<p>The Innovation- and Design Engineer program at Karlstad university is a three year long engineer education. In the last phase a final piece is to be done and in this case Boda Borg in Skellefteå is the company in need of product development. Boda Borg is a company in the experience industry and they are located in nine cities from Gällivare in the north of Sweden to Karlskrona in the south. Boda Borg is a franchise company where every facility is their own. As a visitor you will experience physical challenges as well as intellectual in adventure rooms which are serial linked. A solved problem in one room gives access to the next and there are three to six rooms in a row.</p><p>Boda Borg in Skellefteå wants to exchange a third of their adventure rooms every year and are interested in developing rooms where more senses are involved. The task has been to create rooms or a concept where multiple senses are activated.</p><p>The work has been executed in seven phases: field studies, litterature study, idea generating, evaluation, choice of concept, concept development and finally development of presentation material. The field studies have been executed in two Boda Borg facilities (Karlskoga, Skellefteå) and also in other public facilities whose interests are to give the visitor an experience, for example museums. In the idea generating phase several methods were used to get as much ideas as possible in an unrestrained way. At the part time presentation three lanes containing three rooms each had been put together and at further evaluation a choice of concept could be done. The lane that distinguished the most from today’s lanes was chosen. The concept was developed.</p><p>In the concept we get to follow a musical superstar from rehearsal room to the stage via the recording studio. The lane has a distinct theme where the rooms are decorated like they were in the 50’s and some sound illustrations have been added to increase the experience. Humour has been added as well so the activity is experienced as funny rather than just an achievement.</p><p>To make the presentation legible details has been manufactured such as a funny wig and a platform on which dance is to be performed. A CAD model as well as a physical one has also been made. The computer program ArchiCAD was used to make the CAD model.</p>

<p>The Innovation- and Design Engineer program at Karlstad university is a three year long engineer education. In the last phase a final piece is to be done and in this case Boda Borg in Skellefteå is the company in need of product development. Boda Borg is a company in the experience industry and they are located in nine cities from Gällivare in the north of Sweden to Karlskrona in the south. Boda Borg is a franchise company where every facility is their own. As a visitor you will experience physical challenges as well as intellectual in adventure rooms which are serial linked. A solved problem in one room gives access to the next and there are three to six rooms in a row.</p><p>Boda Borg in Skellefteå wants to exchange a third of their adventure rooms every year and are interested in developing rooms where more senses are involved. The task has been to create rooms or a concept where multiple senses are activated.</p><p>The work has been executed in seven phases: field studies, litterature study, idea generating, evaluation, choice of concept, concept development and finally development of presentation material. The field studies have been executed in two Boda Borg facilities (Karlskoga, Skellefteå) and also in other public facilities whose interests are to give the visitor an experience, for example museums. In the idea generating phase several methods were used to get as much ideas as possible in an unrestrained way. At the part time presentation three lanes containing three rooms each had been put together and at further evaluation a choice of concept could be done. The lane that distinguished the most from today’s lanes was chosen. The concept was developed.</p><p>In the concept we get to follow a musical superstar from rehearsal room to the stage via the recording studio. The lane has a distinct theme where the rooms are decorated like they were in the 50’s and some sound illustrations have been added to increase the experience. Humour has been added as well so the activity is experienced as funny rather than just an achievement.</p><p>To make the presentation legible details has been manufactured such as a funny wig and a platform on which dance is to be performed. A CAD model as well as a physical one has also been made. The computer program ArchiCAD was used to make the CAD model.</p>

Thesis (Ph. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 144-154). Also available on the World Wide Web.

The Innovation- and Design Engineer program at Karlstad university is a three year long engineer education. In the last phase a final piece is to be done and in this case Boda Borg in Skellefteå is the company in need of product development. Boda Borg is a company in the experience industry and they are located in nine cities from Gällivare in the north of Sweden to Karlskrona in the south. Boda Borg is a franchise company where every facility is their own. As a visitor you will experience physical challenges as well as intellectual in adventure rooms which are serial linked. A solved problem in one room gives access to the next and there are three to six rooms in a row. Boda Borg in Skellefteå wants to exchange a third of their adventure rooms every year and are interested in developing rooms where more senses are involved. The task has been to create rooms or a concept where multiple senses are activated. The work has been executed in seven phases: field studies, litterature study, idea generating, evaluation, choice of concept, concept development and finally development of presentation material. The field studies have been executed in two Boda Borg facilities (Karlskoga, Skellefteå) and also in other public facilities whose interests are to give the visitor an experience, for example museums. In the idea generating phase several methods were used to get as much ideas as possible in an unrestrained way. At the part time presentation three lanes containing three rooms each had been put together and at further evaluation a choice of concept could be done. The lane that distinguished the most from today’s lanes was chosen. The concept was developed. In the concept we get to follow a musical superstar from rehearsal room to the stage via the recording studio. The lane has a distinct theme where the rooms are decorated like they were in the 50’s and some sound illustrations have been added to increase the experience. Humour has been added as well so the activity is experienced as funny rather than just an achievement. To make the presentation legible details has been manufactured such as a funny wig and a platform on which dance is to be performed. A CAD model as well as a physical one has also been made. The computer program ArchiCAD was used to make the CAD model.

The Innovation- and Design Engineer program at Karlstad university is a three year long engineer education. In the last phase a final piece is to be done and in this case Boda Borg in Skellefteå is the company in need of product development. Boda Borg is a company in the experience industry and they are located in nine cities from Gällivare in the north of Sweden to Karlskrona in the south. Boda Borg is a franchise company where every facility is their own. As a visitor you will experience physical challenges as well as intellectual in adventure rooms which are serial linked. A solved problem in one room gives access to the next and there are three to six rooms in a row. Boda Borg in Skellefteå wants to exchange a third of their adventure rooms every year and are interested in developing rooms where more senses are involved. The task has been to create rooms or a concept where multiple senses are activated. The work has been executed in seven phases: field studies, litterature study, idea generating, evaluation, choice of concept, concept development and finally development of presentation material. The field studies have been executed in two Boda Borg facilities (Karlskoga, Skellefteå) and also in other public facilities whose interests are to give the visitor an experience, for example museums. In the idea generating phase several methods were used to get as much ideas as possible in an unrestrained way. At the part time presentation three lanes containing three rooms each had been put together and at further evaluation a choice of concept could be done. The lane that distinguished the most from today’s lanes was chosen. The concept was developed. In the concept we get to follow a musical superstar from rehearsal room to the stage via the recording studio. The lane has a distinct theme where the rooms are decorated like they were in the 50’s and some sound illustrations have been added to increase the experience. Humour has been added as well so the activity is experienced as funny rather than just an achievement. To make the presentation legible details has been manufactured such as a funny wig and a platform on which dance is to be performed. A CAD model as well as a physical one has also been made. The computer program ArchiCAD was used to make the CAD model.

Action Research: The Application of Adventure Education in Learning Area of Integrated Activities in Junior High Schools Abstract The current research was conducted based on a self -constructed curriculum, The Lesson Plans of Application of Adventure Educationin Learning Area of Integrated Activities, on 37 (male = 20, female = 17) seventh graders for twelve weeks (a total of 24 formal sessions). One orientation and one review session were also conducted prior to and after the formal curriculum. The goals of the current action research are six-folded: (a) to design an age-appropriate Adventure Educationin curriculum in the application of Learning Area of Integrated Activities; (b) to examine how this curriculum may help students establish interpersonal connection and reach consensus among each other within a short time; (c) to investigate how this curriculum may help students understand and affirm self as well as appreciate others; (d) to explore how this curriculum may improve students¡¦ teamwork and problem-solving capacities; (e) to study how this curriculum may help students discover the mystery of Nature and subsequently elicit the emotions and behaviors of cherishing Nature; and (f) to provide concrete recommendations to the implementation of Adventure Educationin curriculum in junior high schools. In addition to on-site observation, focus interviews were conducted on the students, lead teachers, subject teachers, and co-investigators. Information gathered from the observation notes, interview transcripts, reflection diary, student posters, self-portrait, and learning sheets was analyzed and interpreted. The research findings confirmed the six goals listed above. Specifically, the results revealed that: (a) it is feasible to design an age-appropriate Adventure Educationin curriculum in the application of Learning Area of Integrated Activities through the indicators of Learning Area and the principles of experiential learning; (b) the students in the current study established mutual understanding and interpersonal connection, discussed group-oriented ground rules, as well as reached consensus in a short time; (c) the students in the current study enhanced their self-understanding, active listening, as well as a sense of self-appreciation and appreciation to others; (d) the students in the current study developed a sense of teamwork, trust, and safety as well as positive problem-solving capabilities; (e) the students in the current study discovered the mystery of Nature, yielded emotions and behaviors of cherishing Nature, and learned how to create joy through the natural environment; and (f) the students in the current study learned how to apply what they have learned in the curriculum to daily life. At last, recommendations and implications regarding application of Adventure Educationin curriculum in junior high school settings are discussed. Key Word¡GAdventure Education¡BIntegrated Activities Learning Area

Thesis (Ph. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains vii, 130 p. Includes abstract. Includes bibliographical references (p. 97-113).

Thesis (M.A. (Soc. Work))--University of Pretoria, 2002.

Thesis (MTech. degree in Adventure Tourism) -- Tshwane University of Technology, 2010. / Different adventure activities and experiences constantly evolve because individuals, motives, behaviours, and experiences differ and change over time. The prosperity of an adventure tourism company is based on promoting and selling specific activities and experiences that will meet the specific needs and wants of their identified target markets. The objective was to develop a profile of adventure tourists in Pretoria. In today’s highly competitive environment, it is important for adventure tourism companies to develop profiles based demographic, psychographic and behavioural descriptors in order to attain their objectives. Two hundred and fifty adventure tourists who used the products/services of adventure tourism companies within Pretoria participated in this paper. However, because of incomplete self-completing uestionnaires that could affect the outcome of this paper, the sample that actually realised was 234, providing a 93.6% response rate.

Youth in modem society can be seen as a synonym for the term problems. No longer children, yet not adults, youth are exposed to most of the stressors of adulthood. Alcohol, drugs and other illegal substances are freely available and provide youth with the easy way of handling the problems that they face in becoming adults. The objective of this study was to determine whether an adventure experiential learning programme had an effect on the self-perception as an emotional component of youth, as well as the sustainability of the proposed change. The participants (N=28) were tested before the five-month adventure experiential learning programme, directly afterwards and a month after the programme. Participants were from all over South Africa and the training took place at Beyond Adventure School located in the Alexandria vicinity in the Eastern Cape Province. There were boys (n=18) and girls (n=10) within the group that included white (n=26) and other (n=2) race groups. The effect on self-perception was determined by means of two tests, the Self-perception Scale (SPS) and the Comprehensive Functioning Inventory: Post-matric (CFI-post). The tests include the following dimensions: inner insecurity, guilt feelings, lack of self-worth, anxiety, responsibility for consequences for others and lack of assertiveness. The data received from the two tests was processed in conjunction with PASWIN 2000. The SAS System for Windows Release (SAS Institute lnc.. 1999) was used to determine the effect sizes and calculate the sustainability of the effect. The study shows that the adventure experiential learning programme had a medium effect (d = 0.59) on the self-perception of participants. All the different dimensions improved after the second testing. Inner insecurity (d = 0.47), lack of self-worth (d = 0.67) and anxiety (d = 0.53) were the biggest contributors towards the medium effect. Adventure experiential learning programmes were results oriented and had a significant effect on the participants. In other words, the effect was medium-sustainable (d = 0.46). The effect could have been greater if more time had been available and if more participants had been involved. Responsibility for consequences (d = 0.90) for others showed the largest sustainability in the long run. The presence of change could be related to several factors. One, the participants were pre-assessed, which helped to plan the programme according to the identified needs of the participants. Two, the programme had a duration of more than 20 days, which created a greater and more sustainable effect on the participants. Three, there was more time for reflection on activities during this programme to make the participants aware of what they had actually accomplished. There were also some shortfalls. In future, more participants should be involved in the programme to create more sustainability. Secondly in experiential learning programmes provision must be made for diversity. Boys and girls experience certain aspects differently and the programme should be planned accordingly. In the third instance, individual attention should be paid to the dimensions instead of the bigger aspects (i.e. total self-perception) to ensure a more results-oriented adventure experiential learning programme. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2005.