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Chapter 4 Values of Interpretation for Management

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by: Marina Keller

Chapter 4 Values of Interpretation for Management REC 465

Marketplace > Murray State University > Recreation and Leisure Studies > REC 465 > Chapter 4 Values of Interpretation for Management
Marina Keller
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About this Document

Notes from the week of Feb 1st- Feb 5th
Interpretation of Cultural and Natural Resources
Mike Gowen
Class Notes
REC 465, Interpretation, MIke's class




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1 review
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"Eugh...this class is soo hard! I'm so glad that you'll be posting notes for this class"
Ms. June Rohan

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Popular in Recreation and Leisure Studies

This 2 page Class Notes was uploaded by Marina Keller on Monday February 8, 2016. The Class Notes belongs to REC 465 at Murray State University taught by Mike Gowen in Winter 2016. Since its upload, it has received 16 views. For similar materials see Interpretation of Cultural and Natural Resources in Recreation and Leisure Studies at Murray State University.

Similar to REC 465 at MSU

Popular in Recreation and Leisure Studies


Reviews for Chapter 4 Values of Interpretation for Management

Star Star Star Star Star

Eugh...this class is soo hard! I'm so glad that you'll be posting notes for this class

-Ms. June Rohan


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Date Created: 02/08/16
Interpretive Skills Children- are a good audience, open to new experiences o Drawbacks  Have a lot of energy  Issues with parent participation  Can reign in energy Teenagers- need an intellectual challenge so they are willing to listen and need to be included socially Adults- 3 factors- time, physical energy, and emotional energy o Time they come will determine energy level o Who they come with o Try to keep it challenging o Respect time and energy constraints o Don’t need constant direction, but gentle guiding is okay Older adults- slow movement, hearing and vision loss o Be careful when addressing hearing and vision loss o They have more time and emotional energy o Expect contradictions - don’t take offense BE ABLE TO IMPROVISE! Gender Differences o Be sure to look at both points of view historically  Civil War- Confederate and Union Women  WW1 vs WW2- war vs. home life Disabilities o Inclusion- find ways for people with disabilities to participate Skaters, Strollers, Studiers! Skaters- speed through exhibits- moving fast Strollers- focus more on one thing Studiers- take time, read everything, learn everything *allow them to choose their participation and provide various options for various interests* Change of Behaviors The goal is to change their beliefs which will change their behaviors Need to know how theories work -Elaboration Likelihood Model o Central route- deliver the interpretive message, let the participants evaluate your message and make a decision and then change their behaviors o Peripheral route  Children- have a celebrity or mascot deliver the message, the participants will be brought to belief system through the mascot or celebrity  Adults- present an authority figure delivering the message *convince enough of the group to change, and everyone will change their beliefs* -Self Perception Theory o Realization that the reason for change was due to the mascot or authority figure -Theory of Reasoned Action Personal beliefs Personal attitude Importance when Intentio Behavio identifying action n r Personal self awareness Subjective About what other groups think norm


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