Retaining change in attitudes and emotions toward coyotes using experiential education

2019 ◽  
Vol 46 (2) ◽  
pp. 97
Author(s):  
Carly C. Sponarski ◽  
Jerry J. Vaske ◽  
Alistair J. Bath ◽  
T. A. Loeffler
Keyword(s):  
Experiential Education ◽  
Education Program ◽  
Retention Test ◽  
Wildlife Conservation ◽  
Safety Information ◽  
Potential Interaction ◽  
Comfort Level ◽  
Information Retention ◽  
Positive Effects ◽  
Educative Experiences

Context Education programs concerning wildlife conservation and safety typically include the biology of the wildlife species and public safety information. Information retention using traditional means such as signs, pamphlets and static presentations have been shown to be minimally effective at changing attitudes and behaviour when it comes to human–wildlife interactions. Aims An experiential education program with interactive modules was designed to support information retention in participants. On the basis of previous research, a targeted experiential education program focusing on perceptions of risk and preventative behaviours was produced to increase people’s comfort level when in coyote habitat. Methods Pre-, post- and retention-test questionnaires were used to study differences in attitudes and risk perception instantly following (post-test) as well as 1 year after participating in the program (retention test). Key results Overall, the program had significant positive effects on participants’ attitudes, and significant decreases in their overall perception of risk in terms of potential interaction with coyotes. These positive effects were observed instantly and 1 year after participants were surveyed. Conclusions Targeted and interactive educative experiences can have impacts on participants’ perceptions over the long term. This technique might be useful when dealing with human–wildlife interactions. Implications Designing targeted educative experiences for people may also support lasting positive change in human–wildlife interactions.

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

A Comparison of Airline Safety Videos in Information Acquisition

2017 ◽  
Vol 61 (1) ◽  
pp. 1671-1673 ◽  
Author(s):  
Allison Ragan ◽  
Tessa Sommer ◽  
Frank Drews
Keyword(s):  
Information Acquisition ◽  
Safety Information ◽  
Relevant Information ◽  
Flight Safety ◽  
Information Retention ◽  
Short Answer ◽  
Airline Safety ◽  
Short Answer Questions ◽  
First Time

This study examined the effect of humor on airline safety information retention. Passenger attention to pre- flight safety demonstrations is low, even though it may impact the chance of survival in an aviation accident. Airlines have employed humor and entertainment to educate passengers on safety information. This study explored whether the humorous presentation increases retention of safety information, or if humor acts as a distraction from safety relevant information. Participants viewed two pre-flight safety demonstration videos (humorous and non-humorous) in counterbalanced order then answered short-answer questions about the content of the videos. Retention scores after viewing either type of video for the first time were the same. However, when a humorous video was shown prior to a standard safety video, retention scores for safety material dropped. These findings suggest that humorous safety demonstrations may be more effective, not because they are best at conveying information, but because passengers do not attend to standard videos if they have previously been exposed to a humorous version.

The effects of non-consumptive wildlife tourism on free-ranging wildlife: a review

2000 ◽  
Vol 6 (3) ◽  
pp. 183 ◽  
Author(s):  
Ronda J. Green ◽  
Karen Higginbottom
Keyword(s):  
Wildlife Conservation ◽  
Economic Incentives ◽  
Research Literature ◽  
Tourism Industry ◽  
Negative Effects ◽  
Positive Effects ◽  
Wildlife Tourism ◽  
Direct Injury ◽  
Free Ranging ◽  
Published Research

Tourism based on free-ranging animals is economically important, but there are no comprehensive studies on the overall balance of its negative and positive effects on wildlife. However, there is a growing body of information on which we can draw for minimizing negative effects and enhancing positive ones. Major categories of negative effects include: direct injury and death; disruption of activities or increase in stress levels; and loss or modification of habitat. About half the published research literature on negative effects involves relatively conspicuous avian species, and there is a need for further research on other taxa. Major categories of positive effects include financial and practical contributions by tourists and tourism operators, economic incentives for wildlife conservation (acting through local communities, the tourism industry and governments) and environmental education. There is far less information on positive than on negative effects, and research is required to examine this quantitatively. However, the evidence suggests there is considerable unrealized potential for wildlife tourism to provide substantial conservation benefits.

The Effect of Life Skills Education on Mild Intellectual and Developmental Disability

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1 ◽  
Author(s):  
M. Ahmadian ◽  
L. Fata
Keyword(s):  
Interpersonal Relationships ◽  
Education Program ◽  
Cognitive Skills ◽  
Life Skills ◽  
Anger Management ◽  
Reliability And Validity ◽  
Positive Effects ◽  
Self Knowledge ◽  
Skills Education ◽  
Life Skills Education

Introduction and aim:This study examines the effect of life skills education on mild intellectual and developmental disabled students.Life skills education program is widely used in other disabilities but rarely utilized with children who have intellectual disabilities, possibly on the assumption that the cognitive skills on which it capitalizes are less likely to be available. The primary goal of education for this group is to increase self-sufficiency by teaching functional skills needed in everyday life across home, community, work, and leisure domains.Method:A total of 30 participants took part in this study (20 male, 10 femal). The IQ level of these participants were assessed by WISC_R. we also assessed intervention effects on three skills targeted by classroom teachers. The three target skills were self-knowledge, social and interpersonal relationships, and anger-management.Cronbach alpha reliability coefficient and factor analyses were used to examine the reliability and validity of the LSEQ in this special students sample.Results:The alpha coefficient reliability of the total scale of the LSEQ was 0.76. The total effect of Life skills education program showed positive effects ( T=-7.136 df=29, p< .001 ), Self-knowledge ( T=-5.882 df=29, p< .001 ), interpersonal relationship ( T=-7.430 df=29, p< .001 ), anger-management ( T=-4.762 df=29, p< .001 ).Cunclusion:Overall, results showed positive effects of the intervention on participants" skills. Further research on the effects of various systematic instructional strategies on the social- skills of individuals with various disabilities in multiple settings is recommended.

The College Orientation Workshop as an Experiential, Positive Youth Development Program

2020 ◽  
Vol 43 (2) ◽  
pp. 185-204
Author(s):  
Sara S. Whipple ◽  
Scott T. Frein ◽  
Keith A. Kline
Keyword(s):  
Blood Pressure ◽  
Experiential Education ◽  
Education Program ◽  
Development Program ◽  
Young Men ◽  
Self Esteem ◽  
Self Control ◽  
Full Potential ◽  
Psychological Variables ◽  
College Orientation

Background: The 4-week-long College Orientation Workshop (COW) is an experiential education program that combines physical and mental challenges with classroom instruction to promote self-confidence, self-control, wellness, and life success in promising male youth facing challenges to reaching their full potential. Purpose: This was an exploratory study to assess whether young men who completed the program manifested psychological and/or physical changes. Methodology/Approach: Sixteen young men were assessed at the beginning and end of the program. Physical measures included fitness test scores (pull-ups, sit-ups, push-ups, 1.5 mile run time), resting blood pressure, and pulse rate. Psychological variables included positive and negative affect, life satisfaction, self-esteem, self-efficacy, perceived control, self-control, impulsivity, social support, and subjective socioeconomic status. Findings/Conclusions: From pre- to post-COW, there were significant increases in self-esteem, positive affect, and sit-ups completed as well as significant decreases in run times, systolic and diastolic blood pressure, and heart rate. Several nonsignificant trends were also detected. Associations of psychological variables with fitness/health measures suggest that changes in the latter may be partly due to changes in the former. Implications: The COW Program may be an effective experiential education program. Follow-up studies with program participants are currently underway to determine longer term outcomes.

APEX: an experiential education program

1993 ◽  
Vol 57 (8) ◽  
pp. 637-642
Author(s):  
SN Frankl ◽  
ML Mann ◽  
AW Jong
Keyword(s):  
Experiential Education ◽  
Education Program

Abstract TP392: Life in the F.A.S.T. Lane: Improving Stroke Patient and Family Education by Using F.A.S.T

Stroke ◽  
2020 ◽  
Vol 51 (Suppl_1) ◽  
Author(s):  
Noella C West
Keyword(s):  
Risk Factors ◽  
Education Program ◽  
Signs And Symptoms ◽  
Educational Programs ◽  
Warning Signs ◽  
Comfort Level ◽  
Medical Attention ◽  
Individual Risk ◽  
Evidenced Based ◽  
Individual Risk Factors

Background and Purpose: Quality educational programs for stroke awareness promote early medical attention which lead to improved recovery and clinical outcomes. The implementation of an evidence-based education program using F.A.S.T. improved community awareness of both the signs and symptoms of stroke along with awareness of individual risk factors. The purpose of this quality enhancement initiative was to determine the efficacy of specific stroke education and the effects on the community for prompt medical treatment of suspected stroke when warning signs and symptoms are identified. Methods: A quality improvement pre-test/post-test design project was conducted to evaluate the implementation and impact of an evidenced-based patient/family centered education program regarding using F.A.S.T. and identifiable risk factors. Questions formulated using the Kirkpatrick Model. GetWell Rounds and Marabella application was used electronically at the beside to gather data. Outcomes were measured using a 10-point Likert scale in 311 patients and their caregivers at a busy level one trauma center over 5 months. As a result, creation of hospital wide education including videos, key discharge components and community outreach was newly implemented. Results: This evidenced-based initiative contributed to a significant increase in patients/families understanding of stroke signs and symptoms and recognition of individual risk factors that were modifiable. The highest level of improvement is comfort level explaining F.A.S.T. In addition, patient and caregiver survivors as well as non-stroke population participation in the community stroke programs have increased. Conclusions: Identifying stroke symptoms and acting rapidly can lower death and disability, but public awareness of stroke warning signs, symptoms and risk factors remains poor. Stroke educational programs are needed to improve community knowledge and behaviors to increase early treatment and potentially decreasing mortality. The community focused level is important to getting the message out and about stroke factors; therefore, developing cultural awareness is crucial.

Strenuous Exercise Habits and Spatial Mnemonic Discrimination Ability in Young Adult Men and Women

2021 ◽  
pp. 003151252110387
Author(s):  
Sarah J. E. Wong-Goodrich ◽  
Julia Kearley
Keyword(s):  
Spatial Pattern ◽  
Human Performance ◽  
Potential Interaction ◽  
Pattern Separation ◽  
Strenuous Exercise ◽  
Exercise Habits ◽  
Discrimination Ability ◽  
Match To Sample ◽  
Positive Effects ◽  
Spatial Pattern Separation

Increased physical activity has shown positive effects on various hippocampal memory functions through accumulating evidence that physical exercise and higher cardiorespiratory fitness can enhance human performance on nonspatial mnemonic discrimination tasks that rely on hippocampal pattern separation. However, there is less direct evidence of exercise effects on spatial pattern separation in humans, despite evidence for this association in rodent models. We examined the influence of strenuous exercise habits on spatial mnemonic discrimination among 176 young adults. We used a delayed match-/non-match-to-sample (same/different) task to assess pattern separation for spatial locations across varying degrees of similarity. Participants who reported regularly engaging in strenuous exercise three or more times per week performed significantly better than those who reported engaging in strenuous exercise fewer than three times per week, even when pattern separation tasks involved higher spatial similarity. These apparent exercise effects were observed for female, but not male, participants. These findings support likely benefits of strenuous exercise habits for human spatial pattern separation skills, and they suggest a need to explore potential interaction effects of exercise and gender.

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