Activities
Wildlife Trusts are local organisations of differing size, history and origins, and can vary greatly in their constitution, activities and membership. However, all wildlife trusts share a common interest in wildlife and biodiversity, rooted in a practical tradition of land management and conservation. Almost all county Wildlife Trusts are significant landowners, with many nature reserves. Collectively they are the third largest voluntary sector landowners in the UK. They often have extensive educational activities, and programmes of public events and education. The Wildlife Trusts centrally and locally also lobby for better protection of the UK's natural heritage, by becoming involved in planning matters and by national campaigning through the Royal Society of Wildlife Trusts. The trusts rely heavily upon volunteer labour for many of their activities, but nevertheless employ significant numbers of staff in countryside management and education. Thanks to their work promoting the personal and social development of young people, The Wildlife Trusts is a member of The National Council for Voluntary Youth Services (NCVYS).
The Wildlife Trusts offer a Biodiversity Benchmark scheme through which companies can be assessed and recognised for their contribution to biodiversity. The assessment covers the organisation's performance under the headings of "Commitment, Planning, Implementation, and Monitoring and Review".
Read more about this topic: The Wildlife Trusts
Famous quotes containing the word activities:
“No culture on earth outside of mid-century suburban America has ever deployed one woman per child without simultaneously assigning her such major productive activities as weaving, farming, gathering, temple maintenance, and tent-building. The reason is that full-time, one-on-one child-raising is not good for women or children.”
—Barbara Ehrenreich (b. 1941)
“There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.”
—John Dewey (1859–1952)
“When mundane, lowly activities are at stake, too much insight is detrimental—far-sightedness errs in immediate concerns.”
—Franz Grillparzer (1791–1872)