Proceedings of the 2009 northeastern recreation research symposium

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Eight other interviewees explained that their stewardshiprelated behaviors occurred immediately due to on-site signage and physical structures. One male resident explained how the interpretive signs encouraged his adherence to stewardship practices during his fi rst visit to the ELODWA. #59 (male resident): “When I fi rst came here, I read like the signs and stuff , but … I didn’t really know exactly what it was out here, but I tend to honor that, you know. Th at’s what you gotta do.” It appears that education media encourage establishment of a stewardship ethic during initial visits, and that the consistent use of management messages strengthens this stewardship ethic in follow-up visits. 4.0 DISCUSSION AND CONCLUSION Th e objectives of this study were to identify stewardshiprelated actions, identify the elements infl uencing stewardship in ELODWA users, and understand how stewardship develops over time. Interviewees mentioned 10 distinct stewardship actions that they perceived as preventing dune erosion. Five or more interviewees used fi ve of these actions in the ELODWA. Staying off the dunes was mentioned by nearly half of the interviewees, probably because of the extensive signage in the area that communicates the “Dunes are fragile – please stay off ” message. Carrying out litter also was mentioned frequently, even though litter itself has little impact on dune erosion and litter removal is not mentioned in any of the interpretive media used in the ELODWA. Th is concept apparently is an important part of many interviewees’ beliefs about resource protection. It seems likely that stewardship actions within the ELODWA are encouraged both by on-site management and by behaviors (such as not littering) encouraged in areas outside of the ELODWA. While interviewees identifi ed diverse elements that infl uence their stewardship actions, they most frequently mentioned personal beliefs concerning natural resource protection, natural resource appreciation, and educational infl uences. Such personal beliefs are likely to be reinforced over time through positive experiences in natural areas such as the ELODWA, educational programs sponsored by schools and organizations, and socialization. Educational infl uences such as signs, brochures, and conversations with dune stewards are likely to infl uence visitors’ actions immediately and strengthen the stewardship ethic in visitors over time. While most interviewees indicated that their stewardship ethic had developed over time, some reported participating in stewardship actions during their fi rst visit because of onsite educational media and physical structures. While it may be diffi cult for managers to infl uence the socialized development of a stewardship ethic in visitors, this research suggests that it is possible for managers to infl uence on-site stewardship actions. On-site educational eff orts such as signage, roving interpretation provided by the dune stewards, and brochures appear to be highly eff ective at infl uencing stewardship in ELODWA visitors. While on-site media may be essential for encouraging stewardship actions by fi rst-time users, providing a consistent message over the long term (nearly 20 years in the case of the ELODWA) appears to be an eff ective means of encouraging a long-term stewardship ethic in visitors. Combining diff erent educational media (e.g., signs, brochures, and roving interpretation) also appears to be important, since not all interviewees used only one type. While many interviewees mentioned the small interpretive signs, others used brochures or information presented by the dune stewards instead. Using diverse media is likely to accommodate the varied interests and educational preferences of visitors, thus infl uencing a greater number of visitors than a single type of media alone. Th e use of physical structures (such as dune walkovers and string-fenced trails) also appears to be important for on-site management. Although physical structures were mentioned by a moderately low number of interviewees (14 individuals), combining the use of physical structures with educational media seems to strengthen the eff ectiveness of each. While the educational media explain to visitors why dune protection is important, the physical structures support the educational message by directing and limiting access to the dunes. Regulations (mentioned by only four interviewees) appear to be only slightly infl uential, which is not surprising given the limited enforcement of regulations in the area. Proceedings of the 2009 Northeastern Recreation Research Symposium GTR-NRS-P-66 117
In summary, this study explored the stewardship actions, elements infl uencing stewardship, and whether stewardship development occurred immediately or over time among resident and nonresident ELODWA users. Th e results indicate that actions such as staying off the dunes and picking up litter are common, and appear to be infl uenced both by on-site educational messages and socialized, off site elements. On-site elements (e.g., physical structures and educational media) infl uence visitors’ actions during initial visits to the ELODWA, while the constant presence of educational materials onsite strengthens the stewardship ethic over time. Repeat visitation and exposure to interpretive messages also appear to infl uence reinforcement of a stewardship ethic, as noted by diff erences in stewardship actions taken by residents and nonresidents. Th e diversity of management strategies in the ELODWA appears to be successful in addressing the diff erent interests and educational preferences of a range of visitors. 5.0 CITATIONS Duncan, G.S.; Martin, S.R. 2002. Comparing the eff ectiveness of interpretive and sanction messages for infl uencing wilderness visitors’ intended behavior. International Journal of Wilderness. 8(2): 20-25. Fisheries and Oceans Canada. 2009. “Stewardship - Working with Canadians to safeguard our marine and freshwater legacy.” Accessed online at http:// www.dfo-mpo.gc.ca/oceans-habitat/infocentre/ archives/stewardship-intendance/index_e.asp. Kuehn, D.; Th ompson, M. 2007. Evaluating extension eff orts along Lake Ontario’s eastern shore. Journal of Extension. [On-line] 45(3). Available at: http://www. joe.org/joe/2007june/rb5.shtml. Kuehn, D.; Habig, R. 2005. Monitoring recreational use in the Eastern Lake Ontario Dune and Wetland Area. Syracuse, NY: SUNY College of Environmental Science and Forestry. McAvoy, L.H.; Dustin, D.L. 1983. Indirect vs. direct regulation of recreation behavior. Journal of Park and Recreation Administration. 1: 12-17. Taylor, S.J.; Bogdan, R. 1998. Introduction to qualitative research methods (3rd ed.). New York: John Wiley and Sons, Inc. Vander Stoep, G.; Gramann, J. 1987. Th e eff ect of verbal appeals and incentives on depreciative behavior among youthful park visitors. Journal of Leisure Research. 19(2): 69-83. The content of this paper refl ects the views of the authors(s), who are responsible for the facts and accuracy of the information presented herein. Proceedings of the 2009 Northeastern Recreation Research Symposium GTR-NRS-P-66 118
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United States Department of Agricul
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PROCEEDINGS OF THE 2009 NORTHEASTER
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OUTDOOR RECREATION—TRAILS Experie
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GIS APPLICATIONS AND RECREATION RES
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diff erent points along the spectru
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Proceedings of the 2009 Northeaster
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amount of bare rock. Camel’s Hump
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Larson, M. 2004. A Passive Approach
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THE ROLE OF IMAGINATION IN EXPERIEN
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Table 1.—Special places surveys L
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For some people, being in their spe
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CLIMATE CHANGE AND RESOURCE PLANNIN
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large geographical area (Fig. 1). T
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Divers seen = 4.4 Figure 2.—Norm
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Table 4.—Most-specialized divers
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Sarah Young Human Dimensions of Mar
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3.0 RESULTS AND DISCUSSION Th e FRR
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Table 4.—Divers’ perception of
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YOUTH AND OUTDOOR RECREATION
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A qualitative research design was u
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containers, instead of plastic bags
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WALK, RIDE AND LEARN: STUDENTS’ D
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school. Because of the large sample
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Table 8.—Observation of built str
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“I’M TOO OLD TO GO OUTSIDE!”
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Mean Eco-Affinity Score 5.0 4.5 4.0
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children. In: Klenosky, David B., F
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Cherie LeBlanc Fisher U.S Forest Se
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Table 1.—Comparative statistics f
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did some fi shing himself at each s
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On the other hand, some personal kn
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Illinois Department of Natural Reso
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Consumer behavior researchers have
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50 percent of the households were d
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y respondents indicated that these
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a bivariate approach (instead of th
Page 73 and 74: HERITAGE TOURISM DEVELOPMENT IN RUR
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Page 77 and 78: Lynda J. Sperazza, Ph.D. Recreation
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Page 81 and 82: Dychtwald, K. 1999. Age power: How
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Page 89 and 90: EXPERIENCE USE HISTORY AND ITS RELA
Page 91 and 92: Table 1.—Comparison of experience
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Page 97 and 98: 2.0 METHODS Data were collected at
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Page 115 and 116: do something and we might think it
Page 117 and 118: Th ese relational interactions enab
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Page 121 and 122: trails, and asking others to stay o
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Page 127 and 128: Jinhee Jun Texas A&M University jju
Page 129 and 130: Table 1.—Sample demographics Indi
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Page 153 and 154: neutral point. Bubbles at the top o
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Table 3.—Comparison of socio-econ
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Table 6.—Entertainment Seekers’
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PLACE MEANINGS
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Stedman (1999) posited that sense o
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points in a focus group session, Ne
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are not shared by current residents
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Ishwar Dhami Division of Forestry a
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Figure 2.—Model for the calculati
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Table 1.—Viewshed results for all
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land implies that planting vegetati
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Shafer, E.L.; Hamilton, J.F.; Schmi
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a setting’s ability to facilitate
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EUH Place Satisfaction Figure 1.—
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Table 4.—Regression coefficients
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Jőreskog, K.G.; Sőrbom, D. 2004.
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OUTDOOR RECREATION II
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Th e primary objective of the propo
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Question 10. Do you believe that SU
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Rodney B. Warnick Tom Stevens Unive
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Table 1.—Estimated visitation to
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Table 2.—Estimated national park
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For this section of the trend analy
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5.0 DISCUSSION, CONCLUSIONS, AND IM
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RECREATION TRAILS IN MAINE AND NEW
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Table 2.—Average cross-sectional
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Table 5.—The percentage of stream
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Demrow, C.C. 2002. Maine trails man
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Turner, J.M. 2002. From woodcraft t
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Chad P. Dawson, Professor State Uni
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80 70 60 50 40 30 20 10 0 Very diss
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Table 4.—The number of campers in
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Fuller, C.; Dawson, C. 1999. A comp
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Table 1.—Modal response rates Ini
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Smee, A.; Brennan, M. 2000. Electro
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Table 1.—Characteristics of parti
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Table 3.—Results of discriminant
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5.0 CITATIONS Babbie, E. 2001. Th e
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Bernardita Silva Graduate Assistant
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Table 1.—Expenditures by 2008 Ame
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6.0 CITATIONS Della Bitta, A.; Lond
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the economic impact of travel, and
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the air show. Th e second most popu
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not displace other local spending.
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6.0 CITATIONS Adams, P.D.; Parmente
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MANAGEMENT AND USE OF PARK, RECREAT
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which suggests that diff erent type
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Table 2.—Between-groups ANOVA to
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forest settings (means = 4.4 and 4.
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LEISURE RESEARCH
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communities together, and a decline
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Table 2.—Life satisfaction scale
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onds within a social group is a mec
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“I JUST WANTED TO GET AWAY”: AN
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Th e importance of “getting away
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Gerlach, J. 1989. Spring Break at P
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www.nrs.fs.fed.us The U.S. Departme
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