Assessing Public Participation Techniques for Comfort, Convenience, Satisfaction, and Deliberation

Public participatory techniques have been the focus of a large and growing body of environmental literature. There is some consensus among those who study these techniques that there is a need to develop and implement new techniques that meet certain criteria. These include that the techniques be comfortable, convenient, and satisfying to participants. Authors have also frequently called for the use of deliberative techniques, which allow participants to express and listen to a variety of perspectives regarding the issue at hand. However, the literature on public participation lacks a set of widely applicable evaluation methods to determine whether participants in techniques find them comfortable, convenient, satisfying, or deliberative. This paper reports on the implementation of two different techniques that participants scored fairly high on all of these factors, as well as the scale-based survey questions developed to measure these factors.     

Listening to locals on payments for environmental services

Payments for Environmental Services (PES) is gaining recognition worldwide as a serious option for conservation of ecosystems, as well as potentially improving the livelihoods of people providing environmental services. However, little attention has been paid to research on views of local people in their potential roles as service providers. In this research we explore perspectives of poor people living in a National Park in Vietnam, where introduction of PES is being considered. In-depth interviews and workshops were conducted – with strong emphasis on the use of visual techniques, to help facilitate learning processes and provide insight into local perspectives. From the research, two models were developed to indicate general factors that influence the likelihood of people adopting, and adhering to, PES schemes. We suggest these models can be used to guide the design of PES. Our findings also reveal three main requirements important in design of pro-poor PES: (1) Thorough scoping studies for ensuring that schemes are based on sound understanding of potential providers' perspectives and context. (2) Such studies should emphasise qualitative research and draw on participatory tools, to facilitate open dialogue and co-learning by researchers and participants. (3) Policy makers should consider designing hybridized schemes, i.e., in which PES concepts are combined with integrated conservation and development.     

Voices of the Volunteers: an Exploration of the Experiences of Catchment Volunteers in Coastal Queensland, Australia

This paper discusses findings of a study of catchment care volunteers drawn from the east coast of Queensland, Australia. Catchment volunteering includes individuals in not-for profit stewardship groups with a catchment focus. Catchment volunteering was experienced by participants as maintaining a balance of perspectives; developing/maintaining an identity; networking; learning; empowering; and sustainable. An illustrative model (the Outcome Space), representing a set of scales, shows the relationship between conceptions.

Results indicate that catchment volunteering offers many benefits to individuals and local communities. Although there were frustrations at times, many volunteers expressed deep levels of satisfaction about their volunteering experiences. Results suggest that satisfied volunteers are those that manage to balance volunteering with other aspects of their lives; identify strongly with some aspect of volunteering; enjoy learning from their volunteer experiences; and were willing and able to share and apply their new knowledge in a variety of ways. They also made friends with other volunteers; felt valued by others in the group, and believed that what they do is important. For these respondents, volunteering contributes richly to the fabric of their lives, providing meaning and satisfaction in routine activities, enhancing local communities and building sustainability.     

Exploring the Potential of Dutch Pig Farmers and Urban-Citizens to Learn Through Frame Reflection

The Dutch pig husbandry has become a topic of public debate. One underlying cause is that pig farmers and urban-citizens have different perspectives and underlying norms, values and truths on pig husbandry and animal welfare. One way of dealing with such conflicts involves a learning process in which a shared vision is developed. A prerequisite for this process is that both parties become aware of their own fixed patterns of thoughts, actions, and blind spots. Therefore, we conducted five homogeneous focus groups consisting of either urban-citizens or pig farmers. The first part of the sessions aimed to make the participants aware of their own perspectives and underlying norms and values concerning animal welfare, farm practices or consumer behavior. Then, by the use of role-play and film fragments showing the perspectives of the other party, we aimed to stimulate frame reflection. The farmers maintained their own perspective and defended their practices. They denied the perspective of the urban-citizens by portraying them as ignorant of the “factual” farm practices. They proposed the use of one-way information, but our results indicate that this is likely to fail as a strategy to support or restore public acceptance. Our case shows hardy any consensus regarding the relevance of the facts at stake and a very limited amount of shared values. However, the shared love for animals together with the recognition by the urban-citizens of the inescapable dilemma for farmers to adopt a use-framing towards animals might provide an opening for further learning strategies.     

Environmental Impact Assessment Under the Mackenzie Valley Resource Management Act: Deliberative Democracy in Canada’s North?

We consider the extent to which the Mackenzie Valley Resource Management Act (MVRMA) provides an opportunity for deliberative democracy to emerge within the context of resource management in Canada's North. The focus is on the extent to which the tenets of deliberative democracy are exercised in the environmental assessment (EA) of the Snap Lake diamonds project. Data collection included semi-structured interviews with assessment participants, and a review of documentation surrounding the EA process, and the case study. Results combined four principles of deliberative democracy: generality, autonomy, power neutrality, and ideal role taking. The EA conducted under the MVRMA can serve as a deliberative process, as illustrated by opportunities for dialogue, access to different perspectives, and learning outcomes. However, many of these positive results occurred through nonmandated technical sessions. The absence of participant funding also limits the deliberative potential of the MVRMA.     

Policy learning in collaborative environmental governance processes

ABSTRACT

Collaborative governance processes have become a popular mechanism for addressing complex environmental problems. Their success is premised, in part, on the assumption that they promote learning among diverse participants, who are then better equipped to develop creative, consensus-oriented environmental management actions. Significant gaps remain, however, in our understanding of how collaborative governance processes foster learning and what impact increased learning has on policymaking outputs. To investigate these relationships, this study provides one of the first empirical applications of Heikkila and Gerlak's collective learning framework. Key framework concepts are operationalized via interview data and existing literature and then measured via survey data collected from participants in a collaborative environmental governance process in Colorado, U.S. Findings indicate that both internal and exogenous contextual factors affect how much an individual learns within a collective context. Additionally, participants who report more learning also more strongly agree that the process produced favorable outputs and outcomes. These findings advance theories of learning in collaborative contexts and inform process design to maximize learning.     

An Experiment in Participative Environmental Decision Making

Summary The paper presents a method of participatory decision-making involving the authorities at local level, experts and the public. It studies how to solve the problems caused by the heterogeneity of the parties taking part in the decision-making process. The method builds on mutual learning and consideration among the participants following a systematic approach led by a moderator. The method was tested at a workshop simulating a real-life situation. The test case studied at the workshop was the problem of identifying the best site for a low and intermediate level radioactive waste repository among three alternatives. The learning phase was the Krško Nuclear Power Plant cooling problem. The results show that the participants were able to reach agreement on the prioritisation of the alternatives and to end up with suprisingly complex and fully reasonable decision models. We believe that this was achieved particularly due to the well defined procedure that guided the decision-making process, and the ability of all participants to see the influence of their views on the decision model.     

CHILDREN AS PARTNERS IN NEIGHBORHOOD PLACEMAKING: LESSONS FROM INTERGENERATIONAL DESIGN CHARRETTES

This paper investigates how children can be engaged as active participants in neighborhood placemaking through the use of a design charrette, an intensive, hands-on workshop in which designers and citizens collaborate to solve a community design problem. The charrette methodology has been reconceptualized through the lens of new theoretical perspectives on children, social justice, and spatiality to encompass intergene- rational, interskill, and inter-institutional participation. A formative evaluation of two design charrettes provides lessons on the benefits of and barriers to bringing 4th–5th and 9th–12th graders into a partnership with university students, design professionals, and community constituents. Benefits to younger participants included indications of social and environmental awareness, evidence of environmental competence, and opportunities to influence public decision-making. Barriers included the difficulties all parties experienced in taking new social roles, realizing new learning modes (including the design process), and overcoming institutional hierarchies. A six-level scaffold of interdependent adult and institutional support is proposed to facilitate children's neighborhood placemaking.     

Community perspectives on managing health of peri-urban river system: evidence from the Hawkesbury-Nepean river catchment,Australia

In this study, we examine aspects of community values and perspectives on goods and services received from the river along with issues related to sustainable management of the river. The study reveals that the contemporary values placed on rivers by communities are mostly associated with recreational and leisure activities. The distance from the river and age of the participants appeared as the most influential social demographic factors affecting participants' perspectives on river health. The study indicates that people tend to develop a strong bond with the natural resources around them and the amount of time spent at a location is directly related to the strength of this relationship. To assess the general river condition and health, a number of visual indicators (e.g., floating debris) were suggested. If properly standardised and calibrated, such indicators have the potential to develop cost-effective monitoring tools for detecting seasonal and spatial changes in river health.     

The effects of familiarity and gender on spatial representation

This paper reports a study of how familiarity and gender may influence the frames of reference used in memory to represent a real-world regularly shaped environment. Familiar and unfamiliar participants learned the locations of three triads of buildings by walking on a path which encircled each triad. Then they were shown with maps reproducing these triads at five different orientations (from 0° to 180°) and had to judge whether each triad represented correctly the relative positions between the buildings. Results showed that unfamiliar participants performed better when the orientation of triads was closer to the learning perspective (0° and 45°) and corresponded to front rather than to back positions. Instead, familiar participants showed a facilitation for triads oriented along orthogonal axes (0°–180°, 90°) and no difference between front and back positions. These findings suggested that locations of unfamiliar buildings were mentally represented in terms of egocentric frames of reference; instead, allocentric frames of reference defined by the environment were used when the environment was familiar. Finally, males were more accurate and faster than females, and this difference was particularly evident in participants unfamiliar with the environment.     

Action-based feature representation for reverse engineering trading strategies

This paper considers the problem of reverse engineering strategies for trading in the financial markets. We investigate this problem in the context of a trading tournament in which student teams used delta hedging and other mechanisms to attempt to achieve benchmark performance in managing a hedge fund in a simulated market. Our hypothesis is that machine learning models can be trained to solve the apprenticeship learning problem; that is, these models can learn to trade like tournament participants. After reviewing classical return-matching approaches and recent work in inverse reinforcement learning, we propose a supervised learning methodology that makes use of recursive partitioning (RP). Our proposed RP approach is based on a feature representation for actions that, we argue, corresponds to the information structures readily available to tournament participants. RP achieves high accuracy in predicting the type and scale of participant trades and in tracking overall portfolio performance. Our results suggest that further research on our proposed approach is warranted and should include an expansion to testing on data from real markets.     

Learning for sustainability through CIDA's “Community-based pest management in Central American agriculture” project: a deliberative,experiential and iterative process

Community-based approaches to environmental management provide opportunities for public engagement in local decision-making processes. This qualitative case study examines learning as resulted from participation in CIDA's “Community-based pest management in Central American agriculture” project. Outcomes include learning about alternative farming practices, human and natural environments, and safer pesticide use. Many participants learnt how to work more effectively with rural communities. For some, this changed their perspective about life and their role in society. Activities that fostered learning outcomes, including sustainability-related outcomes, were: planning and implementing project activities, experimenting on farm demonstration plots, participating in outreach workshops, and students doing rural practica. The learning process, involving international university collaborators and rural participants, is analyzed particularly as it relates to cultural context, collective action, and sustainability. Findings affirm that how the public participates in environmental management decisions influences the breadth and depth of learning outcomes; practical and policy implications are discussed.     

Perspectives on Salmon Feed: A Deliberative Assessment of Several Alternative Feed Resources

The future of salmon aquaculture depends on the adoption of alternative feed resources in order to reduce the need for fish meal and fish oil. This may include resources such as species from lower trophic levels, by-products and by-catch from fisheries and aquaculture, animal by-products, plants, genetically modified (GM) plants, nutritionally enhanced GM plants and products from microorganisms and GM microorganisms. Here, we report on a deliberative assessment of these alternative feed resources, involving 18 participants from different interest groups within Norwegian salmon aquaculture. The participants defined a broad range of appraisal criteria concerning health and welfare issues, economical issues, environmental issues, and knowledge and social issues. A number of uncertainties, in the form of incomplete knowledge, diverging opinions, and context specific factors were identified when the participants evaluated the alternatives. Our findings support the need for more research on the suitability of alternative feed resources for farmed salmon. Additionally, the study underlines the importance of facilitating deliberative assessments in order to map the plurality of perspectives and explore qualitative aspects of uncertainty. Such initiatives improve the information base upon which decisions on future feed resources for farmed salmon are made.     

A critical review of the theory and application of social learning in participatory natural resource management processes

Social learning is increasingly cited as an essential component of sustainable natural resource management and the promotion of desirable behavioural change. This paper attempts to contribute to the current debate about social learning and public participation by reviewing the many perspectives on social learning and associated claims and benefits. Based on this analysis the paper identifies conceptual and practical weaknesses of the concept of social learning and their implications for the design of participatory processes in natural resource management.     

Wayfinding with a GPS-based mobile navigation system: A comparison with maps and direct experience

This study examined the effectiveness of a Global Positioning System (GPS)-based mobile navigation system in comparison to paper maps and direct experience of routes, by focusing on the user's wayfinding behavior and acquired spatial knowledge. Based on information received from one of these three media, participants walked six routes finding the way to goals. Results showed that GPS users traveled longer distances and made more stops during the walk than map users and direct-experience participants. Also, GPS users traveled more slowly, made larger direction errors, drew sketch maps with poorer topological accuracy, and rated wayfinding tasks as more difficult than direct-experience participants. Characteristics of navigation with these three learning media and possible reasons for the ineffectiveness of the GPS-based navigation system are discussed.     

The role of learning in sustainable communities of practice

This paper adds to the literature on skills for sustainable communities by examining the role and processes of learning in “communities of practice” that exist within a “grassroots association”. Interviews were conducted with participants in the communities of practice of a student group called Green Action, which engages with environmental issues in practical ways. The findings demonstrate how learning occurred in the communities of practice, how participants gained skills and knowledge for sustainable consumption, and how learning in the communities of practice appeared to help Green Action to sustain itself in the long-term. This paper could serve as a useful demonstration to others as to how to apply the theories and concepts from the literature on communities of practice when researching skills and knowledge for sustainable communities. It also has some value for grassroots associations themselves in understanding their own activities.     

Social learning in a policy-mandated collaboration: community wildfire protection planning in the eastern United States

Policies such as the US Healthy Forests Restoration Act (HFRA) mandate collaboration in planning to create benefits such as social learning and shared understanding among partners. However, some question the ability of top-down policy to foster successful local collaboration. Through in-depth interviews and document analysis, this paper investigates social learning and transformative learning in three case studies of Community Wildfire Protection Planning (CWPP), a policy-mandated collaboration under HFRA. Not all CWPP groups engaged in social learning. Those that did learned most about organisational priorities and values through communicative learning. Few participants gained new skills or knowledge through instrumental learning. CWPP groups had to commit to learning, but the design of the collaborative-mandate influenced the type of learning that was most likely to occur. This research suggests a potential role for top-down policy in setting the structural context for learning at the local level, but also confirms the importance of collaborative context and process in fostering social learning.     

Learning through public involvement in environmental assessment hearings

This research examined the opportunities for critical education available to participants of a federal environmental assessment (EA) that includes hearings. The Sable Gas Panel Review, an assessment of a natural gas project situated in the Maritimes, was undertaken between 1996 and 1997. This study documented what participants learned through their experiences and how that learning was facilitated. Primary data collection emphasized the use of semi-structured interviews to record the experientially based observations of panel participants. Primary data were supported by a review of material submitted by hearing participants for consideration by the panel, and complemented with literature related to EA, environmental education, and transformational learning theories. Evidence was considered in terms of assessment-specific operational definitions, developed from Shor (1993) [Education is politics: Paulo Freire's Critical Pedagogy. In: McLaren, P., Leonard, P. (Eds.), Paulo Freire : A critical Encounter, Routledge, New York, pp. 25-35] ten indicators of critical education. The study revealed that participants of the Sable Gas panel review had an opportunity to engage in critical education. While it is important to acknowledge that the panel did not set out to engage participants in a 'critical educational' experience, each of the 10 operational definitions of critical education used in the study were addressed to varying degrees through activities undertaken by the panel secretariat. Results illustrate the types of educational opportunities, such as a class on how to participate in a quasi-judicial hearing, and the importance of participant-led research that can arise out of the panel review process. The findings of this research contribute to the evolving literature regarding the role of critical education in EA and environmental management. Understanding the existing scope of critical education within a panel review provides the foundation for identifying opportunities for expanding the capacity of the existing EA process to facilitate learning by participants.     

Individual differences in wayfinding strategies

The aim of this study was to examine differences in wayfinding strategies between good and poor sense-of-direction (PSD) female undergraduate participants, using a think-aloud method, which allowed the monitoring of their mental activities in the course of navigation. Each participant in the two groups was guided through the route by the experimenter in the first trial, and was then asked to find her way by herself in the second. The analysis of performance and protocol data obtained in the two trials revealed the following: (1) good sense-of-direction (GSD) participants showed much better performance on route learning than PSD participants; (2) wayfinding strategies of GSD participants were different from those of poor ones, though there were a variety of strategies found within each group; (3) GSD participants made more flexible use of effective strategies than poor ones.