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SINCE THE LAST ISSUE OF THIS JOURNAL DEALING WITH PEACE EDUCATION (VOL. 12, NO. 2, 1981) SOMETHING AT LEAST IN PARTS OF EUROPE HAS CHANGEDA PEACE EDUCATION MOVEMENT HAS EMERGED WHICH IS PARALLEL TO, BUT DISTINCT FROM, THE DISARMAMENT ACTION MOVEMENTS. BY PEACE EDUCATION MOVEMENT THE AUTHOR MEAN A MOVEMENT OF PEACE EDUCATORS FROM THE BOTTOM UP IN LOCAL STRUGGLES OF STUDENTS AND TEACHERS AND LOCAL AUTHORITIES TO INTRODUCE TEACHING FOR PEACE BOTH INTO THE CURRICULA OF SCHOOLS AND IN WIDER PUBLIC EDUCATION ON PEACE ISSUES. THREE YEARS AGO THOSE WHO BECAME IDENTIFIED AS PEACE EDUCATORS WERE A PROPHETIC MINORITY - IN BRITAIN FOR EXAMPLE THE TERM WAS NOT WIDELY KNOWN. SINCE THEN, A NATIONAL NETWORK OF PEACE EDUCATORS HAS EMERGED AND THE SUBJECT HAS BEEN ATTACKED BY THE BRITISH GOVERNMENT, ESPECIALLY BY THE UNDER-SECRETARY OF STATE FOR EDUCATION. IN THE CONTEXT OF THE FALKLANDS WAR, AND A BELLICOSE FOREIGN POLICY, THIS IS HARDLY SURPRISING; BUT MORE INTERESTINGLY THE MASS INVOLVEMENT OF TEACHERS AND STUDENTS HAS THROWN UP NEW ISSUES, NEW PERSPECTIVES ON EDUCATING FOR PEACE, NEW DEBATES BETWEEN PEACE ACTION AND PEACE EDUCATION, AND GIVEN THE PROBLEM OF DISARMAMENT EDUCATION VERSUS PEACE EDUCATION A NEW PRACTICAL URGENCY AND 'BITE'.3

IT HAS BEEN TWO YEARS SINCE E. THOMPSON INVOKED THE POTENTIAL POWER OF THE PEACE MOVEMENT TO FEEL ITS POWER. BUT POWER TO DO WHAT? TO CREATE ALTERNATIVE LOCI OF POWER -- OR TO PROTEST AND PETITION TO THE CONVENTIONAL AND ESTABLISHED STRUCTURES AND LOCATIONS OF POWERS. THAT IS THE MAIN ISSUED DISCUSSED HERE. THE PRESENT PAPER JUXTAPOSES THE DAY TO DAY REALITY OF THE PEACE MOVEMENT WITH THE REALITIES OF THE DISARMAMENT PROCESS AS PRESENTLY CONCEIVED.

DURING THE EVOLUTION OF IDEAS ABOUT PEACE EDUCATION, I.E. TEACHING FOR PEACE AT ALL LEVELS FORMALLY AND INFORMALLY, A NUMBER OF DEBATES OR POLARITIES HAVE APPEARED, SOME OF WHICH PARALLEL SIMILAR DIVISIONS OR ARGUMENTS IN PEACE RESEARCH. THESE CAN BE TYPIFIED AS FOLLOWS: PEACE EDUCATION AS FORMAL ACTIVITY (IN SCHOOLS ETC.) PEACE EDUCATION FROM TOP-DOWN VIA GOVERNMENT, SYLLABI, HEADS, LOCAL AUTHORITIES PEACE STUDIES AS A SUBJECT OR SPECIFIED AREA (PEACE STUDIES) IN CURRICULUM PEACE AS A BROAD CONCEPT NOT JUST WAR, DISARMAMENT ETC. BUT POSITIVE, INDIVIDUAL AND COMMUNITY CONCERNS PEACE EDUCATION AS A LONG TERM PROCESS OF VALUE CHANGE RAISING OF CRITICAL AWARENESS (ATTITUDES) PEACE EDUCATION AS INFORMAL ACTIVITY (GENERAL PUBLIC-CONSCIOUSNESS-RAISING) PEACE EDUCATION FROM THE BOTTOM-UP THROUGH POPULAR AND COMMUNITY INITIATIVES, INDIVIDUALS (INCLUDING PARENTS, TEACHERS) AND SOCIAL MOVEMENTS, PEACE GROUPS PEACE EDUCATION ACROSS THE CURRICULUM IN ALL DISCIPLINES AND BEYOND PEACE EDUCATION (NARROW CONCEPT) AS FUNDAMENTALLY 'DISARMAMENT EDUCATION', INFORMATION ON THE NUCLEAR THREAT ETC. PEACE EDUCATION AS A SHORT TERM AND INFORMATION-GIVING EXERCISE

Abstract Ecosurveillance has proliferated in recent years, generating vast amounts of data on the natural environment. Ecosurveillance also has significant potential impacts on humans; therefore, researchers and policymakers need new conceptual tools to anticipate and mitigate any negative effects. Surveillance studies is an interdisciplinary field in the social sciences, providing a number of insights and practical lessons for predicting and managing the complex impacts (positive and negative, intended and unintended) of surveillance tools and practices. We draw on surveillance studies literature to propose two tools to guide designers and practitioners of ecosurveillance—a 'red flag checklist' to anticipate potential problems, and a 'considerations guide' to inform design decisions across a wide range of ecosurveillance systems. These tools will help ensure that the coming era of ecosurveillance is guided by responsible and ethical practices towards wildlife and humans alike, while also realizing the potential of these technologies for improving environmental outcomes. ; D.G.R. is supported by the European Union's Horizon 2020 research and innovation programme under Marie Skłodowska-Curie grant agreement no. 838237-OPTIMISE

Evidence-based management of fisheries means being continually open to new sources of scientific findings and data, but this is difficult when there is uncertainty or disagreement about their value and utility. We submit that this is the case for rapidly advancing animal tracking research, or biotelemetry. While biotelemetry science has been broadly accepted in fisheries and aquatic research communities, its incorporation into fisheries policy and management has been limited. To gain insight into this disjuncture, we conducted an exploratory study of perspectives on biotelemetry among government employees and nongovernmental stakeholders involved in co-managing salmon fisheries in Canada's Fraser River. Using a knowledge mobilization theoretical framework, we examine how respondents perceived biotelemetry research across three dimensions: its epistemic value (its capacity to generate useful and valid new knowledge), its practical value (relative to real-world considerations such as cost), and its degree of fit or discord with existing policy and management practices. We find a wide range of views between both groups, which may explain the hesitant uptake of biotelemetry into policy and management in this case. We conclude by advancing several research questions as a guide for future study of t

The inability of physiologists to effect change in fisheries management has been the source of frustration for many decades. Close collaboration between fisheries managers and researchers has afforded our interdisciplinary team an unusual opportunity to evaluate the emerging impact that physiology can have in providing relevant and credible scientific advice to assist in management decisions. We categorize the quality of scientific advice given to management into five levels based on the type of scientific activity and resulting advice (notions, observations, descriptions, predictions and prescriptions). We argue that, ideally, both managers and researchers have concomitant but separate responsibilities for increasing the level of scientific advice provided. The responsibility of managers involves clear communication of management objectives to researchers, including exact descriptions of knowledge needs and researchable problems. The role of the researcher is to provide scientific advice based on the current state of scientific information and the level of integration with management. The examples of scientific advice discussed herein relate to physiological research on the impact of high discharge and water temperature, pathogens, sex and fisheries interactions on in-river migration success of adult Fraser River sockeye salmon (Oncorhynchus nerka) and the increased understanding and quality of scientific advice that emerges. We submit that success in increasing the quality of scientific advice is a function of political motivation linked to funding, legal clarity in management objectives, collaborative structures in government and academia, personal relationships, access to interdisciplinary experts and scientific peer acceptance. The major challenges with advancing scientific advice include uncertainty in results, lack of integration with management needs and institutional caution in adopting new research. We hope that conservation physiologists can learn from our experiences of providing scientific advice to management to increase the potential for this growing field of research to have a positive influence on resource management.