In 2012 I graduated from high school and I signed up for a backpacking course for the summer through the National Outdoor Leadership School (NOLS). When deciding what course to take I considered what places I wanted to visit. I decided that I wanted to travel outside of North America because I had never left the continent before this trip. I narrowed my course options down to three destinations; New Zeeland, Scandinavia and Patagonia. I wound up choosing to take my course in Scandinavia because the
Outdoor Education in KS3 and KS4 involves different adventurous activities that can be accomplished either as an individual or in a group. These activities include things such as: residential visits, orienteering, climbing, caving, team building, problem solving and many more. It generally provides depth to the curriculum which makes an important contribution to pupil’s physical, personal and social education (OFSTED, 2004; Priest and Gass, 1997). In order for these activities to be successful and
of aloneness you feel at night under a canopy of stars in the winter. Now I was stumbling around through the snow-filled woods, bushwhacking. I was searching for the route to either Adams or North Adams, whichever came first, map in one hand, orienteering compass in the other, as I took in the woods ' contours, trail bends, and ice-covered stream beds. Where the heck was I? Back in the cabin awaited two panfish in a cooler, a steak too if I wanted it, and a block of blue cheese big the size of
Informative Speech Outline: Wilderness Survival L .INTRODUCTION A. If you were stranded in the wilderness of Alaska, would you be a survivor or a unprepared victim? B. This topic is important to myself and you, because improving knowledge on surviving simple encounters such as a car breaking down in the largest state in the U.S with over half a million miles of wilderness is extremely vital. C. I'm going to briefly talk about preparing yourself, procedures and steps from experienced writers,