Upload documents that could be used in a course about extreme sports, the technology used, and its effects on the environment.

Course Syllabus:
This course is for students who are interested in the outdoors and the technologies that are used to explore our world. Students learn about the satellites that make up our global positional system (GPS), hand-held devices, and various mapping technologies that are used by outdoor enthusiasts. A survey of extreme sports, geographic hot spots, traditional cultures, expedition psychology, team dynamics and advances in wilderness medicine, are addressed as they pertain to various milestones in expedition history and the development of climbing, hiking, kayaking, sailing, and surfing technologies.



Book Discussions:
Students are to choose a book from the approved adventure reading list. No two students may read the same text. Students should devise a plan to read their book within 6 cycles, as there are 6 question sets. This usually means reading 2-4 chapters each 7-10 day cycle. Students should review each question set before beginning their books. Its is expected that students will take notes on each question as they read their book, noting specific examples. Students will be asked to discuss their individual books with regards to the listed questions. One question set will be handled each cycle (7-10 days). Students may be asked, without warning, to write their responses to the questions in the form of an essay. Students will be required to cite specific examples from the book and to note the pages. Students may use their book for this exercise. In such cases students will be allowed to use their notes.


Movie Discussions:
Students will watch a number of films about famous explorers, outdoor and/or extreme sports. Students should use these general questions to take notes during the film. After watching the film, students will be required to participate in a discussion about one of the issues, blog about the issue on our class blog, or a group may be asked to research the topic further and write a short thesis paper about the movie and issues that it explores.


GPS Exercises:
Students are to complete the following GPS exercises. Students may work alone or in groups, depending on the number of students to GPS units available. Each group is to sign up for a geocaching account at Geocaching.com and to keep a log of their activities on the site. Make sure to include pictures of each activity. Students will be graded on 1) their ability to keep up their account, 2) difficulty of caches and benchmarks found, 3) summary and pictures provided for each activity.
Key Websites:
Garmin on the Trail - http://www.garmin.com/garmin/cms/site/us/onthetrail
Geocaching - http://www.geocaching.com/
GPS Tutorial at PBS - http://www.pbs.org/wgbh/nova/longitude/gps.html



Life Lists:
Make a list of 100 things you would like to complete in your life. This list can include any kind of activity as long as it’s something you deem significant. From this list choose 20 outdoor activities and determine some the specifics, such as the country, place (hiking trail, ski slop, reef, etc.), the activity, and estimated time required). List is to be presented by the end of the 2nd cycle. Students should upload their information into a layer in Google Earth. Along with the 20 places you want to go, develop a placemark for 10 places you have been.
Key Websites:
World Heritage Fund - http://whc.unesco.org/
Travel Pod - http://www.travelpod.com


Famous Firsts:
Construct a multimedia timeline for each of the explorers listed in the presentation. Each of these men and women were famous for doing something first with regards to discovering our world. For each person on the list, find out 1) when they lived; 2) what they were famous for doing first; 3) where they accomplished this feat; 4) what technology was important for their exploits; and 5) what significance it played in our society. When complete, put the slides in order to create a timeline.
Key Websites:
The Explorers' Club - http://www.explorers.org/
Zoom Explorers - http://www.enchantedlearning.com/explorers/


Expedition Power Kits:
Choose an outdoor adventure entry from their Life List for this project, research what equipment would be needed and then create a collage of images a sportsman and the gear that they would need to compete.
Key Websites:
GORP Gear - http://gorp.away.com/gorp/gear/practical-advice/adventure-travel-packing-list.html
Outdoor Gear Guide - http://www.outdoorguide.net/gear.html


Outdoor Ethnographies
Conduct an interview of a thru-hiker, circumnavigator, high-altitude climber, caver, or someone else who has participated in an extreme outdoor sport. Use the attached resources to develop and conduct the outdoor ethnography. Your interview questions should be open-ended and included questions about two or more of the main themes of this course (e.g. innovation, technology, culture, adventure, safety, leadership, and stewardship).



Wilderness Rescue Video:
Create a video portraying a wilderness rescue and medical evaluation. Students should begin by reading their assigned short-story from “Last Breath: The Limits of Adventure” and the corresponding chapter from the NOLS Wilderness Medicine Manual. Students should include 1) an overview of the scenario; 2) an overview of the body systems involved; 3) changes that are taking place in the body after the accident; 4) recommend NOLS rescue procedures; and 5) an analysis of what could have been done by the patient to prevent or mitigate the circumstances of the accident.
Key Websites:
NOLS Wilderness Medicine Institute - http://www.nols.edu/wmi/
Wilderness and Environmental Medicine Journal - http://www.wemjournal.org/wmsonline/?request=index-html