• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Looking for sustainable solutions: A Costa Rican case study examining learning through public involvement in the planning and operations of ICE's watershed management agricultural programme.
【24h】

Looking for sustainable solutions: A Costa Rican case study examining learning through public involvement in the planning and operations of ICE's watershed management agricultural programme.

机译：寻找可持续解决方案：哥斯达黎加的一个案例研究，通过公众参与ICE流域管理农业计划的规划和运营来学习知识。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The first phase of the case study focussed on public involvement in the planning and operations of ICE's WMAP. It involved farmers from two different watersheds, Reventazon and Sarapiqui, who were directly involved in the agro-conservation programme. As such, a description of ICE's WMAP, how farmers participate in it, and a qualitative analysis of the kind of learning that participants are experiencing is included in this dissertation. This study found that ICE used collaborative as well as hands-on activities to raise awareness and promote alternative environmentally-sustainable farming practices and technologies. These activities resulted in instrumental and communicative learning as found in transformative learning theory. The instrumental learning that occurred included: acquiring skills and information; determining cause-effect relationships; and task-oriented problem solving. The IMO communicative learning that occurred included understanding values, normative concepts, and understanding others' points of view. Finally, findings showed that the WMAP was promoting sustainability on an individual farm basis but that these benefits could be augmented through greater participation in planning and design.;This study established that both instrumental and communicative learning occurred as a result of participation in the CBSEA process. In terms of instrumental learning, participants learnt both skills and information. More precisely, participants learnt about the CBSEA process as a whole, and the role a CBSEA could play in the planning process; as well, participants acquired certain skills and information associated with doing a SEA. Further, participants also learnt a great deal of information including, but not restricted to, agro-conservation projects, community needs, and watershed protection.;Communicative learning outcomes included understanding values, normative concepts, and understanding others' points of view. More specifically, the deliberative process enabled participants to gain a more critical understanding of themselves and their community. It helped them recognize that within the community an environmental conscientiousness existed which inspired them to take greater responsibility for the protection of the environment. It showed them the utility of working together as well as the potential for the CBSEA process to enable a voice in decisions that affect them. In terms of learning experienced by ICE WMAP teams, ICE learnt a new participatory method and reflected critically on the role communities should play in the decision-making process.;With respect to what facilitated learning, outcome and process results showed that the most important aspects in the CBSEA process that facilitated learning were working collaboratively in generating alternatives and subsequently assessing the impacts of the proposed programme components. Horizontal learning was facilitated through farmers critically engaging in a deliberative process with each other in both small and large groups in these structured assessment activities. The first and final workshops allowed participants and ICE to share information and dialogue although critical engagement with one another was limited. The facilitator played an important role in creating a structured learning environment where participants could stay focussed, be productive and feel valued.;For the second stage of the research, more participatory approaches to the planning and design of WMAP Phase II were tested through the implementation of community-based strategic environmental assessment (CBSEA). This stage involved community members from both watersheds who were either directly involved in the programme or who were interested in agro-conservation and sustainable community development. A comprehensive presentation of results is given from the CBSEAs, from the initial planning stages to facilitation of the workshops to follow-up interviews. An evaluation of this participation showed that participants did provide valuable input into the CBSEA process right from its inception. With respect to the WMAP, the CBSEA facilitated public input at the planning stages between the initial and second phases of ICE's WMAP.;This study concludes that although participation in ICE's WMAP did contribute to sustainability at an individual farm level, greater public involvement in the planning and operations of ICE's WMAP, such as through a CBSEA, could facilitate a more community-level response to sustainable watershed management. Particularly with respect to community sustainability, participating in the CBSEA facilitated the strengthening of community relations and the creation of social infrastructure through constructive engagement. Participation also facilitated capacity building that led to more informed and collaborative community-level planning decisions. Further, it has helped participants better face the enduring challenges as found in natural resources management. (Abstract shortened by UMI.).
机译：案例研究的第一阶段着重于公众参与ICE WMAP的计划和运营。来自两个不同流域的农民，雷文塔宗和萨拉皮基，直接参与了农业保护计划。因此，本文对ICE的WMAP，农民如何参与以及对参与者正在学习的类型进行了定性分析。这项研究发现，ICE通过合作以及动手活动来提高认识并促进在环境方面可持续的其他耕作方式和技术。这些活动导致了变革性学习理论中发现的工具性和交际性学习。发生的工具学习包括：获得技能和信息；确定因果关系；和面向任务的问题解决。发生的IMO交流学习包括理解价值观，规范性概念和理解他人的观点。最后，研究结果表明WMAP正在促进单个农场的可持续发展，但可以通过更多地参与规划和设计来增加这些好处。;这项研究确定，参与CBSEA流程会产生工具性和沟通性学习。在工具学习方面，参与者学习了技能和信息。更准确地说，参与者了解了整个CBSEA流程，以及CBSEA在计划流程中可以发挥的作用；参与者也获得了与执行SEA相关的某些技能和信息。此外，参与者还学习了很多信息，包括但不限于农业保护项目，社区需求和流域保护。交流的学习成果包括理解价值观，规范性概念和理解他人的观点。更具体地说，审议过程使参与者能够对自己和社区有更重要的了解。它帮助他们认识到社区内部存在着一种环境责任感，这促使他们承担起保护环境的更大责任。它向他们展示了合作的效用以及CBSEA流程在影响他们的决策中发出声音的潜力。在ICE WMAP团队的学习中，ICE学习了一种新的参与性方法，并批判性地反映了社区在决策过程中应扮演的角色。关于促进学习的方面，成果和过程结果表明，最重要的方面在CBSEA流程中，促进学习的各方正在共同努力，以产生替代方案，并随后评估拟议计划组成部分的影响。通过在这些结构化评估活动中，小团体和大团体中的批判性农民相互参与审议过程，促进了横向学习。第一次和最后一次讲习班使参加者和ICE可以共享信息和对话，尽管彼此之间的关键接触受到限制。主持人在创建结构化的学习环境中发挥了重要作用，使参与者可以保持专注，富有成效和感到有价值。在研究的第二阶段，通过实施测试了更多参与式WMAP第二阶段的规划和设计方法基于社区的战略环境评估（CBSEA）。这一阶段涉及两个流域的社区成员，他们要么直接参与了该计划，要么对农业保护和可持续社区发展感兴趣。从最初的计划阶段到研讨会的便利到后续访谈，CBSEA全面介绍了结果。对这种参与的评估表明，参与者从一开始就确实为CBSEA流程提供了宝贵的意见。关于WMAP，CBSEA在ICE WMAP的初始阶段和第二阶段之间的规划阶段促进了公众的投入;该研究得出的结论是，尽管ICE的WMAP的参与确实为单个农场的可持续性做出了贡献，但公众更多地参与了WMAP。 ICE的WMAP的规划和运营（例如通过CBSEA）可以促进社区对可持续流域管理的反应。特别是在社区可持续性方面，参加CBSEA通过建设性参与促进了社区关系的加强和社会基础设施的建立。参与还促进了能力建设，从而导致了更明智的社区级合作计划决策。进一步，它帮助参与者更好地应对自然资源管理中的持久挑战。 （摘要由UMI缩短。）。

著录项

  • 作者

    Sims, Laura Carol.;

  • 作者单位

    University of Manitoba (Canada).;

  • 授予单位 University of Manitoba (Canada).;
  • 学科 Environmental Sciences.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 353 p.
  • 总页数 353
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号