Individual Everest report - Book Report/Review Example

Learning will be identified to be of varying examples and formats including self learning. Through self learning, learners or students are able to explore the world around them and relate it to their personal understanding of issues. This is one reason that adventure most be promoted at all levels of education as they help students in acquiring basic skills and knowledge that both reinforce what has been learnt in the classroom and that, which abounds in nature. In the current report therefore, a comprehensive learning experience is outlined of my trip to the Everest.

Clearly, this adventure was nothing short of a massive learning experience that has capacitated in me, three key areas of learning namely attitude of people towards each other, leadership, and group and team spirit. In effect, the learning experiences I had in relation to these three areas of classroom learning will be exemplified using my individual report whiles climbing the Everest with other colleagues in my class. 2.0 Attitudes Scope of the Adventure The attitude scope of the report emphasizes mainly on the individual aspects of the climbing simulation.

In all there were six (6) of us climbing the Everest. . The essence of the purposive sampling technique was to ensure that there was some kind of balance and fairness in the representation of the team in terms of basic demographics such as age, gender and racial background. To this end, the purposive sampling resulted in 2 females, 3 males; 2 foreigners, 3 local people; 2 people above 25 years, and 3 people below 25 years. It was hoped that this balance in the representation would bring about reliability in the results with the simulation because the results could easily be replicated in other settings due to the fairness in the sample size (Fiedler, 1982).

Indeed, each person within the group had a unique personality, perception and attitude. To formalize these individual differences, each person was made to present unique goals that were aimed at avoiding rescue. This is because the number of rescues that were going to be recorded among the group was going to be influential in determining the overall marks that was going to be scored. Once the climbing started, each of the five members was assigned to a special role or goal. This assignment of roles was done in a manner that coincided and related to the unique goals that had been prepared.

These goals were dubbed common goals because they represented the collective goal of the group. There were two chances for us to climb the Everest. Generally, it was agreed that the first chance will be used as a learning period where much of the task of climbing was going to be done on an individual basis, using the personal attitudes and characteristic interest of members. To this end, not much of face to face communication was encouraged. In the first attempt therefore, most of the exchange of ideas and opinions were