Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (Ph.D.) - James Cook University, 2003. / Typescript (photocopy). Bibliography: leaves [318]-342.

Thesis (M.A.)--Carleton University, 2003. / Includes bibliographical references (p. 139-149). Also available in electronic format on the Internet.

This thesis interrogates the intersections of gender and emotional labour in an exploratory study of guided kayak tours. The kayak tour is a socially produced location where guides hold the double role of entertainer and protector of their clients. The social space of the tour not only constructs and markets to particular clients (which impact guide-clients interactions), but also constructs particular gender locations for guides. Semi-structured, open-ended interviews were conducted to produce rich qualitative data, and were supplemented by fieldwork and examination of promotional materials. Guides’ stories offer detailed accounts of the emotional labour in which they engage as they produce a tour experience for clients. They also reveal the ways in which this labour is intertwined with their gender projects. As kayaking is unexamined within sociological literature, this thesis contributes to an understanding of the social world and furthers knowledge on the complexities of gender and emotional labour. / viii, 112 leaves ; 29 cm

Thesis (PHD)--University of Montana, 2009. / Contents viewed on December 22, 2009. Title from author supplied metadata. Includes bibliographical references.

It is widely acknowledged that without volunteer guides, or docents, most museums and galleries would find it impossible to offer education programmes as they are known today. Docents work in the critical interface between visitors and works of art, yet often they are viewed as being passive, and often ineffective, transmitters of the gallery's educational message. The literature on gallery education emphasizes docent "management", or the methods used to recruit, train, and supervise docents. But gallery staff must consider the docent’s beliefs, values, and viewpoints about art, and about education, for improvement of education programmes to occur. This study describes, and analyzes, the docent’s perspective of gallery education programmes, and the extent to which docents are actively engaged in the ongoing process of learning to help others learn. In order to obtain their perspective, six docents in two art galleries were engaged in long, semi-structured, and repeated interviews. These interviews were audiotaped and transcribed. Categories derived from the teacher's practical knowledge, such as subject, curriculum, instruction, self, and milieu, were used as a framework to describe and analyze the docent's practical knowledge. It was found that though the docents did indeed hold a coherent body of knowledge that originates in their practice, their theoretical knowledge of art was often an inadequate base on which to build an interpretation of the gallery's exhibitions. Differences were found in the educational goals of the gallery, and between the institution, and the docent’s educational values and purposes. Educators need to be aware or the shifting, complex, and sometimes paradoxical nature of the docent’s role. The docent’s perspective must be considered in the successful planning and implementation of education programmes. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 124-139).

Thesis (M.A.)--Baylor University, 2009. / Includes bibliographical references (p. 108-117).

Design and evaluation of real-time descriptive mediation (RTDM) for live aquarium exhibits was proposed to support the participation of visitors with and without vision loss. RTDM was developed to address learning, entertainment, restorative, and social motivations. Data was collected during a lab study with adults to get feedback about the RTDM and compare it to traditional docent presentations and audio tours. Findings show that the RTDM made it possible for participants to address their exhibit motivations and led to specific personal and social aspects of participation. A majority of participants with and without vision loss reported that the RTDM was supportive of their motivations and perceived it to be more effective at supporting learning, social, and restoration motivations compared to audio tour and docent mediation. The main contributions of this work are in: 1) developing evidence-based information design criteria for mediation at live animal exhibits; 2) demonstrating that mediation designed to support exhibit motivations can facilitate participation in adults with and without vision loss; and 3) validating participation as a design goal.

The effectiveness of a guide training program was evaluated as a means of providing interpretive services to commercial boaters at the New River Gorge National River. Commercial river guides attended a National Park Service sponsored training program which provided accurate information and education concerning natural and cultural history of the New River, the national significance of the New River Gorge National River, the history and purpose of the National Park Service, and information and services available at the visitor centers. The emphasis of the training session was to increase the river guides’ knowledge base and to encourage their interpretive presentation of this information to their customers. Customers of a commercial outfitter were administered a questionnaire before and after the guide training program. Significant differences in the amount of interpretation guides presented on the river, the amount of knowledge customers acquired during the trip, and the customers' overall trip rating were noted by empirical testing. Increases in the means of all three outcome variables occurred following guide training. Customers’ intentions to visit a New River Gorge Visitor Center did not significantly change following guide training. The validity and reliability of the instrument is discussed as well as potential biases and constraints of the study. Implications for management and further research are also discussed. / M.S.