Programme and abstracts - GIH

More documents

Recommendations

Info

Abstracts, Saturday June 8 th , 09.30-11.00, Oral paper presentationsTitle:Project of integration of girls 15-25 years old in The Swedish Tourist OrganisationAuthor/s:Elisabeth Nasimbwa and Pernilla Hörnfeldt, The Swedish Tourist Organisation, Sweden.Abstract:Svenska Turistföreningen (STF) or The Swedish Tourist Organization is one of the largestchains of accommodation providers in Sweden. At the same time, STF is one of the largestpopular movements in Sweden boasting a membership of roughly 300,000 members. Wework hard to facilitate tourists on their journeys across Sweden so that more and more candiscover all the beautiful and exciting experiences our country has to offer. In 2002 STF held asummer camp in Gothenburg for girls aged 15-25 years. Approximately 20 girls participated atthe camp. Some girls were brought up in Sweden and some girls had only lived here for acouple of years. STF wanted to create a meeting place for girls with different backgrounds andat the same time create an interest for nature and culture for young women. At the summercamp the girls participated in group activities that included subjects such as confidence, selfesteem,equality, migration and human rights. In the activities the girls learned more aboutthemselves, Swedish nature and culture and also global issues. When the summer camp wasover the girls wanted to continue to meet and continue the activities and discussions they hadstarted at the camp. So they decided to start a girls association. They called it Tillsammans,which is Swedish for together, and they chose the tagline Känn dig själv, känn ditt land, kännvärlden which roughly can be translated into “know yourself, know your country, know theworld”. A quote by Dag Hammarskjöld, former UN Secretary General and the posthumousrecipient of the Nobel Preace Prize in 1961. Hammarskjöld was also a board member in STFfor many years. Tillsammans’s activities are based in this sense and spirit.Today the focus isto provide camps for girls, where tey can meet new friends and together discover more aboutthemselves and new parts of Sweden.Hear more about the girl activities Tillsammans at the seminar. We will share our experiencesand future visions.Title:A Century with Outdoor education in Swedish PE and School System - tensions of space andplace.Author/s:Suzanne Lundvall, The Swedish School of Sport and health Sciences, Sweden.Abstract:Outdoor life has been a part of the Swedish PE and school system for more than a century. Astrong belief that outdoor life could contribute to children’s health, well being, as well as tonational identity has surrounded outdoor life on a steering document level. In spite of this,studies show that outdoor life gradually has decreased as content during the last decades.The aim of the study has been to increase the knowledge of how outdoor life has beenrepresented within school and PE. Method used is a curricula content analysis. The empiricalmaterial consists of curricula from 1905 to 2011. Two paradigm shifts emerge: i/ outdoor lifebecomes concentrated to the subject PE during early 1990s, ii/ a new and changed valuing ofoutdoor life is established in the steering documents, separating outdoor education fromsports activities out door. This can be understood as a result of a growing tension betweentwo different cultures of acknowledgement within the social practice of PE based on different‘logic of practices’, but also as a result of school reforms leaving a former culture of culturalliteracy such as the learning of landscape, sense of place and literature.28
Title:Breaking Barriers 2013 and update on the work first started in 2003Author/s:Lawrence Chapman, The Ashley School Academy Trust, UK.Abstract:Breaking Barriers has continued to be supported by the EOE since its inception in 2003. Thisproject supports the work across Europe in working in the Outdoors. In 2003 disabled groupsfrom Europe came together at Marsh Farm in Cornwall. Since then several experiences havetaken place and recently the handbook has been published. In the autumn of 2013 we plan tomeet again in the Lake District. The paper will explore the origins of Breaking Barriers, thework completed, the achievements made and the plans for the future. Lawrence is DeputyHeadteacher of the Ashley School Academy Trust www.ashleyschool.co.uk In 2012 40participants from UK and Germany were involved, in 2013 the plan is for 60 participants fromUK, Germany, Romania, CZECH REPUBLIC, Portugal, Slovenia. A write up of 2012 is andthe Handbook of good practice are available at http://www.eoe-network.eu/projects/Title:Incidents and accidents in Outdoor educational program in Norwegian secondary schools.Author/s:Lena Dahl, Høgskolen i Sogn og Fjordane, Sogndal, Norway.Abstract:Topic related to outdoor education, safety and risk in the Norwegian school system have hadlittle research attention so far. This paper will report results from a quantitative survey ofaccidents, near-accidents and incidents that have occurred over the past 5 years in 109Norwegian secondary schools s. A previous study indicates that the numbers of incidents andaccidents in educational situations related to outdoor education are high and that they are notall being reported (Nastad, 2000). The presentation will focus on the nature and scope of theaccidents and incidents that happen in Norwegian secondary schools’ outdoor education 3rdgrade course titled “Idrettsfag”. The material will be analyzed with a theoretical comparativeframe linked to Brookes (2007) similar studies in Australia together with Bird og Germains(1992) organizational studies linking the relationship between near misses and real accidents.Title:Enriching student learning: developing a socio-cultural and historical ‘sense of place’ using anexperiential pedagogy.Author/s:Mark Leather and Fiona Nicholls, University of St. Mark and St. John, Plymouth, UK.Abstract:Whilst there has been an increasing interest in recent years in the significance of a ’sense ofplace’ in the facilitation of outdoor adventure education, in the UK it still appears largelyfocused on the relationship between the natural environment and the activity in question. Inthis paper we present empirical evidence from primary research to demonstrate how acombination of formal and informal approaches to learning in a Higher Education context canlead to a socio-cultural and historical understanding of ‘place’ and enrich the learningexperience when teaching classical outdoor activities. The coaching of dinghy sailing tookplace from a small fishing town in Devon, England at the ‘boundary of nature andcivilisation’and was part of an undergraduate outdoor education degree. An experientialpedagogy was adopted to allow for an integration of theory and practice, and provideopportunities for informal as well as formal learning. Research methods used in this casestudy included; photo-elicitation , group interviews and evidence from student assignments.Findings show that students discover a significance of the meaningful relationship betweenthe socio-cultural history of where that activity takes place and the activity itself.29
Page 4 and 5: Map over GIH Campus and surrounding
Page 6 and 7: General information--------Name bad
Page 8 and 9: will keep the group together. Helme
Page 10 and 11: Mygind Erik Department of Exercise
Page 12 and 13: 11.30-13.00 Practical workshops ind
Page 14 and 15: Saturday 8 th June09.30-10.00 Elisa
Page 16 and 17: Abstracts, Thursday June 6 th , 10.
Page 18 and 19: Title:Connection between outdoor ed
Page 20 and 21: early school years an elementary un
Page 22 and 23: 1. the identification of priorities
Page 24 and 25: Abstracts, Friday June 7 th , 10.00
Page 26 and 27: Abstract:Children's (lack of) exper
Page 28 and 29: Abstracts, Friday June 7 th , 11.30
Page 32 and 33: Title:Dropping Out PeradventureAuth
Page 34 and 35: discussions. At the same time the s
Page 36 and 37: Abstract:Since the settlement/invas

Programme and abstracts - GIH

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?