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Conservation Education Programs (conservation + education_program)
Selected AbstractsEvaluation of the Wonders in Nature,Wonders in Neighborhoods conservation education program: Stakeholders gone wild!NEW DIRECTIONS FOR EVALUATION, Issue 108 2005Cindy Somers This chapter reviews the development of an evaluation system by focusing on the varied and intensive roles that stakeholders played throughout the creation of an entire evaluation process. [source] Use of film for community conservation education in primate habitat countriesAMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010Juliet 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] Evaluating the Conservation Mission of Zoos, Aquariums, Botanical Gardens, and Natural History MuseumsCONSERVATION BIOLOGY, Issue 1 2004BRIAN 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] Hearing Conservation Education Programs for Children: A ReviewJOURNAL OF SCHOOL HEALTH, Issue 2 2002Robert L. Folmer ABSTRACT: Prevalence of noise-induced hearing loss (NIHL) among children is increasing. Experts have recommended implementation of hearing conservation education programs in schools. Despite these recommendations made over the past three decades, basic hearing conservation information that could prevent countless cases of NIHL remains absent from most school curricula. This paper reviews existing hearing conservation education programs and materials designed for children or that could be adapted for classroom use. This information will be useful as a resource for educators and school administrators and should encourage further development, implementation, and dissemination of hearing conservation curricula. The overall, and admittedly ambitious, goal of this review is to facilitate implementation of hearing conservation curricula into all US schools on a continuing basis. Ultimately, implementation of such programs should reduce the prevalence of noise-induced hearing loss among children and adults. (J Sch Health 2002;72(2):51-57) [source] Developing an effective community conservation program for cotton-top tamarins (Saguinus oedipus) in ColombiaAMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010A. Savage Abstract Developing effective conservation programs that positively impact the survival of a species while considering the needs of local communities is challenging. Here we present an overview of the conservation program developed by Proyecto Tití to integrate local communities in the conservation of Colombia's critically endangered primate, the cotton-top tamarin (Saguinus oedipus). Our comprehensive assessment of the threats effecting the long-term survival of the cotton-top tamarin allowed us to establish the primary components of our program. Proyecto Tití has three areas of emphasis: (1) scientific studies detailing the biology and long-term survival of the cotton-top tamarin, (2) conservation education programs to increase public awareness and conservation knowledge, and (3) community empowerment programs that demonstrate a valuable economic incentive to protecting wildlife and forested areas in Colombia. This integrated approach to conservation that involves local communities in activities that benefit individuals, as well as wildlife, has proven to be remarkably effective in protecting cotton-top tamarins and their forested habitat. Our bindes program, which uses small cook stoves made from clay, has demonstrated a marked reduction in the number of trees that have been harvested for firewood. Developing environmental entrepreneurs, who create products made from recycled plastic for sale in national and international markets, has had a significant impact in reducing the amount of plastic that has been littering the environment and threatening the health of wildlife, while creating a stable economic income for rural communities. Proyecto Tití has provided economic alternatives to local communities that have dramatically reduced the illegal capture of cotton-top tamarins and forest destruction in the region that has positively impacted the long-term survival of this critically endangered primate. Am. J. Primatol. 72:379,390, 2010. © 2009 Wiley-Liss, Inc. [source] Evaluating for long-term impact of an environmental education program at the Kalinzu Forest Reserve, UgandaAMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010C.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] Summary of recommendations for primate conservation education programsAMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010Janette Wallis First page of article [source] Discovering the unexpected: lessons learned from evaluating conservation education programs in AfricaAMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010T.L. Bettinger First page of article [source] Primate conservation: integrating communities through environmental education programsAMERICAN JOURNAL OF PRIMATOLOGY, Issue 5 2010Suzana M. Padua Abstract Environmental education has evolved over the years to respond to the varied complexities found in the different localities where it is practiced. In many parts of the world where biodiversity is rich, social conditions are poor, so educators have included sustainable development alternatives to better the environment and the livelihoods of local communities. Primate conservation education programs, which are often based in areas that face such challenges, have been a vanguard in creating means to integrate people with their natural environment and thus conquer supporters for the protection of natural habitats. In the search for effectiveness they have adopted evaluation methods to help assess what was offered. An example from Brazil is described in this commentary. Am. J. Primatol. 72:450,453, 2010. © 2009 Wiley-Liss, Inc. [source] | ||||||||||