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• 1. [Article] 2003-2004 Annual report

  Bounding coordinates: West Bounding Coordinate: -124.661867; East Bounding Coordinate: -122.595926; North Bounding Coordinate: 46.2694; South Bounding Coordinate: 42.613265

  Citation × Citation Citation Abstract Copy Title: 2003-2004 Annual report Author: Institute for Natural Resources Bounding coordinates: West Bounding Coordinate: -124.661867; East Bounding Coordinate: -122.595926; North Bounding Coordinate: 46.2694; South Bounding Coordinate: 42.613265 Title: 2003-2004 Annual report Author: Institute for Natural Resources Bounding coordinates: West Bounding Coordinate: -124.661867; East Bounding Coordinate: -122.595926; North Bounding Coordinate: 46.2694; South Bounding Coordinate: 42.613265 Close

• 2. [Article] 2004-2005 Annual Report

  2004-2005 INR Annual Report

  Citation × Citation Citation Abstract Copy Title: 2004-2005 Annual Report Author: Institute for Natural Resources 2004-2005 INR Annual Report Title: 2004-2005 Annual Report Author: Institute for Natural Resources 2004-2005 INR Annual Report Close

• 3. [Article] Fusing Science and Ethics: Tools for Natural Resource Educators

  Natural resource educators are beginning to appreciate that formal critical thinking and ethical reasoning skills are not only important but absolutely necessary tools for the 21st century natural resource ...

  Citation × Citation Citation Abstract Copy Title: Fusing Science and Ethics: Tools for Natural Resource Educators Author: Vucetich, John, Nagel, Linda, Nelson, Michael Natural resource educators are beginning to appreciate that formal critical thinking and ethical reasoning skills are not only important but absolutely necessary tools for the 21st century natural resource professional (both scientist and manager). However, given a historic lack of formal ethical reasoning within natural resource curricula combined with the separation of the sciences from the humanities over the past 100 years, a full embracing of ethics into natural resource curricula meets with resistance. One challenge associated with incorporating ethical reasoning into natural resource curricula appears to come from a misunderstanding of the very nature of ethics. While a certain characterization of ethics makes it appear to be at odds with science, intractable, and easy to dismiss, there are ways to characterize ethics and therefore allow for ethical discourse within the natural resource curricula that melds the two in a useful way. Another challenge involves the manner in which one recognizes, confronts, and works through ethical dilemmas. We address this problem by presenting some real-world examples amenable to ethical discourse and demonstrate how to work through at least two circumstances that are familiar to wildlife and forestry professionals. Finally, we suggest a minimal set of critical thinking and ethical reasoning skills that are crucial for the education of future natural resource professionals. Title: Fusing Science and Ethics: Tools for Natural Resource Educators Author: Vucetich, John, Nagel, Linda, Nelson, Michael Natural resource educators are beginning to appreciate that formal critical thinking and ethical reasoning skills are not only important but absolutely necessary tools for the 21st century natural resource professional (both scientist and manager). However, given a historic lack of formal ethical reasoning within natural resource curricula combined with the separation of the sciences from the humanities over the past 100 years, a full embracing of ethics into natural resource curricula meets with resistance. One challenge associated with incorporating ethical reasoning into natural resource curricula appears to come from a misunderstanding of the very nature of ethics. While a certain characterization of ethics makes it appear to be at odds with science, intractable, and easy to dismiss, there are ways to characterize ethics and therefore allow for ethical discourse within the natural resource curricula that melds the two in a useful way. Another challenge involves the manner in which one recognizes, confronts, and works through ethical dilemmas. We address this problem by presenting some real-world examples amenable to ethical discourse and demonstrate how to work through at least two circumstances that are familiar to wildlife and forestry professionals. Finally, we suggest a minimal set of critical thinking and ethical reasoning skills that are crucial for the education of future natural resource professionals. Close

• 4. [Article] The New Natural Resources Economy: Water, Markets, Opportunities

  Presented during the Oregon Resource Conservation and Development(RC&D)Conference, Redmond, Oregon, April 23, 2010.

  Citation × Citation Citation Abstract Copy Title: The New Natural Resources Economy: Water, Markets, Opportunities Author: Institute for Natural Resources, Duncan, Sally Presented during the Oregon Resource Conservation and Development(RC&D)Conference, Redmond, Oregon, April 23, 2010. Title: The New Natural Resources Economy: Water, Markets, Opportunities Author: Institute for Natural Resources, Duncan, Sally Presented during the Oregon Resource Conservation and Development(RC&D)Conference, Redmond, Oregon, April 23, 2010. Close

• 5. [Article] The role of transportation in the development of New Zealand's natural resources

  Citation × Citation Citation Abstract Copy Title: The role of transportation in the development of New Zealand's natural resources Author: Nelson, Jean Emily Title: The role of transportation in the development of New Zealand's natural resources Author: Nelson, Jean Emily Close

• 6. [Article] Methods to develop a crediting strategy for transportation and metropolitan planning agencies: White paper

  White paper from the Institute for Natural Resources (INR) is an Oregon University System institute located at Oregon State University and Portland State University.

  Citation × Citation Citation Abstract Copy Title: Methods to develop a crediting strategy for transportation and metropolitan planning agencies: White paper Author: Gaines, Lisa, Kagan, Jimmy White paper from the Institute for Natural Resources (INR) is an Oregon University System institute located at Oregon State University and Portland State University. Title: Methods to develop a crediting strategy for transportation and metropolitan planning agencies: White paper Author: Gaines, Lisa, Kagan, Jimmy White paper from the Institute for Natural Resources (INR) is an Oregon University System institute located at Oregon State University and Portland State University. Close

• 7. [Article] North coast explorer: a north coast basin prototype website for natural resource information management

  West Bounding Coordinate: -124.353159; East Bounding Coordinate: -122.942592; North Bounding Coordinate: 46.261906; South Bounding Coordinate: 43.719034

  Citation × Citation Citation Abstract Copy Title: North coast explorer: a north coast basin prototype website for natural resource information management Author: Institute for Natural Resources West Bounding Coordinate: -124.353159; East Bounding Coordinate: -122.942592; North Bounding Coordinate: 46.261906; South Bounding Coordinate: 43.719034 Title: North coast explorer: a north coast basin prototype website for natural resource information management Author: Institute for Natural Resources West Bounding Coordinate: -124.353159; East Bounding Coordinate: -122.942592; North Bounding Coordinate: 46.261906; South Bounding Coordinate: 43.719034 Close

• 8. [Article] A culturally appropriate, partnership-based natural resource education program on the Warm Springs Indian Reservation

  A natural resource science education program for members of the Warm Springs Indian Reservation was designed and developed in partnership with tribal members. The intent of the project was to create a ...

  Citation × Citation Citation Abstract Copy Title: A culturally appropriate, partnership-based natural resource education program on the Warm Springs Indian Reservation Author: Vergun, Judith Richardson A natural resource science education program for members of the Warm Springs Indian Reservation was designed and developed in partnership with tribal members. The intent of the project was to create a culturally relevant program supported by culturally reflective educational materials which met local needs. The goal of the project was to provide an on-reservation, partnership-based natural resource education program for the purpose of developing understanding between Indians and non-Indians about natural resource education, science, and management strategies. The program was taught on-reservation. Respect and understanding of some cultural differences between Indians and Euro-Americans occurred, and tribal members gained an understanding of the Euro- American view of the science behind natural resource management. The program was considered a success in both short-, and long-term gains. Short-term gains included a 16.30% increase in short-term knowledge gained in coursework sessions where this was measured. Long-term gains included providing a guideline for the design of the 1991 OSU/Warm Springs Memorandum of Understanding, the on-reservation application of coursework knowledge gained, an increase in tribal member's interest in natural resource science education, and the design of an exportable model for university/reservation natural resource science education programs. Title: A culturally appropriate, partnership-based natural resource education program on the Warm Springs Indian Reservation Author: Vergun, Judith Richardson A natural resource science education program for members of the Warm Springs Indian Reservation was designed and developed in partnership with tribal members. The intent of the project was to create a culturally relevant program supported by culturally reflective educational materials which met local needs. The goal of the project was to provide an on-reservation, partnership-based natural resource education program for the purpose of developing understanding between Indians and non-Indians about natural resource education, science, and management strategies. The program was taught on-reservation. Respect and understanding of some cultural differences between Indians and Euro-Americans occurred, and tribal members gained an understanding of the Euro- American view of the science behind natural resource management. The program was considered a success in both short-, and long-term gains. Short-term gains included a 16.30% increase in short-term knowledge gained in coursework sessions where this was measured. Long-term gains included providing a guideline for the design of the 1991 OSU/Warm Springs Memorandum of Understanding, the on-reservation application of coursework knowledge gained, an increase in tribal member's interest in natural resource science education, and the design of an exportable model for university/reservation natural resource science education programs. Close

• 9. [Article] Climate change outreach project presentation

  Citation × Citation Citation Abstract Copy Title: Climate change outreach project presentation Author: Institute for Natural Resources Title: Climate change outreach project presentation Author: Institute for Natural Resources Close

• 10. [Article] Out Standing in Left Field: Disciplinary Boundaries in Undergraduate Forestry & Natural Resources Education

  “Left field” implies something far from mainstream. In forest and natural resources education, biophysical science is the mainstream discipline. Biophysical sciences provide the knowledge to achieve ...

  Citation × Citation Citation Abstract Copy Title: Out Standing in Left Field: Disciplinary Boundaries in Undergraduate Forestry & Natural Resources Education Author: Vonhof, Sarah “Left field” implies something far from mainstream. In forest and natural resources education, biophysical science is the mainstream discipline. Biophysical sciences provide the knowledge to achieve desired forest and natural resource management goals. But an education that prepares students for successful careers must also provide understanding of the social context of forestry and natural resources management. Social sciences and humanities are out— standing in the left field of forestry. A preliminary analysis of one hundred and eighteen accredited undergraduate forestry curricula at forty-four institutions revealed that there are few upper division requirements in the social sciences and humanities. Sixty one percent of curricula require only one or two courses, usually in economics and/or policy. Just one fourth of curricula require an upper division course in the humanities. Law, history, ethics, conflict management, sociology, and human dimensions are relevant topics that encompass the broader context of forestry and natural resources; but courses in these topics are seldom required. To further investigate, I researched the upper division requirements in undergraduate curricula in both forestry and in natural resources management programs. I analyzed course and credit requirements in the categories of biophysical science, social science, mathematics, humanities, management, and communications. A comparison of ninety three forestry curricula and seventy four natural resources management curricula revealed small differences in the ranges of requirements across categories. More notable differences were observed when comparing the mean number of courses or credits as a percentage of the upper division. Natural resources management programs showed greater percentages in the humanities and communication categories. Still, social science and humanities requirements are slight relative to biophysical science requirements. Undergraduate education in natural resources should embrace the variety of disciplines rather than designating some to left field. It is not only knowledge from biophysical science, but also from other disciplines that will empower forest and natural resource managers deal with people and grow into leaders with broader visions of their professional and societal roles. Title: Out Standing in Left Field: Disciplinary Boundaries in Undergraduate Forestry & Natural Resources Education Author: Vonhof, Sarah “Left field” implies something far from mainstream. In forest and natural resources education, biophysical science is the mainstream discipline. Biophysical sciences provide the knowledge to achieve desired forest and natural resource management goals. But an education that prepares students for successful careers must also provide understanding of the social context of forestry and natural resources management. Social sciences and humanities are out— standing in the left field of forestry. A preliminary analysis of one hundred and eighteen accredited undergraduate forestry curricula at forty-four institutions revealed that there are few upper division requirements in the social sciences and humanities. Sixty one percent of curricula require only one or two courses, usually in economics and/or policy. Just one fourth of curricula require an upper division course in the humanities. Law, history, ethics, conflict management, sociology, and human dimensions are relevant topics that encompass the broader context of forestry and natural resources; but courses in these topics are seldom required. To further investigate, I researched the upper division requirements in undergraduate curricula in both forestry and in natural resources management programs. I analyzed course and credit requirements in the categories of biophysical science, social science, mathematics, humanities, management, and communications. A comparison of ninety three forestry curricula and seventy four natural resources management curricula revealed small differences in the ranges of requirements across categories. More notable differences were observed when comparing the mean number of courses or credits as a percentage of the upper division. Natural resources management programs showed greater percentages in the humanities and communication categories. Still, social science and humanities requirements are slight relative to biophysical science requirements. Undergraduate education in natural resources should embrace the variety of disciplines rather than designating some to left field. It is not only knowledge from biophysical science, but also from other disciplines that will empower forest and natural resource managers deal with people and grow into leaders with broader visions of their professional and societal roles. Close

• 11. [Article] Natural Resources and the Scholar/Collector: The Gerald W. Williams Collection at Oregon State University

  The presentation was prepared for the Natural Resources Information Council meeting in Eugene on August 11, 2008.

  Citation × Citation Citation Abstract Copy Title: Natural Resources and the Scholar/Collector: The Gerald W. Williams Collection at Oregon State University Author: Landis, Lawrence The presentation was prepared for the Natural Resources Information Council meeting in Eugene on August 11, 2008. Title: Natural Resources and the Scholar/Collector: The Gerald W. Williams Collection at Oregon State University Author: Landis, Lawrence The presentation was prepared for the Natural Resources Information Council meeting in Eugene on August 11, 2008. Close

• 12. [Article] Existing Vegetation and Site Observations at Killin Wetland, Washington County, Oregon

  Report produced by The Wetlands Conservancy and Oregon Biodiversity Information Center, Institute for Natural Resources, Portland State University, submitted August 2015 to Metro.

  Citation × Citation Citation Abstract Copy Title: Existing Vegetation and Site Observations at Killin Wetland, Washington County, Oregon Author: Garvey, Megan, Christy, John A. Report produced by The Wetlands Conservancy and Oregon Biodiversity Information Center, Institute for Natural Resources, Portland State University, submitted August 2015 to Metro. Title: Existing Vegetation and Site Observations at Killin Wetland, Washington County, Oregon Author: Garvey, Megan, Christy, John A. Report produced by The Wetlands Conservancy and Oregon Biodiversity Information Center, Institute for Natural Resources, Portland State University, submitted August 2015 to Metro. Close

• 13. [Article] Applying systematic evidence reviews in Oregon forest policy: opportunities and challenges

  Section I contains an introduction to the subject of Scientific Evidence Review. Section II reviews Oregon state mandates to use “best available science” in policymaking and summarizes ODF efforts to address ...

  Citation × Citation Citation Abstract Copy Title: Applying systematic evidence reviews in Oregon forest policy: opportunities and challenges Author: Kleiner, Erica, Behan, Jeff, Institute for Natural Resources, Crawford, Seth Section I contains an introduction to the subject of Scientific Evidence Review. Section II reviews Oregon state mandates to use “best available science” in policymaking and summarizes ODF efforts to address these mandates. Section III provides an overview of Systematic Evidence Reviews and how they are conducted in the fields of clinical medicine and public health. Section IV summarizes some relevant critiques of SER methods and cautions concerning their use. Section V addresses differences and commonalities between clinical medicine and ecosystem science, and the potential for applying SERs to conservation and natural resource policy questions. Section VI offers some principles and guidelines about how ODF could apply components of SERs to their science assessments. Section VII reflects on where efforts to conduct and utilize SERs are likely to go in the future. Title: Applying systematic evidence reviews in Oregon forest policy: opportunities and challenges Author: Kleiner, Erica, Behan, Jeff, Institute for Natural Resources, Crawford, Seth Section I contains an introduction to the subject of Scientific Evidence Review. Section II reviews Oregon state mandates to use “best available science” in policymaking and summarizes ODF efforts to address these mandates. Section III provides an overview of Systematic Evidence Reviews and how they are conducted in the fields of clinical medicine and public health. Section IV summarizes some relevant critiques of SER methods and cautions concerning their use. Section V addresses differences and commonalities between clinical medicine and ecosystem science, and the potential for applying SERs to conservation and natural resource policy questions. Section VI offers some principles and guidelines about how ODF could apply components of SERs to their science assessments. Section VII reflects on where efforts to conduct and utilize SERs are likely to go in the future. Close

• 14. [Article] Assessing the Need for a Natural Resources Digital Library

  Salwasser, J. and Murray-Rust, C. 2002. Assessing the Need for a Natural Resources Digital Library. Issues in Science and Technology Librarianship Winter 2002. Available: http://www.istl.org/02-winter/...

  Citation × Citation Citation Abstract Copy Title: Assessing the Need for a Natural Resources Digital Library Author: Murray-Rust, Catherine, Salwasser, Janine Salwasser, J. and Murray-Rust, C. 2002. Assessing the Need for a Natural Resources Digital Library. Issues in Science and Technology Librarianship Winter 2002. Available: http://www.istl.org/02-winter/article2.html. Title: Assessing the Need for a Natural Resources Digital Library Author: Murray-Rust, Catherine, Salwasser, Janine Salwasser, J. and Murray-Rust, C. 2002. Assessing the Need for a Natural Resources Digital Library. Issues in Science and Technology Librarianship Winter 2002. Available: http://www.istl.org/02-winter/article2.html. Close

• 15. [Article] Salmon anchor habitat strategy : invited expert responses

  This document compiles written responses by experts in their respective fields to questions from the Salmon Anchor Habitat Work Group about the Salmon Anchor Habitat Strategy component of Oregon Department ...

  Citation × Citation Citation Abstract Copy Title: Salmon anchor habitat strategy : invited expert responses Author: Institute for Natural Resources, Oregon Department of Forestry This document compiles written responses by experts in their respective fields to questions from the Salmon Anchor Habitat Work Group about the Salmon Anchor Habitat Strategy component of Oregon Department of Forestry Northwestern Oregon State Forest Management Plan. Title: Salmon anchor habitat strategy : invited expert responses Author: Institute for Natural Resources, Oregon Department of Forestry This document compiles written responses by experts in their respective fields to questions from the Salmon Anchor Habitat Work Group about the Salmon Anchor Habitat Strategy component of Oregon Department of Forestry Northwestern Oregon State Forest Management Plan. Close

• 16. [Article] Recreational placer mining in the Oregon scenic waterways system

  This report discusses the benefits versus the cost of recreational placer mining in the Oregon Scenic Waterways System.

  Citation × Citation Citation Abstract Copy Title: Recreational placer mining in the Oregon scenic waterways system Author: Institute for Natural Resources, Behan, Jeff, Shelby, Bo, 1948-, Bernell, David This report discusses the benefits versus the cost of recreational placer mining in the Oregon Scenic Waterways System. Title: Recreational placer mining in the Oregon scenic waterways system Author: Institute for Natural Resources, Behan, Jeff, Shelby, Bo, 1948-, Bernell, David This report discusses the benefits versus the cost of recreational placer mining in the Oregon Scenic Waterways System. Close

• 17. [Article] Socio-Economic Measures for Intensively Monitoring Watersheds: The Middle Fork John Day Effectiveness Monitoring Project: Year 2 Report

  This report describes the accomplishments in the second and final year of a project to develop a set of measures to monitor the socio-economic effects on the local community of the stream restoration efforts ...

  Citation × Citation Citation Abstract Copy Title: Socio-Economic Measures for Intensively Monitoring Watersheds: The Middle Fork John Day Effectiveness Monitoring Project: Year 2 Report Author: Institute for Natural Resources, Lurie, Susan, Hibbard, Michael, Institute for Policy Research and Innovation This report describes the accomplishments in the second and final year of a project to develop a set of measures to monitor the socio-economic effects on the local community of the stream restoration efforts on the upper Middle Fork John Day River. A panel of Grant County residents helped develop the following metrics to reflect locally specific issues and interests. Title: Socio-Economic Measures for Intensively Monitoring Watersheds: The Middle Fork John Day Effectiveness Monitoring Project: Year 2 Report Author: Institute for Natural Resources, Lurie, Susan, Hibbard, Michael, Institute for Policy Research and Innovation This report describes the accomplishments in the second and final year of a project to develop a set of measures to monitor the socio-economic effects on the local community of the stream restoration efforts on the upper Middle Fork John Day River. A panel of Grant County residents helped develop the following metrics to reflect locally specific issues and interests. Close

• 18. [Article] Learning to address complexity in natural resource management

  Conventional natural resource management has struggled with effectively addressing dynamically complex natural resource issues. Many organizations structured in the rational-analytical paradigm of resource ...

  Citation × Citation Citation Abstract Copy Title: Learning to address complexity in natural resource management Author: Kakoyannis, Christina Conventional natural resource management has struggled with effectively addressing dynamically complex natural resource issues. Many organizations structured in the rational-analytical paradigm of resource management are becoming increasingly aware that new management approaches are needed. Particularly in a rapidly changing environment, organizational learning is important for promoting an organization's ability to adapt and shift to new approaches for natural resource management. The purpose of this research was to understand what organizational structures and processes inhibit or facilitate opportunities for organizational learning when addressing complex resource problems. Because partnerships are increasingly being employed as a method of organizing in natural resource management, I conducted a comparative case study approach of two resource management partnerships in Oregon's Willamette Valley the Willamette Restoration Initiative and the West Eugene Wetlands. Data were triangulated from three qualitative data sources: interviews, organizational documents, and participant observation. Findings reveal that how the case study partnerships and its members frame complex natural resource issues has a strong influence on organizational learning. In particular, partnership members who frame their work using positive, social, and dynamic orientations foster their ability to continuously learn when addressing issues of dynamic complexity. These individual and group frames promote learning in part through their influence on the development of inclusive, reflective, and place-based organizational processes and organic organizational structures. How individual and group frames are established, maintained, and altered is an important consideration for promoting learning within natural resource management partnerships. Furthermore, organizational learning in these partnerships was comprised of individual learning embedded into partnership routines and memory as well as emergent learning resulting from a process of social construction. Organizational practices directed toward both individual and team learning therefore need to be fostered in natural resource partnerships addressing dynamically complex problems. Title: Learning to address complexity in natural resource management Author: Kakoyannis, Christina Conventional natural resource management has struggled with effectively addressing dynamically complex natural resource issues. Many organizations structured in the rational-analytical paradigm of resource management are becoming increasingly aware that new management approaches are needed. Particularly in a rapidly changing environment, organizational learning is important for promoting an organization's ability to adapt and shift to new approaches for natural resource management. The purpose of this research was to understand what organizational structures and processes inhibit or facilitate opportunities for organizational learning when addressing complex resource problems. Because partnerships are increasingly being employed as a method of organizing in natural resource management, I conducted a comparative case study approach of two resource management partnerships in Oregon's Willamette Valley the Willamette Restoration Initiative and the West Eugene Wetlands. Data were triangulated from three qualitative data sources: interviews, organizational documents, and participant observation. Findings reveal that how the case study partnerships and its members frame complex natural resource issues has a strong influence on organizational learning. In particular, partnership members who frame their work using positive, social, and dynamic orientations foster their ability to continuously learn when addressing issues of dynamic complexity. These individual and group frames promote learning in part through their influence on the development of inclusive, reflective, and place-based organizational processes and organic organizational structures. How individual and group frames are established, maintained, and altered is an important consideration for promoting learning within natural resource management partnerships. Furthermore, organizational learning in these partnerships was comprised of individual learning embedded into partnership routines and memory as well as emergent learning resulting from a process of social construction. Organizational practices directed toward both individual and team learning therefore need to be fostered in natural resource partnerships addressing dynamically complex problems. Close

• 19. [Article] Who's in place, who's out of place : examining the politics of natural resource collaboration

  A qualitative research approach composed of three strategies was employed to systematically examine the politics of natural resource collaboration. First, using the Oregon Plan for Salmon and Watersheds ...

  Citation × Citation Citation Abstract Copy Title: Who's in place, who's out of place : examining the politics of natural resource collaboration Author: Cheng, Antony S. A qualitative research approach composed of three strategies was employed to systematically examine the politics of natural resource collaboration. First, using the Oregon Plan for Salmon and Watersheds as a case study, the behavioral assumptions of natural resource policy instruments enabling collaboration were uncovered and analyzed. Three key assumptions emerge: 1) stakeholders are internally motivated by strong social values to work with others to save salmon and restore their watersheds; 2) stakeholders are willing to take action in their watershed but lack the capacity to do so, such as financial, technical, and information resources; 3) stakeholders are capable of learning about, testing, and processing feedback from alternative restoration approaches. Second, theoretical perspectives focusing on the social influence of place were integrated with Elinor Ostrom's behavioral theory of collective action. The resulting theoretical framework proposes that place is a variable that influences choice of behavioral strategies in natural resource collaboration by: 1) providing a means for stakeholders to identify and, therefore, understand how to relate to one another; and 2) influencing the probabilities that stakeholders can expect to interact with one another in the future. Third, a qualitative, comparative case study of two watershed councils in western Oregon applied the framework and identified three key dimensions of group identification related to place: 1) group identities related to stakeholders' interest and values in the watershed; 2) group identities related to stakeholders' ways of knowing the watershed; and 3) group identities related to social ties within the watershed. The qualitative research approach sheds light on the diverse behaviors stakeholders exhibit in natural resource collaboration. It challenges the notion that stakeholders are strictly motivated to maximize material self-interest in natural resource politics. Stakeholders vary in their interactions depending on the geographic scale of the landscape in question. The study also provides compelling evidence that stakeholders' collective identification to a shared place generates a higher likelihood of sustaining collaborative relationships and trust in one another. Title: Who's in place, who's out of place : examining the politics of natural resource collaboration Author: Cheng, Antony S. A qualitative research approach composed of three strategies was employed to systematically examine the politics of natural resource collaboration. First, using the Oregon Plan for Salmon and Watersheds as a case study, the behavioral assumptions of natural resource policy instruments enabling collaboration were uncovered and analyzed. Three key assumptions emerge: 1) stakeholders are internally motivated by strong social values to work with others to save salmon and restore their watersheds; 2) stakeholders are willing to take action in their watershed but lack the capacity to do so, such as financial, technical, and information resources; 3) stakeholders are capable of learning about, testing, and processing feedback from alternative restoration approaches. Second, theoretical perspectives focusing on the social influence of place were integrated with Elinor Ostrom's behavioral theory of collective action. The resulting theoretical framework proposes that place is a variable that influences choice of behavioral strategies in natural resource collaboration by: 1) providing a means for stakeholders to identify and, therefore, understand how to relate to one another; and 2) influencing the probabilities that stakeholders can expect to interact with one another in the future. Third, a qualitative, comparative case study of two watershed councils in western Oregon applied the framework and identified three key dimensions of group identification related to place: 1) group identities related to stakeholders' interest and values in the watershed; 2) group identities related to stakeholders' ways of knowing the watershed; and 3) group identities related to social ties within the watershed. The qualitative research approach sheds light on the diverse behaviors stakeholders exhibit in natural resource collaboration. It challenges the notion that stakeholders are strictly motivated to maximize material self-interest in natural resource politics. Stakeholders vary in their interactions depending on the geographic scale of the landscape in question. The study also provides compelling evidence that stakeholders' collective identification to a shared place generates a higher likelihood of sustaining collaborative relationships and trust in one another. Close

• 20. [Article] Assessing ecological integrity across jurisdictions and scales

  This paper is the product of a series of workshops that occurred between 2011 and 2014. They were hosted by the Institute for Natural Resources - Oregon Biodiversity Information Center, U.S. Geological ...

  Citation × Citation Citation Abstract Copy Title: Assessing ecological integrity across jurisdictions and scales Author: Kagan, James S., Vickerman, Sara This paper is the product of a series of workshops that occurred between 2011 and 2014. They were hosted by the Institute for Natural Resources - Oregon Biodiversity Information Center, U.S. Geological Survey, Defenders of Wildlife, and NatureServe, and attended by a wide variety of staff from resource agencies, non-profit organizations, universities and the private sector. Many of the participants reviewed and/or contributed to the content of the paper. Final editing decisions were made by the primary authors and do not necessarily reflect unanimous agreement from all parties. Title: Assessing ecological integrity across jurisdictions and scales Author: Kagan, James S., Vickerman, Sara This paper is the product of a series of workshops that occurred between 2011 and 2014. They were hosted by the Institute for Natural Resources - Oregon Biodiversity Information Center, U.S. Geological Survey, Defenders of Wildlife, and NatureServe, and attended by a wide variety of staff from resource agencies, non-profit organizations, universities and the private sector. Many of the participants reviewed and/or contributed to the content of the paper. Final editing decisions were made by the primary authors and do not necessarily reflect unanimous agreement from all parties. Close