby Boomers as born from 1946 – 1964, members of Generation X as being born from 1965 – 1979, and Millennials as born 1980 – 1998.  Data were obtained from hundreds of Dutch office employees who are members of one of the three generat

Overlays, Views, and Stress (12-26-18)

Research conducted with children may indicate a way to at least partially compensate for lack of nature views in areas where people are likely to feel stressed.  Pearson and team collected data from pediatric hospital patients (2-18 years old) who were assigned to hospital rooms that either had no applique like overlays that partially covered the windows of their rooms or realistic overlays on their windows that were reminiscent of an undersea environment (“aquatic animals and sea plants”) or a wooded meadow (“greenery, trees, and grass”).

Trees in Schoolyards: Additional Research (09-18-18)

Trees in schoolyards have again been linked to improved academic performance.  Kuo lead a study, published in Frontiers in Psychology, which “investigated the link between greenness and academic achievement in 318 of Chicago’s public elementary schools. The district serves a predominantly low-income minority population with 87 percent of third-graders qualifying for free lunch during the study year (2009-2010). . . .

Tree Cover, Road Density, and Academic Performance (09-12-18)

Donovan and colleagues investigated how tree cover and road density influence academic performance.  They “examined the association between individual [pupil]-level standardized . . . reading test scores and exposure to the natural environment using data from Portland Public Schools. . .19,459 students attending 90 schools for the reading model. . . . A 1-SDincrease in tree cover within 100 m[eters] of a child’s school was associated with moving from the 50th percentile to the 56th percentile on reading tests. . . .

Neighborhood Design and Children’s Cognitive Performance (09-05-18)

Flouri and colleagues set out to learn how exposure to nature affects children’s spatial working memory, which has “a strong correlate of academic achievement.”  The researchers compared the spatial working memories of nearly 5,000 11-year olds living in neighborhoods that were relatively more or less green.  The research team found that when“Greenspace was measured as the percentage of greenery in the child's ward.  Even after controlling for confounders [poverty, parental education, sports participation, neighbourhood deprivation, and neighbourhood history], lower quantity of neighbourhoo

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