Al-Jamal, M. S., Sammis, T. W., & Ball, S. T. (2001) Finding 3

Emphasize one-on-one contact. This strategy correlates with farmer willingness to change practices, but adoption of a new technology requires more than a personal conversation and data about the specific situation Continue reading →

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.

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.

Continue reading →

Bacic, I. L. Z., Rossiter, D. G., & Bregt, A. K. (2006) Finding 2

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 →

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 →

Berry, K. A., Markee, N. L., Stewart, M. J., & Giewat, G. R. (1996) Finding 1

Provide strategies and practice for differentiating objective information sources from biased information sources Continue reading →

Bianchi, M. (2004) Finding 1

Facilitate farmers developing their own water quality management plans. Emphasize, peer information exchange in farm quality planning. Continue reading →