Integrating knowledge from across the natural and social sciences is necessary to effectively address societal tradeoffs between human use of biological diversity and its preservation. Collaborative processes can change the ways decision makers think about scientific evidence, enhance levels of mutual trust and credibility, and advance the conservation policy discourse. Canada has responsibility for a large fraction of some major ecosystems, such as boreal forests, Arctic tundra, wetlands, and temperate and Arctic oceans. Stressors to biological diversity within these ecosystems arise from activities of the country's resource-based economy, as well as external drivers of environmental change. Effective management is complicated by incongruence between ecological and political boundaries and conflicting perspectives on social and economic goals. Many knowledge gaps about stressors and their management might be reduced through targeted, timely research. We identify 40 questions that, if addressed or answered, would advance research that has a high probability of supporting development of effective policies and management strategies for species, ecosystems, and ecological processes in Canada. A total of 396 candidate questions drawn from natural and social science disciplines were contributed by individuals with diverse organizational affiliations. These were collaboratively winnowed to 40 by our team of collaborators. The questions emphasize understanding ecosystems, the effects and mitigation of climate change, coordinating governance and management efforts across multiple jurisdictions, and examining relations between conservation policy and the social and economic well-being of Aboriginal peoples. The questions we identified provide potential links between evidence from the conservation sciences and formulation of policies for conservation and resource management. Our collaborative process of communication and engagement between scientists and decision makers for generating and prioritizing research questions at a national level could be a model for similar efforts beyond Canada.Generación de Preguntas de Investigación Prioritarias para Informar a las Políticas y Gestión de la Conservación a Nivel Nacional
Insufficient focused attention has been paid by the conservation community to conservation of biodiversity outside of protected areas. Biodiversity mainstreaming addresses this gap in global conservation practice by "embedding biodiversity considerations into policies, strategies and practices of key public and private actors that impact or rely on biodiversity, so that it is conserved, and sustainably used, both locally and globally" (Huntley and Redford, 2014). Biodiversity mainstreaming is designed to change those policies and practices that influence land uses outside of protected areas as well as to change economic and development decision-making by demonstrating the importance of conserving biodiversity for achieving development outcomes. The practice of mainstreaming is tied to implementation of the Convention on Biological Diversity and is practiced with billions of dollars of investment by development agencies, national government agencies, and the Global Environment Facility (GEF) and its implementing organizations as well as other donors. It is essential for the long-term survival of biodiversity inside and outside protected areas. However, it is virtually unheard of in the main conservation science field. This must change so as to bring careful documentation, analysis, monitoring, publishing, and improvement of practices-all things that conservation science should provide as partners to practitioners of biodiversity mainstreaming. The situation is ripe for informed coordination and consolidation and creation of a science-driven field of biodiversity mainstreaming.
%is article describes qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies chsrooms. lhorntonj (2001~) concept of the teacher us curricular gatekeeper and Mishra and Koehlerj (2006) Technological Pedagogical Content Knowledge fiamed the study. lhe teachers worked within the constraints of a very detailed mandatory curriculum, taught very similar content, and used the same online digital documentary tool. Despite these similarities, they planned and executed theirprojects in divergent ways. We3und that the teachers 'peahgogiculaims, rather than the technology or content, dominated both theirplannedand enacted curriculum. (Kyworh: digital history, technological pedagogical content knowledge (TPACI;;S digital documentaries, social studies.)
The reaction of cis-{(η 5 -C 5 H 3 ) 2 (CMe 2 ) 2 }-Ru 2 (CO) 4 Br 2 with naphthalene affords the syn-facial [cis-{(η 5 -C 5 H 3 ) 2 (CMe 2 ) 2 }Ru 2 (μ-η 6 ,η 6 -C 10 H 8 )][OTf] 2 , (2 2+ ), a complex that appears to be two electrons short of the 18electron rule. Density functional theory (DFT) calculations suggest that the Ru atoms satisfy their missing valence by a combination of a weak metal−metal bond and sharing electrons from the central π bond of the naphthalene. The one-electron reduction of 2 2+ yields 2 + , a Class II mixed-valence complex, while the two-electron reduction of 2 2+ causes a hapticity change from η 6 to η 4 on one of the naphthalene rings and yields cis-{(η 5 -C 5 H 3 ) 2 (CMe 2 ) 2 }Ru 2 (μ-η 6 ,η 4 -C 10 H 8 ) (2 0 ), a zwitterionic complex. The DFT calculations predict that the C s isomer of 2 0 is 4.69 kcal/mol lower in energy than the C 2v isomer, which is a transition state. Reaction of cis-{(η 5 -C 5 H 3 ) 2 (CMe 2 ) 2 }Ru 2 (CO) 4 Br 2 with anthracene affords the analogous syn-facial anthracene complex, [cis-{(η 5 -C 5 H 3 ) 2 (CMe 2 ) 2 }Ru 2 (μ-η 6 ,η 6 -C 14 H 10 )][OTf] 2 , (4), and the tetranuclear dianthracene complex, [cis-{(η 5 -C 5 H 3 ) 2 (CMe 2 ) 2 }Ru 2 (μ-η 6 ,η 6 -C 14 H 10 )] 2 [OTf] 4 , (5). 2 2+ , 2 0 , and 5 were structurally characterized by X-ray diffraction.
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