The Value of Assessing Public Perceptions: Wildland Fire and Defensible Space

Autor/inn/en	Monroe, Martha C.; Nelson, Kristen C.
Titel	The Value of Assessing Public Perceptions: Wildland Fire and Defensible Space
Quelle	In: Applied Environmental Education and Communication, 3 (2004) 2, S.109-117 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-015X
Schlagwörter	Needs Assessment; Audiences; Forestry; Environmental Education; Interviews; Evaluation; Perception; Fire Protection; Ecology; Florida; Minnesota + Suchen Sie Ihr Suchwort? Bedarfsermittlung; Spectator; Zuschauer; Forstwissenschaft; Waldwirtschaft; Umweltbildung; Umwelterziehung; Umweltpädagogik; Interviewing; Interviewtechnik; Evaluierung; Wahrnehmung; Brandbekämpfung; Ökologie
Abstract	Fire is a challenge in the wildland-urban interface. Although resource managers encourage residents to create defensible space, many do not. This study illustrates the value of using a needs assessment to better understand perceptions of an audience in order to develop meaningful messages and materials. In this case, our audience is residents of forested areas of Florida and Minnesota at risk of wildland fire. By using in-depth interviews, we explore their perceptions of their landscape, their perception of risk, and their willingness to reduce that risk. Their perceptions can be used to evaluate current wildfire communication tools and suggest ways to modify them to inform and change the behavior of residents. Printed materials emphasis the threat of fire and what to do. Interview data suggest that emphasizing relevant values: privacy, wildlife, and recreation opportunities, as well as acknowledging neighborhood norms, could be helpful to motivate residents when the threat of fire is not sufficient. (Contains 2 figures and 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10