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Currently there are mixed results regarding the ability for media or more specifically video to increase a person's interest in conservation. However, there is a growing amount of evidence that in-person experiences at a zoo or aquarium can increase a person's interest in conservation. The goal of the current study was to examine the difference between an in-person experience viewing a polar bear training session and watching a video of the same experience on cognition, emotion, empathic concern, and conservation intent. A total of 124 Brookfield Zoo members were randomly assigned to one of three conditions. Condition 1 was an in-person 10 min (Live Animal) experience viewing a training session with a polar bear. Condition 2 participants (Video Animal) watched a video of the same experience from Condition 1 and Condition 3 (Control) listened to the audio from Condition 1 but only viewed an image of one of our animal care specialists. Results suggest that the live condition is associated with higher probability of answering questions correctly, having a positive emotional experience, having greater empathic concern for wild bears, and wanting to get involved in conservation when compared to the control. These impacts were not observed for the video condition suggesting that for this study, watching a video of a training session was not an effective tool for getting people involved in conservation. Future research is needed to better understand this important topic, but we now have further evidence of the importance of in-person zoo experiences.

African and Asian elephants are popular within zoos, however there is currently limited information on how viewing them impacts zoo visitors. The goal of the current study was to examine the relationship between viewing elephants in zoos accredited by the Association of Zoos and Aquariums and zoo visitors' reported conservation intent and perceptions of animal welfare. Visitors were systematically selected to fill out questionnaires following elephant observation at nine facilities throughout North America. Questions included information on conservation predispositions, exhibit experience, exhibit perceptions, animal welfare perceptions, emotional experience, learning outcomes, conservation intent, and demographics. Results suggest that observing elephants engaged in a variety of species-typical behaviors and having an up-close experience was significantly correlated to visitors having a positive emotional response. The positive emotional response, combined with visitor conservation predisposition had a significant positive relationship with reported interest in getting involved in conservation. Perceptions of animal welfare were significantly related to a positive emotional experience driven by seeing animals engaged in a variety of active species-typical behaviors as well as exhibit perceptions and whether or not visitors thought it was important to have elephants in zoos. Exhibit perception was primarily correlated with exhibit size. The results provide factors that could help to increase visitor interest in conservation as well as the potential impact of viewing elephants in an accredited zoo. Facilities can use this information to help ensure their visitors have similar type experiences in order to inspire visitors' interest in conservation as well as positive perceptions of animal welfare.

Climate literacy education can occur in a variety of formal and informal learning settings across an individual’s life span. There is increasing recognition that informal learning settings such as zoos and aquariums have an opportunity to greatly contribute to individuals’ science learning. Here we present the results of a large-scale survey study of U.S. zoo and aquarium visitors (N = 3,594) designed to gain information about this audience that could guide the development of relevant climate literacy resources. The questionnaire included items from the ‘‘Global Warming’s Six Americas’’ validated segmentation procedure to allow comparisons of the climate change attitudes of zoo and aquarium visitors with the published results representing the American public. It also included items that further explored the environmentally relevant characteristics of audiences who visit zoos and aquariums. Guided by a conservation psychology theoretical framework, these items addressed visitors’ environmental behavior predispositions, affective connections to wildlife and nature, concern for animals, and social experiences at the zoo or aquarium. Furthermore, visitors rated their interest in learning more about global warming and their trust in zoos as sources of global warming information. Analyses compared the mean ratings across ‘‘Six Americas’’ segments on these items. Results indicate that as compared to the general public, a greater proportion of zoo and aquarium visitors fall within the ‘‘alarmed’’ and ‘‘concerned’’ segments of the ‘‘Six Americas’’ continuum, and a smaller proportion falls within the ‘‘cautious,’’ ‘‘disengaged,’’ ‘‘doubtful,’’ and ‘‘dismissive’’ segments. Additionally, mean ratings for all behavior, affective, concern, experience, interest, and trust items significantly differ across Six Americas segments. These findings offer audience profile information complementary to that provided by the Six Americas research team and that may be used to guide climate literacy resource development. 2014 National Association of Geoscience Teachers. [DOI: 10.5408/13-078.1]

Here we describe the development and implementation of a large-scale monitoring system to systematically evaluate various Chicago Zoological Society (CZS) education programs. Our primary goal was to engage program staff in developing a consistent measurement and evaluation strategy across and within education programs. We did this by using the CZS mission as a framework and incorporating participatory, theory-based, and utilization-focused evaluation approaches into our education programs. As we carried out the process, we learned several lessons that helped us to succeed. This process has allowed us to begin building the perspective among our staff and leaders that evaluation is an ongoing process that occurs alongside program delivery to inform cycles of reflection and improvement and measure program performance over time.

Societal response to climate change has been inadequate. A perception that the issue is both physically and temporally remote may reduce concern; concern may also be affected by the political polarization surrounding the issue in the USA. A feeling of connection to nature or to animals may increase personal relevance, and a supportive social context may counteract political tensions. Zoos may provide opportunities for both sense of connection and social support. We surveyed over 7000 zoo and aquarium visitors to examine the ways in which a feeling of personal connection among zoo visitors may encourage concern about climate change. Results show that feeling connected to animals at the zoo is significantly associated with cognitive and emotional responses to climate change, as well as with other social groupings and social responses. Overall, the zoo seems to present a supportive social context for considering the topic.

Visiting a zoo or aquarium is not only fun, but can also have a positive impact on visitors' knowledge and attitudes regarding animals and the environment. The biggest challenge, however, is for these institutions to strategically provide opportunities for cognitive and affective learning while simultaneously facilitating enjoyment and fun. Recent studies in zoos and aquaria have examined various factors that can influence learning such as engaging visitors' emotions or connecting with visitors' prior knowledge and interests. The intent of the current study was to further this line of investigation and explore the relationship between visitors' predispositions and their cognitive and affective experiences and reactions as they walked through an animal exhibit. We selected three indoor immersion exhibits and one outdoor naturalistic exhibit for the study to obtain a wide range of different animals and exhibit settings. Research assistants randomly intercepted visitors leaving the exhibits and asked, among other things, the extent they experienced certain thoughts and feelings while they were walking through the exhibits. Results revealed that visitors' emotional responses to viewing animals were key experiences along with opportunities for introspection and reflection during their time in the exhibits. Implications of the study are discussed in reference to providing both fun and meaningful learning experiences for visitors.

The global biodiversity crisis requires an engaged citizenry that provides collective support for public policies and recognizes the consequences of personal consumption decisions. Understanding the factors that affect personal engagement in proenvironmental behaviors is essential for the development of actionable conservation solutions. Zoos and aquariums may be some of the only places where many people can explore their relations with wild animals and proenvironmental behaviors. Using a moderated-mediation analysis of a survey of U.S. zoo and aquarium visitors (n = 3588), we explored the relationship between the sense of connection to animals and self-reported engagement in proenvironmental behaviors related to climate change and how this relationship is affected by certainty that climate change is happening, level of concern about climate change, and perceptions of effectiveness in personally addressing climate change. We found a significant, directional relationship between sense of connection to animals and self-reported proenvironmental behaviors. Political inclination within the conservative to liberal spectrum did not affect the relationship. We conclude that a personal sense of connection to animals may provide a foundation for educational and communication strategies to enhance involvement in proenvironmental actions.

Visiting a zoo or aquarium is not only fun, but can also have a positive impact on visitors' knowledge and attitudes regarding animals and the environment. The biggest challenge, however, is for these institutions to strategically provide opportunities for cognitive and affective learning while simultaneously facilitating enjoyment and fun. Recent studies in zoos and aquaria have examined various factors that can influence learning such as engaging visitors' emotions or connecting with visitors' prior knowledge and interests. The intent of the current study was to further this line of investigation and explore the relationship between visitors' predispositions and their cognitive and affective experiences and reactions as they walked through an animal exhibit. We selected three indoor immersion exhibits and one outdoor naturalistic exhibit for the study to obtain a wide range of different animals and exhibit settings. Research assistants randomly intercepted visitors leaving the exhibits and asked, among other things, the extent they experienced certain thoughts and feelings while they were walking through the exhibits. Results revealed that visitors' emotional responses to viewing animals were key experiences along with opportunities for introspection and reflection during their time in the exhibits. Implications of the study are discussed in reference to providing both fun and meaningful learning experiences for visitors.

Article-at-a-Glance Background Hospitals struggle to make informed consent processes understandable for patients. Amid "promising practices" for patient-centered communication, there is debate over how to handle consent processes for patients with limited literacy, health literacy, or English proficiency. Methods In 2005, the American Medical Association's Ethical Force Program and the American Hospital Association's Health Research and Educational Trust conducted eight site visits to determine how hospitals use patient-centered communication to improve health care. Findings Each of the eight hospitals noted a number of problems in the traditional informed consent process, sparking a broad set of efforts to improve. Disagreements about how to do so often focused on whether to attempt simplification and translation of informed consent documents. Specifically, hospital leaders held widely divergent views on legal and accreditation requirements for these forms. However, several other promising practices met with widespread approval. Discussion Overall, informed consent in the eight hospitals was becoming more patient centered and integrated. The significant variation across states makes it difficult to provide overarching policy guidance on the informed consent process. Greater regulatory clarity is needed so that policies and practices can be more closely aligned with the ethical foundations of informed consent.

This annotated bibliography has been prepared as part of a study sponsored by the U.S. Department of Energy’s Office of Basic Energy Sciences to assist in understanding the key elements in research environments that contribute to the ability of staff to accomplish excellent research. There is increasing concern that better methods are needed for assessing the health and effectiveness of research organizations during the process of doing research, not just the tangible outcomes of that research, such as cited publications and innovative products. There are also many managers of research and technology development (RD and • To provide guidance to federal research managers on ideal outcomes of good management, together with examples of practices followed by respected research organizations outside the federal system, to achieve the performance ideals described by the attributes. The study team identified four key perspectives on organizational success. The ten attributes of well-managed organizations are divided between these four perspectives.