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Local education key to successful conservation biology efforts Annual Meeting of the Society for Conservation Biology July 23, 2005 Below is a sampling of some of the education-related papers submitted for the conference. All descriptions are excepts from the official "Book of Abstracts" from the meeting. More abstracts. Kainer, Karen A.; SCHMINK, MARIANNE; Stepp, John Richard; Covert, Hannah; Bruna, Emilio M.; Dain, Jonathan L. Tropical Conservation and Development Program, Center for Latin American Studies, University of Florida, 319 Grinter Hall, Gainesville, FL 32611-5530, USA (KAK, MS, RJS, HC, EMB, JLD); School of Forest Resources and Conservation, University of Florida, 210 Newins-Ziegler Hall, Gainesville, FL 32611-0410, USA (KAK); Presenter's email: schmink((AT))latam.ufl.edu (MS); Department of Anthropology, University of Florida, 1112 Turlington Hall, Gainesville, FL 32611-7305, USA (JRS); Department of Wildlife Ecology and Conservation, University of Florida, 110 Newins-Ziegler Hall, Gainesville, FL 32611-0430, USA (EMB). This paper presents a framework for bridging the interface between graduate education in tropical conservation and development, broadening students' skills sets to learn outside their immediate disciplines and think in terms of linked socio-ecological systems, work in teams, negotiate among competing interests, communicate in non-academic formats, and reflect critically on their own perspectives and actions. The University of Florida 's Tropical Conservation and Development program has adopted a learning and action platform that blends theory, skills and praxis to create an intellectual, social, and professionally safe space where students, faculty and other participants can creatively address the multifaceted, complex challenges of tropical conservation and development. This non-degree granting program includes core courses that are team-taught by biophysical and social scientists and a range of alternative learning spaces. Student-led workshops, retreats, incorporation of visiting professionals, practitioner experiences, and a weekly student-led seminar encourage both students and faculty to enhance their skills and systematically and thoroughly reflect on program activities. Challenges include increased service demands on faculty, a redefinition of what constitutes appropriate and quality graduate student research to include effective and equitable collaboration with host country partners, and the tradeoffs and uncertainties inherent in more collaborative, interdisciplinary research THE "UNIVERSITY OF THE FOREST" IN BRAZILIAN AMAZONIA: SOCIAL COMMITMENT AND APPLIED RESEARCH. SILVEIRA, MARCOS. Post-graduate Program on Ecology and Management of Natural Resources and Nature Sciences Department, Federal University of Acre, B A SCHOOL IN A LIBRARY: MANAGING COMPLEXITY AND VALUING SCIENCES IN STRENGTHENING ENVIRONMENTAL EDUCATION IN GUNUNG HALIMUN NATIONAL PARK. PUSPITASARI, SHINTA. Peka Indonesia Foundation. Jl. Kecipir I Blok A No. 33, Perumahan IPB Alam Sinarsari, Cibeureum-Darmaga, BOGOR-West Java, Indonesia, shinta((AT))peka-indonesia.org. The greatest challenge in environmental education (EE) in protected areas in Indonesia is how to express complex environmental issues in an accessible way, while still demonstrating the importance of science in explaining, evaluating and, above all, solving those issues. All is not well at Gunung Halimun - one of Indonesia's most fragile National Parks. Illegal logging is jeopardising both the wildlife and local population. The most critical thing for us was to educate the next generation about the importance of conservation. However, managing the gap of what the young see and what they understand about environmental problems is vital. Science can fill this gap. The idea for a learning library came after extensive discussions with the local community: here science could be used to teach the children about their environment. The library is not just about books: it provides the focal point for our many approaches to environmental education, such as storytelling, nature observation, and slide shows. We also produce children's books and modules, based on the results of our long-term, biodiversity research in Halimun. Programs have been evaluated through monitoring and questionnaires. The children benefit greatly: they read enthusiastically, and their eagerness to protect the natural world is overwhelming TEACHING CONSERVATION BIOLOGY IN THE 21ST CENTURY. PEARL, MARY.Wildlife Trust, 460West 34th Street, New York, NY USA pearl((AT))wildlifetrust.org. The process of graduate education and professional training has remained static for decades in universities around the world. For a complex, applied, and rapidly evolving field such as conservation biology, this status quo is particularly inappropriate. The organization of knowledge into disciplinary divisions, the separation of technology and ethics, the Cartesian approach to problem solving - all actually contribute to the environmental crisis. It is unlikely that more of the same approach to graduate education will produce the major, worldwide changes needed to solve complex, multi-source problems in conservation and environmental sustainability. Fortunately, many imaginative approaches to graduate and mid-career training can be found at universities and research institutions around the world. We have the opportunity and obligation now to create a variety of approaches to teaching, based on transdisciplinary, systems-oriented, and practical case studies. The ease of instantaneous global communication and data sharing, as well as rapid travel, makes practicable for the first time to build cooperative graduate programs linking students and faculty at outstanding institutions throughout regions of high biodiversity. EachXIX Annual Meeting of the Society for Conservation Biology ABSTRACTS institution does not have to build expertise in a full set of disciplines, but can create a joint program of unparalleled depth and diversity for their students WHEN ENVIRONMENTAL EDUCATION MEETS SUSTAINABLE DEVELOPMENT. PADUA, SUZANA M. IPÊ Instituto de Pesquisas Ecológicas, SHIS QI 13 Conjunto 8 Casa 5 71535-080 Brasília, DF, Brazil. Environmental education emerged from the need for new values and more ethical behaviors that could contain the unsustainable modern way of life. With the majority of human beings living in urban centers, the link with the natural world has been at stake, and nature's value has decreased. In this complex scenario, environmental education, which at first was somewhat naïve, began to incorporate broader approaches that include sustainable development. In order to protect the rich, but increasingly threatened remnants of natural ecosystems, many educators have integrated sustainable alternatives into their programs, so people and nature can be equally contemplated. When this occurs, people who were often known to act against the natural environments now are allies to conservation. This is especially true among communities who rarely have opportunities to improve their livelihoods, for living in remote regions where natural areas still exist. Education together with sustainable development has become a powerful combination to empower people to protect nature and improve their quality of life. Brazilian examples developed by IPÊ - Instituto de Pesquisas Ecológicas (Institute for Ecological Research) will be presented to illustrate the effectiveness of this combination THE U.N. DECADE OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (2005-2014): WHAT ROLE FOR CONSERVATION EDUCATORS? NAIMAN, TOM. Wildlife Conservation Society, Bronx Zoo, 2300 Southern Blvd., Bronx, New York, 10460, USA, tnaiman((AT))wcs.org. In November, 2004, more than 100 educators from zoos, aquariums, botanical gardens, and nature centers in the U. S. met at the Bronx Zoo to determine how "living institutions" should respond to the U. N. Decade of Education for Sustainable Development. The participants discussed the similarities and differences between "conservation education" and "education for sustainable development" and created a list of priorities for educators at living institutions. The top priority, a training program for living institution educators, is already underway. This presentation will share the list of priorities developed at the Bronx Zoo conference and will encourage conservation educators in diverse international contexts to use the U. N. Decade as a means to build bridges and collaborative programs BUILDING CAPACITY IN PLANT CONSERVATION: MISSOURI BOTANICAL GARDEN'S TRAINING AND CONSERVATION PROGRAMS IN TROPICAL COUNTRIES. MONTIEL, OLGA MARTHA; Arango-Caro, Sandra; Milder, Gail. Center for Conservation and Sustainable Development, Missouri Botanical Garden, P.O. Box 299, St. Louis, MO, 63166, USA, OlgaMartha.Montiel((AT))mobot.org. Tropical countries contain the largest number of plant species, have the greatest potential for finding new species, and are the most at risk for loss of biodiversity. The Center for Conservation and Sustainable Development of the Missouri Botanical Garden is contributing actively to expanding capacity in the understanding of plants and their conservation in tropical countries through analysis of plant information, training of local botanists, conservationists, and other citizens, and development of community-based programs. Over the last two decades, the Garden and its Center for Conservation and Sustainable Development have trained some 400 students, professionals (botanists, conservationists, agronomists, foresters, doctors), park guards, and schoolchildren from tropical countries - especially from Bolivia, China, Ecuador, Madagascar, Peru, Tanzania, and Vietnam - in conservation and botany. The Center for Conservation and Sustainable Development is also working with rural, indigenous communities in Madagascar, Ecuador (Shuar and Awá), and Peru (Yanesha) to help them build their capacity to manage their richly diverse but severely threatened ecosystems and to understand and use native plant species for their own benefit. The Center for Conservation and Sustainable Development has staff and offices in seven countries, where it has formed partnerships with local communities and institutions to pursue this conservation work REDISCOVERING ATLANTIC FOREST - TEACHER TRAINING FOR CONSERVATION OF THE ATLANTIC FOREST AND GOLDEN LION TAMARIN IN BRAZIL. MATSUO, PATRICIA MIE; Boucinha, Vanessa; Toledo, Paulo; Di Beneditto, Ana Paula M. Associação Mico-Leão-Dourado, Caixa Postal 109.968, Casimiro de Abreu - RJ, 28.860-970, Brazil, (miematsuo((AT))yahoo.com) (PMM, VB, PT); Universidade Estadual Norte Fluminense. Laboratório de Ciências Ambientais. Pósgraduação em Ecologia e Recursos Naturais (PMM, APMDB) . The Golden Lion Tamarin Association (AMLD) coordinates a program to conserve a viable population of golden lion tamarin Leonthopithecus rosalia in their habitat - Atlantic Forest of Rio de Janeiro State. Community support is crucial for the success of efforts to conserve endangered species and ecosystems. AMLD provides long-term training for teachers in the municipality of Silva Jardim on Atlantic Forest conservation. The training has presentations by researchers that study in the area on flora, fauna, water, threats and conservation actions, and field activities in local forests. Each teacher plans his/her own project to integrate these concepts and community conservation actions into his/her curriculum. During subsequent workshops the teachers present the activities they carried out in their schools and the results they obtained. AMLD conducted ten two-days workshops with the same group of teachers. They planned and carried out 80 education projects at schools. The training program provided an opportunity for the teachers to identify and try new ideas and methodologies, to evaluate the results, and to share their experiences thus developing a mutual support system as activities progressed. The long-term teacher training has shown good results and is absolutely necessary to achieve sustained public support for Atlantic Forest conservation ENVIRONMENTAL EDUCATION IS NOT ENOUGH: SOCIAL PARTICIPATION IN THE INTERMUNICIPAL PROGRAM FOR THE INTEGRATED MANAGEMENT OF THE AYUQUILA RIVER, JALISCO, MEXICO. GARCÍA R., SALVADOR; Carrillo, Gabriela Pérez; Graf M., Sergio; Peláez, Enrique Jardel; Santana C., Eduardo; Rivera, Luis M. Martínez; Rodríguez, Alejandra. Instituto Manantlán de Ecología y Conservación de la Biodiversidad-DERN, Universidad de Guadalajara-CUCSUR, Ave. Independencia Naciona THE AMAZONIAN SCHOOL PROJECT: USING ENVIRONMENTAL EDUCATION TO RAISE AWARENESS AND CHANGE THE CURRENT STATE OF DEGRADATION IN THE BRAZILIAN AMAZON DOORWAY. FARIAS, RENATO. renato((AT))fundacaocristalino.org.br. The Brazilian Amazon Doorway, located in the north of Mato Gross State, suffered a hard blow in the mid 1970's: the arrival of native immigrants from southern Brazil and their inappropriate land use practices. Due to a lack of information, these practices did not consider the characteristics of the Amazonian ecosystems. As a result, during the last three decades the native forest has been destroyed through the use of activities that do not promote the regional sustainability and on the contrary, create a higher social inequality in the region. In this scenario, environmental education becomes one of the main strategies to tackle this situation of degradation. Through information, awareness and team work, it is necessary to encourage the creation of a new scenario that aims to bring socially responsible, economically feasible and environmentally appropriate sustainable development. To meet this need, the Escola da Amazônia uses field based workshops to involve students from public schools in the Municipalities of Alta Floresta and Novo Mundo. The workshops promote discussions about regional environment issues and encourages students to on their own, develop and propose possible solutions that take into consideration social, economic and environmental aspects. The main objective is to allow integration of development and environmental conservation EVALUATION OF AN ENVIRONMENTAL EDUCATION PROGRAM FOR THE ANDEAN BEAR IN THE CAYAMBE COCA ECOLOGICAL RESERVE, ECUADOR. ESPINOSA, SANTIAGO; Jacobson, Susan K. Department of Wildlife Ecology and Conservation, University of Florida, PO Box 110430, Gainesville, FL 32611-0430, USA, santiea((AT))ufl.edu Department of Wildlife Ecology and Conservation, University of Florida, PO Box 110430, Gainesville, FL 32611-0430, USA. This study evaluates the impact of an environmental education program (EEP) to protect the Andean bear (Tremarctos ornatus) in Ecuador's Cayambe-Coca Ecological Reserve. To help conserve this species, the Andean Bear Conservation Project's EEP was implemented in 1997 in one reserve community. The EEP's objective was to stimulate local support toward conservation ofXIX Annual Meeting of the Society for Conservation Biology ABSTRACTS the Andean bear and its habitat. We analyzed program success based on changes in levels of environmental knowledge, attitudes and behavioral intentions toward bear protection, before and after its implementation, using survey and focus group methods. Evaluation results reveal that positive attitudes toward bear protection, and behavioral intentions based on conflictive situations with bears were positively associated with participants' knowledge and education levels. Positive attitudes toward bear presence in the community were negatively associated with respondents' past experiences with livestock predation. To increase program success recommendations include creating more continuity in project activities; reaching more sectors of the population; improving communication strategies for informing the public about project activities and results; and planning future evaluations and monitoring of the EEP. Our study also suggests the importance of coordinating educational activities with development projects that shift dependence on cattle to other livelihoods and thereby reduce conflicts with bears LONG-TERM EVALUATION OF THE GOLDEN LION TAMARIN EDUCATION PROJECT. ENGELS, CHRISTINE A.; Jacobson, Susan K. Center for Biodiversity Conservation, American Museum of Natural History, Central Park West at 79th Street, New York, NY 10024, USA, cengels((AT))amnh.org. Department of Wildlife Ecology and Conservation, Program for Studies in Tropical Conservation, P. O. Box 110430, University of Florida, Gainesville, FL 32611-0430, USA. In their mission to sustain a genetically viable population of golden lion tamarins (Leontopithecus rosalia) in the coastal forest of Rio de Janeiro, the Golden Lion Tamarin Association has been using environmental education as a strategy to increase public support for the protection of this endangered primate and its habitat. This study compared results of an evaluative survey conducted i with baseline data from 1986 to: (1) assess changes in public support and knowledge over time, (2) identify strong and weak project features, and (3) suggest modifications. Focus groups also were conducted to provide an in-depth, descriptive context for the study results. Comparative analysis of the sample of 666 surveys revealed an increase in positive support regarding the tamarin and the environment, as well as an increase in the general knowledge about the environment. However, gaps in knowledge about the biology and the conservation status of the tamarin also emerged. Logistical regressions were used to identify socio-demographic groups less knowledgeable about the tamarins to suggest new target audiences, such as women, to involve in the project. The Association is using the results of this study to improve the impact of environmental education activities in the region INTEGRATING RESEARCH, EDUCATION AND OUTREACH: BUILDING PARTNERSHIPS BETWEEN UNIVERSITY SCIENTISTS, GOVERNMENT AND PRIVATE LAND MANAGEMENT AGENCIES. WAITS, LISETTE P.; Brunsfeld, Steve; Anderson, Cort. Center for Research on Invasive Species and Small Populations, Department of Fish and Wildlife (LPW, CA) and Department of Forest Resources (SB), University of Idaho, Moscow ID 83844-1136, USA. lwaits((AT))uidaho.edu. We recently established the Center for Research on Invasive Species and Small Populations (CRISSP) with the goal of using interdisciplinary scientific research to identify appropriate management actions for addressing the biological and economic challenges of invasive species and small and declining populations. CRISSP has assembled a team of 20 participating faculty from diverse disciplines in biological sciences, and social sciences and an advisory board of regional land managers. The mission of CRISSP is to integrate research, education and outreach efforts by being a nexus for the development of innovative research, graduate and undergraduate education and training programs, and collaboration with regional government and private land management efforts. This presentation will overview the organizational structure of our Center and current research, education and outreach efforts. We will describe newly developed collaborative efforts in invasive species management with The Nature Conservancy and the Idaho Governor's Council on Invasive Species. We will also discuss new partnerships for statewide wildlife conservation planning with Idaho Fish and Game and the Idaho Governor's Office for Species Conservation ENVIRONMENTAL EDUCATION CAMPAIGNS AS A KEY FOR CONSERVATION BIOLOGY IN PRACTICE. VALDES, LOURDES MUGICA; Martín, Acosta Cruz; Reyes, Ariam Jiménez; Suárez, Antonio Rodríguez; Ponce de León, José; Avila, Dennis Denis; Tió, Efren García; Atá, Rolando Rodriguez. Facultad de Biología, Universidad de la Habana (LMV, MAC,ABSTRACTS Universidade de Brasília, Brazil, July 2005 AJR, ARS, JPL, DDA); Federación Cubana de Caza Deportiva, Cuba (EGT, RRA). An environmental education campaign was developed in rural communities associated with rice paddies and natural costal wetlands. Components of the program involved: 4 workshops with educators and community leaders to launch the book "The Wondrous West Indian Wetlands," contests in different artistic mediums related to the protection of wetlands, a photographic exhibition on wetlands and slideshows for different sectors of the population. A community festival, was organized as well, it included activities with children and the special cancellation of a stamp. Site Support Groups, "Wetland Friends", were established, which will help continue the work of the project in the future. Additionally, a guidebook to the birds of the Cuban wetlands was written and many materials were donated to the libraries and schools in both localities. Approximately 8,000 people participated directly in one or more activities According to the questionnaires, the participation in the different activities, and the diverse local initiatives, the objectives of the project had been fulfilled: elevating the knowledge about wetlands and the need for their protection. A movement has begun in both municipalities to continue this work, for which the leaders of the project continue offering help in the future on an advisory level INTEGRATED TRAINING IN CONSERVATION: FROM THE UNIVERSITY TO APPLIED MANAGEMENT AND RESEARCH IN LAO PDR AND MYANMAR. RAO, MADHU; Johnson, Arlyne. Wildlife Conservation Society- International Programs, 185th Street and Southern Blvd., Bronx, New York, NY 10460, U.S.A. High levels of biodiversity have earned recognition for the region covered by Laos and Myanmar as a conservation hotspot. However, underlying critical threats to the persistence of biodiversity is the lack of capacity to implement conservation. Specifically, lack of access to educational and training resources is a significant obstacle to building capacity for biodiversity conservation. The Wildlife Conservation Society in partnership with the Center for Biodiversity Conservation, American Museum of Natural HistoryABSTRACTS Universidade de Brasília, Brazil, July 2005 is implementing an initiative known as the Network of Conservation Educators and Practitioners (NCEP). NCEP is an international initiative to design, create, and foster the implementation of a comprehensive set of teaching and learning materials in support of biodiversity conservation. The primary goals of the program are to enhance the ability of university faculty to train students in the principles and methods of biodiversity conservation. In addition, working directly with students, faculty and conservation professionals on research projects at key WCS sites, the program aims to raise capacity in applied conservation research and management. Project implementation has highlighted issues of scope and scale that are critical for greater effectiveness of training activities and the concomitant need for greater investment of financial and technical resources TEN YEARS OF CONSERVATION BIOLOGY TRAINING IN BRAZIL: A PARTNERSHIP, IPÊ, SMITHSONIAN INSTITUTION AT THE BRAZILIAN CENTER FOR CONSERVATION BIOLOGY. PARANAGUA, PATRICIA; Rudi, Rudran. IPÊ Instituto de Pesquisas Ecológicas, C. Postal 47, 12960-000 Nazaré Paulista, SP, Brazil, paranagua((AT))ipe.org.br. Capacity building is essential for conservation initiatives to occur in tropical countries. Since 1995, IPÊ - Instituto de Pesquisas Ecológicas (Institute for Ecological Research), a Brazilian NGO, and the Smithsonian Institution have been offering an annual course in Conservation Biology for Latin American professionals and graduate students. Applicants always exceed the number of openings and the selection is based on several criteria, especially in their possibility of putting the content into practice. Formal evaluations and informal comments have documented the scarcity of training programs in conservation and results suggest the following: (1) conservationists from Latin American most countries need training opportunities, though most lack the resources to pay for their attendance; (2) students are not sufficiently skilled in conservation practices in conventional university programs; (3) interdisciplinary training is recognized as essential, as offered in the IPÊ/Smithsonian course; and (4) training opportunities are critical to enrich the academic learning, which is important because 48% of the students come from academia. The main lessons learned include: (1) Latin American students need training in this field; (2) the integration of practical with theoretical learning, as offered in the course, complements academia; and (3) content should always be assessed and up-dated to attend current demands Society for Conservation Biology - Brasilia 2005 News index | RSS | News Feed Advertisements: Organic Apparel from Patagonia | Insect-repelling clothing |
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