Pay attention to unique factors of cultural groups, but programs that focus on efficiency and productivity in decision-making are likely to succeed, whatever the social characteristics of the farm group Continue reading →
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Stanley, J. W. (1992) Finding 1
Focus on a geographic area:
- Define the geographical area where environmental intervention is crucial (Stanley, 1992).
Stanley, J. W. (1992) Finding 2
Focus outreach initiatives on a geographic area with a targeted audience
- Emphasize one-on-one contact.
- Work with farmers individually to determine participation level
Stepenuck, K., L. Green, E. Herron, A. Gold, K. Addy, & R. Shepard. (2004) Finding 1
Facilitate volunteer water quality monitoring efforts through sharing success stories and communication among groups using an interactive website and listserve Continue reading →
Struss, R. (2004) Finding 1
Work with a collaborative to provide consistent storm water messages across neighborhoods in a large city. Continue reading →
Talsma, V. (2001) Finding 1
Encourage and support use of a community-based curriculum based on water monitoring. (This type of curriculum has been shown to be highly acceptable among teachers and to provide professional satisfaction.) Continue reading →
Tang, S. & T. Murray. (2004) Finding 1
Provide property owners with do-it-yourself kits and coupons for environmentally friendly products Continue reading →
Tramontana, E. (2004) Finding 1
Teach water science and build environmentally responsible behavior among students through “service-learning” experiences that apply principles of interaction and continuity: both of which are significant features of education that lead to learning.
- For example, provide educators, students and District staff with opportunities to participate in public lands activities. This experience has been shown to increase student performance and interest in school, student concern for protecting and conserving the environment, and educator motivation.
Trede, L. D., & Miller, K. S. (2000, December 2000) Finding 1
Design outreach to address farmer preferred learning style: Provide farmers with opportunities to solve a problem in addition to providing other standard hands-on outreach techniques such as opportunities for talking with specialists, field days, demonstrations, etc. Continue reading →
Tucker, M., & Napier, T. L. (2001) Finding 1
Address farmer perception of risk. Acknowledge emotional and political context of a risk message. Statements about potential agricultural chemical risks can fuel public fears. Farmers may not respond to risk messages because they view their own use of chemicals as “voluntary, familiar and controllable” whereas nonfarm consumers would view it as partially familiar, involuntary and uncontrollable. Continue reading →
