Proceedings of the 2009 northeastern recreation research symposium

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Table 2.—Factor loadings and Cronbach’s alpha values of fi ve program-effect model by exploratory factor analysis Factor Names and Items Factor 1, Language learning Loading α I think my destination language profi ciency was improved after participating in the program. .86 .84 I think this program gave me a better chance to practice the destination language than the classroom alone. .85 I really enjoyed learning the destination language in this program. .80 I could read some foreign newspaper without too much diffi culty after I participated in the study-abroad program. .57 I could read some foreign newspaper without too much diffi culty after I participated in the study abroad program. Factor 2, Personal development .54 I am more independent than I was before the program. .67 .71 I feel more confi dent in myself after fi nishing the program. .59 I have different perceptions of what my life should be since my return from the other country. .57 I have a new outlook on the world since my study-abroad experience. .56 The program changed the perceptions about the local people at my study-abroad destination. Factor 3, Foreign connection .34 I felt that I was part of the local community during this trip. .73 .72 I felt at home during this trip. .60 I feel I am still connected with local people even after the program was over. .59 I will visit this destination again if possible. Factor 4, Cultural immersion .52 Different cultural encounters enriched my study-abroad program. .75 .64 The program gave me a chance to learn about a different culture. .60 The program helped me to increase my knowledge of the local culture at my study abroad destination. .41 To engage myself in a different cultural environment was one of my purposes for joining this program. Factor 5, Career development .40 I will consider employment in global companies because of my experience in the study- abroad program. .68 .70 The program has raised my interest in some overseas job. .63 I have different views about my future career after my trip. .50 This program was important to me because it will someday be useful in getting a good job. Deleted Items .58 I discovered that local people have opinions that differ from mine on some issue. .43 I am more willing to interact with people with different cultural backgrounds than I was before my trip abroad. .32 Note: All items are measured on a 5-point scale of 1= Strongly disagree to 5 = Strongly agree. signifi cant program eff ect diff erences in the four majors, Pillai’s Trace = 0.13, F(15, 771) = 2.41, p
Table 3.—Results of discriminant function analysis of the program effects by majors Discriminant Function Correlation Coeffi cients with Standardized Discriminant Variables Discriminant Function Function Language learning .17 -.01 Personal development -.04 -.37 Foreign connection .21 -.13 Cultural immersion .94 1.06 Career development .16 .17 Note: Wilks’ Lambda Λ= 0.87, χ²(5, N = 265) = 35.70, p
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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
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HERITAGE TOURISM DEVELOPMENT IN RUR
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Short cruise season. Th e river fre
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Lynda J. Sperazza, Ph.D. Recreation
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2.3 Leisure Participation Values Re
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Dychtwald, K. 1999. Age power: How
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With all research, the research que
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comprehensive. Cross (2005) even ar
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Stillwater, OK: Oklahoma State Univ
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EXPERIENCE USE HISTORY AND ITS RELA
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Table 1.—Comparison of experience
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5.0 DISCUSSION As mentioned previou
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HUMAN DIMENSIONS OF WILDLIFE
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2.0 METHODS Data were collected at
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0 buses 4 buses 8 buses 12 buses Fi
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4.0 DISCUSSION Visitor surveys and
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LEISURE AND HEALTH
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Second, in a world where clean drin
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Table 1.—Importance of different
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Countries also need to be careful a
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Proceedings of the 2009 Northeaster
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Table 1.—Informant profi les Info
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do something and we might think it
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Th ese relational interactions enab
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EXPLORING ELEMENTS THAT INFLUENCE S
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trails, and asking others to stay o
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time/fi nances” in dune protectio
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In summary, this study explored the
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Jinhee Jun Texas A&M University jju
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Table 1.—Sample demographics Indi
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Grayson 1995). Th e fi t of this mo
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Stets, J.E.; Burke, P.J. 2003. A so
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Jiaying Lu Texas A& M University Ji
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Table 1.—Demographic and particip
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Table 3.—Factor analysis of motiv
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species sought, satisfaction, and r
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social nature within sense of place
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Table 1.—Descriptions of key info
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sharing the place with others and a
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Manzo, L.C. 2005. For better or wor
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NORMATIVE TOLERANCES FOR SCUBA DIVE
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neutral point. Bubbles at the top o
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Table 1.—Snorkeler evaluations of
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Davis, D.; Tisdell, C. 1995. Recrea
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William Valliere University of Verm
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��
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Manning, R. 2007. Parks and carryin
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mission is “...to promote and reg
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Figure 1.—Pedestrian walkway LOS
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Acceptability 4 3 2 1 0 -1 -2 -3 -4
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TOURISM TRENDS AND CHALLENGES
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the rankings of 12 attendance motiv
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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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Page 195 and 196: Shafer, E.L.; Hamilton, J.F.; Schmi
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Page 201 and 202: Table 4.—Regression coefficients
Page 203 and 204: Jőreskog, K.G.; Sőrbom, D. 2004.
Page 205 and 206: OUTDOOR RECREATION II
Page 207 and 208: Th e primary objective of the propo
Page 209 and 210: Question 10. Do you believe that SU
Page 211 and 212: Rodney B. Warnick Tom Stevens Unive
Page 213 and 214: Table 1.—Estimated visitation to
Page 215 and 216: Table 2.—Estimated national park
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Page 219 and 220: 5.0 DISCUSSION, CONCLUSIONS, AND IM
Page 221 and 222: RECREATION TRAILS IN MAINE AND NEW
Page 223 and 224: Table 2.—Average cross-sectional
Page 225 and 226: Table 5.—The percentage of stream
Page 227 and 228: Demrow, C.C. 2002. Maine trails man
Page 229 and 230: Turner, J.M. 2002. From woodcraft t
Page 231 and 232: Chad P. Dawson, Professor State Uni
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Page 235 and 236: Table 4.—The number of campers in
Page 237 and 238: Fuller, C.; Dawson, C. 1999. A comp
Page 239 and 240: Table 1.—Modal response rates Ini
Page 241 and 242: Smee, A.; Brennan, M. 2000. Electro
Page 243: Table 1.—Characteristics of parti
Page 247 and 248: 5.0 CITATIONS Babbie, E. 2001. Th e
Page 249 and 250: Bernardita Silva Graduate Assistant
Page 251 and 252: Table 1.—Expenditures by 2008 Ame
Page 253 and 254: 6.0 CITATIONS Della Bitta, A.; Lond
Page 255 and 256: the economic impact of travel, and
Page 257 and 258: the air show. Th e second most popu
Page 259 and 260: not displace other local spending.
Page 261 and 262: 6.0 CITATIONS Adams, P.D.; Parmente
Page 263 and 264: MANAGEMENT AND USE OF PARK, RECREAT
Page 265 and 266: which suggests that diff erent type
Page 267 and 268: Table 2.—Between-groups ANOVA to
Page 269 and 270: forest settings (means = 4.4 and 4.
Page 271 and 272: LEISURE RESEARCH
Page 273 and 274: communities together, and a decline
Page 275 and 276: Table 2.—Life satisfaction scale
Page 277 and 278: onds within a social group is a mec
Page 279 and 280: “I JUST WANTED TO GET AWAY”: AN
Page 281 and 282: Th e importance of “getting away
Page 283 and 284: Gerlach, J. 1989. Spring Break at P
Page 285: www.nrs.fs.fed.us The U.S. Departme
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