THE SOCIAL IMPACT OF RESERVOIR CONSTRUCTION IN THE URBAN FRINGE: A TEN-YEAR COMPARISON1

ABSTRACT This paper examines the social impact of reservoir construction on a rural community group located in the urban fringe of a major metropolitan area in central Ohio. The study data were collected at three intervals over a ten-year period (1970, 1974, 1980). Evaluation of resident opinions in the affected community revealed significant attitude differences over time for four of the five variables measured. The findings revealed that the study group desired more social stability but had accommodated the changes experienced to date. Responses to the attitude scales showed that the people in the study group were well integrated and were closely identified with each other at all three test periods. Attitudes toward the lake project were significantly more positive over time, and in 1980 the collective community group held a basically neutral attitude about the lake. The development agency was also perceived more positively over time.     

Adaptive Management and Watersheds: A Social Science Perspective1

Abstract:  Adaptive management is often proposed as the most effective way to manage complex watersheds. However, our experience suggests that social and institutional factors constrain the search for, and integration of, the genuine learning that defines adaptive management. Drawing on our work as social scientists, and on a guided panel discussion at a recent AWRA conference, we suggest that watershed‐scale adaptive management must be recognized as a radical departure from established ways of managing natural resources if it is to achieve its promise. Successful implementation will require new ways of thinking about management, new organizational structures and new implementation processes and tools. Adaptive management encourages scrutiny of prevailing social and organizational norms and this is unlikely to occur without a change in the culture of natural resource management and research. Planners and managers require educational, administrative, and political support as they seek to understand and implement adaptive management. Learning and reflection must be valued and rewarded, and fora established where learning through adaptive management can be shared and explored. The creation of new institutions, including educational curricula, organizational policies and practices, and professional norms and beliefs, will require support from within bureaucracies and from politicians. For adaptive management to be effective researchers and managers alike must work together at the watershed‐scale to bridge the gaps between theory and practice, and between social and technical understandings of watersheds and the people who occupy and use them.     

THE SOCIAL IMPACT OF WATERSHED DEVELOPMENT: A LONGITUDINAL STUDY1

ABSTRACT: The psychosocial impact of a large water impoundment project upon members of a small farming community located within central Ohio was evaluated using a study-restudy research design. Attitudes toward selected community variables were examined during the initial stages of land acquisition and reevaluated four years later at the completion of the project. The findings revealed that fragmentation of the “social fabric” of the community did not occur. Several statistically significant differences were observed between the two data sets but the findings indicated that community residents held more positive attitudes toward their community following the development action than at the beginning of the project.     

An Evaluation of the Influence of Natural Science in Regional-Scale Restoration Projects

Regional-scale restoration is a tool of growing importance in environmental management, and the number, scope, and complexity of restoration programs is increasing. Although the importance of natural science to the success of such projects generally is recognized, the actual use of natural science in these programs rarely has been evaluated. We used techniques of program evaluation to examine the use of natural science in six American and three Western European regional-scale restoration programs. Our results suggest that ensuring the technical rigor and directed application of the science is important to program development and delivery. However, the influence of science may be constrained if strategies for its integration into the broader program are lacking. Consequently, the influence of natural science in restoration programs is greatest when formal mechanisms exist for incorporating science into programs, for example, via a framework for integration of science and policy. Our evaluation proposes a model that can be used to enhance the influence of natural science in regional-scale restoration programs in the United States and elsewhere.     

EVALUATION OF WATER QUALITY SAMPLING LOCATIONS ON THE YUKON RIVER1

ABSTRACT: This paper presents an approach to the evaluation of water quality sampling locations for their potential use for long term monitoring. This approach was applied to four sites on the Yukon River near the Canada-United States boundary. At three of these sites it was difficult to obtain representative samples due to the presence of extensive lateral heterogeneities. These heterogeneities occur because of a lack of mixing between the Yukon River and the major tributaries upstream from Dawson. Only one of the sampling locations is spatially homogeneous enough to provide representative samples. Concentration variations over the annual cycle are very large, often as much as two orders of magnitude. Estimates are made of the frequency and density with which samples must be collected to be able to detect a 10 percent different between annual mean concentrations. The estimated frequencies are so large that such an undertaking would be impractical. More importantly, the assumptions of this analysis are invalid, and time series analysis of fixed frequency samples is proposed as an alternative that is statistically rigorous and requires fewer samples.     

Using a social learning configuration to increase Vietnamese smallholder farmers’ adaptive capacity to respond to climate change

Social learning is crucial for local smallholder farmers in developing countries to improve their adaptive capacity and to adapt to the current and projected impacts of climate change. While it is widely acknowledged that social learning is a necessary condition for adaptation, few studies have systematically investigated under which conditions particular forms of social learning are most successful in improving adaptive capacity of the most vulnerable groups. This study aims to design, implement and evaluate a social learning configuration in a coastal community in Vietnam. We make use of various methods during four workshop-based interventions with local smallholder farmers: interviews with key farmers and commune leaders, farmer-to-farmer learning, participatory observations and focus group discussions. The methods for evaluation of social learning configuration include in-depth interviews, focus group discussions and structured survey interviews. Our findings show that the social learning configuration used in this study leads to an increased problem ownership, an enhanced knowledge-base with regard to climate change impacts and production adaptation options, improved ability to see connections and interdependencies and finally, strengthened relationships and social cohesion. The results suggest that increased social learning in the community leads to increase in adaptive capacity of smallholder farmers and improves both their economic and environmental sustainability. We discuss the key lessons for designing learning configurations that can successfully enhance adaptive capacity and smallholder farmers’ agency and responsiveness to the challenges posed by climate change impacts.     

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.     

SOCIAL GOALS AND EVALUATION OF RESOURCE COMMITMENTS1

ABSTRACT The field of water resources has become increasingly aware of public demands for evaluating alternative project commitments that consider environmental and social objectives in addition to traditional economic criteria. This has led to endeavors to identify the full array of social goals in Water Resources Council Special Task Force reports as well as in research funded through the Office of Water Resources Research and other agencies. It seems appropriate, however, to consider efforts already completed or currently underway in the social science disciplines, professional fields, and national commissions not affiliated with water resource interests. This report identifies and discusses major efforts to identify social goals as a logical input in evaluation procedures highlighted by Water Resources Council Special Task Force reports. The framework of the study was its contribution as background material for the Western Regional Social Goals Project funded by the Office of Water Resources Research of the Department of the Interior.     

Monitoring in adaptive co-management: Toward a learning based approach

The recognition of complexity and uncertainty in natural resource management has lead to the development of a wealth of conceptual frameworks aimed at integrated assessment and complex systems monitoring. Relatively less attention has however been given to methodological approaches that might facilitate learning as part of the monitoring process. This paper reviews the monitoring literature relevant to adaptive co-management, with a focus on the synergies between existing monitoring frameworks, collaborative monitoring approaches and social learning. The paper discusses the role of monitoring in environmental management in general, and the challenges posed by scale and complexity when monitoring in adaptive co-management. Existing conceptual frameworks for monitoring relevant to adaptive co-management are reviewed, as are lessons from experiences with collaborative monitoring. The paper concludes by offering a methodological approach to monitoring that actively seeks to engender reflexive learning as a means to deal with uncertainty in natural resource management.     

油井远程监控与综合评价系统开发

为解决油田管理中面临的用工总量多、生产建设成本高和管理难度大的问题,胜利油田进行了大规模数字化建设。通过电参数、示功图、产液量自动采集传输,对油井进行综合评价分析,提出节电意见,确保油井安全正常运转,有效地减少了油田生产用工需求,进一步促进了油田管理的现代化。     

“Talking of citizenship … ” Exploring the contribution an intergenerational,participatory learning project can make to the promotion of active citizenship in sustainable communities

The value of participating in community projects for the creation of a sustainable community is widely recognised but there remains little research into the multiple dispositions, knowledge, and competencies necessary for building and maintaining such a community. This article examines a small intergenerational social learning project that brought together students from a local community college and members of the town community association to explore the concept of sustainability-focused citizenship. The project was founded on themes of active citizenship, social learning, and intergenerational interaction, and was jointly evaluated by the participants and the researcher. This article presents two key ways in which this community-based learning project contributed to the promotion of citizenship for a sustainable community – firstly, as effective preparation for citizenship for sustainability, through the development of knowledge, disposition, and competencies, and secondly, in the performance of citizenship during the course of the workshops, through the encounter with, and negotiation of, difference.