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Context: A disconnect has been identified at the interface between landscape science and practice. More commonly, it is assumed that better or more targeted science would lead to better practice. Others argue that such a view is partial, and propose an understanding that foregrounds how social and political factors shape the science-practice interface. Objectives: In this study we explore how (the combination of) different conceptualisations, novel governance architectures, and political-economic conditions shape the science-practice interface between landscape ecology and practice, using connectivity conservation and enhancement initiatives in England as a case study. Methods: We conducted interviews (n = 36) with practitioners involved in connectivity-related projects (predominantly Nature Improvement Areas and Green Infrastructure initiatives). We transcribed and analysed the interviews using standard methods of qualitative analysis. We also conducted a desk study of green infrastructure strategies (n = 58 documents). Results: Enhancing or maintaining connectivity is perceived positively by conservation and planning practitioners in England. Considering both planning and ecological contexts, quantitative assessments are rare on the ground. Conceptual ambiguity, lack of resources (time, personnel, software and hardware), novel governance architectures, and changing economic and political conditions are implicated. Conclusions: We find that the co-articulation of conceptual ambiguity and resource issues with novel forms of governance in changing economies is diminishing opportunities and creating challenges for (ecological) connectivity conservation. This is particularly true in relation to large scale operationalisation that requires multi-scale and multi-partner coordination. [ABSTRACT FROM AUTHOR]

Abstract: The assessment of the potential landscape impacts of the latest Common Agricultural Policy reforms constitutes a challenge for policy makers and it requires the development of models that can reliably project the likely spatial distribution of land uses. The aim of this study is to investigate the impact of 2003 CAP reforms to land uses and rural landscapes across England. For this purpose we modified an existing economic model of agriculture, the Land-Use Allocation Model (LUAM) to provide outputs at a scale appropriate for informing a semi-quantitative landscape assessment at the level of ‘Joint Character Areas’ (JCAs). Overall a decline in the cereal and oilseed production area is projected but intensive arable production will persist in specific locations (East of England, East Midlands and South East), having ongoing negative effects on the character of many JCAs. The impacts of de-coupling will be far more profound on the livestock sector; extensification of production will occur in traditional mixed farming regions (e.g. the South West), a partial displacement of cattle by sheep in the upland regions and an increase in the sheep numbers is expected in the lowlands (South East, Eastern and East Midlands). This extensification process will affect positively those JCAs of mixed farming conditions, but it will have negative impacts on the JCAs of historically low intensity farming (e.g. the uplands of north-west) because they will suffer from under-management and land idling. Our analysis shows that the territorialisation between intensively and extensively agricultural landscapes will continue. [Copyright &y& Elsevier]

• Children's declining contact with nature can be mitigated by school trips. • One factor limiting access is distance between schools and green spaces. • However, the majority of schools have access to nearby green spaces. • Access is also limited by social and cultural factors. • There is a need for multifaceted solutions to improve children's access to nature. Regular access to natural environments has been shown to have beneficial effects on children's health, development and academic attainment. This study assesses the current capacity for English primary schools to provide access to nature, and the opportunities and challenges of doing so. Using a mixed-methods approach combining questionnaires delivered at schools across England, semi-structured interviews with school staff, and GIS and cloud-based distance analysis between schools and nearby green spaces we found that children's access to nature through trips to off-site locations is limited by several factors, including the cost of transport. Even when schools are within walking distance to green spaces or had access to such spaces on the school site, factors such as the pressure of delivering the National Curriculum and teachers' lack of engagement with outdoor learning may limit opportunities to access nature. These findings suggest that urban planning initiatives to create more urban green spaces should be accompanied by measures to reduce the non-spatial limitations to access. [ABSTRACT FROM AUTHOR]