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1. Strategy games to improve environmental policymaking

Author

Garcia, C.A., Savilaakso, S., Verburg, R.W., Stoudmann, N., Fernbach, P., Sloman, S.A., Peterson, G.D., Araújo, M.B., Bastin, J.-F., Blaser, J., Boutinot, L., Crowther, T.W., Dessard, H., Dray, A., Francisco, S., Ghazoul, J., Feintrenie, L., Hainzelin, E., Kleinschroth, F., Naimi, B., Novotny, I.P., Oszwald, J., Pietsch, S., Quétier, F., Robinson, B.E., Sassen, M., Sist, P., Sunderland, T., Vermeulen, C., Wilmé, L., Wilson, S.J., Zorondo-Rodríguez, F., Waeber, P.O., Garcia, C.A., Savilaakso, S., Verburg, R.W., Stoudmann, N., Fernbach, P., Sloman, S.A., Peterson, G.D., Araújo, M.B., Bastin, J.-F., Blaser, J., Boutinot, L., Crowther, T.W., Dessard, H., Dray, A., Francisco, S., Ghazoul, J., Feintrenie, L., Hainzelin, E., Kleinschroth, F., Naimi, B., Novotny, I.P., Oszwald, J., Pietsch, S., Quétier, F., Robinson, B.E., Sassen, M., Sist, P., Sunderland, T., Vermeulen, C., Wilmé, L., Wilson, S.J., Zorondo-Rodríguez, F., and Waeber, P.O.

Abstract

While the scientific community documents environmental degradation and develops scenarios to identify the operational margins of system Earth, less attention is given to how decisions are made that steer the system in one direction or the other. We propose to use strategy games for this purpose, increasing the representation of human agency in scenario development and creating spaces for deliberation between different worldviews. Played by the right people, strategy games could help break free from established norms and support more transparent democratic dialogues, responding to the human and social limitations of current decision-making. The question is, who gets to play?

Published
2022

2. Training future generations to deliver evidence‐based conservation and ecosystem management

Author

Downey, H, Amano, T, Cadotte, M, Cook, CN, Cooke, SJ, Haddaway, NR, Jones, JPG, Littlewood, N, Walsh, JC, Abrahams, MI, Adum, G, Akasaka, M, Alves, JA, Antwis, RE, Arellano, EC, Axmacher, J, Barclay, H, Batty, L, Benítez‐López, A, Bennett, JR, Berg, MJ, Bertolino, S, Biggs, D, Bolam, FC, Bray, T, Brook, BW, Bull, JW, Burivalova, Z, Cabeza, M, Chauvenet, ALM, Christie, AP, Cole, L, Cotton, AJ, Cotton, S, Cousins, SAO, Craven, D, Cresswell, W, Cusack, JJ, Dalrymple, SE, Davies, ZG, Diaz, A, Dodd, JA, Felton, A, Fleishman, E, Gardner, CJ, Garside, R, Ghoddousi, A, Gilroy, JJ, Gill, DA, Gill, JA, Glew, L, Grainger, MJ, Grass, AA, Greshon, S, Gundry, J, Hart, T, Hopkins, CR, Howe, C, Johnson, A, Jones, KW, Jordan, NR, Kadoya, T, Kerhoas, D, Koricheva, J, Lee, TM, Lengyel, S, Livingstone, SW, Lyons, A, McCabe, G, Millett, J, Strevens, CM, Moolna, A, Mossman, HL, Mukherjee, N, Muñoz‐Sáez, A, Negrões, N, Norfolk, O, Osawa, T, Papworth, S, Park, KJ, Pellet, J, Phillott, AD, Plotnik, JM, Priatna, D, Ramos, AG, Randall, N, Richards, RM, Ritchie, Euan G, Roberts, DL, Rocha, R, Rodríguez, JP, Sanderson, R, Sasaki, T, Savilaakso, S, Sayer, C, Sekercioglu, C, Senzaki, M, Smith, G, Smith, RJ, Soga, M, Soulsbury, CD, Steer, MD, Stewart, G, Strange, EF, Suggitt, AJ, Thompson, RRJ, Thompson, S, Thornhill, I, Trevelyan, RJ, Usieta, HO, Venter, O, Webber, AD, White, RL, Whittingham, MJ, Wilby, A, Yarnell, RW, Zamora, V, Sutherland, WJ, Downey, H, Amano, T, Cadotte, M, Cook, CN, Cooke, SJ, Haddaway, NR, Jones, JPG, Littlewood, N, Walsh, JC, Abrahams, MI, Adum, G, Akasaka, M, Alves, JA, Antwis, RE, Arellano, EC, Axmacher, J, Barclay, H, Batty, L, Benítez‐López, A, Bennett, JR, Berg, MJ, Bertolino, S, Biggs, D, Bolam, FC, Bray, T, Brook, BW, Bull, JW, Burivalova, Z, Cabeza, M, Chauvenet, ALM, Christie, AP, Cole, L, Cotton, AJ, Cotton, S, Cousins, SAO, Craven, D, Cresswell, W, Cusack, JJ, Dalrymple, SE, Davies, ZG, Diaz, A, Dodd, JA, Felton, A, Fleishman, E, Gardner, CJ, Garside, R, Ghoddousi, A, Gilroy, JJ, Gill, DA, Gill, JA, Glew, L, Grainger, MJ, Grass, AA, Greshon, S, Gundry, J, Hart, T, Hopkins, CR, Howe, C, Johnson, A, Jones, KW, Jordan, NR, Kadoya, T, Kerhoas, D, Koricheva, J, Lee, TM, Lengyel, S, Livingstone, SW, Lyons, A, McCabe, G, Millett, J, Strevens, CM, Moolna, A, Mossman, HL, Mukherjee, N, Muñoz‐Sáez, A, Negrões, N, Norfolk, O, Osawa, T, Papworth, S, Park, KJ, Pellet, J, Phillott, AD, Plotnik, JM, Priatna, D, Ramos, AG, Randall, N, Richards, RM, Ritchie, Euan G, Roberts, DL, Rocha, R, Rodríguez, JP, Sanderson, R, Sasaki, T, Savilaakso, S, Sayer, C, Sekercioglu, C, Senzaki, M, Smith, G, Smith, RJ, Soga, M, Soulsbury, CD, Steer, MD, Stewart, G, Strange, EF, Suggitt, AJ, Thompson, RRJ, Thompson, S, Thornhill, I, Trevelyan, RJ, Usieta, HO, Venter, O, Webber, AD, White, RL, Whittingham, MJ, Wilby, A, Yarnell, RW, Zamora, V, and Sutherland, WJ

Published
2021

3. The Global Forest Transition as a Human Affair

Author

Garcia, C.A., Savilaakso, S., Verburg, R.W., Gutierrez, V., Wilson, S.J., Krug, C.B., Sassen, M., Robinson, B.E., Moersberger, H., Naimi, B., Rhemtulla, J.M., Dessard, H., Gond, V., Vermeulen, C., Trolliet, F., Oszwald, J., Quétier, F., Pietsch, S., Bastin, J.-F., Dray, A., Araújo, M.B., Ghazoul, J., Waeber, P.O., Garcia, C.A., Savilaakso, S., Verburg, R.W., Gutierrez, V., Wilson, S.J., Krug, C.B., Sassen, M., Robinson, B.E., Moersberger, H., Naimi, B., Rhemtulla, J.M., Dessard, H., Gond, V., Vermeulen, C., Trolliet, F., Oszwald, J., Quétier, F., Pietsch, S., Bastin, J.-F., Dray, A., Araújo, M.B., Ghazoul, J., and Waeber, P.O.

Abstract

Forests across the world stand at a crossroads where climate and land-use changes are shaping their future. Despite demonstrations of political will and global efforts, forest loss, fragmentation, and degradation continue unabated. No clear evidence exists to suggest that these initiatives are working. A key reason for this apparent ineffectiveness could lie in the failure to recognize the agency of all stakeholders involved. Landscapes do not happen. We shape them. Forest transitions are social and behavioral before they are ecological. Decision makers need to integrate better representations of people’s agency in their mental models. A possible pathway to overcome this barrier involves eliciting mental models behind policy decisions to allow better representation of human agency, changing perspectives to better understand divergent points of view, and refining strategies through explicit theories of change. Games can help decision makers in all of these tasks.

Published
2020

7. Training future generations to deliver evidence-based conservation and ecosystem management

Author

Downey, H, Amano, T, Cadotte, M, Cook, CN, Cooke, SJ, Haddaway, NR, Jones, JPG, Littlewood, N, Walsh, JC, Abrahams, MI, Adum, G, Akasaka, M, Alves, JA, Antwis, RE, Arellano, EC, Axmacher, J, Barclay, H, Batty, L, Benítez-López, A, Bennett, Berg, MJ, Bertolino, S, Biggs, D, Bolam, FC, Bray, T, Brook, BW, Bull, JW, Burivalova, Z, Cabeza, M, Chauvenet, ALM, Christie, AP, Cole, L, Cotton, AJ, Cotton, S, Cousins, SAO, Craven, D, Cresswell, W, Cusack, JJ, Dalrymple, SE, Davies, ZG, Diaz, A, Dodd, JA, Felton, A, Fleishman, E, Gardner, CJ, Garside, R, Ghoddousi, A, Gilroy, JJ, Gill, DA, Gill, JA, Glew, L, Grainger, MJ, Grass, AA, Greshon, S, Gundry, J, Hart, T, Hopkins, CR, Howe, C, Johnson, A, Jones, KW, Jordan, NR, Kadoya, T, Kerhoas, D, Koricheva, J, Lee, TM, Lengyel, S, Livingstone, SW, Lyons, A, McCabe, G, Millett, J, Strevens, CM, Moolna, A, Mossman, HL, Mukherjee, N, Muñoz-Sáez, A, Negrões, N, Norfolk, O, Osawa, T, Papworth, S, Park, KJ, Pellet, J, Phillott, AD, Plotnik, JM, Priatna, D, Ramos, AG, Randall, N, Richards, RM, Ritchie, EG, Roberts, DL, Rocha, R, Rodríguez, JP, Sanderson, R, Sasaki, T, Savilaakso, S, Sayer, C, Sekercioglu, C, Senzaki, M, Smith, G, Smith, RJ, and Soga, M

Subjects
open access, education, evidence, 4. Education, ComputingMilieux_COMPUTERSANDEDUCATION, critical thinking, 15. Life on land
Abstract

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. 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. To help overcome this problem we have created open access online teaching materials in multiple languages that are stored in Applied Ecological 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. 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.

8. Training future generations to deliver evidence-based conservation and ecosystem management

Author

Downey, H., Amano, T., Cadotte, M., Cook, C.N., Cooke, S.J., Haddaway, N.R., Jones, J.P.G., Littlewood, N., Walsh, J.C., Abrahams, M.I., Adum, G., Akasaka, M., Alves, J.A., Antwis, R.E., Arellano, E.C., Axmacher, J., Barclay, H., Batty, L., Benítez-López, A., Bennett, J.R., Berg, M.J., Bertolino, S., Biggs, D., Bolam, F.C., Bray, T., Brook, B.W., Bull, J.W., Burivalova, Z., Cabeza, M., Chauvenet, A.L.M., Christie, A.P., Cole, L., Cotton, A.J., Cotton, S., Cousins, S.A.O., Craven, D., Cresswell, W., Cusack, J.J., Dalrymple, S.E., Davies, Z.G., Diaz, A., Dodd, J.A., Felton, A., Fleishman, E., Gardner, C.J., Garside, R., Ghoddousi, A., Gilroy, J.J., Gill, D.A., Gill, J.A., Glew, L., Grainger, M.J., Grass, A.A., Greshon, S., Gundry, J., Hartley, T., Hopkins, C.R., Howe, C., Johnson, A., Jones, K.W., Jordan, N.R., Kadoya, T., Kerhoas, D., Koricheva, J., Lee, T.M., Lengyel, S., Livingstone, S.W., Lyons, A., McCabe, G., Millett, J., Strevens, C.M., Moolna, A., Mossman, H.L., Mukherjee, N., Muñoz-Sáez, A., Negrões, N., Norfolk, O., Osawa, T., Papworth, S., Park, K.J., Pellet, J., Phillott, A.D., Plotnik, J.M., Priatna, D., Ramos, A.G., Randall, N., Richards, R.M., Ritchie, E.G., Roberts, D.L., Rocha, R., Rodríguez, J.P., Sanderson, R., Sasaki, T., Savilaakso, S., Sayer, C., Sekercioglu, C., Senzaki, M., Smith, G., Smith, R.J., Soga, M., Downey, H., Amano, T., Cadotte, M., Cook, C.N., Cooke, S.J., Haddaway, N.R., Jones, J.P.G., Littlewood, N., Walsh, J.C., Abrahams, M.I., Adum, G., Akasaka, M., Alves, J.A., Antwis, R.E., Arellano, E.C., Axmacher, J., Barclay, H., Batty, L., Benítez-López, A., Bennett, J.R., Berg, M.J., Bertolino, S., Biggs, D., Bolam, F.C., Bray, T., Brook, B.W., Bull, J.W., Burivalova, Z., Cabeza, M., Chauvenet, A.L.M., Christie, A.P., Cole, L., Cotton, A.J., Cotton, S., Cousins, S.A.O., Craven, D., Cresswell, W., Cusack, J.J., Dalrymple, S.E., Davies, Z.G., Diaz, A., Dodd, J.A., Felton, A., Fleishman, E., Gardner, C.J., Garside, R., Ghoddousi, A., Gilroy, J.J., Gill, D.A., Gill, J.A., Glew, L., Grainger, M.J., Grass, A.A., Greshon, S., Gundry, J., Hartley, T., Hopkins, C.R., Howe, C., Johnson, A., Jones, K.W., Jordan, N.R., Kadoya, T., Kerhoas, D., Koricheva, J., Lee, T.M., Lengyel, S., Livingstone, S.W., Lyons, A., McCabe, G., Millett, J., Strevens, C.M., Moolna, A., Mossman, H.L., Mukherjee, N., Muñoz-Sáez, A., Negrões, N., Norfolk, O., Osawa, T., Papworth, S., Park, K.J., Pellet, J., Phillott, A.D., Plotnik, J.M., Priatna, D., Ramos, A.G., Randall, N., Richards, R.M., Ritchie, E.G., Roberts, D.L., Rocha, R., Rodríguez, J.P., Sanderson, R., Sasaki, T., Savilaakso, S., Sayer, C., Sekercioglu, C., Senzaki, M., Smith, G., Smith, R.J., and Soga, M.

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.

10. Eight problems with literature reviews and how to fix them.

Author

Haddaway NR, Bethel A, Dicks LV, Koricheva J, Macura B, Petrokofsky G, Pullin AS, Savilaakso S, and Stewart GB

Subjects
Environment, Research Design, Policy, Systematic Reviews as Topic
Abstract

Traditional approaches to reviewing literature may be susceptible to bias and result in incorrect decisions. This is of particular concern when reviews address policy- and practice-relevant questions. Systematic reviews have been introduced as a more rigorous approach to synthesizing evidence across studies; they rely on a suite of evidence-based methods aimed at maximizing rigour and minimizing susceptibility to bias. Despite the increasing popularity of systematic reviews in the environmental field, evidence synthesis methods continue to be poorly applied in practice, resulting in the publication of syntheses that are highly susceptible to bias. Recognizing the constraints that researchers can sometimes feel when attempting to plan, conduct and publish rigorous and comprehensive evidence syntheses, we aim here to identify major pitfalls in the conduct and reporting of systematic reviews, making use of recent examples from across the field. Adopting a 'critical friend' role in supporting would-be systematic reviews and avoiding individual responses to police use of the 'systematic review' label, we go on to identify methodological solutions to mitigate these pitfalls. We then highlight existing support available to avoid these issues and call on the entire community, including systematic review specialists, to work towards better evidence syntheses for better evidence and better decisions.

Published
2020
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