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Residential medical specialty camps provide short-term psychosocial benefits to youth with health conditions during summer camp, yet extinguishing effects are commonly seen in followup data as campers return to home and school settings (Dawson, 2017; Knapp et al., 2015; Moola et al., 2014; Plante et al., 2001). Innovative year-round support approaches are needed to enhance existing residential medical camps to improve long-term psychosocial outcomes associated with the months following the summer experience (Dawson, 2017; Dawson et al., 2018). This study is a qualitative analysis of an online mentoring support program designed as a follow-up approach in the months after residential summer camp experience has ended. The mentoring support program matched adolescent campers with a physical disability to an adult mentor having a similar disability and was structured through an online support curriculum facilitated by a recreational therapist. Qualitative analysis yielded two major themes from mentors and mentees (a) mentor as a disability life coach providing psychosocial support and expanding life expectations, and (b) barriers and facilitators to the mentee-mentor relationship. Discussion centers on insights for further developing this mentoring support program as an adjunct to traditional medical specialty camps.

Over the last several years there has been a call to increase the quality of recreational therapy (RT) education. During this same time active learning has grown in popularity as a way to help incr...

Eastern State Penitentiary Historic Site (ESP) is a venue for public education and dialogue on contemporary as well as historical criminal justice issues. Since visitors to prison museums typically...

PURPOSE: Youth with physical disabilities are at an elevated risk for poor psychosocial health. Pediatric medical camps are one common intervention utilized to provide short-term psychosocial support. However, there is a growing criticism that the effects of such programs diminish as participants return to home and school settings post residential camp experience. A post camp support intervention, the first known in the literature, was tested for perceptions of mattering and self-esteem. Specifically, this study examined the psychosocial effect of a year-round mentoring and online support program as an adjunct to residential camp (intervention) as compared to peers that attended only the summer residential experience (comparison group). METHODS: A quasi-experimental design using an intervention and comparison group was implemented. Data were analyzed using a repeated measures analysis of variance to test for within group and between group effect. RESULTS: A small effect (partial η2= 0.096) between groups (p< 0.17) and a moderate effect (partial η2= 0.133) within groups (p< 0.10) was detected for the mattering construct. A positive effect for self-esteem was not detected between or within groups. CONCLUSIONS: The online and mentoring support program appeared to improve perceptions of mattering three months into implementation. Future implications center on the refinement of the support program and suggestions for further longitudinal research.

Overabundance of white-tailed deer is a pervasive problem across the United States. Deer are blamed for increased risk of auto accidents, tick-borne diseases, and overbrowsing of native species. Le...

In the United States, the amount of land protected by conservation easements dramatically increased between 2000 and 2010. As this mechanism for private land conservation continues to draw the attention of scientists, professionals, and policy makers, more information is needed on the landowner motivations and the variables affecting the placement of conservation easements. We surveyed landowners in the Midwest who had placed conservation easements on their properties in order to explore how nine various motive-values and exogenous variables, such as land characteristics and demographics, affected the decision to place conservation easements. The results suggested that those receiving monetary benefits from their land indicated were less likely to adopt a conservation easement without the accompanying financial incentives and did not share the same level of environmental motives as those receiving predominantly non-monetary benefits. In addition, absentee landowners appear less affected by financial incentives than those with permanent residences on or adjacent to the protected properties. Overall, our findings demonstrate the variation in motive-values of those receiving monetary vs. non-monetary benefits from their land, as well as highlight the differences in absentee vs. permanent landowners.

One of the most prominent debates related to interpretation lies in the approach that this informal education process takes—in essence its pedagogy. At its core, personal interpretation's goal is to make the visit a memorable and meaningful encounter. It is an approach that if done properly, may be difficult to master, but one, that ultimately would increase the –success” of interpretation and improve its perception among those in the field as well as those outside the profession. This paper proposes a new pedagogic approach that focuses on the visitor more than the interpretive program. The more that can be learned about the constituents increases the ability to offer information that correlates to their lives and has far more potential to result in long-term impacts desired by our field. The notion of this new interpretation is to devote time and effort in the interpretive experience to learning who the visitor is and with that information, offer a message that would best resonate with participants.

The purpose of this study was to examine perceptions of social acceptance (SA) and quality of life (QOL) amongst youth with disabilities who participated in a weeklong residential camp experience with similar peers. Findings demonstrated moderate quantitative correlational results between the constructs of SA and QOL. Strong qualitative outcomes three months post camp demonstrate the powerful social impact of the camp experience. These findings related to the theme of a supportive community that is consistent with other findings on the therapeutic value of community at specialty camps for children with disabilities. Despite favorable social support memories, qualitative analysis revealed a general negative feeling from campers of the lack of transference of these positive social experiences to their local communities. This new finding, although preliminary in nature, begins to paint a picture of the possible need for the development of follow-on programming post social treatment at camp.

The use of conservation easements as a conservation mechanism for private land has increased greatly in the past decade; conservation easements now protect over 15 million ha across the United States from residential and commercial development. We used a mailed survey and in-depth telephone interviews to determine factors that motivate private landowners in Iowa, Illinois, Michigan, Ohio, and Wisconsin (U.S.A.) to place conservation easements on their properties. The mailed survey asked about characteristics of landowners, their properties, and their opinions on 9 factors related to the decision to place an easement. A follow-up telephone interview was completed with 19 mail-survey participants to gain an in-depth understanding of the action and to triangulate the results with the questionnaire. Place attachment, which is a measure of personal connection to a location or property, was the greatest motivation for implementation of an easement. Results of a principal components analysis suggested contributing to the public good underlaid several of the strong motivational factors for participation. Financial reasons were the lowest ranked motivational factor; however, financial concerns may facilitate placement of an easement that would otherwise not be realized. We believe that our results may be transferable to places where land protected by easements is not dominated by traditional farming (row crops, pastures, and hay), timber harvesting, or nonextractive uses (e.g., habitat for wild animals, recreation, and protection of ecosystem services). Resumen: El uso de contratos de conservacion como mecanismo para tierras privadas ha incrementado mucho en la ultima decada; contratos de conservacion ahora protegen del desarrollo residencial y comercial a mas de 15 millones de ha en los Estados Unidos. Utilizamos una encuesta enviada por correo y entrevistas por telefono para determinar los factores que motivan a los propietarios privados en Iowa, Illinois, Michigan, Ohio y Wisconsin (E. U. A.) a colocar contratos de conservacion en sus propiedades. La encuesta por correo preguntaba sobre las caracteristicas de propietarios, sus propiedades y sus opiniones sobre 9 factores relacionados con la decision de colocar un contrato. Se realizo una entrevista por telefono con 19 participantes en la encuesta por correo para obtener un vision mas integral de la accion y triangular los resultados con los del cuestionario. La adhesion al sitio, que es una medida de la conexion personal a una localidad o propiedad, fue la mayor motivacion para la implementacion de un contrato, Los resultados de un analisis de componentes principales sugirio que la contribucion a un bien publico subyacio en varios de los factores motivacionales de la participacion. Las razones financieras fueron el factor motivacional mas bajo; sin embargo, las preocupaciones economicas pueden facilitar la celebracion de un contrato que de otra manera no se realizaria. Consideramos que nuestros resultados pueden ser transferidos a lugares donde la tierra protegida por contratos no esta dominada por la agricultura tradicional (cultivos, pastizales y paja), explotacion maderera o usos no extractivos (e.g., habitat para animales silvestres, recreacion y proteccion de los servicios del ecosistema).

A case study at Okutama-Kohan Park in Japan was designed to explore adult participants’ preferences for interpretive programs. The study included adults who participated in an interpreter-led program in the park. A questionnaire survey with 492 participants examined their preferences for interpretive program types, topics, timing, and types of social interaction during a program. The associations between participants’ preferences and their age, gender, or group composition were also explored. Designing programs that are consistent with these preferences should help to enhance free-choice adult learning environments.

Evidence suggests that disability-specific camps may positively affect the social domains of youth with disabilities while attending residential programs. However, research has not focused on neuromuscular disease-specific camps despite a national programming presence. The current study used a qualitative phenomenological approach with 14 youth from a Muscular Dystrophy Association specific camp. The five to six-month post camp interviews yielded three themes associated with the participants' camp experience. There were recollections of the activities related to the camp, a strong feeling of comfort while participating in this week-long experience, and an apparent ease to which all of the participants were able to get along with each other due to the acceptance of each camper and their life's story. The application of social comparison theory to individuals experiencing health conditions is used to interpret the findings of this exploratory study.

The field of interpretation has a difficult challenge in attempting to develop connections between its constituents and the environment. One of the major hurdles is the episodic nature of this medium and the ability to evaluate these brief encounters in relation to everyday influences. However, one area that can be assessed is the long term retention of an interpretive program that attempts to promote relationships with nature and people. This article outlines a model of learning related to long term memory and variables that can enhance recall of episodic events. Studies that have shown support for the model are reviewed and particular experiences or strategies that seem to promote environmental awareness and stewardship are discussed.

A recent acoustic instrument (Gravel Transport Sensor, GTS) was tested for predicting sediment transport rate (bed load rate) in gravel bed streams. The GTS operation is based on the particle collision theory of submerged obstacles in fluids. When particles collide with the GTS cylinder their momentum is recorded in the form of ping rates. The GTS is attractive for further consideration here because of its potential to provide continuous unattended local bed load measurements, especially in areas found in streams that access may be difficult under extreme conditions. Laboratory experiments coupled with numerical simulations for the same flow conditions were performed in order to determine the conditions under which particles of different size will hit the GTS cylinder and be able to register a ping rate. The GTS was able to detect the number of particles with diameter in the range of 15.9 to 25.4 mm, with reasonable accuracy, if the applied Shields effective stress τ*e = τ* − τ*cr was in the range of 0.006 to 0.015. A drawback of the tested prototype GTS, however, was that it exerted increased resistance on the incoming particles. The added drag effects increased the overall resistance that was exerted by the flow on particles and thus increased the likelihood that particles will rest in the ambient region of the cylinder instead of hitting it. Numerical simulation of the flow around the GTS cylinder revealed that changing the prototype geometry from cylindrical to ellipsoid or rhomboid will increase the likelihood of the particles hitting the instrument under the same flow conditions failed by the original tested GTS cylinder.

The focus of the current study is to better comprehend the long-term impacts of interpretation programs at a historical site. The authors used a mixed methods research approach to uncover and explore both the immediate impacts of the experience as well as the long-term information that was retained 6 months following attendance of the short duration program. The findings support previous research in interpretation and suggest that a direct connection to the resource promotes long-term retention of tour topics. This study uses pre- and postquestionnaires, in-depth and informal interviewing, observations, and the synthesis of qualitative and quantitative data to investigate the phenomenon.

Using phenomenological analysis, the authors examined the long-term effects of an environmental education school field trip on fourth grade elementary students who visited Great Smoky Mountains National Park. The authors' findings suggest that one year after the experience, many students remembered what they had seen and heard and had developed a perceived proenvironmental attitude. The authors discuss the phenomenological analysis, cite interviews with students, and draw conclusions on the effect of the field trip.

A phenomenological approach was used to investigate the longitudinal recollections of participants of an out-of-school science program. The experience was a field trip to the Shenandoah National Park (USA) conducted in the fall of 2004. The science topic was geologic history and features related to the Shenandoah Valley. Two major themes relating to the participants' long term recollection of the out-of-school science field trip were identified after the interview data was analyzed. First, recollections were highly influenced by actions taken by the students, and, second, program content / subject matter were retained by all of the students to varying degrees. The interactive experiences that aided in memory retrieval from this study closely relates to the interactive experiences associated with memory and learning theory associated with the psychological domain. This linkage and its impact on how students learn in out-of-school science experiences are discussed.

This study used a phenomenological analysis to investigate the recollections of participants (N=36) of an interpretive program at Lowell National Historic Park. These individuals were interviewed six months following the experience. Four topic areas relating to the participants’ long-term memory of the interpretive program were identified: (a) personal connections with the tour, (b) program information retention, (c) positive visitor responses, and (d) ranger attributes. Results indicated that the personal connections made during the program were influential in creating vivid episodic memories. Some of the responses from the participants went beyond episodic information and could be associated with conceptual thinking associated with semantic memory or knowledge. The findings of this study, along with literature associated with long-term memory research, offer a potential model of learning for interpretation related to episodic/semantic memory systems.

This study used a phenomenological approach to investigate the recollections of participants of an environmental education (EE) residential program. Ten students who participated in a residential EE program in the fall of 2001 were interviewed in the fall of 2002. Three major themes relating to the participants’ long‐term memory of the residential EE program were identified: (a) recollections were highly influenced by actions taken by the students; (b) program content/subject matter was retained by all of the students to varying degrees; and (c) emotional reactions to the experience were present. The results seem to support the notion that active experiences have an important role in episodic recall. Results also suggest semantic memory was achieved. The authors offer a potential model of learning for residential EE programs that is structured on episodic/semantic memory systems and is reflective of the results of this study as well as current research in cognitive sciences.

The multiple case study described further investigates and identifies elements associated with successful interpretive programs through assessing what is perceived as important elements by interpreters in five U. S. National Park units. Data sources included semi-structured interviews with interpretive personnel, analysis of documentation related to interpretive programs in the units, and participant observation of interpretive programs conducted at each site. Four themes surfaced from this data: (a) an interpretive program must relate to the visitor, (b) it must attempt to achieve its goals through innovative techniques, (c) attain basic program needs and, (d) promote community outreach. One discrepancy found, based on the researchers’ analysis of program observations, was no attempt at receiving responses from the program participants. This “one-way” form of communication differs from the profession's interest in connecting with the visitor. One recommendation from this study is to explore constructivist learning strategies that could help bring about “two-way” communication between the interpreter and visitor.

This study used a phenomenological approach to investigate the recollections of participants of an interpretive experience. Four individuals who participated in an interpretive program during July of 1999 were interviewed in the fall of 2000. Six factors relating to the participants’ memory were identified after the interview data was analyzed and cross-examined. The six factors were novelty, personal significance, speaker qualities, activities that occur during learning, prior knowledge/misconceptions, and visual imagery. Three of these themes related to factors affecting what they paid attention to during the interpretive program. These were identified as novelty, personal significance, and speaker qualities. The three other themes developed from the participants’ responses (activities that occur during learning, prior knowledge/misconceptions and visual imagery) were associated with factors that influence the specific ways in which learners store information in long-term memory. The findings of this small sample may not be generalized, but they do have important implications with regard to the impact of recall of an interpretive experience.

This study utilized qualitative measures to further understand if an environmental interpretive experience can enhance an environmental ethic. A discursive approach to emergent design was used to generate grounded theory (Strauss & Corbin, 1990). In the methods used, the phenomenological data gathered during the study directed the design of each step of the research as it evolved. Twenty-four 4th graders were randomly selected from three classes from a rural town in southern Indiana (USA). These students participated in a field trip to a US Forest Service site near their school district. Methodologies utilized in this program included ranger-led discussions, facilitated explorations, and nature 'games'. The data was collected through post interviews (1 week following treatment) and post post interviews (4 months after program). The findings indicated that the environmental interpretive program had a strong positive impact on students' affect toward the resource site. The findings also indicated retention ...

Two important content areas associated with informal environmental science programs are ecology/natural science topics and awareness of environmental problems/issues. This study attempted to evaluate which of these content areas may provide a more optimum learning experience. A quantitative analysis was conducted on two field trips to a science center that represented an ecological oriented program and an environmental issue presentation. Two variables that were chosen as indicators of program success—knowledge retention and attitude change—are outcomes that have been found prevalent in informal, environmental science education. These programs were administered and evaluated during the 1996/1997 school year at the Paul H. Douglas Environmental Science Center at Indiana Dunes National Lakeshore. The results of this study showed significant gains in science related knowledge following both the ecology and issue oriented treatments. The data indicate that the focus of the program (ecology or issues) did not significantly alter the way students responded to the knowledge section of the evaluation instrument. Results showed little impact on students' affect toward park site or related subject matter following either presentation type. Authors recommend multiple research methods to better evaluate affect changes following an informal environmental science experience.

In December of 1997, an international conference was held in Thessaloniki, Greece, to celebrate the 20th anniversary of the Tbilisi Doctrine and to reorient education for sustainability in the 21st century. The culmination of this event was the Thessaloniki Declaration—a charter for the future of education for sustainability. In only 2 of the 29 statements made in the Declaration was the term environmental education mentioned. One of those references suggested that environmental education be referred to as education for environment and sustainability. The author believes that this scant use of the term environmental education indicates that the term is finding decreasing support in the international community. The author reviews reasons why environmental education's position is in peril and offers a status report on the current criticisms and weaknesses of environmental education. The author outlines several important strategies that must be implemented to preserve the name and the concept of env...

An important goal for environmental interpretation is to attempt to change a constituent's knowledge, attitude, and/or behavior toward the park site and beyond. This study evaluated the impact of two different interpretive experiences on elementary students’ environmental knowledge, attitude, and behavior. Each program represented a major variable associated with the attitude/behavior change goals supported by interpreters. These programs were administered and evaluated during the 1995–96 school year at the Paul H. Douglas Environmental Education Center at Indiana Dunes National Lakeshore. The first interpretive experience, offered during the fall, was dedicated to ecological information, whereas the second program was conducted in the spring and was based on environmental issues associated with the site. Results of this quantitative analysis show significant gains in knowledge and little impact on attitude/behavior. The authors recommend multiple research methods to better evaluate effect and behavior changes following an interpretive experience.