Thesis (M.S.)--Oregon State University, 2003. / Typescript (photocopy). Includes bibliographical references (leaves 57-62). Also available online.

Thesis (M.S.)--University of Wisconsin--Madison, 1963. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 118-121).

Thesis--School of Advanced Airpower Studies. / Title from title screen (viewed Oct. 29, 2003). "May 1992." Includes bibliographical references.

Thesis (M.S.)--School of Advanced Air and Space Studies, 2008. / "June 2008." Vita. Includes bibliographical references (p. 107-111). Also available via the Internet.

Thesis (Ph.D.)--Kent State University, 2009. / Title from PDF t.p. (viewed Mar. 11, 2010). Advisor: Clarence Wunderlin. Keywords: Forward Observers; Combined Arms; World War II. Includes bibliographical references (p. 325-357).

Most science centres in Canada employ science-educated floor staff to motivate visitorsto have fun while enhancing the educational reach of the exhibits. Although bright andsensitive to visitors’ needs, floor staff are rarely consulted in the planning,implementation, and modification phases of an exhibit. Instead, many developmentteams rely on costly third-party evaluations or skip the front-end and formativeevaluations all together, leading to costly errors that could have been avoided. This studywill seek to reveal a correlation between floor staff’s perception of visitors’ interactionswith an exhibit and visitors’ actual experiences. If a correlation exists, a recommendationcould be made to encourage planning teams to include floor staff in the formative andsummative evaluations of an exhibit. This is especially relevant to science centres withlimited budgets and for whom a divide exists between floor staff and management.In this study, a formative evaluation of one exhibit was conducted, measuring both floorstaff’s perceptions of the visitor experience and visitors’ own perceptions of the exhibit.Floor staff were then trained on visitor evaluation methods. A week later, floor staff andvisitors were surveyed a second time on a different exhibit to determine whether anincrease in accuracy existed.The training session increased the specificity of the motivation and comprehensionresponses and the enthusiasm of the staff, but not their ability to predict observedbehaviours with respect to ergonomics, learning indicators, holding power, and successrates. The results revealed that although floor staff underestimated visitors’ success ratesat the exhibits, staff accurately predicted visitors’ behaviours with respect to holdingpower, ergonomics, learning indicators, motivation and comprehension, both before andafter the staff training.

In 1993, facing a future of escalating land-use controversies and a less than sympathetic public attitude towards mining, major corporations in the British Columbia mining industry and the provincial government invested in a public education project: Vancouver's Science World's Mine Games exhibit. This thesis will examine two pedagogical highlights of the Mine Games exhibit promoted by Science World and its sponsors. They are the interactivity of the exhibit (as evidenced by the hands-on stations and the computer games) and the decision-making or 'consensus-building' process experienced in the simulated town-meeting, Hotseat! One of the virtues of an exhibition that explicitly makes a case for its merits and attempts to tell an important story is that it encourages debate and makes possible the suggestion of other stories. In this thesis, I critique Mine Games on the claims it has made for itself. The thesis adopts a comparative approach, contrasting the pedagogical goals and content of the Mine Games exhibit with school based mining curriculum. I argue that the narrative and museological conventions of the exhibit reveal the story of Mine Games for what it is — a specific, comedic story that excludes other stories. Hidden under the facade of high-tech displays and computer games is a traditional approach used both in schools and museums to exercise control and deliver a non-threatening message: environmental controversies are resolvable, all it takes is reasoned compromise.

Thesis (Ph.D.)--Ohio University, August, 2008. / Release of full electronic text on OhioLINK has been delayed until June 30, 2011. Includes bibliographical references (leaves 352-361)

Thesis (Ph.D.)--Ohio University, August, 2008. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 30, 2011. Includes bibliographical references (leaves 352-361)

In 1993, facing a future of escalating land-use controversies and a less than sympathetic public attitude towards mining, major corporations in the British Columbia mining industry and the provincial government invested in a public education project: Vancouver's Science World's Mine Games exhibit. This thesis will examine two pedagogical highlights of the Mine Games exhibit promoted by Science World and its sponsors. They are the interactivity of the exhibit (as evidenced by the hands-on stations and the computer games) and the decision-making or 'consensus-building' process experienced in the simulated town-meeting, Hotseat! One of the virtues of an exhibition that explicitly makes a case for its merits and attempts to tell an important story is that it encourages debate and makes possible the suggestion of other stories. In this thesis, I critique Mine Games on the claims it has made for itself. The thesis adopts a comparative approach, contrasting the pedagogical goals and content of the Mine Games exhibit with school based mining curriculum. I argue that the narrative and museological conventions of the exhibit reveal the story of Mine Games for what it is — a specific, comedic story that excludes other stories. Hidden under the facade of high-tech displays and computer games is a traditional approach used both in schools and museums to exercise control and deliver a non-threatening message: environmental controversies are resolvable, all it takes is reasoned compromise. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate