Práce hodnotí procesy vlastních podnikatelských aktivit v oblasti Outdoor Training. Úvodní čast obecně seznamuje čtenáře s podnikatelským prostředím v ČR a poté se zaměřuje na obor zážitkové pedagogiky. Druhá čast konkretizuje specifický interní podnikatelský plán a hodnotí jeho části a charakterizuje přístupy.

Syftet med studien är att få en djupare förståelse för begreppet utomhuspedagogik och ta reda på om utomhuspedagogik, som ett komplement till den traditionella undervisningen, är en undervisningsform som kan bidra till ökad förståelse inom ämnet matematik. Studien är en litteraturstudie där tidigare forskning har granskats och analyserats. Resultatet visar att utomhuspedagogik inom matematik inte bara ger direkt betydelsefull kunskap vid koppling av skola och samhället utan förbättrar även elevers hälsa, ökar elevers motivation till matematikämnet, elevers sociala förmågor utvecklas samt ger fler sinnen stimulans vilket gör elever mer alerta och mottagliga för inlärning. Mer tid till ämnet matematik och mer utbildning inom utomhuspedagogik är två avgörande faktorer för att lyckas integrera utomhuspedagogik i undervisningen.

The United States Department of Defense tests its weapons systems to many different real as well as man-made environments prior to deploying the systems to the troops. The intent of testing is to insure the systems function as they are intended without adverse reactions. One of the required tests is a Radiation Hazards test to insure that non-ionizing radio frequency waves generated by transmitters, such as radios and jammers, do not cause harm to personnel, ordnance or fuel. This test is typically performed at a DoD test lab and data taken at the lab is used to determine safe operating parameters for a particular piece of equipment. This thesis presents measurements as well as mathematical models to demonstrate methods that can be employed to take more relevant Radiation Hazards data.

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This phenomenological study sought to identify the common attributes of meaningful learning experiences as found in an outdoor education program. The pragmatic educational philosophy of John Dewey provides the rationale for the essence of meaningful learning in our schools and this research identifies the attributes of educative reflective experiences that are also meaningful learning experiences. Thirteen students enrolled in the Wilderness Writing Program, offered during the fall semester of 2003 at Brigham Young University in Provo, Utah, made up the focus group of this study. Their participation in four outdoor recreational activities and their reflections about their experiences became the basis of this research. Through written journal entries, focus group discussions, observations, and writing assignments, this study took a qualitative approach to identifying patterns of attributes that appeared to occur in meaningful learning experiences. This study found that meaningful learning experiences were identified by participants who experienced a period of awkwardness followed by a purifying process, or sublimation. A reflective period allowed for reconstruction of a person 19s view of himself or herself and this was closely tied with feedback from others in the group. The findings of this study can give educators specific components that appear to be crucial ingredients to meaningful learning experiences.

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