Enhancing the resilience of ecosystem services (ES) that underpin human well-being is critical for meeting current and future societal needs, and requires specific governance and management policies. Using the literature, we identify seven generic policy-relevant principles for enhancing the resilience of desired ES in the face of disturbance and ongoing change in social-ecological systems (SES). These principles are (P1) maintain diversity and redundancy, (P2) manage connectivity, (P3) manage slow variables and feedbacks, (P4) foster an understanding of SES as complex adaptive systems (CAS), (P5) encourage learning and experimentation, (P6) broaden participation, and (P7) promote polycentric governance systems. We briefly define each principle, review how and when it enhances the resilience of ES, and conclude with major research gaps. In practice, the principles often co-occur and are highly interdependent. Key future needs are to better understand these interdependencies and to operationalize and apply the principles in different policy and management contexts.

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Core to the planning-implementation gap in conservation is the failure to achieve the necessary shared vision and collaboration among typically diverse stakeholder groups to translate conservation assessments and plans into sustained on-ground outcomes for conservation. We suggest that a process of describing and sharing mental models-the cognitive frameworks that people use to interpret and understand the world-provides promising and as yet underutilized techniques for conservation planners to improve implementation success. The processes and techniques associated with the mental models concept have been applied in a variety of fields including business and organization science, risk analysis, education, natural resource management, and climate change adaptation. Our review of mental models illustrates that their application can strengthen the success of conservation planning by: (1) contributing to clear and open communication between stakeholders; (2) aiding in overcoming obstacles to incorporating multiple sources of knowledge; (3) enabling shared ownership of a conservation plan; and (4) improving social assessments. Techniques to explicitly communicate mental models can contribute to each phase of a conservation planning process-assessment, planning, management, and review. Conservation planners have much to gain by eliciting and sharing mental models in conservation planning processes.

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In the wake of the flood that affected Brisbane, Australia, in January 2011, public attention turned to the causes of the event and lessons for minimizing the impacts of future floods. The news media was an important vehicle for understanding and internalizing the 2011 Brisbane flood. Examining how the flood was framed in the media is, therefore, useful to understand broad public perception of floods. We undertook a systematic newspaper analysis during a one-year period to explore media framings of the flood, focused on learning as an aspect of resilience in relation to two themes: (1) perceived links between the flood and climate change and (2) perceived roles of government in managing the flood. We show that media coverage of the flood reinforces aspects of resilience by acknowledging community spirit, self-reliance and the importance of sharing experiences for learning; articulating the risk of extreme events in a changing climate; and highlighting regional management trade-offs. Much of the discourse is likely to inhibit resilience, however, by casting the flood in terms of blame and political opportunity and paying inadequate attention to longer-term aspects of regional resilience. The limited learning observed to date may highlight a need for other mechanisms and actors to lead learning processes. As policy related to the 2011 Brisbane flood, and extreme events more generally, is influenced by the public discourse, it is important to understand the nuances of communication around these events and the media's role in reinforcing or changing perceptions. Keywords Climate change Á Community Á Discourse Á Government Á Learning Á Natural disaster ''… the floods of this year will help define the character of 21st century Brisbane. Out of the adversity, we have the ability to define that character as positive and resilient'' (Journalist, The Courier Mail, 12 January 2011). ''The urgency of the flooding has created natural, almost adrenalin-driven responses, but the recovery will require a great deal of patience, stamina and capable administration'' (Journalist, The Courier Mail, 15 January 2011).

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ABSTRACT. Although the broad concept of mental models is gaining currency as a way to explore the link between how people think and interact with their world, this concept is limited by a theoretical and practical understanding of how it can be applied in the study of human-environment relationships. Tools and processes are needed to be able to elicit and analyze mental models. Because mental models are not directly observable, it is also important to understand how the application of any tools and processes affects what is measured. Equally important are the needs to be clear on the intent of the elicitation and to design the methods and choose the settings accordingly. Through this special edition, we explore how mental models are elicited using two approaches applied in two case-study regions. We analyze two approaches used in the Crocodile River catchment of South Africa: a graphically based approach, i.e., actors, resources, dynamics, and interactions (ARDI); and an interview-or text-based approach, i.e., consensus analysis (CA). A further experiment in the Rhone Delta (Camargue), France, enabled us to test a crossover between these two methods using ARDI methodology to collect data and CA to analyse it. Here, we compare and explore the limitations and challenges in applying these two methods in context and conclude that they have much to offer when used singly or in combination. We first develop a conceptual framework as a synthesis of key social and cognitive psychology literature. We then use this framework to guide the enquiry into the key lessons emerging from the comparative application of these approaches to eliciting mental models in the two case regions. We identify key gaps in our knowledge and suggest important research questions that remain to be addressed.

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