The choice of type of visual, spatial information to use in an education program depends on the audience. Some prefer pollution modeling, others prefer satellite images and maps or simply the discussion generated by showing models and maps. Continue reading →
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Bacic, I. L. Z., Rossiter, D. G., & Bregt, A. K. (2006) Finding 3
A participatory workshop using pollution modeling, satellite images, maps, and discussion, enables farmers to identify pollution prevention efforts that are considered to be within their own control. Farmers may not be willing to adopt measures that lead to lost income, even when they consider the measure to be effective. Continue reading →
Baggett, S., Jeffrey, P., & Jefferson, B. (2006) Finding 1
Each type of stakeholder group (e.g. customer, researcher, water utility manager) may value risks related to water management choices differently, and value who is most likely to best represent their interests differently. Continue reading →
Baggett, S., Jeffrey, P., & Jefferson, B. (2006) Finding 2
Participation in water management decisions can be improved by assessing stakeholder perceptions of the risk of potential problems, and the impact on other stakeholders of these perceptions. Continue reading →
Ballard, D. (2005) Finding 1
A model of the change process required for sustainability, involves 3 conditions: (1) Awareness of the agenda, scale, urgency and structure of the issues, (2) Identifying effective roles for individuals or groups, where meaningful activities can be undertaken in parallel to raising awareness, (3) Association or cooperation with others to mobilize towards empowerment. Continue reading →
Bauder, J., S. Roffe, & K. Pearson. (2004) Finding 1
Test new educational materials:
- Target educational resources to meet specific needs.
Bauder, J., S. Roffe, & K. Pearson. (2004) Finding 2
Specify audiences by need. Continue reading →
Bauder, J., S. Roffe, & K. Pearson. (2004) Finding 3
Provide information that has immediate utility to the program. Continue reading →
Beiswenger, R., Sturges, E. L., & Jones, R. (1991) Finding 1
Provide teachers with substantial support, to better enable them to build water supply and management topics into their curricula, by:
- Helping teachers figure out how to integrate water topics into their regular curriculum.
Beiswenger, R., Sturges, E. L., & Jones, R. (1991) Finding 2
Develop, promote, and/or disseminate pre-developed materials, hands-on activities and grade level appropriate software about priority water topics. Continue reading →
