Academic literature on the topic 'Graduated extinction'

Practical Conservation Biology covers the complete array of topics that are central to conservation biology and natural resource management, thus providing the essential framework for under-graduate and post-graduate courses in these subject areas. Written by two of the world’s leading environment experts, it is a ‘must have’ reference for environment professionals in government, non-government and industry sectors.
 The book reflects the latest thinking on key topics such as extinction risks, losses of genetic variability, threatening processes, fire effects, landscape fragmentation, hab

Chapter 8 outlines night waking, and presents intervention options to manage the problem. Family resistance is discussed, along with steps for graduated extinction, sleep restriction, and scheduled awakening.

Chapter 6 explores improvements that can be made to the bedtime routine. Intervention options are discussed, along with intervention selection, dealing with family resistance, and steps for graduated extinction and sleep restriction.

At the same time Catholic educators were espousing and attempting to put into practice the countercultural intellectual position described in the previous chapters, they continued to modernize their schools in organizational terms. Conservatives warned that accepting the new organizational trends paved the way for secularization, but the experience of the first two decades of the century proved that Catholic institutions could not survive unless they adjusted themselves to prevailing norms. Rigid adherence to the old ways meant extinction. So despite the uneasiness they sometimes felt about what they were doing, most Catholic educators believed that they could modernize their educational structures and practices without compromising their religious distinctiveness. Indeed, the more forward-looking insisted that this kind of organizational reform was essential if the Catholic worldview was to be effectively presented to students and adequately represented in the larger world of learning. The growth of Catholic higher education between 1920 and 1950 seemed to vindicate this line of thinking. Sheer growth was, in fact, the most obvious institutional development of these years. The actual numbers are hard to establish because of differences over time in the way institutions were classified and enrollments recorded. However, the statistics gathered by the National Catholic Welfare Conference provide a reliable indication of overall trends. The table below sets forth the basic data by ten-year intervals from 1920 to 1950, along with comparative figures for all institutions of higher education in the country. These statistics indicate that over a three-decade span of fabulous growth the Catholic sector of American higher education maintained a pretty consistent proportion of national totals in respect to numbers of institutions and faculty members. In terms of enrollment, Catholic schools almost doubled their percentage share of the national total, even with students attending seminaries and strictly teacher-training institutions being excluded from the count. Closer analysis reveals that, although observers at the time spoke of the post-World War II surge in enrollments as unprecedented, the Catholic growth rate of the 1920s far outstripped that of the 1940s.

<i>Abstract</i>.—Although tropical inland fisheries provide important regional income and food security, these fisheries face severe management challenges that are amplified by distinct ecological, economic, and political factors. The arapaima (genus <i>Arapaima</i>) are of particular interest because of their large size (up to +3 m and +200 kg) and their substantial economic and cultural value in South America. Arapaima are among the most historically important and overexploited fisheries in South America. Unfortunately, traditional fishery management approaches have been ineffective, and arapaima populations have suffered drastic stock depletions and even local extinctions across much of their range. Fortunately, over the past 15 years, small-scale co-management efforts have promoted pockets of successful recovery for arapaima fisheries. In this analysis, we begin by introducing the history of arapaima fishing, the difficulties encountered by early management efforts, and subsequent improvements to arapaima management approaches using co-management at a small scale with local residents. We then evaluate the implementation of this promising approach across three regions: (1) Mamirauá Sustainable Development Reserve, Amazonas State, Brazil; (2) Santarém region, Pará State, Brazil; and (3) North Rupununi, Guyana. Specifically, each region was evaluated based on the presence and implementation of eight principles needed for the sustainable governance of common-property natural resources in situations with and without active management: (1) defined boundaries, (2) congruence between appropriation and provision rules and local conditions, (3) collective action arrangement, (4) monitoring, (5) graduated sanctioning, (6) conflict resolution mechanism, (7) minimum recognition and right to organize, and (8) nested enterprises. For each region, we examined how management was implemented and identified current and ongoing challenges. Based on our experience with these fisheries, we offer some lessons that can be instrumental for arapaima management and other inland fisheries: manage even when faced with uncertainties; monitor, evaluate, and adapt management efforts; bridge knowledge systems; foster genuine interest and cooperation of various stakeholders to ensure long-term success; and move toward an ecosystem-based approach. These lessons will be instrumental in overcoming management challenges in the future and could be applied to other fisheries.

The integration of graduate research in the training of engineering students has demonstrated a significant increase in learning efficiency, by giving them a practical experience with real industrial issues. The department of Energy and Propulsion of National Institute of Applied Sciences in Normandy, a French Engineering School, continues to implement the latest fully instrumented facilities in their field to initiate the students to inquiry-based education courses. In this type of education, they are carrying out a series of tests, learning how to handle equipment, control and monitor tests,