Interpretation is communication of a message, which aims to change the audiences' attitude, behavior, and cognition. It has been widely acknowledged as a resource management avenue. To date, few reports have attempted to explain theoretically the reasons why interpretation is effective. Understanding of why and how interpretation works should be acquired in order to practice interpretation more efficiently for resource management and to teach and study interpretation. The purpose of this paper is to present the theoretical foundation for interpretation. It first explains the theories in terms of influences of the quality of messages and message delivery techniques. It then describes selected theories that can have influence on the audiences' psychological cognition, especially in the situation where the audiences face with restriction of intended behavior. How to utilize those theoretical suggestions in interpretive settings where visitors' behavior is problematic for the natural resource protection is also discussed. With theory-based interpretation, information can be persuasive and help reduce producing negative attitudes and impressions among the audiences. In addition, theoretically supported interpretation may further contribute to the field of natural resource management with maintaining the quality of the audiences' recreational experiences.

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To understand the audiences is imperative for interpretation in order to effectively communicate a message to the audiences. While approaches to children's learning have been discussed frequently in interpretation, only a small fraction of research has attempted to apply adult learning theories to interpretation. The purpose of this paper is to explain adult learning theories, examine the linkage between the theories and interpretation, and suggest some approaches to design interpretive programs. Ideal learning environment for adults have been identified according to the three major learning theories: andragogy, self-directed learning, and transformation learning. Adult learners are generally independent and want to control their learning activities. In learning, they often refer to their own experience and connect new information to their real-life situations. They typically acquire new knowledge via interactions with others and with their environment through reflecting of their viewpoints. Some of the interpretive principles satisfy the features of these adult learning situations. Adult learning theories also suggest conducting front-end evaluations that should investigate audiences'reallife tasks and problems;their reasons for participation in the interpretive program;and their viewpoints, knowledge, and experience in association with the presentation topic. Adult learning theories can provide helpful theoretical guidelines for interpreters who work with adults.

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The purpose of this study was to investigate the effects of a school camping experience on self-concept of female high school students, and the changing process in self-concept during a 5-day camping. The experimental group (N=66) was compared with a control group (N=81) who did not participate in the camping. The Self Enhancement Scale (Kajita, 1975) was administered to the experimental group for three times (one month before the camp, one week after the camp and two months after the camp). However, the Self Enhancement Scale was administered to the control group for two times (one month before the camp, two months after the camp). The Self Enhancement Questionnaire in Camping, which is developed by the author, was administered to the experimental group for five times (after the opening ceremony, first, second, third and last night) during the 5-day camping.
The following results were obtained: 1) The experimental group showed the significant progress in selfconcept. 2) The factor of“self-confidence and self-acceptance” improved significantly, but there were no significant changes in other three factors. 3) Self-concept in camping improved day by day except second-day during the camping. 4) The conquest of set-up, mountaineering and camping itself has had a significant influence on self-concept.
This study implicated that it is important to give appropriate physical activities in variety of participants. Also, if the age groups are different, it will give the different impact to the factor on the self-concept. In addition, the director needs to consider the environment after the program is completed.

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The purpose of this study was to examine the effect of horseback riding camp on friendship in modern adolescence. The subjects were 48 high school students who participated in a five-day horseback riding camp held in 2002. Friendship Strategies Scale developed by Naganuma (1998) was administered before, after, and one-month after the camp. Additionally “Relationship with Horse Scale” developed by author was administered everyday during the course. The following results were obtained. 1) Participant's relationship with horses improved significantly day by day. 2) There were no significant changes in participant's friendship strategy after and one month after the camp. 3) The participants who improved their control of horses gained significantly higher friendship strategy concerning open-mind after the camp. 4) The participants who improved expression of their intention to horses gained significantly lower friendship strategy connecting with others by same experience one month after the camp. These findings suggested that achieving horseback riding skill could influence to improve a friendship in modern adolescence.

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This research is practical research on the “natural environmental experience theory” which is a lecture in a “present age child subject of study.” And this lecture also puts elementary school teacher training into a view, and learns about natural environment and natural environmental experience activity instruction from a viewpoint of child study. The fundamental view of natural environmental experience is stated in this paper. The foundations of natural environmental experience have the outlook on nature how to see nature in the foundation, and the deployment from various viewpoints of activity is shown on the outlook on nature. The foundation of an outlook on nature is set for “man to have a feeling of identification with nature” in the origin-place before consciousness. The viewpoint of activity is seven, “the viewpoint from nature”, “the viewpoint from experience”, “the viewpoint from a developmental stage”, “the viewpoint from modern society”, “the viewpoint from education”, “the viewpoint from environmental education”, and “the viewpoint as a place of activity.” Lecture and practice were concretely performed on the basis of these viewpoints. The indirect or concrete target of a lecture is carrying out theoretical study of the natural environmental experience, and it is gaining the practical technology and leadership of field activity, and is raising plan and management capability of field activity further etc. On the whole, evaluation of the student to this lecture was high. Finally the subject of a result and future is described.

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