Thesis (M.S)--University of Wisconsin--Madison, 1984. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 207-245).

No description available.

Thesis (Ph. D.)--Oregon State University, 1994. / Typescript (photocopy). Includes bibliographical references (leaves 108-121). Also available on the World Wide Web.

The present study, in contrast with previous work that has isolated one or two important factors influencing the status of the zoo, considered the three important zoo reference groups--animals, visitors, and staff members--and their interrelationships within the zoo environment. Two approaches were used to investigate the system of interactions within the zoo. First, an in-depth examination of a new set of naturalistic exhibits was performed. Second, a comparison of two of these naturalistic exhibits with two older, sterile exhibits which housed the same species at the same zoo was made. Multiple methods were used in the present study and included behavior mapping of visitors, staff, and animals, timing of visitor stays at exhibits, tracking of visitors through the exhibits, a visitor questionnaire, and interviews with staff members. One major finding was the lack of correspondence among the major groups as to the acceptability of exhibits. For example, one exhibit which was considered beneficial to the enclosed animals and was well utilized and positively evaluated by visitors presented staff members with great difficulties in animal containment and exhibit maintenance. Comparisons of naturalistic enclosures and sterile cement enclosures housing the same species revealed no consistent, clear-cut differences in animal and visitor behavior, however, attitudinal differences were found for staff members and visitors. Visitors and staff members preferred the naturalistic exhibits and perceived them as more beneficial to animals and visitors. These findings were discussed in terms of theoretical and applied issues relevant to zoo design and management and to research in zoos.

This investigation was designed to test a hypothesis formulated by Julia Sherman (1967) concerning the development of spatial visualization and mathematic skills. The intention of the study was to examine the influence of early physical training on spatial visualization and mathematic skills, to determine whether intensive training in spatial relations would have a differential impact on male/female spatial performance and to gather information concerning the relationship between spatial visualization and mathematic performance. The investigation was divided into three studies and used 166 college students as subjects. Study one examined the impact of long term physical training, gymnastics, on spatial visualization and mathematic scores of two matched-groups selected from 99 subjects. The two groups, gymnast and control, each consisted of 28 subjects (14 males and 14 females) and were matched on IQ score, age, ethnic group, socioeconomic status, parental and sex-role identification, achievement motivation and years of training in other sports. Gymnasts averaged 5.5 years of gymnastic training: the control group had none. Study two examined spatial visualization scores obtained by 67 architectural students (49 males and 18 females) before and after a semester's training in spatial relations. Study three compared scores obtained by all 166 subjects on the Shepard Metzler Mental Rotation Test and a mathematic test derived from the Otis Test of Mental Abilities. The test of the hypothesis relating to the influence of early physical training on spatial and mathematic performance was not successful as the training of the gymnasts did not extend to early childhood. While significant sex-related differences favoring males were found in spatial performance, the amount of variance in spatial scores accounted for by sex was small, only 8%. No significant sex-related differences in mathematic performance were found. In study two, both males and females significantly improved spatial performance following training, but females did not demonstrate a significantly greater rate of improvement as predicted. The results of the third study indicated a moderate positive relationship between spatial and mathematic performance, however, no evidence was found to support a direct causal relationship between spatial skill and mathematic performance.

No description available.

Thesis is submitted in partial fulfilment for the degree of Doctor of Philosophy to the Faculty of Engineering and the Built Environment, School of Architecture and Planning, at the University of the Witwatersrand, Johannesburg, 2017 / In this thesis, elements of Crawford Stanley Holing's life history are put into perspective. It provides a historical trajectory upon which the space imbued in the various contexts hosting pivotal activities on the production and refinement pf resilience idea are explored. These elements are also used as a point of departure from where the idea of resilience originates and circulates internationally and in the context of South African cities. [Abbreviated abstract. Open document to view full version] / MT 2018

Captive animals are frequently subject to imposed, uncontrollable stressors to which they respond through behavioural flexibility, or, failing which, exhibit pathology. Chimpanzees provide an intriguing model to examine how captive environments influence the responses of animals to stress. My study investigates the responses of a group of chimpanzees to imposed stressors of captivity at the Johannesburg Zoo, South Africa. My study comprised four components. Firstly, I examined the effects of spatial restriction on chimpanzee behaviour with regard to an enclosure enlargement, testing several existing models of coping with spatial crowding and another model, based on the coping hypothesis of abnormal behaviour. Behavioural observations of the chimpanzees in their indoor and outdoor exhibits before, during, immediately after and 10 weeks after the enclosure reconstruction revealed that the chimpanzees used tension-reduction and conflict-avoidance tactics as a means to cope with spatial crowding. Moreover, abnormal behaviour appears to provide an outlet for stress under crowding. Secondly, I assessed the long-term effects of past spatial environments on the space use and group spacing of the chimpanzees, five years after the enclosure change. Through behavioural observations and mapping the locations of individuals, I found that the chimpanzees exhibit space-use bias and limited group spacing, contingent on the dimensions of the old enclosure that were not explained by factors such as social or thermal conditions and zoo visitor effects. I propose that the spacing patterns may be due to spatial learned helplessness. Thirdly, I examined the effect of two social manipulations, mandated by zoo management, on the behaviour and socio-dynamics of the chimpanzees. The chimpanzees responded to social change through selective social interactions and non-social behavioural responses suggest that removing an individual was less stressful than the merging of two groups. Finally, I investigated the role of shade as a thermoregulatory resource for captive chimpanzees. Individuals used shade frequently despite observations taking place during the austral winter period, suggesting that shade is a valuable thermal resource for chimpanzees. In conclusion, the chimpanzees responded to most imposed stressors (spatial crowding, social change and thermal stress) through behavioural flexibility, implying successful coping, but failed to cope with previous spatial restrictions, resulting in limited space-use behaviour.

The purpose of this work is to explore the spatial lives of three adolescents in grade nine, between January and May, as they navigated their lives and anticipated their upcoming transition to high school (for students in Grades 10 – 12), with an interest in equitable access to International Baccalaureate programs. Researched in Halifax, Nova Scotia, Canada, in a context where access to IB was a student choice, free of cost, and void of consideration regarding academic history, the students involved in this study came from neighborhoods that have been historically marginalized from participation in IB, regardless of this “open access” policy. Methodologically, this study is grounded in spatial theory (hooks 1989; Lefebvre, 1979, 1991; Soja, 1996, 2010) and draws on narrative (Clandinin & Connelly, 2000; Naraian, 2017) and ethnographic techniques (Emerson, Fretz & Shaw, 1995; LeCompte & Schensul, 1999; Merriam, 2009), using an a/r/tographic stance, that is Artist, Researcher, Teacher positionality (Fendler, 2013; Irwin & Springgay, 2008) as a way to conceptualize the adolescents lives in and outside of school. The research questions address: how adolescents define, describe and map the spaces where they spend time; how they describe their identities, experiences and relationships across space and time; and, what connections they make between engaging in this process and their perceptions about high school. The findings suggest that the spatial stories of adolescents matter, are complex, and provide insight into the ways in which they navigate their worlds and make decisions about their academic futures. Methodologically, using a narrative and ethnographically inspired a/r/tographic approach to exploring the spatial lives of adolescents was useful and generative in terms of eliciting insight and understanding of their complex lives in and out of school. Finally, the findings suggest that for schools seeking to become more inclusive of historically marginalized adolescents, they may need to reconsider an approach that pulls marginalized youth into the “main body” (hooks, 1989), and, instead, travel to the “margin” (hooks, 1989) to re-conceptualize and design programs from there, the “space of radical openness” (hooks, 1989).

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiii, 268 p.; also includes graphics (some col.). Includes abstract and vita. Adviser: Donald Haurin, Dept. of Economics. Includes bibliographical references (p. 256-268).