Browsing by Author "Sutherland, William J."

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Training future generations to deliver evidence-based conservation and ecosystem management
    (WILEY, 2021) Downey, Harriet; Amano, Tatsuya; Cadotte, Marc; Cook, Carly N.; Cooke, Steven J.; Haddaway, Neal R.; Jones, Julia P. G.; Littlewood, Nick; Walsh, Jessica C.; Abrahams, Mark, I; Adum, Gilbert; Akasaka, Munemitsu; Alves, Jose A.; Antwis, Rachael E.; Arellano, Eduardo C.; Axmacher, Jan; Barclay, Holly; Batty, Lesley; Benitez-Lopez, Ana; Bennett, Joseph R.; Berg, Maureen J.; Bertolino, Sandro; Biggs, Duan; Bolam, Friederike C.; Bray, Tim; Brook, Barry W.; Bull, Joseph W.; Burivalova, Zuzana; Cabeza, Mar; Chauvenet, Alienor L. M.; Christie, Alec P.; Cole, Lorna; Cotton, Alison J.; Cotton, Sam; Cousins, Sara A. O.; Craven, Dylan; Cresswell, Will; Cusack, Jeremy J.; Dalrymple, Sarah E.; Davies, Zoe G.; Diaz, Anita; Dodd, Jennifer A.; Felton, Adam; Fleishman, Erica; Gardner, Charlie J.; Garside, Ruth; Ghoddousi, Arash; Gilroy, James J.; Gill, David A.; Gill, Jennifer A.; Glew, Louise; Grainger, Matthew J.; Grass, Amelia A.; Greshon, Stephanie; Gundry, Jamie; Hart, Tom; Hopkins, Charlotte R.; Howe, Caroline; Johnson, Arlyne; Jones, Kelly W.; Jordan, Neil R.; Kadoya, Taku; Kerhoas, Daphne; Koricheva, Julia; Lee, Tien Ming; Lengyel, Szabolcs; Livingstone, Stuart W.; Lyons, Ashley; McCabe, Grainne; Millett, Jonathan; Strevens, Chloe Montes; Moolna, Adam; Mossman, Hannah L.; Mukherjee, Nibedita; Munoz-Saez, Andres; Negroes, Nuno; Norfolk, Olivia; Osawa, Takeshi; Papworth, Sarah; Park, Kirsty J.; Pellet, Jerome; Phillott, Andrea D.; Plotnik, Joshua M.; Priatna, Dolly; Ramos, Alejandra G.; Randall, Nicola; Richards, Rob M.; Ritchie, Euan G.; Roberts, David L.; Rocha, Ricardo; Rodriguez, Jon Paul; Sanderson, Roy; Sasaki, Takehiro; Savilaakso, Sini; Sayer, Carl; Sekercioglu, Cagan; Senzaki, Masayuki; Smith, Grania; Smith, Robert J.; Soga, Masashi; Soulsbury, Carl D.; Steer, Mark D.; Stewart, Gavin; Strange, E. F.; Suggitt, Andrew J.; Thompson, Ralph R. J.; Thompson, Stewart; Thornhill, Ian; Trevelyan, R. J.; Usieta, Hope O.; Venter, Oscar; Webber, Amanda D.; White, Rachel L.; Whittingham, Mark J.; Wilby, Andrew; Yarnell, Richard W.; Zamora, Veronica; Sutherland, William J.
    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.
  • Thumbnail Image
    Item
    Why Shade Coffee Does Not Guarantee Biodiversity Conservation
    (RESILIENCE ALLIANCE, 2010) Tejeda Cruz, Cesar; Silva Rivera, Evodia; Barton, Jonathan R.; Sutherland, William J.
    Over the past decade, various strategies have emerged to address critical habitat losses through agricultural expansion. The promotion of shade-grown, premium-priced coffee has been highlighted as one alternative. Our research, based on interviews with farmers in Chiapas, disputes some of the assumptions made by shade coffee campaigners. Results revealed a predisposition to converting forest to shade coffee production due to the socioeconomic challenges farmers face and the potential for increasing incomes. To ensure that their well-being is improved at the same time as reducing environmental impacts, there is clearly a need to provide more detailed information on who is responsible for enforcing certification criteria and how this should take place.