bluuebunny/crossref_metadata_2025 huggingface dataset:
Late-Holocene climate in the Lower Narmada valley, Gujarat, western India, inferred using sedimentary carbon and oxygen isotope ratios
Authors: Laskar AH , Yadava MG , Sharma N , Ramesh R
Published: April 2013

We report the late-Holocene climate and vegetation of the Lower Narmada valley, Gujarat, western India as inferred from the stable carbon and oxygen isotopic composition (δ13C and δ18O) of sedimentary carbonates and the associated organic carbon. The alluvial plain from the surface to a depth of ~2 m consists of late-Holocene sediments, deposited during last ~3 kyr, probably by large historic and paleofloods. δ13C of both carbonates and organic carbon in the sediments suggest that climate was subhumid throughout the late Holocene (~ 3 kyr) as it is today, and the vegetation was of mixed C3-C4 type with little change in their relative proportions. The modern vegetation mostly comprises shrubs and scattered woody plants (C3) with a little grass (C4) in some places. The recent change in vegetation is attributable to anthropogenic disturbance: the natural grasslands (C4) are replaced by shrubs and woody plants (C3). Two comparatively drier events at ~2.1 ka and ~1.3 ka are observed, consistent with widespread proxy paleoclimatic records and are attributed to a weaker southwest monsoon rain. Marine influence on the isotopic compositions is observed in a cliff section of the Narmada estuary throughout its depositional history of ~4.2 kyr. The radiocarbon ages of the sediments are of the order of decades to a century at the surface and increase almost linearly with depth, being 1000–3000 yr at ~100 cm and 3200–4200 yr at ~200 cm.
Cervids in a dynamic northern landscape: Holocene changes in the relative abundance of moose and red deer at the limits of their distributions
Authors: Rosvold Jørgen , Andersen Reidar , Linnell John DC , Hufthammer Anne Karin
Published: April 2013

It is predicted that future climate change will have a significant impact on the distribution of large ungulates on a continental scale. At the same time, changes in human land use on a more local scale may affect their distribution and dispersal abilities, possibly confounding the effects of climate. We analyze changes in the Holocene distribution and relative abundance of Alces alces (moose) and Cervus elaphus (red deer) skeletal remains along an overlapping range boundary of these species in western Norway. As moose and red deer are adapted to different climatic conditions we would expect the distribution of finds to reflect large-scale changes in climate. In accordance with this prediction our results indicate that red deer became the predominant ungulate in this area during the mid-Holocene warm period, c. 8000–4000 cal. BP. Contrary to this, remains of moose became even less abundant in the subsequent colder period to the present. This decrease seems tied to the spread of agriculture and deforestation, indicating the importance of considering changes in land use when predicting future changes in ungulate distribution.
High-resolution modelling of mid-Holocene New Zealand climate at 6000 yr BP
Authors: Ackerley Duncan , Lorrey Andrew , Renwick James , Phipps Steven J , Wagner Sebastian , Fowler Anthony
Published: April 2013

Palaeoclimate-proxy data provide an invaluable source of evidence for past climatic conditions, which can be compared with data from climate model simulations. This study illustrates how high-resolution regional climate model simulations can be used to estimate the difference in the climate of New Zealand between 6000 years before present (yr BP) and the pre-industrial era (c. ad 1750). Four pairs (pre-industrial and 6000 yr BP) of atmosphere-only global and regional climate model simulations were run with prescribed sea surface temperatures (SST). The SSTs are derived from four different fully coupled ocean–atmosphere general circulation model simulations, resulting in a different lower-boundary forcing in each of the atmosphere-only simulations. We find evidence for generally cooler conditions and for wetter (drier) conditions over eastern (western) New Zealand 6000 yr BP. The work compares well with model and proxy estimates of temperature and precipitation in the New Zealand region between 7000 and 6000 yr BP. The results also highlight the added value of regional model studies in regions with such complex terrain as New Zealand. This study also shows the limitations of applying uniformitarian principles when downscaling global model fields (and ‘up-scaling’ palaeo-proxy data) to infer past climatic conditions.
Effects of land use and climate change on erosion intensity and sediment geochemistry at Lake Lehmilampi, Finland
Authors: Augustsson Anna , Gaillard Marie-José , Peltola Pasi , Mazier Florence , Bergbäck Bo , Saarinen Timo
Published: April 2013

This paper aims to evaluate the possible relationships between erosion intensity and changes in climate and land use during the past 5.5 cal. k years at Lake Lehmilampi, eastern Finland. In this study we compare a detailed geochemical sediment record with (1) forest and land use history inferred from the first pollen and charcoal records from Lake Lehmilampi, and (2) existing archaeological surveys and independent proxy-records of climate change in the study region. The physical and geochemical sediment parameters examined include grain size analysis data and 23 chemical elements, determined with four selective extractions and ICP-MS. There are indications of possible human impact in the lake catchment as early as the Neolithic period, c. 3000–2550 bc, but the first undisputable signs are dated to 1800–100 bc. Cereal pollen reappears at c. ad 1700 and increases rapidly until c. ad 1950. The Holocene Thermal Maximum, its end c. 2000 bc, and the ‘Medieval Climate Anomaly’ were major climate events that had a prominent effect on erosion intensity, while human impact was a more significant factor during the period 3000 bc–ad 800 and from ad 1500 onwards. Although signs of changes in erosion intensity found in the sediment were small in this small catchment, they were significant enough to have a clear impact on the fraction of potentially mobile element species. This fraction increases with decreasing erosion intensity, which is probably related to a higher degree of chemical weathering and leaching during periods of decreased erosion.
Assessment of genotoxic effects of flumorph by the comet assay in mice organs
Authors: Zhang T , Zhao Q , Zhang Y , Ning J
Published: April 2013

The present study investigated the genotoxic effects of flumorph in various organs (brain, liver, spleen, kidney and sperm) of mice. The DNA damage, measured as comet tail length (µm), was determined using the alkaline comet assay. The comet assay is a sensitive assay for the detection of genotoxicity caused by flumorph using mice as a model. Statistically significant increases in comet assay for both dose-dependent and duration-dependent DNA damage were observed in all the organs assessed. The organs exhibited the maximum DNA damage in 96 h at 54 mg/kg body weight. Brain showed maximum DNA damage followed by spleen > kidney > liver > sperm. Our data demonstrated that flumorph had induced systemic genotoxicity in mammals as it caused DNA damage in all tested vital organs, especially in brain and spleen.
Why does life appear to speed up as people get older?
Authors: Janssen Steve M.J. , Naka Makiko , Friedman William J.
Published: April 2013

In this study, the influence of contemporaneous and retrospective recall of time pressure on the experience of time was examined. Participants ( N = 868) first indicated how fast the previous week, month, year, and 10 years had passed. No effects of age were found, except on the 10-year interval. The participants were subsequently asked how much time pressure they experienced presently and how much time pressure they had experienced 10 years ago. Participants who indicated that they were currently experiencing much time pressure reported that time was passing quickly on the shorter time intervals, whereas participants who indicated that they had been experiencing much time pressure 10 years ago reported that the previous 10 years had passed quickly. Cross-sectional comparisons of past and present time pressure suggested that participants systematically underestimated past time pressure. This memory bias offers an explanation of why life appears to speed up as people get older.
The impact of smoking cessation on schizophrenia and major depression
Authors: Ragg Mark , Gordon Rebecca , Ahmed Tanya , Allan John
Published: April 2013

Objective:

This review sought to determine whether quitting smoking behaviour places people with a history of schizophrenia or major depression at risk of worsening symptoms or relapse.

Method:

Literature searches of Embase, MEDLINE, the Cochrane Library and PsycINFO.

Results:

Six studies involving 735 people diagnosed with schizophrenia, schizoaffective disorder or psychotic disorder did not find significant change in mental health status after quitting smoking. Five out of six studies involving 1,293 people with a history of major depression did not find an increased risk of depression with abstinence from smoking, while one study did. Two of these studies found an improvement in depressive symptoms among quitters.

Conclusions:

There is no published evidence to support the hypothesis that quitting smoking is harmful to the mental health of people with schizophrenia. Smoking cessation does not appear to place smokers with a history of major depression at increased risk of worsening symptoms nor relapse, and may even improve their mood. Psychiatrists and other mental health professionals should provide their patients with the same level of support to quit smoking that is given to the rest of the population.
Insomnia in Patients With Advanced Cancer
Authors: Davis Mellar P. , Khoshknabi Dilara , Walsh Declan , Lagman Ruth , Platt Alexandra
Published: April 2013

Introduction:

Insomnia is underrecognized in patients with cancer. By identifying clinical correlations and predisposing factors of insomnia, interventions may be initiated to treat insomnia.

Methods:

Consecutive patients referred to palliative medicine services were screened with a single question. Patients answering affirmatively completed the Insomnia Severity Index (ISI). Patients were screened for depression, fatigue, and pain. Spearman correlation was performed for associations.

Results:

Of 715 consecutive patients, 102 had sleep problems and 64 had clinical insomnia by the ISI criteria. Insomnia correlated with depression ( r = .32), pain ( r = .29), and tiredness ( r = .40) but not with age or precipitating factors.

Discussion:

Insomnia severity moderately correlates with depression, pain, and tiredness. We found no association of insomnia severity with age or medications.

Conclusion:

Insomnia, pain, depression, and tiredness are a symptom cluster.
Sweat Therapy
Authors: Colmant Stephen A. , Merta Rod J.
Published: April 2013

Group Sweating is social interaction while experiencing psychophysiological reactions to heat exposure. Examples include the American Indian sweat lodge, the Finnish sauna, the Russian bania, and the Turkish hamman. Sweat Therapy is the combination of group sweating with psychotherapy or counseling.
Assessment in Wilderness Orientation Programs: Efforts to Improve College Student Retention
Authors: Galloway Shayne P.
Published: April 2013

This study examined the use of assessment in wilderness orientation programs in the United States. Fifty-seven programs responded to a survey that sought information on assessment and descriptive variables. Assessment variables included program goals and assessment method. Descriptive variables included program size, length, and time spent in wilderness or outdoor setting. Programs were also asked about administrative location, program leader academic degree level, time dedicated to program, and administrative contracts with outside organizations. These data provide insights into the assessment struggles and successes of wilderness orientation programs. Recommendations for enhancing assessment are provided.
The Agony or the Ecstasy? The Academy at the Crossroads
Authors: Wheal James R.
Published: April 2013

This article argues that contemporary schooling in the United States could benefit from a return to the model of Plato's original Academy in ancient Athens. Specifically, that ecstatic experience should provide a central and informative role, rather than a peripheral and incidental one to educational methodology. Citing educational theorists from Maria Montessori to Ted Sizer, and transpersonal thinkers from Ken Wilber to Michael Murphy, the author suggests that schooling should address the elective higher stages of human development in addition to the conventional ones. The author proposes supplementing traditional curricula with integral practices that address the students' bodies, minds, and spirits, and reviving the tutorial as an effective means of mentoring adolescents.
Exploring How the Wilderness Therapy Process Relates to Outcomes
Authors: Russell Keith C.
Published: April 2013

Wilderness therapy is seen as a treatment option for seriously troubled adolescents not being reached by traditional forms of treatment. The research shows that wilderness therapy can improve self-perceptions, increase social adjustment, and reduce recidivism of adolescent participants. However, research on wilderness therapy has not been specific in describing how presenting problems are assessed by wilderness therapy and how therapeutic approaches relate to target outcomes. This article examines the wilderness therapy process in context to illustrate how the process related to specific outcomes for four client case studies in four wilderness therapy programs. Trends emerged from qualitative data analysis illustrating the importance of alone time and opportunity for reflection and a non-confrontive and caring approach that helped clients establish a trusting relationship with staff. Three outcomes were common across all four client case studies in the form of proposed changes: (a) a better relationship with their family, (b) abstinence from drugs and alcohol, and (c) a desire to try harder and complete school. Four-month follow-up interviews revealed clients doing well, though three had used drugs and alcohol to varying degrees, which underlines the importance of structured aftercare services.
University Students' Perceptions of Cooperative Learning: Implications for Administrators and Instructors
Authors: Phipps Maurice , Phipps Cindy , Kask Susan , Higgins Scott
Published: April 2013

This study looked at college students' perceptions of cooperative learning techniques and their perceptions of cooperative learning as a motivator to studying and whether it was effective for their learning. The purpose was to investigate how the students view the method and techniques as a way for faculty to learn what may be more motivating. It was also to determine if the students reported studying more, if they were more motivated to study, and whether they found cooperative learning to be effective. Results were contradictory with positive evaluations of specific techniques and less than positive evaluations of cooperative learning in general. This suggests that universities and colleges might need to enable a paradigm shift in student expectations of college learning if active learning techniques are to be encouraged, rather than the traditional passive learning often associated with the college classroom.
Musings on Adventure Therapy
Authors: Alvarez Antonio G. , Stauffer Gary A.
Published: April 2013

Past and current definitions of Adventure Therapy (AT) are considered, and problems associated with some aspects of these definitions are discussed. A definition of AT is offered that is simple yet comprehensive, and explores the application of this definition to current practice in the field of AT. Finally, implications for practice that grow logically from an acceptance of the definition are presented.
Learning the Ropes: Exploring the Meaning and Value of Experiential Education for Girls at Risk
Authors: Long Amy E.
Published: April 2013

Experiential education activities, such as ropes courses and hiking trips, are increasing in popularity in a variety of settings. Youth-at-risk have responded positively to the “learning-by-doing” activities incorporated within experiential education. Little has been provided about the meanings these activities have for the participants. The purpose of this interpretive study was to examine the influence experiential education had upon a group of girls with emotional and behavioral disorders who resided in a long-term wilderness camp. The three themes that emerged from the perceptions the girls voiced evolved as a progression of attitudes, success, trust, and the incorporation of treatment into the experiential activities. This progression, referred to in this paper as the ropes course process, is discussed along with implications for practice.
City Kids in the Wilderness: A Pilot-Test of Outward Bound for Foster Care Group Home Youth
Authors: Fischer Robert L. , Attah E. B.
Published: April 2013

Children in urban foster care settings, rarely have the opportunity to participate in adventure-based wilderness experiences, such as Outward Bound. This paper describes the use of a seven-day Outward Bound experience with 23 youth from four foster care group homes in Atlanta, Georgia. The effort examines data collected before and after the program documenting the perspectives of the youth, their foster parents, and their foster care workers in regard to the impacts on the youth. The research highlights the difficulties of evaluating a field-based experience, and provides data that illustrates the potential effects of Outward Bound on youth in group-home care. Further research is needed to fully demonstrate the effects of such efforts and to identify how to best tailor the experience to the needs of youth in urban foster care settings.
Degree-Granting Programs in Adventure Education: Added Value?
Authors: Plaut Laura
Published: April 2013

An undergraduate degree in Adventure Education is not, and is unlikely to become, a pre-requisite for employment in the adventure education field. Certain knowledge and skills, however, are most easily and effectively taught and learned in an academic setting. Degree-granting programs in adventure education offer the opportunity for students to study theory and history, to blend theory with practice in a supervised and supportive environment, and to integrate adventure education into an interdisciplinary course of study. Such programs not only encourage students to think creatively and critically about our field's future within the context of a changing world, but also enhance the professionalism of the field as a whole by preparing graduates who can serve as effective ambassadors and spokespeople.
Inclusive Outdoor Education: Facilitating Groups That Include People with Disabilities
Authors: Sugerman Deborah
Published: April 2013

As people with disabilities become increasingly involved in outdoor adventure programming, it becomes the responsibility of the practitioner to facilitate safe and effective inclusive programs. This article introduces the Model of Inclusive Facilitation that leads practitioners through a process of gathering information and learning techniques to facilitate groups that include both people with and without disabilities. The model includes: (a) developing a resource base of written materials and community contacts, (b) addressing personal attitudes as well as learning general language and interaction guidelines, (c) obtaining information specific to a client's disability, (d) designing adaptations to make programs structurally and programmatically accessible, (e) implementing the program, and (f) evaluating the process. The goal of the model is to enable facilitators to be comfortable and competent in including people with disabilities in their programs by developing the ability to focus on participants' abilities rather than disabilities.
Dramaturgy as a Method for Experiential Program Design
Authors: Martin Andrew , Leberman Sarah , Neill James
Published: April 2013

This paper analyzes a holistic method of experiential program design, “dramaturgy.” Dramaturgy, a theatre term, involves the development of themes and is characterized by the dramaturgy wave, which intertwines a wide variety of social, physical, creative, and reflective “games.” The dramaturgy aims to enhance the challenge to participants in ways other than physical and is adapted during the program for the specific needs of the individuals and group. The findings are based on the content analysis of 70 participant responses to open-ended questions up until two years after a two-week course for international participants. The course was held in the Czech Republic in 1997 and 1998, and then Mailed at Outward Bound Australia in 1999. The results identified that the development of the course dramaturgy is an effective method of program design that has implications for the next generation of experiential program development.
Appropriate Benefits for Outdoor Programs Targeting Juvenile Male Offenders
Authors: Bruyere Brett L.
Published: April 2013

This article identifies the appropriate benefits upon which outdoor programs serving juvenile male offenders should be based. Recommendations are based on a multi-disciplinary review of more than 50 articles, texts and related literature published in the fields of social work, criminal justice, psychology and outdoor recreation. Drawing from research and theories that address why youth engage in delinquent behavior, as well as theories regarding the developmental needs of adolescent males, suggestions are presented regarding appropriate and realistic outcomes on which to base the design of outdoor programs. Additionally, a review of research concerning youth development and delinquency intervention is used as a basis for advocating specific intangible components that outdoor programs should include.
The Effects of an Adventure Education Program on Perceptions of Alienation and Personal Control among At-Risk Adolescents
Authors: Cross Reid
Published: April 2013

The purpose of this study was to determine whether an intervention using adventure education (specifically rock climbing) would effect a change in students': (a) sense of alienation, and, (b) sense of control over their own lives. Perceptions of alienation were measured using the Dean Alienation Scale; and Connell's, the New Multidimensional Measure of Children's Perceptions of Control measured sense of control. Data were analyzed using four separate two-way analyses of variance (ANOVAs). Results indicated that after experiencing the climbing program, the experimental group was less alienated than its control counterparts. In addition, following the treatment the experimental group demonstrated a stronger sense of personal control than did the control group.
Experiential Education and Empowerment Evaluation: Mars Rover Educational Program Case Example
Authors: Fetterman David , Bowman Cassie
Published: April 2013

Experiential education and empowerment evaluation are in alignment conceptually and in practice. They represent mutually reinforcing educational tools with similar values. The purpose of this discussion is to present the basics of this evaluation approach and demonstrate how user-friendly it was in a recent evaluation of an experiential program.

Empowerment evaluation is the use of evaluation concepts, techniques, and findings to foster improvement and self-determination. Program participants conduct their own evaluations with the assistance of an evaluator. Empowerment evaluation has been adopted in a wide array of settings, including tribal reservations, inner city schools, higher education, non-profit programs, and the Environmental Protection Agency.

An experiential education program designed to mirror an end-to-end mission on Mars, called LAPIS, is the case example used to highlight the steps and illustrate the effectiveness of empowerment evaluation in experiential education. This case demonstrates how empowerment evaluation is a natural match for experiential education programs.
A Nation-Wide Survey of Outdoor Behavioral Healthcare Programs for Adolescents with Problem Behaviors
Authors: Russell Keith C.
Published: April 2013

Outdoor behavioral healthcare (OBH) is an emerging intervention and treatment method in mental health practice which helps adolescents overcome emotional, adjustment, addiction, and psychological problems. OBH programs apply wilderness therapy as a treatment approach, which involves immersion in an unfamiliar environment, group living with peers, individual and group therapy under the supervision of licensed professionals, and educational curricula. The goal of OBH treatment is to reveal and address problem behaviors, foster personal and social responsibility, and enhance the emotional growth of adolescent clients. A nation-wide survey of 86 OBH programs that annually serve over 10,000 clients and their families showed that over 80% of all OBH programs are licensed by state agencies. Results also showed that there are more private placement than adjudicated programs by nearly five to one, and that less than 25% of client treatment costs are covered by insurance payment. OBH program models vary and are often used as an alternative treatment for adolescents not reached by traditional counseling services.
Bringing Educational Relevancy to the First-Year College Experience by Bearing Witness to Social Problems
Authors: Peters Jonathan R. , Stearns Donald E.
Published: April 2013

An environmental learning community (LC) is presented as a working model that brings relevancy of higher education to first-year college students. The LC includes two primarily lecture courses—one in biology, one in economics—that have been specifically designed to focus on environmental issues from different perspectives. These courses share the same, first-year students. Each student researches an aspect of a particular environmental/health issue in Toms River, New Jersey, where there is a groundwater pollution problem that may be associated with a childhood cancer cluster found there. As part of their research, the students are taken to Toms River, Trenton, New Jersey, and Manhattan, where they listen to, and interview cancer victims, community activists, corporate officials, attorneys, developers, state and federal regulators, and others connected in some way with the Toms River environmental/human health situation. The students tour a Superfund site in Toms River, as well as a water analysis facility used by state officials in Trenton. The LC also includes a third course that is not taught using a traditional lecture format, but instead is student interactive, and allows for discussion and reflection regarding the environmental theme and the experiential component of the Toms River Project. The effectiveness of the LC with and without the Toms River Project was analyzed using the same survey questions in 1998 (without the Toms River Project), and 1999 (with the project). This LC was also compared with the other LCs presented during those years as part of the Wagner College First-Year Program. Results clearly show that the LC dramatically improved from 1998 to 1999. The 1999 environmental LC also stood out favorably when compared with the other LCs. We conclude that, when the experiential component of a learning community is relevant to the theme of the LC, is project-based, and involves faculty, the experience improves student interest, brings importance to the lecture material, stimulates critical thinking, and increases student understanding of civic responsibility.
Beyond Book Learning: Cultivating the Pedagogy of Experience through Field Trips
Authors: Jakubowski Lisa Marie
Published: April 2013

For a long time, students of sociology have expressed a strong interest in applying their classroom knowledge to the living community. By linking classroom and community, this paper explores the process of learning through involvement. Specifically, the author suggests that “critically responsive” pedagogy invites involvement, and, can be realized by utilizing a conceptual framework into which is incorporated experience, critical thinking and reflection, and action. The compatibility between critically responsive pedagogy and service-learning is addressed. More concretely, an international service-learning project, culminating in a December 2000 field trip to Manzanillo, Cuba, is offered as an example of effective, “critically responsive” community-based learning.
The Long-Term Effects of a First-Year Student Wilderness Orientation Program
Authors: Gass Michael A. , Garvey Daniel E. , Sugerman Deborah A.
Published: April 2013

Positive changes were found 17 years after participants' experiences in a wilderness orientation program. Three themes representing the changes emerged from the data: (a) challenging assumptions of self and others, (b) strong effects of peer relationships, and (c) long-term positive effects of the orientation program during students' undergraduate education, as well as after graduation.
The Rites of Passage and Outdoor Education: Critical Concerns for Effective Programming
Authors: Bell Brent
Published: April 2013

Rites of passage practices have caught the attention of educators seeking better methods of teaching adolescents. The fascination with the rites of passage model (ROP) is especially strong among outdoor educators. Once Van Gennep (1960) defined the rites of passage, a three-stage system of social transformation mediating role changes in a community, anthropologists were able to observe his social conception throughout all cultures. Outdoor educators have demonstrated interest in framing outdoor programs as rites of passage because of the structural similarities between outdoor programs and Van Gennep's first and second stages of a rite of passage.

While the ROP model has similarities to outdoor programs, the model is generally ineffective in most contemporary contexts because of challenges associated with the third stage of the ROP model. It is important for outdoor programs to understand these challenges prior to investing effort into using ROP models to achieve expected lasting benefits.

Most outdoor adventure programs use a Contemporary Adventure Model to mediate change, a fundamentally different rite of passage from the classic anthropological model. Outdoor educators need to decide among three choices with a ROP: abandon the ROP framework based upon a lack of goal congruence, follow a classic model and answer the many challenges the model brings with it, or follow a contemporary adventure model while cognizant of the model's weaknesses.
Communication and Problem-Solving in Extended Field-Based Outdoor Adventure Education Courses
Authors: Raiola Ed
Published: April 2013

Extended field-based, outdoor adventure courses, undertaken with mindfulness, can be a powerful vehicle for personal transformation. Because of the limitations of time, privacy, and environment, which are characteristic of such programs, leaders must address conflicts as efficiently as possible. This paper offers a set of tools for leaders who work with people in extended field-based outdoor adventure education courses.
Math in the City: Experiencing Mathematics through Visiting Black Historic Sites
Authors: Caniglia Joanne
Published: April 2013

This article describes a project that models a university/museum partnership providing K-12 teachers with authentic learning opportunities that integrate personal experience and reflection. Mathematics is often presented to students as isolated rules and procedures. When teachers and students see the role that mathematics plays in their cultures, and the contributions of their cultures to mathematics, they often come to understand the subject in new ways. Math in the City is a program for teachers in which they experience mathematics and culture as interconnected. As teachers begin to understand teaching mathematics as less a matter of knowledge transfer, and more as an activity in which connections are made to all of life, they see their own role change from being direct transmitters to serving as facilitators in helping students make mathematical connections.
Effects of a Ship-Based Adventure Program on Adolescent Self-Esteem and Ego-Identity Development
Authors: Kaly Perry W. , Heesacker Martin
Published: April 2013

This quasi-experiment examined the effects of a ship-based adventure program on adolescent participants' self-esteem and ego-identity development. Participants were given the Rosenberg Self-Esteem Scale and the Extended Objective Measure of Ego Identity Status-2. Results indicated that participation in the program was associated with a significant decrease in the Diffusion domain of ego-identity development, a finding that supports the use of adventure programs to encourage adolescent self-exploration and self-development. Significant gender effects were found on the ego-identity measures. Program participation did not significantly influence self-esteem scores.
Experience and Participation: Relating Theories of Learning
Authors: Quay John
Published: April 2013

This paper explores the relationships between experiential education and other holistic theories of education including constructivism, social constructionism and cultural discourses. Situated learning is introduced because it provides a comprehensive theorization of learning as participation situated in the context of community practice. Thus situated learning affords a telling comparison with experiential education and provides conceptual structures which may support the further development of experiential education. The exploration of other learning theories broadly related to experiential education results in the identification of lacunae, or gaps, within experiential education. These lacunae exist specifically within the theory of learning in experiential education. The consequence of this is that the learning process in experiential education requires further theorization.
Function and Aesthetics: Defining Craftsmanship
Authors: MacEachren Zabe
Published: April 2013

Many experiential education programs are developed on pillars promoting craftsmanship. Changing cultural situations have altered both our definition of, and the experiences offered to, participants that influence their concept of craftsmanship. By using Kurt Hahn's educational ideas, various experiences are explored and critiqued to determine what they offer the participant. Presented is an exploration of Kurt Hahn's ideas and why they encourage the concept of craftsmanship to arise from craftmaking experiences.
The Role of Theory, Research, and Evaluation in Adventure Education
Authors: Baldwin Cheryl , Persing John , Magnuson Douglas
Published: April 2013

Some of the present approaches for studying adventure education are based on grounded theory, folk pedagogies, and existing social science theory. These approaches share some problems, including: (a) an overemphasis on outcomes without specifying processes, (b) a misunderstanding of how different types of evaluation contribute to theory, and (c) under-theorized evaluation and program models. As an alternative, program theory evaluation, which focuses on a “theory-program-outcome” model, in which all three components are specified simultaneously, can help avoid these mistakes while contributing a more sophisticated understanding of how programs have effects.
Developing Life Effectiveness through Adventure Education: The Roles of Participant Expectations, Perceptions of Empowerment, and Learning Relevance
Authors: Sibthorp Jim , Arthur-Banning Skye
Published: April 2013

The processes behind many adventure education programs remain poorly documented, and how development is fostered through adventure is not well understood. While a number of theory-based articles do exist, little empirical research has been available to influence experiential education program design. This study explores the roles that participant pre-program expectations, on-program perceptions of empowerment, and learning relevance play in the development of life effectiveness through an adventure education program. The path analyses supported the hypothesized role of perceived personal empowerment as a mediator between participant expectations and the development of life effectiveness. The hypothesized mediating role of perceived learning relevance was not supported. Implications for program design and future research on the adventure education process are discussed.
A Typology of Approaches to Facilitator Education
Authors: Thomas Glyn
Published: April 2013

The literature on facilitation describes the skills, methods, models and theories of facilitation but gives less coverage to the assumptions and philosophies that underpin the processes by which facilitators develop. This paper reviews the literature on facilitation and provides a typology, which classifies the different approaches to facilitator education, based on the levels of consciousness proposed by Giddens' (1984). In the typology, technical facilitator education approaches are skills-based and formulaic, whereas intentional facilitator education approaches purposively ground facilitation skills and methods in theory. Person-centered facilitator education approaches intentionally emphasize the attitudes, personal qualities or presence of the facilitator, whereas critical facilitator education approaches seek to raise the awareness of the political nature of facilitation. The typology provides an interpretive framework to stimulate reflection, discussion and further research into the theory and practice of facilitator education within experiential education.
Promoting Student-Centered Learning in Experiential Education
Authors: Estes Cheryl A.
Published: April 2013

Experiential educators claim to value student-centered learning, yet the values, as evidenced in practice, are often teacher-centered. The purpose of this article was to increase awareness of the inconsistencies between espoused values, and values in practice, effecting teacher and student power relationships during the facilitation of experiential programs. The literature review includes related philosophical topics, a summary of what other professionals in the field have written about student-centered facilitation, and an overview of eight generations of facilitation. The author argues that teacher-centered facilitation is problematic in experiential education and justifies increasing the use of student-centered facilitation practices. Suggestions are provided for: (a) establishing forums for dialog about student-centered facilitation, (b) incorporating more student-centered facilitation practices, and (c) considering student-centered learning during program development and facilitator training. The author concludes that the profession's very commitment to integrity necessitates that we, as experiential educators, take action in order to ensure that our programs become more student-centered.
“Let's Go round the Circle:” How Verbal Facilitation Can Function as a Means of Direct Instruction
Authors: Brown Mike
Published: April 2013

The facilitation of experiences through group discussion is well documented in adventure education literature. Using an ethnomethodological approach this article draws attention to how the leader in these facilitation sessions structures the discussions. It is argued that the current practice of facilitation based on verbal discussions conducted in a circular arrangement can function as a form of direct instruction. It is suggested that this form of facilitation offers limited opportunities for student creativity and favors leader sponsored accounts of student experiences. This research is significant in that it uses recorded data from facilitation sessions; it does not present an idealized or exemplary account of how the discussions should occur. The issues of power and knowledge, and in particular whose knowledge is privileged, are not peripheral for experiential educators. These findings question the positioning of the facilitator in the literature and call for a reappraisal of the way that verbal facilitation is commonly practiced.
The Effects of Wilderness Therapy on the Clinical Concerns (on Axes I, II, and IV) of Troubled Adolescents
Authors: Clark Jeffrey P. , Marmol Leonardo M. , Cooley Robert , Gathercoal Kathleen
Published: April 2013

The purpose of this study was twofold: (a) to empirically evaluate the effects of a 21-day wilderness therapy program (WT) on the defense styles, perceived psychosocial stressors (expressed concerns), dysfunctional personality patterns, clinical syndromes, and maladaptive behaviors of 109 troubled adolescents, as measured by the Defense Style Questionnaire-40, Millon Adolescent Clinical Inventory (MACI), and Youth Outcome Questionnaire-2.0 (Millon, 1997); and (b) to begin to identify the types of clinical concerns on Axes I, II, and IV for which wilderness therapy is most effective. Wilderness therapy resulted in statistically significant improvement on immature defense and maladaptive behavior scores, and on the Expressed Concerns, dysfunctional Personality Patterns, and Clinical Syndromes scores of subjects. Moderate to large effect sizes were found for a wide range of clinical concerns on Axes I, II, and IV. The most striking finding of this study is that WT appears to facilitate positive characterological change in adolescents with clinically elevated MACI Personality Patterns scores. Short-term interventions leading to characterological change are virtually unheard of in the personality literature. Future research is needed to confirm whether or not WT is effective for treating budding personality disorders.
Adventure-Based Service Learning: University Students' Self-Reflection Accounts of Service with Children
Authors: Quezada Reyes L. , Christopherson Richard W.
Published: April 2013

The need to provide alternative and exciting community service-learning experiences with university students has been a challenge to institutions of higher education. One institution was able to capitalize on an idea of integrating challenge and adventure-based activities as a form of community service. This article focuses on undergraduate university students' self-reflections, and outcomes regarding their learning experiences as facilitators in a challenge and adventure-based team-building, low ropes community service-learning course. Three emerging themes were analyzed regarding views of community service, and perceptions of the influences the course had on both university and elementary school students. Suggestions for future research on adventure-based community service-learning courses are discussed.
Challenging Assumptions: Examining Fundamental Beliefs That Shape Challenge Course Programming and Research
Authors: Wolfe Brent D. , Samdahl Diane M.
Published: April 2013

In recent years there has been a growing call for introspective examinations to uncover the unquestioned assumptions that ground our areas of study. In this paper, we reflectively examine one area of leisure studies—challenge (ropes) courses. By revealing the assumptions that shape practice and research in this field, we also reveal hidden biases that have inadvertently restricted our understanding of challenge courses. When made visible, these assumptions can be openly tested to provide stronger support for, or perhaps meaningful refinements in, the use of challenge courses. This article: (a) describes typical features that comprise a challenge course, (b) offers examples of traditional research methods used to study challenge courses, (c) details two central assumptions found in the research (risk—real or perceived—leads to positive outcomes, and benefits are transferable), and in light of the assumptions presented, (d) provides suggestions for future research and practice.
The Paper Mirror: Understanding Reflective Journaling
Authors: Hubbs Delaura L. , Brand Charles F.
Published: April 2013

Although pervasive throughout counseling psychology and other training programs that incorporate experiential activities, reflective journals have sparse, fragmented and disparate theoretical bases to support their use. Coming from the fields of counseling and professional education, the authors use counselor education as a template to explore the use of reflective journaling in higher education. This article reviews literature supporting the use of reflective journaling, presents descriptions of various types of reflective journals, and proposes a method that allows instructors and students to critique journal entries collaboratively.
“I Am More than My Cancer:” An Exploratory Examination of Adventure Programming and Cancer Survivors
Authors: Sugerman Deborah
Published: April 2013

Adventure programs have recently emerged that are specifically designed for individuals living with cancer, yet few research studies document the outcomes of such programs. The purpose of the current qualitative study was to examine the effects of an adventure program on individual adult cancer survivors. Three central themes emerged from the data: (a) renewed sense of self, (b) feeling of support, and (c) sense of control. The data suggest that adventure programming may be useful in increasing a personal sense of self-confidence, providing an avenue for support and communication, and developing coping strategies. Implications for future research and program design with this population are discussed.
Student and Community Perceptions of the “Value Added” for Service-Learners
Authors: Simons Lori , Cleary Beverly
Published: April 2013

An explanatory mixed-methods design was used to evaluate a service-learning model on academic learning, personal and interpersonal development, and community-engagement for 59 service-learning students. A repeated-method ANOVA demonstrates that students improve their academic learning and participation in service but reduce their interests in social institutions, local politics, and communication with community recipients from the beginning to the end of the semester. In addition, a 2 (placement site) × 3 (placement activity) MANOVA indicates that community recipients evaluate tutors' attitudes and skills more favorably than social-recreational leaders. Content analyses of student reflections explain the mixed quantitative findings and show how the “value added” from participating in service-learning leads to students' interpersonal and personal development.
Challenging Girls' Constructions of Femininity in the Outdoors
Authors: Whittington Anja
Published: April 2013

This qualitative study examined how participation in an extensive all-female wilderness program challenged conventional notions of femininity for adolescent girls. Interviews were conducted 4 to 5 months and 15 to 18 months after completion of a 23-day canoe expedition. Additional data collection included a focus group, a public presentation, parent surveys, journal entries, and other written materials created by the participants. Results revealed that the girls challenged conventional notions of femininity in diverse ways. This included: 1) perseverance, strength, and determination; 2) challenging assumptions of girls' abilities; 3) feelings of accomplishment and pride; 4) questioning ideal images of beauty; 5) increased ability to speak out and leadership skills; and 6) building significant relationships with other girls. Implications of these results for program planners of all-female programs are discussed.
Outdoor Leaders' Emotional Intelligence and Transformational Leadership
Authors: Hayashi Aya , Ewert Alan
Published: April 2013

This study explored the concept of outdoor leadership from the perspectives of emotional intelligence and transformational leadership. Levels of emotional intelligence, multifactor leadership, outdoor experience, and social desirability were examined using 46 individuals designated as outdoor leaders. The results revealed a number of unique characteristics of outdoor leaders' emotional intelligence and leadership, including contributions of past outdoor experience to the development of emotional intelligence as well as transformational leadership. In addition, there was a moderate and positive relationship between emotional intelligence and transformational leadership.