Transformative Knowledge Transfer Through Empowering and Paying Community Researchers

Environmental research is often conducted independently of the community in which the environment is situated, with transfer of results into policy and on-ground action occurring independently of the community's interests or aspirations. Increasingly the need for greater community involvement in the research process has been recognized. For community members, however, such engagement usually involves trade-offs. While it is often assumed that community members should participate voluntarily because they will gain from the research, any benefits from knowledge, understanding and a capacity to influence the research have to be offset against time and potential loss of unremunerated intellectual property. We argue, using case studies from tropical Australia and Africa, that a more effective means of engagement and knowledge transfer is training and remuneration of community members as coresearchers. This engagement is much more than payment for labor—it is investment in local intellectual property and requires researcher humility, power-sharing and recognition that access to research funding provides no moral or intellectual authority. Further, we argue that, for effective adoption of research results, community members need to be part of negotiated agreements on the initial nature of the research to ensure it answers questions of genuine local relevance and that local researchers have the capacity to place locally conducted research into a wider context. We argue that immediate rewards for involvement not only secure engagement but, where appropriate, are likely to lead to effective implementation of research results, enhanced local capacity and greater equity in intellectual power-sharing.     

中国生物多样性保护的变革性转变及路径

全球正在经历第六次物种大灭绝。为了应对生物多样性丧失速率日益加快的严峻挑战, 《生物多样性公约》第十届缔约方大会通过了《生物多样性战略计划》(2011-2020年)及20项爱知生物多样性目标。然而, 2019年IPBES全球评估报告表明, 大部分爱知目标可能无法在2020年实现, 因此, 自然保护需要变革性转变。中国虽然在生物多样性保护方面取得了巨大成就, 提出了系统完整的生态文明制度及建立“以国家公园为主体的自然保护地体系”的目标, 并通过绿盾行动和环保督察提升了生物多样性保护的重要性, 陆地自然保护地覆盖率也已达到18%, 但仍未有效遏制生物多样性下降的趋势, 物种濒危程度持续加剧。尽管生态文明一系列改革已经做出了变革性转变, 中央层面大力推行生物多样性“主流化”的相关政策, 通过机构改革初步解决了自然保护地“九龙治水”的问题, 在国土空间规划和生态保护红线划定中强调了生物多样性保护的重要性, 但是, 生物多样性保护仍然缺乏系统性的解决策略, 需要在不同层面进一步落实“主流化”, 建立完整的法律体系和统一规范高效的保护机制, 保障保护资金, 明确生物多样性在生产、生活空间中的地位, 打通自然保护成果与经济利益的转化渠道。因此, 中国的生物多样性保护应当借助生态文明建设的历史性机遇, 在保护意识、空间布局和保护行动3个方面充分实现变革性的转变, 借助五位一体总体布局, 采用系统化的解决方法, 进一步整合法律、行政、市场、技术和社会等五方面力量, 提出具体的实现路径, 实现保护意识主流化、保护利用统筹化和保护行动全民化等三方面变革性的转变, 形成高效一体化的机制, 以实现“人与自然和谐相处”的生物多样性保护理想状态。     

Integrated climate sensitive restoration framework for transformative changes to sustainable land restoration

Sustainable land restoration is the key to restore degraded land, halt biodiversity loss, and reinstate ecosystem services for human well‐being. Restoration needs to be planned and conducted with due recognition to growing climate uncertainty with an evolved understanding of the future restoration targets. The present opinion article attempts to provide an overview on an integrated climate sensitive restoration framework that recognizes the local participation in mapping degraded lands, identification of species for supporting species modeling to better understand climate uncertainty. Involvement of citizen science‐based restoration monitoring tools can contribute to big data analytics for ecological monitoring and policy support. The Framework potentially helps in sustainable land restoration by transformative changes for achieving the UN Decade on Ecosystem Restoration (2021–2030), Sustainable Development Goals 15, and addressing the post‐2020 Global Biodiversity Framework. However, to realize success, climate finance mechanisms to drive restoration should be seriously considered for reducing bias and enhancing opportunities of equitable sharing in the era of corruption, authoritarianism, and regulatory capture.     

Studying phenological phenomena in subarctic biomes with international school pupils as citizen scientists

Citizen science can facilitate in‐depth learning for pupils and students, contribute to scientific research, and permit civic participation. Here, we describe the development of the transnational school‐based citizen science project Phenology of the North Calotte. Its primary goal is to introduce pupils (age 12–15; grades 7–10) in northern Norway, Russia, and Finland to the local and global challenges of climate change resulting in life cycle changes at different trophic and ecosystem levels in their backyards. Partnerships between regional scientists and staff from NIBIO Svanhovd, State nature reserves, national parks, and teachers and pupils from regional schools aim to engage pupils in project‐based learning. The project uses standardized protocols, translated into the different languages of participating schools. The phenological observations are centered around documenting clearly defined life cycle phases (e.g., first appearance of species, flowering, ripening, leaf yellowing, snow fall, and melt). The observations are collected either on paper and are subsequently submitted manually to an open‐source online database or submitted directly via a newly developed mobile app. In the long term, the database is anticipated to contribute to research studying changes in phenology at different trophic levels. In principle, guided school‐based citizen science projects have the potential to contribute to increased environmental awareness and education and thereby to transformative learning at the societal level while contributing to scientific progress of understudied biomes, like the northern taiga and (sub)arctic tundra. However, differences in school systems and funding insecurity for some schools have been major prohibiting factors for long‐term retention of pupils/schools in the program. Project‐based and multidisciplinary learning, although pedagogically desired, has been partially difficult to implement in participating schools, pointing to the need of structural changes in national school curricula and funding schemes as well as continuous offers for training and networking for teachers.     

风景园林通过设计之研究（RtD）进展

“设计研究”为设计学科建立了理论基础，其分支“通过设计之研究”（Research through Design，简称RtD）更是为“设计研究”范式奠定了认识论基础。对风景园林设计领域而言，RtD在该领域的拓展与深化从本质上有助于风景园林学术研究体系的发展。介绍以Creswell的知识观框架（后实证主义、建构主义、变革主义、实用主义）对风景园林RtD进行分类的方法，并引用此框架爬梳了近5年间（2014—2018年）发表于《中国园林》和《风景园林》2本刊物的设计研究成果，从研究问题、研究过程、研究结果3方面对中国RtD进展进行了总结，并对当前设计研究发展的现状与趋势进行了分析和展望，以期为未来该领域研究提供方向。