Outdoor Education (2001)

Page Contents

A      B      BB      C      CC      D      E      F      G      H      HH      I      J      K      L      M      N      O      P      R      S      T      U      V      W      Y      Z

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____. (1999). Grab a Great Resource: Using Educational Resources in the Community., Photographs may not reproduce adequately. Page Length: 101. A guide to teaching resources in three northern Illinois counties was created by 28 teachers in a graduate course entitled "Integrating Community Resources into Curriculum and Instruction." The first part of the guide provides contact information and a brief description for approximately 100 people, places, and things that could be resources to enhance instruction. These resources are located in Lee, Ogle, and Whiteside Counties, Illinois. Featured articles go into detail about particular resources and include background information, possible lesson plans, available experts, and suggestions on how to use the resources. Many suggestions involve field trips to local businesses, community service agencies, historic sites, or natural areas. Articles include: "Ashes to Ashes, Dust to Bronze" (Steve Toole); "Beautiful Bears for Beautiful People" (Chris Milnes); "Teaching in the Absence of Four Walls: The Benefits of 'Duck, Duck, Goose'" (Christine M. Spera); "National Manufacturing Company: Hardware Building Better Schools" (Jennifer Roth-Longe); "Williams Auto Body: Starting a Second Century of Service" (Rich Montgomery); "What To Do until the Ambulance Arrives" (Dawn Arickx); "In Patient Hands: An Interview with a Woodcarver" (Sue Castelein); "Floating Back in Time on the Green River" (Ted Alston); "Discover the Nature Center at Lowell Park" (Joyce Dean Stogentin); "Bomb Building Business in Amboy: The Green River Ordnance Plant" (Lynn Longan); "What You Do Know Can Health You" (Roberta Fredericks); "The Banditti" (Mary Miller); "The University of Illinois Extension: Putting Knowledge To Work" (Janet Eden); "Catch of the Day" (Karen Mayberry); "'E' Is for Engineering" (Dan Arickx); "What Is Heritage Canyon?" (Fran Smith); "Investments: Who Needs Them?" (Jeanne Fuger); "A Fun Filled Day Trip to Tampico, Illinois" (Deana A. Newman); "Illinois Department of Corrections: Dixon Correctional Center" (Trina Dillon); "Nachusa Grasslands: Franklin Creek State Natural Area" (Connie Jones); "Campground as Classroom Treasure: O'Connell's Yogi Bear's Jellystone Park" (Karen Baylor); "Like Time Was: Paul Graehling and His Museum" (Jan Bates); "Learning from the Past with Writers of the Future" (Susan Tyrrell); "Amboy Depot Museum: Serving Iron Trains to Children's Brains" (Tom Full); "Fatal Equations: A Trip to the Morgue" (Ric Cupp); "The Bread and Butter of the Rock River Valley: Northwestern Steel and Wire" (Peter Goff); "Turn Your Gym into a Skating Rink" (Jan White); and "Be a Shining Star" (Lou Ann Schuldt). (SV) ED441623

American Association for Health Physical Education and Recreation. (1959). Your community; school-community fitness inventory, evaluative criteria for school and community programs in health, safety, physical education, and athletics, recreation and outdoor education as related to fitness of American youth. Washington,. Gv171.a45 613.71

American Association for Health Physical Education and Recreation. (1963). Education in and for the outdoors; report. Washington,: American Association for Health Physical Education and Recreation. Lb3481

American Camping Association., & United States. Office of Special Education and Rehabilitative Services. (1982). Project STRETCH, year III: project report, May 1982. [Martinsville, Ind.]: American Camping Association. Ed 1.310/2:223378

Asfeldt, M. (1996). Augustana Arctic Adventures: An Interdisciplinary Expedition., 6pp. In: Spawning New Ideas: A Cycle of Discovery; see RC 021 376. Augustana University College (Alberta, Canada) offers a senior-level outdoor pursuits course called Arctic Canoe Expeditions, open to any student with a previous canoe-based outdoor course. Course goals are for students to apply knowledge from previous outdoor courses, integrate knowledge from their home disciplines into the experience, explore a special part of Canada, experience one of the world's last vast wilderness areas, create their own experience, and gain knowledge of Arctic canoe expeditions. During the winter semester, the class meets weekly to prepare for the trip, with students taking substantial responsibility for trip planning. Students are expected to keep a personal journal; to design their own learning experience, integrating their home discipline with expedition activities; and to make a class presentation of their learning. Considerable time is spent establishing group norms and expectations. The expedition itself involves 10 students and 2 professors spending at least 21 days on an isolated northern river unfamiliar to all participants. Pairs of students take 48-hour turns as facilitators of group decision making. The group keeps a group journal and holds formal debriefings every 3-4 days. The course builds on the philosophy of experiential education by providing students with interesting and relevant "indeterminate situations of consequence" that have high probability of successful resolution. The interdisciplinary nature of the course adds richness and depth to this resolution. (SV) ED416048

Attarian, A. (1996). Using Importance-Performance Analysis To Evaluate Teaching Effectiveness., 7pp. In: Proceedings of the 1995 International Conference on Outdoor Recreation and Education; see RC 020 917. This paper introduces Importance-Performance (IP) analysis as a method to evaluate teaching effectiveness in a university outdoor program. Originally developed for use in the field of marketing, IP analysis is simple and easy to administer, and provides the instructor with a visual representation of what teaching attributes are important, how important each attribute is, and how well the instructor performed on each attribute. Implementing IP analysis requires four steps: developing a set of attributes that accurately describe and reflect the topic of study, presenting the attributes to respondents in questionnaire form that requires them to rate importance and teacher performance for each attribute, analyzing data for the importance and performance values of each attribute, and plotting each attribute on a four-section action grid according to its rated importance and teacher performance. In an application of this method, 35 attributes describing teaching effectiveness were generated from teacher evaluations at North Carolina State University and other institutions. Faculty review and feedback resulted in a final list of 23 attributes, which were presented in questionnaire form to 72 students in rock climbing courses. Importance and performance means were calculated and plotted on a grid. The instructor's strengths were identified as technical, safety, organizational, and communication skills, while some weaknesses were apparent in actual delivery of the activity. (SV) ED404087

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Bilton, H. (1998). Outdoor play in the early years: management and innovation. London: David Fulton Publishers. Lb1047

Bisson, C. (1996). The Outdoor Education Umbrella: A Metaphoric Model To Conceptualize Outdoor Experiential Learning Methods., 7pp. In: Spawning New Ideas: A Cycle of Discovery; see RC 021 376. Explaining what outdoor experiential education is can be problematic, as a variety of terms are being used to identify a wide range of outdoor experiential learning methods. This paper proposes the metaphoric model of an umbrella to explain the relationships existing among these terms and their respective outdoor experiential learning methods. The shank of the umbrella represents the term outdoor education. From the shank, eight different ribs branch off, representing specific outdoor experiential learning methods. These methods are environmental education, earth education, wilderness education, outdoor adventure pursuits education, challenge education, adventure education, and two left unnamed to indicate the flexibility of the model. The canopy of the umbrella, which joins the ribs together, represents the term experiential education, a process common to all the methods. Finally, the handle represents camping education, a term often used to identify school camping programs. Each of the terms is defined in a manner that explains its position in the model. Contains 17 references. (Author/SV) ED416049

Bisson, C. (1998). Sequencing Adventure Activities: A New Perspective., 15pp. Paper presented at the Annual Conference of the Association for Experiential Education (26th, Incline Village, NV, November 5-8, 1998). Sequencing in adventure education involves putting activities in an order appropriate to the needs of the group. Contrary to the common assumption that each adventure sequence is unique, a review of literature concerning five sequencing models reveals a certain universality. These models present sequences that move through four phases: group formation, group challenge, group support, and group achievement. These phases are compared to four stages of group development found in a meta-analysis of 50 studies of groups. These stages are termed: forming, storming, norming, and performing. Other research clearly indicates that various sequences have differing effects on the development of teamwork and on the development of group cohesion. It is asserted that debates over the uniqueness versus universality of sequencing and over the benefits of flexibility versus fixed planning create a false dichotomy. A planning continuum is suggested that allows for three distinct levels of sequences. At the flexible end of the continuum, the "micro-sequence" or individual adventure activity could be modified at any time in response to group needs. At the fixed-planning end of the continuum, the "macro-sequence" would plan the order of activity categories that catalyze the social-maturation phases of the group. In the middle of the continuum, the "meso-sequence" would involve choosing activities appropriate to each group phase. (Contains 26 references and 4 tables.) (SV) ED425904 You may be able to order this document from the ERIC Document Reproduction Service.

Bockert, D. (1999). New Challenges: Purdue's Kampen Course. Golf magazine, 41(8), 60.

Bogner, F. (1998). The Influence of Short-Term Outdoor Ecology Education on Long-Term Variables of Environmental Perspective. The journal of environmental education, 29(4), 17. Bogner, F. X. (1 November 1999). Empirical evaluation of an educational conservation programme introduced in Swiss secondary schools. International Journal of Science Education, 21(11), 1169-1185(1117). This paper surveys the consequences of pupils' participation in a conservation education programme by monitoring changes in their relevant knowledge as well as in their environmental perception. The programme in question is an extra-curricular education unit about an endangered migrant bird (Apus apus; Apodidae) which was initiated by a state-wide conservation agency and offered free of charge to all secondary schools of the German-speaking part of Switzerland. An activity package was provided to the participating classes and individually introduced by the classroom teacher during an entire school year. The programme highlighted the bird's natural history and also focused on the individual involvement of pupils who built artificial nest-boxes and watched the bird's breeding and feeding behaviour at appropriate outdoors sites. A bilingual approach was included by sharing these observations with pupils of (French-speaking) Senegal, this country being the wintering region of the rd. biBased on an instrument measuring environmental perception, i.e. individuals' preservation and conservation preferences (from an attitudinal and behavioural point of view) and built on construct validation procedures published in a previous study, the influences of the education programme were evaluated on a pre-/post-test basis. The post-test was delayed for at least a month after experiencing the education programme in order to exclude short-term effects. The programme had a significant positive effect on the specific knowledge level and on two of the five environmental perception subscales. The results are discussed in the context of other related outdoor ecology education programmes.

Borman, K. M., Barrett, D., Sheoran, P., & National Institute of Education (U.S.). (1982). Negotiating playground games. [Washington, D.C.: National Institute of Education. Ed 1.310/2:223343

Borrie, W. T., & Roggenbuck, J. W. (1996). Providing an Authentic Wilderness Experience? Thinking beyond the Wilderness Act of 1964., 12pp. In: Coalition for Education in the Outdoors Third Research Symposium Proceedings (3rd, Bradford Woods, Indiana, January 12-14, 1996); see RC 021 207. This research was supported in part by the Aldo Leopold Wilderness Research Institute. Wilderness programs should seek to capture the qualities of a wilderness experience that separate it from other outdoor activities. In so doing, wilderness programs should move beyond the goals of the Wilderness Act of 1964 to provide "outstanding opportunities for solitude or a primitive and unconfined type of recreation." Drawing upon the writings of such wilderness philosophers as Thoreau, Muir, Leopold, and Olson, the following six aspects of the wilderness experience are examined: humility and a sense of humans' true place in the natural world; oneness with nature; primitiveness and a sense of the past; timelessness and the natural rhythms of life; solitude and privacy; and care for the land, which leads to conservation priorities. The Experience Sampling Method was used to study the extent to which these six aspects were part of the subjective experience of 62 canoeists in the Okefenokee National Wildlife Refuge. Subjects carried beepers that gave random signals twice daily, at which times respondents completed questionnaires about their thoughts, feelings, and experiences of the moment. The results were used to develop six composite scales that were reliable measures of the six aspects of the wilderness experience. However, the validity of these measures, as well as of the six dimensions themselves, requires further testing. Contains 32 references. (SV) ED413125

Borton, A., & Nielsen, G. (1996). Outdoor Program Management Concepts for the 90's., 6pp. In: Proceedings of the 1992 and 1993 Conferences on Outdoor Recreation; see RC 020 906. College outdoor professionals are often simultaneously administrators, educators, and managers of student leaders. The manager role may be lost in the shadow of the others, yet can be the most powerful in creating a successful outdoor program. This paper reviews some relevant management principles gleaned from the business world and suggests ways to put them into practice. A quality college program must have quality training for its student instructors. Thorough training ensures that staff can be independent and do not need to be told how to do their jobs. Feedback can be used to both train and manage outdoor leaders and can be a powerful motivator. In addition to good training, student instructors must be given the tools they need to do the job well. These tools can include short printed curriculum guidelines and tips for effective teaching, course checklists of things to do, a policies and procedures manual, and a goal-setting session prior to beginning new student-developed projects. Other strategies for personnel management include creating group unity and a family atmosphere through intense group experiences, all-staff retreats, newsletters, and continuing education; offering leadership opportunities within the organization; using self-evaluation as a means of improvement; and encouraging learning of new skills. Parameters specific to running a college outdoor program include remembering that student instructors are volunteers, setting timetables to encourage student attention to deadlines, and coping with the student criticisms that come with a family atmosphere. (SV) ED404073

Boss, J. A., & ERIC Clearinghouse on Rural Education and Small Schools. (1999). Outdoor education and the development of civic responsibility. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools Appalachia Educational Laboratory. Ed 1.310/2:425051

Boyes, M., Moran, K., & Nicholson, I. (2000). Safety Feature. New Zealand physical educator, 2(2), 5. Bradley, J. L., Jr. (Sep 1994). Alpine Forest. Mount Mitchell State Park: An Environmental Education Learning Experience Designed for Grades 4-6., 52p. This curriculum guide was developed to provide environmental education through a series of hands-on activities for the classroom and the outdoor setting of Mount Mitchell State Park, North Carolina. This activity packet, designed for grades 4 through 6, meets established curriculum objectives of the North Carolina Department of Public Instruction's Standard Course of Study. Students are exposed to the following major concepts: spruce-fir forest ecosystems, preservation of natural areas, natural resources management, and stewardship of natural resources. The packet is divided into eight sections: (1) introduction to the North Carolina State Parks System, Mount Mitchell State Park, and the activity packet; (2) activity summary; (3) pre-visit activities; (4) on-site activities; (5) post- visit activities; (6) vocabulary and definitions; (7) references; and (8) a scheduling worksheet, parental permission form, and program evaluation. Activity information includes curriculum objectives for each grade level, location, group size, estimated time, appropriate season, materials, major concepts, objectives, educator's information, student's information, and worksheets. (LZ) ED378046

Bradley, J. L., Jr., Beazley, L. J., & Cook, C. (1997). Alpine Forest. Mount Mitchell State Park: An Environmental Education Learning Experience Designed for Grades 4-6., 103pp. Revised edition of ED 378 046. For other documents in the series, see SE 061 913-914. This curriculum packet was developed to provide environmental education through a series of hands-on activities for the classroom and the outdoor setting of Mount Mitchell State Park, North Carolina. Designed for grades 3 through 6, the packet meets established curriculum objectives of the North Carolina Department of Public Instruction's Standard Course of Study. Studen ts are exposed to major concepts such as spruce-fir forest ecosystems, tree anatomy and physiology, limiting factors and spruce-fir forest decline, decomposition, interdependence of plants and animals, preservation of natural areas, and stewardship of natural resources. The packet is divided into eight sections: (1) introduction to the North Carolina State Parks system, Mount Mitchell State Park, and the activity packet; (2) activity summary and correlation chart showing how each activity correlates with Department of Public Instruction objectives; (3) pre-visit activities; (4) on-site activities; (5) post-visit activities; (6) vocabulary; (7) references; and (8) a scheduling worksheet, permission form, and program evaluation form. Each set of activities is comprised of three activities. Th e first activity includes curriculum objectives for grade levels 4-6. The second and third activities list learning skills and subject areas covered. All activities contain descriptions of location, group size, estimated time needed, appropriate season, materials needed, major concepts covered, and activity objectives, as well as background information for the educator, instructions, and worksheets. Most activities also include extensions, assessment tools, and student information sheets. (PVD) ED425915 Available from: North Carolina Division of Parks and Recreation, P.O. Box 27687, Raleigh, NC 27611-7687. You may be able to order this document from the ERIC Document Reproduction Service.

Bradley, S. J., & Langlois, S. (1996). Putting Abuse in the Hot Seat: A Collaborative Approach to Working with Youth., 7pp. In: Spawning New Ideas: A Cycle of Discovery; see RC 021 376. This paper describes a collaborative approach toward preventing and intervening in abusive behaviors among youth. Outdoor leaders may be caught off guard by abusive behavior during outdoor courses and may be uncertain how to work with groups in which such behavior is the norm. The concept of "dominant discourse" is useful for understanding that certain cultural ideas circulate through society and become a cultural force that influences our thinking and behavior. A current dominant discourse suggests that abusive behaviors are normal among teenagers. During one 14-day Outward Bound course, abusive behaviors became a severe problem. In order to avoid the extreme measure of having to expel students, instructors engaged the students in collaborative dialogues, which took the form of individual interviews during their solo time. Questions were developed to facilitate an "externalizing conversation" around the topic of abuse and its effects. These conversations elicited responses and ideas in four areas: naming examples of abuse on the course; naming the "real effects" of abuse on oneself and the group; imagining the "unique outcomes" of an abuse-free course; and developing a personal position statement on abuse. Student responses were documented in a public group journal. Students then collaborated in developing consequences for any further abusive behavior. Students committed themselves to anti-abuse "activism," signed voluntary contracts, and formed an Anti-Abuse Committee. Abuse incidents dropped dramatically. (SV) ED416050

Braun, D., & Others, A. (1994). Project W.U.L.P.: Wetland Understanding Leading to Protection. A Comprehensive, Multidisciplinary Wetlands Unit for Middle Schools., 97p. This multidisciplinary, progressional unit involves students in discovering wetlands and why such areas are important, and in learning they can make a difference in saving wetlands. The unit is designed to be taught with two options: (1) entirely in the classroom; and (2) a combination of classroom and field experience. Fourteen classroom lessons focus on wetland identification; wetland functions; wetland biodiversity; wetland values, attitudes, and issues; human impact on wetlands; wetland laws and regulations; and wetland actions. Each lesson plan contains information on purpose, method, concept, objectives, subjects, skills, materials, glossary words, time considerations, background, procedure, and worksheets. Seven field component activities emphasize the topics of student awareness and observational skills, diversity of wetlands, "hands on" experiential study of wetland ecology, biological adaptations to marsh life, inter-connectedness of wetland organisms, responsible wildlife management tools, and positive outdoor education experiences. A glossary is followed by resource lists containing 64 books, 14 teaching guides, and 10 audiovisual aids. (LZ) ED384526

Bunce, J. (1998). Sustaining the Wilderness Therapist., 13pp. In: Exploring the Boundaries of Adventure Therapy: International Perspectives. Proceedings of the International Adventure Therapy Conference (1st, Perth, Australia, July 1997); see RC 021 699. During a workshop at the 1997 International Conference on Adventure Therapy, small groups shared and recorded their experience of personal challenges and impacts of wilderness work. This report summarizes those findings, reviews the literature on stresses and personal difficulties experienced by adventure therapists and other wilderness practitioners, and suggests some strategies to help such practitioners look after themselves and support each other. One of the strengths, but also a weakness, of outdoor professionals is "lifestyle investment"a work situation in which boundaries between work and leisure are blurred. The work is intrinsically rewarding and consistent with personal values, but is also very draining and potentially destructive to other aspects of life. Therapists experience similar stresses and interpersonal impacts, and therapeutic work in wilderness settings could be expected to demonstrate substantially higher levels of both these effects. However, there is little relevant research on the short- or long-term effects of being a wilderness therapist. Workshop responses generated lists of intrapersonal and interpersonal difficulties experienced within and outside the work setting, as well as benefits experienced through wilderness work. Eight reasons are offered for why wilderness practitioners do not address these personal issues, and 10 individual and program strategies are suggested for sustaining the wilderness therapist. (Contains 12 references.) (SV) ED424064

Babcock, W. H., & Colorado. Division of Game Fish and Parks. (1973). Techniques for slide presentations. [Denver, Colo.]: Colorado Dept. of Natueal Resources Division of Game Fish and Parks. NR6.19/27/1973a

Baker, B., Ed. (1996). Spawning New Ideas: A Cycle of Discovery. Conference Proceedings of the Annual International Conference of the Association for Experiential Education (24th, Spokane, WA, September 26-29, 1996)., 263pp. For selected individual papers, see RC 021 377-394. This conference proceedings includes 66 papers, workshop descriptions, and abstracts concerned with experiential education; outdoor education; adventure- based education, counseling, and therapy; and outdoor leadership. Topics include various aspects of program design and administration; experiential educational practices and group facilitation techniques for use with adolescents, families, and corporate teams; community service learning; outdoor learning activities; experiential techniques in teacher education and staff development; gender and racial issues in outdoor and experiential education; team building; group dynamics; spirituality; and adventure and experiential therapy with families, abused adolescents, homeless youth, and emotionally disturbed persons. (SV) ED416047 Baker-Graham, A. (Apr 1994). Work with Girls and Young Women at Risk., 8pp. In: Adventure-Based Interventions with Young People in Trouble and at Risk. Proceedings of a National One-Day Conference "Adventure-Based Interventions" (April 22, 1994) and a Study Weekend "Enabling Troubled Youth" (Ambleside, England, United Kingdom, April 22-24, 1994); see RC 019 931. This paper discusses the use of outdoor education activities with adolescent at- risk girls. Many young women in this age group unconsciously adopt stereotypical female roles and perceive their identities in terms of their relationships to males. A women-only group provides space in which girls and young women can search for their identities, relate to other women without the pressures of a mixed-gender group, and explore issues particular to young women. The Leeds (England) local education agency sponsors such groups for girls at risk for substance abuse, nonattendance at school, or petty crime. A typical group contains 10 girls aged 14-15. The outdoor education activities pursued by the group have as their main objective the personal development acquired through participation, not just acquisition of skills. The presence of a confident and competent woman leader forces the group to question preconceived images about roles and abilities. Although groups vary in length, a minimum commitment of ten 2-hour sessions is recommended. A longer potential group lifespan increases the probability that significant learning will be achieved. The progression of the group must be measured by effective and continuous evaluation related to negotiated aims and learning outcomes. Negotiated aims are critical to the demonstration of positive change within individuals. The skill of the group facilitator determines the extent to which personal development and positive outcomes can be transferred to negative aspects of everyday life. (SV) ED378021

Baldwin, M. K., Ed. (1997). Coming Home: Developing a Sense of Place in Our Communities and Schools. Proceedings of the 1997 Forum (Jamestown, New York, May 16-17, 1997)., 58pp. The three major presentations have been separately analyzed, see RC 021 554-556. Photographs may not reproduce adequately. Additional funding provided by the DeFrees Family Foundation, Chautauqua Region Community Foundation, Jessie Smith Darrah Fund, and Loranger Manufacturing Corporation. Begun in 1992, the Selborne Project helps teachers, primarily in middle schools, to use the square kilometer around their school as a theme to integrate nature study into the curriculum. The inspiration for the project stemmed from the 18th-century book, "The Natural History of Selborne," in which Gilbert White detailed nature's presence in the daily life of an English village. In 1996, the project came to the attention of the Annenberg Rural Challenge, which supports placed-based education and community connections in rural schools. This proceedings includes presentations and summaries from a 1997 conference on the Selborne Project and place-based education. An introduction by William L. Sharpe gives a brief history of the development of the Selborne Project by the Roger Tory Peterson Institute. Presentations are: (1) "What Education Can and Must Be: A Challenge to Us All" (Walter Cooper); (2) "Place-Based Education: Two Views from the Past" (Jenny Streeter, Helen Bowdoin); (3) "Place Value: Experiences from the Rural Challenge" (Paul Nachtigal); (4) "Summary Remarks" (about sense of place, sustainable communities, and the role of education) (Marty Strange); (5) "Sense of Place Education for the Elementary Years" (David Sobel); and (6) "Summary Remarks" (observations by a Rural Challenge scout of innovative rural school projects) (Barbara J. Poore). Also included are a summary of breakout sessions, description of conference field trips, profiles of conference speakers, list of conference participants, and photographs. (SV) ED421309

Ballbach, J., Ed. (1995). Ohio Sampler: Outdoor and Environmental Education., 95p. This document provides practical suggestions and meaningful activities for implementing Ohio's model curriculum in science for instruction that emphasizes hands-on experience and diverse learning opportunities. It also includes a variety of nonscience activities that emphasize and utilize the outdoors. This Sampler lists activities by indoor or outdoor settings, group size, and age- appropriate levels from pre-school through grade 12. Related subject areas include art, economics, language arts, mathematics, music, physical education, and social studies, as well as science. More than 20 topic areas range from animals and environmental awareness to food chains and pollution. Processes and skills that are reinforced for students include collecting and recording data, creative writing, estimating, graphing, teamwork, observation skills, and vocabulary building among others. Thirty-six individual activities are offered. Resources including 17 environmental organizations, 6 government agencies, 23 Ohio resident outdoor education centers, 34 organization members of Environmental Education Council of Ohio (EEC), 7 Ohio Coalition of Independent Nature Centers, and 17 other favorite sources are listed. (AIM) ED398058

Beedie, P. (1998). Outdoor Education in an Urban Environment. British journal of physical education, 29(4), 18.

Bell, M. (1996). Feminists Challenging Assumptions about Outdoor Leadership., 17pp. In: Women's Voices in Experiential Education; see RC 021 160. In this essay, women outdoor leaders discuss how gender influences their work, and explore and challenge some assumptions underlying outdoor leadership that continue to privilege the impartial, disembodied practices typified by the masculine outdoor leader. Four feminist, and three other feminist outdoor leaders participated in personal interviews focusing on how their feminist beliefs affected their professional practice. The results indicate that a commitment to feminism affects their work as leaders because they do not separate themselves from their practice as instructors. Overall, these women understand their commitment to feminism as a process of learning how they developed a sense of self as women, and of responding to the conflicting ways in which gender continues to organize and inform their identity and leadership through intersecting power relations. At times the women in the study appear to feel strong and clear, perhaps seeing themselves as positive, nontraditional role models; at other times, they appear to be hurt by judgments made by students or colleagues. The lived realities of being a woman in the outdoors are expressed in terms of desire for "self": seeing women getting in touch with their strength, questioning what being a woman means, locating their sense of self, and finally "unpacking" their experience. Contains 43 references. (TD) ED412044

Benally, E. R., Cole, J. T., Quezada-Aragon, M. L., Flaxman, E., Educational Resources Information Center (U.S.). Council of ERIC Directors., United States. Office of Educational Research and Improvement., & ERIC Clearinghouse on Rural Education and Small Schools. (1987). Issues in American Indian education, Mexican American education, migrant education, outdoor education, rural education, and small schools. [Las Cruces, N.M.: ERIC Clearinghouse on Rural Education and Small Schools. Ed 1.310/2:281909

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Bangs, D. W. (1985). Field area use for the educational study of birds. T 1985 b225 Norlin Barrett, J., Comp. (Apr 1994). Adventure-Based Interventions with Young People in Trouble and at Risk. Proceedings of a National One-Day Conference "Adventure-Based Interventions" (April 22, 1994) and a Study Weekend "Enabling Troubled Youth" (Ambleside, England, United Kingdom, April 22-24, 1994)., 209pp. For selected individual papers, see RC 019 932-943. A 1-day conference and a study weekend brought together adventure and youth social work practitioners from the United Kingdom, United States, Australia, and Canada. Workshops and presentations focused on five themes: (1) integration of adventure-based interventions with the work of other youth agencies and the needs of communities; (2) program design; (3) targeting of individual needs within the generalization "at-risk"; (4) staffing issues; and (5) program evaluation. Part 1 of the proceedings contains six keynote speeches or summaries examining the context for adventure-based work with young people in trouble or at risk, using adventure as part of diversion programs or therapeutic programs, funding issues, leadership competencies for outdoor adventure, and evaluation issues. Part 2 describes 12 programs working with delinquent youth, at-risk girls and young women, drug addicts, or emotionally disturbed or abused youth, and using such interventions as outdoor education activities, Outward Bound activities, expeditions abroad, residential therapeutic programs, sports counseling, and wilderness experiences. Part 3 summarizes workshops covering such areas as relevance of adventure programs to the community, informal outdoor education, facilitation skills, confronting conflict, trust building, and experiential learning. Part 4 reports on group discussions of the five conference/weekend themes. Part 5 consists of a reading list of 140 relevant items. Appendices list delegates and organizations represented. (SV) ED378015 Barrett, J., Comp. (Apr 1994). A Reading List., 11pp. In: Adventure-Based Interventions with Young People in Trouble and at Risk. Proceedings of a National One-Day Conference "Adventure-Based Interventions" (April 22, 1994) and a Study Weekend "Enabling Troubled Youth" (Ambleside, England, United Kingdom, April 22-24, 1994); see RC 019 931. This reading list contains 140 books, reports, resource guides, conference proceedings, directories, and journals pertaining to adventure and outdoor education, adventure therapy, group work, developmental work, and at-risk youth. Most entries were published from 1984-94. Entries are listed in the following categories: adventure (general); outdoor and adventure safety; adventure activities and games; nature and environmental activities; urban adventure activities; expeditions; adventure therapy; processing and reviewing the adventure experience; groupwork and counseling; groupwork games; drama and role play; psychotherapy; young offenders (general); young people at risk (general); developmental work handbooks; staff training and support; experiential education; evaluation; research reports; conference reports; directories; and journals. (SV) ED378027 Basile, C. G., & Copley, J. V. (Mar 1997). The Effect of an Outdoor Nature Investigation Program on Young Children's Ability To Transfer Knowledge., 7pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 1997). This study examined the effect of using an outdoor nature investigation program on the ability of third-grade students to transfer knowledge. Specifically, the study determined whether the program enhanced students' ability to transfer declarative (facts and concepts), procedural (process skills), and schematic (experience) knowledge to a set of transfer situations. Forty-five third-grade students from an urban elementary school were divided into 2 groups, both of which were taught science by the same teacher in consecutive 7-week units. The main theme of each unit was habitats. The treatment program, used only with the second student group, involved students becoming scientists by reading about a particular topic, posing questions, collecting data in their schoolyard, and analyzing the data by creating graphs and charts. Students were interviewed after watching video vignettes that presented situations requiring generalization from what they had learned during the unit. Results indicate that both groups effectively transferred knowledge to the more similar scenario, but only the group that received the treatment was able to transfer knowledge to the less similar scenario. In addition, the treatment group transferred declarative knowledge better than students in the control group on the more similar problem but not on the less similar problem. The treatment group appeared to transfer procedural knowledge better in both scenarios. Transfer of schematic knowledge appeared to favor the treatment group, but schematic knowledge was low in both groups. Contains 13 references. (LP) ED409139

Berman, D. S., Davis-Berman, J. L., & ERIC Clearinghouse on Rural Education and Small Schools. (1995). Outdoor education and troubled youth. [Charleston, WV: Clearinghouse on Rural Education and Small Schools Appalchia Educational Laboratory. Ed 1.331/2:edo-rc-95-5

Berman, D. S., Davis-Berman, J. L., & ERIC Clearinghouse on Rural Education and Small Schools. (1995). Outdoor education and troubled youth. [Charleston, WV: Clearinghouse on Rural Education and Small Schools Appalchia Educational Laboratory. Ed 1.310/2:385425

Berman, D. S., Davis-Berman, J. L., & ERIC Clearinghouse on Rural Education and Small Schools. (2000). Therapeutic uses of outdoor education. [Charleston, WV: Clearinghouse on Rural Education and Small Schools Appalachia Educational Laboratory. Ed 1.331/2:edo-rc-00-5

Berman, D. S., & Davis-Berman, J. P. L. (2000). Therapeutic Uses of Outdoor Education. ERIC Digest. This digest examines the positive effects on emotional well-being of several types of outdoor education programs. Although many outdoor education and experiential programs enhance emotional growth, such "therapeutic" outcomes may be considered incidental to program goals. In contrast, programs aimed primarily at "therapy" usually involve a process of assessment, treatment planning, counseling, and documentation of change. Adventure therapy programs often take place in the wilderness and usually are geared toward troubled youth with mental health problems. Adventure may be the sole treatment modality or an adjunct to more traditional therapy approaches. Outdoor personal growth programs are not designed as therapy but are intended to have a positive impact on general psychological well-being. College orientation programs and other college adventure programs have therapeutic effects in that they facilitate the emotional and social development of students experiencing a challenging and stressful period in life. Outdoor recreation programs do not attempt to facilitate emotional growth, but skill development and moral and social development may be secondary outcomes. Camping programs have a long history of facilitating the emotional well-being of campers. As with recreation programs, even camps that are not therapeutic in intent often work to facilitate personal growth in participants. (Contains 22 references.) (SV) ED448011 Bernardy, M. ([Dec 1995). Educating Multicultural Groups Outdoors. Not only do we need to give students a strong educational foundation, we also must counteract cultural and psychosocial factors that turn minority students away from a curriculum. One of the most powerful aspects of an outdoor education program is that it can provide participants with unique opportunities to work together to solve problems, thus exercising critical thinking skills and enhancing communication among group members. In instances where relatively few members of a group are of a different cultural background, token dynamics come into play. Three strategies for avoiding tokenism are: cluster people in numerically balanced groups; provide positive role models for people who are numerically few in a group; and educate staff, leaders, and group members about token dynamics. In addition to accurate and diverse instructional materials, preservice and inservice education is needed to help teachers learn about the diverse groups with which they will be working. Whenever possible, preservice teachers' field-based experiences should be in culturally diverse settings with cooperating teachers from different cultural backgrounds. Teachers must also examine their own perceptions and biases toward diversity. Five aspects to address in developing multicultural curricula for the outdoors are uniqueness, empowerment, belonging, security, and purpose. Criteria for an outdoor education program that provides equity and embraces diversity address how to begin, opportunities to include in the program, strategies for facilitating multicultural groups, and tips on how to be an accepting teacher. (Contains 17 references.) (TD) ED397999

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Childs, N., & Colburn, B. (Mar 1995). Vernal Pool Lessons and Activities., 61pp. For related document, see SE 059 063. This curriculum guide accompanies Certified: A Citizen's Step-by-Step Guide to Protecting Vernal Pools which is designed to train volunteers in the process of identifying vernal pool habitat so that as many of these pools as possible can be certified by the Massachusetts Natural Heritage and Endangered Species Program. Vernal pools are a kind of temporary pond in which salamanders and other animals breed. Forty-one activities are included and are written for amateur naturalists, biologists, botanists, and novices to the world of nature. Topics of the activities include appreciation and identification of vernal pools, compass and mapping skills, and values and political action. The appendices provide a correlation of the activities to school curricula by subject area, a glossary, a brief list of references, addresses of relevant organizations, and resources used in the activities. (DDR) ED401112

Christensen, P., & Kime, B. (1994). Climb On From Welfare to a Degree., 17p. In operation since 1990, the Gateway Program is a collaborative welfare reform effort developed by Colorado Mountain College (CMC), the county department of social services, and the local Job Training Partnership Act provider. One component of the program is the Link Program, developed to prepare welfare recipients for enrollment in vocational training at CMC. These potential students are, for the most part, not ready to begin college full time. Many have a history of physical, emotional, or sexual abuse; a history of poor educational performance; low self-esteem; problems with substance abuse; or low math and reading levels. In addition, many have difficulty with child care, attending classes, health or personal problems, and a general lack of preparation for college work. To prepare welfare recipients for college, Link offers a 10-week program of vocational assessment and career exploration, parenting skills, stress management, time management, study skills, a therapist-led support group, conflict resolution, communication skills, and, finally, a unique self-esteem building, risk-taking experience rock climbing. The voluntary 1-day climbing outing, during which participants climb a 120 foot near-vertical slab of rock, provides a feeling of overcoming fear and adversity that carries through to college work and life in general. In 1993-94, 73% of the 30 students who went on the climbing expedition enrolled in a vocational education program, with 82% completing their program. Personal narratives by former participants and instructors are included along with program descriptions and a Gateway organizational chart. (MAB) ED373818

Clarke, J. M., & San Diego City-County Camp Commission. (1951). Public school camping; California's pilot project in outdoor education. Stanford, Calif.,: Stanford University Press. 371.393 371.393 C553p

Clement, K. (1997). The Psychology of Judgment for Outdoor Leaders., 9pp. In: Back to the Basics: Proceedings of the International Conference on Outdoor Recreation and Education; see RC 021 395. Judgment is the process of making decisions with incomplete information concerning either the outcomes or the decision factors. Sound judgment that leads to good decisions is an essential skill needed by adventure education and outdoor leadership professionals. Cognitive psychology provides several theories and insights concerning the accuracy of human judgment. Selective perceptions refers to the fact that perceptions are selective, reconstructive, and subject to memory biases. The context in which one encounters a situation affects the way it is perceived, and therefore will affect judgments and decisions. There are three such context effects: the primacy effect, the recency effect, and the halo effect. General rules to help find solutions are known as "heuristics." Although generally helpful, heuristics can be obstructive by creating predictable biases. Two impediments unique to group decision-making are "groupthink" and "social loafing." Three main types of common traps in decision making are overconfidence, self-fulfilling prophecies, and behavioral traps. The five types of behavioral traps discussed are the time delay trap, ignorance trap, investment trap, deterioration trap, and collective trap. Strategies to mitigate each of these phenomena are given. (TD) ED417047

Cochran, B. (1997). A Day at the Improv.... The Assessment and Treatment of Musculoskeletal Injuries in the Backcountry., 13pp. In: Deeply Rooted, Branching Out, 1972-1997. Annual AEE International Conference Proceedings; see RC 021 269. Outdoor leaders and those involved in personal outdoor adventure pursuits must be knowledgeable in the assessment, treatment, and prevention of musculoskeletal injuries in the backcountry. In the wilderness medicine setting, extended time periods of patient care, rugged terrain, severe environmental conditions, and limited resources create emergency care situations that are considerably different from standard urban emergency response. In emergencies, the trip members are the first responders and are often the rescuers. This paper focuses on the assessment, treatment, and prevention of common injuries to the musculoskeletal system. Some basic information on bones and muscles is reviewed. When assessing an injury, the care provider must look at the mechanism of injury to determine the likelihood, type, and extent of injury. Stable musculoskeletal injuries include strains, caused by overstretching or tearing of muscles or tendons, and sprains, which involve stretches or tears of the ligaments. Stable injuries are treated with rest, ice, compression, and elevation (RICE) but generally do not require splinting. Unstable musculoskeletal injuries include fractures and dislocations and are treated with hands-on stabilization, traction in line, and splinting, in addition to RICE. The diagnosis, treatment, and potential need for evacuation are detailed for various types of injury within each category. The improvisation of splints from backcountry gear and their application to fracture or dislocation are discussed. (Author/SV) ED414128

Cohen, M. J. P. L. (1999). Nature Connected Psychology: Counseling, Environmental Education and Native American School Activities That Let Earth Teach. Contemporary society has trained us to prejudicially view and fear the sensual and nature as an enemy, villain, or child that must be developed, improved, or managed. By learning and teaching the Natural Systems Thinking Process, we may reverse destructive thinking by letting nature itself help us bring sensations and their integrity back into our consciousness, reasoning, and relationships. The Natural Systems Thinking Process is a nature-connected psychology that uses verbally shared sensory contacts with attractions in nature to improve personal, social, and environmental responsibility. It connects our psyche with 53 unique attractions found throughout nature. Attractions are things in nature that draw things together, as opposed to abstractions, which draw away from or disassociate. In 1996-98, a counselor applied the process to a group of students deemed "uneducable" due to abuse, poverty, addictions, poor self-esteem, suicidal tendencies, and behavioral disorders. The students showed improved psychological test scores; reduced stress, depression, sleeplessness, and drug use; and higher self-esteem. Every student's attendance and academic performance improved, and no indications of drug use were observed 60 days after the program ended. The students also bonded with a nearby trashed natural area and cleaned it up. The students sensed that the natural area, like their own nature, wanted to recover from the abuse it received from society. (Contains 25 references.) (TD) ED439861

Colorado State Facilitator Project. (1975). Resource guide to environmental education in Colorado. Longmont, Colo.: Colorado State Facilitator Project. Ed6/210.2/r31/1975 Qh51 Colorado Water Watch Network. Annual report. Denver, Colo.: River Watch. NR6/2.1/year Nr6/2.1/

Colorado. Division of Parks and Outdoor Recreation. (1993). Environmental education in Colorado's state parks. Denver, Colo.: Colorado State Parks. Nr4.2/ed9/1993 Colorado. Division of Wildlife. Wild Colorado ( Vol. issue.). Denver, Colo.: Colorado Division of Wildlife. NR6.42/year/season Nr6.42/ Conner, M. L. (Nov 1994). Attention Deficit Disorder in Children and Adults: Strategies for Experiential Educators., 7pp. In: Experiential Education: A Critical Resource for the 21st Century. Proceedings Manual of the Annual International Conference of the Association for Experiential Education (22nd, Austin, TX, November 3-6, 1994); see RC 019 884. Current research suggests that 5 percent of American children are affected by attention deficit disorder (ADD) and as many as 70 percent of them do not grow out of it in adolescence or adulthood. This paper aims to help outdoor and experiential educators understand how a person with ADD thinks and feels, and offers strategies for positively impacting behavior and social and emotional growth of students with ADD. Most people with ADD wrestle with self-esteem issues as a result of years of disapproval or ridicule from parents, teachers, and peers. By teaching survival skills, outdoor teachers can build student self-esteem based on accomplishment and a sense of independence. Praise is also important, but it should be awarded only to the extraordinary and to the things the student is proud of. Success for ADD kids depends upon having a clear mental picture of what excellence looks like. The outdoor leader must set the stage for successful activities by first having one person demonstrate and then leading a mini- debriefing that highlights goals and success factors. Other strategies for educators include avoiding timed activities and evaluations, challenging ADD students by giving extra assignments that require attention to detail, being aware of the ability of ADD persons to focus their attention totally (a trademark of ADD known as "hyperfocus"), and providing graceful transitions between activities. Additional resources on ADD are included. (SV) ED377013

Cook, L. (1999). The 1944 Education Act and outdoor education: from policy to practice. History of education, 28(2), 157.

Coons, R. L. (1987). Developing a youth camp model of worship enrichment for Daviess-McLean Baptist Association.

Cooper, K. (2000). Facility Profile. New Zealand physical educator, 2(1), 10.

Corcoran, P. B., & Tchen, R. (1997). Nature's Web: Communities and Conservation. National Wildlife Week Educator's Guide, April 20-26, 1997., 29pp. Two large wall posters not included with ERIC copy. This guide contains information and activities designed to be used during National Wildlife Week. These curriculum materials are organized into three stages and offer a coherent progression from learning about natural communities through understanding human communities and human responsibilities for natural communities to offering opportunities for community service by students. Stage One activities will help students understand certain ecological principles related to natural communities. From the scientific principles of interconnectedness, niche, and succession, learners are introduced to ecosystems thinking. The next four activities are grouped into Stage Two and focus on human communities as dependent upon and embedded within natural communities. The curriculum culminates in Stage Three activities which allow learners to realize the potentials of community service for human conservation of natural resources. Some activities encompass all age levels while others are directed toward specific age groups. Each lesson plan lists learning objectives, grade levels, time and materials required, and related school subjects. A glossary, resources list, World Wide Web sites, and a list of organizations are also included. (PVD) ED415089

Cornell, J., & Deranja, M. (1994). Journey to the Heart of Nature. A Guided Exploration., 130pp. Illustrations may not copy adequately. This book contains a guided exploration of a special place in nature. Although geared towards young adults (ages 12-17), the book may also be appropriate for older children (ages 9-11), and adults. During a series of five visits, short multi-ethnic stories with matching activities help the reader to discover the area's uniqueness and beauty by using their senses and careful observation. Five chapters have the following themes: (1) begining to explore a special place in nature; (2) ways to become familiar with animals and plants that live in the area; (3) receptivity to nature; (4) ways to preserve and care for the site and to share its special features with a friend; and (5) personal reflection during an evening/morning or overnight visit to the site. The book is written as if a young person is doing the activities alone, however the activities and stories can be used with groups. The final section of the book contains a leader's guide with a group activity for special situations, a group song, and 13 resources. (LZ) ED374992

Coughlin, P. A., Hansen, K. A., Heller, D., Kaufmann, R. K., Stolberg, J. R., & Walsh, K. B. (1997). Creating Child-Centered Classrooms: 3-5 Year Olds. Step By Step: A Program for Children and Families., 323pp. For other publications in the series, see PS 026 447-451. In child-centered education programs, children construct their own knowledge from their experiences and interactions with the world around them, and teachers foster children's growth and development by building on children's interests, needs, and strengths within a safe and caring environment. The Step by Step educational program developed a series of child-centered teaching manuals for caregivers and teachers in early childhood programs in Central and Eastern Europe. Initially directed at the preschool level, the series has been extended from birth to age 10. This manual provides preschool teachers (3- to 5-year-olds) with a guide for the establishment of a classroom environment designed around activity centers, involvement of families in the classroom and larger community, and individualization of teaching geared to the needs and interests of each child. The manual's contents are: (1) "Part 1: Child-Centered Thinking," includes program rationale and philosophy, and goals and developmental guidelines; (2) "Part 2: Family Participation," includes the benefits of family participation and strategies to encourage it, building community, observing and recording children's development, and planning the integrated curriculum; and (3) "Part 3: Child-Centered Learning," includes art, blocks, cooking, dramatic play, literacy, mathematics/manipulatives, music, outdoors, sand and water, and science. Contains approximately 50 references. (EV) ED418788 Available from: Children's Resources International, Inc., 2262 Hall Place, N.W., Suite 205, Washington, DC 20007; phone: 800-625-2448; 202-625-2508; fax: 202-625-2509; e-mail: CRIInc@aol.com ($39.95, plus $4.79 shipping and handling. DC residents must add 5.75% sales tax).

Craig, B. (1999). Recreation Profile. New Zealand physical educator, 1(2), 9. Crane, L. A., Schneider, L. S., Yohn, J. J., Morelli, J. G., & Plomer, K. D. (July 1999). ''Block the sun, not the fun'': evaluation of a skin cancer prevention program for child care centers1. American Journal of Preventive Medicine, 17(1), 31-37(37). Introduction: This paper describes the evaluation of a skin cancer prevention program for preschools and daycare centers. The intervention was targeted primarily at staff of child care centers, with the aim of increasing use of sun protection practices for young children while attending these centers. Secondary target groups included parents and the children themselves. The intervention, which adopted the slogan, ''Block the Sun, Not the Fun,'' included workshops for child care center staff, and information/activity packets for parents.Methods: Twenty-seven preschools and daycare centers were randomly assigned to an intervention or wait-list control group. The intervention group received the intervention during the spring of 1994; the wait-list control group received the intervention during the spring of 1995. Evaluation consisted of interviews with center directors, observations of practices, and review of written policies before the intervention (in summer, 1993) and after the intervention (in summer, 1994). A survey of 201 parents was conducted during late summer 1994.Results: While the intervention did not appear to change the sun protection attitudes or practices of parents, or use of clothing and shade at child care centers, results suggested significant changes in the sun protection knowledge/attitudes of center directors and the use of sunscreen at child care centers. Additionally, parents with children attending centers in the intervention group were more likely to be satisfied with sun protection practices at their centers.Conclusion: This low-intensity intervention appears to be effective at changing sun protection attitudes and sunscreen use at child care centers, and can be easily replicated. However, high staff turnover at child care centers would suggest that ''boosters'' will be necessary to sustain the impact. More intensive efforts directed at social norms are likely to be necessary to change clothing and outdoor play practices.

Crisp, W. (1975). Development and use of the outdoor classroom: an annotated bibliography. Metuchen, N.J.: Scarecrow Press. 016.3713/8 Z5814.o85 Z5814.o85 c78

Crummett, D. (1996). Introduction to Natural Resources: Advanced Applications., 141pp. For related "Teacher Edition" and "Student Edition," see CE 069 931. This guide, which is designed for use with student and teacher guides to a 10- unit secondary-level course in natural resources, contains a series of student supplements and advanced assignment and job sheets that provide students with additional opportunities to explore the following areas of natural resources and conservation education: outdoor safety and first aid, natural resources and conservation, water resource management, land management, air resource management, energy resources, forestry, wildlife management, wildlife habitats, and outdoor recreation. Among the topics covered in the student supplements and the advanced assignment/job sheets are the following: interpreting material safety data sheets, making/using compost, tracing routes of recyclable products, analyzing current reports concerning natural resources and conservation conflict areas, calculating maximum contaminant levels and lifetime health advisories, drawing conclusions from water measurements, identifying ways of reducing water consumption, analyzing fertilizers, determining sites' suitability for septic systems, developing weather forecasts, collecting/reporting results from air monitoring equipment, building/testing solar collectors and methane generators, projecting economic returns form forestry plots, developing wildlife food plots and habitats, and developing historical presentations for visitors to recreation areas. (MN) ED387607

Crummett, D. (1996). Introduction to Natural Resources. Second Edition. Teacher Edition and Student Edition Combined., 609pp. For a related "advanced applications" document, see CE 069 932. For first edition, see ED 327 656. These student and teacher guides are designed for a secondary-level course in natural resources that focuses on renewable and nonrenewable natural resources, methods of protecting the environment, and the various careers and technologies available in the natural resources area. The following topics are covered in the course's 10 units: outdoor safety and first aid, natural resources and conservation, water resource management, land management, air resource management, energy resources, forestry, wildlife management, wildlife habitats, and outdoor recreation. Each unit in the student edition contains some or all of the following: objective sheet, information sheets, student handouts, assignment sheets, and job sheets. Included in the teacher edition are the following: lists of academic and workplace skills and competencies; competency profile; instructional task analysis; table correlating course tasks with related academic and workplace skill groups/skills; equipment and materials list; list of 66 references; and course units. Each unit in the teacher edition contains some or all of the following: suggested activities; answers to assignment sheets and written tests; written test; unit evaluation form; teacher supplements; and transparency masters. (MN) ED387606 Curtis, R. (Nov 1994). Running a Frosh Wilderness Orientation Program., 18pp. In: Experiential Education: A Critical Resource for the 21st Century. Proceedings Manual of the Annual International Conference of the Association for Experiential Education (22nd, Austin, TX, November 3-6, 1994); see RC 019 884. Many colleges and secondary schools use wilderness orientation (WO) programs to integrate new students to the campus. This paper outlines basic issues and concerns in the planning and development of this type of program. Before starting a WO program, it is essential to develop a coherent set of goals. These include general program goals, personal growth goals, social skills goals, and goals related to the environment or campus and academic life. New programs frequently require the hiring of outside staff. Staffing issues include the roles of outside and on-campus staff, training needs of the two groups, establishing training priorities, and assessing the training needed for particular activities and equipment and for teaching students particular skills. Equipment needs should be based on a thorough safety management analysis covering activities, location, weather, and need for equipment resupply. Other equipment issues are the extent to which personal equipment provided by participants should be overseen, and whether to buy, rent, or swap equipment. Logistical planning of outdoor program trips requires a heavy emphasis on details. Points to consider include trip length, activities, locations, trip route (based on characteristics of route and participants), type of transportation, transportation costs, menu planning, food packing, participant check-in, departure and return, support in the field, and manager roles. Other program issues are participant screening, liability and insurance, risk assessment, funding, and cost estimates. (SV) ED377010 Curtis, R. (Nov 1994). Training College Wilderness Leaders., 14pp. In: Experiential Education: A Critical Resource for the 21st Century. Proceedings Manual of the Annual International Conference of the Association for Experiential Education (22nd, Austin, TX, November 3-6, 1994); see RC 019 884. College outdoor program leaders are often paraprofessionals, who may have less training than professional outdoor educators, yet must deal with the same types of problems on the trail. This paper describes the Outdoor Action (OA) Program at Princeton University, and outlines the training assessment and development model used to train OA program leaders. OA operates a number of wilderness programs, including a 6-day orientation for incoming students and day and multiday trips during the academic year. The model provides a checklist of questions to be considered in assessing the requirements of outdoor activities, brainstorming training possibilities, and assembling the training elements into a program. The OA Leader Training Program aims to develop leadership skills and to generate new staff, and has 80-100 student participants each year. While many students do not complete all training segments, all prospective staff must complete and be evaluated on all aspects of training, and are generally paired with experienced staff for an additional "apprenticeship." An outline of OA leader training course guidelines describes training philosophy, goals, teaching methods, pretrip and outdoor classes, simulations of emergency procedures, policies for final-day "walkouts" by the leader trainers, debriefing, and posttrip evaluations. Also outlined are the content and specific concepts taught in wilderness first aid and CPR training, a safety and risk management workshop, group dynamics and facilitation skills workshops, and recertification and ongoing training. (SV) ED377015

Cain, J. (1997). Something Old, Something New, Something Borrowed, and Something Blue. New Ideas for Challenge and Adventure Programs., 10pp. In: Deeply Rooted, Branching Out, 1972-1997. Annual AEE International Conference Proceedings; see RC 021 269. This paper provides information sources and ideas for challenge and adventure activities. Main information sources are listed: libraries, ERIC, and several publishers and programs. Some useful publications are described that provide activities and ideas related to outdoor education, environmental issues, games, special populations, educational theory and practice, corporate experiential learning, facilitation, and adventure. Specific annual workshops in outdoor recreation and leadership are listed, as well as adventure organizations that offer training opportunities. Four sets of group activities for challenge and adventure programs are described: the spider's web, 2B or Knot 2B (group problem solving with ropes and knots), raccoon circles (group challenges using 1-inch tubular climbing webbing), and the lycra tube (group activities using five yards of lycra sewn into a tube). (SV) ED414127

Caminada, J. (1997). A Model City. LD + A, lighting design + application, 27(12), 28.

Campbell, M., & Burton, V. (1996). Orienteering Map and Compass: A Guide and Outline to Its Science and Practice., 25p. This orienteering manual is used to teach map and compass skills to elementary school students on an overnight outdoor experience administered by volunteers. Although the experience is aimed at elementary students, student teachers have the opportunity to participate as instructors. After a few words to the volunteers on maximizing learning among the students and a brief history of the Barton Flats School of Orienteering, the guide presents a daily schedule for the overnight event, followed by a few basic definitions concerning orienteering and parts of a compass. Instructions on using a compass and measuring distance by steps are accompanied by group activities and practice exercises. Then participants negotiate a short orienteering course. Worksheets and exercises teach how to read topographic maps, how to determine declination, the difference between map north and compass north, and how to find directions with map and compass. The event culminates in the running of three orienteering races. Includes worksheets and six resources for orienteering. (TD) ED402131

Carter, P. (1999). Outdoor Education--A Growing Adventure. Nurture, 33(3), 22.

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Dale, V., & Parr, P. (1997). Preserving DOE's Research Parks. Issues in science and technology, 14(2), 73.

Daniels, P. A. (1996). Ventures in Integrating Curriculum: A Case Study of Teachers and Students Learning Together., 27pp. Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8, 1996). This is a year-long case study of Lakeview (Vermont) Elementary and Middle School's efforts to create an outdoor environment and improve students learning opportunities with a transdisciplinary curriculum project called "Ventures." It details the interplay of partnerships among administrators, teachers, students, parents, a local business, and a funding agency. Data sources include observations of project activities, anecdotal information from and semi- structured interviews with participants, and related documents. Observations of participating teachers reveal an approach characterized by: (1) a variety of materials and learning options; (2) learning opportunities that address different interests, abilities and learning styles; (3) integration of subjects into the curriculum around a common goal; (4) students and teachers making decisions and selecting learning activities; (5) inquiry and investigation as teaching and learning concepts; (6) placing information in a context that has meaning for students; and (7) teachers investigating with their students, providing a model of the lifelong learner. Major questions arising from this study concern grant funding, e.g., results of partial funding, whether the grant application process sets up schools to create unrealistic plans, and grantors cognizance of the realities and complexities of daily school life. (MAH) ED399237

Day, A. M. (1971). Making a living in conservation; a guide to outdoor careers. [Harrisburg, Pa.]: Stackpole Books. Discusses careers in several ecologically related fields--oceanography, forestry, wildlife, fisheries, park administration, and others--describing how to find employment, where to write for job information, and where to obtain an education in these fields. S944.d33 333.7/2/023

Day, B. (1988). Early childhood education: creative learning activities ( 3rd ed.). New York: Macmillan. Lb1029.o6 Lb1029.o6 d38 1988

Delamater, J. B. (1963). The design of outdoor physical education facilities for colleges and schools. New York,: Bureau of Publications Teachers College Columbia University. Gv411.d4

Denali, D. L. (1997). The Apache Rescue Team., 6pp. In: Deeply Rooted, Branching Out, 1972-1997. Annual AEE International Conference Proceedings; see RC 021 269. Experiments in using outdoor education to affect juvenile development and deter crime abound. Most of these outdoor adventure programs use a setting of developed challenges and perceived risk situations in order to create a life-changing experience. However, these "adventures" remain contrived events and require significant interpretive skills to connect with reality. In contrast, the Apache Rescue Team provides a framework for success in situations of real-life significance. The team is an experiential education program that trains at-risk and probationary youth to respond to technical and medical search and rescue (SAR) situations. Team members, aged 12 and up, are trained in basic first aid, survival, and technical rope rescue techniques. As experience allows, members complete emergency medical technician, advanced technical rescue, and command training as well. The local school allows participants to make up academic work missed because of rescues, and the program provides after-school tutoring. The team makes itself available to all primary agencies organizing SAR responses that the team could respond to. High-profile activity in National Parks boosts participant self-esteem and increases awareness of occupational opportunities. This approach breaks new ground in long-term youth treatment and educational opportunities by challenging professional stereotypes. The team has met with success both in its goals for juvenile crime prevention and in providing first- class search and rescue services. (Author/SV) ED414130 Dietz, N. J., Ed., & Aadland, H., Ed. (Jul 1995). North Dakota Wetlands Discovery Guide., 195pp. Financial support also received from the North Dakota Wetlands Trust, Wildlife Society, North America Chapter, North Dakota Water Users Association, and Ducks Unlimited, Canada. This guide facilitates and promotes awareness, appreciation, and knowledge of North Dakota's wetland resources. It is an interdisciplinary wetland activity guide for kindergarten through 12th grade teachers. It was developed specifically for North Dakota educators by North Dakota education and natural resource professionals about North Dakota's wetland resources. This guide integrates the curriculum goals for science, social studies, geography, mathematics, North Dakota studies, English/language arts, and art. Each activity contains abstract reference information about intended age level, subject area, duration, group size, teaching settings, skills, North Dakota curriculum references, and key vocabulary. Information is provided about intended learning outcomes, rationale for the activity, necessary student prior knowledge, background information, list of materials needed to conduct the activity, step-by-step procedures, activity extensions, evaluation methods, and material reference information. The appendices contain a list of skills, North Dakota curriculum frameworks reference list, information about North Dakota agencies and organizations associated with wetlands conservation, and information about major wetland protection efforts. Also includes a glossary. (AIM) ED398049

Donaldson, G. W., & Goering, O. H. (1972). Perspectives on outdoor education; readings. Dubuque, Iowa,: W. C. Brown Co. Lb1047.d6 371.3/028 LB1047.D6 c.pl NORLIN Donnison, P. (November 1998). Making Sense of Outdoor Management Development (OMD): Comparing Participants' Views of OMD with the Received Wisdom., Paper presented at the annual International Conference of the Association for Experiential Education (26th, Incline Village, NV, November 5-9, 1998). Edited version appears in: "Selected Monographs from the Association for Experiential Education International Conference"; see RC 022 022. In the United Kingdom, the term "outdoor management development" (OMD) is commonly used to describe courses using outdoor facilities to achieve the aims of management development. OMD courses claim to be able to train staff and managers from a variety of organizations. The received wisdom in OMD is that practice in the field has a sound theoretical basis and that it achieves the results it claims. To compare personal experiences with the received wisdom, 46 participants were interviewed and took part in focus group discussions several weeks after their attendance on OMD courses at Brathay Hall in the English Lake District. Participants were asked to make sense of the course and describe all aspects of the course that they noticed. Key findings were: (1) course aspects that participants noticed and commented on corresponded to received wisdom on the theoretical basis for OMD, matching the content of theories such as Kolb's learning cycle, the findings from empirical research, and much that has been written about experiential learning; (2) participants understood course objectives, identified outcomes that could be evaluated at several levels, and described links between learning on the course and the context of their working life; and (3) statements about course outcomes fell into the categories of personal learning, team learning, and general principles. (SV) ED431586

Drake, S. Y., & Lawrence, R. L. (1976). Recreational community gardening: a guide to organization and development with education section by Roberta L. Lawrence ; Horticulture agent, U.S.D.A. Cooperative Extension Service. Washington: U.S. Dept. of the Interior Bureau of Outdoor Recreation: for sale by the Supt. of Docs. U.S. Govt. Print. Off. I 66.8:g 16 Duensing, E., & Duensing, L. (1980). Outdoor education: planning, preparation, and programs. Monticello, Ill.: Vance Bibliographies. Z5815.u5 d83 lb1047 016.3712/07/0973 Z7164.a2

DuFour, M. B., Courter, L. K., & Garvin, D. M. (1997). PARK-IT Elementary School Land Laboratories in Toledo City Parks. Curriculum Activity Guide, Grades 2-3., 84pp. Illustrated by Dennis M. Garvin. Project funded by grants from the Ohio Environmental Education Fund and the Toledo Urban Forestry Commission. For other documents in "Park-It " series, see SE 061 660 and SE 061 662. The project PARK-IT represents a unique partnership between a public elementary school and a city park in which students and teachers utilize a small naturalized area of the park as a Land Laboratory, and in return become its stewards. The project also includes this curriculum activity guide which can assist teachers in using the Land Lab with students in grades 2-3. The guide begins with an explanation of the importance of a land laboratory, guidelines for taking students outside, and preliminary activities to prepare for going to the site. Activities are grouped by such subject areas as soil, water, plants and animals. Activities address such concepts as soil permeability, leaf composition, use of weather instruments for monitoring weather, snow and its effect on the environment and animal behavior, growth of propagated plants, native versus non-native plants, food preferences of neighborhood birds, and common insects that use plants. The activities include journal questions and extensions. The guidebook includes a summary chart of activities which contains an activity overview, purpose, science skills involved, and learning outcomes keyed to fourth and sixth grade proficiency tests. (PVD) ED424091 Available from: Ottawa Park Nature Education Center, 2201 Ottawa Parkway, Toledo, OH 43606.

DuFour, M. B., Courter, L. K., & Garvin, D. M. (1997). PARK-IT Elementary School Land Laboratories in Toledo City Parks. Curriculum Activity Guide, Grades 4-6., 81pp. Illustrated by Dennis M. Garvin. Project funded by grants from the Ohio Environmental Education Fund and the Toledo Urban Forestry Commission. For other documents in "Park-It " series, see SE 061 660-661. The project PARK-IT represents a unique partnership between a public elementary school and a city park in which students and teachers utilize a small naturalized area of the park as a Land Laboratory, and in return become its stewards. The project also includes this curriculum activity guide which can assist teachers in using the Land Lab with students in grades 4-6. The guide begins with an explanation of the importance of a land laboratory, guidelines for taking students outside, and preliminary activities to prepare for going to the site. Activities are grouped by such subject areas as soil, water, plants and animals. Activities address such concepts as composting, role of earthworms in soil production, water in the atmosphere, pollination, seed dispersal, plant community, and succession. Students will conduct a census of invertebrates and explore feeding behavior of spiders as part of field observation activities. The activities include journal questions and extensions. The guidebook includes a summary chart of activities which contains an activity overview, purpose, science skills involved, and learning outcomes keyed to fourth and sixth grade proficiency tests. (PVD) ED424092 Available from: Ottawa Park Nature Education Center, 2201 Ottawa Parkway, Toledo, OH 43606.

DuFour, M. B., Courter, L. K., & Garvin, D. M. (1997). PARK-IT Elementary School Land Laboratories in Toledo City Parks. Curriculum Activity Guide, Grades K-1., 60pp. Illustrated by Dennis M. Garvin. Project funded by grants from the Ohio Environmental Education Fund and the Toledo Urban Forestry Commission. For other documents in "Park-It " series, see SE 061 661-662. The project PARK-IT represents a unique partnership between a public elementary school and a city park in which students and teachers utilize a small naturalized area of the park as a Land Laboratory, and in return become its stewards. The project also includes this curriculum activity guide which can assist teachers in using the Land Lab with students in grades K-1. The guide begins with an explanation of the importance of a land laboratory, guidelines for taking students outside, and preliminary activities to prepare for going to the site. Activities are grouped by such subject areas as soil, water, plants and animals. Activities address such concepts as soil compaction, soil types, erosion, evaporation, transpiration, plant classification, animal sign, and animal safety zones. Students learn to identify tree seeds, plant seeds, and nurture seedlings. The activities include journal questions and extensions. The guidebook also includes a summary chart of activities which contains an activity overview, purpose, science skills involved, and learning outcomes keyed to fourth and sixth grade proficiency tests. (PVD) ED424090 Available from: Ottawa Park Nature Education Center, 2201 Ottawa Parkway, Toledo, OH 43606.

DuFrene, D., Sharbrough, W., & McCall, M. (1999). Bringing Outdoor Challenge Education Inside the Business Communication Classroom. Business communication quarterly, 62(3), 24. Dunning, C. (Apr 1994). Adventure Based Interventions: The Case for Support., 7pp. In: Adventure-Based Interventions with Young People in Trouble and at Risk. Proceedings of a National One-Day Conference "Adventure-Based Interventions" (April 22, 1994) and a Study Weekend "Enabling Troubled Youth" (Ambleside, England, United Kingdom, April 22-24, 1994); see RC 019 931. The Rank Foundation's director of youth projects for northern England, Scotland, and Northern Ireland presents personal views on at-risk youth and ways that adventure-based interventions can meet their needs. Young people today suffer from the constant bombardment of advertising campaigns promoting material consumerism as the criterion for success. There is little in young people's lives to help them question such messages or develop their own values and spirituality. The adventure-based experience contains an extremely strong spiritual component, not only in the outdoor element but also in the sharing of oneself with something or someone else. The varieties of agencies and professionals that work to help young people reach their potential must overcome their conflicts of interest and begin networking. Competition among agencies for work, sometimes trying to be all things to all people, does harm to public perceptions of such developmental programs. Three programs that demonstrate a flexible networking approach link urban and rural communities to the previously isolated outdoor-center experience, incorporate creative and performing arts to complement the experiential process in their work, and network with a range of agencies to provide followup opportunities. Over the years, the Rank Foundation has provided funding for various capital items of outdoor programs, for training of outdoor program staff and related community workers, and for long-term program and agency development. (SV) ED378017

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Education Associates., & Roth, R. E. (1973). Environmental education: a bibliography of abstracts from Research in education (RIE) 1966-1972. Worthington, Ohio: Education Associates. Gf8.e3 1973 301.31 Gf8.e3 1973 norlin Gf8.e3 1973 c.2

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Ford, P. M., ERIC Clearinghouse on Rural Education and Small Schools., & United States. Office of Educational Research and Improvement. (1986). Outdoor education: definition and philosophy. [Las Cruces, NM]: ERIC Clearinghouse on Rural Education and Small Schools. Ed 1.310/2:267941

Fox, K. M., & Lautt, M. (1996). Ethical Frameworks, Moral Practices and Outdoor Education., 18pp. In: Coalition for Education in the Outdoors Third Research Symposium Proceedings (3rd, Bradford Woods, Indiana, January 12-14, 1996); see RC 021 207. Insights from quantum physics and chaos theory help create new metaphors about ethical frameworks and moral practices in outdoor education. The seemingly straightforward concept of values is analogous to the initial simple nonlinear equation of a fractal. The value claims of outdoor educationtrust, cooperation, environmental awareness, self-awareness, freedom, justice, community, respect are often interwoven within the very structure and outcomes of programs. If there are repeated iterations of the initial equation (values and value claims), the fractal shapes of ethical frameworks emerge. Ethical frameworks are complex sets of value claims, rationales, and rules that guide moral reasoning, decision making, and behavior. Such complexity implies that various forms, ranging from experiential activities and artistic creations to scholarly essays and research, are necessary to explore ethical frameworks and moral practices of outdoor education. Prominent themes related to outdoor ethical frameworks are: (1) outdoor education research focused on individuals and discrete links among attitudes, knowledge, affect, and behavior; (2) prominent scholarship about outdoor ethical frameworks is becoming more prominent; (3) research findings on moral development in psychology and education indicate the development of moral reasoning is complex; (4) moral practices encompass relational characteristics: love, friendship, compassion, caring, passion, and intuition; (5) spiritual journeys, traditions, and insights are an important aspect of relating to others; and (6) an individual or group can be ethical only when there is mutual material interaction and critique. Understanding the relationships and processes applicable to outdoor values and ethical frameworks requires embracing their complexity. Continuing with physics metaphors from field theory, six ways of embracing complexity are proposed. Contains 124 references. (SV) ED413124

Frank, J., & Zamm, M. (1994). Urban Environmental Education. The Environmental Education ToolboxEE Toolbox Workshop Resource Manual., 59p. This manual is for workshop leaders who want to help educators explore the urban environment with their students and highlights key details distinguishing urban environmental education from environmental education (EE) in other settings. While the examples used emphasize formal education, this is also useful outside the classroom. The unit provides an introduction to EE and discusses student populations and where to conduct urban EE. Three alternative approaches to teaching EE in urban areas are examined. The approaches include: (1) studies of the natural environment; (2) studies of the built environment; and (3) service learning and action projects. Ideas for implementing EE appear in four program case studies and in nine activities for teacher workshops. A "Resources" section offers 29 resources for further information including educational materials, organizations, and literature appropriate for each of the three approaches. (LZ) ED384531

Frank, L. S., Ed. (1995). Seeds for Change. The Association for Experiential Education. International Conference Proceedings (23rd, Lake Geneva, WI, November 9-12, 1995)., 310p. This publication presents 98 papers reflecting the goals of the Association for Experiential Education, with roots in adventure education, which promotes the development, practice, and evaluation of experiential learning in all settings. Topics of the papers include: educational practices on all levels, recreation, outdoor adventure programming, mental health and therapeutic activities, youth service, physical education management development training, correctional education, career development, programming for people with disabilities, values education, and environmental education. (JPB) ED395923

Frederic Burk Foundation for Education. (1962). Federal agencies and outdoor recreation. Washington: [U.S. Govt. Print. Off.]. GV53.A25 no.13 Y 3.Ou 8:10/13 govus

Freeberg, W. H., & Taylor, L. E. (1961). Philosophy of outdoor education. Minneapolis,: Burgess Pub. Co. Lb3483 Lb3483 f7

Freeberg, W. H., & Taylor, L. E. (1963). Programs in outdoor education. Minneapolis,: Burgess Pub. Co. Lb3483 LB3483 F72 c.2

Friet, E. L., & Peterson, D. G. (1956). Design for outdoor education, a manual for teachers and administrators. Yakima,: P.S. Printers. 371.393

Funnell, K., Alford, V., Denegri, D., Johns, S., Young, B., Lucas, B., Titman, W., & Wood, J. (1997). School Grounds: A Guide to Good Practice. Building Bulletin 85., Colored photographs may not reproduce clearly. Limited financial resources and increasing pressures of competing claims on school outdoor grounds have created the need for greater quality enhancement of these areas to ensure they are used efficiently. This document addresses the issues and principles affecting school grounds, provides an analysis of the benefits of using and developing these areas, and outlines the processes necessary for successful school ground management as advocated by Learning through Landscapes. Chapters examine why ground surveying is important; how the National Curriculum provides a framework for the need to teach in the outdoor classroom; and why schools should develop a clear justification for their management of breaks and lunch times, as well as the special nature of this experience and its connection with student behavior. Additionally explored are recent research on the hidden curriculum and how school ground design influences behavior, different options and their contractual arrangements for school ground maintenance, and resources for planning grounds changes. It discusses the importance of the process of developing school grounds and of student involvement. Concluding sections offer reference material that includes information for school site and zone development, sports facilities, maintenance scheduling, key staff responsibilities, and a list of informational sources. Contains an index. (GR) ED431294

Ferguson, E. E., Ed. (1999). Connections, 1999. Paper presented at the For 1997-1998 issues, see ED 433 081. Page Length: 14. This document consists of the three 1999 issues of a newsletter published to disseminate information and resources to child care providers and administrators in Canada. The Winter 1999 issue deals with safety for the adults working in child care centers, and discusses risk factors associated with noise, child sized seating, and changing tables. This issue also presents a working conditions checklist to assess early childhood classrooms. The May 1999 issue discusses outdoor play, nature activities, and designing outdoor play and education areas. The October 1999 issue focuses on children's rights, describing the rights of children under the United Nations Convention on the Rights of the Child, how early childhood educators can ensure that children's rights are upheld, "The World around Us" curriculum used in some Canadian schools, family education on children's rights, and a university course on children's rights. Each issue of the newsletter includes resources for child care administrators related to the issue's focus, including training opportunities and materials available through the Child Care Connections library. (KB) ED443567

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Gabrielsen, M. A., & Holtzer, C. (1965). The role of outdoor education. New York,: Center for Applied Research in Education. Lb3490 Lb3490.g3 Garbe, C., & Buettner, P. G. (August 2000). Predictors of the Use of Sunscreen in Dermatological Patients in Central Europe. Preventive Medicine, 31(2), 134-139(136). Background. There is mounting evidence that sun exposure is a cause of skin cancer. Therefore, the focus of skin cancer prevention is on sun protection. The present study investigated the use of sunscreens in a sample from the adult Central European population.Methods. As part of a case-control study of cutaneous melanoma, a total of 498 controls with classical dermatological disorders were selected from hospitals in Central Europe. All people underwent whole-body skin examinations and were interviewed using a standardized questionnaire.Results. Overall, 40.8 of the people never used sunscreen and of the 281 persons who used sunscreen, 41.5 applied it only once per sun bath. Persons who did not use sunscreen tended to be older (P < 0.0001) and of male gender (P = 0.0004). Young people, women, and people who expressed a positive attitude to the sun spent more time in the sun and were more likely to apply sunscreens. People who worked almost always outdoors had a six times increased odds ratio of not using sunscreens (P < 0.0001) compared to people who worked always indoors.Conclusions. Men, older people, and outdoor workers should be targeted in health education campaigns. On the other hand, people who apply sunscreen as a means of sun protection should be advised about adequate usage. Copyright 2000 American Health Foundation and Academic Press.

Garrison, C. I. (1966). Outdoor education; principles and practice. Springfield, Ill.,: Thomas. Gv182.2.g3 796.5

Garvey, D., & Gass, M. (1997). Instructor Qualifications: What Directors Want., 7pp. In: Deeply Rooted, Branching Out, 1972-1997. Annual AEE International Conference Proceedings; see RC 021 269. This paper reviews the literature associated with outdoor leadership and describes ongoing research about outdoor program directors' hiring preferences when filling outdoor leadership positions. Nineteen articles published in the Journal of Experiential Education, 1983-1996, as well as several book collections of leadership articles, discuss skills and attributes that are requirements for effective outdoor leadership, point out that leadership skills are on a continuum from novice to skilled professional, offer leadership curricula, review research on outdoor leadership, and examine the controversy surrounding the topic of leader certification. The 10 top leadership competencies are listed for each of 6 research projects conducted during 1981-1986. A survey conducted in 1983 revealed a need to examine what is valued or undervalued in the hiring of outdoor leaders. In contrast to previous research that relied on survey questionnaires, this ongoing research project created a forced-choice situation in which outdoor program directors evaluated the strengths and weaknesses of two hypothetical applicants with different backgrounds and qualifications. The directors then indicated whether they would consider hiring either applicant for a position leading groups of adolescents on week-long trips. Contains 15 references. (SV) ED414132

Gibbons, S. L. (1999). Team Building through Physical Challenges., In: Connections '99. Proceedings of a Faculty Conference (5th, Victoria, British Columbia, Canada, May 1999); see RC 022 523. Page Length: 8. The enhancement of positive self-concept has been identified as a key benefit of participation in team-building programs. This paper reviews research on the impact of team-building activities that include demanding physical challenges on the self-concept of physical education students. Team Building through Physical Challenges (TBPC) is a program comprised of a series of 22 Outward Bound-type problem-solving tasks that can be readily incorporated into a physical education setting. For any individual to succeed, the entire group must master each task. Program developers contend that TBPC provides significant physical and social challenges, as well as problem-solving tasks, and therefore should lead to improved self-concepts related to self-worth, athletic competence, social acceptance, and scholastic competence. Studies of Outward Bound showed improvement in participants' self-concept in domains related to program goals. Studies of team-building activities in elementary and secondary physical education settings found no significant treatment effects. Two recent studies of the TBPC program with middle school students in physical education settings found that participation increased student perceptions of athletic competence and global self-worth, but that effects were significantly greater for males than females. An ongoing research project will assess the effects of TBPC on student self-concept in an all-female physical education class. (Contains 14 references.) (SV) ED442616

Gilson, J., & Edwards, L. (1983). 4B goes wild ( 1st ed.). New York: Lothrop Lee & Shepard Books. Fourth graders on a three-day camping trip with their teachers experience frights and delights. PZ7.G4385 Ab 1983 [Fic] Pz7.g4385 Pz7 g4385f68 1983 juvc

Gordon, B., & Dodunski, R. (1999). A Study of the Effect of an Outdoor Education Experience on Students' Perceptions of their Peers. Journal of Physical Education New Zealand, 32(2), 16.

Gordon, S., Houghton, S., & Edwards, J. (1998). Effecting Intentional Change in Adventure Programming for "At Risk" Adolescents., 8pp. In: Exploring the Boundaries of Adventure Therapy: International Perspectives. Proceedings of the International Adventure Therapy Conference (1st, Perth, Australia, July 1997); see RC 021 699. This paper briefly outlines key aspects of how people change intentionally, some intervention principles, and the effectiveness of typical approaches used by practitioners in outdoor education. The discussion is based in a cognitive-affective and educational perspective that sees education and awareness of thought processes as the key to intentional change. Key aspects of change include: (1) what can be changed (behavior, feelings, thoughts, and wants/needs); (2) timing of change, including stages (precontemplation, contemplation, preparation, action, and maintenance); (3) process of change that involves how it occurs and whether or not prerequisites are necessary; and (4) resistance to change (barriers and obstacles). Practitioners can help others change by clarifying options, providing information and skills, exploring barriers and resistance, and supporting change efforts. Recommendations for outdoor practitioners working with delinquent and at-risk adolescents include providing challenging physical goals with immediate gratification, ongoing evaluation, use of "teachable moments," recognition of achievements, and tailoring of change activities to readiness of participants. (Contains 19 references.) (SAS) ED424068

Goulet, L. (1998). Culturally Relevant Teacher Education: A Saskatchewan First Nations Case., 8pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). This paper examines culturally relevant teacher education for First Nations undergraduate students, offered by the Department of Indian Education at the University of Regina-affiliated Saskatchewan Indian Federated College. As graduates may want to challenge dominant epistemologies of the schools in which they teach, the program responds to students' needs for connection to traditional cultural knowledge in order to overcome personal and cultural dislocation and racism. All students take classes in Indian languages, studies, and art. In a class affirming cultural identity, Elders are used as teachers in an outdoor education setting that includes ceremonies, traditional activities, and storytelling. Tools to deconstruct racist ideology and practices are given in a third-year class in human justice that focuses on institutional racism, particularly on an analysis of curriculum. The concepts of race, text, identity, stereotyping, bias, and ethnocentrism are used to analyze the impact of curriculum materials on First Nations children. In addition to curriculum materials analysis, students also analyze images of First Nations people portrayed in the mass media. The classes model pedagogical methods of dealing with racism and critical thinking. Barriers to connecting preservice teachers with cultural knowledge and anti-racist education practice include lack of culturally appropriate materials, school and community resistance to change, and needs for personal and professional coping strategies. (Contains 18 references.) (SAS) ED425044 You may be able to order this document from the ERIC Document Reproduction Service.

Gray, M., & Tarter, S. L. (1996). Case Studies in Wilderness Medicine., 7pp. In: Spawning New Ideas: A Cycle of Discovery; see RC 021 376. Five case studies explore issues in wilderness medicine, with emphasis on evacuation decision making. The cases describe medical problems encountered during wilderness trips involving college or high school students. In each case, the situation and facts of the case are outlined, including the patient's medical history and vital signs, and at several points in the case's progression, the outdoor leader is asked to make an assessment and outline a plan and anticipated problems. Each case is followed by a debriefing that discusses the important points in the presenting problem and the signs that would call for immediate evacuation of the patient. The cases involve hyperventilation, asthma attacks, mild head injury, abdominal pain with vomiting, and possible spinal injury. (SV) ED416055

Gray, T. (1997). Examining the Fruits of the Outdoor Education Tree from a Gender Perspective., 19pp. In: Deeply Rooted, Branching Out, 1972-1997. Annual AEE International Conference Proceedings; see RC 021 269. This paper describes a longitudinal study of a residential outdoor education school program in Australia. Specifically, the research tracked 409 ninth-grade students for up to 24 months to determine the impact on boys and girls of an extended-stay outdoor education program. The program is located at Timbertop, a coeducational school in a wilderness setting that serves the entire Year 9 student population (average age 14-15) of Geelong, Victoria, Australia. While totally immersed in an isolated spartan setting, the students engage in outdoor education while simultaneously maintaining a normal Year 9 academic curriculum. Students are assigned to self-contained living quarters of 15-16 students, are totally responsible for domestic chores and maintenance, and are denied access to telephones and television. Parents are permitted to visit every 10 weeks. The research project administered various questionnaires and interviews to students, parents, and teachers before, during, and after program attendance and at 12- month followup. These measures examined autonomy, interpersonal relationships, social responsibility, health and physical aptitude, environmental sensitivity, academic and cultural achievement, appropriateness of curriculum, teaching quality, and school spirit. Timbertop provides a unique comparison of male and female students since the curriculum is presented in a gender-neutral fashion. Evidence suggests that girls were successful and were more positive than boys toward social and personal dimensions of the experience. Contains 34 references. Research results are not included. (SV) ED414134 Gray, T., & Patterson, J. (Nov 1994). Effective Research into Experiential Education: A Critical Resource in Its Own Right., 9pp. In: Experiential Education: A Critical Resource for the 21st Century. Proceedings Manual of the Annual International Conference of the Association for Experiential Education (22nd, Austin, TX, November 3-6, 1994); see RC 019 884. This paper discusses the use of quantitative methodologies to evaluate extended- stay outdoor education school programs (ESOESPs) in Australia. A recurring theme in the literature of outdoor education is the paucity of empirical data to support its continuation and development. Proponents argue that the outdoor education experience leads somehow to a long-lasting personal transformation. However, anecdotal evidence and "warm fuzzies" are not grounded in rigorous systematic research. ESOESPs are Australian off-campus residential programs, conducted in outdoor settings for at least 20 weeks, that are incorporated into the school experience. While gaining in popularity, ESOESPs are capital intensive. To survive in an age of conservative educational reform, programs such as these must provide systematic empirical evaluations of both immediate and long-term impact. Two instruments, the Real Me Questionnaire (RMQ) and the School Life Questionnaire (SLQ), were developed to evaluate ESOESPs. Major program objectives related to student self-concept, social responsibility, intellectual development, and health and physical development were elaborated into behaviorally related statements that require a graded response from subjects. RMQ contains 65 items and measures attitudes, perceptions, and behaviors. SLQ contains 31 items and examines appropriateness of curriculum, quality of teaching, school spirit, and personal relationships. Both instruments have demonstrated statistical reliability and construct validity. Included are program objectives and questionnaire subscales, and constructs. Contains 18 references. (SV) ED377012

Greenstein, D., & Others, A. (1995). Backyards and Butterflies: Ways to Include Children with Disabilities in Outdoor Activities., 75p. This sourcebook is designed for children, parents, and families, detailing ideas for outdoor play and learning activities, with emphasis on involving children with disabilities in outdoor play. A rural perspective permeates the guide, although each chapter contains ideas for making outdoor environments more accessible and safer for all children, in urban and rural settings. Safety messages are included throughout the book. The outdoor play ideas are intended as starting points to be changed around special family needs. The activity categories are: (1) garden; (2) nature; (3) animals; (4) wheels; (5) swings and slides; (6) backyard; and (7) measurements and materials, including balls, bolts, buckets, dowels, glues, handles/knobs, lumber/plywood, plastic, tie wraps, and Velcro. Illustrations of children involved in outdoor activities are included throughout. (BGC). ED396841

Gresham, T. (1999). Aquatic Education: Fishing and Fun at Pointe au Chien. Louisiana conservationist, 51(4), 8.

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Horwood, B. (Jan 1994). The Influence of Outdoor Education on Curriculum Integration: A Case Study., 10pp. In: Coalition for Education in the Outdoors Research Symposium Proceedings (2nd, Bradford Woods, IN, January 14-16, 1994); see RC 019 747. This paper describes the role of outdoor education in an integrated semester at an Ontario, Canada high school. Thirteen students worked with one teacher for an entire semester and earned credits in environmental science, English, physical education, and life skills. Students were interviewed at the beginning, midpoint, and end of the semester. By the end of the semester, students revealed a sense of connectedness and unity in their work due to six integrating factors: experiential learning, whole process approach, authenticity of the experience, pressure of increased responsibility and greater challenges, and a strong sense of community in the class. Outdoor education took more than one-third of school time in the semester and included 11 single-day events and 4 extended expeditions totalling 25 days. Excerpts from student interviews demonstrate that outdoor experiences influenced integration by providing inescapable consequences of action or inaction, opportunities for personal growth and awareness, and an unforgettable sense of wonder toward nature and also toward students' own previously unknown capabilities. Learning through experience is the quintessential factor that integrates curriculum elements, and direct experience is present to the highest degree possible in outdoor education. Barriers to repeated long-term outdoor education such as these students experienced include time constraints; budget constraints; lack of teachers competent in both school subjects and outdoor leadership; and most difficult to address, the dominance of assessment for grades in most school systems. (SV) ED383488 Hunt, L., Twynam, G. D., Haider, W., & Robinson, D. (1 December 2000). Examining the Desirability for Recreating in Logged Settings. Society and Natural Resources, 13(8), 717-734(718). This study examines the impacts of logged settings on the opportunities for nature-based tourism and outdoor recreation. By employing the experience-based setting management model and developing a desirability scale for recreating in logged settings, comparisons were made between desirability for recreating in logged settings and activity interest, psychological outcome importance, and sociodemographic characteristics. Results from the desirability and activity interest analyses suggest that consumptive and motorized activities are well suited to areas with multiple use/integrated resource management. Conversely, promotion of many physically demanding nonconsumptive activities is better suited to areas spatially segregated from logging. Only a tenuous link between desirability for a logged setting and importance of psychological outcomes was found. Finally, individuals with greater desirability for logged settings were more likely to be older, married, retired or blue collar employed, rural individuals, with lower levels of formal education than other individuals.

Haensly, P. A. L., Patricia. Nurturing Giftedness while Minority Adolescents Juggle Change Spheres. For each of two years, 50 Hispanic and Black eighth graders were selected for a field-based, environmental science summer program designed to nurture math and science talent and encourage bright, minority youth to persist in school. Students were selected on the basis of participation in an outreach program, essays, grades, recommendations, and an interview. Inventories, career plots, and thematic analysis of their 28 daily journal entries, interviews of camp directors, and staff evaluations provide rich descriptions of participants' perceptions regarding needs and development. Aspirations, challenges, involvement in their instruction and personal caring by significant adults as the students engaged in camp instruction and living activities are articulated. Interpretation is grounded in Bueshcher's concept of adolescent development as volatile change spheres of biological maturation, learning processes, and social needs, made more complex by ability potential. Cultural identity formation is proposed as a volatile change sphere, and the metaphor of juggling spheres is used to discuss the complexity of nurturing giftedness for minority adolescents. The report compares gifted adolescent needs to general adolescent needs, describes the influences of different cultures on giftedness, and provides suggestions for ways adults may help gifted minority adolescents most effectively. (Contains 31 references.) (Author/CR)

Hall, R., & Rowland, C. (1999). Shaping Learning through Space: The Case of Outdoor Management Training., Paper presented at the Annual Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA) (29th, Warwick, England, July 5-7, 1999). Page Length: 9. This paper explores the relationship between experiential learning theory and outdoor management training, and describes a British outdoor management program grounded in adult learning theory. An introduction explores competing paradigms in management education: the managerialist perspective, which focuses on development of skills and competencies; the critical perspective, which analyzes political aspects of management; and the humanist perspective, which is rooted in human relations theory. Originating in the Outward Bound movement, outdoor development emerged in the 1970s as a mechanism for developing managers and organizations. Today, outdoor management development is used by a third of British corporations. The rationale for using the outdoors as a training environment emphasizes novel activities that heighten awareness of interpersonal behavior, psychological risk, and elimination of role conflict common in office settings. An outdoor management development program, offered for 10 years at a business school in northwest England, includes a mandatory 2-day residential program. Large- and small-group outdoor activities are designed around adult learning theory, particularly Kolb's learning cycle, and include review and feedback sessions and reflective tasks. Themes emerging from participant comments and evaluations indicate that outdoor management programs can fulfill both educational and training roles and can stimulate the development of analytical skills, and that structure, relevance, and perceived transferability are important features of effective outdoor programs. (Contains 22 references.) (SV) ED438116

Hammerman, D. R., & Hammerman, W. M. (1964). Teaching in the outdoors. Minneapolis,: Burgess Pub. Co. Lb1047

Hammerman, D. R., & Hammerman, W. M. (1968). Outdoor education; a book of readings. Minneapolis,: Burgess Pub. Co. Lb1047 Lb1047 h28

Hammerman, D. R., & Hammerman, W. M. (1973). Teaching in the outdoors ( 2d ed.). Minneapolis,: Burgess Pub. Co. Lb1047

Hanna, G. (1996). Risk Management and Litigation Avoidance in Outdoor Recreation Programming., 9pp. In: Proceedings of the 1992 and 1993 Conferences on Outdoor Recreation; see RC 020 906. This paper reviews aspects of Canadian and U.S. law related to liability and negligence of outdoor programs and suggests strategies for risk management. To prove negligence, an individual injured in an outdoor program must prove that the outdoor leader had a duty of care to the participant, standards of care were breached, actual injury was suffered, negligence was the proximate cause of injury, and the participant's position was not prejudiced. Court cases considering the criteria of customary standards of care within the profession of outdoor leadership have focused on specific areas of leadership responsibility: leader qualifications, outdoor navigation and guidance, group supervision, instruction in activity skills and safety, and provision of adequate safety measures. Outdoor leaders seek adequate risk to stimulate participants while avoiding likely accident-precipitating situations. Five ways to deal with real risk in outdoor program situations are planned retention of risk after due consideration, risk reduction through safety equipment or procedures, avoidance, transference through insurance, and transference through waivers. When a participant is injured, the leader can minimize lawsuit potential or cost by caring for the victim, having someone take copious notes, contacting the agency director immediately, avoiding contact with the media, and settling out of court. A program agency can protect itself most effectively by developing a comprehensive risk management plan, carrying liability insurance, and having participants sign waiver forms. (SV) ED404075

Harwell, R., & Brookover, B. (1997). BBM Approach to Outdoor Recreation Programming., 19pp. In: Back to the Basics: Proceedings of the International Conference on Outdoor Recreation and Education; see RC 021 395. The benefits based management (BBM) approach to outdoor recreation programming is a technique focused on outcomes and benefits derived from participating in outdoor recreation activities. This approach can be used to establish the significance of college outdoor programs on campus. The four premises of BBM are the articulation of outcome-oriented goals that address significant issues and concerns; the design of outdoor programs to address the stated goals; the establishment of an evaluation procedure that allows documentation of goal achievement and benefits to the individual; and the establishment of a marketing effort that communicates the significance of the programs offered. The advantages of BBM are listed and key definitions presented, followed by a discussion of program development guidelines, the nature of performance objectives, and programming principles. Probably the most important step in BBM is the processing or debriefing after the recreation experience. Guidelines are presented that include processing approaches and sample questions. In order to determine the impact of the BBM approach, a comprehensive assessment of the BBM project should be undertaken. A pre- and post-survey administered to participants and a control group are recommended, plus ongoing evaluation of performance objectives. Formative evaluation should be carried out throughout the project, with a summative evaluation conducted at the end. Includes figures depicting the recreation demand hierarchy, an activity planning model, a program planning sheet, and an activity report. (TD) ED417045

Harwell, R., Ed., Comstedt, T., Ed., & Roberts, N., Ed. (1997). Deeply Rooted, Branching Out, 1972-1997. Annual AEE International Conference Proceedings (25th, Asheville, North Carolina, November 23-26, 1997)., 299pp. For selected individual papers, see RC 021 270-295. This proceedings contains 36 papers presented at the 25th Annual Conference of the Association for Experiential Education. Papers are: "The Woods and the Trees: Interpreting Experiential Education for Schools and a Greater Audience" (Joanna Allen, John Hutchinson); "Adventure Programming & Prevention of Adolescent Problem Behaviors: Applying Research and the Public Health Model of Prevention" (Charles Ayers, David Shavel); "Are Those Families Swinging from the Branches? Helping Families Find Solutions through Adventure Therapy" (Scott Bandoroff, Andrea Parrish); "Something Old, Something New, Something Borrowed, and Something Blue. New Ideas for Challenge and Adventure Programs" (Jim Cain); "Wings, Strings, and Flying Things" (Jim Cain); "A Day at the Improv.... The Assessment and Treatment of Musculoskeletal Injuries in the Backcountry" (Brent Cochran); "Experiential Training for Empowerment of the Workforce" (John A. Cook); "The Apache Rescue Team" (David Line Denali); "Walls We Climb" (Eric L. Evans); "A Hero's Journey: A Freshman Orientation Challenge Course Program" (L-Jay Fine); "Instructor Qualifications: What Directors Want" (Daniel Garvey, Michael Gass); "Expressive Counseling Techniques: A Rationale" (Jackie S. Gerstein); "Living History As an Experience" (Jim Gilbert, Lisa Gilbert); "Examining the Fruits of the Outdoor Education Tree from a Gender Perspective" (Tonia Gray); "Hamsters? What Does 4-H Stand For, Anyway?" (Brenda Grundeen); "Tapping Your Humor and Creativity Roots for Experiential Education" (Avery M. Henderson); "Attitudes and Perceptions Concerning Persons with Disabilities: Potential for Growth" (James T. Herbert); "The Twelve Steps Experientially" (Lianne Horne); "Spiritual Model for Experiential Education" (Bert Horwood, Hans-Peter Hufenus, Arlene Ustin); "What Is an Efterskole?" (Joyce Dinwiddie Johnson); "Equine Assisted Psychotherapy" (Gregory W. Kersten); "Clearness: A Tool for Personal Discernment" (Sandy Kohn); "Handling Difficult Times and Learning Resiliency" (Kathleen Konrad, Jim Bronson); "The P.A.G.E. Team Alignment Process" (Michael A. Lair); "If I Am an Artist, What's Wrong with My Picture? Rediscovering Your Creativity in a Grown-Up World" (Deborah J. McCormick, Carol D. Plugge); "Evaluation As a Development Tool" (Patrick S. McFarlane); "Facilitating and Learning at the Edge of Chaos: Expanding the Context of Experiential Education" (Carl Oekerman); "The Reality of Experience" (Gail Ostrishko); "Walking a Path of Transformation: Using the Labyrinth As a Spiritual Tool" (Carol D. Plugge, Deborah J. McCormick); "Organizational Awareness: Using Natural Systems To Understand Organizations" (Michael Popowits, Kevin Reeve); "Human Dimensions of Expeditions: Deeply Rooted, Branching Out" (Tom G. Potter); "Chiji Processing Cards and Non-directive Facilitated Processing" (Steven Simpson, Dan Miller, Buzz Bocher); "Social Justice in Outdoor Leadership" (Karen Warren, Angel Russek); "Living with the Earth: An Outside Interactive Acclimatizing Workshop" (Donald F. Webb Jr.); "Celebrate the Difference: Meeting the Needs of LD and ADD Participants" (John Willson); and "Experiential Techniques for the College Classroom" (Scott Wurdinger). Includes title and author indexes. (SV) ED414123

Heath, S. E., Kass, P. H., Beck, A. M., & Glickman, L. T. (1 April 2001). Human and Pet-related Risk Factors for Household Evacuation Failure During a Natural Disaster. American Journal of Epidemiology, 153(7), 659-665(657). This study characterized risk factors for household evacuation failure. A random digit dial telephone survey was conducted of 397 households in Yuba County, California, in July 1997, 6 months after residents had been under evacuation notice due to flooding. Case households failed to evacuate, whereas control households evacuated. The cumulative incidence of household evacuation failure was 19.4. Fewer households with children (25.8) failed to evacuate than households without children (45.9, p < 0.01). More households with pets (20.9) than households without pets failed to evacuate (16.3, p = 0.11). With multivariate logistic regression, the risk of household evacuation failure was lower in households with children (odds ratio = 0.4, 95 confidence interval: 0.2, 0.8) compared with households without children. The risk of household evacuation failure increased in pet-owning households without children (odds ratio = 1.3, 95 confidence interval: 1.1, 1.5) compared with pet-owning households with children; the more pets a household owned, the higher the risk of household evacuation failure was. Impediments to pet evacuation, including owning multiple pets, owning outdoor dogs, or not having a cat carrier, explained why many households that owned pets failed to evacuate. Predisaster planning should place a high priority on facilitating pet evacuation through predisaster education of pet owners and emergency management personnel.

Henderson, B., Mehta, S., & Elrick, M. (1996). A Practitioner's Look at Research: Experientially Based Practitioner-Friendly Program Assessment Measurement Tools., 7pp. In: Spawning New Ideas: A Cycle of Discovery; see RC 021 376. School-based outdoor and experiential programs face an increasing demand from outside interests for research-based accountability. This paper suggests that both research and practice are strengthened by researcher-practitioner partnerships and by practitioners conducting their own research. Three modest qualitative research designs are explored as viable tools for practitioner research. In the first study, concept mapping was used to examine students' experiences in the conventional school setting and in the Community Environmental Leadership Programme (CELP), an integrated outdoor experiential program in a Guelph (Ontario, Canada) high school. Students constructed concept maps of their perspectives on schooling before and after CELP. Concept maps are unique in providing researchers with complex information for program assessment while remaining a student-controlled activity. This tool's effectiveness may lie in the fact that concept maps allow students to reflect on their experiences with the personal language that they have constructed. The following year, CELP students wrote short stories about themselves and school, at the beginning and end of the program. With both approaches, student responses were honest and stimulating for the teacher, but concept mapping appeared to be more fun and more liberating for students than the story approach. In the third study, an experiential practitioner who had collected student journal work for 10 years realized that the work was data and could be used to save his program from cutbacks. (SV) ED416058 Henderson, K., & Fox, K. (Jan 1994). Methods, Measures, and Madness: Possibilities for Outdoor Education Research., 7pp. In: Coalition for Education in the Outdoors Research Symposium Proceedings (2nd, Bradford Woods, IN, January 14-16, 1994); see RC 019 747. This paper discusses 10 reasons why outdoor education research needs more and better methods and measures. These reasons encompass the following areas of discussion: (1) the researcher's theories and values influence the research methods and measures chosen; (2) measurement must be relevant to the phenomenon measured, and multilevel phenomena may require multiple measures; (3) outdoor education research abounds with small quick projects, and the field would benefit from longitudinal studies and in-depth case studies; (4) outdoor education research must move beyond a linear cause and effect model to more complex analysis of dynamic relationships and multiple variables and contexts; (5) the increasing diversity of participants may require varied methods and measures and result in new insights and perspectives; (6) process orientations and group-based studies provide a further dimension that goes beyond the tendency to focus on program content and output; (7) collaborative styles of research empower both subjects and researchers and increase understanding of the situation; (8) multiple methods, both qualitative and quantitative, exist for research; (9) outdoor education research journals and other means of sharing information among researchers are needed; and (10) many critical issues exist in outdoor education and must be identified, but a holistic outlook is also necessary. (SV) ED383487

Hendricks, W. W., & Watson, A. E. P. L. (1999). Wilderness Educators' Evaluation of the Impact Monster Program. Research Paper. The Impact Monster is a skit designed to teach minimum impact techniques and used as a wilderness education tool by federal land management agencies. During the skit, which features role playing by the audience, an "impact monster" demonstrates inappropriate behavior in a wilderness area and a "good guy" corrects the behavior. The skit is part of a K-8 curriculum to teach land ethics and Leave-No-Trace behaviors, but is often used independently in other wilderness education programs with various age groups. An evaluation survey was completed by 55 employees of the Forest Service and other federal land management agencies. Results indicate that the Impact Monster remains a widely used wilderness education tool, rated good to excellent by most respondents. Using a figure clothed in bright colors as the Impact Monster was considered an effective program element. Students in grades 3-6 were considered the most appropriate recipients of the program. Problems experienced included children fearing the gun used in the skit, wilderness educators burning out on presenting the program, and students in grades 6-12 identifying too strongly with the Impact Monster. Frequent suggestions for program improvement included avoiding stereotypes, being sensitive to cultural differences, acquiring props, emphasizing positive behavior, maintaining program flexibility, and developing evaluation methods. Proposed behavioral objectives should focus on Leave-No-Trace principles. (Contains 10 data tables.) (SV) ED443647 Herrington, S., & Studtmann, K. (7 December 1998). Landscape interventions: new directions for the design of children's outdoor play environments. Landscape and Urban Planning, 42(2), 191-205(115). The child care playground is a landmark site where landscape architects can contribute their skills in a broad and meaningful way. The National Association for the Education of Young Children (NAEYC) states that over 5 million children under the age of five are in out-of-home care settings in the United States. The playground at the child care center has become the surrogate backyard known to a previous generation. Unfortunately, the outdoor environment of these centers typically consists of isolated pieces of equipment in a mono-culture of grass. This `place-less' equipment-based approach to designing play grounds does not speak to the qualities of being outdoors. Additionally, the equipment primarily addresses the physical development of the child. Children's social, emotional, and cognitive development must also be considered. Design processes that explore ways to support other types of development and include the unique aspects of the outdoors are greatly needed to produce quality environments for children. This paper describes a research project conducted in the outdoor play yards at the Child Development Laboratory, Iowa State University. The research hypothesizes that the installation of natural material and other landscape elements into the existing yards will offer additional types of child development (i.e., social, emotional, cognitive). This research involved a `landscape-based' approach to design. Data collection included video documentation and anecdotal field notes of the children (ranging from 2-6 years old) playing in the yards. Qualitative analysis of these data revealed that the installation of plant material and other landscape elements did provide for additional realms of development that where not provided in the existing yards. Hicks, R. E. (1 May 1996). Experiential learning in a postgraduate project management programme. Education + Training, 38(3), 28-38(11). States that experiential learning, action learning and action research have long been recognized as among the most effective means of acquiring professional education and training. Few tertiary programmes, however, choose to give attention to such "learning by doing", giving emphasis instead to traditional lecturing and information gathering highly analytical approaches. One programme which takes a strong experiential learning approach is the postgraduate project management course conducted at the Queensland University of Technology. The project management course recognizes and aims to develop the technical, financial and legal knowledge and skills, and the specialist people knowledge and practical process skills required to practise effectively as a project manager. Shared expertise comes from the host School of Construction Management and from the School of Social Science. Describes the course and indicates a balance given in training to the academic analytical requirements and to the use of experiential learning and self-development exercises. These include indoor exercises aimed at developing knowledge of options, the use of questionnaires and the use of outdoor exercises at off-campus camps aimed at developing self- and other-awareness. Roughly 40 per cent of the course is taught through a mix of experiential and lecturing presentation; the remaining 60 per cent is more traditional in the teaching of the legal and other technical and financial requirements. Discusses the success of the experiential approach for teaching the people side of project management.

Hodgson, W. (1999). How to Run a Bigger Outdoor Education Program Than Moses. Nurture, 33(3), 16. Holden, R. (2 May 1995). Penetrating the mystique of outdoor management development. Education + Training, 37(2), 22-25(24). Outdoor management development OMD is characterized by uncertainty and controversy. An understanding of what it is, its potential and how it should be managed needs to underpin its effective deployment. Reviews an experimental programme, run as an OMD course, but which principally seeks to facilitate insight about this approach to development. Concludes that such education has an important role to play in penetrating the mystique which surrounds OMD. Horsley, L., Charlton, A., & Wiggett, C. (June 2000). Current action for skin cancer risk reduction in English schools: a report on a survey carried out for the Department of Health. Health Education Research, 15(3), 249-259(211). The objective of this study was to identify current action for skin cancer risk reduction in English schools and thus set a baseline for future skin cancer risk reduction interventions. A postal questionnaire survey was sent to 1295 primary, 59 middle and 216 secondary school headteachers, a 10% sample of schools in England in 1998. Since the Health Education Authority/Department of Health/British Association of Dermatologists introduced the Sun Awareness Guidelines for Schools in 1995, seven items from the Guidelines, i.e. education, uniform, shade, outdoor activities, sunscreens, staff awareness, and parent and governor alliances were chosen as outcome measures. The results of the survey showed that most schools had taken at least one of the seven actions (mean 2.67, SD 0.88). Of the schools which addressed sun protection, the majority started to do so after the release of the Sun Awareness Guidelines in 1995. Judging from the length of time schools had been covering sun awareness issues, the proportion of schools which were just beginning to implement sun protection in 1995 was greater than those who began in the previous year. Teaching in the curriculum was the most frequent action taken, but the approach used was usually information giving. Brimmed hats and long sleeves were rarely part of summer school wear. Most schools had less than 25% of their outdoor break areas in shade, but action was being taken to increase this. Sports days were usually scheduled for the afternoon. Sunscreen use was allowed in over 80% of schools, but its application presented teachers with a dilemma. Few staff manuals contained sun awareness issues; few staff had attended in-service courses on the subject; two-thirds of headteachers would support their staff attending them. Few schools had developed parent and governor alliances. We conclude that help is needed for schools in the form of materials, courses, funds and clear Government policy if their action is to play a major role in reducing the incidence of skin cancer.

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Idema, P. (1997). A Working Ranch. Living bird, 16(2), 8. Ilg, S. (1989). The outdoor athlete: total training for outdoor performance ( 2nd ed.). Evergreen, Colo.: Cordillera Press. Gv191.6 Gv191.6.i44 1989

Ilg, S., & NetLibrary Inc. (1987). The outdoor athlete total training for outdoor performance (Version 1st) [265 p.:]. Evergreen, Colo.: Cordillera Press. GV191.6.I44 1987eb 796.5 Cordillera Press Irwin, C., & Phipps, M. (Jan 1994). The Great Outdoors and Beyond: Common Threads in Leadership Training on Land, in the Air, and in Space., 12pp. In: Coalition for Education in the Outdoors Research Symposium Proceedings (2nd, Bradford Woods, IN, January 14-16, 1994); see RC 019 747. For over 7 years, the Wilderness Education Association (WEA) and three universities have been using a systematic approach to leadership training in the outdoors: the experiential leadership education (ELE) method. The effectiveness of this approach was investigated by an aerospace expert interested in leadership training for isolated groups. A single-case time series design was used in which the researcher became a student trainee in a WEA program. The trainee kept a journal and completed the Expedition Leader Style Analysis (ELSA) before and after the 10-day course. A group dynamics questionnaire was completed by all students. The coursethe WEA National Standard Program for professionals in the fieldwas expeditionary and used the ELE method to teach the "people skills" of outdoor leadership. ELE was found to offer theory-based information in an experiential manner, as well as using helpful tools for student feedback. ELE provided a structured program in which students learned new concepts of leadership and decision-making based on the situational leadership model, and applied the theories in a daily journal-keeping exercise. Use of the ELSA inventory gave students a chance to evaluate their own decision-making objectively and to identify their own dominant or preferred style. Implications of the training for leadership and safety issues in the aviation industry are discussed. (SV) ED383491

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Jayanti, S. (1999). Valuing the Future: Education for Spiritual Development., In: Experiencing the Difference: The Role of Experiential Learning in Youth Development. Conference Report: the Brathay Youth Conference (Ambleside, England, July 5-6, 1999); see RC 022 586. Page Length: 9. The Brahma Kumaris (BK) Spiritual University, headquartered in London, works toward helping others understand the role of spirituality in daily life and in creating a better world. In the early 1990s, a BK research project in 128 countries found that people's ideal vision of the future emphasized a return of the importance of values. In response, BK published a guide book that offered a universal approach to 12 spiritual values. BK was given general consultative status with the Economic Social Council of the United Nations and has been working with a UN agency to develop activities that promote incorporation of values in school curricula and to establish a program encouraging the spiritual development of young women. Another dimension of BK's work involves the practice of reflection and self-evaluation. Very much a part of experiential learning, the reflection process promotes a form of active learning that transforms and opens the door for spiritual awakening and consciousness. Outdoor experiences, in particular, awaken feelings of the sacred and allow young people to become aware of spirituality in their own lives. Spirituality begins with an enquiry into the unique workings of one's own self. Life skills related to communication and interaction with others are developed through knowing the self and learning to move thoughts and feelings in a positive direction. With positive spiritual development comes emotional stability and enhancement of mental abilities. Education must return to the position of enabling each individual's spiritual potential to be released. (SV) ED444797 Jolley, J. (Aug 1995). Developmentally Appropriate Outdoor Play Environments for Infants and Toddlers. Working Papers in Early Childhood Development, Number 15., 15pp. Photographs may not reproduce well. In preschools caring for infants and toddlers, outdoor play space is often limited and underdeveloped. When outdoor play space is developed, it is usually geared towards older toddlers, and infants' time in this space is often limited. Measures can be taken to give both infants and toddlers access, in safe and appropriate ways, to the valuable experience of outdoor play. Some of these measures include: (1) creating a space in which infants are out of the way of more mobile children; (2) having this space be enclosed by a plexiglass wall and three "activity panels" with varying textures; and (3) catering to children's different developmental levels by using landscaping and physical structures to ensure that children stay in their appropriate spaces. The use of plants, in particular an herb garden, can provide color and aromas which both toddlers and infants can experience. Playing in a safe, active environment can facilitate gains in self confidence, competence, and self-esteem. (JW) ED388403

Jones, A. (1997). Defending the Legitimacy of Outdoor Recreation Programs on College and University Campuses., 6pp. In: Aventuras en Mexico: Proceedings of the International Conference on Outdoor Recreation and Education (ICORE); see RC 021 504. In 1996, as part of the budget review process, Utah State University questioned the legitimacy of the outdoor recreation program in terms of student use, cost, and its role as part of the university mission. A task force was appointed to determine if the Outdoor Recreation Center should continue. This paper discusses program issues investigated by the task force: low student participation rate, lack of participant diversity, unfair competition with local merchants, lack of academic coordination or supervision in credit classes, lack of coordination between the Outdoor Recreation Center risk management plan and the university's insurance risk office, and the need for a more self-supporting budget. Some potential solutions are suggested such as: increasing accuracy in counting students using the program; promoting the program to a broader student base; offering more introductory courses; organizing a student advisory group; renting only to students and faculty; utilizing local merchants as board members; working more closely with academic departments for credit classes; preparing a risk management manual; establishing a plan for employee and volunteer training; promoting standards of care; soliciting grants and gifts; and increasing fees. It is concluded that outdoor recreation programs must remain broad, inclusive, and cost effective, and gain administrative and community support in order to be productive and successful. (SAS) ED419644

Jones, R., Compp. Wilkinson, Brian, Comp. (1997). Aventuras en Mexico: Proceedings of the International Conference on Outdoor Recreation and Education (ICORE) (11th, Merida, Mexico, November 6-8, 1997)., 236pp. For selected individual papers, see RC 021 505-515. For the 1996 ICORE proceedings, see ED 417 042. This proceedings contains 21 papers and panel summaries from the 1997 International Conference on Outdoor Recreation and Education. Introductory items include conference highlights, history, and schedule overview. Entries are: "Outdoor Leadership 2000" (Simon Priest); "Permits To Operate: Doing What We Do with the Proper AuthorityUSA Context" (Stefan J. Jackson); "Case Studies in Wilderness Medicine, the Sequel" (Shana Lee Tarter, Melissa Gray); "Politics and Outdoor Recreation" (Myrna Johnson); "Defending the Legitimacy of Outdoor Recreation Programs on College and University Campuses" (Art Jones); "Wilderness Medicine: Considerations of Adventure Travel in Tropical Areas of Latin America" (Brent Cochran); "Experiential Learning Study through Outdoor Excursions" (Thomas M. Hover, Clay Chivers); "Academics & Campus Recreation: A Win-Win Collaborative" (Rick Harwell); "Miami Bound: Issues in Transition" (Russell E. Parks); "Teaching Avalanche Safety Courses: Instructional Techniques and Field Exercises" (Ron Watters); "Adding Value through Program Integration: A Kayaking Model (Rental, Retail, Repair, Clinics and Outings)" (Raymond Poff); "1997 State of the Outdoor Industry Report" (Dave Secunda); "Permits To Operate: International Context" (Craig Mackey); "Risk Management Practices of University Based Adventure Programs" (Todd M. Bauch); "Ecotourism and International Park Protection? The Potential for Educating Outdoor Recreation Participants" (Michael G. Huffman, James E. Fickle); "Training and Development: Motivating Excellence " (David J. Webb); "Climbing Walls: From Form to Function" (Tim J. Moore); "Accreditation for Indoor Climbing Facilities" (Peter Mayfield); "Computerized Programs for Your Trips, Classes & Equipment Rental" (Georgi Baird); "Actual Risk and Perceived Risk: Implications for Teaching Judgement and Decision-Making to Leaders" (Steven P. Guthrie); and "Essay: Changing Times in Outdoor Recreation" (Ron Watters). (SV) ED419641

Joyce, M. (1996). Turn Off the Radio and Sing for Your Lives Women, Singing, and Experiential Education., 15pp. In: Women's Voices in Experiential Education; see RC 021 160. Experiential educators are encouraged to include singing in their curriculum. Singing offers a dynamic form of creative engagement and can assist learners in taking risks in their learning and in active experimentation. As a holistic learning tool, singing engages the six capabilities that humans have for learning: physical, emotional, cognitive, intuitional/metaphoric, spiritual, and relational capabilities. Singing is a connecting force interpersonally; intrapersonally, it supports lateral thinking, connecting right- and left-brain functions. Singing can relax the body and provide a vehicle for safe emotional release. It generates physical energy and aerates the body through deep and sustained breathing. All the physical senses are stimulated by singing, which in turn produces heightened states of sensitivity and arousal. As part of a holistic healing practice within adventure therapy programs, singing can be used explicitly to heal physical and other ailments. Singing is particularly advantageous when working with women who have experienced being silenced through abuse, as it provides the space and a tool with which to be heard in a profound and whole way. When a group sings en masse, all members contribute to a synergistic spiraling of collective energy, insight, and creativity that can lead to holistic "peak experiences" and a sense of finding an inner "home." Singing and music should not be peripheral or an add-on to the outdoor curriculum, but a core component to curriculum design and integrated into educational events. Contains 16 references and 5 additional resources. (TD) ED412050

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Ker, M. (1997). Grounds for Design: The Improvement of School and College Grounds. Journal of Art and Design Education, 16(1), 61-72(12). A number of national initiatives have encouraged the development of school and college grounds as an improved resource for recreational and educational purposes. This report outlines art and design activities which have been taking place at St Andrew's College, promoting interaction with the immediate environment and encouraging the use and improvement of existing resources by students, staff and visitors. It also provides examples of work carried out in partnership with artists, architects and industry and how this has assisted liaison with schools in the process of change through the development of their grounds. It concludes that our future lies in encouraging a greater concern for and a deeper understanding of nature through design education, therefore, it is essential that young children have stimulating outdoor environments in which to grow and learn

Kielsmeir, J. C., & Educational Resources Information Center (U.S.). (1988). Outdoor center and camps a 'natural' location for youth leadership development. [Las Cruces, N. Mex.] [Washington, DC.]: ERIC Clearinghouse on Rural Education and Small Schools ; U.S. Dept. of Education Office of Educational Research and Improvement Educational Resources Information Center. Ed 1.310/2:296811 Kimlin, M., & Parisi, A. (June 2001). Usage of real-time ultraviolet radiation data to modify the daily erythemal exposure of primary schoolchildren. Photodermatology Photoimmunology & Photomedicine, 17(3), 130-135(136). BackgroundAims: Primary schoolchildren in their everyday school life are exposed to solar ultraviolet radiation. This may be through time spent outdoors whilst having meal breaks, physical education classes and other class orientated outdoor activities.Methods: This research investigates the UV exposure of primary schoolchildren and the effect real-time UV irradiances data and an associated software package, UVGUIDE, have on UV exposure. This software utilises scientifically collected data, such as facial distribution of UV, as well as accessing real-time on-line UV irradiances data to estimate the UV distribution to the head region. The students can also enter other parameters such as hat usage and hat type to show the effect of using such a UV protective device on their facial UV distribution.Conclusions: The results from this study found that the average 3-day erythemal UV exposure in late summer and early autumn to the left shoulder was 33% higher for the students not having access to the on-line UV data and software package.

Knapp, C., & ERIC Clearinghouse on Rural Education and Small Schools. (1992). Thinking in outdoor inquiry. [Charleston, W. Va.]: ERIC Clearinghouse on Rural Education and Small Schools. Ed 1.331/2:edo-rc-92-3

Knapp, C., ERIC Clearinghouse on Rural Education and Small Schools., & United States. Office of Educational Research and Improvement. (1986). Using the outdoors to teach social studies: grades 3-10. Las Cruces, N.M.: ERIC Clearinghouse on Rural Education and Small Schools New Mexico State University. Ed 1.310/2:269192

Knapp, C. E. (1996). Just beyond the Classroom: Community Adventures for Interdisciplinary Learning., 115p. Outdoor education, a general term describing the use of resources outside the classroom, has long been considered a method to improve student learning. This book aims to create a bridge between current school reform efforts and the field of outdoor education. Chapter 1 introduces the idea of outdoor education and relates several recent educational innovations to principles of outdoor education and experiential learning. These innovations include service learning, children's museums, constructivism, problem-based learning, technology-based authentic learning, concern for multiple intelligences, and interdisciplinary learning. Chapter 2 makes suggestions for planning outdoor learning, explains the role of the teacher in student-centered learning, and outlines a learning adventure model. Chapter 3 presents 12 outdoor adventures that move instruction into the community. Developed for grades 4-9, these adventures can be adapted to most ages or to nonschool situations or can be a model for teachers to develop their own thematic units. Each adventure contains an organizing problem, background, outcomes, activities, reflection questions, and performance assessments. Themes include observing people at the shopping center, community planning, local pollution problems, starting a democratic society, homesteading, seeing a city block, fast- food fact finding, scouting the school grounds, reading the cemetery "story," down the drain, nature in the city, and creating a nature trail. Appendices contain a brief history of outdoor education and experiential learning, an environmental inventory, bibliographies of related materials, guidelines for creating student-centered learning communities, related organizations, and 15 ways to study a place without a guide. Contains 44 references. (SV) ED388485

Knapp, C. E. (1999). In Accord with Nature: Helping Students Form an Environmental Ethic Using Outdoor Experience and Reflection., 189pp. Foreword by Howard Kirschenbaum. This book demonstrates how educators and youth leaders can help middle- school and older students understand and define their relationship with nature and learn the importance of protecting the environment. Chapter 1 defines environmental ethics and discusses biocentric and anthropocentric ways of seeing the world. Chapter 2 examines how ecology, nature, technology, and human communities relate to environmental ethics. Chapter 3 classifies types of environmental ethics, discusses misconceptions and excuses that act as barriers to following an environmental ethic, and provides details on specific ethics: Wise Use movement, social ecology, ecofeminism, land stewardship or management, Leopold's ecological conscience or land as community, Schweitzer's reverence for life, deep ecology or bioregionalism, indigenous or traditional ethics, animal liberation and rights, and radical ecoactivism. Chapter 4 discusses strategies for teaching environmental ethics and values, criticisms of such education in public schools, instructional challenges, and authentic assessment of student progress. Chapter 5 describes 40 outdoor and classroom activities to help students develop an environmental ethic. The activities fall into 11 categories: thinking and discussion, solo reflection, writing, nature study, questioning, codes of ethics, role models, action projects, aesthetics, literature, and games. Chapter 6 lists environmental ethics curricular resources and periodicals. A bibliography contains approximately 180 references. An index and chapter notes are included. (SV) ED425897 Available from: ERIC/CRESS, Appalachia Educational Laboratory, P.O. Box 1348, Charleston, WV 25325-1348; Web site: http://www.ael.org/eric/ ($19). You may be able to order this document from the ERIC Document Reproduction Service.

Knapp, C. E. (2000). Teaching from the Heart: A Search for Meaning., Paper presented at the Association for Environmental and Outdoor Education (Crestline, CA, April 8, 2000). Page Length: 14. Ancient cultures believed the heart was the crossing point of passion and intellect, and modern scientists are realizing that the brain, heart, and immune systems are connected. The heart thinks, remembers, communicates, and contains stored information. Metaphors for the heart include sensitivity, compassion, sincerity, courage, respect, and support. Teaching and learning from the heart involves being genuinely human and using the full range of emotions and feelings. When teachers appear objective and emotionless, students become confused and alienated because their humanity is denied. Environmental and outdoor education have stressed the wholeness of knowledge and the person and have focused on the importance of social and emotional growth within each student. Historically, schools have honored only students' minds and bodies, not their souls and spirits. Good teachers are weavers of connections among themselves, their subjects, and their students. The present climate of public education is determined not by teachers, but by corporate leaders and politicians, with an emphasis on testing, inflexible learning standards, prescribed textbooks, lockstep movement through an imposed curriculum, unresponsiveness to diverse learning styles, and other characteristics that do not respect learners. Outdoor educators can enlighten the public and lead the way to a saner way of teaching and learning by planning lessons directed to the students' hearts, where their intellect, feelings, body, and spirit converge. (Contains 19 references.) (TD) ED440798

Knudson, D. M., Cable, T. T., & Beck, L. (1995). Interpretation of Cultural and Natural Resources. This postsecondary-level textbook prepares the student for a career in interpretation, defined as the translation of historic, cultural, or natural phenomena to increase audience understanding and enjoyment. The mission of interpretation consists of developing an informed and experienced citizenry in our natural and cultural heritage. The term encompasses activities of nature guides, curators, public education personnel, and rangers. Interpreters are used extensively in leisure and recreational activities by national parks, museums, historic sites, and industry exhibits. This book concerns the principles, philosophies, and practices of the rapidly growing profession of interpretation. Section 1 discusses what interpretation is and who offers it. Section 2 covers the values of interpretation to people and society, management, and clients. Section 3 has 9 chapters on how to interpret, presenting material on traditions, principles, and challenges; how people learn; interpreting to the masses; the printed word; exhibits and museums; self-guiding, nonpersonal interpretation; performance interpretation; historical interpretation; and arts in interpretation. Section 4 discusses the management of interpretation, covering interpretive planning, the business of interpretation, making it pay, personnel and training, evaluation, and the legacy and growth of interpretation as a profession. Three appendices list associations and study centers specializing in interpretation, periodicals for interpretive information, and acknowledgments. (Contains references, photographs, and an index.) (TD) ED434780

Kobe, K., & Goltra, N. (1997). Building a Backcountry Yurt: Ecological Design Intelligence within Outdoor Programming., 8pp. In: Back to the Basics: Proceedings of the International Conference on Outdoor Recreation and Education; see RC 021 395. Student volunteers at Utah State University's outdoor program designed, built, and carried a yurt 4 miles into the backcountry. A yurt is a traditional Mongolian structure, circular, with a lattice wall covered by material. Rafters slope upward to a top ring, on which sits a skylight. The outdoor program wanted to expand its offerings, and to do that it needed its own inexpensive shelter located relatively close by. This yurt was also built to teach about passive solar design and sustainable living. After a fairly detailed description of how the yurt was built, its uses are discussed. The first year was an informal "open house" for the yurt. Most of its use came from those who helped build it, but it was rented to other students, staff, and faculty. The yurt is used as a ski hut and backcountry classroom for teaching mountaineering; winter ecology; telemark skiing; and the special adaptations that plants, animals, and humans make to survive the winter. Learning about snow is also a critical element during these courses. Students dig snowpits and record information on snow temperature, stratigraphy, hardness, density, and resistance. They also test the snowpack to detect weakness, and build snow shelters and sleep in them. Through knowing the principles of winter ecology, it is hoped that students will gain an increased appreciation of how living systems are connected, and how humans are connected to these same living systems. The outdoor program's website address is given. (TD) ED417049

Koesler, R., Ed., & Watters, R., Ed. (1996). Proceedings of the 1995 International Conference on Outdoor Recreation and Education (Ithaca, New York, October 26-28, 1995)., 223pp. For selected individual papers, see RC 020 918-929. This proceedings contains 20 papers from the 1995 International Conference on Outdoor Recreation and Education. The papers include guidelines for various aspects of outdoor leadership and materials relevant to program development and administration in outdoor recreation, outdoor education, and adventure therapy and education. Papers are: "ICORE Opening Presentation" (William E. Phillips); "Arriba Building Teamwork and a Ropes Course in Mexico" (Jim Fullerton, Scot G. Davis); "Camping with Kids" (Joel Bauch); "Defining Responsible Stewardship: A Land Management Perspective" (Duane Grego); "An Examination of Negligence, Assumption of Risk, and Risk Management in Outdoor Recreation" (Travis L. Teague); "Future Directions for AORE & 1995 AORE Membership Survey Results" (Jim Fullerton, Tim Moore, Steve Guthrie); "Is Cheese Food Really Food? a.k.a. Some Conscious Alternatives to Overprocessing Experience" (Cheryl A. Estes, Steven Tomb); "Land Access, Protection and Permits" (Steve Munsell); "Managing Growth in Your Outdoor Recreation Rental Program" (Rob Jones, Brian Wilkinson); "Minimum Impact Techniques for Outdoor Leaders" (Mark Simon); "Organizing a Climbing Competition" (Tim Steele); "Re-Establishing a Clean Climbing Ethic" (Aram Attarian); "The Role of Tacit Knowledge in Judgement and Decision Making" (Steven Guthrie); "Teaching Technical Skills through Play" (Laurie Gullion); "Therapy in the Mountains" (Judith A. Kennison); "UIAGM Ropehandling Techniques" (K. Ross Cloutier); "Using Importance-Performance Analysis To Evaluate Teaching Effectiveness" (Aram Attarian); "When Bambi Meets Godzilla: Bringing Environmental Education and Outdoor Recreation Together" (Curt Schatz); "Whitewater River Accident Analysis" (Ron Watters); and "Wilderness Emergencies: A Practical Approach to Decision Making" (Gerard Dunphy). Appendices include workshop materials, the conference program, and a list of participants. (SV) ED404077 Kozolanka, K. (2 Mar 1994). Show and Tell: An Appreciation of "Making" Activities., 14pp. Paper presented at a Meeting of the Western Canada Association for Student Teaching (Winnipeg, Manitoba, Canada, March 2, 1994). This paper describes the incorporation of a "making" activity as part of a course for education majors at Queen's Faculty of Education of the University of Regina (Saskatchewan, Canada). The course was an introductory one in which students explored the methods and merits of outdoor and experiential education. Each student was given a piece of basswood, access to a shop and tools, and tutorial support and was asked to make a canoe paddle for a canoe outing planned for one of the final classes. "Making" is felt to represent the completion of learning by producing something. The paddlemaking activity brought about learning that took place in a participation framework and revealed that knowledge lies within a community of practice. The activity also involves social qualities, cultural concerns, and moral questions. A matrix is presented which situates "making" in three relational domains involving the learner interacting with himself or herself, with others, and with the context. The paper concludes that when "making" is included as part of the process of developing understanding, learning is broadened to include elements of mind, body, and heart. (Contains 10 references.) (JDD) ED368688

Kraft, R. J., Ed., & Kielsmeier, J., Ed. (1995). Experiential Learning in Schools and Higher Education., 472pp. For companion volume on the theory of experiential education, see RC 020 223. This anthology is a compilation of 59 articles that includes items previously published in the "Journal of Experiential Education" and presentations given at conventions of the Association for Experiential Education. Based on John Dewey's belief that "all genuine education comes through experience," this book aims to inform educators, administrators, and researchers in schools and institutions of higher education as they seek to put experiential education into practice. Section One covers theoretical assumptions, experiential curriculum design, and the place of experiential education in national school reform efforts. Section Two includes articles on community service and service learning, outdoor and environmental education, internships, apprenticeships, and working in multicultural and cross-cultural settings. Section Three examines applications of experiential education in the classroom, including general educational strategies, history projects, mathematics and science projects, language arts activities, working with special populations, cooperative learning, games, and working with young children. Section Four covers experiential components in college courses, teacher education, research and evaluation methods, and summaries of research and evaluation findings on experiential education. A combined reference list contains over 400 references. Includes author profiles and an index of original publication dates. (SV) ED385415

Kroll, M. (1995). Mud, Muck and Other Wonderful Things: An Environmental Curriculum for Five-to Eight-year Olds. Environmental Stewardship., 80pp. Funding received from the John Deere Foundation. This ecology curriculum for young children is arranged into seven chapters of activities. The chapters are preceded by an activity matrix that provides information on outcomes, location of activity, and time of year. Each chapter begins with a background section that provides a basic understanding of the topic. It also explains how much young children can be expected to understand about the subject based on their developmental stage. Each activity includes a text box providing information on specific life skills emphasized, group size, materials needed, location, duration, and other information. The activities themselves are a combination of games, scientific experiments, and opportunities for creative expression. Activities explore such topics as tree functions, ecosystems and habitats, sun energy, food chains, wetlands, natural cycles, weather, ecosystem succession, renewable and nonrenewable resources, and decomposition. A glossary is included. (PVD) ED417928

Kugath, S. D. (1997). The Effects of Family Participation in an Outdoor Adventure Program., 19pp. In: Back to the Basics: Proceedings of the International Conference on Outdoor Recreation and Education; see RC 021 395. Photocopied photographs may not reproduce clearly. Twenty-four families participated in an intensive 8-hour adventure program that included initiative games, rock climbing, and whitewater rafting in the mountains of central Colorado. A study examined the effects of participation on parental perceptions of family problem solving, communication, cohesiveness, and general functioning. A questionnaire was administered before and after participation; observations were collected throughout the program; and interviews were conducted with 11 families 1 month later. Results indicated significant positive change for mothers' perceptions of family cohesiveness. No significant improvements in mothers' perceptions were recorded for problem solving, communication, or general functioning. Participating fathers' perceptions significantly improved for family cohesion and communication. No significant improvements in fathers' perceptions were recorded for problem solving or general functioning. Interviews 1 month later with 11 families confirmed that participating mothers, fathers, and their children did in fact experience positive changes in family cohesiveness and that powerful memories of the program persisted. Contributions of the study to the understanding of family enrichment and adventure/challenge programs are discussed, as are recommendations for further study. Contains 67 references. (TD) ED417050 Landis, C. (Sep 1996). Teaching Science in the Field. ERIC Digest. Teaching science in the field provides unique opportunities to investigate the natural world. As in the classroom, lessons designed to foster meaningful learning, provide hands-on activities, and promote student inquiry can be effectively implemented in the world's largest laboratories, the natural and built environments of the outdoors. This digest discusses a variety of settings, locales, and experiences that can be used for science investigations in the field and highlights various aspects and issues involved. Topics discussed include: (1) Using Urban Environments; (2) A Variety of Experiences; (3) Subject Integration; (4) Overcoming Gender Bias; and (5) Planning for Success. Also included are internet resources. Contains 42 references. (JRH) ED402154

Kallas, J. (1996). Edible Wild Plants from Neighborhood to Wilderness: A Catalyst for Experiential Education., 7pp. In: Spawning New Ideas: A Cycle of Discovery; see RC 021 376. Wild foods are ubiquitous motivational tools for teaching botany, environmental education, cultural foodways, and survival. Edible wild plants are wild plants endowed with one or more parts that can be used for food if gathered at the appropriate stage of growth and properly prepared. The components of this definition are discussed with implications for safety. Educators must always take care not only to make a proper identification, but also make sure that only the "proper parts" are collected, at the "appropriate stages of growth," and "properly prepared." Three reasons that wild foods make a personal motivational connection with learners is that: (1) they stimulate a perspective shift from ignoring the natural world to realizing and appreciating the wonders of nature; (2) they represent a release from dependence and instill confidence that the student could fall back on wild foods if necessary; and (3) they provide romance and adventure, providing food in potential survival situations. Edible wild plants can act as experiential motivators in other areas: botany, Native American culture, environmental education, and survival training. Three major obstacles to using wild foods in experiential education programs are a lack of truly knowledgeable educators, possible liability associated with wild foods, and a concern for harming a fragile environment. Strategies are offered for overcoming these obstacles. (Author/SV) ED416059

Kawagley, A. O., & Barnhardt, R. (1998). Education Indigenous to Place: Western Science Meets Native Reality., 17p. Indigenous peoples throughout the world have sustained their unique world views and associated knowledge systems for millennia. Many core values, beliefs, and practices associated with those world views have an adaptive integrity that is as valid today as in the past. However, traditional educational processes to transmit indigenous beliefs and practices have frequently conflicted with Western formal schooling and its world view. This paper examines the relationship between Native ways of knowing and those associated with Western science and formalized schooling in order to provide a basis for an education system that respects the philosophical and pedagogical foundations of both cultural traditions. Although examples are drawn from the Alaska Native context, they illustrate issues that emerge anywhere that efforts are underway to reconnect education to a sense of place. Elements of indigenous and Western world views are contrasted. Vignet tes and examples depict the obstacles to communication between state agency personnel and local elders discussing wildlife and ecology issues; a cross- cultural immersion program for non-Native educators, held at a remote camp with Native elders as instructors; areas of common ground across world views; and indigenous implications for a pedagogy of place. Educational applications of four indigenous views are discussed: long-term perspective, interconnectedness of all things, adaptation to change, and commitment to the commons. (SV) ED426823 Available from: Web site: http://www.ankn.uaf.edu/EIP.html You may be able to order this document from the ERIC Document Reproduction Service.

Kellert, S. R. (1998). A National Study of Outdoor Wilderness Experience., "With the Assistance of Victoria Derr." Some figures may not reproduce adequately. Also supported by the Richard King Mellon Foundation, the Jonanette Wallerstein Institute, and an anonymous donor. Page Length: 309. A study examined the learning and character development effects of the outdoor wilderness experience. The research consisted of a retrospective study in which surveys were completed by 429 participants in outdoor programs sponsored by the Student Conservation Association, the National Outdoor Leadership School, and Outward Bound; and a longitudinal study in which surveys were completed before, after, and 6 months following participation in an outdoor program. Most respondents reported major impacts on their personal and intellectual development as well as outdoor recreational and environmental interests. A smaller but substantial minority viewed the experience as significantly affecting their career interest and inclination to contribute community service. This highly positive outlook did not diminish over time. Most respondents reported far greater respect, appreciation, and spiritual connection with nature, and professed a stronger commitment to conservation and stewardship of the environment. Still, the actual degree of change in conservation behavior was limited and diminished over time. Substantial improvements in outdoor skills and interest in biology and natural history were noted. Increases in self-confidence, self-esteem, independence, autonomy, and initiative were reported. Substantial, although less striking, changes were observed in many elements of interpersonal relationship. The benefits reported stem from experiential, outdoor, and integrated components of the wilderness learning experience, which should be incorporated into conventional educational curricula. Appendices present a bibliography of related research, an outline of research variables, the surveys, and an interview. (Contains 73 references and many statistical figures.) (TD) ED444784

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Lister, R. (Dec 1994). Transitioning from School to Work: Programming for an Alternative School for At- Risk Adolescents., 6pp. Paper presented at the American Vocational Association Convention (Dallas, TX, December 9-13, 1994). The Portsmouth (New Hampshire) Alternative Secondary School (PASS) has been developed for at-risk students who need a self-contained educational program with a community educational approach. This model program is based on the need for students to experience individual growth and success in the areas of academics, therapeutics, behavior management, vocational and community service education with an additional emphasis on outdoor education. A strong family counseling component addresses home and school issues as well as personal/family issues, conflict resolution, communication issues, and self-esteem building. The program allows students to remain in the Seacoast area and be educated via an individual education plan. The 8-week "theme" curriculum is designed with an interdisciplinary approach that includes core academic courses, electives, and vocational and community service opportunities. In addition to a wide variety of therapies that the program offers, students and families are required to obtain outside mental health family counseling. A structured behavioral management system addresses student target behaviors, personal goal setting, and appropriate behaviors. A mandated 20 hours of community service is represented by a student being placed in a work experience program in the community. (Attachments include strategies for transitioning at-risk adolescents, criteria for placement, and exit criteria.) (YLB) ED378417

Little, M. J., ERIC Clearinghouse on Rural Education and Small Schools., & United States. Office of Educational Research and Improvement. (1986). Establishing an outdoor education organization. [Las Cruces, N. Mex.]: ERIC Clearinghouse on Rural Education and Small Schools. Ed 1.310/2:286701

Little, M. J., Peterson, L., ERIC Clearinghouse on Rural Education and Small Schools., & National Institute of Education (U.S.). (1985). Planning a class camping trip. [Las Cruces, N.M.]: ERIC Clearinghouse on Rural Education and Small Schools. Ed 1.310/2:260883 Loeffler, T. A. The Current Status of Women's Employment in Outdoor Leadership. A common assumption in the outdoor field has been that women's development as outdoor leaders has not kept pace with their participation in outdoor adventure activities. A survey about women's employment was mailed to 103 outdoor education programs with an adventure component; 62 responded. The programs served 160,585 participants in 1994, of which 41 percent were female. The programs employed 3,401 staff, of which 45 percent were female. However, women made up only 38 percent of executive staff and 38 percent of governing board members. However, organizations that specifically recruited women did not have higher percentages of women employees. Organizations with an affirmative action hiring policy tended to have higher percentages of women employees overall, but not in the executive category. Among administrators responding to the survey, women had significantly lower salaries than men, and this salary gap was not related to educational level or experience. Female administrators were much more likely than males to have felt discriminated against in the field of outdoor leadership based on their gender. Contains 23 references. (SV)

Loeffler, T. A. (1996). Leading the Way: Strategies That Enhance Women's Involvement in Experiential Education Careers., 11pp. In: Women's Voices in Experiential Education; see RC 021 160. Women with past or present careers in outdoor leadership were asked to suggest strategies by which outdoor and experiential education programs could increase the number of women employed in the field, and support women in becoming even more successful in their careers. The 25 women interviewed ranged in age from 22 to 44, had 1-25 years experience in outdoor careers, and included program administrators and instructors. Ten suggested strategies are discussed, with interview excerpts and examples. The strategies are: (1) hire and promote more women into administrative and executive positions; (2) offer advanced skills training in single-gender environments; (3) commit to equal opportunity, affirmative action, and other non-discriminatory hiring policies; (4) actively recruit and encourage women to apply for outdoor leadership positions; (5) educate staff and participants about gender issues; (6) increase the number of female participants by offering single-gender programs for women and girls and by using new marketing approaches; (7) create an organizational climate that is appealing to women; (8) assist in the creation of networking and support systems for female outdoor leaders, both within and between organizations; (9) recognize women's achievements in and contributions to the field of outdoor leadership; and (10) assist women in balancing work with family and relationship commitments. (SV) ED412042

Loeffler, T. A. (1996). Sexual Harassment and Experiential Education Programs: A Closer Look., 14pp. In: Women's Voices in Experiential Education; see RC 021 160. Sexual harassment can be devastating and have tremendous impact on the emotional well-being, physical health, and vocational success of those who experience it. It is especially important for outdoor education program staff to proactively address sexual harassment because these programs often take place in remote locations that may make escape from a sexually harassing situation difficult or impossible; because outdoor adventure programs are often male-dominated, and intensive male bonding may create an environment that leads to violence against women; and because the power differential between outdoor adventure leaders and participants may prevent participants from objecting to or resisting sexual harassment. The Equal Employment Opportunity Commission definition of sexual harassment is divided into its three parts, and examples from adventure programs are provided to illustrate each one. Proactive strategies include developing a sexual harassment policy that includes easy reporting procedures; ensuring that staff understand the policy; training staff in interrupting harassment and in using nonsexist language and teaching styles; ensuring that participants understand the policy; considering the dynamics of sexual harassment when forming groups; and providing a mechanism for communicating with someone outside of the immediate situation when in remote locations. Tables present definitions of sexual harassment, effects associated with sexual harassment trauma syndrome, and sex-related names of rock-climbing routes. Contains 20 references. (TD) ED412047

Lutyk, C. (1998). Nature Travel. National geographic traveler, 15(1), 36.

Lappin, E., ERIC Clearinghouse on Rural Education and Small Schools., & National Institute of Education (U.S.). (1984). Outdoor education for behavior disordered students. Las Cruces, N.M.: ERIC Clearinghouse on Rural Education and Small Schools. Ed 1.310/2:261811

Lee, C. L., ERIC Clearinghouse on Rural Education and Small Schools., & National Institute of Education (U.S.). (1984). Outdoor education activities for elementary school students. Las Cruces, NM.: ERIC Clearinghouse on Rural Education and Small Schools. Ed 1.310/2:260873

Lemieux, C., Powers, J., Quinby, P., Schultz, C., & Stabb, M. (1995). Exploring Old Growth Forests: A Teacher's Manual., For learner's handbook, see RC 021 786. Sponsored by the Environmental Partners Fund of Environment Canada and The Richard Ivey Foundation. Page Length: 61. "Exploring Old Growth Forests" is an Ontario (Canada) program that provides secondary students with hands-on experiences in old growth forests. Activity-based and student-centered, the program aims to develop student awareness of the importance of old growth forests and the need to conserve them. This manual provides teachers with background information and detailed instructions for student activities in the forest. Background information covers general characteristics of old growth forests; reasons why such forests are valuable; old growth forest ecology and the influences of water, light, and fire; and the importance of old growth forests to birds, other wildlife, and the ecological web. A program overview discusses pretrip organization, lists equipment needs, suggests tree identification guides, and recommends steps for choosing and laying out a forest study plot. Field activity descriptions include objectives, equipment needs, additional background information, instructions, forms for data collection, illustrations, and summary questions for students. Activities are arranged in four sections: (1) identification and measurement of live trees and estimation of site productivity; (2) identification and classification of snags (dead standing trees) and observation of wildlife activity on snags; (3) classification and measurement of logs (downed woody debris); and (4) identification and measurement of young trees (forest regeneration) and identification of nonwoody plants. A final section provides old growth baseline data for eastern deciduous and coniferous forests and presents a behavior code for students. (SV) ED445836

Levi, J. (2000). The ASDAN Bronze & Silver Award - an Outdoor Education Audit. Paper presented at the Horizons.

Lewis, C. A. (1975). The administration of outdoor education programs. Dubuque, Iowa: Kendall/Hunt Pub. Co. Lb1047.l48 372.1/3/8 Lb1047.l48

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Munsell, S. (1996). Land Access, Protection and Permits., 8pp. In: Proceedings of the 1995 International Conference on Outdoor Recreation and Education; see RC 020 917. This paper summarizes a panel discussion that included 25 students and outdoor education and recreation professionals on issues related to land use and outdoor education and recreation programs. Many participants expressed frustration over inconsistent management policies related to educational and recreational use of public lands. Participants reported that there is no predictable manner in which agencies interpret land use by colleges and nonprofit groups. The panel also pointed out that organizing a collective voice for advocating land use among educational users would be difficult due to the diversity of outdoor education programs. For example, there are college degree programs, noncredit college courses, and college sponsored adventure clubs, all of which use public lands. Another problem area is reaching agreement for defining outdoor education for land permit purposes. For example, land permits for Forestry Service lands are issued by forest rangers based on district requirements, which may vary widely among districts. The panel also addressed problems associated with increased use of public lands and additional demands placed on natural resources. Recommendations included promoting outdoor education as the best source for teaching minimum impact camping techniques, examining the economic benefits of outdoor recreation programs, and demonstrating commitment to land stewardship by incorporating service projects in outdoor education programs. A follow-up meeting of panel participants stressed the need to define the role and purpose of the Association of Outdoor Recreation and Education (AORE) in promoting public land use by outdoor programs and considered land management as a potential critical focus of future AORE conferences. (LP) ED404081 Murphy, D. S., & Sullivan, K. (Mar 1997). Connecting Adolescent Girls of Color and Math/Science Interventions., 13pp. Paper presented at the Annual Meeting of the Association for Supervision and Curriculum Development (Baltimore, MD, March 22-25, 1997). This paper describes a study of Project SPLASH, a program for minority adolescent girls with high potential in mathematics and science. This paper aims to contribute to the knowledge base on characteristics of program interventions which may increase the representation of women and minorities in the fields of mathematics and science. Findings on student and parent perceptions regarding the goals of the program, gender issues, causal attribution, self-esteem, and motivation are shared. Goals shift as girls are mentored by practicing scientists. Students reveal preferences for co-educational programs, active learning, outdoor education, and no formal grading in comparison to more relational components of this program. Ethnic self-esteem data suggests higher self-esteem among African American than Hispanic participants. Issues of socialization such as matched gender and ethnic role models are minimized by the participants. Contains 25 references. (DDR) ED410106

Murphy, J., & Western Interstate Commission for Higher Education. Resources Development Internship Program. (1971). Welcome friends to the eastern Montana prairies by James Murphy. [Boulder, Colo.: Resources Development Internship Program Western Interstate Commission for Higher Education ;. Gv182.2.m9

Murray, M. F., & Greenler, R. M. (1997). Prairie Restoration for Wisconsin Schools., 272p. This packet is composed of several resources for teachers interested in prairie ecology and restoration. "A Guide to Restoration from Site Analysis to Management" focuses on the Prairie/Oak Savanna communities of Wisconsin and takes teachers through the planning and design process for a restoration project on school grounds including site analysis, biotic community selection, species selection, site preparation, plant or seed procurement, planting, post-planting care, and long-term management. The Prairie Activity Guide is a sampler of activities that can be used to embark on a prairie restoration. Activities can be used with K-12 students and cover subjects such as science, mathematics, language arts, social studies, art, and music. Activities are organized into seven units: (1) "Prairie Definition and Introduction"; (2) "Human Habitation and Cultural History"; (3) "Prairie Plants"; (4) "Prairie Insects, Birds and Mammals"; (5) "Ecosystem Interactions"; (6) "Restoration"; and (7) "Integrative Activities and General Strategies." Other items in the packet include a Scope and Sequence pamphlet which categorizes activities according to grade level and subject, plant species lists and range maps, propagation guidelines, seed-collecting dates, bibliographies, resources lists, and a native plant nursery list. (PVD) ED418844 Available from: University of Wisconsin Arboretum, Earth Partnership Program, 1207 Seminole Highway, Madison, WI 53711 ($20, plus $1.10 tax and $5 shipping and handling).

Madson, C. (2000). the land ethic The value of an outdoor education. Wyoming Wildlife, 64(12), 4. Makary, M. A. (June 1998). Reported incidence of injuries caused by street glass among urban children in Philadelphia. Injury Prevention, 4(1), 148-149(142). ObjectivesFirst, to assess the incidence and cause of lacerations sustained by urban children from walking outdoors as well as to identify possible means of prevention. Second, to identify the type of health care sought after injury and to measure the extent of glass litter on the streets.SettingChildren (18 years of age or younger) in the Ludlow community of Philadelphia.MethodsA retrospective analysis of lacerations sustained while walking outdoors. A personal survey was conducted with 241 children on a door to door basis. Glass litter was measured by visual inspection of individual streets.ResultsOf 241 children, 83 (34) had been cut at least once while walking outdoors. Of the 83, 62 were not wearing footwear at the time of injury. The majority of lacerations (86) were caused by broken glass. Thirty nine of the 83 children received professional medical care for the laceration. Broken glass was estimated to be present on 30 of the outdoor walking area.ConclusionsBroken glass is a significant health problem on littered urban streets. Preventive measures such as street cleaning, footwear education, and glass recycling incentives are needed to address this public health hazard.

Martin, B. (1999). The Heavens Declare the Glory of God--outdoor education at Carinya. Nurture, 33(3), 4.

Matthews, B. E., & Riley, C. K. (1995). Teaching and Evaluating Outdoor Ethics Education Programs., 118p. Outdoor activities are hurt by participants who have no respect for nature and the environment. The poor behavior of these individuals hurts resources while lowered public perceptions are placed on all participants. The aim of this guide is to empower outdoor users to develop ethics in acting to sustain and nurture the natural world. Outdoors ethics education helps develop ethically fit and competent outdoorsmen. The report is designed to make ethics education theory, practice, and research more accessible to outdoors ethics educators. The first three chapters summarize research on ethics and character education, and on behavior. The last three chapters discuss outdoor ethics education and evaluation. Included in the approaches to outdoor ethics education are: public awareness campaigns and codes of ethics; user education courses; interactive methods; Project WILD; use of role models; mentoring; community clubs; and peer teaching. Contains approximately 300 references. Seventeen appendices contain sample questionnaires, sample ethics codes, and ethical dilemmas for discussion. (AIM) ED401097

McAvoy, L. H., Mitten, D. S., Stringer, L. A., & Steckart, J. p. S., Kraig. (1996). Group Development and Group Dynamics in Outdoor Education., 14pp. In: Coalition for Education in the Outdoors Research Symposium Proceedings (3rd, Bradford Wood, Indiana, January 12-14, 1996); see RC 021 207. This paper reviews the research literature published between 1992 and 1995 on group development and group dynamics in outdoor education and closely allied disciplines. The research is categorized in six general dimensions: (1) how the personal characteristics, skills, and experience that individuals bring to the group influences group dynamics and development; (2) how groups develop and are influenced by process and structure (covering developmental stages, team building, and group cohesion); (3) the relationship between functions and tasks in groups, and whether groups operate differently according to functions and tasks; (4) how leaders and leadership influence group dynamics and development; (5) how group environmentthe forces and constraints arising outside the group influence group dynamics and development; and (6) the impact of the group on individual members. The entire area of group development and dynamics in outdoor education requires further research. Nine specific directions for future research are recommended. Contains 51 references. (SV) ED413126

McAvoy, L. H., Ed., Stringer, L. A., Ed., Bialeschki, M. D., Ed., & Young, A. B., Ed. (1996). Coalition for Education in the Outdoors Research Symposium Proceedings (3rd, Bradford Woods, Indiana, January 12-14, 1996)., 149pp. For selected individual papers, see RC 021 208-217. For the second research symposium proceedings, see ED 383 485. This proceedings includes 18 papers and abstracts of papers presented at the third biennial research symposium of the Coalition for Education in the Outdoors. Following an introduction, "Strengthening the Foundations of Outdoor Education" (Anderson B. Young, Leo H. McAvoy), the papers and abstracts are: "Research in Outdoor Education: Our Place on the Porch" (edited transcript) (Alan Ewert); "Outdoor Education and the Schools" (Bert Horwood); "Outdoor Education and Spirituality" (Tom Smith); "Ethical Frameworks, Moral Practices and Outdoor Education" (Karen M. Fox, Mick Lautt); "Providing an Authentic Wilderness Experience? Thinking beyond the Wilderness Act of 1964" (William T. Borrie, Joseph W. Roggenbuck); "Person-Place Engagement among Recreation Visitors" (abstract) (Iris B. Wilson); "Responsible Environmental Behavior: Metaphoric Transference of Minimum-Impact Ideology" (abstract) (J. Porter Hammitt, Wayne A. Freimund); "Group Development and Group Dynamics in Outdoor Education" (Leo H. McAvoy, Denise S. Mitten, L. Allison Stringer, James P. Steckart, Kraig Sproles); "A Research Summary for Corporate Adventure Training (CAT) and Experience-Based Training and Development (EBTD)" (Simon Priest); "A Research Update of Adventure Therapy (1992-1995): Challenge Activities and Ropes Courses, Wilderness Expeditions, and Residential Camping Programs" (H. L. "Lee" Gillis, Donna Thomsen); "Integrating Outdoor Leadership Education into the Academic Setting" (abstract) (Pamela E. Foti); "Interactive Behaviors between Students and Instructors in the Outdoors" (abstract) (Christine Cashel); "'Kind of in the Middle': The Gendered Meanings of the Outdoors for Women Students" (Karla A. Henderson, Sherry Winn, Nina S. Roberts); "The Current Status of Women's Employment in Outdoor Leadership" (T. A. Loeffler); "The Permanency of a Specific Self-Concept" (Alan N. Wright); "Evaluating the Impact of Environmental Interpretation: A Review of Three Research Studies" (Doug Knapp); "Personality Preferences of Outdoor Participants" (Christine Cashel, Diane Montgomery, Suzie Lane); and "Teaching and Evaluating Outdoor Ethics Programs: Setting a Research Agenda" (Bruce E. Matthews). Contains references in each paper. (SV) ED413123

McClintock, M. (1996). Lesbian Baiting Hurts All Women., 11pp. In: Women's Voices in Experiential Education; see RC 021 160. Lesbian baiting, the attempt to control women's "unacceptable" behavior by labeling them as lesbians, is the intersection of two forms of oppressionsexism and homophobia. Sexism is the systematic subordination of women, based on the belief in the inherent superiority of men. Sexism has defined the roles that men and women fill in order to maintain male dominance. Lesbian baiting is an effective tool to maintain these roles because homophobia has made "lesbian" a negative, discrediting label. When women engage in activities that have traditionally been seen as masculine, such as outdoor and adventure education, they threaten the power dynamics of sexism. Baiting hurts lesbians because negative attitudes and behaviors toward lesbians are reinforced. Baiting hurts heterosexual women by reinforcing sexist stereotypes. Two examples demonstrate that in adventure and outdoor education, lesbian baiting prevents women from participating in activities that might be enjoyable and beneficial to them and limits the abilities of women's programs and organizations to get funding or other forms of support. "Defending" oneself by asserting one's heterosexuality, trying to appear more "feminine," and not challenging lesbian-baiting rumors are responses that reinforce lesbian baiting. Naming baiting for what it is, eliminating the fear of being labeled lesbian, working against homophobia and sexism in general, and educating oneself about how gender roles limit women are actions that combat lesbian baiting. Includes resources for further reading. Contains 17 references. (TD) ED412049

McEvoy, G. (1997). Organizational Change and Outdoor Management Education. Human resource management, 36(2), 235.

McKiernan, R. (1995). The Influence of Expeditionary Learning in Outward Bound and College., 25pp. In: Experience and the Curriculum; see RC 020 678. Expeditionary learning creates a learning environment in which teachers and students together take a journey into an area with many unknowns for the purpose of promoting self-discovery. Of the 10 principles of expeditionary learning, 7 closely match the practices of Outward Bound. As Outward Bound staff designed an inservice program on expeditionary learning for teachers, the process of incorporating expeditionary learning principles, particularly the one known as "the having of wonderful ideas," stimulated a significant change in instruction. The recognition that conventional teaching uses explanation and demonstration with little time for experimentation and reflection led the instructors to structure sequences based on student discovery first, with instructor information given in response to students' experiences. Personal experience in leading expenditionary learning training courses led to incorporating expeditionary learning design principles into the Environmental Conservation Outdoor Education Expedition at Western Illinois University. This program involved a transition from conventional university relationships to the expeditionary learning model, wherein students participate in curriculum development and implementation and instructors are not the primary providers of information nor the dominant determiners of outcomes. Included are university students' reflections on the process and outcomes of their experiences with self-directed learning, and suggestions for others who may become involved in expeditionary learning. (TD) ED398031 Megalos, M. A., & Others, A. (Jul 1996). School Yard Environmental Projects: A Planning Primer., 14p. This guide describes how to establish successful trails, outdoor classrooms, or other environmental education improvements on rural and urban school grounds. Teachers are encouraged to promote the environmental project as a solution to an existing problem and to include all parties and stakeholders that can benefit from a coordinated environmental education effort. Some of the 15 projects described are nature trails, composting demonstrations, wildlife feeders, timber measurement plots, wildlife plantings, outdoor classrooms or amphitheaters, and historical activities. The guide describes how to establish need, document purpose and intent, and organize interested parties. Successful projects depend on many partners. Resources include labor, material suppliers, and funding sources, and when the first two are lined up, the third is easier to get. Forest Service, Farm Service, and Extension personnel can help in determining where school boundaries are and which areas may lend themselves to environmental projects. Safety, liability, trespassing, and maintenance issues are discussed. The integration of outdoor projects across grade levels and curricula is stressed. Fourteen award-winning environmental education curricula for grades K-12 are presented that cover aquatic life, forest stewardship, wildlife, water resources, waste management, and outdoor leadership. Ordering information is provided. Also included are books of interest, North Carolina organizations that are potential resources, national organizations, and North Carolina educational state forests. (TD) ED408120

Millan, D. A. (1995). Field Trips: Maximizing the Experience., 24pp. In: Experience and the Curriculum; see RC 020 678. This chapter examines, from a teacher's perspective, 10 factors that contribute to the success of a field trip. Trip facilitation and content are addressed in the following guidelines: (1) addressing the concerns of all stakeholders in a politically astute manner can eliminate barriers to a successful trip; (2) reconnaissance trips can improve knowledge of the site and facilitate the trip in terms of both logistical and curricular considerations; (3) field trips must be linked to curriculum; (4) field trips must fall somewhere between focusing activities and reflective activities, and the timing of trips is dependent on the particular course of study and on the previous experiences and abilities of the class; (5) field trips must be accessible to all students, regardless of their physical, intellectual, or financial profile; (6) field trips are successful if students are actively engaged, both mentally and physically, at the site; (7) the closer to reality an experience is, the greater the benefit derived; (8) incidental learning can be rewarding and is often an unexpected bonus, but safety must be the first priority when the unexpected occurs; (9) the human resources available at a field trip site can contribute greatly to the success of a trip, and it is worthwhile to cultivate a good rapport with these individuals; and (10) oral and written stories, fictional or nonfictional, contribute meaning to the experience and increase student engagement. Contains 20 references. (TD) ED398030

Miranda, W., & Yerkes, R. (1996). The History of Camping Women in the Professionalization of Experiential Education., 16pp. In: Women's Voices in Experiential Education; see RC 021 160. Over 70 years ago, female leaders in organized camping, the only form of outdoor experiential education then available, shaped the meaning of professionalism and controlled organizational structures and policies. Their achievement is paradigmatic of women's professional struggles in the outdoor pursuits professions in this century. This book chapter shows how camping women acted to define the first institutional expression of what we term experiential education today. The originality of their achievement lay in uniting educational theory with a conception of associational democracy that assured them parity with men. Gender equality was to be virtually definitive of the field. The lessons they offer are still relevant to experiential educators, particularly women, since the barriers they faced have not been overcome and perennial dilemmas in professional self-definition remain urgent. Beginning in 1916 in the National Association of Directors of Girls Camps, and later in the Camp Directors Association, women came to view their work through two contradictory screens. First, they borrowed the gender-based logic of their male prep-school colleagues to craft a heroic reading of "the director"; and second, as association founders and members, they deployed this romantic image of the woman leader in service of their status in "professional" organizations. Their professional self-definition was rooted in both a communitarian feminist pedagogy and a vision of rigorous professional standards. Contains 38 references. (Author/SV) ED412041

Moore, R. C., & Wong, H. H. (1997). Natural Learning: The Life of an Environmental Schoolyard. Creating Environments for Rediscovering Nature's Way of Teaching. The "Environment Yard" project is a 10-year effort to transform an ordinary asphalt schoolyard into a lush, naturalized environment. This book describes the project from which a natural extension of the classroom was created, reducing student boredom and antisocial behavior as they became engaged in the landscape. It instructs on how to naturalize a schoolyard into an outdoor classroom, provides innovative ways of teaching the basics in outdoor settings, and offers ideas on creating engaging play areas that foster positive behavior. Appendices provide lists of natural yard species, and helpful organizations and suppliers. (Contains 118 references.) (GR) ED432122

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Naber, M. B. (1995). Increasing Application of Developmentally Appropriate Practice by Childcare and Head Start Staff Following Trainings., 57pp. Ed.D. Practicum Report, Nova Southeastern University. This practicum study sought to increase child care staff's ability to transfer what they learned from training to the classroom and thereby to increase developmentally appropriate educational practice. Specifically, the project sought to increase positive interactions in the child care setting, increase the use of the outdoors as a learning environment, and help educators adapt better to student needs. Parents, staff, and classroom volunteers participated in a 15-hour course on child development; the course took place over 6 weeks. A support group for teachers was also formed. Seven additional weeks of instruction on advanced topics was offered. Following this instruction, staff engaged in developmentally appropriate educational practices. However, some staff found it difficult to transfer into practice what they had learned about the potential of outdoor education. Overall, staff were better able to adapt their management of child behavior to changing situations. (Five appendices include a checklist of developmentally appropriate practices and an outdoor learning survey. Contains 22 references.) (JW) ED389465 Negero, A. (Sep 1994). Evaluation of the Nature-Computer Camp: Summer 1993., 47p. The purpose of the Nature Computer Camp (NCC) is to provide sixth-graders in District of Columbia Public Schools an opportunity to explore and appreciate nature in its natural setting. The program also aspires to develop computer proficiency, enhance students' social and interpersonal skills, stimulate group interaction, and strengthen students' self-esteem and group dynamics. Analyses of pre- and posttests on various educational and social factors indicate that students succeeded in strengthening their environmental knowledge and social skills during the 5 days of intensive activities at the camp. The gain in students' technology skills was marginal. In fact, only two of the four performance subgroups (stream ecology and geology) were found to improve significantly, indicating that different strategies are needed to improve other areas. The educational and environmental science explorations were beneficial to urban youth who rarely get a chance to appreciate the outdoors in natural settings. It is recommended that the program be continued on a year-round basis, as it was until it was discontinued due to fiscal constraints, and incorporated into the regular school curriculum. Efforts should also be made to increase the number of student participants. A future study should focus on the impact of NCC on the subsequent school performance of students to determine the long-term benefits of the program. (TD) ED401066

Neill, J. T., & Heubeck, B. (1998). Adolescent Coping Styles and Outdoor Education: Searching for the Mechanisms of Change., 18pp. In: Exploring the Boundaries of Adventure Therapy: International Perspectives. Proceedings of the International Adventure Therapy Conference (1st, Perth, Australia, July 1997); see RC 021 699. The coping responses of 251 Australian high school students involved in outdoor education programs were examined using a modified version of the Adolescent Coping Scale (ACS). Coping includes all strategies, whether cognitive, emotional, or physical, that a person uses to negotiate a stable balance between the internal psychological state and external stressors. The students, aged 14-15, participated in a 9- or 10-day Outward Bound program as a school requirement and later indicated which of the 79 coping strategies on the ACS had been used to handle problems encountered during the program. Findings show that adolescents reported a more productive coping profile during the outdoor education experience than adolescents in normative settings. Open-ended responses showed use of some coping strategies specific to the situation, such as thinking about home, writing in a diary, sharing concerns around the campfire, and going to bed early. The strongest predictor of psychological distress and decreased well-being was the use of nonproductive coping strategies such as ignoring the problem or wishful thinking. On the other hand, participants who reported using problem-solving strategies were more likely to experience positive mental states during the program. The study concludes that practitioners should help participants find positive and functional alternatives to nonproductive coping responses. (Contains 22 references.) (SAS) ED424067

Nichols, T., Comp. (1999). Aztec Ruins National Monument. Teacher's Guide, Grades 4-7., "Cover & Illustrations by Jim Fuge." Published by Hilton Publishing. Additional funding by Southwest Parks and Monuments Association, Office Max, Rural Arts Economic Development Initiative, New Mexico State Historic Preservation Office, and Western Cultural Resource Management, Inc. Page Length: 148. This teacher's guide is for educators in classrooms, outdoor education, youth groups, scouting, and after-school programs to teach about the Aztec Ruins National Monument (New Mexico). The teaching materials in the guide support the New Mexico educational standards in science, social studies, language arts, mathematics, and art. Since the guide's aim is to stimulate use of the Monument by educators, lesson procedures require that users either visit Aztec Ruins or borrow the trunk of replica artifacts from the monument to use in the classroom. Each lesson in the guide encourages students to explore some aspect of the people and remains of Aztec Ruins, while addressing curriculum needs in a variety of subjects. Each lesson contains background information that will help teachers use the lesson with students. Short biographies of archaeologists who have worked at the site provide additional information about the scientific exploration of Aztec Ruins. The glossary at the end of the guide defines key words used throughout the text, and the reference section recommends resources for educators and students for further study. Lessons in the beginning section of the guide assume that the educator and students have had little experience or study of archaeology and past cultures. Lessons in the intermediate and advanced sections increase in complexity in terms of interest, knowledge, and application of archaeological concepts. (BT) ED438220

Northeastern Forest Experiment Station (Broomall Pa.). (1980). The 1980 National Outdoor Recreation Trends Symposium: held at the New England Center for Continuing Education, University of New Hampshire, Durham, New Hampshire, April 20-23, 1980. Broomall, Pa. (370 Reed Rd., Broomall, PA 19008): U.S. Dept. of Agriculture Forest Service Northeastern Forest Experiment Station. A 13.88:ne-57

Northern Illinois University., & Northern Illinois University. Lorado Taft Field Campus. (1966). Journal of outdoor education ( Vol. Began with vol. 1). DeKalb, Ill.: Northern Illinois University. Unc L11

Northern Illinois University. Lorado Taft Field Campus. Dept. of Outdoor Teacher Education., & Swan, M. D. (1970). Tips and tricks in outdoor education; approaches to providing children with educational experiences in the out-of-doors. Danville, Ill.,: Interstate Printers & Publishers. Lb1047

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Porter, T. (1996). "Connecting with Courage," An Outward Bound Program for Adolescent Girls., 10pp. In: Women's Voices in Experiential Education; see RC 021 160. Research on girls' development has found that girls see the world that coheres through human relationships rather than through systems of rules, and that 12 or 13 is a watershed age for girls, a time of "central relational crisis." As their bodies enter the physiological transformations that culminate in womanhood, they face an onslaught of social pressures: norms, expectations, and sanctions related to what it means to be feminine in our culture. Reacting to this change in their relational environment, girls go through a process of silencing their inner voice and projecting an outward self that conforms to society's expectations. Eventually the developing girl forgets her internal voice. The Connecting with Courage (CWC) program is an Outward Bound course that helps girls aged 12-13 to amplify rather than stifle their personal voices. CWC nurtures girls' courage in the sense that courage is associated with personal integrity within one's self and one's relationships. Two critical elements in the program's enormous success are that it combines artistic and creative activities with more traditional adventure elements, and that instructors become role models by developing relationships with the girls and showing them through example that they can speak out, question convention, and engage assertively in relationships. The course has spawned similar courses for adult women, mothers and daughters, and classroom teachers. Strong, fully developed women's voices are needed to fuel the paradigm shift away from Western patriarchal culture. (TD) ED412051

Potter, T. G. (1997). Human Dimensions of Expeditions: Deeply Rooted, Branching Out., 7pp. In: Deeply Rooted, Branching Out, 1972-1997. Annual AEE International Conference Proceedings; see RC 021 269. This paper explores some aspects of building and fostering strong group dynamics to enhance expedition behavior and ultimately, successful wilderness group experiences. It attempts to reflect the needs of both large-scale expeditions and educational and camp groups traveling through wilderness, and includes various activities to allow for direct learning experiences. The foundation of expeditions is social atmosphere. As a group travels through wilderness and partakes in new experiences, its members will also travel the human dimension of the journey, learning and experiencing ideas and emotions through one another. The quality of this social dimension is pivotal upon a healthy attitude. Enhancing a healthy attitude involves recognizing common sources of conflict among people in wilderness groups, including lack of respect; lack of flexibility; poor food; unbalanced chores; different objectives; different energy levels; different attitudes; stressors (such as bad weather); and an out-of-sync group member. The best way to combat these sources of conflict is to start before the expedition departs, by nurturing an environment where people feel free to express themselves. Included is an outline with suggestions for fostering strong group dynamics on wilderness trips, emphasizing pretrip objectives, route planning, working with group members, possible stressors, and overall excellent trip behavior. (Author/TSP) ED414146 Rahm, J. (April 1999). Is That Really Science? A Look at the Science Practice of an Inner-City Youth Gardening Program., Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Children have ample opportunities to learn about science outside of school through visits to science museums, participation in extra-curricular science programs, and by pursuing experiments at home, yet few studies have examined what it means to do science in such places and how such ways of knowing might become integrated with, or differentiated from, school science. In an attempt to fill this gap, a qualitative case study of an inner-city youth gardening program was pursued. The purpose of this study was to delineate the meaning of science as made and conveyed through the activities and the conversations in which participants engaged, and to determine whether participants shared the program's notion of science and perceived themselves as science practitioners. Findings suggest that the program provided opportunities to gather much factual and practical science knowledge that was very context-specific. In addition, results show that participants held very rudimentary notions of science which served as a yardstick for the assessment of the program activities as scientific. Garden work was perceived as entailing science only if it could be framed in terms of conducting an experiment or as engaging in observations. Despite participants' interpretation of gardening as having little to do with "real science," this paper concludes with a discussion of how an appreciation for and awareness of the natural worldtwo important components of scientific literacycould be developed through garden work. Contains 36 references. (Author/WRM) ED431610

Parkin, D. (1998). Outdoor Education in Natural Settings: A Mismarch Between Location and Practice? Australian parks and recreation, 34(2), 35.

Parks, R. E. (1997). Miami Bound: Issues in Transition., 5pp. In: Aventuras en Mexico: Proceedings of the International Conference on Outdoor Recreation and Education (ICORE); see RC 021 504. The Outdoor Pursuit Center at Miami University, Ohio, has provided an outdoor orientation experience for incoming first-year students since 1995. The experience provides an environment that is effective in easing the transition into higher education settings. Student trip coordinators, student facilitators, faculty, and professional staff use situational leadership models to develop an atmosphere that addresses anxieties, excitement, and a sense of belonging. Student challenges include environmental physical situations, mental problem solving, group dynamics, and cognitive skill utilization. A supportive environment is provided through staff efforts, daily event processing, shared responsibilities, and safety precautions. The framework of the program consists of situating the learning experience, validating student concerns, and mutually constructing meaning. Pre- and post-activity debriefings, coupled with daily reviews and processing initiatives, thoroughly investigate student feelings and apprehensions about participating in adventure activities and help to transfer participant outcomes and insights to academic life. The most effective tools in the program for summative, qualitative, and quantitative evaluations of the transition experience are group journals and focus groups. Lessons learned in formulating and implementing the program relate to developing collaborative goals, designating responsibility, determining resources, determining type of trip, and communicating with students. (SAS) ED419646

Patterson, B., & Horwood, B. (1995). Community Involvement in Education., 19pp. In: Experience and the Curriculum; see RC 020 678. During the 20th century, the involvement of communities in education has deteriorated, and the school and the community have evolved into separate worlds. This chapter describes ways in which a typical high school has increased its interactions with its own community. Those interactions have two dimensions: to bring the community into the school and to bring the school into the community. The first dimension uses community people as a resource. Community people have presented information and instruction in their area of expertise, provided transportation for field trips, and served as volunteer staff for major wilderness trips. An important result of this extensive contact is the development of a body of taxpayers who are accurately informed about and strongly supportive of the school and its programs. Examples of the second dimension include student "work days" that began as fund raising for an extracurricular outdoor program and developed into an essential community service, and an agreement with a local industrial lab in which senior biology students worked with research scientists for 2-5 days. The most serious implication of community involvement is the consequence of having people learn what is happening in school. If a school seeks allies in the community, it must be prepared to listen to criticism, join in reexamining its curriculum and practices, and act on community values and recommendations. Another difficulty is the lack of teacher education on community involvement, which has been overcome in this case by a stable community-based teaching staff. (SV) ED398026

Payne, M. R., ERIC Clearinghouse on Rural Education and Small Schools., & National Institute of Education (U.S.). (1985). Using the outdoors to enrich the teaching of mathematics. Las Cruces, N.M.: Educational Resources Information Center Clearinghouse on Rural Education and Small Schools New Mexico State University. Ed 1.310/2:264063

Payne, M. R., ERIC Clearinghouse on Rural Education and Small Schools., & National Institute of Education (U.S.). (1985). Using the outdoors to teach science: a resource guide for elementary and middle school teachers. Las Cruces, N.M.: Educational Resources Information Center Clearinghouse on Rural Education and Small Schools New Mexico State University. Ed 1.310/2:264059 Pittman, G. K., II. (Jul 1994). Metamorphic Mountain: Mount Jefferson State Park. An Environmental Education Learning Experience Designed for Grades 5-7., 55p. This activity packet was designed to introduce students in grades 5-7 to the geology of the Blue Ridge Mountains through hands-on activities for the classroom and the outdoor setting of Mount Jefferson State Park (Jefferson, North Carolina). Previsit activities introduce students to the different rock types: sedimentary, igneous, and metamorphic. Students learn how rocks are formed, how to recognize them, and how they erode. On-site activities familiarize students with the actual rock types of Mount Jefferson State Park, their characteristics, and where they are found in the park. Postvisit activities broaden student understanding of geology by clarifying how rocks and minerals are used in our daily lives. Each activity includes curriculum objectives, location, group size, estimated time, materials, special considerations, major concepts and objectives, teacher instructions, information for students, and student worksheets. The guide also includes an overview of the North Carolina State Parks System and Mount Jefferson State Park, information on the geology of Mount Jefferson State Park, vocabulary words, references, and forms to schedule park visits. (LP) ED374938

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Ross, J. (1997). Will the Real Eco-Educator Please Stand Up?, 12pp. In: Back to the Basics: Proceedings of the International Conference on Outdoor Recreation and Education; see RC 021 395. This paper examines the long-term impact on public lands of human-powered adventure activities. These activities take individuals into federal- or state- owned wild areas to enjoy backpacking, hiking, camping, and a wide variety of sports. Trends in supply and demand for outdoor opportunities are explored. Factors influencing demand include growing population, an increase in per capita income, more accessible transportation, and more leisure time. Lack of wilderness "supply" can be caused by overuse, insufficient funding, inadequate management, lack of facilities, lack of staff, and lack of political support and legislation. In order to ensure that the supply of wild lands continues to meet the increasing demand, the education of professional outdoor leaders must include environmental activist skills, critical thinking skills, and environmental ethics. Expansion of the college curriculum to include education for environmental activism could create a "prairie fire of action" to protect the wildernessour outdoor classroom. Case studies describe two programs that address environmental ethics: the Four Corners School of Outdoor Education in Utah, and the Environmental Studies program at the University of Montana. Contains 16 references. (SAS) ED417053

ROTKO, T. U. U. L. I. A., KOISTINEN, K. I. M. M. O., HANNINEN, O. T. T. O., JANTUNEN, M. A. T. T. I., & Correspondence:, T. R. (July-August 2000). Sociodemographic descriptors of personal exposure to fine particles (PM2.5) in EXPOLIS Helsinki. Journal of Exposure Analysis and Environmental Epidemiology, 10(4), 385-393(389). Demographic and socioeconomic differences between population sub-groups were analyzed, as a component of the EXPOLIS (Air Pollution Exposure Distributions Within Adult Urban Populations in Europe) Helsinki study, to explain variation in personal exposures to fine particles (PM2.5). Two-hundred one individuals were randomly selected among 25-55-year-old inhabitants of Helsinki Metropolitan area. Personal exposure samples and residential indoor, residential outdoor and workplace indoor microenvironment measurements of PM2.5 were collected between October 1996 and December 1997. Variation in PM2.5 personal exposures, between sociodemographic sub-groups, was best described by differences in occupational status, education and age. Lower occupational status, less educated and young participants had greater exposures than upper occupational status, more educated and older participants. Different workplace concentrations explained most of the socioeconomic differences, and personal day and night exposures and concentrations in home (but not workplace or outdoor concentrations) caused the PM2.5 exposure differences between age groups. Men had higher exposures and much larger exposure differences between the sociodemographic groups than women. No gender, socioeconomic or age differences were observed in home outdoor concentrations between groups. Exposure to tobacco smoke did not seem to create new differences between the sociodemographic groups; instead, it amplified the existing differences. Journal of Exposure Analysis and Environmental Epidemiology (2000) 10, 385-393.

Russell, C. L., & Bell, A. C. (1996). A Politicized Ethic of Care: Environmental Education from an Ecofeminist Perspective., 11pp. In: Women's Voices in Experiential Education; see RC 021 160. Ecofeminism is a theory and a movement that makes explicit the links between the oppression of women and the oppression of nature in patriarchal cultures. This means coming to terms with a number of cherished and widespread beliefs, most notably the anthropocentric assumption that humans are different from, and superior to, the rest of nature, and therefore ought to dominate it. The privileging of rationalism within environmental discourse is evidence of a patriarchal bias that relies on the historical dualization of reason and emotion (paralleling the dualization of masculine and feminine and of culture and nature). In advocating a pedagogy from an ecofeminist perspective rooted in a politicized ethic of care, this essay has a dual purpose: helping students identify and participate in issues that are locally important and personally meaningful while ensuring that they make connections between these issues and the "big picture." The point is illustrated by a discussion of the differences between teaching about, in, for, and with the environment. The initial step of helping students build healthy relationships with their local communities, human and nonhuman, should be followed by relating their lived experiences to larger, even global, issues. If environmental education is to be truly transformative, students must have both the desire and the ability to become actively involved. An ecofeminist pedagogy that has the goal of developing in students a politicized ethic of care is a sound beginning. Contains 25 references. (TD) ED412046

Russell, H. R. (1997). Putting Science into Elementary Science Fairs., 5pp. Paper presented at the Annual Conference of the New York State Outdoor Education Association (Sparrow Beach, NY, October 23-26, 1997) and the Annual Conference of the Pennsylvania Alliance for Environmental Education (Erie, PA, November 6-9, 1997). In a world where science has become too confined to books and too reliant on technology, and science fairs have been taken over by parents, this paper offers suggestions to help young people have actual hands-on experience with nature. Topics include soil formation; ants; earthworms; temperature; weather predictions; rain acidity; physical science (sound, light, heat); animal tracks; potato stamps; snow; gardens; compost; invertebrates; squirrels; pigeons; bird feeders; bird houses; bird watching; trees; and herbariums. Suggestions are given for adapting the activities to different age levels and to group activities. (SAS) ED425903 You may be able to order this document from the ERIC Document Reproduction Service. Sapountzi-Krepia, D., Soumilas, A., Papadakis, N., Sapkas, G., Nomicos, J., Theodossopoulou, E., & Dimitriadou, A. (June 1998). Post traumatic paraplegics living in Athens: The impact of pressure sores and UTIs on everyday life activities. Spinal Cord, 36(6), 432-437(436). This paper contains the findings of a scientific research which was done on post-traumatic paraplegics who live in the area of Athens, Greece, and measured the impact of pressure sores and UTIs on their everyday life activities. The target population was 127 individuals out of which 98 were observed and interviewed. A semi-structured questionnaire which consisted of two parts used; the first part of the questionnaire included general questions whereas the second contained the Sarno Functional Life Scale (SFLS) which is a tool measuring the level of independence of disabled people. Sixty-two per cent of the population was male. The mean age of the sample population at the time they had the accident which caused the paraplegia was 31.5, while the median was 28.5. The majority of the subjects comes from the lower socio-economic class. Traffic accidents accounted for the 55 of the occurrences of paraplegia, falls for 37, surgical complication for 4 and athletic activities for the remaining 4. Forty-nine percent of the sample had been hospitalised in a rehabilitation centre. However, the multiple regressions used did not reveal any statistically significant relation between the hospitalisation in a rehabilitation centre and the paraplegic's scores in any of the Sarno Functional Life Scale's (SFLS) variables. Instead, the multiple regressions employed yielded paraplegics' scores in the SFLS's everyday life activities that were negatively related to age (P=0.004) and pressure sores (P=0.021). The paraplegics' scores on the SFLS's indoors activities are positively related to the years since injury (P=0.048) and health education on daily fluid consumption (P=0.003). The scores of the subjects on the SFLS's outdoor activities are positively related to the years of education (P=0.008), the years since injury (P=0.011), while are negatively related to pressure sores (P=0.034) and UTIs (0.044). The subjects' scores on the SFLS variables regarding social relations had a negative relation to sex, (female) (P=0.0001), age (P=0.001) and pressure sores (P=0.019), while they have a positive relation with the years since injury (P=0.024).

Rasberry, G. W. (1995). Science and Magic: A Lesson in Photosynthesis., 27pp. In: Experience and the Curriculum; see RC 020 678. This essayan example of narrative inquirydraws on a fictional account of Merlyn the Magician acting as tutor to young King Arthur to illuminate the author's own experiences as a student and teacher. Those experiences are starkly contrasted in method and intent. On the one hand, stern Mr. Thompson with his white lab coat, map of the leaf, and pointer taught objectivity along with photosynthesis in seventh-grade science lab. In contrast, Sunship Earth, a wildly creative outdoor education program, used fantasy and role playing to immerse fifth-graders in the concepts of photosynthesis as part of an ecologically based program structured on a holistic, deep connection with the earth and nature. Yet in the end, the reconstruction of the educational values in these two dramatically different modes of instruction reveals that multiple views are part of the world, to be accepted, even embraced. There are many ways to learn; the differences should not be unwelcome. Many unanswered questions persist about the magical process of photosynthesis, and only the magic of imagination prevails. (TD) ED398033

Richardson, M., Simmons, D., & ERIC Clearinghouse on Rural Education and Small Schools. (1996). Recommended competencies for outdoor educators. [Charleston, WV: Clearinghouse on Rural Education and Small Schools Appalachia Educational Laboratory. Ed 1.331/2:edo-rc-96-2

Ricker, K. T., & Others, A. (1996). Unlimited Classrooms: A Resource Guide for Inclusive Environmental Education., 128p. The purpose of this guide (intended for use by special education teachers, regular education teachers, environmental educators, park naturalists, therapeutic recreation specialists, and anyone else interested in learning how to make environmental education accessible to all students regardless of their ability level) is to show educators how they can use already existing environmental education materials with students who have physical, developmental, and behavioral disabilities. Section 1 provides an overview and offers a philosophy of environmental education for all students that includes those with disabilities. Information on inclusion and appropriate communication is also reviewed. Section 2 focuses on adapting environmental education activities for inclusive groups and the factors to consider when modifying activities. Section 3 contains activities and their adaptations developed by teachers. Section 4 discusses getting involved in community service projects while section 5 discusses lessons learned by using this resource guide. The appendix contains an annotated bibliography divided into the following categories: (1) Environmental Education-General Activity Guides and Curricula; (2) Environmental Education- Community and Action Projects; (3) Environmental Education for Students with Disabilities; (4) Outdoor Education/Camping/Adventure Programs for People with Disabilities; (5) Science for Students with Disabilities; (6) Inclusion- Environmental/Outdoor Education; (7) Inclusion-General Resources; (8) Disability Resources; and (9) Resource List for Recreation, Integration and Advocacy. (JRH) ED406145 Rigney, J. R., & Bryant, A. S. ([1995). Coming Home: The Utilization of the "Wilderness Experience" in Counseling., 33p. This article examines the unique spiritual journey of the counselor in relation to her attempts to aid clients through their wildernesses. Both the therapist and the client journey to a common end. However, it is the manner in which the counselor travels that allows her to discover her own destiny while assisting clients to realize their unique potential. Specific considerations discussed are counselor preparation for spiritual intervention, the nature and the utilization of the "wilderness experience" in counseling, and the implications of spiritual growth within the healing relationship. Particular attention is given to the stages of spiritual development, the wilderness journey, and those factors which contrast a productive, growth-inducing experience with an aimless wandering in an existential void. Contains 24 references. (Author) ED394079

Riley, C. K., ERIC Clearinghouse on Rural Education and Small Schools., & National Institute of Education (U.S.). (1985). Ideas that work for outdoor teachers and leaders: papers, activities, and resources from the 1985 National Outdoor Education Conference. Las Cruces, N.M. Potosi, Mo.: ERIC Clearinghouse on Rural Education and Small Schools ; 1985 National Outdoor Education Conference. Ed 1.310/2:259863 Rinehart, W. C., Jr., & Beazley, L. J. (Jun 1996). Testing the Waters. Duke Power State Park: An Environmental Education Learning Experience Designed for Grades 4-7., 118pp. Supercedes ED 376 028 which does not include grade 7. This learning packet of hands-on activities was developed by the Duke Power State Park in North Carolina for grades 4-7 to acquaint students with the concepts of water quality, watersheds, aquatic sampling, water pollution, preservation of natural areas, and land use. The loose-leaf book is divided into these sections: (1) introduction to the North Carolina State Park System, Lake Norman, the Duke Power State Park, and the park's activity packet; (2) a summary of the activities including major concepts and objectives covered; (3) previsit activities introducing the use of a dichotomous key, familiarizing students with water- related words, and introducing the concept of watersheds; (4) on-site activities that teach students to recognize indicators of water quality, conduct simple physical and chemical tests, and note firsthand some factors that affect water quality; (5) post-visit activities that encourage students to examine conflicting land-use concerns, discuss ways water becomes polluted, become familiar with major types of aquatic pollution, and predict potential effects of aquatic pollutants on wildlife and people; (6) a list of 57 vocabulary words; and (7) necessary park and parental permission forms. Contains 25 references. (PVD) ED403125 Ringer, M. (Apr 1994). Leadership Competences for Outdoor Adventure: From Recreation to Therapy., 26pp. In: Adventure-Based Interventions with Young People in Trouble and at Risk. Proceedings of a National One-Day Conference "Adventure-Based Interventions" (April 22, 1994) and a Study Weekend "Enabling Troubled Youth" (Ambleside, England, United Kingdom, April 22-24, 1994); see RC 019 931. This paper describes the competencies in the domain of human interaction that are required of leaders in various outdoor adventure programs. These programs may be grouped on a continuum from recreational outdoor adventure to primary (adventure) therapy. In the middle of the continuum, educational, enrichment, and adjunctive (adventure) therapy experiences combine fun, learning, and psychotherapy in varying degrees. These programs exist in different environments; have different goals; make use of different processes and activities; are founded on different assumptions, theoretical frameworks, and epistemologies; and utilize different mixes of professional staff. Nonetheless, there are common elements in social construction of the range of what is desirable in outdoor leadership. Clusters of competencies are presented in the form of a role map for the following outdoor leadership roles: skilled outdoor practitioner, limit setter or safety supervisor, enthusiastic adventurer, instructor or coach, group facilitator, expert communicator, human behavior expert, and clinician or therapist. The competencies outlined do not correspond to the systems used by the British or Australian national standards but are intended to transcend the limitations of those systems by incorporating affective as well as cognitive and behavioral elements. An appendix discusses the relationships of adventure therapy to psychotherapy and experiential learning, and outlines difficulties in identifying competencies for adventure therapists. This paper contains 85 references. (SV) ED378018 Ringer, M. (Apr 1994). Northland Support Wilderness Experience., 11pp. In: Adventure-Based Interventions with Young People in Trouble and at Risk. Proceedings of a National One-Day Conference "Adventure-Based Interventions" (April 22, 1994) and a Study Weekend "Enabling Troubled Youth" (Ambleside, England, United Kingdom, April 22-24, 1994); see RC 019 931. Northland Support Wilderness Experience (NSWE) was a bicultural (White and Maori) wilderness therapy program that operated in New Zealand from 1985 to 1990. NSWE conducted 11 wilderness expeditions per year with approximately 10 participants each, and provided 18-month followups for participants, parents, and significant others. Participants were aged 13-29; were at risk of being caught in destructive or self-destructive lifestyles; were referred by welfare departments, the courts, schools, or other sources; and participated voluntarily. Expeditions were demanding 10-day outdoor experiences characterized by extensive group meetings, group guidance and counseling, and group monitoring of participant behavior. This paper outlines aspects of the following program elements: (1) roles within the leadership team; (2) participant preparation and group building activities; (3) group development of a behavior agreement establishing behavior boundaries, group goals, consequences for breaking the agreement, and guidelines for participation and safety; (4) sharing power and control with participants, including the role and tasks of the day leader appointed each day by the group; (5) group activities and learning sessions for "korero time" (talk time); and (6) empowerment for participants, employees, and program administrators. (SV) ED378024

Rivers of Colorado Water Watch Network., & Colorado. Division of Wildlife. (1998). River watch riffles ( Vol. 1). Denver, Colo.: Rivers of Colorado Water Watch Network Colorado Division of Wildlife. NR6/2.10/vol/issue Nr6/2.10/

Rivkin, M. S. (1995). The Great Outdoors: Restoring Children's Right To Play Outside., 119p. Intended for all who are responsible for children in the primary grades, this booklet notes the necessity of play for children's physical, social, and cognitive development, and the increasingly limited opportunities available to children for outdoor play. The booklet makes the case to teachers, administrators, and park and recreation planners to improve outdoor recreation and "kidspace" with children in mind. Chapters in the booklet are: (1) "Vanishing Habitats and Access"; (2) "Considerations in Designing Play Areas"; (3) "Great School Grounds"; (4) "Safety Outdoors"; (5) "Peaceful Playgrounds"; (6) "Broader Community Efforts"; and (7) "Restoring the Birthright." Five appendices include a list of useful books, information sources and checklists on playground safety, guidelines for playground accessibility, IPA (International Association for Child's Right to Play) and the Declaration of the Child's Right to Play, and organization resources on the environment. Contains over 100 references. (HTH) ED388414

Rivkin, M. S., & ERIC Clearinghouse on Rural Education and Small Schools. (2000). Outdoor experiences for young children. [Charleston, WV: Clearinghouse on Rural Education and Small Schools Appalachia Educational Laboratory. Ed 1.331/2:edo-rc-00-7

Robb, G. M., Havens, M. D., & Witman, J. P. (1983). Special education, naturally. Bloomington, Ind.: Indiana University. Lc4019 Lc4019.l62 1983

Roberts, N. (1996). Women of Color in Experiential Education: Crossing Cultural Boundaries., 16pp. In: Women's Voices in Experiential Education; see RC 021 160. Outdoor adventure is stereotyped as a White, male activity. Women who participate are going against the stereotype of outdoor activities as a male domain, but women of color additionally confront the domain of race. Constraints on women generally include socialization into an ethic of care, concern for physical and psychological safety, and lack of skills and opportunities. For women of color, prejudice and marginality accentuate any injustice or inequality. Cultural behaviors, women's roles, and constraints peculiar to African American, Native American, and Mexican American women are reviewed, and implications for their participation in outdoor education are discussed. Interviews with three women one African American, one Chinese American, and one Chicana with Navajo ancestry concerning leadership, gender issues, and experiences of outdoor adventure participation revealed differing perspectives. However, all interviewees felt that encouraging more women of color to be role models, such as mentors in internships, and involving school systems could increase participation rates and racial and ethnic diversity in professional leadership. Women of color felt that the fact that feminism is led by upper-class White women hurts the cause. Because social power has been denied to women of color, they must learn how to use power when in positions of leadership. Many feminists speak of power-with, rather than power-over. Designing outdoor programs that build cultural connections and offer a spiritual connection with nature is discussed, as are the different effects racism has on different people of color. Contains 25 references. (TD) ED412048

Roberts, N. S., Rodriguez, D. A., & ERIC Clearinghouse on Rural Education and Small Schools. (1999). Multicultural issues in outdoor education. [Charleston, WV: Clearinghouse on Rural Education and Small Schools Appalachia Educational Laboratory. Ed 1.331/2:edo-rc-99-6

Roberts, N. S., Rodriguez, D. A., & ERIC Clearinghouse on Rural Education and Small Schools. (1999). Multicultural issues in outdoor education. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. Ed 1.310/2:438151 ERIC Clearinghouse on Rural Education and Small Schools

Roberts, N. S., & Rodriguez, D. A. P. L. (1999). Multicultural Issues in Outdoor Education. ERIC Digest. The 1990s saw the outdoor education community undergo a process of critical redefinition as it attempted to address multicultural issues. This digest defines multicultural education, reviews the current status of multicultural diversity in outdoor education, poses questions for researchers and practitioners, and offers suggestions for relevant change strategies. Among the various types of multicultural education programs, socially oriented programs that reduce bias have the most in common with outdoor education. The power of outdoor education resides in providing opportunities for diverse participants to cooperate in problem solving, to exercise critical thinking skills, and to develop communication skills within the group. Despite the potential importance of multiculturalism in outdoor education, the issue has received limited attention from researchers. Research is needed in the areas of culturally diverse pedagogies that could reshape basic theories and practices of outdoor education, respectful and accurate use of cultural elements in outdoor programs, incorporation of multiculturalism into outdoor environmental programs, and impacts of outdoor education on diverse participants. Ten strategies and principles are listed to help organizations and programs move toward multiculturalism. (Contains 17 references.) (SV)

Roberts, N. S., & Winiarczyk, E. J. (1996). Women in Experiential Education Speak Out: An Anthology of Personal Stories across Cultures., 26pp. In: Women's Voices in Experiential Education; see RC 021 160. The collection of stories gives voice to the variety of women's experiences rising out of ethnicity, race, class, and generational differences as well as to the simple individual histories of women. Five women with a wide range of differences, including African American, Native American, and Japanese women, share their experiences in, and perspectives on, the field of experiential education. From their stories emerge some commonalities. They reveal an excitement and dedication to the field of experiential education because it is education that worksthat transforms and does not devalue, provides for personal growth, and influences people in positive ways. The lack of people of color, especially women of color, in experiential education is a major issue. Minorities in the field are beset with tokenism, where a few people of color are thought to represent an entire culture. People of color are often singled out to work with minority groups, which can be a valid approach depending on the actual motivation. They often are not taken seriously, and there is much stereotyping. Several of the women mention their role models' or mentors' influence on them and note the importance of their families' support. The field of experiential education is empowering to practitioners as well as students. The various people of color within the field, as well as White practitioners, need to develop cross-cultural ties, since they often don't know whether to embrace or be leery of one another. Women must recognize that mutual support can make a big difference. (TD) ED412053

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Smith, J. W. (1956). Outdoor education. [Washington]: American Association for Health Physical Education and Recreation. Lb1047

Smith, J. W. (1963). Outdoor education. Englewood Cliffs, N.J.: Prentice-Hall. Lb1047

Smith, J. W. (1972). Outdoor education ( 2d ed.). Englewood Cliffs, N.J.,: Prentice-Hall. Lb1047.s58 1972 375.7965 LB1047.S58 1972 c.pl NORLIN Smith, M. W. (Aug 1994). Jomeokee Geology. Pilot Mountain State Park: An Environmental Education Learning Experience Designed for Grades 9-12., 71p. This activity packet provides educators with a series of hands-on classroom and outdoor education activities for grades 9-12 that focus on geology using the Pilot Mountain State Park. The packet was designed to meet established curriculum objectives of the North Carolina Department of Public Instruction's Standard Course of Study. Three types of activities are included: (1) pre-visit classroom activities provide background and vocabulary development; (2) on-site activities conducted at the park; and (3) post-visit classroom activities to reinforce concepts, skills, and vocabulary. This learning experience exposes students to the major concepts of classes of rocks, physical properties of rocks and minerals, formation of rocks and minerals, weathering and erosion, geologic processes, rock and mineral identification, rock cycles, and geologic time. The packet contains an introduction to the geologic history of Pilot Mountain; an activity summary; pre-visit, on-site, and post-visit activity objectives and instructions; a glossary; a list of 14 references; a scheduling worksheet and program evaluation form; and instructions on conducting a daily meal production plan. (LZ) ED376053

Smith, T. E. (1995). An Experiential Adventure School for Sexually Abused Adolescents., 21pp. In: Experience and the Curriculum; see RC 020 678. The Fresh Start Program was an experiment in providing a comprehensive educational and therapeutic program for sexually abused and exploited adolescents. The program was based on the theory and practice of experiential, outdoor- challenge adventure education. The experiment involved 16 youth in a living and learning environment in the north woods of Wisconsin. The youth lived for a year in foster homes staffed by trained "teaching parents," and attended school staffed by special education teachers, teacher aides, and a clinical psychologist who also coordinated the adventure program. During the 180-day school year, the students and staff spent 45 days in adventurous trips that involved backpacking, canoeing, rock climbing, cave exploration, horsepacking, and dog sledding. These experiential trips to the wilderness were all less than 200 miles from the home- base school. The whole school staff accompanied the group on the adventure trips, and educational curriculum and therapy were integrated into each sequence. Evaluation showed that the youth made valuable gains in academic achievement, and improvements in both behavior and self-concept. Fresh Start was closed after 5 years of operation, mainly because it was very demanding on staff members and it was difficult to find qualified replacements. It was equally difficult to secure a replacement for the key team member who served as staff psychologist and coordinator of the adventure program. (TD) ED398034

Springer, M. (1994). Watershed: A Successful Voyage into Integrative Learning., 195p. This book describes a "whole learning" approach to education called the Watershed Program, which stresses integrated curriculum and experiential learning. Each chapter begins with an episode from the history of eastern Pennsylvania along the Brandywine River, used as an analogy to problems faced by the teachers in the Watershed program. The chapters are (1) "Beginnings," tracing the Watershed idea back to 1985 and detailing the basic precepts, including whole learning, openness to all students, elimination of grades in evaluation, using real life situations, and the use of the Brandywine River as a focus of study for students; (2) "Wild Indians and a Sense of Place," comparing Native Americans with the seventh graders in their love of and ownership of the land and river, along with describing the arrangement of the classroom space to reflect whole learning principles; (3) "Explorations: The First Year," describing the beginning of the school year; (4) "Growth and Changes," a story of the second year of the program; (5) "No Cross, No Crown, No Names Above the Door," introducing the five basic tenets of Watershed: commitment, cooperation, courage, caution, and caringand emphasizing the revolutionary structure of the program in form, content, philosophy, and practice; (6) "New Frontiers," describing the challenge of adding fifth graders to the program in the fourth year of the program; (7) "United We Stand, Divided...," discussing the challenges presented by peer conflict; (8) "Manifest Destinies?," describing the evolving application process for students; and (9) "Place, Time, and Quality," reflecting on the whole learning experience. Appendices include the original program proposal, folder comment sheets, and a student application packet. Contains 21 references. (BGC) ED399040

Stabb, M. (1996). Ontario's Old Growth: A Learner's Handbook., For teacher's manual, see RC 021 785. Sponsored by the Environmental Partners Fund of Environment Canada and The Richard Ivey Foundation. Page Length: 52. This handbook was written in response to an identified need for more public information on Ontario's old growth forests. It is meant to be taken into old growth stands, where the learner can see, touch, and study the natural ingredients of old growth forests. Much of the handbook is a guide to forest history, helping the learner to discover first-hand the signs and artifacts of old growth and the forests of the past. Sources are also provided for finding written historical information about local forests. The guide was written with the forests of Ontario and eastern North America in mind. An introductory section outlines general characteristics of old growth forests, discusses the value of such forests and why they need special attention, and describes the four ecological lives of a tree. The main section, on forest signs and field tips, provides a guide to observation in the woods and covers tree size and life expectancy, canopy gaps and forest regeneration, wildlife and their habitats, dead tree ecology, ecology of tree cavities, cavities as wildlife habitat, classification of log decay and related habitats, mounds and pits (microtopography), fallen tree history, looking at tree rings (dendrochronology), fire scars, and stumps as evidence of forest history. Useful written records include local histories, survey records, and natural resource reports and inventories. (Contains 22 references, illustrations, and an observation checklist.) (SV) ED445837

Stapp, W. B. (1965). Integrating conservation and outdoor education into the curriculum (K-12). Minneapolis,: Burgess Pub. Co. Lb1047 Stern, G. (April 1998). The Americanisation of Gunther. German Life and Letters, 51(2), 153-164(112). Tutored by an eccentric former Brooklyn teacher in American language and life, recently returned to his and my home town of Hildesheim, I had a roseate impression of life in America. Some of my imaginings were fulfilled - the excellent high-school teaching, the free performances at the outdoor opera in St. Louis, the rapid acquiring of friends. The bitter experience, caused by the narrownesss of a lawyer, consisted in my inability to gain affidavits for my family, who perished during the Holocaust. But in that year of transition of 1938 I could not foresee my personal tragedy and I became, at least halfways, an American as a seventeen-year-old with the help of my St. Louis neighbourhood, my teachers and the sensitive guidance of a distant relative. And I could enroll, a year after graduating from high school, at a university, because I had found employment as a busboy, then as a waiter at a restaurant near the university. Some of my interests were shaped that year: my love for the American musical, an interest in baseball, and involvement in public education.

Stine, S. (1997). Landscapes for learning: creating outdoor environments for children and youth. New York: J. Wiley & Sons. Lb3251.s696 1997 371.6/1

Stolberg, J. R., & Daniels, E. R. (1998). Creating Child-Centered Materials for Math and Science: 3-6 Year Olds. Step By Step: A Program for Children and Families., 209pp. For other publications in the series, see PS 026 447-450. In child-centered education programs, children construct their own knowledge from their experiences and interactions with the world around them, and teachers foster children's growth and development by building on children's interests, needs, and strengths within a safe and caring environment. The Step by Step educational program developed a series of child-centered teaching manuals for caregivers and teachers in early childhood programs in Central and Eastern Europe. Initially directed at the preschool level for children ages 3 to 5, the series has been extended from birth to age 10. This manual focuses on creating child-centered activities for 3- to 6-year-old children. The manual provides 2-page descriptions of numerous math- and science-related activities in the following areas: (1) mathematics and manipulatives; (2) science; (3) sand and water; (4) dramatic play; (5) literacy; (6) art; (7) outdoor activities; (8) blocks; and (9) music. Contains 33 references. (EV) ED418791 Available from: Children's Resources International, Inc., 2262 Hall Place, N.W., Suite 205, Washington, DC 20007; phone: 800-625-2448; 202-625-2508; fax: 202-625-2509; e-mail: CRIInc@aol.com ($29.95, plus $3.59 shipping and handling. DC residents must add 5.75% sales tax).

Streeter, J., & Bowdoin, H. (1997). Place-Based Education: Two Views from the Past., 14pp. In: "Coming Home: Developing a Sense of Place in Our Communities and Schools. Proceedings of the 1997 Forum"; see RC 021 553. This paper describes two institutions, in England and Massachusetts, that aim to connect students and adults to the land through the study of particular places. Gilbert White, an 18th-century curate in Selborne, England, was a keen observer and one of the earliest naturalists. His book, "The Natural History and Antiquities of Selborne," has been in print continuously since 1789. His observations of birds and bats, his theories on animal migration, and his discovery of the harvest mouse as a new species are his greatest contributions. The Gilbert White Field Studies Centre integrates practical applications of mainstream subjects such as math, science, history, and geography with environmental science and natural history through outdoor field studies. Using ancient records, old observations, and modern techniques to become familiar with the history of a habitat and how it works, students and teachers can see the relevance of larger environmental trends, such as global warming, the falling water table, and human uses of "worthless" land. During his stay at Walden Pond in mid-19th-century Massachusetts, Henry Thoreau recognized the importance of humankind's relationship with the natural world. His book "Walden," and its wilderness message have inspired generations of conservationists. In the mid-1980s, the Walden Woods Project acquired areas surrounding Walden Pond that were threatened by development projects in order to preserve the land in its natural state, and in conjunction with the Thoreau Society, formed the Thoreau Institute. The Thoreau Institute's mission is to bring together the study of literature and the land, reach people with Thoreau's message, and encourage a commitment to responsible land stewardship. To that end it will house a library on Thoreau, offer curricula to public schools, and provide scholars an opportunity to study Thoreau in Walden Woods. (TD) ED421310

Schatz, C. (1996). When Bambi Meets Godzilla: Bringing Environmental Education and Outdoor Recreation Together., 8pp. In: Proceedings of the 1995 International Conference on Outdoor Recreation and Education; see RC 020 917. This paper examines the relationship between outdoor recreation and environmental education. Observations of resident environmental education centers in Minnesota and of recreational programs on U.S. Forest Service lands found that, to the extent that planned and unplanned outcomes can be equated, the two types of programs seemed to produce the same results: increased environmental awareness and improved recreational skills. Teachers in the outdoors and recreators teaching people to enjoy the outdoors have an interest in helping participants to better understand the environment, if only to protect the resources on which all rely. The impact of outdoor and adventure programs on the individual provides an ideal opportunity for environmental learning. Nine steps for including environmental education in outdoor recreation programs include deliberate planning of environmental education elements, creating a program philosophy of environmental harmony, encouraging a sense of awe and respect for natural environments, promoting a level of comfort with the outdoors, teaching and living minimum-impact philosophy and techniques, emphasizing relationships between personal behavior and environmental consequences, weaving small environmental lessons into all program aspects, utilizing available environmental education resources, and avoiding portrayal of the environment as an adversary to overcome. On the other hand, infusing recreation into environmental education programs can help students adjust to the outdoors, turn abstract information into concrete experience, provide outdoor skills, and make learning fun. Contains 24 references and suggested readings. (SV) ED404088

Scheman, N., Frankel, A., & Davis, B. (2001). Grassroots Environmentalism Promoting inquiry-based learning through an outdoor education program. Science Teacher, 68(5), 38-39.

Schiff, P. D. (1996). Twenty/Twenty: Projects and Activities for Wild School Sites. An Ohio Project Wild Action Guide., 117p. This book presents 20 projects and 20 activities designed to encourage students and teachers to use the school site as part of an environmental education program with the focus on creating a place for wildlife. The projects and activities coincide with other materials from Project WILD and are easily adaptable by teachers at any grade level. The objectives of each project and activity focus on learner outcomes and hands-on application. They also provide opportunities for multi-disciplinary resources. No grade level, length of time required, or other limiting cross reference is suggested. Appendices contain warnings about potential hazards in the outdoors, diagrams for building nests, and a WILD School Site Application for Certification. Contains 34 references. (AIM/NB) ED411144 Schnackenberg, H. L., & Others, A. (Feb 1997). (2) supply a succinct answer below the question; (3) use simple, clear language; (4) use large, clear text; (5) keep text to a minimum; (6) utilize pictures and graphics to help learners see to what the text is referring. (Author/SWC) View the Zoo Evaluation of Visual Communication in an Outdoor Educational Setting., 7pp. Paper presented at the Annual Meeting of the Association for Educational Communications and Technology (Albuquerque, NM, February 12-16, 1997). Almost all of what people learn from outdoor educational settings such as zoos and gardens stems from the exhibits themselves or signs about the exhibits. Evaluation of the various forms of visual communication in outdoor educational settings is necessary to determine the effectiveness of exhibitions, educational activities, and/or conservation programs. A preliminary study was conducted at the Phoenix Zoo, in the Arizona TrailReptile Section, to determine visitor use and satisfaction. Study techniques included pre- and post-viewing surveys, interviews, and observation of visitors. The most frequently described fact that visitors remembered was the information contained on a sign developed by a school group explaining the difference between "venomous" and "poisonous." In contrast to other signs in the exhibit, this sign contained a clear, simple message beginning with a thought-provoking question. Many visitors do not read the small signs accompanying exhibits, possibly because of their placement height and small print. Guidelines suggested to help designers improve the effectiveness of visual communication in this type of setting include: (1) arouse learner curiosity with a simple, thought-provoking question or ED403879

Sengupta, S., & Blain, P. G. (2001). Assessing "Sun Know How": comparing outdoor and indoor workers. Health Education, 101(1), 8-14(17). The aim of this study was to compare knowledge of the "Sun Know How" campaign's primary sun safety messages i.e. covering up, seeking shade and applying sunscreen between adults who work predominantly outdoors and adults who work predominantly indoors. A questionnaire survey was conducted amongst a purposive sample of local authority and National Health Service employees across four boroughs in the Northern and Yorkshire region N = 273. While findings support the value of concentrating efforts and resources on outdoor workers, they also highlight the necessity for interventions which reflect and account for distinct needs, practical circumstances, and the developing evidence base. Shani, E., Rachkovsky, E., Bahar-Fuchs, A., & Rosenberg, L. (December 2000). The role of health education versus safety regulations in generating skin cancer preventive behavior among outdoor workers in Israel: an exploratory photosurvey. Health Promotion International, 15(4), 333-339(337). The present photosurvey corroborated with our 1995-1997 evaluation study of a multifaceted skin cancer control program among outdoor workers of Mekorot-Israel National Water Company (Shaniet al., 1998, Final Research Report presented to the Committee for Research and Prevention in Occupational Safety and Health). While the surveys primary purpose was to investigate the impact of health education versus sun-protection regulations (issued when the project ended) on workers skin cancer preventive behavior (SCPB), it also experimented with `objective' tools of data collection. Visiting working sites and mother-base, 118 workers were approached. Of these, 51 former program-involved workers (`education' group) and 50 former non-participants (technical barriers), and newly recruited ones (`regulation' group) who filled out a one-page questionnaire, had their photographs taken and were measured (spectrophotometer) for melanin presence, were included in the present study. Findings indicated that participants in the `regulation' group had a significantly lower mean years of seniority and a higher number of workers in semi-skilled occupations. Both groups were identical in age, ethnic origin and reported skin type. Consistent and significant between-group differences were observed in the SCPB and melanin presence mean scores, suggesting better SCPB habits among the `education' group employees in comparison to their counterparts. The multiple regression analysis indicated that former program-involved participants and older workers were significantly more likely than others to comply with desired SCPB practices. Combined, our previous and present findings suggest that the educational approach was indispensable for generating and sustaining long-term skin cancer control practices and was preferable to the use of regulations, per se. Though no final conclusions could be drawn regarding the validity of the spectrophotometer- and camera-related procedures, and both are limited with regard to uncovering the motivational factors of behavioral outcomes, it should be recognized that the camera is a low-cost and easily available tool for capturing `reality' while overcoming managements claims on workers time. Results are also discussed in terms of practical implications.

Shani, E., Rachkovsky, E., BaharFuchs, A., & Rosenberg, L. (2000). The role of health education versus safety regulations in generating skin cancer preventive behavior among outdoor workers in Israel: an exploratory photosurvey. Health Promotion International, 15(4), 333-340.

Sheffer, S., Ed. (1996). Growing without Schooling, February-December 1995. Paper presented at the 241pp. For 1992-93 editions, see ED 371 819; for 1993-94 editions, see ED 390 521. These six periodical issues are designed to assist adults in home schooling children and adolescents. Issue 103 focuses on friendships between homeschoolers and school students, writing clubs, separating school and state, folk dancing groups, home schooling with foster and adopted children, and science activities. Issue 104 concentrates on how learning takes place with one interest leading to another, psychologists' opinions on homeschooling, grown homeschoolers' reflections on their schooling and their current activities, mothers' thoughts about their work, and the connection between teacher-pleasing and learning. Issue 105 explores developing self-discipline, adjusting to the freedom of self- directed learning, support groups, learning from siblings, and homeschoolers and high school athletics. Issue 106 addresses myths about "unschooling" (allowing for children's natural learning rather than giving them unasked-for teaching), off-campus colleges, learning languages from native speakers, compliance with state regulations, and families learning together. Issue 107 focuses on homeschooling with a nonparental adult, compliance issues, mathematical thinking, student decision-making, homeschool teacher qualifications, and mothers' enthusiasm. Issue 108 contains the 1996 Directory of Families and Organizations and focuses on family volunteering, doctors' prejudice, outdoor programs for homeschoolers, Christian unschooling, and using experiential learning to change self-perceptions. Each issue contains columns on current news and reports concerning home schooling, available resources, challenges and concerns of readers, book reviews, and "Watching Children Learn," readers' narratives regarding learning activities in different areas. (KB) ED411037

Shomon, J. J. (1964). Manual of outdoor conservation education. New York,: National Audubon Society Nature Centers Division. QH1.N112 no.3 Hc55

Silver, M. (1998). Nature Nearby for Young Children., 10pp. Paper presented at the East Tennessee State University Center's Early Childhood Conference (Johnson City, TN, July 17-18, 1998). Young children learn best in nearby natural places, where they can use their senses to experience the pleasures of real discovery. This paper introduces outdoor activities for young children that will help them learn about nature. The activities encourage hands-on discovery based in careful, accurate sensory observation, keyed to the common occurrences of each season. Different activities are presented for each season, introducing children to the cycles of nature, aspects of the natural world, and the importance of ecological conservation in a living classroom. (JPB) ED423066 Simpson, M. ([1994). National Trails Day. Project SEED. This paper describes how a school district in Maine implemented an outdoor education program centered around National Trails Day (a day of awareness of outdoor recreational areas in the United States). The program combined classroom learning with an all-day hike on the Appalachian Trail by 240 seventh-grade students. Numerous teachers, school administrators, and parent volunteers also participated in the program. Goals were to expose students to hiking and outdoor activities and careers and recreational areas a close distance from their homes; to improve students' self-concept through group work and goal setting; and to develop cross-team and cross-school relationships through group work toward a common goal. Classroom activities included a slide show presentation by an Appalachian Trail "through" hiker, (from Maine to Georgia) an outdoor career awareness day, topographical map reading, wilderness first aid, and journal writing. For the all-day hike, students were divided into groups of 10 or less and assigned to a district employee and parent volunteer. During the hike, students were assigned duties such as reading and marking topographical maps, writing in a hike log, collecting objects to be used in art projects, and collecting insects. Includes materials needed, program costs, and suggestions for program implementation. (LP) ED376015

Smit, N. (1997). My Patch of Earth: Using the Schoolground as a Teaching and Learning Referent for an Environmental Ethic., Paper presented at the Learning through Landscapes: Grounds for Celebration Conference sponsored by the Organisation for Economic Cooperation and Development and the Department for Education and Employment (Winchester, United Kingdom, September 21-24, 1997). Page Length: 12. The schoolground is a small and vital piece of eartha microcosm of a diverse and sustaining world. Promoting an environmental ethic in this location is a challenging opportunity for educators. This paper shows that natural places in schoolgrounds can provide the venue for exciting and ongoing teaching and learning opportunities in this outdoor classroom. This paper first presents how stories and a spiritual connection to the land can enhance an environmental ethic. An assessment of the ecoliteracy and Earth Education programs is outlined. This is followed by an introduction to the Australian Timelines project and the Globe Program which are initiatives which promote the regular observation and monitoring of natural events to explore concepts of ecology. The paper then introduces the story "My Patch" as a referent for teaching and learning about the natural environment. Developed by the author, with a class of 6 year old children, the story provides an integrated learning focus characteristic of a holistic view of education. The story describes the experience of a child who adopted a piece of the earth in the schoolground. The importance of narrative as a way of promoting a sensitive relationship with the earth is presented. The final section of the paper discusses the relevance of "My Patch" in supporting teaching and learning and in promoting an environmental ethic. (Contains 19 references.) (Author/SAH) ED446966 Smith, A. ([1994). Kids, Parents, and Teacher Go Camping Together Naturally Project SEED. This paper describes a curriculum unit that combined an overnight camping experience with survival training. The program was implemented with fifth grade students, but is appropriate for students in grades 4-8. Pre-camp learning activities included integrating first aid techniques in science class, reading survival trade books in reading class, researching and writing outdoor survival skill information in writing class, and learning map and compass-reading skills in math and social studies classes. The camp-out was planned by students, and they were responsible for setting up camp, making the fire ring, scavenging for wood, and planning activities. During the afternoon and evening, students participated in nature hikes and scavenger hunts; supper was cooked by the students; and special programs were arranged such as star gazing, campfire songs, and games. In the morning, students broke camp, ate breakfast, and prepared for their morning workshops. Parent volunteers conducted workshops for small groups of students on map and compass reading, first aid, foraging for food, shelter building, plant identification, and other survival themes. This program was successful because students were encouraged to take an active role in their learning. Additionally, the camping experience tied together classroom learning activities. Includes resources needed for program implementation. (LP) ED376013

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Tyas-Tunggal, H. (1997). Hands On Learnscapes., Paper presented at the Learning through Landscapes: Grounds for Celebration Conference sponsored by the Organisation for Economic Cooperation and Development and the Department for Education and Employment (Winchester, United Kingdom, September 21-24, 1997). Page Length: 13. This paper describes the need for "learnscapes" on schoolgrounds. Learnscapes are places where a learning program has been designed to permit users to interact with an environment. They may be naturally built; inside or outside; located in schools, near schools, or beyond schools; relate to any one or many Key Learning Areas; and must be safe and accessible. The need for learnscapes in schools and the need for assistance in creating these learnscapes is discussed. A learnscape example is presented from Harwood Island Primary School, New South Wales. (SAH) ED446967

Tangen-Foster, J., & Tangen-Foster, L. (1998). The Caring Capacity: A Case for Multi-Age Experiential Learning. Paper presented at the Electronic Green Journal, spec iss 9 Dec 1998 Page Length: 9. A multi-age summer adventure camp at the University of Idaho offers 4 days of challenging activities in the wilderness to elementary age students, junior high leaders, high school counselors, and university interns. An associated private school offers up to 20 students, ages 3-10, an alternative to traditional public and private schools. Both programs derive significant benefits from multi-age, experiential learning in the outdoors. The multi-age setting heightens everyone's awareness of individual differences and the necessity for cooperation and mutualism. It maximizes the opportunity to develop leadership and interpersonal skills alongside peers of different ages to become assistant teachers who model appropriate behaviors and desired learning outcomes for younger students. In passing on important lessons in trust, responsibility, compassion, and conflict resolution, students develop self-confidence and empathy. Perceptions of failure are diminished because of a learning climate that embraces student diversity and individual as well as group accomplishment. Having shared common adventures, students remember the team. In this way, students develop an identity with the group, within wild places, and through the adventures they have experienced together. If their experiences in and with nature are positive, filled with success and support from others, students will be more inclined to care about what happens to others and more likely to become stewards of the natural world around them. (TD) ED443620

Tarter, S. L., & Gray, M. (1997). Case Studies in Wilderness Medicine, the Sequel., 6pp. In: Aventuras en Mexico: Proceedings of the International Conference on Outdoor Recreation and Education (ICORE); see RC 021 504. For related document, see ED 416 055. Five case studies illustrate evacuation decision making in a wilderness setting. The cases describe medical problems encountered during wilderness trips: (1) a hiker suffering from hypothermia; (2) a 49-year-old man with chest pains; (3) a 19-year-old woman with abdominal pain; (4) a young woman in anaphylactic shock; and (5) a teenager hit on the back of the head. In each case, the situation and facts are outlined, including the patient's vital signs, and at several points in the case's progression, the outdoor leader is asked to make an assessment and outline a plan and anticipated problems. Each case is followed by a debriefing that discusses the important points in the presenting problem and the signs that would call for immediate evacuation of the patient. (SAS) ED419643

Teague, T. L. (1996). An Examination of Negligence, Assumption of Risk, and Risk Management in Outdoor Recreation., 7pp. In: Proceedings of the 1995 International Conference on Outdoor Recreation and Education; see RC 020 917. This paper stresses the outdoor recreation and education professionals should understand aspects of liability, negligence, and risk management. There are four elements that must be present if a person or organization is to be considered negligent: the presence of a legal duty of care, a breach of duty, proximate cause, and actual damages. When determining the legal duty of care, it is necessary to define the relationship between the property owner and the person pursuing a recreational activity. A person who enters property to pursue a recreational activity may be an invitee, a licensee, or a trespasser. From a legal standpoint, the recreational landowner owes the highest standard of care to the invitee and owes no standard of care to trespassers. A legal defense that is used frequently in outdoor recreation litigation is that of assumption of risk. This defense can only be used when the outdoor recreationists have been made aware of risks involved, understand and appreciate their nature, and freely choose to incur a particular risk. A signed agreement to participate should be obtained to record that each participant is aware of the inherent risks involved in a recreational activity. This document should include a detailed description of the activity, injuries that may result from participation, safety rules, and emergency procedures. Equally important are the development and implementation of a risk management program. Components of a risk management program include identifying and evaluating the risks involved in a recreational activity, taking necessary steps to reduce the frequency and severity of injuries associated with a particular activity, purchasing insurance to cover high risk activities, and continuously evaluating and updating the program. (Contains 12 references.) (LP) ED404079

Thompson, L., Battersby, T., & Lee, A. (1998). Initiation: The Rights of Passage into Young Adulthood., 8pp. In: Exploring the Boundaries of Adventure Therapy: International Perspectives. Proceedings of the International Adventure Therapy Conference (1st, Perth, Australia, July 1997); see RC 021 699. This paper describes the development of an outdoor education camp that assists young people in recognizing new responsibilities and celebrating transition into young adulthood. Using the concept of initiation, the camp marked the beginning of a process which involved adolescents in developing an identity as young adults, increasing personal responsibility, and strengthening personal and group support networks. Students entering upper secondary school participated in the "rites of passage," an initiation process which took place during a 5-day camping trip on the southwest coast of Australia. Key components were based on traditional practices and included the role of elders as guides and mentors, the symbolic journey, physical and psychological challenges, the creation of a vision of self and place, responsibility for self and others, support through networks, reintegration into the school community, and the sharing of experiences through school publications. The outdoor education initiation process could be applied to other settings, including work with troubled youth. (SAS) ED424069 Tierney, P. T., & Dahl, R. (November 1998). Who Is Least Likely To Visit Natural Areas and Participate in Outdoor Experiential Education Programs; What Are the Barriers; and How Can Barriers Be Broken?, In: Selected Monographs from the Association for Experiential Education International Conference (26th, Incline Village, Nevada, November 5-9, 1998); see RC 022 022. Includes data tables and figure not in the parent document. A telephone survey in Los Angeles County examined patterns of visitation to undeveloped natural areas by various segments of the population and perceived barriers to such visits. A total of 894 interviews were completed; the sample was representative of Los Angeles County's racial and ethnic diversity. About 40 percent of respondents had visited a natural area during the previous spring or summer. Logistic regression results showed that the following groups were significantly less likely than their counterparts to visit an undeveloped natural area: those with low socioeconomic status, noncitizens, African Americans, and those feeling unwelcome due to perceived discrimination. Groups that underutilized natural areas cited six important barriers to visitation, for which management agencies and outdoor experiential educators could realistically develop interventions. These barriers were: (1) lack of friends to recreate with in natural areas; (2) too crowded at natural areas; (3) lack of workers of same ethnicity; (4) feeling unwelcome and discriminated against; (5) don't know where to go or what to do; and (6) lack of transportation. Contains 32 references and 4 data tables. (SV) ED431585 Tierney, P. T., Dahl, R., & Chavez, D. (June 2001). Cultural diversity in use of undeveloped natural areas by Los Angeles county residents. Tourism Management, 22(3), 271-277(277). National forests and other relatively undeveloped natural areas are some of the most popular tourist attractions. The objectives of this research were to determine the percentage of residents of a major metropolitan area who visit and do not visit undeveloped natural areas; quantify ethnic groups differences in use; and identify barriers for visitation. Logistic regression was used to determine factors that influenced visitation. Results showed that only two in five residents of Los Angeles County visited an undeveloped natural area during the peak summer travel period. Findings clearly demonstrate the complex nature of natural area attraction visitation and the decision to visit a natural area attraction is more than just transportation and income issues. Ethnic group preferences, education, crowding, lack of transportation, ethnic workers, lack of companions who travel to natural areas, finances and perceived discrimination all influenced recreation within undeveloped natural areas. Findings suggest that public agencies and rural tourism organizations must be proactive by creating new programs and expanding existing intervention projects to encourage visitation.

Titman, W. (1994 Length: 164 Page(s); 2 Microfiche). Special Places; Special People: The Hidden Curriculum of School Grounds., Colored photographs and colored pages may not reproduce clearly. The research project "Special Places; Special People" is designed to provide insight and advice in the management of schools and their grounds for the benefit of children. This document describes the project's research methodology and findings, explores some of the wider implications arising from the study, and suggests ways in which schools might embark upon effecting change. Research findings are discussed on how children read the external environment and school grounds. Issues arising from these findings examine the importance of school grounds to children in a modern society, the messages school grounds convey about the ethos of schools, and children's attitudes and behavior that are determined by the school grounds and the way they are managed. The report's concluding section contains an alphabetical listing of references and resource information on school grounds development, play theory, children and the environment, children's games, and lunchtime supervision and management. (GR) ED430384 Trivette, L. (Jun 1994). Our Changing Land: Stone Mountain State Park. An Environmental Education Learning Experience Designed for Grades 4-6., 57pp. Photographs and some illustrations may not reproduce clearly. Stone Mountain State Park's environmental education learning experience, Our Changing Land, introduces the student to the geology of the Blue Ridge Mountains, with emphasis on Stone Mountain, through a series of hands-on activities. The learning experience is designed for grades 4-6 and meets curriculum objectives of the standard course of study established by the North Carolina Department of Public Instruction. It introduces students to concepts such as the rock cycle; geologic time; weathering; erosion; sedimentary, metamorphic and igneous rocks; and stewardship of natural resources. On-site activities are conducted at the park, while previsit and postvisit activities are completed in the classroom. The previsit activity introduces students to the three different rock types: igneous, sedimentary, and metamorphic. On-site activities give students an understanding of the origin of Stone Mountain, weathering, and erosion. Postvisit activities reinforce concepts, skills, and vocabulary learned. In the packet, the first occurrence of a vocabulary word used in an activity is indicated in bold type. This document includes definitions, reference materials used in developing the activities, and field trip and program evaluation forms. Contains 29 references. (KS) ED373944

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United States. Congress. House. Committee on Education. (1921). Federal Aid for Physical Education hearings before the United States House Committee on Education, Sixty-Sixth Congress, third session, on Jan. 12, 1921. Washington: U.S. G.P.O. Considers (66) H.R. 12652. Y 4.Ed 8/2:P 56/1-1 CIS Hrgs MF Gp 1--H226-Pt.2-4 govmc

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University of Kentucky. Outdoor Education for the Handicapped Project., & Special Education Programs (U.S.). Division for Innovation and Development. (1982). A Guide to outdoor education resources and programs for the handicapped. Lexington, Ky.: Outdoor Education for the Handicapped Project University of Kentucky. Ed 1.310/2:273401

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University of Kentucky. Outdoor Education for the Handicapped Project., & Special Education Programs (U.S.). Division for Innovation and Development. (1983). Innovative approaches to providing outdoor education for handicapped students. Lexington, KY: Outdoor Education for the Handicapped Project University of Kentucky. Ed 1.310/2:273402

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White, M., Ed. (1999). Experiencing the Difference: The Role of Experiential Learning in Youth Development. Conference Report: The Brathay Youth Conference (Ambleside, England, July 5-6, 1999)., For selected individual papers, see RC 022 587-589. Page Length: 125. This proceedings contains transcripts, presentations, and workshop summaries from a 2-day conference on experiential learning in youth development, held by the Brathay Hall Trust in the English Lake District. Brathay is a British educational charity that offers a variety of youth development courses, ranging from outdoor adventure activities to creative workshops. The conference aimed to make the case for an experiential approach to personal and social development, as an essential foundation for lifelong learning, social inclusion, active citizenship, and employability. Section 1 of the proceedings contains: (1) remarks by Susan Woodeson-Barr, Brian Liversidge, and Steve Lenartowicz; (2) transcript of a play dramatizing youth issues, "Lifting the Weight," presented by Geese Theatre Company; (3) outline of a speech "The Government Perspective" by George Mudie, British Minister for Lifelong Learning, on youth service, voluntary youth organizations, programs for disaffected and socially excluded young people, and postsecondary education; (4) "Redefining Learning for the Next Generation" (Valerie Bayliss); (5) "The Union Perspective on Youth Outreach and Training by the Trades Union Congress (Mark Holding); (6) "The Young Person's Perspective on British Youth Council Efforts to Engage Youth in Civic Life" (Andrew Cossar); (7) "Valuing the Future: Education for Spiritual Development" (Sister Jayanti); (8) "The Roots & Branches of Experiential Development" (Tony Saddington); (9) "Young-Person-Friendly Research: Part of the Youth Work Process" (Isabel Atkinson); and (10) "Brathay's Evaluation & Research Strategy" (Eva Pomeroy). Section 2 contains brief descriptions of conference workshops. Appendices describe Brathay's work with young people and present presenter biographies, a list of attendees, and the conference program. (SV) ED444795

Wigg, A. (1995). Improving the Preschooler's Science Knowledge and Skills through Hands-on Activities., 66pp. Ed.D. Practicum II Report, Nova Southeastern University. A practicum project designed a preschool science curriculum and requisite environment to improve students' enjoyment and interest in science. Based on teacher- and parent-questionnaire results, it was determined that student science attitudes were not positive; that students seldom had opportunities to explore, discover, and solve problems; and that the students' curiosity was inhibited by preconceived ideas about insects and rodents. Lack of parent participation and teachers' insecurity with teaching science concepts added to the problem. The solution strategy included developing science concepts as an integral part of each classroom learning center, using a multidisciplinary approach; planning extensive field trips; producing three plays; encouraging parent involvement; and organizing a science fair as part of a city-wide conference for parents, teachers, and the community. Evaluation results indicated that students can and do show an enthusiasm for science activities, that hands-on experiences do increase science vocabulary, that students willingly contribute to science activities, and that they can explain their science activities to others. Much of the success of the practicum was attributed to the outdoor experiences that students had at the park and on field trips to farms, nature centers, and museums. (Four appendices contain checklists for science attitudes, science vocabulary, contribution to the science center, and for explaining science activities. Contains 35 references.) (HTH) ED388453 Wilson, R. A. (Mar 1996). Starting Early: Environmental Education during the Early Childhood Years. ERIC Digest. This digest highlights the need for beginning environmental education based on life experiences during the very earliest years of life. The rationale for environmental education during the early childhood years is discussed, followed by guidelines for program development grounded on the belief that environmental education for the early years should be based on a sense of wonder and the joy of discovery. The following guidelines are discussed: (1) begin with simple experiences, (2) provide frequent positive experiences outdoors, (3) focus on "experiencing" versus "teaching", (4) demonstrate a personal interest in and enjoyment of the natural world, and (5) model caring and respect for the natural environment. Contains 18 references. (JRH) ED402147

Wood, D. E., Gillis, J. C., & National Education Association of the United States. (1979). Adventure education. Washington: National Education Association. Lb3483.w66 371.3 Lb3483.w66

Woodhouse, J. L., Knapp, C., & ERIC Clearinghouse on Rural Education and Small Schools. (2000). Place-based curriculum and instruction: outdoor and environmental education approaches. [Charleston, WV: Clearinghouse on Rural Education and Small Schools Appalachia Educational Laboratory. Ed 1.331/2:edo-rc-00-6

Woodhouse, J. L., & Knapp, C. E. P. L. (2000). Place-Based Curriculum and Instruction: Outdoor and Environmental Education Approaches. ERIC Digest. Place-based education is a relatively new term, but progressive educators have promoted the concept for over 100 years. Place-based education usually includes conventional outdoor education and experiential methodologies as advocated by John Dewey to help students connect with their particular corner of the world. Proponents of place-based education often envision a role for it in achieving local ecological and cultural sustainability. This digest reviews place-based curriculum and instruction, especially as it relates to outdoor and environmental education, and provides examples of K-12 resources and programs. A brief review identifies the purposes of outdoor education, environmental education, and place-based education and the relationships among them, and points out overlapping concepts in the literature: community-oriented schooling, ecological education, bioregional education, ecoliteracy, ecological identity, and pedagogy of place. The essential characteristics of place-based education are that it emerges from the particular attributes of a place, is inherently multidisciplinary and experiential, reflects a philosophy broader than "learn to earn," and connects place with self and community. In contrast to work-oriented goals of schooling, place-based education prepares people to live and work to sustain the places they inhabit and to participate actively in democracy. Thirteen relevant periodicals and books are briefly described. (SV) ED448012

Wurr, A. (1996). Classrooms in the Wild: Learning Language and Life Skills in the KUIS Outdoor Sports Circle., 14pp. Paper submitted for publication in the "Journal of Kanda University of International Studies" (KUIS). The role of outdoor education activities in the Kanda University English language institute is described. The outdoor program was developed to unite faculty and students interested in recreational activities and provide an opportunity to explore common interests in nature, sports, and language learning. The activities develop self-esteem, leadership, trust, and interpersonal skills, with language used as the tool to describe and interpret experience. Students use kinesthetic, interpersonal, and intrapersonal forms of intelligence. Negotiation of activities enhances the student-centered nature of the program's design. The learning sequence in such an experiential program, and theories modeling it, is discussed. Contains 16 references. (MSE) ED422742

Wyzga, M. C. (1998). Homes for Wildlife: A Planning Guide for Habitat Enhancement on School Grounds. This guide for enhancing wildlife habitats on school grounds provides students and teachers the opportunity for direct, hands-on learning in the environment of their schoolyard. Geared towards grades K-8, all activities are developmentally appropriate to involve students on every level, resulting in student ownership of the project and a greater understanding of wildlife. The guide is divided into sections that correspond to the phases of planning and maintaining a schoolyard wildlife enhancement project. Each chapter includes background information, "how to" instructions and tools, supplemental multidisciplinary student activities, references, and checklists. The first section covers pre-activities and familiarizes students and teachers with the project, wildlife needs, and how they are combined to provide habitat. The second section is a planning guide that explains how to analyze conditions in the schoolyard and how to use this information in the plan. Section 3 contains suggestions for a variety of habitat enhancement projects, and guidelines for developing and implementing the enhancement plan. Section 4 presents guidelines for maintenance plans, as well as activity ideas for the outdoor classroom on the schoolyard site. Section 5 consists of 11 appendices: a glossary, sample maps, New England habitat types and associated wildlife, wildlife food charts, planting charts and plant care, construction specifications for nest boxes, resource agencies, selected instructional resources, sources of supplies, worksheets, and activities and ideas for the outdoor classroom. (TD) ED432425

Wagner, C. P. L. (2000). Planning School Grounds for Outdoor Learning. This publication covers the planning and design of school grounds for outdoor learning in new and existing K-12 facilities. It discusses the different types of outdoor learning environments that can be considered, the value of flexible spaces for outdoor learning, and resources for those interested in outdoor learning environments. Also explored are environmental education's physical impact on school grounds, considerations during school site development when outdoor education is to be included, and existing school site redesign for outdoor education. (Contains 20 references.) (GR) ED442266

Wagner, R. J. (Sep 1995). Research on the Effectiveness of Outdoor Management Training., 11pp. Paper presented at the World Conference of the International Federation of Training and Development Organizations (Helsinki, Finland, September 11-14, 1995). A 6-year study of outdoor-based management training (OMT) programs used traditional evaluation methods and new methods designed specifically for these unique programs. A survey of 1,000 training directors indicated that this type of training was very controversial. The next step was to use traditional training and organizational behavior evaluation methodologies to explore the impact of a 1- day ropes course on group and individual behaviors. Evaluation work was based on Kirkpatrick's (1994) four levels of evaluation: reaction, learning, behavior, and results. Two types of behavior were evaluated through a Likert-type questionnaire: individual and group. Results indicated a significant improvement in the overall functioning of the work group but no significant changes in individual behavior. Some participant variables found to influence the effectiveness of outdoor programs were as follows: intact/nonintact work groups, volunteers/nonvolunteers, gender composition of groups, supervisor attendance at the program, indoor/outdoor, and the facilitators. The evaluation was expanded to use a control group, open-ended questions, focus group interviews, a structured on-the-job observation, and participant journals. Evaluations of programs in other countries produced evidence that the programs had an impact on the overall culture of the organization. Two issues for the future were identified: the need to certify facilitators and the need to look at the underlying conceptual framework. (Contains 10 references.) (YLB) ED391004 Wagner, R. J., & Campbell, J. (1 July 1994). Outdoor-based Experiential Training: Improving Transfer of Training Using Virtual Reality. The Journal of Management Development, 13(7), 4-11(18). Outdoor-based experiential training has become a popular technique for training managers by directly involving them in the training process. Outdoor-based programmes offer training in a fresh and motivating setting, tend to eliminate many of the role conflicts from the day-to-day work setting, and emphasize many of the interpersonal skills so important in todays work setting. Unfortunately, the value of these programmes is often questioned by many trainers and managers. Do the skills learned in the outdoors actually transfer to the work setting, or do they simply work only in the outdoors? Presents a new addition to the outdoor training programme called virtual reality training. While not for all organizations, virtual reality training recreates the participants own work environment in a developmental setting, and helps to increase the transfer of training to the work setting. Presents actual examples of virtual reality programmes so the readers can evaluate the effectiveness of this type of training for their own organization.

Warren, K., Ed. (1996). Women's Voices in Experiential Education., 334pp. For selected individual chapters, see RC 021 161-174. This book is a collection of feminist analyses of various topics in experiential education, particularly as it applies to outdoors and adventure education, as well as practical examples of how women's experiences can contribute to the field as a whole. Following an introduction, "The Quilt of Women's Voices" (Maya Angelou), the 25 chapters are: "Women's Outdoor Adventures: Myth and Reality" (Karen Warren); "Why Women's Outdoor Trips?" (Mary McClintock); "Inside Work, Outdoors: Women, Metaphor, and Meaning" (Heidi Mack); "The Eustress Paradigm: A Strategy for Decreasing Stress in Wilderness Adventure Programming" (Anjanette Estrellas); "The Value of Therapeutic Wilderness Programs for Incest Survivors: A Look at Two Dominant Program Models" (Ruth Rohde); "The History of Camping Women in the Professionalization of Experiential Education" (Wilma Miranda, Rita Yerkes); "A Philosophical Basis for a Women's Outdoor Adventure Program" (Denise Mitten); "The Outdoor Recreation Experience: Factors Affecting Participation of African American Women" (Nina S. Roberts, Ellen B. Drogin); "Leading the Way: Strategies That Enhance Women's Involvement in Experiential Education Careers" (T. A. Loeffler); "Feminist Perspectives on Outdoor Leadership" (Karla Henderson); "Feminist Pedagogy and Experiential Education: A Critical Look" (Karen Warren, Alison Rheingold); "Outdoor Leadership Considerations with Women Survivors of Sexual Abuse" (Denise Mitten, Rosalind Dutton); "Feminists Challenging Assumptions about Outdoor Leadership" (Martha Bell); "The Value of Feminist Ethics in Experiential Education Teaching and Leadership" (Denise Mitten); "A Politicized Ethic of Care: Environmental Education from an Ecofeminist Perspective" (Constance L. Russell, Anne C. Bell); "The Midwife Teacher: Engaging Students in the Experiential Education Process" (Karen Warren); "Women and the Outdoors: Toward Spiritual Empowerment" (Karla A. Henderson); "Snips and Snails and Puppy Dog Tails...The Use of Gender-Free Language in Experiential Education" (Deb Jordan); "Sexual Harassment and Experiential Education Programs: A Closer Look" (T. A. Loeffler); "Women of Color in Experiential Education: Crossing Cultural Boundaries" (Nina Roberts); "Lesbian Baiting Hurts All Women" (Mary McClintock); "Turn Off the Radio and Sing for Your Lives Women, Singing, and Experiential Education" (Moon Joyce); "'Connecting with Courage,' an Outward Bound Program for Adolescent Girls" (Terry Porter); "Facing Women's Fear of Failure: An AWEsome Experience" (Anne Dal Vera); and "Women in Experiential Education Speak Out: An Anthology of Personal Stories across Cultures" (Nina S. Roberts, Ellen J. Winiarczyk). Contains references, author profiles, and an annotated bibliography of Association for Experiential Education publications. (SV) ED412039

Warren, K. (1998). A call for race, gender, and class sensitive facilitation in outdoor experiential education. Journal of experiential education, 21(1), 21.

Warren, K., & Loeffler, T. (2000). Setting a Place at the Table: Social Justice Research in Outdoor Experiential Education. Journal of Experiential Education, 23(2), 85-90.

Warren, K., & Russek, A. (1997). Social Justice in Outdoor Leadership., 8pp. In: Deeply Rooted, Branching Out, 1972-1997. Annual AEE International Conference Proceedings; see RC 021 269. Equitable outdoor leadership responsive to social justice issues has historically been absent in the field of adventure education. The call for social justice in the field has been hampered by lack of information, negligible programmatic support, personal conditioning and bias, resistance to reform from those in power, and firmly established traditions in outdoor leadership. Researchers attempting to identify key competencies needed by leaders of outdoor adventures, for example, asked only experienced outdoor leaders for input. Since a disproportionate number of respondents were White males with advanced degrees, the voices of the poor, women, and racial minorities in the field were not prevalent in determining key components of outdoor leadership. Gender biased language, such as using the words "hard" and "soft" to describe skills better defined as "technical" or "interpersonal," has also made it difficult for the development of socially just programs. Most accreditation program literature is lacking in any mention of social and cultural competencies in outdoor leaders and program administrators. One example of a socially just program offering Bachelor's of Science and Master's of Science degrees in environmental education is examined. Contains 16 references. (Author/TSP) ED414148

Warren, T., & Association of Independent Liberal Arts Colleges for Teacher Education. (1994). Promising practices: teacher education in liberal arts colleges. Lanham, Md.: University Press of America: Association of Independent Liberal Arts Colleges for Teacher Education. Lb2165.p76 1994 370.71/0973 norst Watters, R. The Art of Teaching Map and Compass: Instructional Techniques, Curricular Formats and Practical Field Exercises., 10pp. In: Back to the Basics: Proceedings of the International Conference on Outdoor Recreation and Education; see RC 021 395.. This paper discusses the value of teaching map and compass skills in the classroom or an outdoor situation. Navigation is the most basic of all outdoor skills. A map and compass curriculum can be taught to anyone, is inexpensive, and is easily incorporated in a variety of educational situations. General teaching principles are outlined: (1) start with the basic idea of what a map is; (2) avoid too much detail about compasses with younger children; (3) use a combination of indoor and outdoor settings for teaching; (4) begin with the basics and build on them; and (5) use the utmost care when teaching about declination (the difference between magnetic north and true north). Three methods of adjusting for declination are described. Two teaching scenarios are suggested: a 2-hour course for younger children that includes map symbols, directions, compass reading, and an outdoor three-leg compass walk; and a 2-day course for secondary and college students that includes instruction in types and sources of maps, latitude and longitude, UTM (Universal Transverse Mercator) coordinate system, map symbols, contour lines, compass reading, declination, and outdoor field sessions. An annotated list of resources includes books, a video, and Internet sites. (SAS)

Watters, R. (1996). An IBM Compatible Participant Data Base System for Outdoor Programs., 11pp. In: Proceedings of the 1992 and 1993 Conferences on Outdoor Recreation; see RC 020 906. The process of maintaining mailing lists and other informational files on outdoor program participants is, plainly and simply, a pain in the neck. Mailing list maintenance is particularly difficult for programs that deal with university students, due to their frequent moves. This paper describes a new software program, the Outdoor Program Data Base System, which has been designed and developed specifically for use in outdoor recreation programs or programs serving persons with disabilities. The program is based upon the Dbase IV programming language and is available free to nonprofit organizations from the Idaho State University Outdoor Program. An IBM compatible computer with a hard drive is required to run the software. The software is used to maintain a participant database that includes names, addresses, student status, and outdoor interest areas. It can create files that can be used by a word processor to print mailing labels and hard-copy lists of the participants in the database. A list can be ordered by last name, interest area, or any other element. The main menu and its functions are described, and instructions are provided for starting the program and for making changes to the software, including changes to the main menu, list information, and master forms. Includes illustrations and ordering information. (SV) ED404070

Watters, R. (1997). Teaching Avalanche Safety Courses: Instructional Techniques and Field Exercises., 8pp. In: Aventuras en Mexico: Proceedings of the International Conference on Outdoor Recreation and Education (ICORE); see RC 021 504. This paper discusses course structure, teaching techniques, and field exercises for enhancing winter travelers' avalanche knowledge and skills. In two class sessions, the course typically consists of a historical perspective; a section on snow physics (clouds, types of snow crystals, effects of riming, identification of precipitated snow crystals, types of nonprecipitated snow, temperature gradient metamorphism, identification of metamorphosed crystals); use of visual aids; use of anecdotal material; and the causes of avalanches (new snow, old snow, terrain, wind, temperature). The class also addresses route finding, safety procedures, safety equipment, and rescue. In the first field session, students rotate among three stations covering transceiver searching, probing, and analyzing a snow pit. The second field session reinforces the first and gives students greater freedom to practice skills. The use of videos and Internet avalanche forecasts is encouraged to reinforce skills. (SAS) ED419647

Webb, D. F., Jr. (1997). Living with the Earth: An Outside Interactive Acclimatizing Workshop., 9pp. In: Deeply Rooted, Branching Out, 1972-1997. Annual AEE International Conference Proceedings; see RC 021 269. When studying nature and its wonders, children need to be the explorers, the innovators, and the teachers. The adult assumes the role of a facilitator, an observer, and a mediator. If the adult in a given situation is simultaneously and genuinely exploring the area (not just observing children acting upon it), then a bridge may be started to the children's involvementinvolvement often being contagious. This paper describes a workshop in which activities stress a wonderment and reverence for life and nature. Participants are encouraged to be keenly aware of children's interests, concerns, and development so that they can "start where the learner is" to create learning situations as rich and exciting as life itself. Using the dandelion as an example, the paper shows how to create a remarkable experience for children by making a "grand performance" out of the discussion. Detailed instructions describe how to create a "nature journal" out of chipboard, muslin and liquid starch, and then use natural inks and quills to paint pictures or record feelings and reflections in the journal throughout the year. (Author/TSP) ED414149

Weber, H., Ed., & Thompson, K., Ed. (1995). Wilderness Medicine Newsletter, 1995. Paper presented at the 49p. This document consists of the six issues of the "Wilderness Medicine Newsletter" issued during 1995. The newsletter addresses issues related to the treatment and prevention of medical emergencies in the wilderness. Issues typically include feature articles, interviews with doctors in the field of wilderness medicine, product reviews, notices of upcoming wilderness conferences and training courses, additional resources, and general information relevant to medical services and outdoor activities. Feature articles in this volume cover legal and ethical issues for the wilderness care provider; qualifications of outdoor leaders; high altitude illness; "crush syndrome" following rescue from crevice entrapment; parasitic infestations of humans by viruses, bacteria, fungi, protozoa, and parasitic worms; hepatitis-A; first aid for children; prevention, recognition, and treatment of hypothermia; items to include in first aid kits; treating chest injuries in the wilderness; and cardiac risk assessment for adventure programs. (TD) ED398001

Y

Yerkes, R., & Haras, K. (1997). Outdoor Education and Environmental Responsibility. ERIC Digest. Outdoor education programs provide opportunities for students to become environmentally conscious citizens. However, awareness of environmental issues is not enough to preserve our world of limited natural resources. Students must also recognize their environmental responsibilities and change their behaviors accordingly. This digest reviews the literature on developing environmental responsibility. Various studies have shown that environmental instruction in schools and resident camp programs has positive effects on the environmental awareness and attitudes of children and adolescents. However, the link between outdoor education and development of positive environmental attitudes and responsibility was found to be weak and in need of further research. This led outdoor educators to look to related fields for techniques that have successfully created positive behavioral changes in students. Ethical behavioral change in students has not been promoted by lectures, excessive moralizing, or externally derived codes of ethics or conduct. As a result, outdoor educators have focused on environmental action activities that develop responsible behavior. Elements of successful activities and programs include outdoor experience and involvement, autonomous student behavior and problem solving, development of environmental action skills, focus on specific issues, small-group discussion, reflection, mentoring, long-term follow-up, and connection to the local community. (Contains 13 references.) (SV) ED414112

Yerkes, R., Haras, K., & ERIC Clearinghouse on Rural Education and Small Schools. (1997). Outdoor education and environmental responsibility. [Charleston, WV] (PO Box 1348, Charleston 25325-1348): [Clearinghouse on Rural Education and Small Schools. Ed 1.331/2:edo-rc-97-6

Yerkes, R., Haras, K., & ERIC Clearinghouse on Rural Education and Small Schools. (1997). Outdoor education environmental responsibility. [Charleston, WV: Clearinghouse on Rural Education and Small Schools Appalachia Educational Laboratory. Ed 1.310/2:414112 Young, A. B., & Others, A. (Jan 1994). The Relationship of Continuum Scaling Scores and Certainty Scaling Scores on the Outdoor Situational Fear Inventory., 8pp. In: Coalition for Education in the Outdoors Research Symposium Proceedings (2nd, Bradford Woods, IN, January 14-16, 1994); see RC 019 747. The Outdoor Situational Fear Inventory (OSFI) has been used extensively to measure the social-, physical-, and environmental-based fears of participants in Outward Bound and in college outdoor education programs. The OSFI uses a continuum scaling method in which respondents place a slash mark on a 10- centimeter line representing a continuum from "not at all anxious" to "very anxious." The continuum-scaled OSFI presents several problems: labor-intensive measurements, artificial sense of precision, and difficulties in converting to verbal description. As an alternative, a certainty scaling method was developed in which respondents agree or disagree with a statement and then rate the strength of their opinion from 1 to 5. Responses are then converted to numerical values ranging from 1 to 10. Both forms of the OSFI were administered to 162 college students on the first day of 2-week outdoor adventure programs. Half of subjects completed the continuum version first, then the certainty-scaled OSFI; the other half did the opposite. With either scaling method, the OSFI and its social-fears and physical-fears subscales were reliable as measured by Cronbach's alpha. The order of administration had no effect on scores. The relationships of the two instruments' overall and subscale scores were strong. (SV) ED383493

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Zueblin, C., & Sweeny, H. B. (1916). American municipal progress ( New and rev. ed.). New York: The Macmillan Company. 352.073 352.073.Z8a

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