Beyond calendars and maps: Rethinking time and space for effective knowledge governance in protected areas

Protected area managers rely on relevant, credible, and legitimate knowledge. However, an increase in the rate, extent, severity, and magnitude of the impacts of drivers of change (e.g., climate change, altered land use, and demand for natural resources) is affecting the response capacity of managers and their agencies. We address temporal aspects of knowledge governance by exploring time-related characteristics of information and decision-making processes in protected areas. These areas represent artefacts where the past (e.g., geological periods and evolutionary processes), the present (e.g., biodiversity richness), and the future (e.g., protection of ecosystem services for future generations) are intimately connected and integrated. However, temporal horizons linked with spatial scales are often neglected or misinterpreted in environmental management plans and monitoring programs. In this paper, we present a framework to address multi-dimensional understandings of knowledge-based processes for managing protected areas to guide researchers, managers, and practitioners to consider temporal horizons, spatial scales, different knowledge systems, and future decisions. We propose that dealing with uncertain futures starts with understanding the knowledge governance context that shapes decision-making processes, explicitly embracing temporal dimensions of information in decision-making at different scales. We present examples from South Africa and Colombia to illustrate the concepts. This framework can help to enable a reflexive practice, identify pathways or transitions to enable actions and connect knowledge for effective conservation of protected areas

Leveraging the Power of Forests and Trees for Transformational Adaptation

Non peer reviewe

Role of age and comorbidities in mortality of patients with infective endocarditis

[Purpose]: The aim of this study was to analyse the characteristics of patients with IE in three groups of age and to assess the ability of age and the Charlson Comorbidity Index (CCI) to predict mortality. [Methods]: Prospective cohort study of all patients with IE included in the GAMES Spanish database between 2008 and 2015.Patients were stratified into three age groups:<65 years,65 to 80 years,and ≥ 80 years.The area under the receiver-operating characteristic (AUROC) curve was calculated to quantify the diagnostic accuracy of the CCI to predict mortality risk. [Results]: A total of 3120 patients with IE (1327 < 65 years;1291 65-80 years;502 ≥ 80 years) were enrolled.Fever and heart failure were the most common presentations of IE, with no differences among age groups.Patients ≥80 years who underwent surgery were significantly lower compared with other age groups (14.3%,65 years; 20.5%,65-79 years; 31.3%,≥80 years). In-hospital mortality was lower in the <65-year group (20.3%,<65 years;30.1%,65-79 years;34.7%,≥80 years;p < 0.001) as well as 1-year mortality (3.2%, <65 years; 5.5%, 65-80 years;7.6%,≥80 years; p = 0.003).Independent predictors of mortality were age ≥ 80 years (hazard ratio [HR]:2.78;95% confidence interval [CI]:2.32–3.34), CCI ≥ 3 (HR:1.62; 95% CI:1.39–1.88),and non-performed surgery (HR:1.64;95% CI:11.16–1.58).When the three age groups were compared,the AUROC curve for CCI was significantly larger for patients aged <65 years(p < 0.001) for both in-hospital and 1-year mortality. [Conclusion]: There were no differences in the clinical presentation of IE between the groups. Age ≥ 80 years, high comorbidity (measured by CCI),and non-performance of surgery were independent predictors of mortality in patients with IE.CCI could help to identify those patients with IE and surgical indication who present a lower risk of in-hospital and 1-year mortality after surgery, especially in the <65-year group

Co-productive agility and four collaborative pathways to sustainability transformations

Co-production, the collaborative weaving of research and practice by diverse societal actors, is argued to play an important role in sustainability transformations. Yet, there is still poor understanding of how to navigate the tensions that emerge in these processes. Through analyzing 32 initiatives worldwide that co-produced knowledge and action to foster sustainable social-ecological relations, we conceptualize ‘co-productive agility’ as an emergent feature vital for turning tensions into transformations. Co-productive agility refers to the willingness and ability of diverse actors to iteratively engage in reflexive dialogues to grow shared ideas and actions that would not have been possible from the outset. It relies on embedding knowledge production within processes of change to constantly recognize, reposition, and navigate tensions and opportunities. Co-productive agility opens up multiple pathways to transformation through: (1) elevating marginalized agendas in ways that maintain their integrity and broaden struggles for justice; (2) questioning dominant agendas by engaging with power in ways that challenge assumptions, (3) navigating conflicting agendas to actively transform interlinked paradigms, practices, and structures; (4) exploring diverse agendas to foster learning and mutual respect for a plurality of perspectives. We explore six process considerations that vary by these four pathways and provide a framework to enable agility in sustainability transformations. We argue that research and practice spend too much time closing down debate over different agendas for change – thereby avoiding, suppressing, or polarizing tensions, and call for more efforts to facilitate better interactions among different agendas

Co-productive agility and four collaborative pathways to sustainability transformations

Co-production, the collaborative weaving of research and practice by diverse societal actors, is argued to play an important role in sustainability transformations. Yet, there is still poor understanding of how to navigate the tensions that emerge in these processes. Through analyzing 32 initiatives worldwide that co-produced knowledge and action to foster sustainable social-ecological relations, we conceptualize ‘co-productive agility’ as an emergent feature vital for turning tensions into transformations. Co-productive agility refers to the willingness and ability of diverse actors to iteratively engage in reflexive dialogues to grow shared ideas and actions that would not have been possible from the outset. It relies on embedding knowledge production within processes of change to constantly recognize, reposition, and navigate tensions and opportunities. Co-productive agility opens up multiple pathways to transformation through: (1) elevating marginalized agendas in ways that maintain their integrity and broaden struggles for justice; (2) questioning dominant agendas by engaging with power in ways that challenge assumptions, (3) navigating conflicting agendas to actively transform interlinked paradigms, practices, and structures; (4) exploring diverse agendas to foster learning and mutual respect for a plurality of perspectives. We explore six process considerations that vary by these four pathways and provide a framework to enable agility in sustainability transformations. We argue that research and practice spend too much time closing down debate over different agendas for change – thereby avoiding, suppressing, or polarizing tensions, and call for more efforts to facilitate better interactions among different agendas

Conservation Futures

Capacity building for protected areas management under climate uncertainty Climate change is bringing new challenges for conservation of biodiversity and the livelihoods dependent upon the environmental services provided by them as ecological conditions change, challenging our traditional vision of conservation and biodiversity management. Managers must be ready to understand, anticipate, and accept the changes in the ecosystems they protect as climate changes. This require building new abilities in order to incorporate long-term change and uncertainty into the planning tools and decision-making processes. Conservation Futures is a largely collaborative process between academy, practitioners, and advocacy organisations that looks to introduce innovative strategies to developacities that help protected area planners and managers mainstream anticipatory climate adaptation thinking in conservation policy and management. Climate adaptation needs governance processes that are prepared for future changes to the climate, focusing on what we can do now to reshape the social, political and practical abilities to anticipate and respond as changes happen. Conceptually, we frame the "decision context" in the values, rules and knowledge that form the foundation from which we make decisions, plan, and manage for conservation. The process is a multi-step, interactive, dialogue-based series of activities that encourages conservation practitioners to anticipate ecosystem transformation and explore alternative management approaches. Here we present preliminary results of the implementation of the methodology in Colombia where we are working collaboratively with WWF Colombia and Parques Nacionales Naturales de Colombia

Futures consciousness and governance transitions for climate adaptation in South African protected areas

ABSTRACTIn the context of climate change, protected areas play an important role in implementing the Sustainable Development Goals and addressing resource nexus challenges. However, setting protected areas for long-term conservation is often criticised for using narratives based on political, economic, and scientific assumptions to justify which elements of nature should be conserved and what actions should be implemented, creating a sense that conservation outcomes are desirable and universally accepted. Such narratives exclude other voices, values, and practices, limiting alternative options for the future. Adapting protected areas to climate change requires innovative approaches to address societal challenges and critically examining conservation strategies to make informed decisions under scenarios of change. This article presents the case of the Garden Route National Park in South Africa and the approach used to co-create inclusive visions of the future with local stakeholders. I draw on theoretical insights and empirical data collected through interviews with the park staff to describe the use of futures consciousness as an approach to understanding how people perceive change, prepare for, and embrace the future. I explore how people’s perceptions of change mobilize action to address complex problems and create alternative imaginaries beyond spatial and temporal boundaries. Futures consciousness can contribute to understanding processes that enable or constrain transformation and identifying options for mobilising change towards desired future goals. The findings can help managers examine individual and collective assumptions about adaptation, inform future-oriented practices and advance opportunities for transformational change to build resilient, just futures for nature and people

Estrategias de ensenanza y aprendizaje en estudiantes con bajo rendimiento academico de 4

La finalidad de la investigación se orientó al análisis de las estrategias de enseñanza utilizadas por los docentes del grado 4° en el aprendizaje de estudiantes considerados con bajo rendimiento académico del grado cuarto de una institución educativa del barrio popular número dos de la ciudad de Medellín, de la cual se omite el nombre por solicitud de la institución. Este estudio se realizó con la intención de ampliar la comprensión de los factores que inciden en el rendimiento académico de los estudiantes desde el ambiente escolar; se utilizó el paradigma cualitativo con el método de estudio caso múltiple y para la recolección de la información se realizaron observaciones tanto para caracterizar las estrategias de enseñanza utilizadas por los docentes, como para identificar los dispositivos de aprendizaje observados en los estudiantes seleccionados en diferentes clases, utilizando guías de observación. Los resultados del estudio muestran que las estrategias de enseñanza de los docentes se caracterizan por ser de tipo expositivas y evaluativas las cuales inciden en procesos de atención y memorización en los estudiantes con bajo rendimiento académico. Además, las estrategias de evaluación pueden influir mucho más, porque se realiza una valoración alta de las tareas y evaluaciones programadas para las notas definitivas del periodo, más que del desempeño demostrado por el estudiante en el proceso de las clases.MaestríaMagister en Educacio

El lenguaje y los códigos comunicativos que detrás de él circulan

Durante el año 2007 un grupo de estudiantes y docentes de la facultad de educación de la universidad de San Buenaventura Medellín, adscritos al grupo de investigación GRILEC de la misma institución, vienen realizando una investigación sobre los códigos lingüísticos familiares y su influencia en el uso de los códigos lingüísticos escolares de los estudiantes, entre siete y nueve años de las instituciones: Corvide, Aures y las sedes San Juan de Luz y Santa Rita de Fe y Alegría. Desde el proyecto de investigación y durante el trabajo de campo se utilizaron como estrategia para develar información los talleres interactivos, los cuales permiten hacer lectura de lo que acontece a nivel familiar, escolar y social en cada una de las instituciones antes mencionadas.El presente artículo da cuenta del análisis de la información que surge como reflexión, producto del ejercicio de aplicación de los talleres interactivos Colcha de retazos, Socio drama, Foto Lenguaje, Foto Historia y Árbol Problema, a la luz de diferentes planteamientos teóricos en torno a la comunicación como categoría de análisis dentro del proyecto; ejercicio éste abordado desde preguntas orientadoras como: ¿Cuáles son los problemas o conflictos escolares relacionados con el aspecto comunicativo, identificados por los estudiantes?, ¿Cómo son los intercambios comunicativos que se gestan en la escuela?, ¿Cuál es la lectura que hace la escuela de la influencia que ejercen los medios de comunicación en la vida de sus estudiantes?