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The legalities around incidents in outdoor education (OE) are undeniable, and ignorance is not a defence. Using case study analysis specific to legal literacy, we extend this analysis to include the "7 Rights" framework and add two additional rights for consideration, referred to as the 9 Rights. This discussion organizes what is publicly available on the Toronto District School Board (TDSB) outing, and death of Jeremiah Perry, and draw insights from the decision of the Ontario Superior Court of Justice in the subsequent criminal negligence trial. We present our analysis and recommendations, based on the 9 Rights. By exploring pertinent legal terminology, relevant to this case, the 9 Rights guides risk analysis for trip planning, in-field risk assessment, and risk management. The unfortunate crux of this discussion, and many OE incidents in Canada, is that "the law" enters the learning equation only after something goes wrong.

This article provides an account of a recent research study that investigated an international service learning internship for in-service teachers. Relying upon what we know to be the advantages and benefits of somewhat similar experiences (i.e., international internships for preservice teachers, internships for in-service teachers, and service learning opportunities for university students) to frame our investigation, we explored the impact upon in-service teachers, particularly as they relate to both professional and personal growth. Analysis of questionnaire responses revealed a number of prominent themes. Stories and accounts of professional growth were related to: (a) creating an engaging and safe learning environment, (b) (over)planning for the unexpected, and (c) teaching with (and in front of) others. Stories and accounts of personal growth were related to: (a) letting go of control, (b) facing fears and confronting anxieties while outside of one's comfort zone, and (c) recognizing privilege and the excess of possessions. Results from this study might appeal to those who similarly share an interest in international service learning internships, service learning generally, international internships, in-service teacher education, and/or international or global education.

This article was motivated by Summer 2006 Canadian Social Studies: History Alive! Old Sources, New Technologies. In light of technological advancements, programs, and efforts to enhance social studies, it appears history educators have forgotten about and overlook the benefits of leading children to authentic, historical places that exist outside school settings. In many schools, social studies education has become strictly a classroom experience that is divorced from the community; consequently, students experience only the concept of content within the confines of the classroom. One strategy to transform curriculum requires teachers move away from a traditional mode of teaching and toward a partnership with their students as they create knowledge together within authentic places of learning.

This paper is a phenomenological examination of Nova Scotian teachers leading children outside the normal school environment for instructional purposes. Phenomenology can examine the everyday, taken-for-granted phenomena in human experiences. Absent in experiential research is the focus on teachers' experience in outside programs. In addressing this gap, anecdotes that capture unique elements of pedagogic intensity are shared as insight into the lifeworld of outdoor educators. Common to all the teachers in this study were feelings of intensity. These lived experiences are from various disciplines, at the senior high school level, and the teachers are engaged in outdoor practices connected to their respective subject areas. These teachers share past moments that show pedagogic intensity as a varied and unique instructional experience. All the teachers observed that the outdoors somehow magnifies the teaching experience. A key area is how this magnification applies to the pedagogic quality of outside teaching.

As more teachers in Nova Scotia (Canada) include the outdoors as a part of their curricular instruction, risk awareness is becoming central to their teaching practice. Central to the risk assessment for many outdoor programs is the domain of "prevent and prepare" - the first link in the Chain of Survival Behavior outlined by the International Federation of Red Cross and Red Crescent Societies (IFRC, 2016). The Certificate in Outdoor Education (COE) requires all teachers to take Advanced Wilderness and Remote First Aid (AWRFA) as a part of a college course offering in an effort to best prepare teachers to keep students safe and active outdoors. Drawing on teachers' reflections, we present key connections made to AWRFA training, based on a debriefing tool we refer to as the "7 Rights." The need for a focused debriefing emerged from concerns during course discussions when teachers claimed they were overwhelmed with AWRFA material, experiential first aid scenarios, and infield care strategies. By developing a framework promoting reflective practice, the 7 Rights has potential to guide future practice by contributing to a safety culture in the effort to prevent and prepare for injuries in outdoor education. [ABSTRACT FROM AUTHOR]