Larson, S., Smith, K., Lewis, D., Harper, J., & George, M. (2005) Finding 2

Industry initiated voluntary pollution control programs, supported by education, can result in implementation of BMPs when course work involves participants developing a water quality management plan for their ranch that includes
ranch description, ranch goals, ranch maps, basin water quality status, nonpoint source self-assessments, existing and planned BMPs, and monitoring procedures. Continue reading →

Hartley, T. W. (2006) Finding 1

To increase US public acceptance of water reuse, such as high awareness of treatment technology, trust in local government; and of the challenges and opportunities of water reuse in the US:

  • Manage diverse types of information in order to serve the interests of all stakeholders, and ensure equal access of information, in order to promote learning and communication, and to build mutual understanding among all stakeholders.
  • Nurture multiple motives for the public to engage, demonstrate genuine commitment to hear the public’s voice.
  • Promote communication and public dialog in multiple forms and venues in all stages of decision making.
  • Ensure decisions made are fair, sound, and reasonable.
  • Build and maintain trust among decision makers and the general public.

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Fielding, K. S., Terry, D. J., Masser, B. M., Bordia, P., & Hogg, M. A. (2005) Finding 2

To promote riparian zone management: clearly and convincingly demonstrate the benefits of riparian zone management; promote a supportive normative climate by getting groups or important individuals within the community to strongly endorse the practice; solicit endorsements from other rural landholders; devise strategies for overcoming the barriers (real or perceived) associated with riparian zone management or provide alternatives; and engage landowners in riparian management behaviors to increase familiarity with options. Continue reading →

Garner, L. C., & Gallo, M. A. (2005) Finding 1

When deciding between a physical or a virtual field trip for undergraduate college students, if both situations take students through a series of interactive experiences designed and controlled to maximize learning, consider:

  • Either choice results in similar achievement scores;
  • No significant differences are identified relative to learning styles;
  • A field trip experience does not significantly impact non-science majors’ attitudes towards science, which means teachers might have to apply other more interesting classroom activities to engage the non-science major students other than having them devote time to a fieldtrip not directly related to their major.

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Ambrose, N. E., Fitch, L., & Bateman, N. G. (2006) Finding 3

When working on riparian issues, employ multiple interactions and a mix of many extension methods to offer opportunities for diverse information and ideas and methods of providing them, and to meet individualized learning needs. Methods may include presentations, field days, workshops, individual landowner visits, riparian health inventories and reports, written materials, technical advice, and web site information on riparian areas and grazing management. Continue reading →

Fedler, A. J. (Ed.) Finding 16

Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program:

  • Follows the principles of inclusion with regard to program participation by minorities and disabled individuals.

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Fedler, A. J. (Ed.) Finding 17

Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program:

  • Builds upon local, state, and national partnerships to support the development, implementation, and evaluation of programs as well as to support stewardship of the resource

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