Proceedings of the 2009 northeastern recreation research symposium

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Table 4.—Observation of built structures, natural elements, and social elements by all respondents Walkers Nonwalkers Bikers Nonbikers Bus Riders Next, we analyzed data from a subsample of students who lived less than a mile from school to determine whether their observations and experiences diff ered from those of the entire sample. Students living less than a mile from school were slightly more likely to report seeing built structures on their way to school (Table 8; compare with Table 4). More than 85 percent reported seeing “Houses where people live,” and more than onethird reported seeing empty houses (Table 9). Non-Bus Riders Parent’s Car For natural elements, there was a signifi cant relationship between observations of farmland among walkers versus nonwalkers (phi = .15) and among bus riders versus non-bus riders (phi = .22) (Table 10). A signifi cant relationship also was found between bus riding and observations of farmland. Students who walked and rode the bus observed more farmland than those who did not walk or ride the bus. Proceedings of the 2009 Northeastern Recreation Research Symposium GTR-NRS-P-66 Non-Parent’s Car Natural 82% 87% 88% 87% 90% 85% 86% 87% Social 77% 77% 74% 77% 79% 76% 76% 78% Built 91% 93% 92% 93% 95% 92% 93% 93% Table 5.—Observation of built elements by all respondents Built Elements Houses Where People Live Walkers Nonwalkers Bikers Nonbikers Bus Riders Non-Bus Riders Parent’s Car NonParent’s Car 83% 88% 83% 87% 90% 85% 87% 87% Empty Houses 41% 40% 37% 40% 39% 41% 40% 40% Apartments 27% 38% 30% 36% 41% 33% 36% 37% Stores 45% 62% 41% 60% 65% 57% 61% 59% Gas Stations 32% 57% 33% 54% 60% 51% 56% 53% Factories 8% 12% 9% 11% 11% 11% 12% 10% Parking Areas 51% 61% 52% 59% 63% 57% 59% 59% Empty Lots 30% 34% 28% 34% 35% 33% 34% 34% Construction Areas 17% 28% 20% 26% 29% 24% 27% 26% Table 6.—Observation of natural elements by all respondents Natural Elements Walkers Nonwalkers Bikers Nonbikers Bus Riders Non-Bus Riders Parent’s Car Non-Parent’s Car Parks 34% 36% 42% 35% 37% 34% 35% 35% Trees 79% 35% 83% 84% 87% 82% 83% 85% Farmlands 4% 21% 11% 19% 29% 13% 16% 21% Table 7.—Observation of social elements by all respondents Social Elements Walkers Nonwalkers Bikers Nonbikers Bus Riders Non-Bus Riders Parent’s Car Non-Parent’s Car Neighbors 64% 61% 59% 61% 63% 60% 59% 62% Strangers 55% 62% 60% 61% 64% 59% 60% 61% Crime 13% 9% 18% 9% 7% 11% 10% 9% 39
Table 8.—Observation of built structures, natural elements and social elements by respondents living ≤1 mile from school Walkers Nonwalkers Bikers Nonbikers Bus Riders Non-Bus Riders Parent’s Car Proceedings of the 2009 Northeastern Recreation Research Symposium GTR-NRS-P-66 Non-Parent’s Car Natural 84% 86% 87% 85% 87% 85% 85% 86% Social 79% 78% 82% 78% 79% 78% 76% 79% Built 92% 93% 93% 93% 94% 92% 93% 93% Table 9.—Observation of built elements by respondents living ≤1 mile from school Built Elements Houses Where People Live Walkers Nonwalkers Bikers Nonbikers Bus Riders Non-Bus Riders Parent’s Car Non-Parent’s Car 85% 87% 90% 87% 90% 85% 87% 87% Empty Houses 40% 40% 34% 40% 38% 40% 39% 40% Apartments 26% 33% 29% 31% 38% 30% 32% 31% Stores 43% 53% 30% 50% 57% 48% 51% 49% Gas Stations 28% 45% 22% 41% 48% 38% 45% 37% Factories 7% 9% 5% 9% 10% 8% 8% 8% Parking Areas 52% 57% 51% 56% 63% 55% 55% 55% Empty Lots 29% 31% 22% 31% 31% 30% 31% 30% Construction Areas 15% 15% 12% 20% 24% 19% 21% 19% Table 10.—Observation of natural elements by respondents living ≤ 1 mile from school Natural Elements Walkers Nonwalkers Bikers Nonbikers Bus Riders Non-Bus Riders Parent’s Car Non-Parent’s Car Parks 30% 32% 34% 31% 31% 31% 31% 32% Trees 82% 84% 84% 83% 86% 82% 82% 84% Farmlands 3% 13% 11% 10% 23% 7% 9% 11% Table 11.—Observation of social elements by respondents living ≤ 1 mile from school Social Elements Walkers Nonwalkers Bikers Nonbikers Bus Riders Non-Bus Riders Parent’s Car Non-Parent’s’ Car Neighbors 68% 64% 63% 65% 66% 65% 63% 67% Strangers 55% 59% 65% 58% 61% 57% 57% 59% Crime 12% 10% 16% 10% 7% 11% 10% 10% Th ere were no signifi cant relationships between diff erent modes of transportation and the social category of observations. Approximately 6 out of 10 students observed neighbors on their route to school across all four modes of transportation (Table 11). More walkers (12%) and bikers (16%) observed crime than did students using any other mode of transportation. 40
Page 1 and 2: United States Department of Agricul
Page 3 and 4: PROCEEDINGS OF THE 2009 NORTHEASTER
Page 5 and 6: OUTDOOR RECREATION—TRAILS Experie
Page 7 and 8: GIS APPLICATIONS AND RECREATION RES
Page 9 and 10: diff erent points along the spectru
Page 11 and 12: Proceedings of the 2009 Northeaster
Page 13 and 14: amount of bare rock. Camel’s Hump
Page 15 and 16: Larson, M. 2004. A Passive Approach
Page 17 and 18: THE ROLE OF IMAGINATION IN EXPERIEN
Page 19 and 20: Table 1.—Special places surveys L
Page 21 and 22: For some people, being in their spe
Page 23 and 24: CLIMATE CHANGE AND RESOURCE PLANNIN
Page 25 and 26: large geographical area (Fig. 1). T
Page 27 and 28: Divers seen = 4.4 Figure 2.—Norm
Page 29 and 30: Table 4.—Most-specialized divers
Page 31 and 32: Sarah Young Human Dimensions of Mar
Page 33 and 34: 3.0 RESULTS AND DISCUSSION Th e FRR
Page 35 and 36: Table 4.—Divers’ perception of
Page 37 and 38: YOUTH AND OUTDOOR RECREATION
Page 39 and 40: A qualitative research design was u
Page 41 and 42: containers, instead of plastic bags
Page 43 and 44: WALK, RIDE AND LEARN: STUDENTS’ D
Page 45: school. Because of the large sample
Page 49 and 50: “I’M TOO OLD TO GO OUTSIDE!”
Page 51 and 52: Mean Eco-Affinity Score 5.0 4.5 4.0
Page 53 and 54: children. In: Klenosky, David B., F
Page 55 and 56: Cherie LeBlanc Fisher U.S Forest Se
Page 57 and 58: Table 1.—Comparative statistics f
Page 59 and 60: did some fi shing himself at each s
Page 61 and 62: On the other hand, some personal kn
Page 63 and 64: Illinois Department of Natural Reso
Page 65 and 66: Consumer behavior researchers have
Page 67 and 68: 50 percent of the households were d
Page 69 and 70: y respondents indicated that these
Page 71 and 72: a bivariate approach (instead of th
Page 73 and 74: HERITAGE TOURISM DEVELOPMENT IN RUR
Page 75 and 76: Short cruise season. Th e river fre
Page 77 and 78: Lynda J. Sperazza, Ph.D. Recreation
Page 79 and 80: 2.3 Leisure Participation Values Re
Page 81 and 82: Dychtwald, K. 1999. Age power: How
Page 83 and 84: With all research, the research que
Page 85 and 86: comprehensive. Cross (2005) even ar
Page 87 and 88: Stillwater, OK: Oklahoma State Univ
Page 89 and 90: EXPERIENCE USE HISTORY AND ITS RELA
Page 91 and 92: Table 1.—Comparison of experience
Page 93 and 94: 5.0 DISCUSSION As mentioned previou
Page 95 and 96: 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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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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