More Than a Game
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
OUTDOOR EDUCATION (OUT) Credits: 4 Voluntary Pursuits in the Outdoors Have Defined American Culture Since # Course Numbers with the # Symbol Included (E.G
University of New Hampshire 1 OUT 515 - History of Outdoor Pursuits in North America OUTDOOR EDUCATION (OUT) Credits: 4 Voluntary pursuits in the outdoors have defined American culture since # Course numbers with the # symbol included (e.g. #400) have not the early 17th century. Over the past 400 years, activities in outdoor been taught in the last 3 years. recreation an education have reflected Americans' spiritual aspirations, imperial ambitions, social concerns, and demographic changes. This OUT 407B - Introduction to Outdoor Education & Leadership - Three course will give students the opportunity to learn how Americans' Season Experiences experiences in the outdoors have influenced and been influenced by Credits: 2 major historical developments of the 17th, 18th, 19th and 20th, and early An exploration of three-season adventure programs and career 21st centuries. This course is cross-listed with RMP 515. opportunities in the outdoor field. Students will be introduced to a variety Attributes: Historical Perspectives(Disc) of on-campus outdoor pursuits programming in spring, summer, and fall, Equivalent(s): KIN 515, RMP 515 including hiking, orienteering, climbing, and watersports. An emphasis on Grade Mode: Letter Grade experiential teaching and learning will help students understand essential OUT 539 - Artificial Climbing Wall Management elements in program planning, administration and risk management. You Credits: 2 will examine current trends in public participation in three-season outdoor The primary purpose of this course is an introduction -
Orienteering at Brighton Woods
ORIENTEERING AT BRIGHTON WOODS • There are eight numbered posts (controls) for the orienteering course at Brighton Woods. Each has a number that corresponds to the number on the Brighton Woods Orienteering Map, but they may be found in any order. • It is easier to go directly from control to control when there is less ground cover: late fall, winter, and early spring. Long pants are recommended because of the poison ivy and ticks. 1. NUMBERED CONTROL DESCRIPTIONS 1. Sports Field 2. Southwest End of Pipeline Clearing 3. Amphitheater 4. The Bridge 5. Head of Trail 6. Rock Outcropping 7. River 8. Northeast End of Pipeline Clearing 2. PLOTTING THE COURSE • Find control #1 on the map.(The Sports Field.) • On the map, line up one edge of the compass from where you are (Control #1: Sports Field) to where you want to go, (Control # 2: Southwest End of Pipeline Clearing) making sure the direction-of-travel arrow faces your destination point. (This is the first secret of orienteering.) • Rotate the housing of the compassso that the gridlines are parallel to the North - South gridlines on the orienteering map. The cardinal point N must be at the North side of your map. (This is the second secret to orienteering.) • Readyour bearing in degrees at the Bearing Index. (At the Direction-of- Travel line, or the "Read Bearing Here" mark.) The number of degrees is * • Do not rotate the housing again until you need a new bearing! 3. FINDING THE FIXED CONTROLS • Stand directly in front of the control #1 and hold your compass level and squarely in front of your body. -
IOF Control Descriptions 2018
International Specifi cation for Control Descriptions INTERNATIONAL ORIENTEERING FEDERATION 2018 INTERNATIONAL ORIENTEERING FEDERATION International Orienteering Federation Drottninggatan 47, 3 1/2 tr. SE-65225 Karlstad Sweden http://www.orienteering.org IOF RULES COMMISSION: David Rosen (chairman), Barry McCrae, Felix Büchi Editor: Barry Elkington Artwork based on the 1990 edition with additional drawings by Matthew Cook (2004, 2018). Map sections by Jukka Liikari. Layout: Martin Hammarberg, Adshape AB. IOF Control Descriptions Major Changes to the 2004 version: 1) Optional extra line showing the distance to the start triangle from the timed start. 2) New symbols introduced for Trench, Out of Bounds Area. 3) Bend moved from Column G to Column F. 4) Removal of symbol for Radio or TV control. 5) Names and descriptions brought into line with the ISOM 2017 terminology where appro- priate. 6) Renumbering of symbols to cater for additions and deletions. 7) A number of minor changes throughout the text in order to provide further clarification as to the use of specific symbols. 2 International Specification for Control Descriptions - 2018 Introduction Orienteering is a worldwide sport. It is the aim of the IOF control description symbols to provide a standard means for orienteers from all countries to be able to understand control descriptions without ambiguity or the need for language translation. This booklet shows how the symbols can be used to do this. How IOF control descriptions work The purpose of a control description is to give greater precision to the picture given by the map of the control feature, and to indicate the location of the control flag in relation to this feature, thereby helping the competitor to better visualise the control site. -
Geocaching at Seven Bends
Geocaching Tips Park Information Seven Bends State Park Seven Bends State Park provides Make sure that you let public access to the North Fork of someone know where you the Shenandoah River and features will be while geocaching. two hand-carry boat launches, However, it is always best to picnic areas, one single family-sized hike with a buddy. picnic shelter, vault restrooms, and Geocaching 8 miles of hiking trails. The park provides water and land based Be sure to wear sturdy outdoor recreational and hiking shoes and help educational opportunities while yourself to a park map. protecting and interpreting the spectacular scenic viewshed and Bring water, bug spray, geological, natural and historical sunscreen and maybe even resources of the storied seven a snack if you plan to be out bends area. for a while. The park has two access sites. For the south site, take Exit 283 off of I- Before you stick your hand 81 for Woodstock, then go east on into a dark hole to check for VA-42, W. Reservoir Road. Turn a geocache, use a stick to right onto S. Hollingsworth Road check for snakes and other and remain on it for 1 mile. For the north site, take Exit 283 off of I-81 critters. for Woodstock, then go east on VA- 42, W. Reservoir Road. Turn left Remember that the GPS onto S. Water Street, turn right onto receiver gives you straight Hollingsworth Road, then turn right line direction...ignoring onto on Lupton Road and remain on lakes, rivers, ravines and it for .7 mi. -
Orienteering
Orienteering Class Overview 1. Introduction a. What is orienteering? b. How many of you have used a compass before? What about a map? 2. Progression of Activities a. How to Use a Compass b. Shape Game c. Orienteering Course 3. Learning Standards Addressed a. 4.A.2b , 4.A.2c , 4.A.3a , 4.A.3d 4.B.2b b. 13.B.2a c. 17.A.2b , 17.A.3a 4. Vocabulary a. Orienteering: The use of a map and compass to find one’s way through unfamiliar territory. 5. Wrap Up a. How many groups were able to find all the posts? b. What is the rhyme we have been using to remember how to use the compass? c. How many people feel confident with their compass skills? How to Use a Compass Objective: Students will learn all the different parts of the compass, as well as how to use the compass properly. Location: Anywhere Time: 20 to 30 minutes Materials: Big compass, Box of compasses Background Info: Learning how to use a compass is a relatively easy skill that can help you navigate in any area. Each compass is a little bit different, but the basics of the activity stay the same, and it is a skill that you can use for the rest of your life. Procedure: 1. Use the large demonstration compass and go over the different parts of the compass. Make sure that the students can point out each part to you on their compass before moving on. Compass parts: BASE PLATE: Clear plastic foundation of the compass. -
Navigating: Orienteering
Navigating: Orienteering Winneshiek County Conservation Equipment and Recommendations: . Who: 7th grade and up . What: 12 compasses . Where: Schools, any park or outdoor area, or Lake Meyer Park. Orienteering can be integrated with activities in multiple disciplines. Call 563.534.7145 for more information. Introduction Compass skills and knowledge are valuable to people of all ages. The use of a compass improves map skills, enhances the enjoyment of outdoor experiences, and may one day enable the user to find his or her way if lost. There are several kinds of compasses available, depending on how you would like to use them. Many organizations and parks set up orienteering courses to encourage orienteering skills. The Iowa DNR includes orienteering skills in the Youth Hunter Education Challenge as well as Today’s Bow Hunter Course. A Brief History It is thought that a Chinese general initially used a piece of lodestone for the first compass. Since lodestone always points in a north-south direction if allowed to freely rotate, a piece of lodestone placed on a piece of wood floating in bowl would point north just like a modern compass needle. It is documented that military commanders during the Han dynasty (206 BC to 220 AD) used compasses. Primitive compasses became more accurate when the idea of a compass needle was applied. A thin strip of metal or needle was magnetized by stroking it with a permanent magnet. Balancing this needle on a pivot allowed for free rotation. After settling, the needle pointed to the north. Main Compass Uses Compasses allow you to: • Tell which direction you are traveling (your heading) Fit Environment Navigating II – Orienteering Page 1 • Tell which direction an object is from you (its bearing) • Keep following a straight line of travel • Orient a map (a map with the actual land) • Plan routes (determine directions and distances to travel on a map) How a Compass Works A compass needle will point north since the Earth acts as a very large magnet with two poles, the magnetic North Pole and the magnetic South Pole. -
Land Navigation, Compass Skills & Orienteering = Pathfinding
LAND NAVIGATION, COMPASS SKILLS & ORIENTEERING = PATHFINDING TABLE OF CONTENTS 1. LAND NAVIGATION, COMPASS SKILLS & ORIENTEERING-------------------p2 1.1 FIRST AID 1.2 MAKE A PLAN 1.3 WHERE ARE YOU NOW & WHERE DO YOU WANT TO GO? 1.4 WHAT IS ORIENTEERING? What is LAND NAVIGATION? WHAT IS PATHFINDING? 1.5 LOOK AROUND YOU WHAT DO YOU SEE? 1.6 THE TOOLS IN THE TOOLBOX MAP & COMPASS PLUS A FEW NICE THINGS 2 HOW TO USE A COMPASS-------------------------------------------p4 2.1 2.2 PARTS OF A COMPASS 2.3 COMPASS DIRECTIONS 2.4 HOW TO USE A COMPASS 2.5 TAKING A BEARING & FOLLOWING IT 3 TOPOGRAPHIC MAP THE BASICS OF MAP READING---------------------p8 3.1 TERRAIN FEATURES- 3.2 CONTOUR LINES & ELEVATION 3.3 TOPO MAP SYMBOLS & COLORS 3.4 SCALE & DISTANCE MEASURING ON A MAP 3.5 HOW TO ORIENT A MAP 3.6 DECLINATION 3.7 SUMMARY OF COMPASS USES & TIPS FOR USING A COMPASS 4 DIFFERENT TYPES OF MAPS----------------------------------------p13 4.1 PLANIMETRIC 4.2 PICTORIAL 4.3 TOPOGRAPHIC(USGS, FOREST SERVICE & NATIONAL PARK) 4.4 ORIENTIEERING MAP 4.5 WHERE TO GET MAPS ON THE INTERNET 4.6 HOW TO MAKE YOUR OWN ORIENTEERING MAP 5 LAND NAVIGATION & ORIENTEERING--------------------------------p14 5.1 WHAT IS ORIENTEERING? 5.2 Orienteering as a sport 5.3 ORIENTEERING SYMBOLS 5.4 ORIENTERING VOCABULARY 6 ORIENTEERING-------------------------------------------------p17 6.1 CHOOSING YOUR COURSE COURSE LEVELS 6.2 DOING YOUR COURSE 6.3 CONTROL DESCRIPTION CARDS 6.4 CONTROL DESCRIPTIONS 6.5 GPS A TOOL OR A CRUTCH? 7 THINGS TO REMEMBER-------------------------------------------p22 -
History of Orienteering Maps
History of orienteering maps 12th International Conference on 12th International Conference on László Zentai: History of orienteering maps László Zentai: History of orienteering maps Orienteering Mapping Orienteering Mapping 21 August 2007, Kiev 21 August 2007, Kiev How did it start? Important dates 31 October 1897 • 1899, Norway: the first ski-o event near Oslo, Norway. • 1922, Sweden, the first night-o event Map of the first • 1925, Sweden, the first event for ladies orienteering event. • 1931, Sweden: the first national championships in orienteering There were 4 different maps • 1932, Norway: the first international event available: • 1936, the establishment of SOFT it is a 1:30000 scale ski map. • 1945, the establishment of Finnish and Norwegian Orienteering Federation, the first o-magazine (Suunnistaja) • 1946, the establishment of NORD • 1949, Sweden, eleven countries participate on an international conference on rules and mapping standards 12th International Conference on 12th International Conference on László Zentai: History of orienteering maps László Zentai: History of orienteering maps Orienteering Mapping Orienteering Mapping 21 August 2007, Kiev 21 August 2007, Kiev How did it start (maps)? How did it start (maps)? 30 October 1941 1948 Gupumarka, Norway. Norbykollen, Norway. The first orienteering map The first orienteering specially drawn/fieldworked map made by using for an orienteering event. airphotos. It was an illegal night event (under Made by Per Wang. German occupation). 12th International Conference on 12th International Conference on László Zentai: History of orienteering maps László Zentai: History of orienteering maps Orienteering Mapping Orienteering Mapping 21 August 2007, Kiev 21 August 2007, Kiev How did it start (maps)? The year of first o-events in different countries 30 April 1950 Norway, 1897. -
DIRECTION QUALITY and WAYFINDING EFFICIENCY 1 How
Running Head: DIRECTION QUALITY AND WAYFINDING EFFICIENCY 1 How Good Are These Directions? Determining Direction Quality and Wayfinding Efficiency Amanda J. Padgitt and Alycia M. Hund Illinois State University DIRECTION QUALITY AND WAYFINDING EFFICIENCY 2 Abstract Our goal was to specify the effectiveness of wayfinding directions in a complex indoor environment. We measured direction quality using effectiveness ratings and behavioral indices. In Study 1, participants provided effectiveness ratings for seven combinations of wayfinding descriptions. In general, ratings were higher for route details than for survey details, and ratings increased as the number of features increased. Moreover, people with a good self-reported sense of direction gave higher ratings to survey descriptions (cardinal directions and distances) relative to those with a poor self-reported sense of direction. In Study 2, participants provided effectiveness ratings for route and survey directions before and after wayfinding using these directions. Route directions resulted in fewer wayfinding errors and higher effectiveness ratings than did survey directions. People with a poor self-reported sense of direction made more wayfinding errors and provided lower effectiveness ratings than did people with a good self- reported sense of direction. We also demonstrated important relations between wayfinding errors and ratings after wayfinding, as well as links with sense of direction, wayfinding strategies, and mental rotation. Keywords: wayfinding, survey perspective, route perspective, sense of direction, effectiveness ratings, mental rotation DIRECTION QUALITY AND WAYFINDING EFFICIENCY 3 How Good Are These Directions? Determining Direction Quality and Wayfinding Efficiency Imagine that you are finding your way through a complex building for the first time. Someone tells you how to get to the room you need, and the directions sound like they contain the right information to get you there. -
Cultural Differences in Providing Wayfinding Directions Bachelor Thesis
UNIVERSITEIT TWENTE Cultural Differences in Providing Wayfinding Directions Bachelor thesis Katrin Bangel Student: Katrin Bangel s0157058 Tutors: Dr. M.L. Noordzij Enschede, 6/7/2009 Dr. R.H.J. van der Lubbe Cultural Differences in Wayfinding Directions 2 Abstract This study examined differences in direction giving within western society. Our first experiment was mainly intended to compare the frequency of use of several spatial terms of reference provided by Americans, earlier assessed by Hund et al. (2008), to direction giving behavior of the Dutch population. Presenting a fictive model town, we asked 30 Dutch participants to provide wayfinding descriptions to fictional addressees in route (driving through the town) and survey situations (using a map). First, our results yielded that native Dutch speakers less frequently use cardinal descriptors than American native speakers do. Therefore we propose that cardinal concepts are less present for Dutch people. Second, significant effects of referent perspective on the mention of several wayfinding descriptors were found. Further differences in language use were yielded for both recipients perspectives. Based on these facts we conclude that, although cardinal concepts seem to be less present for them, Dutch people are able to flexibly adapt to the needs of their addressees during direction giving. In a second experiment Dutch participants conducted an adjusted version of the wayfinding task developed by Hund et al. (2008). When cardinal directions were not indicated and explicitly mentioned during introduction of the model town participants did not mention cardinal cues at all. Introduction We often ask each other to provide spatial descriptions of the environment, for example to inform others about the location of objects, or the location of places, such as public buildings or railway stations. -
Fort Bragg Wayfinding Plan
FORT BRAGG WAYFINDING PLAN Finding your way around Fort Bragg….. Glass Beach Guest House Coastal Trail Noyo Harbor Old Town Trestle Bridge Skate Park Town Hall Skunk Train April, 2015 Prepared by Marie Jones 1. TABLE OF CONTENTS 2. Introduction .............................................................................................................. 4 Wayfinding Defined ...................................................................................................... 4 3. Wayfinding Workshop & Recommendations ............................................................. 8 Existing Wayfinding Signage – Current Conditions ................................................... 9 Wayfinding Destinations ......................................................................................... 12 Signage Examples from Other Communities .......................................................... 13 Preferred Signage Colors ....................................................................................... 15 Welcome Sign ........................................................................................................ 16 Public Art ................................................................................................................ 18 4. Auto-Oriented Wayfinding ...................................................................................... 19 Destinations ............................................................................................................... 19 Wayfinding Signage System ..................................................................................... -
The Vaeakau-Taumako Wind Compass: a Cognitive Construct for Navigation in the Pacific
THE VAEAKAU-TAUMAKO WIND COMPASS: A COGNITIVE CONSTRUCT FOR NAVIGATION IN THE PACIFIC A thesis submitted to Kent State University in partial fulfillment of the requirements for the degree of Master of Arts by Cathleen Conboy Pyrek May 2011 Thesis written by Cathleen Conboy Pyrek B.S., The University of Texas at El Paso, 1982 M.B.A., The University of Colorado, 1995 M.A., Kent State University, 2011 Approved by , Advisor Richard Feinberg, Ph.D. , Chair, Department of Anthropology Richard Meindl, Ph.D. , Dean, College of Arts and Sciences Timothy Moerland, Ph.D. ii TABLE OF CONTENTS LIST OF FIGURES .............................................................................................................v ACKNOWLEDGEMENTS ............................................................................................... vi CHAPTER I. Introduction ........................................................................................................1 Statement of Purpose .........................................................................................1 Cognitive Constructs ..........................................................................................3 Non Instrument Navigation................................................................................7 Voyaging Communities ...................................................................................11 Taumako ..........................................................................................................15 Environmental Factors .....................................................................................17