Provide teachers with substantial support to better enable them to build water supply and management topics into their curricula by:
Provide teachers with substantial support, to better enable them to build water supply and management topics into their curricula, by:
Provide teachers with substantial support, to better enable them to build water supply and management topics into their curricula, by:
Provide strategies and practice for differentiating objective information sources from biased information sources Continue reading →
Gather data about policy maker skills and preferences prior to designing training Continue reading →
Provide policy makers with a link to local information sources. Continue reading →
Identify and provide additional support for group-designated water “experts” Continue reading →
Facilitate farmers developing their own water quality management plans. Emphasize, peer information exchange in farm quality planning. Continue reading →
To assure that watershed groups can play a valuable substantive role in states’ watershed management programs, encourage and maintain heterogeneous participation in watershed partnerships as they work through assessment, planning or day-to-day operations of the partnership, wrestle with internal differences, and establish new collective goals and strategies to achieve them. Continue reading →
To assure that watershed groups can play a valuable substantive role in states’ watershed management programs, encourage active recruiting to include a variety of perspectives. As collaborative policies are developed, sponsors must strike a balance to achieve an appropriate balance of participants to address each concern. Continue reading →
