Participating as part of community and watershed groups is more likely to lead to learning new information and making management changes. Continue reading →
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Ambrose, N. E., Fitch, L., & Bateman, N. G. (2006) Finding 5
To help landowners learn new information, about riparian areas, landowners prefer that staff characteristics include knowledge about riparian management and understanding of the practicalities of living and working near riparian areas. Continue reading →
Andersson, L. (2004) Finding 1
When using predictive models to aid farmers in making a nutrient application decision:
- confirm that predictive models have been tested with satisfactory results against field experiments.
- confirm that the models show detectable reductions of nutrient leaching, as a consequence of implemented remedies.
- provide results that consider the total environmental impact of a suggested measure, in order to show a more realistic evaluation of sources of nutrient load (e.g. provide results demonstrating the combined impact of all potential nutrients, rather than results predicting application impacts of one nutrient at a time).
- provide simulations that are based on a specific climatic variable, such as air temperature, rather than general seasonal timing (early fall).
- develop a system for presenting model uncertainties appropriate to use in stakeholder dialogues.
Andersson, L. (2004) Finding 2
Present nutrient application simulations to farmers in a group, to give farmers an opportunity to learn what practices others are using and how they weigh aspects when making decisions about nutrient management.
Asakawa, S., Yoshida, K., & Yabe, K. (2004) Finding 1
When involving the public in green space planning:
- Survey public perceptions of stream corridors, including: recreational use, nature and scenery, sanitary and safety maintenance, flooding, stream access, and lighting.
Asakawa, S., Yoshida, K., & Yabe, K. (2004) Finding 2
When involving the public in green space planning: use survey responses to group residents according to their interest in recreation, in planning participation, or no interest.
- Develop participation programs suited to each group’s unique characteristics.
Ashby, J. A., Beltran, J. A., Guerrero, M. d. P., & Ramos, H. F. (1996) Finding 1
Involve target audience in choosing and testing preferred technical approaches to solving a problem Continue reading →
Atwood, C., Kreutzwiser, R., & de Loe, R. (2007) Finding 1
In water conservation programs, there is a need to communicate effectively about the necessity for, effectiveness of, and fairness of the conservation programs. Continue reading →
Atwood, C., Kreutzwiser, R., & de Loe, R. (2007) Finding 2
To assess customer satisfaction with community water conservation programs, consider evaluating: effectiveness in reducing water use; effectiveness of enforcement; fairness; overall satisfaction with the program; necessity of the water use restrictions; and necessity of the water use bans. Continue reading →
Bacic, I. L. Z., Rossiter, D. G., & Bregt, A. K. (2006) Finding 1
Visual, spatial information is effective in stimulating group discussion when presented as part of a participatory approach.
