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[00:00] Call to Worship: Psalm 29 [03:41] God of Grace and God of Glory [06:54] Prayer [08:30] Moment for Missions and Announcements [12:36] Seek Ye First [14:11] Jesus, Jesus, Jesus [15:19] Breath on Me, Breath of God [17:30] Testimonies of Praise [24:25] Scripture Reading: 1 John 2:12-17 [25:22] Nothing Between [28:21] Sermon: "Daring to Be Different" [64:26] Closing Song: My Jesus, I Love Thee (1st Verse)

[00:00] Call to Worship: Psalm 29 [03:41] God of Grace and God of Glory [06:54] Prayer [08:30] Moment for Missions and Announcements [12:36] Seek Ye First [14:11] Jesus, Jesus, Jesus [15:19] Breath on Me, Breath of God [17:30] Testimonies of Praise [24:25] Scripture Reading: 1 John 2:12-17 [25:22] Nothing Between [28:21] Sermon: "Daring to Be Different" [64:26] Closing Song: My Jesus, I Love Thee (1st Verse)

[00:00] Call to Worship: Psalm 29 [03:41] God of Grace and God of Glory [06:54] Prayer [08:30] Moment for Missions and Announcements [12:36] Seek Ye First [14:11] Jesus, Jesus, Jesus [15:19] Breath on Me, Breath of God [17:30] Testimonies of Praise [24:25] Scripture Reading: 1 John 2:12-17 [25:22] Nothing Between [28:21] Sermon: "Daring to Be Different" [64:26] Closing Song: My Jesus, I Love Thee (1st Verse)

189 pages : 24 cm

189 pages : 24 cm

pages

pages

This proceedings begins with a brief history of the International Conference on Outdoor Recreation and Education (ICORE), 1984-2001. Association of Outdoor Recreation and Education (AORE) Leadership Award recipients are then listed, followed by an annotated bibliography of the 16 winners of the National Outdoor Book Award. The proceedings contains 14 conference presentations and presentation summaries: (1) "Climbing Rescue Systems" (Iain Stewart-Patterson); (2) "Outdoor Programs and Academic Departments Working Together: Examining the Benefits of Offering For-credit Recreation Hard Skills Courses" (Raymond A. Poff, David A. Calvin, Thomas L. Stuessy); (3) "The Growth of River Kayaking and Its Indirect Effect on Institutional Whitewater Programs" (Geoff Harrison); (4) "Trip Staff Training Practices: Survey and Discussion Results" (Lynn Zwaagstra); (5) "Humanistic Approach to Debriefing for Outdoor Leaders" (Jerel Cowan, Hugh Gibson); (6) "The Emergence and Evolution of Outdoor Adventure Programs, 1863-2000: A History of Student Initiated Outing Programs" (David J. Webb); (7) "Avalanche Awareness: Safe Travel in the Backcountry" (Steve Kugath); (8) "Wilderness Survival and Outdoor Education" (Matt Ball); (9) "Civilian Jobs with Navy Outdoor Recreation" (Ed Dunning); (10) "Women Rock! A History of Women in Climbing and Mountaineering" (Kaija M. Webster); (11) "An Essay: The Culture of Safety" (Ron Watters); (12) "Leave No Trace: A Unified Minimum Impact Recreation Message" (Stephen Paige, Susann Paige); (13) "Anatomy of Organizing and Hosting a Conference in Mexico" (Jim Fullerton); and (14) "Writing Collegiate Outdoor Program Field Manuals" (Tom Stuessy). (SV)

This proceedings begins with a brief history of the International Conference on Outdoor Recreation and Education (ICORE), 1984-2001. Association of Outdoor Recreation and Education (AORE) Leadership Award recipients are then listed, followed by an annotated bibliography of the 16 winners of the National Outdoor Book Award. The proceedings contains 14 conference presentations and presentation summaries: (1) "Climbing Rescue Systems" (Iain Stewart-Patterson); (2) "Outdoor Programs and Academic Departments Working Together: Examining the Benefits of Offering For-credit Recreation Hard Skills Courses" (Raymond A. Poff, David A. Calvin, Thomas L. Stuessy); (3) "The Growth of River Kayaking and Its Indirect Effect on Institutional Whitewater Programs" (Geoff Harrison); (4) "Trip Staff Training Practices: Survey and Discussion Results" (Lynn Zwaagstra); (5) "Humanistic Approach to Debriefing for Outdoor Leaders" (Jerel Cowan, Hugh Gibson); (6) "The Emergence and Evolution of Outdoor Adventure Programs, 1863-2000: A History of Student Initiated Outing Programs" (David J. Webb); (7) "Avalanche Awareness: Safe Travel in the Backcountry" (Steve Kugath); (8) "Wilderness Survival and Outdoor Education" (Matt Ball); (9) "Civilian Jobs with Navy Outdoor Recreation" (Ed Dunning); (10) "Women Rock! A History of Women in Climbing and Mountaineering" (Kaija M. Webster); (11) "An Essay: The Culture of Safety" (Ron Watters); (12) "Leave No Trace: A Unified Minimum Impact Recreation Message" (Stephen Paige, Susann Paige); (13) "Anatomy of Organizing and Hosting a Conference in Mexico" (Jim Fullerton); and (14) "Writing Collegiate Outdoor Program Field Manuals" (Tom Stuessy). (SV)

This proceedings begins with a brief history of the International Conference on Outdoor Recreation and Education (ICORE), 1984-2001. Association of Outdoor Recreation and Education (AORE) Leadership Award recipients are then listed, followed by an annotated bibliography of the 16 winners of the National Outdoor Book Award. The proceedings contains 14 conference presentations and presentation summaries: (1) "Climbing Rescue Systems" (Iain Stewart-Patterson); (2) "Outdoor Programs and Academic Departments Working Together: Examining the Benefits of Offering For-credit Recreation Hard Skills Courses" (Raymond A. Poff, David A. Calvin, Thomas L. Stuessy); (3) "The Growth of River Kayaking and Its Indirect Effect on Institutional Whitewater Programs" (Geoff Harrison); (4) "Trip Staff Training Practices: Survey and Discussion Results" (Lynn Zwaagstra); (5) "Humanistic Approach to Debriefing for Outdoor Leaders" (Jerel Cowan, Hugh Gibson); (6) "The Emergence and Evolution of Outdoor Adventure Programs, 1863-2000: A History of Student Initiated Outing Programs" (David J. Webb); (7) "Avalanche Awareness: Safe Travel in the Backcountry" (Steve Kugath); (8) "Wilderness Survival and Outdoor Education" (Matt Ball); (9) "Civilian Jobs with Navy Outdoor Recreation" (Ed Dunning); (10) "Women Rock! A History of Women in Climbing and Mountaineering" (Kaija M. Webster); (11) "An Essay: The Culture of Safety" (Ron Watters); (12) "Leave No Trace: A Unified Minimum Impact Recreation Message" (Stephen Paige, Susann Paige); (13) "Anatomy of Organizing and Hosting a Conference in Mexico" (Jim Fullerton); and (14) "Writing Collegiate Outdoor Program Field Manuals" (Tom Stuessy). (SV)

This proceedings begins with a brief history of the International Conference on Outdoor Recreation and Education (ICORE), 1984-2001. Association of Outdoor Recreation and Education (AORE) Leadership Award recipients are then listed, followed by an annotated bibliography of the 16 winners of the National Outdoor Book Award. The proceedings contains 14 conference presentations and presentation summaries: (1) "Climbing Rescue Systems" (Iain Stewart-Patterson); (2) "Outdoor Programs and Academic Departments Working Together: Examining the Benefits of Offering For-credit Recreation Hard Skills Courses" (Raymond A. Poff, David A. Calvin, Thomas L. Stuessy); (3) "The Growth of River Kayaking and Its Indirect Effect on Institutional Whitewater Programs" (Geoff Harrison); (4) "Trip Staff Training Practices: Survey and Discussion Results" (Lynn Zwaagstra); (5) "Humanistic Approach to Debriefing for Outdoor Leaders" (Jerel Cowan, Hugh Gibson); (6) "The Emergence and Evolution of Outdoor Adventure Programs, 1863-2000: A History of Student Initiated Outing Programs" (David J. Webb); (7) "Avalanche Awareness: Safe Travel in the Backcountry" (Steve Kugath); (8) "Wilderness Survival and Outdoor Education" (Matt Ball); (9) "Civilian Jobs with Navy Outdoor Recreation" (Ed Dunning); (10) "Women Rock! A History of Women in Climbing and Mountaineering" (Kaija M. Webster); (11) "An Essay: The Culture of Safety" (Ron Watters); (12) "Leave No Trace: A Unified Minimum Impact Recreation Message" (Stephen Paige, Susann Paige); (13) "Anatomy of Organizing and Hosting a Conference in Mexico" (Jim Fullerton); and (14) "Writing Collegiate Outdoor Program Field Manuals" (Tom Stuessy). (SV)

viii, 213 p. ; 21 cm

viii, 213 p. ; 21 cm

This study examined the choice of nonconventional fields of study by international women students at the undergraduate and graduate level. Using as subjects 150 graduate students (100 female and 50 male) and 100 undergraduate students (75 female and 25 male) from 10 universities in the United States, a field tested questionnaire was sent to 2500 students in all. A response rate of 21% to 55% for undergraduates and 33% to 56% for graduate students was achieved for a sample of 446 graduate students and 313 undergraduates. Analysis involved three comparisons: female and male; women selecting conventional and unconventional fields; and women and men students in unconventional fields. Conclusions were that field study choices develop over time with families, teachers, and schools playing important roles. In addition, competence in math and science were seen to affect the selection of nontraditional fields. These conclusions suggest that universities might adopt policies to provide more math and science courses, and to become more supportive of women students. Five figures and 80 tables supplement the text. Appendices contain the survey tools and a list of fields of study and rating of conventionality. (JB)

This study examined the choice of nonconventional fields of study by international women students at the undergraduate and graduate level. Using as subjects 150 graduate students (100 female and 50 male) and 100 undergraduate students (75 female and 25 male) from 10 universities in the United States, a field tested questionnaire was sent to 2500 students in all. A response rate of 21% to 55% for undergraduates and 33% to 56% for graduate students was achieved for a sample of 446 graduate students and 313 undergraduates. Analysis involved three comparisons: female and male; women selecting conventional and unconventional fields; and women and men students in unconventional fields. Conclusions were that field study choices develop over time with families, teachers, and schools playing important roles. In addition, competence in math and science were seen to affect the selection of nontraditional fields. These conclusions suggest that universities might adopt policies to provide more math and science courses, and to become more supportive of women students. Five figures and 80 tables supplement the text. Appendices contain the survey tools and a list of fields of study and rating of conventionality. (JB)

This study examined the choice of nonconventional fields of study by international women students at the undergraduate and graduate level. Using as subjects 150 graduate students (100 female and 50 male) and 100 undergraduate students (75 female and 25 male) from 10 universities in the United States, a field tested questionnaire was sent to 2500 students in all. A response rate of 21% to 55% for undergraduates and 33% to 56% for graduate students was achieved for a sample of 446 graduate students and 313 undergraduates. Analysis involved three comparisons: female and male; women selecting conventional and unconventional fields; and women and men students in unconventional fields. Conclusions were that field study choices develop over time with families, teachers, and schools playing important roles. In addition, competence in math and science were seen to affect the selection of nontraditional fields. These conclusions suggest that universities might adopt policies to provide more math and science courses, and to become more supportive of women students. Five figures and 80 tables supplement the text. Appendices contain the survey tools and a list of fields of study and rating of conventionality. (JB)