Thesis (M.S.)--University of Wisconsin--Madison, 1981. / Typescript. 7 slides in pockets. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 121-126).

Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (Ph.D.) -- University of Adelaide, Dept. of Geographical and Environmental Studies, 2000. / Includes bibliographical references. Also available online.

CD-ROM inside back cover contains 23 page summary of thesis, and a copy of the appendices Chapters 7-10 and references; Powerpoint file of the 160 landscape scenes; Powerpoint presentation of the methodology and findings of the survey of landscape quality of South Australia. Bibliography: p. 421-444. Provides an analysis of human perception and interaction with aesthetics and landscape quality as a basis to develop a credible methodology for the large-scale assessment of perceived landscape quality and a map of landscape quality of South Australia is derived.

This project was initiated to revise the procedures for designation of scenic roads in Arizona. The portions of the procedures which required revision were viewpoint selection and the expert scenic assessment scale. A method for selecting viewpoints was developed based on mapping landscape character types. Three expert scenic assessment scales were evaluated for inclusion in the designation procedure based on the criteria of reliability, validity, generalizability, and utility. Psychology students' global judgements of scenic beauty provided the validity criterion. Three groups of landscape architecture students applied the three expert scales to allow evaluation of the other criteria. All three scales performed well on the selected criteria. The FHWA scale was superior overall. The results suggest that expert scenic assessment scales predict public preferences for a range of landscape types. When the reliability of scenic quality assessment scales is evaluated for the summed dimensions of the scales, reliability is improved substantially compared to previous research.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 42-46). Also available via the Internet.

Thesis (Ph.D.) in Forest Resources--University of Maine, 2007. / Includes vita. Includes bibliographical references (leaves 109-116).

Thesis (M.S.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 119-122).

Over the last two decades, researchers in landscape perception research have responded to the problem of preserving landscape scenery by examining issues of landscape management, planning and design in a number of countries. One of the underlying problems encountered over this period of time has been a lack of landscape perception theories essential to development of an integrated approach to assessing and mapping scenic value. The "Information Processing Model" proposed by Kaplan and Kaplan (1982) has received a considerable amount of attention in application of a theoretical model for landscape assessment. It describes concepts related to cognitive processes which provide an objective, analytical basis for understanding observers' preference for landscape scenery. In a Pioneering research effort, Brown and Itami (1982) used this theory as a basis for assessing and mapping scenic quality.However, the one component not successfully incorporated into the model has been mystery. Research has continued to reveal the underlying structure of the mystery attribute. This study looks at validating a refined definition of the mystery component of the Kaplan Model and develops a quantitative procedure based upon physical landscape characteristics and inherent landscape composition classes for predicting and mapping this mystery attribute, in the rural Indiana landscape. This study utilizes MultiDimensional Scaling to test the mystery component of the Kaplans' model and to confirm the dimensions of the mystery model as proposed by Gimblett and Fitzgibbon (1987). Ninety color slides of rural landscape scenery were presented to 26 respondents who rated each photograph on a five point scale for mystery. The selecticn of the mappable variables used to describe the four variables of mystery and landscape composition classes were based on the relationships of the mystery variables to the prediction of mystery in the study. The predictive model developed in this study incorporates land form and land use measures and each were assessed and combined to derive composite ratings of mystery. These groups were normalized and weighted in relationship to each other in order to derive composite values of mystery which then were mapped. The results of this research strongly theoretical model yet has the capability to be spatially illustrate a clearer understanding of the variables contributing to the perception of mystery and reveals a comprehensive procedure for assessing and mapping mystery. Finally, this research strongly supports the Kaplan and Kaplan (1982) conceptual model as a reliable, comprehensive mapped and utilized by researchers and practioners in the overall quest for determining scenic quality for landscape preservation and management practices. / Department of Landscape Architecture

Orientador: Maria de Lourdes Spazziani / Banca: Maria Junqueira Bernardes / Banca: Ana Carolina Biscalquini Talamoni / Resumo: O objetivo desta pesquisa partiu da necessidade de identificar se os estudos sobre a percepção ambiental, enquanto estratégia para propostas educativas têm influenciado o currículo e o ensino da temática ambiental na disciplina de Biologia nas escolas da rede pública estadual de São Paulo. Entende-se, fundamentando-se em Vigotski, que a percepção ambiental incluída no currículo e na prática pedagógica do ensino da temática ambiental pode tornar as questões que envolvem mais significativas para o estudante, ou seja, a aprendizagem dos conteúdos pode ser legitimada. Trata-se de análise qualitativa e para o levantamento dos dados foram empregados pesquisa documental, entrevistas e observações de aulas. Como sujeitos pesquisados contamos com a participação de professores e alunos de duas escolas estaduais do Estado de São Paulo que vivem em realidades distintas: uma escola situada na zona rural e a outra na zona urbana, objetivando levantar informações a respeito do uso da percepção ambiental em sala de aula quando se trata de temática ambiental no ensino de Biologia. Os dados foram analisados ao longo do desenvolvimento de toda a pesquisa, utilizando o método da Análise de Conteúdo, descrita por Bardin (2016), estabelecendo relações entre as informações coletadas com o propósito de sistematizar os resultados finais, que por sua vez, indicaram que a percepção ambiental, embora indicada em algumas passagens da proposta curricular, tem pouca influência no currículo e no aprendizado... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research stemmed from the need to identify the studies on environmental awareness as a strategy for educational proposals, have influenced the curriculum and the teaching of environmental issues in the discipline of biology in schools the public schools of São Paulo. It is understood, basing on Vygotsky, that environmental awareness is included in curriculum and pedagogical practice of environmental issues of education can make issues involving more meaningful to the student, or learning the content may be legitimized. This is qualitative analysis and for the data collection were used documentary research, interviews and observations in the classroom. As subjects surveyed rely on the participation of teachers and students from two public schools of São Paulo who live in different realities: a school situated in the countryside and the other in urban areas, in order to gather information about the use of environmental perception when it comes to environmental issues in the teaching of biology. Data were analyzed during the development of all research using the method of content analysis described by Bardin (2016), establishing relationships between the information collected in order to systematize the final results, which in turn, indicated that the environmental perception has little influence in the curriculum and in the learning of environmental themes of the teaching of Biology of the public education network of São Paulo / Mestre