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dc.contributor.authorDowney, Harriet
dc.contributor.authorAmano, Tatsuya
dc.contributor.authorCadotte, Mark
dc.contributor.authorCook, Carly N.
dc.contributor.authorCooke, Steven J.
dc.contributor.authorHaddaway, Neal R.
dc.contributor.authorJones, Julia P. G.
dc.contributor.authorLittlewood, Nick
dc.contributor.authorWalsh, Jessica C.
dc.contributor.authorAbrahams, Mark I.
dc.contributor.authorAdum, Gilbert
dc.contributor.authorAkasaka, Munemitsu
dc.contributor.authorAlves, Jose A.
dc.contributor.authorAntwis, Rachael E.
dc.contributor.authorArellano, Eduardo C.
dc.contributor.authorAxmacher, Jan
dc.contributor.authorBarclay, Holly
dc.contributor.authorBatty, Lesley
dc.contributor.authorBenítez-López, Ana
dc.contributor.authorBennett, Joseph R.
dc.contributor.authorBerg, Maureen J.
dc.contributor.authorBertolino, Sandro
dc.contributor.authorBiggs, Duan
dc.contributor.authorBolam, Friederike C.
dc.contributor.authorBray, Tim
dc.contributor.authorBrook, BarryW.
dc.contributor.authorBull, Joseph W.
dc.contributor.authorBurivalova, Zuzana
dc.contributor.authorCabeza, Mar
dc.contributor.authorChauvenet, Alienor L. M.
dc.contributor.authorChristie, Alec P.
dc.contributor.authorCole, Lorna
dc.contributor.authorCotton, Alison J.
dc.contributor.authorCotton, Sam
dc.contributor.authorCousins, Sara A.O.
dc.contributor.authorCraven, Dylan
dc.contributor.authorCresswell, Will
dc.contributor.authorCusack, Jeremy J.
dc.contributor.authorDalrymple, Sarah E.
dc.contributor.authorDavies, Zoe G.
dc.contributor.authorDiaz, Anita
dc.contributor.authorDodd, Jennifer A.
dc.contributor.authorFelton, Adam
dc.contributor.authorFleishman, Erica
dc.contributor.authorGardner, Charlie J.
dc.contributor.authorGarside, Ruth
dc.contributor.authorGhoddousi, Arash
dc.contributor.authorGilroy, James J.
dc.contributor.authorGill, David A.
dc.contributor.authorGill, Jennifer A.
dc.contributor.authorGlew, Louise
dc.contributor.authorGrainger, Matthew
dc.description.abstract1. To be effective, the next generation of conservation practitioners andmanagers 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. critical thinking, education, evidence, open accessen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.subjectcritical thinkingen_US
dc.subjectopen accessen_US
dc.titleTraining future generations to deliver evidence-based conservation and ecosystem managementen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.rights.holder©2021 The Authors.en_US
dc.subject.nsiVDP::Zoologiske og botaniske fag: 480en_US
dc.subject.nsiVDP::Zoology and botany: 480en_US
dc.source.journalEcological Solutions and Evidenceen_US
dc.relation.projectAndre: MAVA Foundationen_US
dc.relation.projectAndre: Arcadia Funden_US

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal