Confronting Uncertainty in Wildlife Management: Performance of Grizzly Bear Management

Scientific management of wildlife requires confronting the complexities of natural and social systems. Uncertainty poses a central problem. Whereas the importance of considering uncertainty has been widely discussed, studies of the effects of unaddressed uncertainty on real management systems have been rare. We examined the effects of outcome uncertainty and components of biological uncertainty on hunt management performance, illustrated with grizzly bears (Ursus arctos horribilis) in British Columbia, Canada. We found that both forms of uncertainty can have serious impacts on management performance. Outcome uncertainty alone – discrepancy between expected and realized mortality levels – led to excess mortality in 19% of cases (population-years) examined. Accounting for uncertainty around estimated biological parameters (i.e., biological uncertainty) revealed that excess mortality might have occurred in up to 70% of cases. We offer a general method for identifying targets for exploited species that incorporates uncertainty and maintains the probability of exceeding mortality limits below specified thresholds. Setting targets in our focal system using this method at thresholds of 25% and 5% probability of overmortality would require average target mortality reductions of 47% and 81%, respectively. Application of our transparent and generalizable framework to this or other systems could improve management performance in the presence of uncertainty. &nbsp

Teachers’ and school leaders’ perceptions of commercialisation in Australian public schools

© 2017, The Australian Association for Research in Education, Inc. This paper explores teachers’ and school leaders’ perceptions of commercialisation in Australian public schools, reporting on findings from an open-ended survey question from an exploratory study that sought to investigate teacher and school leader perceptions and experiences of commercialisation. Commercialisation, for the purposes of this paper, is understood as the creation, marketing and sale of education goods and services to schools by for-profit providers and often includes (but is not limited to) the provision of curriculum content, assessment services, data infrastructures, digital learning, remedial instruction, professional development and school administration support. Our account highlights that commercialisation is prevalent in the day-to-day practice of Australian public schools. The perceptions of teachers and leaders suggest that commercialisation is complex, with both affordances and challenges. Respondents acknowledged that aspects of commercialisation are necessary for successfully running schools and classrooms in the 21st century, but also noted that there is a fine line beyond which these seemingly innocuous services become perilous. Concerns focused on how particular services are leading to the deprofessionalisation of teachers as they have less autonomy over what to teach and how to teach it. Moreover, teachers and school leaders reported being perturbed by the idea that commercial providers and services might work to replace teachers in the future. Drawing on these data we argue that growing commercialisation in Australian public schools clearly requires an ethical debate that schools, education professionals, policy makers and interested publics are yet to have