Developing a sustainable future for our Nation requires investments that could be made through a variety of mechanisms and that need to be made over a range of time frames. To be effective, however, the investments need to be based on fundamental understanding. Thus, in addition to funding scientific research because the subjects being studied are intrinsically interesting, the Federal Government funds science as an investment in the Nation's future.

This is particularly the case for the U. S. Global Change Research Program, which was established by Congress in 1990 to "assist the Nation and the world to understand, assess, predict, and respond to human-induced and natural processes of global change." Encompassed within this charge of assisting the Nation are several responsibilities. These include to provide assessments that are:

1. responsive to our nation's international treaty requirements (e.g., the Montreal Protocol and the Framework Convention on Climate Change);
2. responsive to the missions of individual agencies and to the Federal government as a whole as called for by Congress; and
3. responsive to the needs of the people and organizations of our Nation who are at the frontlines in having to deal with the human-induced and natural variations and changes resulting from global change.

Thus, we have the responsibility to look outward, to look at the Nation as a whole, and to look inward at the rich mosaic of interactions and changes that are occurring and may occur in the future.

The National Assessment is a very key part of this effort. Not only is it looking at the Nation as a whole, but it is also looking at what is happening and projecting what will happen to the various parts of our Nation. To do this for the first time, we have had to develop a whole new approach to identifying the key issues that matter to the citizens of our country. Building bridges with stakeholders in order to accomplish this has been a new challenge, and one that we have had to pursue through new partnerships that can identify the types of information needed to support public and private investments for sustainability.

The assessment process has already taught us that there are a variety of needs for information to support understanding of and adaptation to climate variations and change. Investment in information building is needed to support technological developments and better performance and more efficient resource use. Investment in information building is needed to support wise and forward-looking infrastructure planning and development important now and for the future. And investment in information building is needed to support "learning communities" (to borrow a phrase from George Seielstad). Learning communities are made-up of groups of citizens drawn from a broad range of backgrounds (e.g. scientists, industrialists, educators, and others) participating in important two-way dialogues that help both present and future citizens learn to live and work more sustainably on the Earth.

The US Global Change Research Program (USGCRP) information-building investments include observing and documenting change; understanding processes and consequences; predicting future changes; and assessing options for dealing with change. The USGCRP invests in the future through its findings that inform many of the important decisions that our Nation needs to take today and in preparation for a more sustainable tomorrow. At the same time, the USGCRP is listening to calls for information at international, national, and regional levels and specific information needs of particular stakeholder groups.

The USGCRP is working to ensure that the National Assessment process will inform and help focus the research agenda and complete the two-way dialogue that occurs in a "learning community." This investment in our Nation's future--research, application of findings, and feedback--is beginning to show exciting results. There are many wonderful examples across the country of our learning together and applying research results to help real people with real challenges.

As one very specific example, the Northern Great Plains regional assessment activity is working to help many private sector businesses in the region improve efficiencies and reduce costs. This application program began by working directly with one rancher and is now working with over 250 to promote better performance and resource use in farming and ranching by providing information that allows efficiency improvements in applications of chemicals and fertilizers. This in turn results in better yields, reduced waste, reduced costs and reduced potential for polluting run-off. Information from this program is also contributing to more efficient management and harvesting of timber.

In a similar outreach to stakeholders, the Pacific Northwest regional assessment program is, among other things, working with managers of major reservoirs to provide them with better information and forecasts. For example, many of the regions' major water users were not aware that the impact of changes in the Pacific Decadal Oscillation phases and shifts could rival those of El Nino for the Pacific Northwest region. Knowledge and forecasts of such information could be important to planning both long-term water needs and meeting clean water standards.

Networks and communities of learners are being formed and developed across the National Assessment program. These efforts include information exchanges as well as dialogue and feedback that encourage all to approach current and future issues with a greater focus on long-term planning and sustainability. Again, giving just a few examples based on meetings held and contacts developed:

• The Atlantic Coast-Caribbean and New England regions are working closely with teachers and educators. Many of these efforts are developing new curricula for teachers and students that encourage greater understanding of the Earth system, the role of human activities in causing change, and possibilities for a more sustainable approach.
  
• The Mid Atlantic and Gulf Coast regions are working closely with the media to provide information to a wide range of individuals.
  
• Alaska, the Northern Great Plains and the Southwest regions are working with Native communities. These efforts are promoting a unique blend of native knowledge and scientific information toward a long-term perspective of actions and consequences.
  
• The Metro East Coast, Southern Great Plains-Rio Grande, Pacific Islands, Appalachian and California regions are working with communities and state and local governments to use information to plan for extreme events as well as longer-term changes. Applying new technologies to current stresses can allow new perspectives and planning options to emerge to address potential future stresses.
  
• The Southeast, Southern Great Plains/Rio Grande, Great Lakes, Rocky Mountain/Great Basin and Central Great Plains regions are focusing on working with specific resource groups composed of interested individuals and managers to promote critical information exchange and identification of research needs that will contribute to the future research agenda.

All of these efforts (and many more across the regions) require a great deal of personal interaction, a building up of trust between the various communities, application of new technologies or newly generated information, and a focus on achieving a gain for the Nation as a whole and the region or sector in particular. All of us associated with the USGCRP are excited to see how far we have come in this new endeavor in so short a time. We understand the importance of continuity, the critical importance of a more sustainable approach to our life on this Earth, and we look forward to even greater interactions and gains in the future as we continue our efforts to build and sustain learning communities.