Education programs designed to reduce conflicts between American black bears (Ursus americanus) and humans are often implemented by diverse groups of wildlife practitioners who may devote significant resources to these programs, yet little has been done to characterize the content, structure, and effectiveness of these programs. We review 6 education programs in North America. We build on a common performance indicator used in 5 of 6 programs—a reduction in the number of bear–related complaints to wildlife authorities—and suggest that practitioners incorporate other explanatory variables such as human dimensions, weather, natural food, or number of bears harvested. Some of these explanatory variables draw on potentially existing databases; others require new databases. If education programs are to remain an integral part of bear conservation and management, evaluation is essential to understand the ability of such programs to reduce conflict and encourage coexistence between people and bears.
You have requested a machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Neither BioOne nor the owners and publishers of the content make, and they explicitly disclaim, any express or implied representations or warranties of any kind, including, without limitation, representations and warranties as to the functionality of the translation feature or the accuracy or completeness of the translations.
Translations are not retained in our system. Your use of this feature and the translations is subject to all use restrictions contained in the Terms and Conditions of Use of the BioOne website.
Vol. 17 • No. 1