The purpose of this research was to determine the effect of long-term (14-days) camping and short-term (3-days) camping toward IKIRU CHIKARA (Zest for Living) of early adolescents.The subjects were24 (4th-8th) students who enrolled in long-term camping and30 (4th-9th) students who enrolled in short-term camping.IKIRU CHIKARA questionnaire developed by Tachibana et al. (2001) was administrated before, after and onemonth after the both camping.The findings indicated that“Judgment”and“Concern with Nature”of studentswho enrolled in long-term camping significantly increased after the camping and maintained it one month afterthe camping from those in short-term camping.On the other hand, “Brightness”and“Friendship andCooperation”of students who enrolled in short-term camping showed significantly positive change after thecamping.The result suggested that short-term camping influenced in a part of IKIRU CHIKARA of earlyadolescents and long-term camping was more effective on those rather than short-term camping.

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The purpose of this study was to survey the efficacy of integrated classes that include outdoor education, newly introduced into the high school curriculum.
The study involves the 275 students who entered“C High School”in 2001, concerning the educationalprograms, included the so-called Project Adventure (PA) and Project Learning Tree (PLT), were introduced intoschool event, in cooperation with outside instructors, over the past 2 years.The survey results were processedstatistically by simple total analysis, unitary variance analysis, and cross analysis.
The following summaries demonstrate the efficacy of outdoor educational programs.
1. Outdoor educational programs are more effective than annual various school events, which are treated asparameters, by lessening tensions and improving relations among the students.
2. According to the class surveys of the past two years, outdoor educational programs help improve relationsand mutual trust among the students.
3. The 2609 free description answers on each program are classified according to category by using the KJ brainstorm method of 7 students for 36 hours.The student'remarks on outdoor educational programs are classifiedinto 7 categories that consist of“nature”, “environment”, . “exchange”, “program”, “instructor”, “participation'sposture”, and“attitude toward group”, and what's more, these categories are classified into 117 items.
4. The above remarks classified into 7 categories make it clear that the effect of each activity has its owncharacteristic. PA and outdoor pursuits, which are adventure programs, greatly promote student relationships.Night programs bring them experiences that they unavailable in their ordinary daily life. PLT and sharing natureprograms, which is a natural environment program, enables them to develop affinities to nature, by teaching them what nature is, and stimulating their sensibility for nature.

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The purpose of this study was to clarify the development of participant's IKIRU CHIKARA in WaterwisePrograms.Furthermore, the differences in development of IKIRU CHIKARA, due to the participant's level ofexperience of nature activities, were examined.The IKIRU CHIKARA of the 346 campers (267 analysiscandidates) was measured both before and after the program by using an IKIRU CHIKARA measurementsurvey, developed by Tachibana et al (2003). The campers were composed of elementary school students (grade5).
The Main findings were as follows;1) 13 factors within the survey of participant's IKIRU CHIKARA, showed significant development between before and after Waterwise Programs. 2) The developmental processof participant's IKIRU CHIKARA wasn't different due to their sex, although the participant's IKIRUCHIKARA was from the beginning fundamentally different due to their sex. 3) The developmental process ofparticipant's IKIRU CHIKARA wasn't different due to the participant's experience level of nature activities, though participants of the IKIRU CHIKARA survey, who had a high-level of nature activity experience showeda greater increase in IKIRU CHIKARA than more lower-level participant's.
These results revealed that Waterwise Programs influence the development of participant's IKIRU CHIKARA.

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