Dupont's lark Chersophilus duponti was categorized globally as Near Threatened on the IUCN Red List in 2005, largely because of reported declines in Spain and an estimated population of 2,000-3,000 breeding pairs in Morocco. However, the range and size of the species' North African populations were still unknown, despite being critical for assessment of the species' global conservation status. Here we report on the breeding distribution of Dupont's lark in Morocco, probably the largest population in its North African range, as well as on its preferred habitat, population density and size. Fieldwork and analysis of satellite images were combined to locate suitable habitat for the species, assess its presence (eliciting territorial calls by broadcasting the males' songs and calls), and estimate densities using 83 km of linear censuses. Total number of birds located was 461 (305 from song playback and 156 from transects) across an extent of occurrence of c. 11,000 km 2 , comprising 2,067 km 2 of suitable habitat and an effective area of occupancy of 1,645 km 2. Mean density was 0.60-SD 0.52 birds per 10 ha and was highest in dense stands of Stipa tennacissima. Our estimate of Dupont's lark breeding population in Morocco is c. 15,400 singing males (lower and upper limits 11,220-20,167, respectively). Evidence of habitat loss and degradation was found in one of the main areas of the species' distribution in Morocco, although this does not seem to be a general pattern in the lark's Moroccan range. Further studies are required of the dynamics of suitable habitat for the species to prevent long-term consequences for the conservation of Dupont's lark and other bird species of the steppe.
Designing the training of future teachers through holistic and interdisciplinary visions is vital to developing coherent contents, epistemologies, and methodologies that put Education for Sustainability into action. The research presented here analyzes the teaching guides from the curriculum for the Master’s Degree in Secondary Education Teaching at the Universitat de València (Spain). A collaborative study on the inclusion of sustainability in a selected sample of teaching guides was conducted from an Action/Research methodological approach. The study includes an analysis of the competences identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and their expected contribution to the 17 SDGs in the United Nations 2030 Agenda. The results of this research point to the need to promote collaborative work across disciplines in order to engage teachers in the transition to sustainability and encourage them to participate in the research process.
Given the seriousness of the socio-environmental situation we are facing, this study aims to contribute to the involvement of teachers in education for sustainability through the use of non-formal education, particularly the press. The main objectives of the present study are to analyse the use of the press in science education, as well as the design, implementation and evaluation of tools aimed at teachers and trainee researchers in order to encourage and promote attention to the Sustainable Development Goals (SDGs) and more specifically SDG 7 (clean and affordable energy for all) in science education. The proposals are carried out using a constructivist methodology in sessions structured in small collaborative groups. The initial results show that attention to the press is still insufficient, but that, nevertheless, the strategies designed contribute to raising awareness of the importance of SDG 7 and to the classroom treatment of the energy issue among the participants in the study who attend a Master’s degree program in secondary education teacher training (specialising in physics and chemistry) and a Master’s degree program in research in specific didactics (specialising in experimental sciences).
Architectural education plays a fundamental role in achieving sustainable development by training future professionals who can contribute to sustainability through their practice. Nevertheless, to ensure the introduction of sustainable development in the education of future architects, it is fundamental to understand what is being done and what could be improved. Despite this, a big gap has been detected in the assessment of architectural education in Spain and worldwide. Thus, a close-ended questionnaire for students has been designed based on the outcomes from a literature review, exploratory interviews with specialists, and the qualitative analysis of two schools of architecture. Additionally, it has been revised by experts, through the pilot study of a preliminary version, and with the supplementary analysis of the answers to a final test with students from different schools. In particular, this questionnaire allows for comprehensively measuring the students’ perception of their sustainability learning outcomes, their learning experience, and the connection between, with the aim of facilitating the adjustment of Spanish architectural education towards the introduction or enhancement of sustainable development by education managers, teachers, policymakers, and professional associations.
Esta investigación se enmarca en la formación del profesorado en el Máster Universitario en Profesorado de Educación Secundaria. Se muestran resultados de un análisis de las guías docentes de asignaturas de las especialidades de Biología y Geología y de Física y Química del Máster con el fin de examinar en qué medida está presente la educación para la sostenibilidad (EpS). Así mismo se aborda la formación de equipos colaborativos del profesorado para favorecer la adquisición de competencias en sostenibilidad y en EpS entre las metas formativas de sus proyectos docentes y que arbitren los medios, recursos y procedimientos para su consecución eficaz. Se proponen aportaciones fundamentadas que traten de impulsar la atención a la EpS en la formación del profesorado de Secundaria.
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