doe ccs publicoutreach

7/30/2019 DOE CCS PublicOutreach

1/62


2/62


3/62


4/62


5/62


6/62


7/62


8/62


9/62


10/62


11/62


12/62


13/62


14/62


15/62


16/62


17/62


18/62


19/62


20/62


21/62


22/62


23/62


24/62


25/62


26/62


27/62


28/62


29/62


30/62


31/62


32/62


33/62


34/62


35/62


36/62


37/62


38/62


39/62


40/62


41/62


42/62


43/62


44/62


45/62


46/62


47/62


48/62

48 Appendix 6: Sample Fact Sheet and Poster Guides

Appendix 6Sample Fact Sheet and Poster Guides

Outlined below are some useful considerations forcreating fact sheets and posters for CCS projects:

s 4ARGETING AN !UDIENCEThe rst aspect todetermine when planning a fact sheet or poster is theintended audience. A document designed for generalreadership is going to differ from a document draftedfor a targeted audience such as a community with aproposed CCS project. Where more general contentwould work for broader distribution, fact sheets andposters for a targeted audience should contain morelocalized or specialized content that addresses the

information needs and level of understanding of theintended audience.

s 0ROVIDING 5SEFUL #ONTENT AND !DDRESSING 'APSIN 0UBLIC +NOWLEDGEOne of the most commonmistakes made when writing a document for thepublic is to assume that individuals are awareof the activities in their community, region, ornation. Some individuals are limited by time andresources, including accessibility to information andknowledge of where to look. This is especially true

for information pertaining to climate change andstrategies for mitigation and adaptation. To accountfor possible knowledge gaps, fact sheet and postercontent should provide background information,which may include topics such as why CO 2 storage isimportant, how it is done, what goes into choosing asuitable site for storage, and what safety measures arein place to address risk. Interaction with a communityand research to better understand their needs andconcerns can help determine what informationis appropriate and what gaps exist. This includesobtaining demographic information and researchingpast experiences with health, economic andenvironmental issues. A communitys history withindustry and government agencies can potentiallyimpact community members overall view of a project(i.e. trust and fairness issues). A communitys belief

in or skepticism toward climate change should alsobe taken into account. This background research canthen be used to shape the content of the document,making the information relevant to the communityby addressing their specic questions and concerns

about the proposed project within the context of theirunderstanding.

s 4HE 0OWER OF /BJECTIVITY AND 4RANSPARENCYWhen individuals are notied about of a proposedCCS project in their community, they want factualinformation that accurately depicts the possibleimpacts (e.g., economical, environmental, and social).They are not interested in promotional materials.Fact sheets and informative posters need to usestatements that are straightforward, while avoiding

an authoritative tone (i.e., implying the experts knowbest), which can be off-putting. The audience shouldbe allowed to draw their own conclusions about atechnology without feeling pushed in one direction oranother.

In relation to objectivity, fact sheet and poster contentshould also strive to be transparent. This includesbeing open about such things as locations, impacts,partners, etc., as well as admitting to uncertainties.Though transparency will not eliminate skepticism,it can build trust with a community, opening upopportunities for more positive discussion.

s -ESSAGE #LARITYCrafting a message that speaksto an audience of various educational levels andbackgrounds requires limiting the use of technicalterminology. Technical language can alienate ageneral audience and cause them to miss the point of the document. Instead, fact sheets and posters shouldemploy more common terms. A useful strategy forcatching terms not commonly used in the publiclexicon would be to test the content on individualsunfamiliar with the technology and make changesaccordingly. Acronyms and abbreviations should beused sparingly, and a complete title should be writtenout before the continued usage of either.


49/62

49

Length is another consideration. Time is a valuablecommodity in todays society and a fact sheet orposter that is too long runs the risk of losing theaudiences attention. Short, concise documentsthat present a clear message without peripheral

information tend to be better received. This meansproviding only information that directly pertains tothe project and/or process. Individuals want to beable to pick out the main points quickly and easilywithout getting bogged down in lengthy explanations.Font and font size are also something to consider,especially for posters. Trying to squeeze too muchinformation into a document can be overwhelming,resulting in individuals moving on before reading theentire poster. Individuals also want to be able to reada poster from a distance to allow other readers theoption of reading it at the same time. Therefore, textsize and font should be scaled accordingly.

A nal consideration is the possible need formaterials in languages other than English. In areasof the United States where English may not be arst language, such as states bordering Spanishspeaking countries or regions with Native Americannations, this is especially important in order to ensureinclusion of all members of a community. Researchinto a community should be able to determinewhether or not translated material will be necessary.

s 0ROVIDING #ONTACTS AND !CCESS TO &URTHER)NFORMATIONA key piece of information for any factsheet or poster is the inclusion of contact information.Individuals want to know they can actually contactsomeone if they have questions or concerns abouta project. In addition to serving as an additionalreference to project outreach materials, providingcontacts also builds community trust and contributesto future opportunities for open communication.Information should include multiple forms of contact

such as a mailing address, e-mail address, and phonenumber.

Fact sheets and posters should also note otherresources for accessing information about a projectand/or planning process. This can be done byproviding a project website or, where possible, aphysical location where more information is available.

s 4HE 6ALUE OF 6ISUALSIt is often said that a pictureis worth a thousand words. In the case of CCS, animage sometimes communicates better than a longdescription and has the added benet of savingspace and breaking up text. Providing visuals,

especially when discussing underground activities andprocesses, is a useful way to communicate how CCSworks. Like the rest of the document, visuals andcaptions should use common language when possible.Examples of visuals include pictures and guresdepicting equipment and activities (i.e., vibreosistrucks, injection wells, maps, models, and geologiccross sections) as well as tables demonstrating sitecapacities and timelines. It is also helpful to showaction shots, provided they are visually appealingand compliment the written content. Complex guresthat do not lend anything to the message should beavoided.

s 0OTENTIAL 4OPICS FOR &ACT 3HEETS AND 0OAsmentioned in the best practices, fact sheet contentdepends on the audience and their questions and/ or concerns about a project. Listed below are a fewsuggested topics for CCS project fact sheets:

- CCS as a strategy for climate change mitigation.s #/ 2 storage.s 4ERRESTRIAL STORAGE

- Policies related to CCS projects.s ,IABILITYs 0ARTY RESPONSIBILITIES

- Facts about the project and the process of CCS.- CO 2 sources and sinks.- Mitigating risk.- Frequently Asked Questions.

s 5SE OF 3IDEBARS AND 4EXT "OXES FOR &ACT These sections can accommodate smaller pieces of

information such as contact information, project orcorporate websites, project costs and funding sources,a list of partners, project logistics (location, duration,etc.), additional references, or a digest of a companysmission statement.

Appendix 6: Sample Fact Sheet and Poster Guides


50/62

50

s 7RITTEN #ONTENT FOR &ACT 3HEETS AND 0OSTERSThefollowing suggested sections depend on documenttopic, relevancy, and space. For fact sheets, one- totwo-sided documents are preferable, but size canbe expanded if content warrants it. Poster sizes can

vary and are generally dependent on display space.Remember to use an easily readable font on factsheets. Posters on the other hand require a larger fontsize.

- Introduction or description.- Background.- Goals/benets to society.- Action steps or activities.- Timeline/status.- Successes/Accomplishments.

The RCSPs have developed numerous posters, factsheets, and visual content about CCS and many of these materials are posted on the individual partnershipwebsites, which can be accessed through: http://www.netl.doe.gov/technologies/carbon_seq/partnerships/ partnerships.html.

Appendix 6: Sample Fact Sheet and Poster Guides


51/62

51

Appendix 7Planning a Site Visit

Site visits and tours provide an excellent opportunity to show stakeholders what is involved in a CO 2 storage projectand provide opportunities for one-on-one informal discussions with members of the technical team. There are fourmain phases to planning a site visit:

This section offers suggestions for facilitating a productive site visit.

Appendix 7: Planning a Site Visit

Figure A7-1: Main Phases to Planning a Site Visit

Phase 1: Conceptualization

Determine the Purpose of the Site VisitDening the purpose of a site visit will assist inthe later steps of the planning process and alsoallow you to gauge the effectiveness of yourefforts. The purpose could include any of thefollowing: community education; generatingpositive project publicity; relationship building;networking with partners; community trustbuilding; information exchange with regulators;and/or generating community ambassadors/ supporters. In all cases, staff should use the visitas an opportunity to learn from the audience andengage in two-way communication. This can beaccomplished by making sure there is adequatetime for the audience to ask questions and to havediscussions with project staff.

Determine the Expected OutcomesIn conjunction with dening the site visit purpose,the desired outcome(s) for the site visit should bedetermined. If possible, the desired outcomeshould be something that is measureable.Desired outcomes may include: public approvals,statements, endorsements, or quotes fromcommunity leaders; favorable press in local media;generation of nancial support for the project;engagement with student interns; and/or improvingor streamlining the permitting processes.

Determine the AudienceThe audience will likely become apparentonce the purpose and expected outcomesare dened. Audience members may include:industry representatives, researchers, non-protmembers or staff, community leaders, interestedgroups, landowners, politicians or other decision

makers, regulators, members of the media,teachers, students, or the general public. In a multi-stakeholder or public event, it is advisable to includethose who may have vocally opposed the project.This will help initiate open relationships, correctmisinterpretations, and ensure that communityconcerns or educational needs are addressed and donot become barriers for project implementation ornancing.

Determine the Type of Site VisitOnce the purpose, expected outcomes, and audiencehave been determined, determine the type of eventneeded to accomplish the objectives. Group size,site visit location, and duration of event are factorsto consider.

s 'ROUP 3IZE: Group size should be limited if substantial one-on-one interaction with theaudience is desired. In some cases, a site visittailored to one person may be valuable if thatindividual can signicantly inuence the project.


52/62

52

In other cases, a large group may be appropriateto gain exposure for the project in the community.Group size will also be dependent on the numberof available staff and site capacity.

s 3ITE 6ISIT ,OCATION: Site visits are often conductedat the eld site, or sometimes at a laboratory.However, it may not always be possible to visita eld site due to weather, security, or otherreasons. In that case, a site visit may be heldat another public or private facility. Anotheroption is to have a tour type visit, with stopsat multiple locations. This can be a nice optionif individuals need to be briefed in an insidesetting, prior to or after a trip to the eld site.Transportation, accessibility, and timing for the

visit must all be taken into consideration to ensurethat individuals can reach the site safely. Offsiteparking may be necessary to keep the grouptogether and limit the number of cars onsite orprovide a gathering point for sites with restrictedaccess.

s $URATION: The duration of the event will dependon: project personnels and attendees schedules;travel time and time for safety briengs; and timenecessary to accomplish the tours objectives,including allowing ample time for questions,answers, and discussions.

Phase 2: Planning

The planning phase will establish and organize many of the key details necessary for the event to be a success.

Preparatory Plannings Planning Team: First determine the roles and

responsibilities of the staff who will be involvedin the site visit. These individuals will make

up the site visit planning team and will takecare of the event planning. The following rolesshould be identied: group leader, spokesperson/ people, materials developer, safety manager, andadditional staff support (administrative, note taker,photographer, videographer, etc.). It is a goodidea at this point to discuss the event with projectpartners and determine their role(s) as well.

s "UDGET : The budget for the event will needto be determined. Event expenses typicallyinclude: venue fees, materials and supplies, staff time, publicity/marketing expenses, hospitalityexpenses, and transportation.

s #OMMUNICATIONSEstablish a communicationsteam for the event and identify spokespersonsearly on. The communications team shouldbe sure to cover both internal and externalcommunications for the event. Company staff,while not working, often serve as ambassadorsin the community and can inform individualsabout the event and project outreach. Outsideof the company, potential participants youmay wish to invite include community leaders,

partners, permitting agencies, and the public. Thisunderscores the importance of having a presencein the community or, at a minimum, somecontact with invitees prior to sending out eventinvitations. The communications team shouldalso determine forms of marketing/publicity tobe used for the event. Marketing options mayinclude: advertising in local news (newspapers,TV, bulletins); online calendars/e-mail listservs;yers; radio ads; press releases; websiteannouncements and social media (Facebook,Twitter, etc.).

s 3AFETY: Safety should be considered in theplanning effort. This would include answeringquestions such as: What are the provisions forensuring the safety of visitors? If visiting asite located on an existing industrial site, whatare the safety protocols already in place at theindustrial site? What are the contingency plansif an accident at the CO 2 storage site or thehost industrial site occurs while the site visitis underway? Do visitors need to have safety

equipment (e.g., hard hats, goggles, and/ornoise protection) or wear appropriate clothing(e.g., steel-toed boots, closed shoes, and/or noloose tting clothing)? Planners should alsoconsider the logistics of keeping track of visitorsand guiding them through the site.



53/62

53

Site Visit LogisticsSite visit logistics include many details and are bestcompleted early.

s $ETERMINE A 4IME AND $ATE FOR THE 3ITE 6ISIT : To determine the time and date of the event, rstcheck with the personnel who will be involvedwith the event. Also, consider coordinationwith project activities, coordination with othercommunity events, weather and seasonalconditions, and trafc.

s $ETERMINE THE 3ITE 6ISIT ,OCATION AND 0OLICIES:Determine if the event can be held in the eld onsite facilities. Alternative public locations includelibraries, churches, schools, town hall rooms, or

community centers. If the event is going to beinside (or have an inside component), considerthe number of tables and chairs needed, audio-visual equipment needed (projector, laptop,cart, microphones, speakers, podium, stage,and screen). Determine the best options fortransportation to the location (personal vehicles,company vehicles, or rented vans or buses). Inaddition, determine the visitor capacity of thelocation to make sure there is adequate space forthe visitors and restroom facilities. For onsiteor laboratory visits, visitor safety is a primaryconcern. Be sure to obtain a copy of site visitorregulations and permissions for the location andallow time for any required safety training orpersonal safety gear check-out. Determine thephoto and media policy of the host site or facility.Decide if visitors will be provided with anyrefreshments. Write up an information sheet toinclude with the invitation to inform visitors of any policies or items they need to bring or wear(closed-toe shoes for example).

Develop Site Visit Materialss Invitations: In advance of the event, start working

on invitations. Establish the invitee list and theircontact information and determine the bestformat(s) for the invitations (personal phonecall, e-mail, letter, newspaper announcement,website postings, etc.). It is also wise to determinewho the best person to deliver the invitations isfor the event. Often, an invitation from a thirdparty, community member, or local host may bemore effective than from the project developer.

After sending out the invitations, send outfollow-up information that includes: directions,maps, policies, what to wear/bring, backgroundinformation, and the event schedule and agenda.Send out reminders near the event date and

include contact information for any event-relatedquestions.

s /THER -ATERIALS: Determine what materials willbe needed in advance and allow adequate timefor development and production. Consider havingsome or all of the following materials on handfor the visit: event agenda, logistical information,project fact sheets, company brochures,PowerPoint presentations, question and answersheets, project maps, project timeline, posters,

folders for handouts, nametags for speakers andguests, sign-in sheet for attendees, signs to guideindividuals, host site policy information, companycontact information, rock or core samples, storageor other models, and multimedia (CCS or projectvideos).

Phase 3: Event Day

By the day of the event, most of the work has beenalready taken care of to have a successful site visit.Here are some tips to run a smooth event: make sure all

personnel involved know their roles, allow for ampleset up and clean up time, bring all necessary materials,make sure food delivery times are coordinated, besure to document the event (photos and notes), and have a Plan B in case of inclement weather or otherunforeseen circumstances.

Phase 4: Follow-up Phase

Event follow-up can be as important as the site visitfor the overall project outreach. Good event follow-upcan solidify relationships, clarify questions, and show

individuals that the outreach team is available andcares about their concerns. Below is a list of possiblefollow-up items: write-up an event summary; postany materials (photos, PowerPoint presentation, and/ or posters) on website or distribute as needed; answerany inquiries from attendees; send thank you notesto appropriate individuals; track all post-event press,publicity, and feedback; determine if an additional eventmay be needed; revise materials for the next event basedaudience understanding and feedback; and update themailing list.



54/62

54

Appendix 8Conducting a Focus Group

Focus groups provide information and guidance abouta research topic through the use of group dynamics.Focus groups are essentially group interviews. Amoderator guides a small group discussion on topicsraised by the moderator. What participants in thegroup say during their discussions is the essentialdata in the focus group. 20 According to Blankenshipand Breen, focus groups are an invaluable tool formarketing researchers and the sponsors that use them.For many purposes, nothing duplicates what canhappen when a group of persons interested in a topicsit around a table for one to two hours discussing how

they feel about that topic. 21

Effective moderation of focus groups is a specializedskill. Knowledge of facilitation techniques, developingappropriate questions, and how to analyze qualitativedata are essential elements for effective focus groups.This document will not teach how to conduct a focusgroup, but simply provides helpful tips and informationthat can be used when conducting them.

A focus groups success will be aided by thepreparation that occurs before focus group participantsbecome involved. In particular, consider these stepsin planning and executing a focus group. Note thatseveral suggestions in this Appendix refer to a focusgroup report prepared by the PCOR Partnershipafter conducting focus group interviews during therst phase of the partnership initiative. This report,entitled, Carbon Sequestration A Community FocusGroup Study of Attitudes, can be found in the reportssection of the RCSP page on the NETL CCS website:http://www.netl.doe.gov/technologies/carbon_seq/ partnerships/phase1/workproducts_table.html.

Appendix 8: Conducting a Focus Group

20 Morgan, D.L., 1998, The focus group guidebook: Thousand Oaks, California, Sage Publications.21 Blankenship, A.B., and Breen, G.E., 1993, State of the art marketing research: Chicago, Illinois, American Marketing Association, p. 225.22 Hanson, Sheila K., Daniel J. Daly, Edward N. Steadman, and John A. Harju. Carbon Sequestration A Community Focus Group Studyof Attitudes in Williston, North Dakota. PCOR Partnership, June 2005. http://www.netl.doe.gov/technologies/carbon_seq /partnerships / phase1/pdfs/CommunityFocusGroup.pdf.

Step One: Establish a Purpose 22

Dening the desired purpose from the outset willhelp guide the development of the focus group. Formany focus groups, the purpose is likely explorative ordescriptive in nature. However, focus groups can also beused to explain ndings obtained from other methods,in which case research question(s) or hypothesis(es)should also be identied along with the overall purpose.

Step Two: Choose a Research Team

In addition to a moderator, someone experienced inqualitative data analysis is needed. Moderating thefocus group and the resulting qualitative data analysisis typically done by the same person, but can involvemore than one person or be a team effort. If a moderatoris hired, spend some time communicating with him/herabout the project. The moderator should understand thepurpose of the research and what role it will play in theoverall project.

Step Three: Plan the Overall Logistics of theFocus Group(s)

Holding at least two focus groups is useful to compareand contrast ndings. Focus groups should meet inneutral territory to minimize bias. A hotel room orconference room in a convenient location is best;corporate settings should be avoided. The dates andtimes of the focus group should be set far in advance,perhaps up to three months ahead of time. Plan to limitthe time for a focus group to two hours or less. Usuallysomewhere in the range of 60 to 120 minutes is ideal. Itmay be appropriate to budget a stipend for participationof at least $25 per attendee or some suitable gift orgift certicate for participation. In addition, a meal orrefreshments should be provided to help participantsrelax and feel comfortable.


55/62

55

Step Four: Recruit the Focus Group

A focus group consists of a small number (6 to 10) of relatively similar individuals who provide informationto the interactive group discussion. 23 Having a largergroup does not allow sufcient time for all participantsto speak and may also limit the detail of the responsesbecause participants feel pressure to share time withothers. Conversely, participants in a group that is toosmall may feel pressured into participating in thediscussion more than they would like. Focus groupsare particularly well suited for gaining insight intowhat issues are most relevant to target populations.

s $ETERMINE A PARTICIPANT MIXThe type of participants and the group dynamics in your focusgroups will drive the type of information gathered.

Focus group participants are typically chosen fortheir ability to provide insight into the issue understudy. A balance is sought between homogeneity, sothat the group gets along, and diversity to ensure thatthe group is truly representative of the populationof interest. In the case of general public, an equalbalance of men and women would be sought. It is alsocommon to include various demographic categories,such as different age brackets and racial groups.

s $EVELOP A CONTACT LIST OF POTENTIAL ATTENDEESAn

initial list can be derived from a regional phonebook and recruited randomly. Although focus groupsare not statistical samples, they should still berepresentative of the underlying population of interest.

s ,OCATE AND SCREEN PARTICIPANTSOnce a source of contacts is determined, the potential focus groupparticipants should then be contacted, using ascript, until the quota for the session is reached.The script should contain some backgroundinformation about the purpose of the research,

describe the incentives for participation, providelogistics of the meeting, and possibly providequestions to recruit just those individuals that meetthe demographic requirements. For example, 18may be set as the minimum age for participation.Typically, focus groups are over recruited withthe expectation of last-minute cancellations and

no-shows. If eight participants are desired, recruitabout 12 participants with the expectation that sixto ten participants will ultimately participate.

s #OLLECT BACKGROUND INFORMATION FRO PARTICIPANTS. In the case of the PCOR Partnershipfocus groups, participants were asked to answer somequestions intended to characterize the focus groupparticipants (background, age, and employment) andto characterize their opinions on various topics relatedto the environment. A few participants completed thequestions in advance, while others answered themonsite before the focus group meeting began. Samplequestions are found within the PCOR PartnershipFocus Group Report referenced at the beginning of the Appendix. 24

s #ONlRM AND ENCOURAGE PARTICIPATIONPrior to thefocus group meeting, participants should be sent aletter conrming their participation and providingthem with the logistics of the focus group (time, date,place, directions, stipend amount, time commitment,etc.). Correspondence may also include backgroundmaterial about the topic and/or brief backgroundquestions as previously mentioned. Reminder callsshould be made the day before each session with somecancellations expected.

Step Five: Design Questions for a DiscussionGuide in Advance

Planning questions in advance is important to obtainingvaluable feedback from focus group participants.Typically, an experienced moderator, together withstaff, would prepare the questions. However, it is calleda guide, because conducting a focus group is more of an ar t than a science. An example of a discussion guideis found in the PCOR Partnership Focus Group Report.Some considerations for designing questions include:

s 5SE OPEN ENDED QUESTIONS. In most cases, amoderator seeks to elicit more than one- or two-wordanswers from participants. Open-ended questions,as opposed to yes/no-type questions, encourageparticipants to provide a more detailed answer.


23 Popham, W.J., 1993, Educational evaluation: Needham Heights, Massachusetts, Allyn and Bacon.24 http://www.netl.doe.gov/technologies/carbon_seq/partnerships/phase1/workproducts_table.html.


56/62

56

s 5SE FOLLOW UP OR PROBING QUESTIONS. An experiencedmoderator will know how to work the group,following up or probing relevant lines of questions totry to uncover the feelings and motivations behind thestatements. Having some follow-up questions planned

in advance is also useful.

s !VOID LEADING QUESTIONS. In order for focusgroup ndings to be valuable, they should reectthe par ticipants genuine thoughts and feelings.Moderators should be neutral about the questionsthey pose and avoid questions that suggest any typeof answer. For instance, Wouldnt you agree thatclimate change is threatening our planet is anexample of a leading question.

s #ONSIDER USING BOTH DIRECT AND INDIRECT QUESTIONS.Direct questions are easiest to write and easiest forparticipants to give a simple response. However, whendirect questions are likely to put participants on thedefensive, make them uncomfortable or not elicittruthful answers, indirect questions may be helpful.An experienced moderator will be familiar withindirect questioning techniques. Projective techniquesare a useful type of indirect questioning. For example,asking how a focus group members neighbors wouldfeel about an issue is useful. The participants often

project their own feelings through their neighbors.It is safer to say how your neighbor would feel thanhow you feel. These indirect techniques are usefulwith controversial topics, such as climate change.

s 0LAN A LOGICAL mOW TO THE QUESTIONS. At thebeginning of the group, start with one or two generalquestions that allow each group member a chance tospeak and see what they have in common with theother group members. These icebreaker questionshelp build the group dynamic. It is customary to start

with the easier questions and then move on to themore difcult ones.

s %XPECT A REALISTIC TIMEFRAME. In order forparticipants to respond thoughtfully to moderatorsquestions, they must have sufcient time. Estimatein advance how many questions can realisticallybe posed in the given timeframe. For example, if participants will require an average of one minute to

answer each question, then a group of six participantswould be able to cover just 10 questions an hour orsix minutes a question. Also, some extra time for theunexpected and follow-up questions is useful.

Prioritizing the questions is advised, and these prioritiesshould be discussed with the moderator. That way themoderator can judge the amount of time and pace of thegroup progress accordingly. If the group is going longerthan expected, the moderator can cut the less importantquestions.

Step Six: Facilitate the Focus Group(s) with theResearch Team

It is not advisable for more than the essential researchers

to attend the focus group. The necessary team includesthe moderator and one or two individuals to handle theaudiovisual aspects and note taking. Observers, who donot have an active or behind-the-scenes role, will makethe participants feel nervous and may bias the results.

The amount and quality of information gained fromfocus groups will relate directly to the style and qualityof group facilitation by the moderator. These suggestionswill help ensure focus group facilitation:

s )NTRODUCE THE RESEARCH TEAM AND THE ORIn order for focus group participants to offer opinionsfreely, they must feel at ease and trust the moderator.Unless there is some reason to keep the name of theorganization secret, an upfront introduction is helpful.Introduce the moderator to the participants along withany other researchers that are present, such as a notetaker and an audiovisual assistant.

s 0ROVIDE THE CONTEXT FOR THE FOCUS GROUMostparticipants will have questions about why theybeen invited to offer their opinions, how the groupwill function, and who will ultimately use theresults the group generates. Moderators shouldprovide a brief overview of how and why thegroup has been assembled and offer to answer anyquestions. This is also a good time to explain thelogistics of the session, why the session is beingrecorded (taped or notes taken), and that there areno wrong answers to any focus group questions.



57/62

57

s %STABLISH A CONVERSATIONAL ATMOSPHERE WITH SOME GROUND RULESBecause focus groups are intendedto gather participants opinions, it is essential thatparticipants are at ease and feel that their input isvalued. Moderators should be attentive listeners

themselves. They should not interrupt or appeardisinterested, but should encourage the attendeesto participate. This code of behavior applies toparticipants as well. A skilled moderator will ask each participant to introduce himself or herself tothe group, provide the rules for group discussion,and diplomatically intervene if one participantinterrupts another, is dominating the conversation,or is otherwise disrespectful. In order to create anatmosphere that encourages participants to share theirthoughts and feelings. The focus group should held ina space that is comfortable, free of distractions, andconducive to conversation and listening. For example,cell phones should not ring (or vibrate).

s !RRANGE TO RECORD PARTICIPANTS DISCUSSION. In orderto analyze and compare focus group results, it isessential to record the participants comments. As it isdifcult for one person to both moderate a group andeffectively record the session, it is best to arrange fora research assistant to take detailed notes along withtape recording and/or videotaping the group. Sincebackup data is always valuable, it is recommendedto do all three (notes, tape recording, and videorecording).

Step Seven: Analyze the Results

Once the focus groups have been conducted, conclusionscan be drawn from the participants comments. It isrecommended that the person analyzing the resultshave experience in qualitative data analysis, typicallysomeone with graduate education in marketing research,psychology, sociology, education, or counseling or some

specialized training in focus groups or qualitative research.Transcribing the focus groups is often the startingpoint, before analyzing the qualitative data. Generalsuggestions for analyzing focus group results include:

s ,OOK FOR CONSISTENT PATTERNSResults that areconsistent among focus groups or across differentdemographics represent consistent patterns. If


a consensus emerges about a particular issue orquestion, it deserves attention as a nding, typical of a sample from the population. For example, if focusgroup participants are almost universally suspiciousof corporate press releases but trusting of university

press releases, that represents a nding.

s !NALYZE RESULTS WITHIN THE CONTEXT OFSome patterns in focus group results may only beevident with certain participant demographics. Forexample, a younger demographic may wish to hearmore about the environment via e-mail updates.Whatever the nding, note the group or context, sothat ndings are not generalized out of context.

s )DENTIFY ISSUES ABOUT WHICH PARTICIPA STRONGLYSome focus group questions or topics maygenerate passionate responses, which can be agged.For example, if some focus group participants arepassionate about doing something about environmentalissues, the project team may want need to consider howto involve the public in a meaningful way. Difcult orsensitive issues should also be noted.

s 'ATHER IDEAS ABOUT MESSAGING AND HOW THE AUDIENCEFocus group research is an invaluableresource in developing outreach materials and toguide the development or renement of outreachproducts. Outreach products or draft outreachproducts may be used within the groups to stimulateconversation. For example, the PCOR Partnershipgroup used the video entitled Nature in the Balanceas a starting point for group discussions.

The nal product of the focus group analysis isPCOR Partnerships report of the ndings: CarbonStorage A Community Focus Group Study of Attitudes in Williston, North Dakota. 25

25 Focus Group Study in Williston, North Dakota, June 20 05.


58/62

58

Appendix 9 Additional Information about CO 2 Storage

There is signicant experience in selecting sites forunderground injection, as well as safely operating,monitoring, and closing them. This section describessome of the resources available for use in developingoutreach materials. It also includes website addressesthat are active as of the publication of the manual. Thereader can also contact the partnerships through thewebsites listed in Appendix 1 if seeking additionalinformation resources.

0HYSICAL -ODELS OF #/2 3TORAGE There are severalphysical models that can be used to visually illustratethe concepts for CO 2 storage. Interested developers maybe able to borrow or recreate these as follows:

s 5NDERSTANDING #/2 Dry ice is actually asolid form of CO 2 that has been compressed andrefrigerated. When it is allowed to melt, or sublimate,in a glass jar, it gives off CO 2 gas. Because CO 2 isdenser than air, it will collect in the glass jar and canbe used in various ways to demonstrate the propertiesof CO 2. The Gulf Coast Carbon Center (GCCC) has

created a worksheet called, An audience-pleasingphysical model to support CO 2 outreach, whichcan be used in conjunction with dry ice purchasedat a local ice or beverage store to demonstrate theproperties of CO 2. The worksheet can be found in thekids section of their website: http://www.beg.utexas.edu/gccc/ and http://www.beg.utexas.edu/education/ co2_outreach/co2_outreach03.htm. This worksheetalso includes instructions for building a model fromglass marbles, a glass jar, colored water, and vegetableoil to demonstrate porosity and permeability.

s 5SING #ORE 3AMPLES OF 2OCK TO $EMONSTRATE0OROSITY AND 0ERMEABILITY Western MichiganUniversity developed a demonstration tool using coresamples of rock taken from a deep well. One sampleis of a porous and permeable rock such as sandstone;the other is from an impermeably rock, such as shale.A hole is drilled about two inches into each sample

and the tting for a bicycle pump is cemented into thehole. To complete the demonstration, each sample issubmerged in a large beaker full of water and bicyclepumps are attached to the ttings. The audience isasked to attempt to pump air through the samples. It

is relatively easy to pump air through the porous rock;this demonstrates the concept of an injection zone. Itis impossible to pump air through the impermeablesample; this demonstrates the concept of a caprock.Posters can be developed to more fully explain theseconcepts and to relate them to the local geology.Pictures of the setup are available on the MRCSPwebsite and a copy is included below; developersinterested in using this kind of a model should eithercontact an RCSP representative or the state geologicalsurvey for assistance in developing a set of samples.

s 0HYSICAL -ODEL OF %/2 AND #/2 3TORAGE IN3ALINE 2ESERVOIRS The MGSC developed a dualsectioned Plexiglas model (see Figure 2-1) that allowsthe audience to see a representation of the processof EOR in one section and CO 2 storage in a salinereservoir in the other section. The model operator

uses a combination of colored water, vegetable oil,and CO 2 generated by sublimating dry ice in a bottleof water (or baking soda and vinegar) to show howinjected uids move through the pore space createdby gravel. NETL developed four of these modelsfor use by interested parties. There is an instructionbooklet with the models and/or someone who isalready trained may be able to assist.

Appendix 9: Additional Information about CO 2 Storage

Figure A9-1: Core Sample Demo (Courtesy of Battelle)


59/62

59

&ACT 3HEETS AND 0OSTERS Fact sheets and postersare a versatile method for conducting outreach sincematerials can be easily adapted for various publicsand can cover a wide breadth of information ranging.The RCSPs can assist in the development of posters or

may have posters and fact sheets that can be used foroutreach events. The RCSPs can be contacted throughthe websites indicated in Appendix 1.

6IDEOS There are several videos and animations thatmay be of use in outreach:

s /VERVIEWS OF THE 2#30 )NITIATIVE

- NETL Multimedia page: NETLs Carbon Captureand Storage Program http://www.netl.doe.gov/ multimedia/index.html.

- Overviews of CO 2 storage:

- NETL multimedia page includes several videoswith overviews of CO 2 storage and interviewswith researchers: http://www.netl.doe.gov/ multimedia/index.html.

- Prairie Public Television documentaries coverseveral aspects of CO 2 storage:http://www.undeerc.org/PCOR/documentary/ default.aspx.

- CO 2 Capture Project (CCP) has created two

videos describing how carbon storage worksand explaining their research program:http://www.co2captureproject.org/.

s 4ECHNICAL !SPECTS OF #/2 Storage

- Schlumberger has an animation of a seismicsurvey and the construction of an injectionwell on their carbon services homepage:http://www.slb.com/content/services/additional/ carbon/index.asp?entry=carbonservices&; thissite includes contact information for individualswishing to use the video for their outreach efforts.

- MRCSP has a video of vibroseis trucks conductinga seismic survey posted at the bottom of thewebpage for the Phase II East Bend project:http://216.109.210.162/CincinnatiArch.aspx.

- Smithsonian documented how a well is drilled andwhat goes into CO 2 storage as part of series onenergy. The video can be viewed at the following

link, but arrangements would need to be madewith Smithsonian to use the footage elsewhere:http://www.learner.org/resources/series209.html.

2ESERVOIR -APS RCSPs contributed to the developmentof a national atlas of potential storage reservoirsand a basic primer on storage. This atlas is availableonline and as an interactive website. Most RCSPs haveincluded a mapping function for their region on theirwebsite. In addition, a national map can be accessed at:http://www.natcarb.org/.

0ROFESSIONAL $EVELOPMENT FOR 4EACHERS AN#URRICULA There are a number of resources availablefor teachers:

s 0#/2 0ARTNERSHIP %DUCATORS PAGE INCLUDEresources for teachers (http://www.undeerc.org/ PCOR/educators/default.aspx).

s +EYSTONE #LIMATE 3TATUS )NVESTIGATION #(http://www.keystone.org/cfe/pel/services/csi).

)MAGE ,IBRARIES

s #/ #2# http://www.co2crc.com.au/imagelibrary/ index.html).

s ##0 http://www.co2captureproject.org/media.html).

!DDITIONAL ##3 )NFORMATION 2ESOURCES

s 2ESEARCH )NSTITUTES

- Massachusetts Institute of Technology (MIT)(http://sequestration.mit.edu/).

- Princeton (http://cmi.princeton.edu/research/ storage.php).

- Stanford (http://pesd.stanford.edu/research/ climate/).

- University of Texas (GCCC) (http://www.beg.utexas.edu/gccc/).

s /THER 2ESEARCH

- CO 2 GeoNet (http://www.co2geonet.com/).- IEA GHG (http://www.ieagreen.org.uk/).- CO2CRC (http://www.co2crc.com.au/).- IPCC (http://www.ipcc.ch/).

Appendix 9: Additional Information about CO 2 Storage


60/62

60

Acknowledgments

This report presents materials prepared by the Outreach WorkingGroup of the Regional Carbon Sequestration Partnership Initiative.

Lead authors include the following:

Big Sky Carbon Sequestration PartnershipLindsey Tollefson

Midwest Geologic Sequestration ConsortiumSallie Greenberg

Midwest Regional Carbon Sequestration Partnership Judith Bradbury

Plains CO 2 Reduction PartnershipDan Daly and Sheila Hanson

Southeast Regional Carbon Sequestration PartnershipGary Garrett

Southwest Regional Partnership on Carbon SequestrationTarla Peterson and Andrea Parker

West Coast Regional Carbon Sequestration PartnershipRich Myhre and Marian Stone

Outreach Working GroupSarah Wade

The authors wish to acknowledge the excellent guidance, contributions,and cooperation of the NETL staff, particularly:

NETL Technical MonitorsSean Plasynski, John Litynski, and Traci Rodosta

Acknowledgments


61/62

61

ContactsIf you have any questions, comments, or would likemore information about DOEs Carbon Sequestration

Program, please contact the following persons:

3EAN 0LASYNSKICarbon Sequestration Program Technology ManagerStrategic Center for [email protected]

*OHN ,ITYNSKI Sequestration Division DirectorStrategic Center for Coal304-285-1339

[email protected]

4RACI 2ODOSTARegional Partnership CoordinatorSequestration DivisionStrategic Center for [email protected]


62/62

3610 Collins Ferry RoadP.O. Box 880

Morgantown, WV 26507-0880304-285-4764

2175 University Avenue South,Suite 201

Fairbanks, AK 99709907-452-2559

1450 Queen Avenue SWAlbany, OR 97321-2198

541-967-5892

626 Cochrans Mill RoadP.O. Box 10940

Pittsburgh, PA 15236-0940

412-386-4687

13131 Dairy Ashford,Suite 225

Sugarland, TX 77478

281-494-2516

doe ccs publicoutreach

Documents