Perry J. Brown

A Test of Concepts Inherent in Experience Based Setting Management for Outdoor Recreation Areas

This study examines assumptions of the concepts which form the basis for experience based setting management of outdoor recreation areas. To test the assumptions a sample of wilderness users was surveyed and divided into experience groups based on differences in the specific experiences they desire. These experience groups were then tested for differences in their activity and setting preferences. The study was conducted at the Bridger Wilderness, the Fitzpatrick Wilderness, and the Popo Agie Primitive Area in Wyoming during 1978–79. Data were collected by questionnaire, and responses were examined by object cluster analysis to group users on the basis of the types of experiences important to them. Results offer support for the concepts tested; three groups with different preferences for experiences were identified and were found to differ on the activities, setting, and management actions they prefer. Directions f or future research are given and recommendations concerning the usefulness of exper...

The displacement process in recreation.

This paper presents the recreation displacement process from a social-psychological perspective and models it within the attitude-behavior framework. The displacement process is illustrated with em...

Attributes of the deer hunting experience: a cluster-analytic study.

ABSTRACTUsing data from Washington State deer hunters, this paper reports on a cluster analytic study of the attributes of the deer hunting experience. The data were collected by mail questionnaire...

Recreation Research—So What?

The authors contend that most recreation research cannot stand the question, “So what?” From that point the article proceeds to a prescription for a meaningful approach to recreation research, whic...

Using mental models in the analysis of human–wildlife conflict from the perspective of a social–ecological system in Namibia

Human–wildlife conflicts occur within the context of a complex social–ecological system influenced by a wide variety of social, economic and political forces. Management responses to human–wildlife conflict are based on certain assumptions and perceptions that form the mental models of this system. Understanding these mental models provides opportunity for various stakeholders to engage management staff based on shared components and direct attention to areas of disagreement, and involve organizations that are normally considered to be outside the domain of human–wildlife conflict. Mind mapping was used in this study to identify mental models that people hold about human–wildlife conflict in Namibia, a country that has seen rapid increases in conflict, and to describe the principal factors and variables leading to such conflict. The results indicate that mind mapping is a useful tool for uncovering mental models of conflict and can reveal significant variables in reduction of conflict such as land-use planning and livelihood enhancement.

Forest education and research in the United States of America

The United States of America has 303 million hectares of forest land and invests roughly

Benefits of leisure

550 million annually in forest research, or about

Wilderness Recreation Experiences: The Rawah Case

1.80 per hectare per year. These figures have been relatively static in recent years. They do not account for the increasing complexity of the problems to be solved or for the increasing costs of doing cutting‐edge science. Static investment levels in forestry research are compounded by issues in forestry education. The recent downward trends in enrollment levels and degrees awarded in forestry are inconsistent with projected increases in the number of jobs available in forestry and conservation in the U.S. in the near future. The situation is exacerbated by the imbalance in age‐class structure of forest scientists in the U.S. ‐ there are a large number of older, senior scientists on the verge of retirement. If a significant wave of retirements occurs in the next 5 to 10 years and if the current enrollment levels in forestry schools do not increase substantially in the next few years, there may not be enough graduates available to fill all the positions vacated. A host of potential impacts would ensue, including the loss of a significant amount of expertise and research capacity as retirees have too few replacements available to mentor and to pass on their accumulated wisdom.