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Sökning: WFRF:(Glew Louise)

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1.
  • Downey, Harriet, et al. (författare)
  • Training future generations to deliver evidence-based conservation and ecosystem management
  • 2021
  • Ingår i: Ecological Solutions and Evidence. - : Wiley. - 2688-8319. ; 2:1
  • Forskningsöversikt (refereegranskat)abstract
    • 1. To be effective, the next generation of conservation practitioners and managers need to be critical thinkers with a deep understanding of how to make evidence-based decisions and of the value of evidence synthesis.2. If, as educators, we do not make these priorities a core part of what we teach, we are failing to prepare our students to make an effective contribution to conservation practice.3. To help overcome this problem we have created open access online teaching materials in multiple languages that are stored in Applied Ecology Resources. So far, 117 educators from 23 countries have acknowledged the importance of this and are already teaching or about to teach skills in appraising or using evidence in conservation decision-making. This includes 145 undergraduate, postgraduate or professional development courses.4. We call for wider teaching of the tools and skills that facilitate evidence-based conservation and also suggest that providing online teaching materials in multiple languages could be beneficial for improving global understanding of other subject areas.
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2.
  • Mahajan, Shauna L., et al. (författare)
  • Accelerating evidence-informed decision-making in conservation implementing agencies through effective monitoring, evaluation, and learning
  • 2023
  • Ingår i: Biological Conservation. - 0006-3207 .- 1873-2917. ; 286
  • Tidskriftsartikel (refereegranskat)abstract
    • Evidence-informed decision-making can help catalyze the development and implementation of effective conservation actions. Yet despite decades of research on evidence-informed conservation, its realization within conservation implementing agencies and organizations still faces challenges. First, conservation decisions are shaped by individual, organizational, and systemic factors that operate and interact across different temporal and spatial scales. Second, the different cultures and value systems within conservation implementing agencies fuels continued debate on what can and should count as evidence for decision-making, and ultimately shapes how evidence is used in practice. While the importance of evidence-informed conservation is increasingly recognized, we have witnessed few changes within conservation implementing agencies that could enable better engagement with diverse types of evidence and knowledge holders. Based on our experience supporting monitoring, evaluation and learning systems in conservation implementing agencies, we argue that to realize evidence-informed conservation we need a better understanding of the process and context of conservation decision-making within organizations, an alignment of institutional systems and processes that generate evidence relevant to information needs, and changes that help conservation organizations become learning organizations. These actions could help transform how conservation practitioners and organizations learn to enable more evidence-informed decision-making within the complex systems they work in.
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