DOCSLIB.ORG

At the University of Edinburgh

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
At the University of Edinburgh This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. “Is this an emergency?” What is an emergency on a school expedition? Thesis for Doctor of Education. Submitted by Douglas Briton 25th September, 2020 What is an emergency on a school expedition? Douglas Briton, December 2019 page 1 of 194 In Memoriam To Ken McCulloch, who worked so hard and so wisely to help me get my thesis ready for submission, who saw my thesis submitted, but did not get to witness my thesis defence and completion. Dedication This thesis is dedicated to all those who enable young people to have adventures on expedition, and who work hard to keep them safe whilst doing so. Acknowledgements A number of people have played major roles in getting me to this point. Some of the key people are listed below, in chronological order of their input: Stephen Bell, whose questions and suggestions led me into postgraduate research. Charles Anderson who introduced me to the Ed. D. programme at the University of Edinburgh. My fellow students and my lecturers on the Ed. D. programme, for their encouragement, support, and insight. My supervisors: Robbie Nicol, Ken McCulloch, and Gale Macleod. My examiners: Pete Higgins and Barbara Humberstone. And a special acknowledgement to my wife, Hazel, who has gone through this whole journey with me. Thanks to all for your wisdom, your support, and your patience. What is an emergency on a school expedition? Douglas Briton, December 2019 page 2 of 194 Abstract This thesis is an autoethnographic account of emergencies that occurred on expeditions I have led. The central question addressed in this thesis was: What is an emergency on a school expedition? The aim of the research was to better understand emergencies with a view to improving my own practice as an expedition leader and as a trainer of expedition staff, and with the aim of contributing to a discussion of best practice within the expedition community. There is a large and growing demand for school expeditions which spend extended periods in remote areas away from the familiar support infrastructure of school management, colleagues, parents, and a well-understood health service. An emergency on these expeditions is likely to be more demanding upon all concerned compared to a similar emergency in a familiar and non- remote setting. There is minimal existing literature concerning emergencies on school expeditions. The autoethnographic approach taken was both evocative and analytic. The evocative autoethnography comprises 28 immersive narratives of emergencies on school expeditions. These accounts include dealing with mental and physical health emergencies, responding to environmental hazards, and managing issues arising from people's actions. In the absence of an unequivocal set of criteria that would define exactly what is and what is not an emergency, emergencies were defined ostensively. The analytic autoethnography used Wittgenstein's ideas of concepts that can be categorised by their family resemblances, an emerging approach within social sciences. My research shows that emergencies are concepts with blurred boundaries that share what Wittgenstein calls “family likenesses”, i.e. most emergencies contain most of the following characteristics: unusual situations; limited duration; harm or the threat/possibility of harm; normal ways of working have suddenly become inappropriate; possibly novel or unforeseen situations; those caught up in an emergency may be emotionally affected. In addition, this study found that as well as describing a situation, saying “we are in an emergency” can also be a demand or permission for action: society can mandate actions in an emergency that are not allowed in “normal” times, for example you are not allowed to stop on a motorway except in an emergency. Emergency actions include: acting with urgency; doing things we would not normally do; changing the rules under which we operate; changing our plans; allocating extra people or resources to a task. Through analysis I identified four broad types of situation where one might need to take emergency action: a situation of heightened risk; avoiding a hazard; the immediate impact of harm being done; recovery after the hazard has passed. The thesis concludes with recommendations for practice on school expeditions. One key recommendation is that those involved at all levels with school expeditions be prepared to take emergency action during a time of what I have termed a “maybe-emergency”: if we wait until we are certain it actually is an emergency, it might be too late to prevent harm. The thesis also includes suggestions for further research. What is an emergency on a school expedition? Douglas Briton, December 2019 page 3 of 194 Table of Contents 1 Introduction.......................................................................................................................................6 1.1 Emergencies in wider society....................................................................................................6 1.2 School expeditions.....................................................................................................................7 1.3 Emergencies on school expeditions...........................................................................................7 1.4 Overview of literature................................................................................................................7 1.5 Methodology..............................................................................................................................8 1.6 Recommendations for practice..................................................................................................9 1.7 Contribution to knowledge........................................................................................................9 2 Practice context. School expeditions...............................................................................................10 2.1 Business model........................................................................................................................11 2.2 The expedition.........................................................................................................................12 2.3 A note about gender. And age.................................................................................................13 2.4 in loco parentis.........................................................................................................................14 2.5 Healthcare................................................................................................................................14 2.6 Support and supervision from the expedition company..........................................................14 3 Methodology....................................................................................................................................15 3.1 Introduction..............................................................................................................................15 3.2 Key initial research problem....................................................................................................15 3.3 Approach: Autoethnography....................................................................................................15 3.4 Pool of data for my research....................................................................................................17 3.5 Interacting with this pool of data as an expedition leader.......................................................19 3.6 Evocative autoethnography – writing narratives.....................................................................19 3.7 Analytic autoethnography using Wittgenstein's ideas of family resemblances.......................21 3.8 Criticisms of autoethnography, and my response with respect to my thesis...........................24 3.9 Ethics.......................................................................................................................................25 4 Literature review.............................................................................................................................29 4.1 Academic journals looking at emergencies within outdoor education (not just school expeditions)....................................................................................................................................29 4.2 Literature review: Emergencies in schools more widely.........................................................31 4.3 Literature review: joint leadership of expeditions, joint teaching..........................................33 What is an emergency on a school expedition? Douglas Briton, December
Load more

Recommended publications
  • Report of Activities 2020 TABLE of CONTENTS
    Report of Activities 2020 TABLE OF CONTENTS INTRODUCTION . 1 CLEAN WATER . 3 ENHANCED BEST MANAGEMENT PRACTICES Ahead of the Storm Implementation Projects on Champlain Valley School District Campuses . 5 Chazy River Watershed Management Plan . 6 Coordinating Homesite Stormwater Assessments Basin-Wide to Advance Voluntary Implementation . 7 Foster Brook Culvert Replacement . 8 Georgia Shore Stormwater and Shoreline Erosion Assessment . 9 I-87 Asphalt Swale Replacement & Ditch Improvements . 10 Johnsons Mill Dam Removal in Bakersfield, VT . 11 Kennedy Drive Pond 5/6 Retrofit . 12 Lake Forest Condominiums Stormwater System Upgrade and Stream Daylight . 13 Lamoille Union High School Green Stormwater Infrastructure Retrofit . 14 Otis Brook Stream Crossing Replacement, Jay Mountain Rd, Ausable River Watershed . 15 Planning/Prioritization for Ahead of the Storm Projects at Shelburne Museum . 16 Reducing Combined Sewer Overflows to Lake Champlain through Public Private Partnerships and Innovative Technology. 17 Salt Runoff Reduction Project . 18 Stormwater Improvements at the Milton DPW Highway Garage in the Lamoille River Watershed, Milton, VT . 19 Stormwater Mitigation Final Designs: Berlin, Vermont . 20 Stormwater Reduction in the Town of Brandon . 21 The Prioritization and Design of Transportation Stormwater Mitigation Projects in Northwestern Vermont . 22 Transforming Hyde Park Village Center into a Net Zero Runoff Showcase Using Green Stormwater Infrastructure . 23 UVM Horticultural Farm Stormwater Improvements . 24 INNOVATIVE AGRICULTURE Tile Drain Base Flow Phosphorus Removal Using St. George Black . 25 Tile Drainage System Monitoring and Assessment in the Northern and Southern Lake Champlain Basin, and Comparing Two Active Media Filters to Remove Phosphorus from Tile Drainage Water in the St. Albans Bay Watershed, VT . 26 POLLUTION PREVENTION AND HABITAT CONSERVATION Advancing a Riparian Restoration Protocol for the Ausable Watershed .
    [Show full text]
  • ED356112.Pdf
    DOCUMENT RES"JME ED 356 112 RC 019 044 AUTHOR deRosa, Richard J., Ed. TITLE [Qualities and Strengths of Rural Schools.) INSTITUTION Assembly of Rural Teachers of English. PUB DATE 92 NOTE 29p. PUB TYPE Collected Works Serials (022) JOURNAL CIT Journal .of the Assembly of Rural Teachers of English (ARTE); 1992 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Cultural Education; Elementary Secondary Education; *English Instruction; *Learning Activities; *Literature; Outdoor Education; *Rural Schools; *Rural Urban Differences; Student Attitudes; Writing Assignments ABSTRACT This journal contains the following articles pertaining to English instruction in rural schools:(1) "Different, To Be Sure" (Nathan James Weate) compares rural and urban students and finds rural students to have strong family cohesiveness, strong moral values, and diversified interests;(2) "An Elevating Experience" (Dorothy Trusock) describes a freshman writing experience which involves researching travel destinations and writing and telling about an imaginary journey;(3) "Outdoor World" (Craig Akey) details an elective English course, "Outdoor Literature" which uses various novels and writing assignments to discuss endangered species, sp )rtsman's ethics, ecological relationships, and the question of hunting;(4) "Expanding Audiences in a Rural Classroom" (Richard Lessard) relates the experiences of a junior English class in reading and reacting to correspondence with a group of inner city fourth grade students; and (5) "Window: Teaching in Rural, Scenic, Tricultural Northern New Mexico" (Alfredo Luian) uses the analogy of the computer "window" to bring glimpses of his Pojoaque, New Mexico environment through his eyes and the eyes of his middle school students. (KS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document.
    [Show full text]
  • Skyhorse Publishing FA20 Catalog Lo-Res.Pdf
    Skyhorse Publishing • Fall 2020 Kevin Daum, Anne Mary Ciminelli 12 Lessons in Business Leadership Insights From the Championship Career of Tom Brady Expert analysis of the leadership style of New England Patriots quarterback Tom Brady! The merits of business leaders are under scrutiny more and more these days, whether it’s Travis Kalanick, Elon Musk, Mark Zuckerberg, or many others. But there’s one place where true leadership is always revealed: on the field. And no matter what you think of the New England Patriots, you can’t argue with the success of Tom Brady, the winningest quarterback of all time. Both revered and hated by football fans, Brady is loved and respected by those who work with him, and his leadership abilities cannot be denied by even his harshest critics. The skills he uses to make his team successful year after year on the field can be executed in the workplace, whether you’re a team leader or the CEO. In 12 Lessons in Business Leadership: Insights From the Championship Career of Tom Brady, authors Kevin Daum and Anne Mary Ciminelli team up to analyze the strong leadership abilities of the six-time Super Bowl Champion, and translate them into accessible, practical lessons for any stage of your career. In this easy-to-read, entertaining book, the authors help you acquire and practice all the skills you need to have a championship season every year of your career. Practical and instructive, this book makes the perfect gift for anyone looking to rise in their particular vocation or looking to emulate one of the most respected leaders of today! MONTH: September Each chapter focuses on one of twelve leadership lessons gleaned from $19.99 ($26.99 CAD) Hardcover Brady’s career and why it matters in your life and career.
    [Show full text]
  • Abstracts from the Coalition for Education in the Outdoors Ninth
    Abstracts from the for in the Coalition Education Outdoors Ninth Biennial Research Symposium _______________________________________________________________________________________ Held at Indiana University’s Outdoor Center Martinsville, Indiana January 11-13, 2008 Compiled by Anderson B. Young, SUNY Cortland Jim Sibthorp, University of Utah Coalition for Education in the Outdoors State University of New York at Cortland P.O. Box 2000 Cortland, New York 13045 Copyright ©2008 CEO Preface The Coalition for Education in the Outdoors (CEO) is a network of organizations, businesses, institutions, centers, agencies, and associations linked and communicating in support of the broad purpose of education in, for, and about the outdoors. The Coalition was established in 1987 at the State University of New York at Cortland by a group of outdoor educators from around the country. The purpose of the Coalition is to identify the networking and information needs of its affiliates and the field of outdoor education and, insofar as is financially practical, to meet those needs. Through its publication Taproot, CEO presents a broad view of education in the outdoors and a means for outdoor educators to stay abreast of developments in the field, especially those outside their primary interest area. In this way, CEO does not duplicate the work of other organizations, but provides readers with access to that work. The founders of CEO envisioned that it could play an important role in addressing the research needs of the field. In its early years, CEO formed a research committee, which led to the organization of these biennial research symposia and the refereed publication now known as Research in Outdoor Education.
    [Show full text]
  • Commissioner Resource Trove Appendix 1 Scouting.Org Expanded Mapping
    1/12/2016 Commissioner Resource Trove Appendix 1 Scouting.Org Expanded Mapping Submitted in partial fulfillment for the Degree of Doctor of Commissioner Science James T. Stewart Assistant Council Commissioner National Capital Area Council Boy Scouts of America November 2015 National Capital Area Council College of Commissioner Science 1 1/12/2016 Table of Contents Purpose . 3 It all starts here - www.myscouting.org overview . 3 www.scouting.org Blue tabs . 4 Youth . 4 Parent . 5 Volunteer . 7 Alumni. 8 Visitor . 9 Donate . 10 www.scouting.org White tabs . 11 ScoutSource . 11 Media . 12 Donate . 12 Get Involved . 12 Shop . 13 Sponsors . 13 Youth Protection . 13 My.scouting . 13 ScoutSource Blue tabs . 14 Marketing . 15 Program Updates . 16 Cub Scouts . 21 Boy Scouts . 22 Venturing . 23 Commissioners . 24 Scouting Safely . 25 Outdoor . 28 Membership . 34 Miscellaneous Recognitions (for community service through scouting) . 36 Awards . 37 Training (and training awards) . 39 Forms . 50 About the BSA . 56 Publications . 57 2 1/12/2016 Purpose The purpose of this document is to provide an offline means of acquainting individuals with the information, documents, links, and tools available through the www.myscouting.org website. It all starts here: www.scouting.org The official website of the Boy Scouts of America is www.scouting.org. It is designed as a launching point with links to many other official scouting websites as well as links to benefit the experienced scouter, the person who knows nothing of scouting and to possible benefactors. Once the site is entered, the website presents a choice of blue tabs and white tabs to launch you into your area of interest.
    [Show full text]
  • This Book Is a Work of Fiction. the Characters, Places, and Incidents Are Either the Product of the Author’S Imagination Or Are Used Fictitiously
    This book is a work of fiction. The characters, places, and incidents are either the product of the author’s imagination or are used fictitiously. Any resemblance to actual events, locales, or persons, living or dead, is coincidental. ISBN: 978-0-9719872-7-2 Copyright © 2015 by Trans Mountain LLC. All rights reserved. In accordance with the U.S. Copyright Act of 1976, no part of this book may be uploaded, scanned, shared electronically, reproduced, stored in a retrieval system, or transcribed, in any form or by any means, (other than for review purposes) without the prior written permission of the author and publisher. Trans Mountain LLC Publisher P.O. Box 816 Burnsville, NC 28714 visit: rodjohnston.com 1 BUOY 13 To Eric, The King of Gardiners Bay 2 CHAPTER 1 Tora Kasan I heard car doors slam in front of our house. Ignoring it, I settled back with the morning paper when the doorbell rang. I hobbled on crutches across the living room floor and peeked through the window. Parked outside was a full-sized black Mercedes, definitely the first of its kind to grace the curb in front of our humble Cape Cod in Queens. Unfastening the chain safety lock, I opened the door. On the stoop stood a stately woman dressed in black leather. She was looking back toward the Mercedes where an imposing dark- haired man, wearing a long wool coat, stood with his arms folded high on his chest. I had no idea who this woman was, or what she wanted. In one arm she clutched a colorful tote bag.
    [Show full text]
  • 2016 Cumberland Valley Pa Off
    path to Laurel Lake Day Use area other provides fun, hands-on learning experiences. Picnic Pavilion. 717-486-8126 PINE GROVE FURNACE STATE PARK hiking. 717-352-2211 The museum is near the midpoint of the www.atmuseum.org 2,186-mile Appalachian Trail, a National Willow Mill Park • 766.1657 D (J-2) Boiling Springs D (M-6) Buck Ridge Trail (F-7) City Island • 255.3020 (M-2) 80 Willow Mill Park Rd, Mechanicsburg 17050 • sstwp.org Boiling Springs is recognized as an offi cial This 6-mile diffi cult trail through Michaux State Forest connects Kings Market St. Bridge, Harrisburg 17109 Private Land 850 74 T 1350 o H 1300 To I-81 Exit 37, ar To Kings Gap 800 d. ris 1250 1050 R bu 7 Mi. Grove Mostly fl at & lightly wooded course has 9 holes & a length of 2,144 Appalachian Trail Community™ for the Gap Environmental Education Center & Pine Grove Furnace State Park. Home to Metro Bank Park Stadium, Riverside Village, Harbourtown, rg 1200 Environmental 750 ine h P rg 76 1818 1150 SYMBOLS KEY bu Education Center ts PINE GROVE FURNACE STATE PARK it 1100 750 P O feet. With a red par of 27, this course has concrete tees & DISCatcher village’s commitment to providing a The trailhead is across from the park offi ce & is marked with yellow Skyline Sports Complex, Carriage House, Harrisburg Paddlewheel o Carlisle Exit 49 641 T l d S Exit a Private Land g 11 Exit 48 Sw 233 Exit 44 1050 am 1000 e 47 74 paint blazes.
    [Show full text]
  • Exploration and Conservation: Uniting Outdoor Recreation and Environmentalism Through
    Exploration and Conservation: Uniting Outdoor Recreation and Environmentalism Through Rock Climbing Alex Houston Summary: My collection focuses on the broader topic of exploration, delving into the specific niches of rock climbing, endurance, and the important environmental ethics that underpin the topic. I began collecting many of these books as a child, staying up late reading tales of adventure on the tallest mountains, distant continents, and the ocean. I never comprehended that one-day I would go on my own expeditions into distant lands, collecting more books along the way. Essay: The American West has long held a place in our country’s collective imagination. Tales of exploration, heroism, and adventure permeate every corner of the vast region, from the arid floor of the Grand Canyon to the snowcapped peaks of the Sierra Nevada. While stories of cowboys and pioneers have faded since their heyday, the rebel spirit of the West is still alive and well in the sport of rock climbing. Once a fringe sport, existing on the farthest periphery of society, rock climbing is currently marching towards the mainstream. Indoor gyms continue to spring up at an unprecedented rate across the country. Even in the flatlands of Midwest, one only has to travel to 40 minutes from Lawrence to Kansas City to find 5 different climbing gyms to choose from. As rock climbing gains popularity and notoriety, how will a sport born of the “rucksack revolution” described by Kerouac and his fellow beatniks assimilate into the suburbia it was created to reject? While esoteric questions about the future of an obscure sport may seem frivolous to most, to an addicted outdoorsman and climber like myself, they are what keep me up at night.
    [Show full text]
  • Survival Tips: Enjoy Winter’S Wonders with Confidence
    WWW.MOUNTAINEERS.ORG JANUARY 2011 • VOLUME 105 • NO. 1 MountaineerE X P L O R E • C O N S E R V E • L E A R N Survival tips: Enjoy winter’s wonders with confidence Leif Whittaker’s Everest journey 2011 course guide HAVE SKIS, and climband ski WILL TRAVEL Dylan Taylor JOE STOCK’S idea of a good time typically requires skis, high mountains, long distances, Hilleberg Nammatj and uncharted territory. Since 2006, Joe has made 100+ mile traverses through Alaska’s Chugach, Neacola and Tordrillo Mountains – all involving more than 20,000 feet of vertical respectively – and has skied off the summit of Mount Chamberlain, the highest mountain in the Alaskan Arctic. In the spring of 2010, he skied a high and technical crossing of Alaska’s Wrangell Mountains, a range noted for its high peaks, or o er three decades, Hilleberg has been making he highest quality all season rugged terrain, bears, and an alarming lack of tents available. Conceived and developed in northern Sweden, Hilleberg tents up-to-date cartography. During his little jaunts, offer the ideal balance of low weight, strength, and comfort. Order our catalog he calls a Hilleberg Nammatj home. “The Tent Handbook” for more information. “I never know what I'm getting into on remote Alaska ski expeditions: 75+mph winds, drifting snow or even swarms of mosquitoes, but I always know my Nammatj will handle the conditions. It sets up fast in a raging blizzard, has plenty of room for us and our gear, and it is bombproof.” WWW.HILLEBERG.COM (For more, see www.stockalpine.com) • Toll Free: 1-866-848-8368 • 2 the mountaineer » jan/feb 2011 www.mountaineers.org 3 inside Jan/Feb 2011 » Volume 105 » Number 1 13 Gear: Best 11 for 2011 Enriching the community by helping people explore, conserve, learn about, and enjoy the 15 Your ticket to the outdoors lands and waters of the Pacific Northwest.
    [Show full text]
  • Washington High School
    TABLE OF CONTENTS Course Selections ............................................................................................ 3 Graduation Requirements .......................................................................... 4 Course Changes .......................................................................................... 5 Post-Secondary Admissions Requirements................................................. 5 COURSE DESCRIPTIONS Art .............................................................................................................. 6 Business/Information Technology .............................................................. 8 Family and Consumer Science .................................................................. 10 Health ...................................................................................................... 11 Intro to Criminal Justice .......................................................................... 12 Language Arts ........................................................................................... 12 Mathematics ............................................................................................ 16 Music ....................................................................................................... 17 Physical Education .................................................................................... 20 Science ..................................................................................................... 22 Social Science ..........................................................................................
    [Show full text]
  • Anne Marie's CV, Start of 2017
    OUTLINE GUIDE TO ANNE MARIE LANE’S CV (January, 2017) EDUCATION: p.2 EMPLOYMENT -Current Library Position: pp.2-3 -Previous Library Experience: p.3-4 -Previous Professional Work in Archaeology: p.4 -Previous Non-Professional Student Work: p.4 RESEARCH LEAVES: p.5 SCHOLARSHIP (Note: This section is allowed to include pre-appointment scholarship) -In Preparation; Under Review; and Accepted: p.5 -Published Works: Chapters in Print Books; Articles in Print and Online: pp.5-7 -Other Published Works: Essay; Book Reviews: pp.7-11 -[Works accepted for publication, but never published: p.11] -Scholarly Presentations at Conferences; invited “Humanities Scholar” at Public Events: pp.12-15 -Earlier scholarship: unpublished graduate-student research in Special Collections: p.15 SERVICE -Committees; Discussion Groups; Advisory Boards; Elected/Appointed Offices: pp.16-18 -Conference Presentations of a General Nature, and to the AHC Staff: pp.18-19 -Other Service to the Profession, the Public, and the University: including an Introduction to a Book, and Various Forms of Outreach including Exhibits: pp.20-29 PROFESSIONAL DEVELOPMENT -Memberships in Professional, Scholarly, and Book-Related Organizations: p.30 -Participation and Attendance at Professional Conferences and Preconferences: pp.30-32 -Continuing Education: Multi-Day Courses; One-Day and Part-Day Workshops: pp.33-35 INSTRUCTIONAL SUPPORT -Supervision of Interns and Independent Study Students: p.35 -Outreach School Teaching; and Supervision of Other Class Lecturers: pp.35-36 -Guest Lectures to
    [Show full text]
  • Outdoor Education Perspectives: International Insights Within the Field
    Department of Culture and Communication National Centre for Outdoor Education Feyza Cilingir Outdoor Education Perspectives: International Insights within the Field Master in Outdoor Environmental Education and Outdoor Life Thesis 15 ECTS Supervisor: Yusuf Yüksekdağ LIU-IKK-MOE-D--15/009--SE Department of Culture and Communication Avdelning, Institution Datum Division, Department Date Institutionen för kultur och kommunikation 581 83 LINKÖPING 2016-04-04 Språk Rapporttyp ISBN Language Report category ISRN LIU-IKK-MOE-D--15/009--SE Engelska/English Master’s Thesis Serietitel och serienrummer ISSN Title of series, numbering URL för elektronisk version Titel Title Outdoor Education Perspectives: International Insights within the Field Författare Author Feyza Cilingir Sammanfattning Abstract The subject of this project is an analysis of the perception of postgraduate students of “Outdoor Environmental Education and Outdoor Life Master Program” regarding the concept of “Outdoor Education”. The perceptions are introduced and elaborated through interviews with nine Master students from September 2013 till June 2014. One by one, the qualitative data is phenomenologically analyzed and interpretations of the findings are demonstrated to the reader. At the end of this study, five different themes, which have been obtained during this study, are presented. These themes are: the benefits of outdoor education; the practicality of outdoor education, the effects of outdoor education and issues within outdoor education. I argue how perspectives of international students vary depending on their culture. Nyckelord Keywords Outdoor education, International perceptions, Concept, Phenomenology, Postgraduate students, Cultural phenomena, Definition Acknowledgments First of all, I would like to express my gratitude to my classmates Emily, Theodora C, Nikki, John, Ana, Aristea, Georgios, Raquel, Theodora D, Rafaela for granting their time to me to allow them to be interviewed for this research paper and for sharing an amazing time on all our field trips together.
    [Show full text]