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Marchant's two 'Tasmanian' novels provide a useful example.
Open Preview See a Problem? Certain aspects of program instructors such as biographical characteristics, personality, and interpersonal interactions can have a large influence on participants' achievement of desired program outcomes. He decided to venture all his money on the scheme. The licence is an indication of the standard of health and safety the organisation achieves. Quality assurance was conducted on each of these books in an attempt to remove books with imperfections introduced by the digitization process. By using this site, you agree to the Terms of Use and Privacy Policy. I venture that he is not that honest.
In reality, such a trek through rugged Southwest Tasmania takes several days. Marchant's protagonists, however, accomplish the walk in a few hours, before spending the night at the town of Craycroft. This supposed settlement provides a clue to Marchant's source material. Maps of Tasmania published in Walch's Almanac, accessible to the author through the Bodleian, do not distinguish between established towns and proposed or gazetted settlements. One of these 'phantom towns' is Craycroft. The Almanac map also contains limited topographical details, perhaps leading Marchant to suppose that the Southwest Wilderness presented an easy challenge for walkers.
This inventive use of a broad range of textual source material in order to construct particular locations makes Bessie Marchant an interesting example of an early 'virtual tourist'. Elizabeth Marchant Also writes as: Comfort ; John Comfort Born: The material on this page is available to AustLit subscribers. If you are a subscriber or are from a subscribing organisation, please log in to gain full access.
Programs should include mental, emotional, and physical challenges, and encourage concurrent mastery in all three domains. Activities should be well organized and matched to suit the particular needs and requirements of the participants.
Success in the activities must be achievable. However, some failure may also be good for participant development. Goal-setting is critical to achieving program outcomes, at both the individual and group levels. It is also important to allow participants to have personal choice related to activities. While the qualities of activities are most important in achieving program outcomes, there are also specific activities that are well-suited to adventure programming. Processing is defined as "the sorting and ordering of information" that enables program participants to internalize meaning gained from an adventure education experience [18] Three models have been identified by which participants process meaning.
In the "Outward Bound Plus" model, the instructor serves as a counselor, facilitator, and discussion leader. In the metaphoric model, activities are consciously framed so that they become experiential metaphors that can be applied to challenges in participants' daily lives. Several characteristics of the group also contribute to achieving program outcomes. In terms of the size of the group, small groups of seven to fifteen individuals are usually more conducive to achieving desired outcomes.
This refers to group members learning to cooperate with one another and capitalize on the strengths of each individual. Certain aspects of program instructors such as biographical characteristics, personality, and interpersonal interactions can have a large influence on participants' achievement of desired program outcomes. The age, gender, background, and expectations of program participants have also been shown to be related to the achievement of program outcomes.
Student autonomy can be beneficial to students by enhancing personal growth, an increase in self-reliance, and enhancing the overall group experience.
However, student autonomy is considered to be controversial in regards to outdoor adventure educational programs, due to risk management concerns. Yet, it is recommended that the instructors of these types of programs must fully understand the risks of student autonomy prior to implementing them as part of an adventure education program.
Adventure education programming can be implemented in several contexts, including therapy for youth at risk, [26] survivors of sexual assault, [27] families in distress, [28] persons with medical conditions, [29] and Veteran assimilation back to civilian life [30]. Many vocational institutes offer training and courses in adventure education.
There exists also universities offering degree programs in adventure and outdoor education:. The University of Chichester has been running its' adventure education degree since the year From Wikipedia, the free encyclopedia. This article has multiple issues.
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The Adventurous Seven: Their Hazardous Undertaking by Bessie Marchant. No cover available. Download; Bibrec. The Adventurous Seven: Their Hazardous Undertaking [Bessie Marchant] on www.farmersmarketmusic.com *FREE* shipping on qualifying offers. ILLUSTRATED BY W. R. S.
There might be a discussion about this on the talk page. Please help improve this article if you can. Effective Leadership in Adventure Programming. Adventure education and Outward Bound: Out-of class experiences that make a lasting difference. Review of Educational Research, 67 1 , 43— How are adventure education program outcomes achieved?: A review of the literature.
Australian Journal of Outdoor Education, 5 1 , The exploration of the Outward Bound process. Colorado Outward Bound School. The wilderness challenge model. Therapeutic applications of adventure programming pp. Therapeutic process of change.