School is an important setting for health education and health promotion, and it has been recognised that teachers' conceptions play a crucial role for the effective implementation of school health education. With the European FP6 Biohead-Citizen project on "Biology Health and Environmental education for better citizenship" we analysed the potential differences between several countries by associating teachers' and future teachers' conceptions to controlled parameters, such as level of training, religion, political view. A questionnaire was constructed during the first year of the project, and following a pilot test, the final questionnaire was applied to 6379 teachers and future teachers. We then used well-suited statistical multivariate methods to investigate complex data featuring the conceptions of many individuals, according to many topics. We show that a prominent source of variation in teachers' conceptions is related to countries, and further suggest that there are differences in two kinds of conceptions: a) individual health responsibilities and abilities; b) social policies. Religion, academic level or training had also an impact in teachers' conceptions of health education. Another important feature is the gap between what teachers and future teachers say about their own health and what they say it should be taught in school. Results are then discussed. ; LIBEC/CIFPEC - unidade de investigação 16/644 da FCT. ; European project FP6 Biohead-Citizen ...
International audience ; Our work is the first international comparison of teachers' conceptions on Evolution / Creation, using several questions on precise and large samples to identify the importance of creationist ideas in the context of their national, religious, economic, cultural and political backgrounds. This research concerns 19 countries: 13 in Europe, 5 in Africa and one in Middle East: 7050 teachers filled out a questionnaire including several questions on Evolution vs. Creation. Half of them are in-service teachers, the other being at the last year of University before teaching. They are teaching in Primary Schools as well as in Secondary Schools (Biology, or Language). The percentages of teachers' radical creationist conceptions differ more from one country to another (from 2% to 90%) than among religions inside each country. There are some, but not so important, differences between Biology teachers and other teachers. The teachers' conceptions also differ with the level of teacher training: more they are instructed (in any matter), more they are evolutionist.
International audience ; Our work is the first international comparison of teachers' conceptions on Evolution / Creation, using several questions on precise and large samples to identify the importance of creationist ideas in the context of their national, religious, economic, cultural and political backgrounds. This research concerns 19 countries: 13 in Europe, 5 in Africa and one in Middle East: 7050 teachers filled out a questionnaire including several questions on Evolution vs. Creation. Half of them are in-service teachers, the other being at the last year of University before teaching. They are teaching in Primary Schools as well as in Secondary Schools (Biology, or Language). The percentages of teachers' radical creationist conceptions differ more from one country to another (from 2% to 90%) than among religions inside each country. There are some, but not so important, differences between Biology teachers and other teachers. The teachers' conceptions also differ with the level of teacher training: more they are instructed (in any matter), more they are evolutionist.
International audience ; Our work is the first international comparison of teachers' conceptions on Evolution / Creation, using several questions on precise and large samples to identify the importance of creationist ideas in the context of their national, religious, economic, cultural and political backgrounds. This research concerns 19 countries: 13 in Europe, 5 in Africa and one in Middle East: 7050 teachers filled out a questionnaire including several questions on Evolution vs. Creation. Half of them are in-service teachers, the other being at the last year of University before teaching. They are teaching in Primary Schools as well as in Secondary Schools (Biology, or Language). The percentages of teachers' radical creationist conceptions differ more from one country to another (from 2% to 90%) than among religions inside each country. There are some, but not so important, differences between Biology teachers and other teachers. The teachers' conceptions also differ with the level of teacher training: more they are instructed (in any matter), more they are evolutionist.
International audience ; Our work is the first international comparison of teachers' conceptions on Evolution / Creation, using several questions on precise and large samples to identify the importance of creationist ideas in the context of their national, religious, economic, cultural and political backgrounds. This research concerns 19 countries: 13 in Europe, 5 in Africa and one in Middle East: 7050 teachers filled out a questionnaire including several questions on Evolution vs. Creation. Half of them are in-service teachers, the other being at the last year of University before teaching. They are teaching in Primary Schools as well as in Secondary Schools (Biology, or Language). The percentages of teachers' radical creationist conceptions differ more from one country to another (from 2% to 90%) than among religions inside each country. There are some, but not so important, differences between Biology teachers and other teachers. The teachers' conceptions also differ with the level of teacher training: more they are instructed (in any matter), more they are evolutionist.
International audience ; Our work is the first international comparison of teachers' conceptions on Evolution / Creation, using several questions on precise and large samples to identify the importance of creationist ideas in the context of their national, religious, economic, cultural and political backgrounds. This research concerns 19 countries: 13 in Europe, 5 in Africa and one in Middle East: 7050 teachers filled out a questionnaire including several questions on Evolution vs. Creation. Half of them are in-service teachers, the other being at the last year of University before teaching. They are teaching in Primary Schools as well as in Secondary Schools (Biology, or Language). The percentages of teachers' radical creationist conceptions differ more from one country to another (from 2% to 90%) than among religions inside each country. There are some, but not so important, differences between Biology teachers and other teachers. The teachers' conceptions also differ with the level of teacher training: more they are instructed (in any matter), more they are evolutionist.
International audience ; Our work is the first international comparison of teachers' conceptions on Evolution / Creation, using several questions on precise and large samples to identify the importance of creationist ideas in the context of their national, religious, economic, cultural and political backgrounds. This research concerns 19 countries: 13 in Europe, 5 in Africa and one in Middle East: 7050 teachers filled out a questionnaire including several questions on Evolution vs. Creation. Half of them are in-service teachers, the other being at the last year of University before teaching. They are teaching in Primary Schools as well as in Secondary Schools (Biology, or Language). The percentages of teachers' radical creationist conceptions differ more from one country to another (from 2% to 90%) than among religions inside each country. There are some, but not so important, differences between Biology teachers and other teachers. The teachers' conceptions also differ with the level of teacher training: more they are instructed (in any matter), more they are evolutionist.
International audience ; Our work is the first international comparison of teachers' conceptions on Evolution / Creation, using several questions on precise and large samples to identify the importance of creationist ideas in the context of their national, religious, economic, cultural and political backgrounds. This research concerns 19 countries: 13 in Europe, 5 in Africa and one in Middle East: 7050 teachers filled out a questionnaire including several questions on Evolution vs. Creation. Half of them are in-service teachers, the other being at the last year of University before teaching. They are teaching in Primary Schools as well as in Secondary Schools (Biology, or Language). The percentages of teachers' radical creationist conceptions differ more from one country to another (from 2% to 90%) than among religions inside each country. There are some, but not so important, differences between Biology teachers and other teachers. The teachers' conceptions also differ with the level of teacher training: more they are instructed (in any matter), more they are evolutionist.
Our work is the first international comparison of teachers' conceptions on Evolution / Creation, using several questions on precise and large samples to identify the importance of creationist ideas in the context of their national, religious, economic, cultural and political backgrounds. This research concerns 19 countries: 13 in Europe, 5 in Africa and one in Middle East: 7050 teachers filled out a questionnaire including several questions on Evolution vs. Creation. Half of them are in-service teachers, the other being at the last year of University before teaching. They are teaching in Primary Schools as well as in Secondary Schools (Biology, or Language). The percentages of teachers' radical creationist conceptions differ more from one country to another (from 2% to 90%) than among religions inside each country. There are some, but not so important, differences between Biology teachers and other teachers. The teachers' conceptions also differ with the level of teacher training: more they are instructed (in any matter), more they are evolutionist. ; European project FP6 "Biohead-Citizen" CIT2-CT-2004-506015. CIFPEC/CIEC - unidade de investigação 644/317 da FCT. ; Fundação para a Ciência e a Tecnologia (FCT) - CIFPEC/CIEC - unidade de investigação 644/317 da ...
River networks are among Earth's most threatened hot-spots of biodiversity and provide key ecosystem services (e.g., supply drinking water and food, climate regulation) essential to sustaining human well-being. Climate change and increased human water use are causing more rivers and streams to dry, with devastating impacts on biodiversity and ecosystem services. Currently, more than a half of the global river networks consist of drying channels, and these are expanding dramatically. However, drying river networks (DRNs) have received little attention from scientists and policy makers, and the public is unaware of their importance. Consequently, there is no effective integrated biodiversity conservation or ecosystem management strategy of DRNs.A multidisciplinary team of 25 experts from 11 countries in Europe, South America, China and the USA will build on EU efforts to assess the cascading effects of climate change on biodiversity, ecosystem functions and ecosystem services of DRNs through changes in flow regimes and water use. DRYvER (DRYing riVER networks) will gather and upscale empirical and modelling data from nine focal DRNs (case studies) in Europe (EU) and Community of Latin American and Caribbean States (CELAC) to develop a meta-system framework applicable to Europe and worldwide. It will also generate crucial knowledge-based strategies, tools and guidelines for economically-efficient adaptive management of DRNs. Working closely with stakeholders and end-users, DRYvER will co-develop strategies to mitigate and adapt to climate change impacts in DRNs, integrating hydrological, ecological (including nature-based solutions), socio-economic and policy perspectives. The end results of DRYvER will contribute to reaching the objectives of the Paris Agreement and placing Europe at the forefront of research on climate change.
In: Datry , T , Allen , D , Argelich , R , Barquin , J , Bonada , N , Boulton , A , Branger , F , Cai , Y , Cañedo-Argüelles , M , Cid , N , Csabai , Z , Dallimer , M , de Araújo , J C , Declerck , S , Dekker , T , Döll , P , Encalada , A , Forcellini , M , Foulquier , A , Heino , J , Jabot , F , Keszler , P , Kopperoinen , L , Kralisch , S , Künne , A , Lamouroux , N , Lauvernet , C , Lehtoranta , V , Loskotová , B , Marcé , R , Martin Ortega , J , Matauschek , C , Miliša , M , Mogyorósi , S , Moya , N , Müller Schmied , H , Munné , A , Munoz , F , Mykrä , H , Pal , I , Paloniemi , R , Pařil , P , Pengal , P , Pernecker , B , Polášek , M , Rezende , C , Sabater , S , Sarremejane , R , Schmidt , G , Senerpont Domis , L , Singer , G , Suárez , E , Talluto , M , Teurlincx , S , Trautmann , T , Truchy , A , Tyllianakis , E , Väisänen , S , Varumo , L , Vidal , J-P , Vilmi , A & Vinyoles , D 2021 , ' Securing Biodiversity, Functional Integrity, and Ecosystem Services in Drying River Networks (DRYvER) ' , RIO , vol. 7 , e77750 . https://doi.org/10.3897/rio.7.e77750
River networks are among Earth's most threatened hot-spots of biodiversity and provide key ecosystem services (e.g., supply drinking water and food, climate regulation) essential to sustaining human well-being. Climate change and increased human water use are causing more rivers and streams to dry, with devastating impacts on biodiversity and ecosystem services. Currently, more than a half of the global river networks consist of drying channels, and these are expanding dramatically. However, drying river networks (DRNs) have received little attention from scientists and policy makers, and the public is unaware of their importance. Consequently, there is no effective integrated biodiversity conservation or ecosystem management strategy of DRNs.A multidisciplinary team of 25 experts from 11 countries in Europe, South America, China and the USA will build on EU efforts to assess the cascading effects of climate change on biodiversity, ecosystem functions and ecosystem services of DRNs through changes in flow regimes and water use. DRYvER (DRYing riVER networks) will gather and upscale empirical and modelling data from nine focal DRNs (case studies) in Europe (EU) and Community of Latin American and Caribbean States (CELAC) to develop a meta-system framework applicable to Europe and worldwide. It will also generate crucial knowledge-based strategies, tools and guidelines for economically-efficient adaptive management of DRNs. Working closely with stakeholders and end-users, DRYvER will co-develop strategies to mitigate and adapt to climate change impacts in DRNs, integrating hydrological, ecological (including nature-based solutions), socio-economic and policy perspectives. The end results of DRYvER will contribute to reaching the objectives of the Paris Agreement and placing Europe at the forefront of research on climate change.