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A short story collection that explores themes of culture, history, race, movement, stagnancy, and freedom. All stories are connected by elements of water, swimming, rivers, or wetlands. All contain characters seeking to escape their circumstances, with varying degrees of success. For some characters, the arc of their development lays in their movement; for others, it lays in their learning to live with a lack of movement.

This project aimed at developing a training program for the California State University, San Bernardino Student Recreation and Fitness Center’s Outdoors Program. The design and development utilized the five-step ADDIE instructional design model along with concepts of experiential and outdoor education. After an analysis of the needs of the Outdoors Program at CSUSB, a thorough process of design, development, implementation, and analysis was used to provide an introductory training program for those interested in becoming outdoor leaders. With personal knowledge gained thorough a review of literature, combined with prior in-depth content knowledge, a training program was developed. Since different leadership needs exist within each outdoor education program, this project focused on the specific needs of CSUSB Outdoors. It is recommended that this outdoor leadership development program continue to be presented to more students, incorporating a self-assessment to gain a better understanding of the trainee’s growth through the program. It is also recommended that continuing education opportunities are developed and provided to the trainees as they become outdoor trip leaders and continue to develop their leadership skills. In conclusion, the training provided in this experiential educational program serves as a valuable training program for the needs of CSUSB Outdoors. This project outlines the design and development process used through the ADDIE model incorporating experiential and outdoor education knowledge gained in the literature review.

This work undertakes a systematic study of various elements from differing fields which apply to the construction of computer-aided instructional systems. Drawing upon these works, the potential for instruction in computer adventure games is recognised, and previous work in the area analysed with respect to the theoretical findings. Based both on this theory and the germane advice of practicing game designers, a methodology for the design of educational computer adventure games is laid out in detail. The method described is then used to construct a sample game with basic programming skills as the pedagogical content, and this sample game is tested and the results examined. An informed approach to the design of computer-assisted instruction must begin with an understanding of how people acquire and store new information or skills. Cognitive psychology provides a number of conflicting models of the human information processing system, but these differing theories have a common basis which can be exploited in an attempt to make material more accessible. Instructional design describes a methodology for the analysis of pedagogical goals and demonstrates methods of learning support which can and should be incorporated into the new setting. In this field also is a judgement of different media, including computers, and their ability to provide the necessary elements of learning. By understanding the strengths and weaknesses of the medium the limits of what is possible within it can be catered to, and its failings augmented with supplemental materials. Both educational psychology and instructional design indicate benefits to learning from a correctly motivated learner, and the theory of engagement is therefore also scrutinised for elements helpful to the educational designer. The convergence of the knowledge gleaned from these various fields leads to one possible match to the desired criteria for computer-mediated instruction; the computerised fantasy adventure game. This being the case, other work in the field is examined for relevance, and it is found that a detailed methodology for the construction of such games does not exist. Existing material is combined with the aforementioned theoretical work and a survey of what is known about practical game design to create such a framework. It is proposed that through its use the systematic inclusion of educational content in an engaging environment will be facilitated. The hypothesis is examined, and an action research approach found to be called for. As such, the proposed methodology is used to create a sample game, and the process of its design used to inform the proposed methodology. The final form is described in detail, and the process of its application to the sample game elucidated. A prototype of the game is used with a number of test subjects to evaluate the game?s level of success at both engagement and the imparting of content material.

Since the advent of the Internet expeditioners travelling alone or in small groups to remote locations have been using email and websites to communicate with sponsors, supporters, friends and family. This brings new communication opportunities to expeditioners and at the same time may be changing the expedition experience. The author used the experience of participating in an 11-month sailing voyage around the world as a platform for this research by project. The purpose of the voyage was to raise awareness of the plight of the albatross. The author examined how the Internet shaped this expedition, the purpose of expedition communication and how meaning was constructed for a remote audience. Using a constructionist epistemology, a phenomenological approach is used in the development and analysis of a narrative account of the voyage, its preparation and aftermath. The Exegesis contains a detailed account of one Leg of the Voyage, from Cape Town to Melbourne, with a particular focus on the online communications. A full account of the voyage, again with a particular emphasis on communications, is contained in the Durable Record. The potential availability of Internet communication was found to have been intrinsic to the design of the expedition and enabled the Voyage to forgo traditional media sponsorship and yet still attract and engage a worldwide audience through an institutional community website. The lack of use of the Internet's capability to support online discussion and build communities on this Voyage and other expedition websites sampled, is explored and it is proposed to be an expression of these expeditioners' possible disinterest in feedback. The building of online communities around an expedition website is suggested to be an area of opportunity with the potential to engage site visitors, to enable new insights to be gained into the life of expeditioners, and to provide greater exposure for sponsors. A simple classification of expeditions by their leadership, organisation, purpose and membership is proposed and the differing purposes of communication in each considered. The use of email on the voyage was found to facilitate and improve contact with supporters, family and friends. Whilst adding a sense of security it was also found to be time consuming, stressful, power hungry and to build a sense of obligation to communicate. Its general reliability led to exchanges on non-critical matters and to a reduction in the feeling of remoteness that some expeditioners may be seeking. Whilst on this voyage technical and budgetary constraints limited the full use of the Internet's capability to utilise text, images and sound to construct meaning, the effective and timely use of a short daily narrative, aimed at a known audience is demonstrated. The author justifies drawing learning from his participation in the Voyage through the use of experiential learning and reflective learning theory arguing that the preparation for expeditions, participation in them and mediated reflection following them, are rich learning environments provided that good records are kept, particularly a frequently written personal journal.

Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2008.

Thesis (M.S.)--Brigham Young University. Dept. of Recreation Management and Youth Leadership, 2005. / Includes bibliographical references (p. 80-90).

Abstract The Breton lay, a genre claiming to enjoy popularity in Medieval England, often arouses critics?debate on its legitimacy of forming a distinct genre. By alluding to the remote literary form, the Anglo-Norman and Middle English author create their own Breton lays according to their social and historical context. Donovan asserts conclusively that the Breton lays are all concerned with the idea of

Thesis (M.S.)--University of Wisconsin -- La Crosse, 2002. / Includes bibliographical references (leaves 34-37).

published_or_final_version / Gerontology / Master / Master of Social Sciences