Artículos de revistas: "Interpretive programs"

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LIVINGSTONE, SONIA M. "Interpretive Viewers and Structured Programs." Communication Research 16, no. 1 (February 1989): 25–57. http://dx.doi.org/10.1177/009365089016001002.

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Rittman, Maude R. "Preceptor Development Programs: An Interpretive Approach." Journal of Nursing Education 31, no. 8 (October 1992): 367–70. http://dx.doi.org/10.3928/0148-4834-19921001-09.

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ONO, Sawako. "Interpretive Programs at Golden Gate National Recreation Area." Journal of the Japanese Institute of Landscape Architects 53, no. 5 (1989): 175–80. http://dx.doi.org/10.5632/jila1934.53.5_175.

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Brewer, Teri F. "Redefining "The Resource": Interpretation and Public Folklore." Journal of American Folklore 119, no. 471 (January 1, 2006): 80–89. http://dx.doi.org/10.2307/4137784.

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Abstract There has always been practical training offered to staff in public agencies and historic sites on subjects such as how to create public programs and design displays for site visitors. In recent years, these fora have developed into afull-blown program with a more formal professional focus and a sequence of organized training programs, certification processes, networks, and toolkits. The resultant specialization "interpretation" is currently being promoted as an alternative (largely in-service) to more general academic training in visitor management and evaluation for heritage sites, community programs, and nature programs around the world. Only recently have the programs concentrated on not just environmental and historic site interpretation, but also the areas of cultural and community interpretation. Public folklorists have a potentially important contribution to make to the interpretive conversation. Most current interpretive training involves a focus on objects, sites, or place-based programs. Public folklorists’ experiences as developers of community and people-centered events, such as festivals and exhibitions where communities and individuals are encouraged to interact and where other essentially interpretive culture brokering activities occur, offer the possibility of adding important supplementary models to the interpretive repertoire.

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Knapp, Doug, and Gregory M. Benton. "Elements to Successful Interpretation: A Multiple Case Study of Five National Parks." Journal of Interpretation Research 9, no. 2 (November 2004): 9–25. http://dx.doi.org/10.1177/109258720400900202.

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The multiple case study described further investigates and identifies elements associated with successful interpretive programs through assessing what is perceived as important elements by interpreters in five U. S. National Park units. Data sources included semi-structured interviews with interpretive personnel, analysis of documentation related to interpretive programs in the units, and participant observation of interpretive programs conducted at each site. Four themes surfaced from this data: (a) an interpretive program must relate to the visitor, (b) it must attempt to achieve its goals through innovative techniques, (c) attain basic program needs and, (d) promote community outreach. One discrepancy found, based on the researchers’ analysis of program observations, was no attempt at receiving responses from the program participants. This “one-way” form of communication differs from the profession's interest in connecting with the visitor. One recommendation from this study is to explore constructivist learning strategies that could help bring about “two-way” communication between the interpreter and visitor.

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Mitera, Gunita, John Srigley, Laurette Geldenhuys, Martin Trotter, Fergall Magee, Esther Ravinsky, Meg McLachlin, et al. "Quality assurance governance and implementation in cancer pathology: A national survey of Canada." Journal of Clinical Oncology 31, no. 31_suppl (November 1, 2013): 73. http://dx.doi.org/10.1200/jco.2013.31.31_suppl.73.

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73 Background: Robust quality assurance (QA) programs incorporating both technical and interpretive aspects of QA are integral to accurate pathology diagnosis and quality of care a cancer patient receives. Programs and governance addressing technical pathology quality have been well developed in Canada and internationally. The extent of interpretive pathology QA implementation across Canada remains unknown. The objective of this study was to document the current landscape for pathology QA in Canada. Methods: An environmental scan was conducted to determine the types and extent of current large institution and provincial-level pathology QA programs in place across Canada. An electronic survey was administered to key stakeholders and senior decision makers in cancer pathology. Targeted interviews were conducted with pathology leaders in each province to verify survey results, deliberate and resolve ambiguous responses. Results were presented to all survey respondents as a feedback mechanism. Results: 9/10 provinces currently have a professional group representing pathologists. 10/10 provinces currently have a technical QA program. Of these, 2/10 provinces are governed through Accreditation Canada, 3/10 provinces are governed through the Ontario Laboratory Accreditation Program and the remaining 5/10 provinces are governed by separate provincially-led programs. For interpretive pathology QA, 2/10 provinces have a coordinated provincial interpretive QA program, 5/10 provinces do not have provincial coordination, and have plans to implement one, and 3/10 provinces do not have a provincially coordinated interpretive QA program in place, nor are they planning to develop one. Conclusions: This is the first study to document the provincial landscape for pathology QA in Canada. Large pan-Canadian variations remain for level of integration and future plans to develop and integrate interpretive pathology QA programs within provinces. Next steps should include the development of a pan-Canadian recommendations framework for interpretive pathology QA to help guide senior decision-makers in implementing such quality programs provincially.

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Wang, Rong, Jun Sun, Cong Tian, and Zhenhua Duan. "Meta-Interpretive LEarning with Reuse." Mathematics 12, no. 6 (March 20, 2024): 916. http://dx.doi.org/10.3390/math12060916.

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Inductive Logic Programming (ILP) is a research field at the intersection between machine learning and logic programming, focusing on developing a formal framework for inductively learning relational descriptions in the form of logic programs from examples and background knowledge. As an emerging method of ILP, Meta-Interpretive Learning (MIL) leverages the specialization of a set of higher-order metarules to learn logic programs. In MIL, the input includes a set of examples, background knowledge, and a set of metarules, while the output is a logic program. MIL executes a depth-first traversal search, where its program search space expands polynomially with the number of predicates in the provided background knowledge and exponentially with the number of clauses in the program, sometimes even leading to search collapse. To address this challenge, this study introduces a strategy that employs the concept of reuse, specifically through the integration of auxiliary predicates, to reduce the number of clauses in programs and improve the learning efficiency. This approach focuses on the proactive identification and reuse of common program patterns. To operationalize this strategy, we introduce MILER, a novel method integrating a predicate generator, program learner, and program evaluator. MILER leverages frequent subgraph mining techniques to detect common patterns from a limited dataset of training samples, subsequently embedding these patterns as auxiliary predicates into the background knowledge. In our experiments involving two Visual Question Answering (VQA) tasks and one program synthesis task, we assessed MILER’s approach to utilizing reusable program patterns as auxiliary predicates. The results indicate that, by incorporating these patterns, MILER identifies reusable program patterns, reduces program clauses, and directly decreases the likelihood of timeouts compared to traditional MIL. This leads to improved learning success rates by optimizing computational efforts.

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Debaere, E. H. "Language coprocessor for interpretive execution of modula-2 programs." Electronics Letters 22, no. 24 (1986): 1302. http://dx.doi.org/10.1049/el:19860893.

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Goodrich, Jessica L., and Robert D. Bixler. "Getting Campers to Interpretive Programs: Understanding Constraints to Participation." Journal of Interpretation Research 17, no. 1 (April 2012): 59–70. http://dx.doi.org/10.1177/109258721201700105.

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Interpretive programs are offered by parks and public lands to inspire the visitors to further appreciate the heritage resources presented and protected within parks. The strategic use of interpretation requires participants, and the broader the audience, the wider the influence. Using an outcome-oriented approach, 40 semi-structured interviews were conducted to better understand the constraints that reduced campers’ participation in park interpretive programs held at state parks. Visitors described an inability to find program information, a desire to experience unstructured time, lifestage barriers, and the relative attractiveness of competing activities. Through increased awareness of constraints to participation, interpreters should be able to strategically schedule programs, use different programming delivery styles, and increase their ability to meet park management objectives.

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Benton, Gregory M. "Multiple Goal Conveyance in a State Park Interpretive Boat Cruise." Journal of Interpretation Research 16, no. 2 (November 2011): 7–21. http://dx.doi.org/10.1177/109258721101600202.

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The qualitative case study examined interpretive programs for four sets of management goals. A proposed model, Four Conceptions of Interpretation, previously tested in national parks, was retested in a state park. The four conceptions are (a) connecting visitors to resources, (b) conveying agency mission and influencing behavior, (c) encouraging environmental literacy, and (d) promoting tourism. The hypothesis was that evidence of all four conceptions would be found in visitor recall of interpretive programs. Analysis found conceptions one and two strongly recalled by visitors. Conception three, environmental literacy, was conveyed by staff and moderately recalled by visitors. Conception four, tourism, identified in the Arkansas State Parks mission and opening dedication speeches, did not find its way into programs. Findings suggest that all four conceptions identified in foundational literature, mission, overall park vision, and staff interview did not trickle down into interpretive practice; it was not recalled by visitors in programs.

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Crespo-Vila, Raquel. "El entenado, de Juan José Saer: “nueva crónica de Indias”, “nueva novela histórica”, “metaficción historiográfica”, “ficción y de archivo” y “novela neobarroca”." Catedral Tomada. Revista de crítica literaria latinoamericana 7, no. 13 (January 8, 2020): 146–77. http://dx.doi.org/10.5195/ct/2019.437.

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Taking into account the different interpretative frameworks that have been proposed for a critical approach to the emergence of the historical fiction in the latest Latin-American narrative, the following article proposes a set of reading keys for the novel El entenado (1983), by Juan José Saer, paying attention, in a special way, to the metafictional and intertextual character of the novel, as common features to all the interpretive programs that will be considered.

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Stern, Marc J., Robert B. Powell, and Karen S. Hockett. "Why Do They Come? Understanding Attendance at Ranger-Led Programs in Great Smoky Mountains National Park." Journal of Interpretation Research 16, no. 2 (November 2011): 35–52. http://dx.doi.org/10.1177/109258721101600204.

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This study examines the perceptions of interpretive rangers and of the visiting public regarding explanations for attendance of ranger-led interpretive programs at Great Smoky Mountains National Park. Interpretive rangers’ perceptions about the most important barriers to program attendance were corroborated by park visitors and included a lack of awareness of the programs, insufficient time or inconvenient timing, and a preference for a more solitary park experience. While interpreters suggested that interest in a specific topic or place, the offering of a tangible reward or souvenir, and chance/serendipity would be the most consistently important predictors of attendance, surveys with park visitors suggested that desires to be entertained, a better chance to actually see the park's unique attractions, and a good group experience were more consistent motivators. This paper discusses recommendations for increasing interpretive program attendance and compares the value of collecting information about motivations for program attendance directly from visitors versus relying on ranger perceptions.

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Stern, Marc J., Robert B. Powell, Kevin D. McLean, Emily Martin, Jennifer M. Thomsen, and Bethany A. Mutchler. "The Difference between Good Enough and Great: Bringing Interpretive Best Practices to Life." Journal of Interpretation Research 18, no. 2 (November 2013): 79–100. http://dx.doi.org/10.1177/109258721301800205.

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The purpose of this paper is to illuminate in both a quantitative and qualitative sense the practices that distinguish great interpretive programs from those that may merely be adequate to satisfy the visitor's basic desires to learn, be entertained, or spend time with a ranger. Great programs, like great works of art, have the potential to impact audiences in a deeper sense by providing memorable experiences that may influence multiple aspects of visitors’ lives. This paper draws on experiences from three months of fieldwork, observing 376 interpretive programs across 24 units of the U.S. National Park Service, to illustrate examples of program elements that distinguished what we considered to be the best programs we observed.

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Stern, Marc J., and Robert B. Powell. "Taking Stock of Interpretation Research: Where Have We Been and Where are We Heading?" Journal of Interpretation Research 25, no. 2 (November 2020): 65–87. http://dx.doi.org/10.1177/10925872211023205.

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We reviewed all manuscripts published within the Journal of Interpretation Research from 2010 to 2019 to identify lessons learned from the past decade and to propose future directions to advance the field. The last decade of the Journal featured a wide diversity of studies, including evaluations of interpretive programs and trainings, examinations of specific interpretive techniques, and various other related topics. We summarize the decade’s contributions and share lessons learned associated with interpretive techniques; organizational practices; professional development; diversity, equity, inclusion, and justice; visitor characteristics; and motivating attendance at interpretive programs. We then identify eight areas for future research, including: (1) measuring more ambitious outcomes; (2) identifying effective practices for diverse audiences; (3) studying innovations through adaptive management; (4) examining intergenerational learning; (5) evaluating professional development; (6) conducting organizational studies; (7) investigating the politics of interpretation and sensitive topics; and (8) partnering on research for diversity, equity, inclusion, and justice.

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Strike, P. W., A. Michaeloudis, and A. J. Green. "Standardizing clinical laboratory data for the development of transferable computer-based diagnostic programs." Clinical Chemistry 32, no. 1 (January 1, 1986): 22–29. http://dx.doi.org/10.1093/clinchem/32.1.22.

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Abstract The existence of systematic differences between test results obtained at different laboratories can compromise the development of generally accessible reference databases for interpretive pathology. We review approaches to the elimination of inter-laboratory bias from pathology test results through the use of standard unit transformations. A general transform procedure is described that will permit laboratories serving a common population to make use of reference data, decision rules, and computer-based interpretive programs developed around a larger clinical database than each of these test centers could amass for themselves.

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Powell, Robert B., and Marc J. Stern. "Speculating on the Role of Context in the Outcomes of Interpretive Programs." Journal of Interpretation Research 18, no. 2 (November 2013): 61–78. http://dx.doi.org/10.1177/109258721301800204.

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Based on data from 272 live interpretive programs conducted across 24 units of the U.S. National Park Service, we investigate the influence of context upon interpretive programs and visitor outcomes. We first examined whether outcomes vary based upon the size of the audience and its age makeup; program characteristics such as duration, topic, and type; and characteristics of the setting including proximity to urban centers, program location (indoor vs. outdoor), and resource quality. We then examine whether different program or interpreter characteristics operate differently in different contexts by examining their relationships to visitor outcomes in four context pairings: programs with mostly children vs. mostly adults in the audience; culturally focused vs. environmentally focused programs; programs conducted in remote vs. urban parks; and indoor vs. outdoor programs. The findings suggest that a small number of program and interpreter characteristics may operate differently within different contexts. Based on these results, we propose hypotheses regarding which program characteristics appear to be more or less beneficial (or harmful) to generating desired visitor outcomes in different contexts.

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Morgan, Mark, James Absher, and Rob Whipple. "The Benefits of Naturalist-Led Interpretive Programs: Implications for User Fees." Journal of Interpretation Research 8, no. 1 (April 2003): 41–54. http://dx.doi.org/10.1177/109258720300800104.

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The 1996 Recreation Fee Demonstration program allowed some federal resource management agencies to keep a portion of user fees generated on-site, instead of returning all revenue to the general treasury. Funded primarily through entrance, activity, parking, and interpretive fees, this legislation has been successful in reducing the maintenance backlog for participating agencies. However, it is unclear what effect user fees might have on visitors attending interpretive programs and the benefits that agencies might be receive from implementing this policy. A field experiment was conducted to measure the outcomes of a naturalist-led, fee-based canoeing program offered by the San Bernardino National Forest Association in southern California. Two hundred twenty-seven canoeists at Big Bear Lake answered questions about their trips during the summer of 1999. Results indicated that the naturalist not only increased visitors’ appreciation of the resource, but also enhanced their perceptions of U.S. Forest Service fee policies.

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Mace, Britton L., and Jocelyn McDaniel. "Visitor Evaluation of Night Sky Interpretation in Bryce Canyon National Park and Cedar Breaks National Monument." Journal of Interpretation Research 18, no. 1 (April 2013): 39–57. http://dx.doi.org/10.1177/109258721301800104.

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Natural lightscapes are an important resource for parks and protected areas, including Bryce Canyon National Park and Cedar Breaks National Monument. Both locations offer night sky interpretive programs, attracting over 27,000 visitors annually, equaling all other interpretive programs combined. Parks need to understand what drives visitor interest and park managers need to assess if night sky interpretation is meeting expectations. A total of 1,179 night and day visitors to Bryce Canyon National Park and Cedar Breaks National Monument served as participants and completed a 36-item survey measuring knowledge, attitudes, benefits, and behaviors related to the night sky. Results show those who attended a night sky interpretive program gained a significant amount of knowledge about night sky issues. Both day and night visitors have strongly held attitudes about light pollution and the protection of the night sky in national parks.

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Connors, Thomas. "Appraising Public Television Programs: Toward an Interpretive and Comparative Evaluation Model." American Archivist 63, no. 1 (January 2000): 152–74. http://dx.doi.org/10.17723/aarc.63.1.242683617n40849g.

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Williams, Pat Stephens, Ray Darville, and Matthew McBroom. "A Comparison of Traditional and Facilitated Dialogue Programs in Grand Teton National Park: An Evaluation for the Future of Interpretive Programs." Journal of Interpretation Research 23, no. 2 (November 2018): 67–81. http://dx.doi.org/10.1177/109258721802300205.

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As part of finding their path for the next hundred years, the National Park Service is exploring diverse ways to engage the public and help create systemic changes in the way that the public interacts with each other. Facilitated dialogue in interpretive programs has been one of those ways. Traditionally, the public has embraced programming based on the expert and delivery, whereas the new direction leans toward an audience-centered, facilitated experience. To determine how this shift is affecting the experience related to interpretation in the parks, Grand Teton National Park (GRTE) conducted a study in 2015 and 2016. This multi-method study (this article presenting one slice) is based on the research model by Stern, et al (2012), which examined program and visitor characteristics among 56 live interpretive programs in Grand Teton National Park. Our goals were to compare traditional program with facilitated dialogue programs and to compare program characteristics over these two years. Findings indicate that traditional programs were significantly more attended than facilitated dialogue programs. However, when examining program characteristics, facilitated dialogue programs received significantly higher program evaluation scores than traditional programs. Adherence to the four-step Arc of Dialogue model was strongly and positively correlated with program characteristics.

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Yamada, Naoko. "Assessing the Needs of Interpreter Training in Japan." Journal of Interpretation Research 19, no. 2 (November 2014): 39–57. http://dx.doi.org/10.1177/109258721401900204.

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This research attempted to identify the needs present in interpreter training in Japan. Interviews with trainers and interpreters, and questionnaires administered to interpreters were employed to explore (a) the skills and abilities necessary for successful interpreters and (b) the challenges that trainers may experience regarding interpretive training in Japan. The results showed both consistency and inconsistency in the perceptions of interpreters and trainers. Interpretive design, communication and public speaking, and risk management are core subjects recommended for future introductory-level training programs in Japan. Managerial and training skills are suggested for new types of training programs. Several challenges to interpreter training in Japan were also identified.

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Sharp, Ryan L., Lincoln R. Larson, Gary T. Green, and Sara Tomek. "Comparing Interpretive Methods Targeting Invasive Species Management at Cumberland Island National Seashore." Journal of Interpretation Research 17, no. 2 (November 2012): 23–40. http://dx.doi.org/10.1177/109258721201700203.

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Interpretation designed to increase public understanding and appreciation of environmental issues can provide support for management actions in protected areas, but the relative impact of different interpretive strategies on public awareness and attitudes has not been adequately explored. The purpose of this research was to compare the effects of two interpretive programs (a non-personal, visual-based flyer and an interpersonal, audio-based talk) relative to a control group on visitors’ knowledge of, attitudes toward, and support for invasive species management at Cumberland Island National Seashore, Georgia. In general, the interpretive talk appeared to be more effective than the flyer at increasing awareness and generating support for invasive species management. Although visitors exposed to each of the treatments displayed greater knowledge of invasive species, effects on attitudes and management preferences were minimal. Future research examining the effects of interpretive media on public awareness of and support for controversial management decisions could therefore explore mechanisms for maximizing the impact of interpretive programming on visitors’ attitudes and preferences.

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Caplow, Susan. "Are We Preaching to the Same Choir? A Mixed-Methods Comparison of Audiences at Animal-Themed Interpretive Facilities." Journal of Interpretation Research 23, no. 2 (November 2018): 5–29. http://dx.doi.org/10.1177/109258721802300202.

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Interpretive programs can encourage the development of pro-environmental behavior, but visitors do not arrive as blank slates. Instead, their previous experiences interact with new programs to produce iterative change over time. Animal ambassadors can help facilitate these changes, but animal specialty organizations have largely been excluded from research exploring audiences and programs in free-choice learning settings. This study fills that gap by exploring differences between audiences at organizations with different types of missions. Using survey and interview data and value-belief-norm theory as a framework, I compare learners across three animal-themed interpretive facilities. Visitors were similar on some sociodemographic/social-psychological metrics, but they also differed in ways that reflect the institutional mission at each organization. Most notably, specialty organizations reach audiences who are sensitive to animal/ environmental welfare but are uncomfortable with zoos. Interpreters can replicate these methods at their own organizations or consider how the visitors in this study can help them better understand their own context. More knowledge about their visitors helps interpreters better design programs to achieve desired program outcomes and facilitate pro-environmental behavior.

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Bixler, Robert D., and J. Joy James. "First Impressions: Exploring the Structure of Titles for Nonformal Public Interpretive Programs." Visitor Studies 17, no. 2 (July 3, 2014): 177–90. http://dx.doi.org/10.1080/10645578.2014.945346.

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Marecek, Jeanne. "Numbers and interpretations: What is at stake in our ways of knowing?" Theory & Psychology 21, no. 2 (April 2011): 220–40. http://dx.doi.org/10.1177/0959354310391353.

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This article reflects on a set of target articles concerned with the use of quantitative procedures in interpretive research. The authors of those articles (Osatuke & Stiles; Westerman; and Yanchar) discuss ways that numerical procedures can be brought into interpretive studies, using illustrations from research programs on psychotherapy process, schools, law courts, and work life. Instead of the usual quantitative—qualitative distinction, I use Geertz’s distinction between experimental science and interpretive science and Kidder and Fine’s distinction between Big-Q and small-q research to reflect on several procedural and epistemological differences among target papers. The diversity of approaches under the umbrella of qualitative methods is described, along with some recent developments. Even though US psychology continues to mount stiff resistance against incorporating interpretive approaches into its knowledge-producing practices, such approaches are flowering in other parts of the world.

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Barrett, Austin G., Andrew J. Mowen, and Alan R. Graefe. "Predicting Intentions to Return to a Nature Center after an Interpretive Special Event." Journal of Interpretation Research 22, no. 1 (April 2017): 33–51. http://dx.doi.org/10.1177/109258721702200103.

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With the continued rise in screen media use and growing disconnect between youth and nature, the importance of community nature centers in providing natural experiences is increasingly recognized. Even so, many nature centers struggle to maintain public support and funds necessary for continued operations. One way for nature centers to engender public support and further their fundraising potential is through interpretive special events. This study seeks to understand whether (and how) interpretive outcomes of an interpretive special event relate to visitors’ intentions to return to a nature center in the future. The relationship between place attachment and intentions to return was also tested. Results show that affective interpretive outcomes, more than the program-specific outcomes or place attachment, had the strongest effects on intentions to return to the center. This finding was particularly true among new visitors to the nature center. Based on our findings, in addition to providing interpretive messages focused on specific resources, interpretive managers who are interested in increasing repeat visitation to their nature centers should consider placing an even higher priority on programs that create enjoyable and meaningful experiences for visitors.

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Stern, Marc J., and Robert B. Powell. "What Leads to Better Visitor Outcomes in Live Interpretation?" Journal of Interpretation Research 18, no. 2 (November 2013): 9–43. http://dx.doi.org/10.1177/109258721301800202.

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We conducted a study to empirically isolate the factors that are most consistently linked with positive outcomes for the attendees of live interpretive programs. We examined the relationships between interpreter and program characteristics and three visitor outcomes—visitor satisfaction, visitor experience and appreciation, and intentions to change behaviors—across 376 programs in 24 units of the U.S. National Park Service. The analyses revealed a list of 15 characteristics associated with these outcomes across a wide range of program types and contexts. Some of these characteristics constituted commonly promoted practices in the interpretation literature (e.g., thematic communication, Tilden's principles, and appropriate organization). However, certain characteristics of the interpreter, in particular their confidence, passion, sincerity, and charisma, were also strongly correlated with positive visitor outcomes. We discuss the study's implications for both interpretive practice and future research.

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Jacobson, Susan K., and Susan B. Marynowski. "New Model for Ecosystem Management Interpretation: Target Audiences on Military Lands." Journal of Interpretation Research 3, no. 1 (April 1998): 1–20. http://dx.doi.org/10.1177/109258729800300101.

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New interpretation models are necessary to address the human dimensions of ecosystem management goals. A model focusing on audience characteristics guided the development of an ecosystem management interpretive program targeting military leaders and planners at Eglin Air Force Base in northwest Florida. Interpretive objectives and content areas were established with input from natural resource managers and data from baseline surveys of military decision makers. Key content areas for the interpretive program were (a) native and endangered species, (b) fire ecology, (c) ecosystems, and (d) forest resources and habitats. Interpretive media tested included print mass media, a color poster, golf course signs, a series of color brochures with a participatory component, and a video. Evaluative surveys showed significantly improved knowledge and attitudes in several content areas despite a high turnover of individuals in the target populations. Mass media were the most successful interpretive approach tested, resulting in increased knowledge and enhanced attitudes for both leaders and planners. Interpretive signs on the Eglin AFB golf course, targeting military leaders who reported golf as their main outdoor activity, were successful in improving knowledge of ecosystems and attitudes toward prescribed fire. Audience monitoring provides continued feedback for the interpretive program. These findings suggest that a model of interpretation focusing on audience attributes rather than site characteristics is useful for designing effective programs.

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Hvenegaard, Glen T. "Visitors’ perceived impacts of interpretation on knowledge, attitudes, and behavioral intentions at Miquelon Lake Provincial Park, Alberta, Canada." Tourism and Hospitality Research 17, no. 1 (August 1, 2016): 79–90. http://dx.doi.org/10.1177/1467358416634157.

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Interpretation in protected areas can help reach conservation goals and inspire a new generation of knowledgeable and dedicated park supporters. However, few research projects have examined this connection in a comprehensive manner. This 2011 study evaluated perceived knowledge, interest, appreciation, and advocacy impacts from interpretive programs at Miquelon Lake Provincial Park (MLPP), Alberta, Canada. Of 497 respondents, 19.7% attended an interpretive program. Among attendees, 89% rated the programs as excellent or very good, and most agreed that interpretation increased knowledge about nature (88%), interest in future programs (87%), and appreciation for MLPP (82%). Somewhat fewer but still a majority of attendees agreed that interpretation increased their desire to support AB Parks (71%), their awareness of environmental issues (69%), and their desire to help the environment (61%). Attendees (and nonattendees to a lesser extent) supported the role of interpretation in the park. The key constraints for not attending were lack of awareness, awkward timing, and being too busy. Park interpretation at MLPP appears to generate positive impacts related to the environment, regarding learning, awareness, appreciation, and a desire to help.

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Kohl, Jon, and Ted Eubanks. "A Systems-Based Interpretive Planning Model that Links Culturally Constructed Place Meanings and Conservation." Journal of Interpretation Research 13, no. 2 (November 2008): 59–74. http://dx.doi.org/10.1177/109258720801300205.

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A principal function of heritage interpretation should be to link people and places in order to conserve those places. The motive to conserve does not arise only from within the interpretation field. Due to increasing urgency of biological and cultural heritage loss, the wider resource management field requires participation of all conservation-related tools, interpretation included. Any conceptual model concerned with integrating interpretation into conservation programs, then, must explain how interpretation's central elements of place meanings and audiences directly contribute to conservation. This paper, then, presents a conceptual interpretive planning model that involves audiences in place conservation by leveraging culturally constructed place meanings (in an interpretive framework) to promote desirable actions that meet conservation objectives found in a place's policy framework. It further describes how interpretive planning can facilitate people's natural process of constructing meaning, that when combined with appropriate place-based cultural narratives, interpretive media, and conservation knowledge, can result in audiences’ increased likelihood to participate in conservation.

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Schmitt, Raymond L., and Tracy D. Ellman. "Devaluating Death Education through Short-Term Suicide Intervention Programs." OMEGA - Journal of Death and Dying 24, no. 3 (May 1992): 241–45. http://dx.doi.org/10.2190/1v7x-6w87-0k91-5p04.

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The wisdom and results of the Shaffer et al. study [1] are challenged regarding: 1) program content, 2) length of student exposure, 3) instructor competence, and, particularly 4) the implicit conceptualization of suicide as a simplistic rather than a complex, interpretive act. Certainly to conclude, or even to imply, that the effectiveness of all educational suicide intervention efforts are doomed, or that suicide is a function of mental illness rather than the stresses and losses experienced through living in mass society, is clearly unwarranted. The value of ongoing death education courses of semester length for the tempering of suicidal behaviors is argued.

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Smith, Shane V. "Developing and Presenting Geoscience Interpretive Programs at Nez Perce National Historical Park, Idaho." Journal of Geoscience Education 53, no. 3 (May 2005): 294–96. http://dx.doi.org/10.5408/1089-9995-53.3.294.

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Yamada, Naoko, and Doug Knapp. "Participants’ Preferences for Interpretive Programs and Social Interactions at a Japanese Natural Park." Visitor Studies 13, no. 2 (October 11, 2010): 206–21. http://dx.doi.org/10.1080/10645578.2010.509698.

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Ulubey, Özgür, and Semra TİCAN BAŞARAN. "Evaluation of 2018 initial teacher training programs." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 2 (December 26, 2019): 263–300. http://dx.doi.org/10.31704/ijocis.2019.012.

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The aim of this study is to evaluate the initial teacher training programs updated in 2018 in Turkey. In the study, the basic interpretive research design was used. Participants of the study were 32 faculty members from different programs in a faculty of education of a university in the western part of Turkey. Data were collected via face to face interviews using semi-structured interview form. Findings of the study generally revealed that 2018 initial teacher training programs were not prepared in line with curriculum development principles. The faculty members think that the changes in the programs cannot meet the needs of qualified teacher training. They recommended updating the teacher training programs in line with the curriculum development principles, increasing the weekly course hours, adding the implementation hours in the courses and adding the school experience course back to the programs.

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Cropper, Andrew, Rolf Morel, and Stephen Muggleton. "Learning higher-order logic programs." Machine Learning 109, no. 7 (December 3, 2019): 1289–322. http://dx.doi.org/10.1007/s10994-019-05862-7.

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AbstractA key feature of inductive logic programming is its ability to learn first-order programs, which are intrinsically more expressive than propositional programs. In this paper, we introduce techniques to learn higher-order programs. Specifically, we extend meta-interpretive learning (MIL) to support learning higher-order programs by allowing for higher-order definitions to be used as background knowledge. Our theoretical results show that learning higher-order programs, rather than first-order programs, can reduce the textual complexity required to express programs, which in turn reduces the size of the hypothesis space and sample complexity. We implement our idea in two new MIL systems: the Prolog system $$\text {Metagol}_{ho}$$ Metagol ho and the ASP system $$\text {HEXMIL}_{ho}$$ HEXMIL ho . Both systems support learning higher-order programs and higher-order predicate invention, such as inventing functions for and conditions for . We conduct experiments on four domains (robot strategies, chess playing, list transformations, and string decryption) that compare learning first-order and higher-order programs. Our experimental results support our theoretical claims and show that, compared to learning first-order programs, learning higher-order programs can significantly improve predictive accuracies and reduce learning times.

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Benton, Gregory M. "From Principle to Practice: Four Conceptions of Interpretation." Journal of Interpretation Research 14, no. 1 (April 2009): 7–31. http://dx.doi.org/10.1177/109258720901400102.

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This multiple case study examined cultural interpretive programs for four different sets of goals or conceptions in a trickle-down effect from theory to practice. A proposed model, Four Conceptions of Interpretation, is based on foundational texts and empirical studies. The four conceptions are (a) connecting visitors to resources, (b) conveying agency mission and influencing behavior, (c) encouraging environmental literacy, and (d) promoting tourism outcomes. The data were examined for the presence of several different goals for interpretive practice. The study found that conception one was represented in all programs. Limited evidence of conceptions two, three, and four were found in participant recall. Although articulated in texts and training materials, evidence of the other conceptions’ goals were lacking from visitors’ short-term recall. This finding suggests that the practice of interpretation at the examined sites focused on conveying the seminal goal of connecting visitors to heritage resources.

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Knapp, Doug, and Elizabeth Barrie. "Ecology versus Issue Interpretation: The Analysis of two Different Messages." Journal of Interpretation Research 3, no. 1 (April 1998): 21–38. http://dx.doi.org/10.1177/109258729800300102.

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An important goal for environmental interpretation is to attempt to change a constituent's knowledge, attitude, and/or behavior toward the park site and beyond. This study evaluated the impact of two different interpretive experiences on elementary students’ environmental knowledge, attitude, and behavior. Each program represented a major variable associated with the attitude/behavior change goals supported by interpreters. These programs were administered and evaluated during the 1995–96 school year at the Paul H. Douglas Environmental Education Center at Indiana Dunes National Lakeshore. The first interpretive experience, offered during the fall, was dedicated to ecological information, whereas the second program was conducted in the spring and was based on environmental issues associated with the site. Results of this quantitative analysis show significant gains in knowledge and little impact on attitude/behavior. The authors recommend multiple research methods to better evaluate effect and behavior changes following an interpretive experience.

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Barton, Susan S., Rebecca S. Pineo, and Leslie Carter. "Implementing Sustainable Practices on Campus through Student Independent Study." HortTechnology 20, no. 3 (June 2010): 495–98. http://dx.doi.org/10.21273/horttech.20.3.495.

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Two students at the University of Delaware participated in independent study projects that helped the University of Delaware campus progress in their efforts to become a sustainable campus. Student projects included a volunteer organization for invasive plant removal, design of a wildlife habitat garden, development of an interpretive signage policy, coordination of publicity, development of interpretive signs, authoring fact sheets, and creation of a sustainable landscapes website. Students benefited from faculty mentoring, collaboration with other university and agency personnel, and real world project coordination. Both students are currently enrolled in graduate programs that will further develop the skills they learned in their independent study projects.

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Widari, Dewa Ayu Diyah Sri, Made Antara, and Syamsul Alam Paturusi. "Management Strategy of Jatiluwih Tourist Attraction as Part of World Cultural Heritage in Tabanan Regency, Bali Province." International Journal of Social Science Research 7, no. 1 (March 15, 2019): 26. http://dx.doi.org/10.5296/ijssr.v7i1.14248.

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Various attempts have been made to achieve the goals of the management of Jatiluwih Tourist Attractions as part of the World Cultural Heritage, but there are some obstacles in its implementation. This research aims to develop strategies and programs in the management of sustainable Jatiluwih Tourist Attraction as part of the World Cultural Heritage. This study used qualitative methods supported by quantitative data through the use of Interpretive Structural Modeling (ISM) analysis. Data collection was conducted through interviews, Focus Group Discussion, and document studies. The ISM (expert survey) questionnaire as a research instrument was used to obtain information about the contextual relations of each element in the Interpretive Structural Modeling (ISM) analysis involving 11 experts. The results of the study indicate that the management of Jatiluwih Tourist Attraction as part of the World Cultural Heritage requires strategies and programs for sustainability. The formulated strategies are management more structured to increase tourist visits and improve community welfare; increasing the competence of human resources to increase participation; infrastructure development and diversification of tourism products; and increasing support for the preservation of cultural heritage sites through increase community awareness, land use policies, and the involvement of all stakeholders. Programs are formulated based on the strategies set.

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Goldman, Theresa L., Wei-Li Jasmine Chen, and David L. Larsen. "Clicking the Icon: Exploring the Meanings Visitors Attach to Three National Capital Memorials." Journal of Interpretation Research 6, no. 1 (April 2001): 3–30. http://dx.doi.org/10.1177/109258720100600102.

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This study explored the meanings visitors attach to three National Park Service sites in Washington, D.C.: the Lincoln Memorial, the Vietnam Veterans Memorial, and the Korean War Veterans Memorial. Researchers used focus-group interviews (21 interviews, 182 participants) to identify the meanings visitors attach to park resources, their interests relative to interpretive programming, and the extent to which connections between the meanings of the resource and the interests of the visitor occur as a result of exposure to interpretive programs. An analysis of focus-group interview data revealed four themes that reflect a sense of spiritual connection with the ideals of our nation; the role of Lincoln as the embodiment of our identity and aspirations; the elements of quality interpretation; and a sense of gratitude for those who served and of responsibility to maintain democratic traditions. Study results suggest several ways that an understanding of visitor meanings and place experience can improve interpretive programming.

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Macklin, E. Kim, Glen T. Hvenegaard, and Paul E. Johnson. "Improvisational Theater Games for Children in Park Interpretation." Journal of Interpretation Research 15, no. 1 (April 2010): 7–13. http://dx.doi.org/10.1177/109258721001500102.

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With children increasingly disconnected from nature and much interpretation geared toward adults, agencies need age-appropriate techniques for children. Improvisational theater games use group-based role-playing to solve problems through dialogue and activity in a creative, spontaneous, supportive, and interactive atmosphere. This paper highlights children's enjoyment and perceived learning resulting from a new improvisation program in Banff National Park, Canada. We thematically analyzed open-ended evaluations of an improvisation-dominated program. The activities enjoyed most included improvisation, because they involved fun, physical activity, creativity, challenge, and novelty. The least-enjoyed activities were physical activity games and an interpretive talk. Perceived learning was highest from an interpretive talk and nature walk and least from games focused on physical or group activities. Most perceived and desired learning related to natural history and park management topics. Despite being nontraditional and non-thematic, improvisation can contribute to children's enjoyment and perceived learning in park interpretive programs.

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Dussler, Rob, and Stephen Anthony Deringer. "Exploring the Effects of Interpreters’ Experiences of Mindfulness Interventions on Their Connection With Nature and Subsequent Environmental Interpretation." Journal of Interpretation Research 25, no. 1 (April 2020): 26–45. http://dx.doi.org/10.1177/1092587220963556.

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This qualitative study used a constructivist grounded theory framework to examine the experiences of environmental interpreters engaged in mindfulness training and their descriptions of mindfulness, nature connection, and interpretive practice. Although there is a prevalent literature base exploring mindfulness and nature connection, a gap in the literature exists pertaining to mindfulness and environmental interpretation training and practice. Nine environmental interpreters participated in a 4-week mindfulness intervention program and engaged in in-depth conversations regarding their experience with mindfulness and interpretation. Constructivist grounded theory coding and analysis indicated that participants in the study experienced the construct of mindfulness in a variety of ways and perceived its impact on their interpretive practice in the following ways specifically: (a) it enhanced personal experiences of nature, and (b) it created more authentic interpretive experiences for their program attendees. This research suggests the value of incorporating mindfulness training in interpreter development programs and the practice of interpretation.

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Castillo-Palacios, Freddy William. "Viral marketing for the dissemination of social programs in rural communities of Perú." Revista Metropolitana de Ciencias Aplicadas 6, no. 1 (January 1, 2023): 6–13. http://dx.doi.org/10.62452/n0mpqa61.

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The article aims to analyze the reality of the use of social networks for the dissemination of social programs in rural communities of Perú. The research is qualitative-interpretive. Methodologically, it is based on phenomenology and hermeneutics, which uses the interview and bibliographic review. Social media in rural communities in Peru is associated with Facebook and Twitter, however, the advertising or informative content that is developed is inappropriate, within the most relevant social programs are the programs QaliWarma, Juntos, Beca 18, Jóvenes Productivos, Trabaja Perú, Noa Jayatai, Agro rural, Impulsa Perú, Vivienda Rural and Pensión 65, however, not all programs have made it possible to meet the objectives aimed at reducing poverty levels and especially the coverage limit to generate a greater social impact.

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Noh, Eunjeong. "해설사에 의해 전달되는 해설프로그램은 의미있는 경험을 제공하는가? : 창덕궁사례를 중심으로". Journal of Tourism Management Research 23, № 7 (31 грудня 2019): 547–66. http://dx.doi.org/10.18604/tmro.2019.23.7.25.

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Alford, Élan R., Sam Hoadley, Caroline R. Fazzini, Laura K. Reilly, Amy Highland, Ellen C. Lake, and Jeffrey A. Downing. "Applying United Nations Sustainable Development Goals, Mt. Cuba Center Gardens with Native Plants and Grows Conservators." Sustainability 14, no. 10 (May 17, 2022): 6074. http://dx.doi.org/10.3390/su14106074.

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Mt. Cuba Center is a botanical garden created with a conservation purpose: to work with native plants and inspire people to become conservators of native habitats. Adherence to this founding mission aligns Mt. Cuba’s activities with 4 of the 17 United Nations Sustainable Development Goals. This article shares aspects of the center’s founding, interpretative plan and content, horticultural research, and conservation programs. We hope that it will inspire the development and implementation of more botanical garden conservation programs that catalyze members, guests, and community partners to participate in and amplify conservation efforts through collective actions. By highlighting the region and its beautiful native flora, Mt. Cuba teaches conservation of native habitats and how to incorporate native plants into home gardens. The garden’s conservation messages are brought to life through interpretive plans, horticultural research, and public engagement. The garden itself acts as a tool to promote conservation by influencing guest attitudes and experiences. The renewal of Mt. Cuba from a fallow cornfield to a thriving ecosystem illustrates that individuals can make a difference. By telling its story and demonstrating accessible conservation actions through its work with native plants, Mt. Cuba aims to transform garden guests into conservators.

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Howard, Jonathon. "Research in Progress: Does Environmental Interpretation Influence Behaviour through Knowledge or Affect?" Australian Journal of Environmental Education 15 (1999): 153–56. http://dx.doi.org/10.1017/s0814062600002731.

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Interpretation is frequently seen as effective in managing tourist-wildlife interactions because it increases awareness about a species and encourages a conservation ethic (Beckmann 1991, Moscardo 1998). Interpretation has been advocated as the most effective management strategy for wildlife encounters (Orams 1996). Implicit in this belief is that by changing people's attitude, interpretation will change their behaviour (Roggenbuck 1992).Petty et al. (1997) define an attitude as an evaluation of an object (eg. people, animal, etc.) that exists along a dimension ranging from positive to negative. In reflecting on attitude change it helps to conceptualise an attitude as comprised of three main components: affect, cognition, and behaviour. The affective component consists of a person's feeling towards an object, the cognitive component consists of a person's knowledge and understanding of an object and the behavioural component involves a person's actual behaviour towards the object (Knudson et al. 1999).Although attitude is conceptualised as having three main components, most past research on interpretation has focused on changes in cognition (Beckmann 1991). Howard (1998) suggested that as people attend interpretive programs at leisure affective realms are important, and as such, mood theory might improve our understanding of: the intrinsically rewarding feelings that characterise this type of leisure experience; and how interpretation may influence people's behaviour. The influence of affective realms on interpretive programs is poorly understood and not well researched (Howard 1998). This paper contributes to our understanding of cognition and affect in interpretive setting by providing the results of a preliminary study conducted at Mon Repos Conservation Park.

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Abreu Tejada, Michaele Karina, Monica Vallejo-Ruiz, and Francisco Del Cerro Velazquez. "Assessment of the relevance of the industrial engineering career curriculum in relation to the labor market." Universidad Ciencia y Tecnología 26, no. 116 (August 31, 2022): 40–53. http://dx.doi.org/10.47460/uct.v26i116.642.

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Interculturality in higher education in Ecuador is linked to mainstreaming and programs aimed at teacher training, particularly for indigenous peoples and nationalities. This stage proposes a reflection on how the interculturality concept is used in higher education at the University of Cuenca. It had an analytical-interpretive approach of a hermeneutical nature. The results show that the interculturality concept in the programs is framed in terms of ethnic and linguistic processes. However, there is also a critical approach its questions power relations, forms of coloniality, and colonialism. In addition, it revealed the importance of mainstreaming the intercultural approach in the different postgraduate programs and that these are not exclusive to indigenous people since they must transcend ethnic and cultural processes. For this reason, those who develop the programs must adequately handle the concepts of what they want to consolidate.

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Quichimbo Saquichagua, Fausto Fabricio. "Exploration of the Concept of Interculturality in higher Education." Universidad Ciencia y Tecnología 26, no. 116 (August 31, 2022): 29–39. http://dx.doi.org/10.47460/uct.v26i116.641.

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Interculturality in higher education in Ecuador is linked to mainstreaming and programs aimed at teacher training, particularly for indigenous peoples and nationalities. This stage proposes a reflection on how the interculturality concept is used in higher education at the University of Cuenca. It had an analytical -interpretive approach of a hermeneutical nature. The results show that the interculturality concept in the programs is framed in terms of ethnic and linguistic processes. However, there is also a critical approach its questions of power relations, forms of coloniality, and colonialism. In addition, it revealed the importance of mainstreaming the intercultural approach in the different postgraduate programs and that these are not exclusive to indigenous people since they must transcend ethnic and cultural processes. For this reason, those who develop the programs must adequately handle the concepts of what they want to consolidate.

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Ernst, Julie Athman. "Teacher Persistence in Implementing EE: Implications for the Interpretive Community." Journal of Interpretation Research 12, no. 1 (April 2007): 51–65. http://dx.doi.org/10.1177/109258720701200104.

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There are a variety of barriers that deter teachers from using environmental education (EE), including state curriculum standards and testing, lack of funding and transportation, lack of training, and misconceptions about what EE is. Despite these barriers, some teachers persist in using EE. Because teachers and students in the formal educational setting often are a key audience for interpretive centers, it would be useful to understand teachers’ motivations for using EE and what helps them overcome barriers to integrating EE into their curriculum. Survey research was conducted with 70 K–12 teachers to investigate what they perceive as the strongest influences on their decisions to implement EE and their abilities to do so. Results indicated personal environmental literacy knowledge and skills, environmental sensitivity, and teaching context as key influences on teachers’ use of EE. Implications for the interpretive community related to providing teacher training and marketing school-based programs are discussed.

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Landeen, Janet, Nancy Matthew-Maich, Leslie Marshall, Lisa-Anne Hagerman, Lindsay Bolan, Maurine Parzen, Maria Pavkovic, et al. "Experiences of Students Enrolled in Integrated Collaborative College/University Programs." Canadian Journal of Higher Education 47, no. 2 (August 27, 2017): 135–55. http://dx.doi.org/10.47678/cjhe.v47i2.186456.

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Little is known about the student experience in collaborative college/university programs, where students are enrolled in two institutions simultaneously in integrated curriculum designs. This interpretive, descriptive, qualitative study explored these students’ perspectives. Sixty-eight participants enrolled in one of four collaborative programs from three different faculties engaged in student researcher-led focus groups. Results revealed that while all participants valued their respective academic programs, their day-to-day life experiences presented a different story. Some students had perceptions of belonging and thrived in a dual world. Others had perceptions of ambiguous belonging, which contributed to them perceiving themselves through a perpetual lens of being less than university-only students. Issues of how students are invited to engage in the university and college cultures, perceptions of power and control, and daily reminders of being different all contributed to positive or ambiguous student identities. The results raise preliminary questions for universities and colleges regarding how to enhance the student experience in these collaborative programs.

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