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Sökning: WFRF:(McGregor Jane)

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1.
  • Stewart, Joshua D., et al. (författare)
  • Research Priorities to Support Effective Manta and Devil Ray Conservation
  • 2018
  • Ingår i: Frontiers in Marine Science. - : Frontiers Media S.A.. - 2296-7745. ; 5, s. 1-27
  • Forskningsöversikt (refereegranskat)abstract
    • Manta and devil rays are filter-feeding elasmobranchs that are found circumglobally in tropical and subtropical waters. Although relatively understudied for most of the Twentieth century, public awareness and scientific research on these species has increased dramatically in recent years. Much of this attention has been in response to targeted fisheries, international trade in mobulid products, and a growing concern over the fate of exploited populations. Despite progress in mobulid research, major knowledge gaps still exist, hindering the development of effective management and conservation strategies. We assembled 30 leaders and emerging experts in the fields of mobulid biology, ecology, and conservation to identify pressing knowledge gaps that must be filled to facilitate improved science-based management of these vulnerable species. We highlight focal research topics in the subject areas of taxonomy and diversity, life history, reproduction and nursery areas, population trends, bycatch and fisheries, spatial dynamics and movements, foraging and diving, pollution and contaminants, and sub-lethal impacts. Mobulid rays remain a poorly studied group, and therefore our list of important knowledge gaps is extensive. However, we hope that this identification of high priority knowledge gaps will stimulate and focus future mobulid research.
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2.
  • Thomson, Pat, et al. (författare)
  • Changing schools : More than a lick of paint and a well-orchestrated performance?
  • 2009
  • Ingår i: Improving Schools. - : Sage Publications. - 1365-4802 .- 1475-7583. ; 12:1, s. 43-57
  • Tidskriftsartikel (refereegranskat)abstract
    • Creative Partnerships aims to change the ways in which children learn and teachers teach, and to support whole school change. Our research examines how schools take up the ‘cultural offer’ made by Creative Partnerships. In this article, drawing on data from snapshot visits to 40 English schools, we suggest that it has made a difference to school culture and to its meaning-making practices. In many of the schools it has also spread beyond one-off projects to help teachers change their pedagogical approach more generally.We found a consistent trend across the schools towards cross-curricular and integrated approaches which in some cases had also produced structural shifts in the use of space, time, budgets and promotion positions.We raise some concerns about the ways in which performative regimes inhibit what some schools are able to achieve, but also point to challenges for Creative Partnerships relating to assessment, knowledge, and understandings about social justice.
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