2. Address boaters' feelings of ownership and empowerment.

 People that feel a degree of personal responsibility to the environment are more

likely to exhibit positive behavior. Education also needs to give people a sense of

empowerment; if people feel like they can make a difference, they are much more likely

to act (Hungerford & Volk, 1990). Manatee Watch does this in a sense; boaters are told

how they can make a difference by boating slow, watching for manatees, and obeying

posted signs. The nautical chart depicts voluntary speed zones, so boaters are given a

sense of empowerment in that they can make a difference by choosing to go slow.

 Connecting the boaters feelings of empowerment and ownership of the fishery to

manatee protection may be more successful in changing behaviors than focusing a

message primarily on manatee protection. The primary activity reported by boaters was

sport fishing (55%). Boaters who fish may feel a degree of responsibility to the fishing

grounds that they may not feel towards manatees. Boaters who feel that their actions will

directly affect the health of the ecosystem they fish in will be more likely to exhibit

proconservation behavior.

 3. Increase duration of intervention.

 Educational interventions that consist of a one-time, short-term exposure are

usually ineffective in encouraging responsible behaviors (Zelezny, 1999; Young, 1993).

The brief intervention by Manatee Watch is unlikely to permanently change boater's

attitudes or behaviors. A longer, more repetitive or interactive intervention should be

successful. This may not work when approaching boaters on the water, but other

locations may be feasible such as ramps or community events. A number of respondents

were members of boating clubs or organizations; Manatee Watch may be able to work

with these groups in educating boaters. Attitude changes from one intervention are