Difference between revisions of "2017 Knowledge Assessment"
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=='''2017 Knowledge Assessment'''== | =='''2017 Knowledge Assessment'''== | ||
| − | + | Knowledge assessments are a standard tool in adaptive management, with two purposes: | |
| − | * | + | (1) They assess the state of knowledge concerning: |
| − | * | + | *Status and trend for resources central to an adaptive management program |
| − | * | + | *The factors (aka ‘drivers’) that shape resource status and trends |
| − | + | *The ways in which past, current, and planned future management actions affect these drivers or directly affect resource status. | |
| − | + | (2) They identify areas of uncertainty in this knowledge that the adaptive management team may want to | |
| − | + | address through additional investigations, including but not limited to field monitoring or research. | |
| − | + | The present (FY 2017) knowledge assessment is timed to coincide with and inform the Annual Reporting | |
| − | + | process and development of the next GCDAMP Triennial Work Plan for FY 2018-2020. This knowledge | |
| − | + | assessment is testing a methodology for better organizing, displaying, and communicating its findings, | |
| − | + | potentially to carry forward to guide future knowledge assessments as well. [https://www.usbr.gov/uc/rm/amp/amwg/mtgs/17feb15/Knowledge%20Assessment.pdf] | |
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Revision as of 13:20, 5 April 2017
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2017 Knowledge AssessmentKnowledge assessments are a standard tool in adaptive management, with two purposes: (1) They assess the state of knowledge concerning:
(2) They identify areas of uncertainty in this knowledge that the adaptive management team may want to address through additional investigations, including but not limited to field monitoring or research. The present (FY 2017) knowledge assessment is timed to coincide with and inform the Annual Reporting process and development of the next GCDAMP Triennial Work Plan for FY 2018-2020. This knowledge assessment is testing a methodology for better organizing, displaying, and communicating its findings, potentially to carry forward to guide future knowledge assessments as well. [1] |
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