This study examined the process of information exchange between natural resource management professionals and forest owners to determine whether and how professionals could improve their ability to persuade forest owners to adopt recommended stewardship practices. Using the inductive 'grounded theory' method of qualitative research, 109 stakeholders throughout the State of Washington, USA were interviewed and asked to discuss their information sources and preferences. The study findings reveal that many natural resource management professionals may not correctly anticipate how forest owners evaluate new forest management information. Professionals in the study typically chose and evaluated new information on the basis An earlier version of this paper was presented at of established standards of scientific credibility, including peer review or the professional reputation of the individuals and institutions conducting the research or publishing the information. Most professionals expected forest owners would do the same. Forest owners with non-professional backgrounds, however, were often unfamiliar with or unimpressed by such credentials, and often used a very different evaluative screen. Willingness to adopt information was greatly influenced by their social impressions of the individuals delivering it. When a professional pressed for an 'expert to non-expert' relationship or did not establish a mutually respectful interpersonal learning atmosphere, non-professional forest owners frequently resisted not only that individual, but also the information they provided. This paper links these findings to androgogy (adult learning theory), and demonstrates that the natural resource professionals most effective with forest owners are those providing what the established literature describes as classic elements of a good adult learning environment. These elements include empathy, mutual respect, non-hierarchical information exchange, praxis, emphasis on experiential rather than passive learning, and evidence that tangible results may be expected. An improved understanding of the fundamentals of the adult learning process can be expected to enhance the effectiveness of natural resource professionals in information exchange with forest owners.
Abstract:Among the various indicators of success in wetland restoration, hydrology is the most important and relatively easy to monitor. Evapotranspiration (ET) was used to assess the ecohydrologic changes at the Glacial Ridge prairie restoration site in northwestern Minnesota. Twelve Landsat images from 2000-03 for the months of June, July and August were used to study the spatial ET changes. Spatial monthly and seasonal ET were estimated using a surface energy budget technique from Landsat images. Five sub-basins within the study area were delineated to represent the different conditions of the wetlands. Their spatial and temporal ET responses to the restoration activities (native species planting, burning and ditch closures) were studied. Spatial statistics showing mean and standard deviation of monthly ET were computed. Comparisons were made between these watersheds and the preserved sub-watershed of the study area. The average annual ET increases for the five sub-basins were in the range of 9% (2002-03) to 25% (2001-02). Over the study period, ET increased by nearly 50%. After considering the effect of variations in precipitation, wind speed and solar radiation on the resulting ET, the results show that ET increased in recent years as result of the restoration activities.
A 1988 mail survey to evaluate use and effectiveness of Washington NIPF assistance/education programs resulted in a 69% response or 910 useable questionnaires. In total, 47% of the respondents had received assistance/education from Washington State DNR (17.4%), SCS (15.4%), ASCS Cost-Share (15.5%), Washington State University Cooperative Extension (29.3%) and private forestry consultants (12%). Usefulness of assistance/education received was rated good/excellent by 79.3% to 90.5% of the respondents. Owners also commonly received assistance/education from more than one source, reflecting the fact that NIPF forestry programs tend to work as a system, with each part serving a different function. Respondents receiving assistance or information had larger forested holdings, a somewhat higher level of education and tended to live on or near their forested holdings. A much larger percentage of respondents having received assistance/education indicated they had completed one or more management practices in the past 10 years. West. J. Appl. For. 6(4):90-94.
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