bluuebunny/crossref_metadata_2025 huggingface dataset:
6700 yr sedimentary record of climatic and anthropogenic signals in Lake Aydat (French Massif Central)
Authors: Lavrieux Marlène , Disnar Jean-Robert , Chapron Emmanuel , Bréheret Jean-Gabriel , Jacob Jérémy , Miras Yannick , Reyss Jean-Louis , Andrieu-Ponel Valérie , Arnaud Fabien
Published: April 2013

A 19 m long sedimentary record retrieved in Lake Aydat (French Massif Central) covers the last 6700 yr at a high resolution. A multiproxy approach (density, magnetic susceptibility, XRF, Rock-Eval, pollen and non-pollen palynomorph analyses and a historical archives study) was used to characterise and propose a model of sedimentation. The high deposition rate results from the combined effects of the high suspension load of the river, autochthonous production and the narrow shape of the incised fluvial valley dammed by a lava flow c. 8550 years ago. Two contrasted periods (6700±200 to 3180±90 cal. BP, and 1770±60 cal. BP to present) were characterized. The lower unit (mid Holocene) displays a fine and regular lamination and holds a single, major, flood deposit. This unit is capped by an erosive mass-wasting deposit triggered c. 1770±60 cal. BP. The upper unit (late Holocene) is made of organic-rich and fine-grained faintly laminated sediment, with numerous interbedded flood deposits and diatom blooms. The sedimentation was principally controlled by climatic forcings until c. 1100 cal. BP, accompanied by detrital events linked to human activities around the lake. Then, a more detrital input attested by numerous and recurrent flood deposits can be linked to the intensification of a persistent anthropogenic impact on the catchment. Two phases of lake eutrophication are highlighted: 1200–1130 cal. BP, as a result of increased anthropogenic pressure, and the current phase that could have started c. 150 cal. BP.
In vitro effect of N-acetylcysteine on hepatocyte injury caused by dichlorodiphenyltrichloroethane and its metabolites
Authors: van Tonder J J , Gulumian M , Cromarty A D , Steenkamp V
Published: April 2013

The organochlorine pesticide, dichlorodiphenyltrichloroethane (DDT), is still used to combat the spread of malaria in several developing countries despite its accumulation and known hepatotoxic effects that have been demonstrated both in vitro and in vivo. N-Acetylcysteine (NAC) is a recognized hepatoprotective agent that has been reported to reduce hepatotoxicity initiated by many different compounds. The aim of this study was to determine whether NAC could counter in vitro hepatocyte injury induced by DDT or its two major metabolites, dichlorodiphenyldichloroethylene and dichlorodiphenyldichloroethane. HepG2 cell cultures were used to assess the following parameters of toxicity: cellular viability, intracellular levels of reactive oxygen species (ROS), mitochondrial membrane potential and initiation of apoptosis. None of the three test compounds induced ROS generation, yet exposure to any of the three compounds produced mitochondrial hyperpolarization, which was countered by NAC pretreatment. All three test compounds also induced apoptotic cell death, which was inhibited by NAC. Despite NAC counteracting some adverse intracellular changes due to organochlorine exposure, it appeared to aggravate the cytotoxic effects of the organochlorine compounds at low test concentrations. As the same outcome may also occur in vivo, results from the present study raise concern about the use of NAC as treatment for DDT-induced hepatotoxicity.
Best practice in early psychosis intervention for Australian indigenous communities: indigenous worker consultation and service model description
Authors: Catts Stanley , O’Toole Brian , Neil Amanda , Harris Meredith , Frost Aaron , Eadie Kathy , Evans Russell , Crissman Belinda , McClay Jennifer , Shorey Travis
Published: April 2013

Objective:

The aim of this study was to identify promising elements of best practice relevant to mainstream mental health service (MHS) delivery of early psychosis intervention (EPI) to Indigenous communities. In a companion paper, a comprehensive literature review identified a promising service model with potential for delivering EPI: an Indigenous sub-team embedded within a mainstream health service.

Method:

This paper describes a consultation process with Indigenous Mental Health Workers (IMHWs) in south eastern Queensland. A case study of the Sunshine Coast Cultural Healing Program (CHP-SC) was carried out during the consultation process.

Results:

IMHWs agreed that the Australian clinical guidelines for early psychosis were relevant to improving outcomes for Indigenous patients. IMHWs unanimously identified the CHP-SC as a best practice mainstream MHS for delivering EPI. The CHP-SC, which represented an Indigenous sub-team model, was found to be associated with substantially improved engagement of Indigenous young people.

Conclusions:

We provisionally conclude that specialist EPI could be delivered by specialist Indigenous sub-teams (rather than specialist EPI teams) embedded in mainstream MHSs that incorporate culturally safe practice and are fully integrated with Indigenous primary care services, and recommend that the model be formally evaluated.
A systematic approach to clinical reasoning in psychiatry
Authors: Fernando Irosh , Cohen Martin , Henskens Frans
Published: April 2013

Objective:

Clinical reasoning in psychiatry may be considered to be more challenging than in other branches of medicine because of its highly subjective nature. The literature on systematic approaches to the teaching of clinical reasoning in psychiatry is lacking, and we propose an approach that may assist educators and learners.

Method:

A systematic approach with a theoretical underpinning in logical inferences will be proposed as a teaching and learning tool.

Conclusion:

This paper complements our previous paper on psychiatric case formulation and expands our model of a theoretical framework for diagnostic reasoning and case formulation in psychiatry. Our approach also serves as a tool to assist in integrating the diverse clinical knowledge base in psychiatry.
Is Timing Everything? Disability Onset of Youth and Their Outcomes As Young Adults
Authors: Mann David R. , Honeycutt Todd C.
Published: April 2013

The accumulation of human capital during childhood and adolescence greatly influences the value employers place on youth as they transition into the adult labor market. Disabilities acquired prior to adulthood have the potential to disrupt this critical human capital accumulation. This study examines how disability onset among youth affects their education and employment outcomes as young adults. We find that youth with limiting disabilities—especially mental limiting impairments—have poorer labor market and human capital outcomes than their peers without limitations. We also discover some evidence that youth with persistent or later onset disabilities have poorer outcomes than those whose disabilities dissipate as they become adults. These findings suggest that surveys targeting youth and young adults should consider including better measures of disability onset and mental impairment status to understand the disability characteristics of this population.
Effect of Leaflet-Based Intervention on Family Members of Terminally Ill Patients With Cancer Having Delirium
Authors: Otani Hiroyuki , Morita Tatsuya , Uno Satsuki , Yamamoto Ryo , Hirose Hikaru , Matsubara Tatsuhiro , Takigawa Chizuko , Sasaki Kazuyoshi
Published: April 2013

Objective:

We aimed to assess leaflet-based intervention effects on family-perceived distress, the need for improvements in professional care for delirium, and family knowledge of delirium causes.

Methods:

Leaflet-based intervention effects were assessed by comparing responses of family members given in the leaflet with those of a historical control group not receiving it.

Results:

Knowledge of delirium causes was significantly more likely to be correct in the intervention group, while there were no significant differences in family-perceived distress or need for improvements in professional care for delirium between the 2 groups.

Conclusions:

The leaflet providing information about delirium improved family knowledge of cancer delirium. To relieve family distress, a comprehensive program focused mainly on psychological aspects, in addition to educational intervention with this leaflet, is a promising strategy.
Training Mid-level Providers on Palliative Care
Authors: Lesperance Mary , Shannon Robert , Pumphrey Phyllis K. , Dunbar Erin , Genther Renee , Coleman C. Lynn , Tabano Margaret , Maurer Jennifer , Vazquez Adrienne , Capp Elizabeth , McMillan Jessica , Wilkerson Katie , Robbins Gerald , Phillips Dorothy Green , Howick Priscilla , Solaun Catherine , Sloan Jeff , Colón-Otero Gerardo
Published: April 2013

Palliative care services are not available in most outpatient oncology practices. A program training 11 mid-level providers from oncology practices on advanced directive discussions and supportive symptom assessment and management performed by palliative care specialists was completed. A follow-up session 9 months later identified barriers to implementation. Of the 11 mid-level providers, 8 participated in the follow-up session, and 9 of the 11 providers implemented advanced directive’s discussions and symptom assessment and management for patients with metastatic cancer. Main barriers included uncertainties about reimbursement, patients’ lack of knowledge about palliative care, and lack of access to supportive services. This program successfully promoted advanced directive discussions and supportive/palliative care symptom assessment and management to community oncology practices, which will hopefully translate into improved quality of life for patients with metastatic cancer.
“What's in a Good Life?” Searching for Ethical Wisdom in the Wilderness
Authors: Johnson Baylor L. , Fredrickson Laura M.
Published: April 2013

This course called for more than just reading the assigned books and talking about abstract theories. The combination of intense bookwork and discussion we did on campus and then the extended trip in the mountains gave me the chance to think about my personal ethics. Everyday I felt free, in a way that's really rare when I'm on campus. I was able to weed out the meaningless stimulation that I engage in at home and came up with more meaningful goals. I realized how easily we become distracted in our day-to-day lives back at home. Out here in the wilderness there are no distractions and you can take the time you need to chart a new course for yourself, to think about the person you are and the person you want to become.
How Shall We “Know?” Epistemological Concerns in Research in Experiential Education
Authors: Allison Pete , Pomeroy Eva
Published: April 2013

In this paper, we explore issues of epistemology and ontology as they relate to research in experiential education. As research activity in this field grows, it is essential to consider the assumptions and foundations upon which research is based. Drawing on the work of Guba and Lincoln (1994), we seek to provide a language for considering such issues and comparing research approaches. We then argue that traditional approaches to research in experiential education are not, in themselves, adequate. These traditional approaches tend to focus on whether programs “work.” Ironically, such a focus tends to ignore a key feature of our work: the experiences of individuals and the meanings they make of their experiences. In order to do justice to our work (that is, to recognise the essential nuances and subtleties of experiential education), alternative research questions must be asked that take into account the broad range of inputs, processes, and outcomes in our work. This change of focus denotes a shift in our epistemological and ontological paradigm. The implications of such a shift are explored in greater detail.
Enhancing Preservice Teachers Field Experiences through the Addition of a Service-Learning Component
Authors: LaMaster Kathryn J.
Published: April 2013

Field experiences have always been an important component in teacher education programs. Researchers have long studied field experiences and their impact on pre-service teachers. However, in the past ten years service-learning has also become a more vital link in the preparation of teachers. This paper describes an early field experience combined with a service-learning component and the corresponding assessment of the project. Goals of the collaboratively developed project included a multi-directional impact to individuals involved, increased student motivation, and increased student participation. Several sources of data were used including: open ended teacher questions, teacher and student surveys, undergraduate reflection papers, and perceived undergraduate goals and challenges. Qualitative analysis methods were implemented to provide an interpretation of the data. Results indicated that this project did have a multi-directional impact on teachers, pre-service teachers and students. Additionally, the project impacted student motivation and classroom participation through the use of non-traditional activities.
Outdoor Adventure Program Participation Impacts on Adolescent Self-Perception
Authors: Garst Barry , Scheider Ingrid , Baker Dwayne
Published: April 2013

In this study, quantitative and qualitative methods were used to examine the impact of outdoor adventure trips on urban adolescents' self-perception and other participant benefits. Qualitative data indicated that participation in an outdoor adventure trip influenced behavior and socialization.
Whose Choice is It? Contemplating Challenge-by-Choice and Diverse-Abilities
Authors: Carlson Julie A. , Evans Kirk
Published: April 2013

This article examines the ethical dilemmas experienced by the authors that arose during a challenge course event with a child with special needs. Through written narrative accounts of this event, the authors offer their perspectives of questions and considerations surrounding the Challenge-by-Choice philosophy when working with children with special needs. Core values of Challenge-by-Choice are discussed, as well as basic philosophical tenets surrounding aspects of choice. Lessons learned from the personal experience are offered in the hopes of sparking discussions among other practitioners, and preventing similar situations from arising elsewhere.
Types of Positions, Job Responsibilities, and Training Backgrounds of Outdoor/Adventure Leaders
Authors: Medina Jacquie
Published: April 2013

Academic degree programs in outdoor leadership continue to proliferate. There is little research, however, to indicate that employment in the field of adventure programming hinges on the possession of an academic degree in a related field. To investigate the role of academic degrees in outdoor/adventure leadership, a survey was designed to determine the types of positions, job responsibilities, and training backgrounds of outdoor/adventure leaders. This study surveyed 203 attendees of the 28th Annual Association for Experiential Education International Conference in Tucson, AZ on November 2–5, 2000. The results of the study revealed various types of positions and job responsibilities across age and gender. Personal experience was the most common type of training background identified by respondents, and 91% of the subjects had either earned or were pursuing an academic degree. The number and level of degrees earned increased over the last four decades with over one quarter of the degrees earned in the last three years.
Finding an Experiential Approach in Graduate Leadership Curricula
Authors: Mitchell Matthew M. , Poutiatine Michael I.
Published: April 2013

Today's society is frequently described as being textured by change and ambiguity. Leadership that is both adaptive and effective is needed. Colleges and Universities have, in part, responded to this social need with the proliferation of graduate leadership programs. These programs often assume not only that leadership can be taught, but also that a traditional graduate level curriculum is a practical, efficient and effective approach to leadership education. This paper questions these assumptions by arguing for a more experientially-based approach to leadership education at the graduate level. A specific qualitative research methodology that incorporates experiential learning in graduate leadership programs is presented.
Practicing Leader Decision-Making through a Systematic Journal Technique: A Single Case Analysis
Authors: Grube Danny P. , Phipps Maurice L. , Grube Angela Johnson
Published: April 2013

The purpose of this study was to investigate a systematic approach to the teaching and learning of outdoor leadership. The focus was on practicing leader decision-making through the application of Situational Leadership, theory and a systematic journal technique. A new modification of this wilderness pedagogy was the use of individual student conferencing or “pouncing.” A single-subject experimental design was utilized with the investigator participating in an eight-day outdoor leadership course. Journal entries on leader decisions, the Expedition Leadership Styles Inventory (ELSA), and the Group Dynamics Questionnaire (GDQ) were all utilized as part of the Experiential Leadership Education (ELE) method. The ELE method was used to collect data to analyze leader decision-making over time in relation to theories presented through experiential learning activities during the course. Results showed that the trends in leadership styles conformed to Situational Leadership, theory, decision-making was practiced and reinforced through a systematic journal technique and individual student conferencing, and group dynamics were perceived as positive with decisions progressing from leader-centered to group-centered. Using a systematic journal technique helps to facilitate the teaching and learning of leadership styles and successful application in various situations over time.
Preparing the Next Generation: Social Justice in Outdoor Leadership Education and Training
Authors: Warren Karen
Published: April 2013

This article calls for attention to social justice issues in the education and training of future outdoor leaders. A look at the literature on race, gender, and class sensitive outdoor leadership and a critique of traditional avenues of outdoor leader preparation is offered. Recommendations for training race, gender, and class sensitive outdoor leaders are given.
Wilderness Writing: Using Personal Narrative to Enhance Outdoor Experience
Authors: Bennion John , Olsen Burton
Published: April 2013

While writing is used to enhance learning in many outdoor programs, it is rarely used as a method for focused self-exploration. A partnership between a recreation professor and a writing teacher provides the training to have both a solid outdoor program and a solid experience in personal narrative in journals and essays. Students participating in such a combined program benefit by a) learning technical outdoor skills and a process of self-discovery, and b) experiencing the complete writing process, and building a cohesive discourse community. Educators desiring to design an outdoor writing program can make goals, design a program, create a curriculum, and establish a process of program review.
An Evaluation of Adventure Education Components in a Residential Learning Community
Authors: Bobilya Andrew J. , Akey Lynn D.
Published: April 2013

The intent of this research project was to assess the impact of the out-of-class experiential components in a residential Learning Community Program. More specifically, the purpose of the study was to gain information from the students' perceptions of the impact that participation in an adventure education program (high or low ropes course) had on their in-class learning and their overall experience at the university. Qualitative data indicated that participation on the ropes course impacted the Learning Community students' in-class learning in the following ways: enhancing a connection to other students, faculty and the university; promoting increased self-learning and transferable skill development; and developing a support network for academic learning. The qualitative data also indicated that Learning Community students' overall experience at the university was affected largely by the connection developed with other students, faculty and the university.
Effects of a Workshop on Perceptions of Journaling in University Outdoor Education Field Courses: An Exploratory Study
Authors: O'Connell Timothy S. , Dyment Janet E.
Published: April 2013

The purpose of this exploratory study was to investigate how participation in a journaling workshop influenced students' perceptions of journaling in university outdoor experiential education field courses. A total of 62 post secondary students from two selected university programs in North America participated in the study and were randomly assigned to either a control group or experimental group. Immediately before and after their field course, participants in both groups completed a quantitative questionnaire containing 38 questions exploring their perceptions of journaling. Participants in the experimental group participated in a 45 minute workshop before their field course providing them with strategies to journal effectively. Results showed students in the experimental group were influenced by their participation in the journaling workshop. The workshop had the most influence on female students who had little experience journaling. This article concludes with a discussion of additional factors that might influence student experiences with, and perceptions of, journaling. The findings in this exploratory study set the stage for more ambitious explorations of the factors that influence student perceptions of journaling.
Seeing the Big Picture: Experiential Education in Tertiary Music Education
Authors: Southcott Jane
Published: April 2013

Experiential education is defined by Luckman (1996) as a “process through which a learner constructs knowledge, skill and value from direct experience” (p. 7). Such a process of practical engagement, with concepts and skills in selected and guided experiences, supported by reflection, critical analysis and synthesis, is applicable to any discipline. This article considers an experiential program in music education at postgraduate level. As part of the Master of Education (Music Education) degree, offered by Monash University (Australia) by flexible mode, students could take a European Perspectives on Music Education (EPME) course, the final assignment of which could take the form of a reflective journal compiled during a three-week European tour. This demonstrates that experiential programs are appropriate at all levels of education and disciplines.
Toward an Ecological Paradigm in Adventure Programming
Authors: Beringer Almut
Published: April 2013

Many forms of adventure therapy, in particular wilderness therapy, rely on challenges in the outdoors to achieve objectives of client change. While nature is drawn on as a medium for therapy and healing, some adventure therapists give nature little if any mention when it comes to explaining therapeutic success. The dominant paradigm in psychology and psychotherapy provides insights as to why the contributions of nature in the curative relationship are, at times, marginalized. To more fully understand why and how adventure therapy works, the role of nature as a force in human development needs to be considered. It is proposed that ecotherapy and nature-guided therapy are viable alternative theoretical frameworks for adventure therapy. Ecotherapy and nature-guided therapy provide a critical perspective on adventure and wilderness therapy in that they recognize a social, cultural, and environmental/ecological context to human well-being and behavior. Furthermore, they explicitly acknowledge the potential healing power of natural environments and natural features. Adventure therapy and wilderness therapy may be revisioned in light of ecotherapy and nature-guided healing.
Service-Learning and Outdoor Education: Promising Reform Movements or Future Relics?
Authors: Seaman Jayson , Gass Michael
Published: April 2013

Two current movements of experiential learning receiving attention in mainstream educational reform are service-learning and outdoor education/adventure programming. Although sharing common philosophical roots, these movements have branched out into a variety of different applications and approaches. With increasing pressures on educational reform movements, both fields could benefit from critically examining the effectiveness of their theories, practices, and organizational strategies. One potential way to enhance the practice and strengthen the presence of both service-learning and outdoor education is to examine their complementary strengths and areas for growth. This article offers a broad illustration and examination of strengths and areas for growth in each field and their associated methods, followed by suggestions for the future sharing of inquiry and action.
Service-Learning: An Innovative Approach for Second Language Learners
Authors: Grassi Elizabeth , Hanley Daniel , Liston Daniel
Published: April 2013

Research on service-learning programs has detailed the benefits of service-learning for White, English-only, college preparatory students. However, rarely has research focused on the impacts of service-learning on Hispanic, second language learners. In part, this is due to the low participation rate of these students in service-learning programs. As of 1997, only 10% of Hispanic children nationwide participated in service-learning programs, and the effects of service-learning on second language learners has not been effectively researched.

This article presents the findings of a year-long evaluation of service-learning programs in the state of Colorado; an evaluation that focused on Hispanic second language learners. The authors found that the Colorado second language learners who were involved in service-learning programs tended to increase their participation in class and earn better grades; they became more excited about and involved in school; and they also experienced increased self-confidence—all as a result of participation in service-learning programs.
Positive Psychology and Outdoor Education
Authors: Berman Dene S. , Davis-Berman Jennifer
Published: April 2013

A relatively new movement in psychology, positive psychology, has many implications for the field of outdoor education. Positive psychology has the goal of fostering excellence through the understanding and enhancement of factors that lead to growth. It embraces the view that growth occurs when positive factors are present, as opposed to the notion that it is the result of dynamic tension. This article argues that traditional models of change that rely upon disequilibrium may not be the best to use in outdoor programs. After presenting examples of positive psychological applications to outdoor programs, implications for outdoor education and therapy programs are discussed.
Experiential Education in the Classroom and Academic Outcomes: For Those Who Want it All
Authors: Obenchain Kathryn , Ives Bob
Published: April 2013

We conducted a pretest-posttest study using measures of higher order thinking skills (HOTS), and lower order thinking skills (LOTS) in six 12th-grade American Government classrooms taught by three experienced teachers over one semester. One of the three teachers implemented a curriculum in two classes based on experiential education (EE) principles with guidance from the investigators. Students in the EE-emphasized classes demonstrated greater gains in HOTS than the students in the other four classes. There was no difference between the two groups in gains for LOTS. These results suggest that EE instruction in high school classes can promote HOTS more than traditional instruction does with no sacrifice in LOTS.
Strengthening Families
Authors: Garst Barry A. , Baughman Sarah , Franz Nancy K. , Seidel Richard W.
Published: April 2013

Research suggests that family camp experiences can enhance family relationships. Families often participate in family camp experiences for a vacation, as part of a therapeutic and/or intervention strategy, or to gain general enrichment or engagement. To better understand the impacts of family camp experiences on family functioning, a mixed-methods study was conducted with 60 families across 18 camps. Respondents shared that family camp experiences benefit families because of the positive impacts of the camp staff, parenting reinforcement, and enhancement of family relationships, with 60% of respondents indicating that family camp experiences reinforced good parenting and 86% of respondents indicating that the family camp experience reinforced family relationships. Recommendations for future research and practice are provided.
Experiential Learning in Occupational Therapy
Authors: Knecht-Sabres Lisa Jean
Published: April 2013

This mixed method study examined the effectiveness of experiential learning opportunities near the end of the occupational therapy students’ didactic education. A pretest/posttest design with a gain score approach was used to determine whether there was a significant improvement in the occupational therapy students’ self-perception of their ability to perform a multitude of occupational-therapy-related skills. Qualitative measures were used to explain the impact of experiential learning opportunities on the students’ ability to understand and apply occupational therapy knowledge to clinical practice. The results of this study suggest that experiential learning is an effective method to (a) enhance the understanding and application of course material, (b) improve the personal and professional attributes and skills needed to be an effective clinician, and (c) improve clinical reasoning skills. The author’s initial bias was that this experience would enhance clinical reasoning skills. Results indicated that it had a more profound impact.
Challenging the Past, Present, & Future: New Directions in Education
Authors: Shore Arnold , Greenberg Ellie
Published: April 2013

A two-part article focusing on where we've been, where we are, and where we're heading in experiential education.
The Community as a Learning Resource
Authors: Greenberg Ellie
Published: April 2013

The rich human resources within a community can be tapped to provide students with the needed balance between theory and experience. A framework for such programs comes from learning theory.
How Delinquents Succeed through Adventure Based Education
Authors: Golins Gerald L.
Published: April 2013

Given the particular characteristics of delinquents, wilderness education offers a unique opportunity for holistic change.
Sketch of a Moving Spirit: Kurt Hahn
Authors: James Thomas
Published: April 2013

The historical antecedents for Kurt Hahn's ideas can still be traced in the philosophy of the Colorado Outward Bound School.
Research Section
Authors: Kolb David Charles
Published: April 2013

Self-esteem has become an educational buzzword for the 80's. Considering the current trend it seems appropriate to take another look at adventure-based education and its influence on self-esteem. It doesn't take teams of researchers and a powerful computer to see students feel better about themselves after completing a challenging task. However, this type of observation is not acceptable to the research community since it is not quantifiable nor does it meet criteria for valid research. This study attempts to fill the “gaps” left by previous research regarding subjects and method; and obtain the same results which will give further credence to past work and a valid base for future research.
Therapeutic Wilderness Programs: A National Survey
Authors: Davis-Berman Jennifer , Berman Dene S. , Capone Lynn
Published: April 2013

Thirty one therapeutic wilderness programs specializing in mental health treatment were examined through both a mail survey and a telephone interview. Respondents provided information on sponsorship, type of clients served, outdoor modality, therapeutic modality, staff qualifications, and other professional issues. The results suggested that most programs were serving high-risk adolescents using a variety of outdoor modalities. Programs had a difficult time describing their therapeutic process, and there was a lack of research and follow-up in the programs. The lack of basic definitions of therapeutic, non-professional staff, and the lack of process and outcome research are discussed. Finally, the authors call for dialogue on these and other professional issues related to therapeutic wilderness programs.
Teaching Ethics through Community Service
Authors: Boss Judith A.
Published: April 2013

Community service learning, when combined with a program of ethics education, is an effective means of enhancing students' personal, social and moral development as well as their academic performance.
Enhancing Environmental Experiences through Effective Partnerships among Teacher Educators, Field Study Centers, and Schools
Authors: Ferry Brian
Published: April 2013

Few teacher educators would dispute that preservice teachers benefit from active participation in planning, implementing, and evaluating experiential learning activities in natural environments. Such experiences help them to understand how environmental education can be successfully woven into a teaching program rather than just an added “frill” presented in isolation. However, it is difficult to find efficient ways of organising these experiences in tertiary institutions. This paper discusses a partnership formed among teacher educators, schools, and field study centers in New South Wales, Australia. It was devised to enhance the experiences in environmental education for all participants, and at the same time make efficient use of human resources.
Outward Bound and Community Service Learning: An Experiment in Connected Knowing
Authors: Fouhey Helen , Saltmarsh John
Published: April 2013

Without self discovery, a person may still have self confidence, but it is a self confidence built on ignorance and it melts in the face of heavy burdens. Self discovery is the end product of a great challenge mastered, when the mind commands the body to do the seemingly impossible, when strength and courage are summoned to extraordinary limits for the sake of something outside the self—a principle, an onerous task, another human life. (Charles Froelicher, 1962)
Adolescent Rites of Passage: An Experiential Model
Authors: Venable Stephen F.
Published: April 2013

The purpose of this article is to define and describe healthy developmental changes which can be nurtured and enhanced in adolescents through an experiential program based on a rite of passage model. The origins and context of adolescence as a cultural phenomenon are discussed. Also, rites of passage are defined and illustrated and placed in a contextual framework conducive for use with teenagers. The application of a rite of passage designed to usher teens from adolescence to adulthood as used by the author during a backpacking experience is discussed.
Getting My Feet Wet: A Student Educator's Perspective on a Successful Learning Experience
Authors: Gifford Diane
Published: April 2013

I am a third-semester graduate student at the Audubon Expedition Institute (AEI), a college based in Belfast, Maine. This is a unique, fascinating, and sometimes crazy educational experience in which we travel around a different bioregion of the country each semester. Our method of transport is two converted school buses; we camp out every night and become strongly connected with the land around us. Our degree will be a master of science in environmental education; we study ecosystems and environmental and social issues through self-directed education. Our program emphasizes experiential and holistic education within a strong learning community, and sometimes we have the opportunity to turn unexpected events to our advantage. As a learning community we are each other's roommates, teachers, students, and peers. We cook and eat together and live in an intense, closely knit environment. This semester our community consists of 27 graduate students and four faculty.
Facilitating Learning with Older Adults
Authors: Garvey Daniel , Garvey Dennis
Published: April 2013

The purpose of this article is to sound a gentle alarm within the adventure education profession in the U.S. The current unrealized potential for programming with the older-adult market (age 65+) caused by the steady aging of the baby-boomers (born 1946–1964) has produced a dramatic impact on the types of outdoor programs that are offered and the ways these programs are conducted. A failure to anticipate and understand aging clients will have profound negative results on the numbers and kinds of adventure education programs that exist in the future.

In this article, the authors examine changing demographics, review the limited writing that has been done in this field, examine the bias that exists against older people and how this unintentional bias often hinders the facilitation of learning for older adults and staff. The article ends with a few brief suggestions for improving the learning experience for older adults.
Ecofeminism and Experiential Education
Authors: Henderson Karla A.
Published: April 2013

Many experiential activities take place in the outdoors. Just because the outdoors is an educational tool does not mean that educators have any less responsibility for environmental issues. The intersection between social and environmental concerns provides an important philosophical underpinning for the work that experiential educators do. In this essay, I will demonstrate how a philosophy such as ecofeminism might influence the actions of individuals toward one another and toward the environment.
The 1998 Kurt Hahn Address Dancing on the Shores of the Future
Authors: Yerkes Rita
Published: April 2013

Rita Yerkes is the sixteenth recipient of the Kurt Hahn Award. The following is her Kurt Hahn address, delivered at the Association for Experiential Education International Conference held November 1998 in Tahoe, Nevada. Prior to the speech, each person in the reception hall was given a bead. The significance of the bead becomes evident at the close of Dr. Yerkes' speech.
A Comparison of Human Values Among Students From Postcommunist Turkic Republics and Turkey
Authors: Dirilen-Gümüş Özlem , Sümer Nebi
Published: April 2013

This study aims to compare the value structure of university students from postcommunist Turkic republics and Turkey within the framework of Schwartz and Bardi’s (1997) acclimation and compensation hypothesis. Participants from four Turkic republics ( N = 269; Turkmenistan, Kyrgyzstan, Kazakhstan, and Azerbaijan) and Turkey ( N = 286) completed the Portrait Values Questionnaire. The results indicated that students from postcommunist countries reported higher levels of embeddedness and lower levels of intellectual autonomy, affective autonomy, and egalitarianism than Turkish students. No difference was found regarding mastery, harmony, and hierarchy values. This study provided support for the acclimation and compensation hypothesis, except for the hierarchy values. The findings were discussed considering the continuous social change in these countries and its implications for the dynamism of value structure.
Anticoagulation in Patients With Left Ventricular Systolic Dysfunction and Sinus Rhythm
Authors: Sivri Nasir , Yetkin Ertan , Tekin Gulacan Ozgun , Yalta Kenan , Waltenberger Johannes
Published: April 2013

Left ventricular (LV) systolic dysfunction and chronic systolic heart failure (HF) predispose to intraventricular thrombus formation and embolization resulting in stroke. Current guideline recommends the use of oral anticoagulants in patients with atrial fibrillation and history of previous thromboembolism. However, anticoagulant treatment in patients with LV systolic dysfunction with sinus rhythm and without history of previous thromboembolism is still on debate. Recent epidemiologic date has reported increased stroke rate in patients with systolic HF shortly after diagnosis. This review focuses on the possible causes of increased stroke rate shortly after the diagnosis of HF and subsequently suggests a rationale for the use of oral anticoagulant in these patient groups.
Ischemic Stroke Predicts Myocardial Injury After Carotid Endarterectomy for Symptomatic Severe Carotid Artery Stenosis
Authors: Feng Hua , Wang Tian-Long , Cai Bing
Published: April 2013

Myocardial injury following carotid endarterectomy (CEA) is a common cause of morbidity and mortality, and its risk varies depending on the severity and extent of disease. However, when patients with sympotomatic severe carotid stenosis undergo CEA, the frequency and potential predictors of myocardial injury remain unknown. A total of 40 patients (32 men and 8 women) who underwent successful standard CEA were observed. Cardiac troponin I (cTnI) concentrations were assessed before surgery and on postoperative days 1, 2, and 3 in all patients. Myocardial injury was defined as the peak cTnI concentration > 0.04 ng/mL. In all, 42.5% patients had postoperative myocardial injury. Previous ischemic stroke and abnormal ST-segment changes were the preoperative predictors of myocardial injury after CEA, with odds ratios of 4.1 (95% confidence interval, 1.1-16.1; P = .04) and 5.9 (95% confidence interval, 1.3-27.7; P = .04), respectively. Sympotomatic patients with those conditions should receive more attention to myocardial injury, when presented for CEA.
One-Lung Ventilation for Surgical Repair of Thoracic Aortic Aneurysm
Authors: Goodwin Meredith Rumon , Blasius Kimberly Rae , Brand Jordan , Silvay George
Published: April 2013

Advances in the surgical approach to thoracic aortic aneurysm repairs have led to the increasing use of one-lung ventilation. Today’s practice of cardiothoracic and vascular anesthesia requires a clear understanding of the techniques available for lung separation and the technical skills necessary to employ them. In this article, we discuss and evaluate the options for one-lung ventilation in thoracic aortic aneurysm repair with regard to preoperative, intraoperative, and postoperative management.
Towards a richer understanding of school-age children’s experiences of domestic violence: The voices of children and their mothers
Authors: Swanston Jennifer , Bowyer Laura , Vetere Arlene
Published: April 2013

Millions of children are exposed to domestic violence. How children negotiate and make sense of living with domestic violence is still under-researched. This study sought to capture the dual-perspectives of school-aged children and their mothers, to develop a richer understanding of children’s experiences of domestic violence, using a community-based sample. A qualitative research design was employed, with interpretative phenomenological analysis used to interpret the data. Five school-aged children and three of their mothers participated in the study. Two master themes are discussed from the analysis of the children’s perspective: domestic violence through the eyes of children; and learning from children’s experiences. Two master themes are discussed from the analysis of the mothers’ perspective: reflecting on the child in the context of domestic violence; and learning from mothers: insights, support and services. The crucial importance of the mother-child relationship in shaping children’s experience of domestic violence was illustrated in both the perspectives; a finding which may have important implications for the development of interventions. It was also evident that children as young as eight were able to powerfully articulate their experiences of domestic violence.
Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom
Authors: Davin Kristin J
Published: April 2013

This article explores how a primary school teacher utilized the frameworks of dynamic assessment (DA) and the instructional conversation (IC) within a Spanish as a foreign language classroom. DA was used to construct zones of proximal development with individuals in the classroom context. A menu of pre-scripted assisting prompts, used to respond to predictable lexical and grammatical errors, permitted the teacher to assess students while also promoting development. ICs were used to co-construct a group zone of proximal development (ZPD) in response to less predictable student errors or inquiries. The flexible mediation provided by the teacher in these instances allowed for the active involvement of more students as well as more responsive dialogue. This language teacher drew upon these two frameworks to navigate dual goals of instruction and assessment while providing mediation attuned to the ZPD of the learners. As students studied interrogative formation to complete the pedagogical task of an interview, the teacher alternated between these two frameworks based on her goal for each interaction. Class transcripts are analysed to reveal how these two complementary frameworks can be used in conjunction to meet both the students’ and teacher’s needs.
Using concept-based instruction in the L2 classroom: Perspectives from current and future language teachers
Authors: Williams Lawrence , Abraham Lee B , Negueruela-Azarola Eduardo
Published: April 2013

A number of recent studies (see, for example, Lantolf, 2010; Negueruela & Lantolf, 2006; van Compernolle, 2011) have focused on the use of learning tools developed according to the principles of concept-based instruction (CBI). Using videorecorded data from interviews and observations of classroom instruction, our study seeks to contribute to the CBI research by examining the implementation of this framework from the perspectives of pre-service and novice teachers of French and Spanish. Therefore, the overarching goal of this study is to understand how and to what extent teachers embrace or reject a pedagogical approach that does not necessarily align with a textbook’s explanation of a grammar point. We have chosen to focus on the teaching of verbal aspect since textbooks for learners of both French and Spanish typically present rules of thumb for learning past tense use without explaining the systematic concept of verbal aspect. The case studies presented in this article demonstrate that – in some instances and for a variety of reasons – experienced, novice, and pre-service teachers prefer materials, techniques, and approaches that are more familiar, albeit not as potentially beneficial for learners.
Commentary – bridging the research and practice gap in autism: The importance of creating research partnerships with schools
Authors: Parsons Sarah , Charman Tony , Faulkner Rachel , Ragan Jude , Wallace Simon , Wittemeyer Kerstin
Published: April 2013

While the last 10 years have seen a significant increase in research published on early intervention and autism, there is a persistent disconnect between educational research and practice. Governments have invested significant funds in autism education, and a range of approaches have been implemented in schools, but there is limited research exploring whether these educational strategies are effective and a lack of involvement of teaching professionals in the research. Given that the majority of children and young people with autism spend most of their time in school and not in early or specialised intervention programmes, there is a compelling need to conduct better educational research and implement educational interventions in schools. We argue that building collaborative partnerships between researchers and school practitioners is central to achieving improved understanding of, and outcomes for, pupils on the autism spectrum. This commentary offers perspectives from teachers about their experiences of, and priorities for, research, and also presents a model of collaboration between autism school practitioners and researchers, which could support a more integrated approach to research. We reflect on the strengths and challenges of this as well as outcomes achieved so far.