Home  About us  Contact
 

Conservation Education (conservation + education)

Distribution by Scientific Domains
Life Sciences100%

Terms modified by Conservation Education

  • conservation education program
    		•

    Selected Abstracts

    The Conundrum of Conservation Education and the Conservation Mission

    CONSERVATION BIOLOGY, Issue 5 2006
    Ian Bride
    No abstract is available for this article. [source]

    Conservation Education and primates: twenty-first century challenges and opportunities

    AMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010
    Hogan M. Sherrow
    Abstract Conservation Education has gone through a transformation since it was originally introduced. Numerous primatologists, working in all regions of the world where primates are endemic, have been extremely proactive in the application of Conservation Education (CE) and CE principles in their work. Here, I discuss the ongoing threats to primate populations around the world. Finally, I introduce a framework that can guide primatologists, as we move forward and face the challenges of the twenty-first century. Am. J. Primatol. 72:420,424, 2010. © 2009 Wiley-Liss, Inc. [source]

    Conservation education in Madagascar: three case studies in the biologically diverse island-continent,

    AMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010
    Francine L. Dolins
    Abstract Few Malagasy children and adults are aware of the rare and unique fauna and flora indigenous to their island-continent, including flagship lemur species. Even the Malagasy ancestral proverbs never mentioned lemurs, but these same proverbs talked about the now extinct hippopotamus. Madagascar's geography, history, and economic constraints contribute to severe biodiversity loss. Deforestation on Madagascar is reported to be over 100,000 ha/year, with only 10,15% of the island retaining natural forest [Green & Sussman, 1990]. Educating children, teacher-training, and community projects about environmental and conservation efforts to protect the remaining natural habitats of endangered lemur species provide a basis for long-term changes in attitudes and practices. Case studies of three conservation education projects located in different geographical regions of Madagascar, Centre ValBio, Madagacar Wildlife Conservation Alaotra Comic Book Project, and The Ako Book Project, are presented together with their ongoing stages of development, assessment, and outcomes. We argue that while nongovernmental organizational efforts are and will be very important, the Ministry of Education urgently needs to incorporate biodiversity education in the curriculum at all levels, from primary school to university. Am. J. Primatol. 72:391,406, 2010. © 2009 Wiley-Liss, Inc. [source]

    The Contribution of Long-Term Research at Gombe National Park to Chimpanzee Conservation

    CONSERVATION BIOLOGY, Issue 3 2007
    ANNE E. PUSEY
    chimpancé; conservación de simios mayores; Parque Nacional Gombe; Tanzania Abstract:,Long-term research projects can provide important conservation benefits, not only through research specifically focused on conservation problems, but also from various incidental benefits, such as increased intensity of monitoring and building support for the protection of an area. At Gombe National Park, Tanzania, long-term research has provided at least four distinct benefits to wildlife conservation. (1) Jane Goodall's groundbreaking discoveries of chimpanzee (Pan troglodytes) tool use, hunting, and complex social relationships in what was then a game reserve drew attention to the area and created support for upgrading Gombe to national park status in 1968. (2) The highly publicized findings have earned Gombe and Tanzania the attention of a worldwide public that includes tourists and donors that provide financial support for Gombe, other parks in Tanzania, and chimpanzee conservation in general. (3) Crucial information on social structure and habitat use has been gathered that is essential for effective conservation of chimpanzees at Gombe and elsewhere. (4) A clear picture of Gombe's chimpanzee population over the past 40 years has been determined, and this has helped identify the greatest threats to the viability of this population, namely disease and habita loss outside the park. These threats are severe and because of the small size of the population it is extremely vulnerable. Research at Gombe has led to the establishment of conservation education and development projects around Gombe, which are needed to build local support for the park and its chimpanzees, but saving these famous chimpanzees will take a larger integrated effort on the part of park managers, researchers, and the local community with financial help from international donors. Resumen:,Los proyectos de investigación de largo plazo pueden proporcionar beneficios importantes a la conservación, no solo a través de investigación enfocada específicamente a problemas de conservación, sino también a través de varios beneficios incidentales, como una mayor intensidad de monitoreo y construcción de soporte para la protección de un área. En el Parque Nacional Gombe, Tanzania, la investigación a largo plazo ha proporcionado por lo menos cuatro beneficios a la conservación de vida silvestre. (1) Los descubrimientos innovadores de Jane Goodall sobre el uso de herramientas, la cacería y las complejas relaciones sociales de chimpancés en lo que entonces era una reserva de caza atrajeron la atención al área y crearon el soporte para cambiar a Gombe a estatus de parque nacional en 1968. (2) Los hallazgos muy publicitados han ganado para Gombe y Tanzania la atención del público en todo el mundo incluyendo turistas y donadores que proporcionan soporte financiero a Gombe, otros parques en Tanzania y a la conservación de chimpancés en general. (3) Se ha reunido información crucial sobre la estructura social y el uso del hábitat que ha sido esencial para la conservación efectiva de chimpancés en Gombe y otros sitios. (4) Se ha determinado un panorama claro de la población de chimpancés en Gombe durante los últimos 40 años, y esto a ayudado a identificar las mayores amenazas a la viabilidad de esta población, a saber enfermedades y pérdida de hábitat fuera del parque. Estas amenazas son severas y la población es extremadamente vulnerable por su tamaño pequeño. La investigación en Gombe ha llevado al establecimiento de proyectos de desarrollo y de educación para la conservación en los alrededores del parque, lo cual es necesario para encontrar soporte local para el parque y sus chimpancés, pero el rescate de estos famosos chimpancés requerirá de un esfuerzo más integrado de parte de los manejadores del parque, investigadores y la comunidad local con la ayuda financiera de donadores internacionales. [source]

    Evaluating the Conservation Mission of Zoos, Aquariums, Botanical Gardens, and Natural History Museums

    CONSERVATION BIOLOGY, Issue 1 2004
    BRIAN MILLER
    Many of these institutions emphasize a mission of conservation, and, undeniably, they do contribute directly to conservation education and conservation science. They present an exceptional opportunity for many urban residents to see the wonders of life, and they can contribute to education and habitat preservation. Because many collection-based institutions now hold a stated mission of conservation, we suggest eight potential questions to evaluate actions toward that mission: (1) Does conservation thought define policy decisions? (2) Is there sufficient organizational funding for conservation activities? (3) Is there a functional conservation department? (4) Does the institution advocate for conservation? (5) Do conservation education programs effectively target children and adults? (6) Does the institution contribute directly to habitat protection locally and internationally? (7) Do exhibits explain and promote conservation efforts? and (8) Do internal policies and activities protect the environment? These questions are offered as a place to begin discussion. We hope they will help employees and administrators of a collection-based institution (and citizens of the surrounding community) think about and support their institution's conservation activities. Public support and praise for institutions that are striving toward solutions for conservation problems and pressure on organizations that are moving more slowly toward a conservation orientation can help shift more resources toward saving nature. Resumen:,Las instituciones basadas en colecciones (zoológicos, acuarios, museos y jardines botánicos) exhiben vida silvestre. Por lo tanto, tienen una conexión especial con la naturaleza. Muchas de estas instituciones destacan una misión de conservación y, sin duda contribuyen directamente a la educación y la ciencia de la conservación. Brindan una oportunidad excepcional para que muchos residentes urbanos vean las maravillas de la vida, y pueden contribuir a la educación y a la preservación del hábitat. Debido a que en la actualidad muchas de las instituciones basadas en colecciones tienen una misión de conservación manifiesta, sugerimos ocho preguntas potenciales para evaluar las acciones hacia el cumplimiento de esa misión: (1) ¿Las consideraciones sobre la conservación definen las decisiones sobre políticas? (2) ¿Hay suficiente financiamiento organizacional para las actividades de conservación? (3) ¿Hay un departamento de conservación que funcione? (4) ¿La institución aboga por la conservación? (5) ¿Los programas de educación en conservación se enfocan eficientemente sobre niños y adultos? (6) ¿La institución contribuye directamente a la conservación del hábitat a nivel local e internacional? (7) ¿Las exhibiciones explican y promueven los esfuerzos de conservación? y (8) ¿Las políticas y actividades internas protegen el ambiente? Estas preguntas se ofrecen como un marco para iniciar la discusión. Esperamos que ayuden a los empleados y administradores de una institución basada en colecciones (y a los ciudadanos de la comunidad en la que se encuentra) a reflexionar sobre las actividades de conservación de su institución y lograr que las apoyen. El apoyo y el reconocimiento público de aquellas instituciones que pugnan por soluciones para los problemas de conservación y la presión sobre aquellas organizaciones que se están moviendo más lentamente hacia una orientación de conservación pueden ayudar a destinar más recursos para salvaguardar la naturaleza. [source]

    Participatory land-use planning and conservation in northern Tanzania rangelands

    AFRICAN JOURNAL OF ECOLOGY, Issue 2009
    Abiud L. Kaswamila
    Abstract In developing countries, participatory land-use planning is seen as a panacea to mitigate land-use conflicts and enhance land productivity. This assumption has not been thoroughly tested in wildlife corridors. Three villages were selected for this study. Several methods were used to provide indication of the performance of the plans against their stated objectives of mitigating conflicts and conserving wildlife corridors. Three hundred and fifty-eight households and eight park and extension workers were interviewed. In addition, focus group discussion with the nomadic Barabeig, field assessment and review of land-use plan/general management plan reports were carried out. Results reveal that land-use plans failed to achieve their set objectives. For example, 75% of the households held this view. Major causes of failure were insufficient participation by stakeholders in the planning process, lack of robust, transparent and accountable implementation strategies, inadequacy of qualified staff and lack of ,holistic approach' to the planning process. Taking these findings into account, an improved buffer zone land-use planning framework is suggested. For the framework to enhance both conservation and development and to enable policies and legislation, equitable benefit sharing and conservation education, initiation of compensation schemes for depredation caused by wild animals and intensification of patrols are required. [source]

    Putting the community back in community ecology and education: the role of field schools and private reserves in the ethical training of primatologists

    AMERICAN JOURNAL OF PRIMATOLOGY, Issue 9 2010
    P.A. Garber
    Abstract In 1993 and 1999, with the assistance of a Nicaraguan family, we founded La Suerte Biological Research Station in northeastern Costa Rica and Ometepe Biological Research Station in southern Nicaragua as a privately owned conservation-oriented business. Our goal was to develop a program of sustainable community ecology focused on education, research, and the conservation of primates and tropical forests. In order to accomplish this we developed field courses in which undergraduate and graduate students conduct scientific research, experience local cultures, and learn about conservation. Over 120 of these students have received doctoral degrees or are currently in graduate programs. Four doctoral dissertations, several MA theses, and some 20 scientific articles have been published based on research conducted at our field stations. In order to achieve our long-term goals of preserving the environment, we also needed to engage directly with local communities to address their needs and concerns. To this end, we developed a series of community-based initiatives related to health care, bilingual education, and conservation education using traditional and on-line teaching tools. In this article, we describe our efforts in Costa Rica and Nicaragua teaching conservation-oriented field courses and working with the local human communities. Building upon these experiences, we outline a set of ethical considerations and responsibilities for private reserves, conservation-oriented businesses, NGOs, and conservancies that help integrate members of the local community as stakeholders in conservation. Am. J. Primatol. 72:785,793, 2010. © 2010 Wiley-Liss, Inc. [source]

    Introduction to this special issue of the American Journal of Primatology on conservation education

    AMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010
    Paul A. Garber Executive Editor
    No abstract is available for this article. [source]

    Evaluating for long-term impact of an environmental education program at the Kalinzu Forest Reserve, Uganda

    AMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010
    C.W. Kuhar
    Abstract Although the importance of evaluating the effectiveness of conservation education programs cannot be underestimated, few evaluations of these programs and their resulting impact on the environment have been conducted. A partnership between scientists, educators, and local administrators on an evaluation program has been developed to evaluate a model of education program evaluation that includes short- and long-term evaluation of (1) knowledge and attitude change, (2) behavior change, and (3) positive biological impact. Previous work has shown short-term knowledge retention from this education program. In the current study follow-up evaluations were collected from students at 14 schools outside the Kalinzu Forest Reserve, Uganda. By comparing performance 30 days, 1 year and 2 years after the initial program we demonstrate that knowledge gain from this program is not transient. However, although knowledge is a prerequisite for appropriate conservation actions it does not guarantee appropriate behaviors will be performed. Anecdotal evidence of behavior change and positive biological impact is discussed within the context of the challenges with changing behavior and evaluating the true biological impacts of those behaviors. Ultimately, conservation professionals will need to partner with educators and social scientists to effectively measure the impact of conservation education and human-based conservation programs on primate populations and their habitat. Am. J. Primatol. 72:407,413, 2010. © 2009 Wiley-Liss, Inc. [source]

    Effective primate conservation education: gaps and opportunities

    AMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010
    Susan K. Jacobson
    Abstract Conservation education goals generally include influencing people's conservation awareness, attitudes, and behaviors. Effective programs can help foster sustainable behavior, improve public support for conservation, reduce vandalism and poaching in protected areas, improve compliance with conservation regulations, increase recreation carrying capacities, and influence policies and decisions that affect the environment. Primate conservation problems cut across many disciplines, and primate conservation education must likewise address crossdisciplinary issues. Conservation educators must incorporate both theoretical and practical knowledge and skills to develop effective programs, and the skill set must stretch beyond pedagogy. Expertize needed comes from the areas of planning, collaboration, psychology, entertainment, and evaluation. Integration of these elements can lead to greater program success. Am. J. Primatol. 72:414,419, 2010. © 2009 Wiley-Liss, Inc. [source]

    Use of film for community conservation education in primate habitat countries

    AMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010
    Juliet H. Wright
    Abstract Wildlife films have become an integral part of broadcast schedules in developed countries. As charismatic mammals, primates are frequently the focus of the wildlife filmmaker's attention. Yet the people watching these films tend to be situated on different continents from the species concerned. Communities in primate habitat countries are unlikely to ever have the opportunity to gain such an insight into the species with which they share their environment and the threats these species face. Over recent years, an increasing number of filmmakers are realizing the importance of reaching local audiences through film for conservation purposes. Published research on the impact films can have on eliciting conservation action in developed or developing countries is minimal. The perceived power of wildlife films to change attitudes and behaviors is largely based on anecdotal evidence. This commentary highlights the on-going debate regarding the conservation impact of wildlife films, discusses the work of various NGOs that are using films for conservation purposes in habitat countries and makes recommendations with regards to the film type and situational context necessary to promote positive conservation behavior in communities. Bespoke conservation films convey a specific message to a specific audience at a particular point in time. If produced by trained local conservation educators, these films are likely to have the biggest impact. Films must be shown as a part of a conservation education program that incorporates other education materials and group discussion so that the desired conservation message can be clearly defined and reinforced. Audiences should not be made to feel disillusioned, depressed or vilified by the content of wildlife films. Rather films should increase support for conservation and empower people to act. Once enthusiasm for specific conservation actions has been created, practical assistance and follow-up support is necessary to ensure ideas are implemented. Am. J. Primatol. 72:462,466, 2010. © 2009 Wiley-Liss, Inc. [source]