Environmental Engineering Reference
In-Depth Information
touch and apply these methods personally will they
believe that they work. Studies in California showed
that it took nine interactions with extension and
demonstration to initiate change in adding one best
management practice (Lubell & Fulton 2007). Demon-
stration can be done at the farm, ranch, park, water-
shed or regional level (Naveh 1989; Campbell & Siepen
1994). Dryland managers are justifi ably risk averse
and cautious, but will readily adapt new approaches
that work. These new methods will spread far beyond
the demonstration project site with little or no addi-
tional spending.
Demonstration projects are well suited for under-
graduate and graduate students in both applied and
theoretical research programmes. Working with local
families can provide critical feedback and reality checks
for proposed solutions while improving the sophistica-
tion and technical capabilities of small landholders.
Field restoration projects also provide students and
faculty with transdisciplinary project experience,
stakeholder engagement skills and the opportunity to
test and refi ne equipment and plant materials, as well
as their understanding of how ecological and social
systems behave (Aronson
et al
. 2007a ; Bainbridge
2007a). The Natural Environmental Research Council
and the Economic and Social Research Council in the
United Kingdom currently offer 20 interdisciplinary
study awards each year in recognition of the impor-
tance of this work (http://www.nerc.ac.uk), but these
are for individuals, not teams.
Study teams in these
transdisciplinary
fi elds of
study,
intervention
and ameliorative development
must include a wide range of
stakeholders
from the
local communities and/or encourage their participa-
tion in regular reviews because they are most familiar
with the problems and will often be able to rapidly
eliminate many of the proposed options. A systems
approach working with local communities has rarely
been used in analysing arid and semi-arid lands
management and restoration. The work done by P. S.
Ramakrishnan and his colleagues and students in
north-eastern India was a good prototype for the work
that is needed (Ramakrishnan 1992). Students lived in
and studied traditional land management systems,
analysing a wide range of cultural, ecological and
economic factors. Box 10.1 presents the outline for a
Box 10.1 A restoration and demonstration project chronology
Year 1. An experienced restorationist/geographer/
agroecologist/anthropologist, preferably with consid-
erable experience in the region, revisits the area,
reviews the literature, history and current political
economy, talks with the local people, and meets with
key stakeholders. This research begins to establish the
framework for restoration work and potential demon-
stration projects. A catalogue of native plant communi-
ties and rare and endangered species, local cultivars
of vegetables, grains, fruits and livestock, their pests
and diseases, and economics is begun. Communities
suitable for a long-term study/demonstration are eval-
uated and discussions with community groups, NGOs
and governmental organizations will help select a
study site.
Year 2. The project team leases (or buys) a repre-
sentative land holding, farm or ranch for ten years with
an option to renew. An experienced restorationist or
fi eld research project manager, preferably married with
children, is hired to live on site. The presence of a
spouse and children facilitates integration with the local
community, improves understanding, and reduces the
risk of romantic complications. One of their fi rst tasks
in the fi eld will be to select and hire a local fi eld staff
person from the community. The research programme
also recruits and begins training the fi rst team of
undergraduate and graduate students. This might
include an environmental historian/geographer/anthro-
pologist (a good PhD project), restoration ecologist,
agricultural engineer, organic gardener (or animal sci-
entist for range), soil scientist, agroecologist, hydrolo-
gist or microclimatologist, and public health/nutritionist/
emergency medical technician. Prospective students
should ideally be conversant if not fl uent in the local
language and include some from farm or ranch back-
grounds and experience living in primitive conditions.
Both men and women would where possible, live with
local families. When this would be culturally diffi cult or
inappropriate, they could live on the site property.
Applications from married couples and families should
be encouraged. The restoration team would be
equipped with a container full of restoration tools and
supplies, construction and vehicle repair tools, and
equipment for restoration work and farm operation.
Continued
