Villiers; his five decades of adventure,

Mode of access: Internet.

Young adventure; a book of poems,

Reprinted in part from various periodicals.

The internal organisation of the Merchant adventurers of England /

Thesis (PH.D.)--University of Pennsylvania, 1901.

Yong adventure

Mode of access: Internet.

The Adventure begins at home-- /

Mode of access: Internet.

Tiki; a Tahitian adventure,

Mode of access: Internet.

The End of Everest? Reimagining Himalayan Adventure Travel in an Age of Unnatural Disasters

Himalayan adventure travel is a burgeoning industry in some mountainous regions of Nepal, India, and the Tibet Autonomous Region of the People‘s Republic of China. The development of a trekking and expedition mountaineering infrastructure has created economic opportunities in remote areas and allowed foreign visitors to embark on life-changing explorations. However, with the industry’s rapid, uneven, and largely unregulated growth have come environmental and resource challenges, the creation of new economic and social arrangements, and renewed questions of equity and safety. The current Himalayan adventure travel paradigm is unsustainable, and I argue that only a profound reimagining of sociopolitical relationships—those between the state, local and global civil society actors, and adventure travel practitioners and participants—will allow it to continue. A series of recent disasters in the mountains may serve as the necessary catalyst for previously underrepresented stakeholders to translate their growing assertiveness into meaningful and durable solutions.

Approaches to training practitioners in the art and science of plant disease diagnosis

Allowing plant pathology students to tackle fictitious or real crop problems during the course of their formal training not only teaches them the diagnostic process, but also provides for a better understanding of disease etiology. Such a problem-solving approach can also engage, motivate, and enthuse students about plant pathologgy in general. This paper presents examples of three problem-based approaches to diagnostic training utilizing freely available software. The first provides an adventure-game simulation where Students are asked to provide a diagnosis and recommendation after exploring a hypothetical scenario or case. Guidance is given oil how to create these scenarios. The second approach involves students creating their own scenarios. The third uses a diagnostic template combined with reporting software to both guide and capture students' results and reflections during a real diagnostic assignment.

The Game is On! The Adventure of the Girl with the Light Blue Hair

The Game is On! is a series of short animated films that put copyright and creativity under the magnifying glass of Sherlock Holmes, providing a unique, research-led and open access resource for school-aged learners and other creative users of copyright. Drawing inspiration from well-known copyright and public domain work, as well as recent copyright litigation, these films provide a springboard for exploring key principles and ideas underpinning copyright law, creativity, and the limits of lawful appropriation and reuse.

Each episode comes accompanied by a number of related Case Files: supplementary educational materials aimed at suggesting points of discussion about copyright for teachers and students.

The Game is On! The Adventure of the Six Detectives

The Game is On! is a series of short animated films that put copyright and creativity under the magnifying glass of Sherlock Holmes, providing a unique, research-led and open access resource for school-aged learners and other creative users of copyright. Drawing inspiration from well-known copyright and public domain work, as well as recent copyright litigation, these films provide a springboard for exploring key principles and ideas underpinning copyright law, creativity, and the limits of lawful appropriation and reuse.

Each episode comes accompanied by a number of related Case Files: supplementary educational materials aimed at suggesting points of discussion about copyright for teachers and students.

Heroism and Adventurism: Can Applied Theatre Practices Give Participants the Experience of Being the Heroes and Heroines of Their Own Stories?

Move on Up! is part of a series of widening participation interactive Theatre in Education programmes at The University of Worcester, designed to raise educational aspirations. It was conceived for year 6 pupils about to go up to secondary school, to reflect on this transition and the challenges and pitfalls it presented to them. I searched for stimulus material to create the dynamic of an adventure story that reflected and generated the excitement and fear of change. The Mysterious Island by Jules Verne provided the structure of this classic genre with characters stranded on a desert island. Directing a team of four student actors and a stage manager I sought to promote the heroic ideal of using the skills needed to survive against adversity and to transpose it to a school context. The four characters discover talents and interests on the year 6 school trip and they endeavour to become the best version of themselves at their secondary school where these attributes have to be tested in a new environment. Using interactive voting software helped to determine whether pupils could achieve the sense of control and ownership outlined in Boal’s theatre practice. The programme provides a number of points of intervention where participants could vote and influence the shape of the character’s stories and perhaps create heroes or anti – heroes depending on the decisions they make. Boal wants participants to become the outspoken protagonists of their own stories or specactors. This paper will investigate whether applied theatre practice can give participants a heroic experience by exploring the process of creating Move on Up! and the response to the programme from year 6 pupils in West Midlands schools.

Scenic Design of James and the Giant Peach

The purpose of this thesis is to provide research, supporting paperwork, production photographs and other materials that document the scenic design process for James and the Giant Peach at Adventure Theatre MTC. This thesis contains the following: concept statement, scenic research images collected to express location, and the emotional/ intellectual/ psychological landscapes for the production, preliminary sketches, photographs of the ¼” scale model, drafting plates and supporting paint elevations to communicate the design, prop list and accompanying research, archival production photographs to document the completed design, and finally periodical reviews of the show.

Farm visits: interdisciplinary outdoor learning for primary school pupils and Scotland’s Curriculum for Excellence

There is concern around children’s lack of knowledge and understanding of food sources and production, and more broadly around their apparent disconnection from nature. Spending time in the outdoors has been shown to yield a range of benefits, although the mechanisms underpinning these are not well understood. Studies have suggested, however, that there has been a decline in time spent outdoors by children. The introduction of the ‘Curriculum for Excellence’ guidelines in Scotland was heralded as an opportunity to address this decline. Although the guidelines advocate the use of outdoor environments, little research has been conducted, and little guidance is available, on how teachers can and do use outdoor learning in relation to the guidelines, particularly beyond ‘adventure’ activities. Farms are utilised as an educational resource around the world. This research explored the use of educational farm visits, as an example of outdoor learning, in the context of Curriculum for Excellence. A qualitatively driven, mixed methods study, comprising survey and case study methodologies, was undertaken. A questionnaire for teachers informed subsequent interviews with teachers and farmers, and ‘group discussions’ with primary school pupils. The study found that teachers can link farm visits and associated topics with the Curriculum for Excellence guidelines in a range of ways, covering all curriculum areas. There was a tendency however for farm visits to be associated with food and farming topics at Primary 2-3 (age 6-7), rather than used more widely. Issues to consider in the planning and conduct of farm visits were identified, and barriers and motivations for teachers, and for farmers volunteering to host visits, were explored. As well as practical examples of the use of farm visiting, this research offers a perspective on some of the theoretical literature which seeks to explain the benefits of spending time outdoors. Furthermore, five main recommendations for farm visiting in the context of Curriculum for Excellence are given. These relate to the type of visit appropriate to different age groups, opportunities for teachers to become more familiar with what farms visits can offer, and raising awareness of the organisations and networks which can support volunteer farmers to host visits.