Thesis (M. P. A.)--Texas State University-San Marcos, 2004. / "Fall 2004." Includes bibliographical references (leaves 90-98).

Thesis (M.A. )--Kutztown University of Pennsylvania, 2006. / Source: Masters Abstracts International, Volume: 45-06, page: 2924. Typescript. Abstract precedes thesis as 2 leaves (iii-iv). Includes bibliographical references (leaves 99-102).

No description available.

Thesis (M.S.)--University of Wisconsin--Madison, 1973. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

No description available.

The purpose of this study was to investigate the difference in effectiveness of four unmanned interpretive devices, which were: 1) a visual shock display, 2) a written brochure, 3) written signs, and 4) an automated audiovisual presentation. These technique types have only been sparsely studied in the past with regard to their comparative efficacy. Examination of the differences in relative effectiveness was warranted to help establish guidelines for future interpretive technique design and utilization.The four techniques, along with a control, were compared two at a time using aluminum can litter/recycling as the concept being interpreted. The number of aluminum cans recovered from park trash containers during each treatment period was used to evaluate the techniques. The comparison between each set of techniques was made using a z-statistic for a large sample, normal population. The number of cans purchased prior to park visitation was also analyzed with this same statistic to determine if this outside factor had any influence on the data.Of the four unmanned interpretive techniques tested, the written sign and the visual shock display were significantly more effective at interpreting the concept than were the written brochure, automated audiovisual program or the control. The written sign and the visual shock display were equally effective, while the automated audiovisual program and the written brochure were not significantly more effective than a control. Cans purchased prior to park visitation had no detectable effect on these results. Also, rainfall and temperature patterns showed no correlation with the data.

The aim of the study was to determine how litter affects the image of the environment and the animals at the Johannesburg Zoo, situated in the Northern part of Johannesburg, as perceived by various stakeholders. Furthermore, effectiveness of the educational awareness programmes developed and currently being presented at the Zoo were assessed. The central themes of the research on the issue of litter in a conservation area included the current status of litter in the Johannesburg Zoo, the perception of stakeholders frequenting or living in the vicinity of the Zoo and the nature and effectiveness of educational programmes presented at the Zoo. The stakeholders included visitors (n=332), employees (n=20) and others who represented the Zoo and people from the neighbouring Forest Town. It was possible to collect data on the premises while the Zoo was in full operation. The data-collection tools included two questionnaires (for visitors and employees) and interviews (other stakeholders), as well as a reflective recall of eight years of hands-on experiences and observations of a current curator at the Zoo. The latter served as a situation analysis of the Zoo to provide a backdrop for exploring the litter problem and served as background for designing the data-collection tools. The data of the survey conducted with questionnaires was quantitative in nature and was analysed descriptively in form of frequencies and percentages. The qualitative data gathered by means of the interviews were analysed and described against the experiences, beliefs and contact with the Zoo of the specific stakeholder. The educational programmes were described and the content assessed based on the effectiveness regarding litter minimisation information. The situation analysis revealed some tragic consequences of littering at the Zoo. It became clear that educating the public was a necessity to provide knowledge in such a way that it would inculcate a spirit of caring about and valuing the environment and the animals. All stakeholders identified that the Zoo has a serious litter problem and that the signboards needed more specific litter control messages and should be placed strategically so that they are noticed. Although the number of dustbins were sufficient, their distribution and placement in and around the Zoo were not effective. Educational programmes were considered by all to be the answer to the litter problem if the content could be expanded to include information on the consequences of and the legislation on littering. Recommendations regarding litter management for Johannesburg Zoo and for further investigation were suggested. / Geography / M. Sc. (Geography)

The aim of the study was to determine how litter affects the image of the environment and the animals at the Johannesburg Zoo, situated in the Northern part of Johannesburg, as perceived by various stakeholders. Furthermore, effectiveness of the educational awareness programmes developed and currently being presented at the Zoo were assessed. The central themes of the research on the issue of litter in a conservation area included the current status of litter in the Johannesburg Zoo, the perception of stakeholders frequenting or living in the vicinity of the Zoo and the nature and effectiveness of educational programmes presented at the Zoo. The stakeholders included visitors (n=332), employees (n=20) and others who represented the Zoo and people from the neighbouring Forest Town. It was possible to collect data on the premises while the Zoo was in full operation. The data-collection tools included two questionnaires (for visitors and employees) and interviews (other stakeholders), as well as a reflective recall of eight years of hands-on experiences and observations of a current curator at the Zoo. The latter served as a situation analysis of the Zoo to provide a backdrop for exploring the litter problem and served as background for designing the data-collection tools. The data of the survey conducted with questionnaires was quantitative in nature and was analysed descriptively in form of frequencies and percentages. The qualitative data gathered by means of the interviews were analysed and described against the experiences, beliefs and contact with the Zoo of the specific stakeholder. The educational programmes were described and the content assessed based on the effectiveness regarding litter minimisation information. The situation analysis revealed some tragic consequences of littering at the Zoo. It became clear that educating the public was a necessity to provide knowledge in such a way that it would inculcate a spirit of caring about and valuing the environment and the animals. All stakeholders identified that the Zoo has a serious litter problem and that the signboards needed more specific litter control messages and should be placed strategically so that they are noticed. Although the number of dustbins were sufficient, their distribution and placement in and around the Zoo were not effective. Educational programmes were considered by all to be the answer to the litter problem if the content could be expanded to include information on the consequences of and the legislation on littering. Recommendations regarding litter management for Johannesburg Zoo and for further investigation were suggested. / Geography / M. Sc. (Geography)

The Virginia Division of Litter Control's education package entitled Operation Waste Watch (OWW) was evaluated at the first, fourth, and sixth grade level in 19 elementary schools in two southwestern counties in Virginia. Evaluation was provided for the standard curriculum program and for a specially modified behavioral version of the original material. Program evaluation for both curriculum packages was provided immediately before, after, and three months after the implementation of the program and consisted of student achievement testing in terms of knowledge about solid waste management and the assessment of actual student behavior. Specifically, the data was analyzed according to the factorial design: 3 Grade (First, Fourth, Sixth) x 3 Curriculum Condition (Standard, Modified, Control) x 3 Phase (Pre, Post, Follow-up). Significant improvements following the implementation of the educational curriculum occurred only for the student achievement tests. Both programs were found to significantly raise student test performance immediately following presentation of the curriculum materials. The level of student knowledge three months later was also found to statistically surpass baseline performance. However, there was little or no evidence, during Posttesting or Followup, of superior performance by students receiving the modified curriculum program. Supplemental information from the teachers concerning the overall effectiveness of the different curriculum components indicated that while the materials of OWW were needed and generally well constructed, there were severe problems concerning the amount of time needed to adequately teach the different student activities. / Ph. D.

M.Ed. (Environmental Education) / Please refer to full text to view abstract