Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 117-120).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Recent popularity of interdisciplinary outdoor learning has resulted in a need for a method of selecting adequate learning sites. Observations by the author of outdoor sites presently in use indicated a need for analysis and selection of sites where students could derive the greatest benefit. A survey was sent to each school district in the province to determine interest in this approach. Results of the survey showed fifty-five percent of the responding school districts have undertaken planning for outdoor education with emphasis in the elementary grades. Fifteen percent of the responding districts are presently developing sites for extended outdoor education and curriculum enrichment. Another seventeen percent would consider this type of site in their future plans. A term, "corridors of learning", was coined to describe unique and distinct areas within a site. This concept was enlarged to include the potential use by students and teacher of each part of an outdoor site. Curriculum was defined as the total educational potential of a site. Objectives for outdoor education in this province were phrased by determining the frequency of occurence in the literature of similar objectives. These were then rephrased so that they would be practical within the British Columbia school system and serve as a basis for viewing the site as the curriculum. Outdoor education was divided into the field trip approach, day trip approach and residential approach. A literature search and field observations were carried out to isolate problems related to the ecology of the site and the behavioural responses of students using a site. Problems of site availability, useability, physical uniqueness, and student use were considered important selection factors. Numerical values were assigned to physical site factors for the purpose of comparative analysis of different sites. These numerical values were used to develop a graph for comparing the educational potential of several sites. / Education, Faculty of / Graduate

Environmental protection and the conservation of the natural resources gained great impetus in the 1990s after the introduction of the concept of sustainable development by the integration of economic, social and environmental considerations into development activities (Lim & McAleer, 2004:1). Recreation and tourism development, as economic activities, are no exception to this process, and invariably would exert some impacts on the natural recreation resources of any tourism destination (Lim & McAleer, 2004:1). In South Africa, the development of legislative frameworks associated with the environment, recreation and tourism have ushered in a new awareness, conception and interpretation of these fields of interest (DEAT, 1996; DEAT, 1997). Furthermore, the management of natural resources or outdoor recreation facilities in the context of responsible and sustainable tourism have been highlighted in recent studies {DEAT, 2000, 2002; Spenceley et al 2002; Spenceley, 2003; DEAT, 2006). In the context of the principles cited above, this research study seeks to investigate the management strategies in place towards promoting outdoor recreation resources in the Maphelane environment also called Maphelane-KwaMbonambi. The ultimate goal in this study is to emphasise the conservation of the natural resources and environmental services and products, as a pre-condition for optimal socio-economic development, and thereby promoting sustainable development (Neto, 2003: 212). The main purpose of this study is to provide valuable information about the natural resources and how these are perceived by the local community. In trying to meet these goals the following objectives have been formulated: (a) To find out the extent to which the Maphelane community understands the meaning and importance of outdoor recreation resources. (b) To establish the types of outdoor recreation facilities and services which are existing and available in the study area. (c) To reveal the participation patterns of the respondents in outdoor recreation facilities and activities in the study area. (d) To identify the outdoor recreation management practices that are carried out in the study area. (e) To ascertain the outdoor recreation benefits that are available for the community as well as community beneficiation. The support of these objectives would suggest that the community of Maphelane knows and understands the value of the outdoor recreation resources, as well as appreciate the participation, management and benefits associated with the recreation resources. The research methodology used in the analysis of the data involved usage of a sfratified sample size of 127 respondents, who were categorised in the Maphelane-KwaMbonambi area as follows: outdoor recreation officials [12], tourists [19], tour operators [ 15] and local community [81]. Data were analysed using the statistical package for the social sciences [SPSS] programme, available at the University of Zululand. The findings of the study revealed that there was a positive perception towards understanding the the meaning and importance of outdoor recreation resources. The community indicated that they participated to a less extent in outdoor recreation facihties than the tourists in the study area. The findings also indicated that recreation facilities and activities were inadequately provided and unsatisfactorily managed. The outdoor recreation management practices in the study area were found to be ineffective and inadequate for encouraging community beneficiation. It was further discovered that, notwithstanding that the local community was aware of outdoor recreation activities and facilities in the study area, there were indirect benefits for the local community. The community members tend to be sceptical, where there are no identifiable and observable improvements in their lifestyle. Finally, the study has offered some recommendations, mainly pertaining to the formulation of policies and strategies that seek to introduce the understanding of a conservation-based ecotourism. Some of these recommendations include: the authorities of the Maphelane-KwaMbonambi area, improving the delivery of outdoor recreation facilities; the established of a strategy for the inculcation of the respect and love for conservation in the area; encouragement of more community participation in outdoor recreation activities; improvement of accessibility of various stakeholders to recreation facilities; and initiating a range of skills development and training programmes related to outdoor recreation facilities, activities and practices in the study area.

"An iron wire, 12000 feet in length, was suspended about five feet from the ground by silk cords; one end of it was connected to the globe of an electrical machine, and at the other a lead ball was hung in order to perceive when the matter reached it. After five or six turns of the wheel, the matter had passed along the whole wire and communicated its virtue to the ball, which instantly attracted and repelled light bodies. 2. As this ball was equally electrified with every part of the wire, it is probable that the electric matter would instantly pervade a wire of a still greater length, provided we had a proper apparatus for the purpose. 3. Several metals and other conductors were substituted in place of the ball, and all received the electricity in the same manner. The ball and touched with other non-conductors, :when' the finger, gave a luminous spark and as smart a shock as when the end of the wire next to 'the 'gTobe·vas touched. All these effects instantly ceased whenever .. any person not electrified touched any part of the wire and commenced again a few seconds after his hand was withdrawn. The same effects are produced, though with more difficultly, when hair or woollen ropes were substituted in place of the silk ones: But they were entirely stopped by hemp ropes or when the silk ones were wetted."

Thesis (M.Ed.)--University of Melbourne, Dept. of Education, 2000. / Typescript (photocopy). Includes bibliographical references (leaves 111-118).

This thesis critically analyzes how gender intersects with risk processes and practices in outdoor adventure education. I focus on how language, binary logic, and societal norms work together to gender risk and offer three ways that risk may be gendered in the context of youth outdoor adventure education courses with youth. First, I discuss the use of hierarchical language, and the gendering practices of order, labeling, and omission that places girls and girls' needs as external or additional to a “neutral” masculine norm. Next, I analyze how an adherence to a rigid binary in the definition and conceptualization of risk parallels and perpetuates a gender binary that prioritizes masculinity and boys above femininity, girls, and non-binary youth. Third, I consider how societal norms influence stereotypes, assumptions, and expectations that gender risk on courses. I also examine seven situational practices that embody and illustrate gendered risk on outdoor adventure education courses with youth participants: gender as a risk, group composition, risk policies, challenge with non-binary identities, mom/dad instructor roles, hygiene instructional lessons, and transformation stories. In my discussion, I offer suggestions for what this research might practically offer outdoor adventure education and youth programming broadly. / Graduate

Syftet med denna studie var att undersöka hur lärares uppfattningar om utomhusmatematik som undervisningsmetod är i årskurserna 1-3 samt i vilken utsträckning de använder detta. De frågeställningarna som var bärande i studien var hur användandet av utomhusmatematik ser ut, vilka för- och nackdelar informanterna ser med utomhusmatematik, om något kunskapsområde inom matematiken lämpar sig bättre eller sämre vid användning av undervisningsformen samt om det är någon av de matematiska förmågorna eleverna lättare kan utveckla med detta. Metoden som tillämpades var kvalitativa semistrukturerade intervjuer med fyra lärare vilka har arbetat olika länge samt arbetar i delvis olika årskurser och på olika skolor. Resultatet visade att användande av utomhusmatematik inte är allt för stort men intresset för undervisningsformen är desto större. En bidragande orsak till att det inte används är storleken på klasserna idag. En fördel som informanterna ser med undervisningsformen är att eleverna får arbeta konkret, praktiskt, röra på sig samt att de får frisk luft. Med hjälp av utomhusmatematiken anser informanterna att både kunskapsområdena inom matematiken och de matematiska förmågorna går att utveckla med utomhusmatematik.

This study focuses on the analysis of collective meaning associated with secondary school-teachers' and outdoor practitioners' beliefs about the value of outdoor education in the city-state of Singapore. A phenomenographical approach was employed to map the qualitatively different ways in which people understand, perceive, or experience various aspects of outdoor education. By conducting in-depth interviews with school-teachers and outdoor practitioners (n=11), a range of beliefs about the value of outdoor education were revealed. Through a phenomenographic analysis framework, three conceptions were identified that detail the participants' collective meanings of the value of outdoor education; namely (a) belief in the value of outdoor environments in providing affordances for authentic, realistic learning, (b) belief in its value in fostering social emotional growth, physical and mental robustness, and (c) belief in the value of outdoor education as preparation for students' futures. A secondary research question considered the factors that influence the beliefs of the two sets of actors, teachers and outdoor practitioners, who are the focus of this study. The analysis and discussion focus on the context and meaning of the values ascribed to outdoor education as well as the factors that influenced the beliefs. The findings indicate that school-teachers and outdoor practitioners have strong beliefs about the value of outdoor education. This strong intrinsic belief is constructed through 'sense-making' of their own experiences in the outdoors. This suggests that there is value in investing in the continuing professional development of school-teachers and outdoor practitioners in their outdoor education practice, so that this increased capacity in their complementary roles can bring about the added value of outdoor education to students. Several recommendations for policy, practice as well as further research in the field are offered.