Many degraded ecosystems need active restoration to conserve biodiversity and re‐establish ecosystem function, both highlighted targets of the UN Decade on Ecosystem Restoration and the proposed EU Nature restoration law. Soil translocation, where both plant propagules and their associated soil biota are co‐introduced, has increasingly been proposed as a powerful restoration technique for terrestrial ecosystems. However, a synthesis of the effectiveness of this method across ecosystems is lacking. To address how soil translocation affects restoration success, we performed a meta‐analysis synthesizing data from 46 field experiments and their respective reference ecosystems in 17 countries across four continents. In each experiment, vegetation composition was recorded in response to soil translocation treatments and the resultant vegetational changes (diversity and composition) were quantified. We found that soil translocation leads to plant community development further away from the control and more towards the reference plant communities compared with treatments where only plant propagules were introduced. However, the variability of effect sizes among experiments was large, suggesting strong dependence of restoration success on restoration context. We found that restoration success was more likely on loamy soils and when translocation treatments were implemented over larger spatial areas (>180 m2). Furthermore, we found that restoration success either consistently increased or decreased over time depending on the experiment. Not only is this congruent with positive feedbacks between plant and soil communities driving plant community development, but it also suggests that the composition of the translocated plant and soil communities, and initial starting conditions, are critical for long‐term restoration success. Synthesis and applications. Our analysis highlights soil translocation can be a successful restoration method across a broad range of ecosystems. However, its implementation needs to depend on a thorough evaluation of local conditions and the potential added value. Further refinement of soil translocation techniques is needed to increase success rates.
Unter dem Einfluss der Digitalisierung steht der Journalismus in Deutschland vor großen Herausforderungen wie seiner Finanzierung, seiner Glaubwürdigkeit und »Fake News«-Vorwürfen. Eine gesteigerte Medienkompetenz in der Bevölkerung könnte einen Beitrag dazu leisten, diesen zu begegnen. In diesem Aufsatz werden die Ergebnisse einer explorativen, qualitativen Befragung von Medienunternehmen präsentiert, die einen Einblick geben, warum und auf welche Art und Weise diese Medienkompetenz insbesondere an Schulen vermitteln. Einleitung Jeden Tag stehen Medienschaffende aus Zeitung, Radiostationen oder Fernsehanstalten vor großen Herausforderungen: Wir recherchieren aufwändig, wir prüfen Aussagen, wir stehen für Glaubwürdigkeit und Transparenz. Gleichzeitig kämpfen wir gegen eine zunehmende Skepsis bei Lesern und Zuhörern durch politische Kampagnen und Fake News, die sich hartnäckig über das Netz verbreiten. […] Vor allem junge Leser wollen wir ansprechen, sensibilisieren und nicht zuletzt auch aufklären. Denn Medienbildung ist Demokratiebildung. (Stadtmüller, Böhm & Franke, 2019) Mit diesen Worten laden die Stuttgarter Zeitung, die Stuttgarter Nachrichten und die Landeszentrale für politische Bildung Baden-Württemberg zum Schülermedientag 2019 in Baden-Württemberg ein. Damit sprechen sie eine große Herausforderung an, mit der der Journalismus aktuell konfrontiert ist. In einer Zeit, in der die Digitalisierung große Umbrüche in der Finanzierung, Produktion und Distribution von Medienprodukten mit sich bringt, in der sich die Gesellschaft zunehmend in verbitterte Gegner*innen und brennende Befürworter*innen traditioneller Medien spaltet, in der sogenannte alternative Nachrichtenquellen an Bedeutung und »Fake News« an Reichweite gewinnen, bietet die Vermittlung von Medienkompetenz, speziell Nachrichtenkompetenz, einen aussichtsreichen Ansatzpunkt.
German journalism is facing major challenges including declining circulation, funding, trust, and political allegations of spreading disinformation. Increased media literacy in the population is one way to counter these issues and their implications. This especially applies to the sub-concept of journalism literacy, focusing on the ability to consume news critically and reflectively, thus enabling democratic participation. For media companies, promoting journalism literacy seems logical for economic and altruistic reasons. However, research on German initiatives is scarce. This article presents an explorative qualitative survey of experts from seven media companies offering journalistic media education projects in German schools, focusing on the initiatives’ content, structure, and motivation. Results show that initiatives primarily aim at students and teachers, offering mostly education on journalism (e.g., teaching material) and via journalism (e.g., journalistic co-production with students). While these projects mainly provide information on the respective medium and journalistic practices, dealing with disinformation is also a central goal. Most initiatives are motivated both extrinsically (e.g., reaching new audiences) and intrinsically (e.g., democratic responsibility). Despite sometimes insufficient resources and reluctant teachers, media companies see many opportunities in their initiatives: Gaining trust and creating resilience against disinformation are just two examples within the larger goal of enabling young people to be informed and opinionated members of a democratic society.
Disinformation has long been a tool used in political communication. However, with the election of Donald Trump as President of the United States and in the run-up to Britain’s ‘Brexit’ from the European Union, deliberately falsified news gained a whole new social meaning. Now, the devastating effects false reports can have on democratic systems have become visible. This book explores this phenomenon by defining what ‘fake news’ really is. It examines how, why and by whom it is used and reflects on what can be done about it, both on a societal and personal level. To this end, the book provides an overview of the state of empirical research into fake news and disinformation, particularly with regard to their dissemination, recognisability and effectiveness. At the same time, it discusses the challenges disinformation poses to our society in a mixture of essays, theoretical discussions and empirical studies, which explore the topic from all sides.
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