Indigenous Knowledge for Biodiversity Conservation

Indigenous peoples with a historical continuity of resource-use practices often possess a broad knowledge base of the behavior of complex ecological systems in their own localities. This knowledge has accumulated through a long series of observations transmitted from generation to generation. Such ''diachronic'' observations can be of great value and complement the ''synchronic''observations on which western science is based. Where indigenous peoples have depended, for long periods of time, on local environments for the provision of a variety of resources, they have developed a stake in conserving, and in some cases, enhancing, biodiversity. They are aware that biological diversity is a crucial factor in generating the ecological services and natural resources on which they depend. Some indigenous groups manipulate the local landscape to augment its heterogeneity, and some have been found to be motivated to restore biodiversity in degraded landscapes. Their practices for the conservation of biodiversity were grounded in a series of rules of thumb which are apparently arrived at through a trial and error process over a long historical time period. This implies that their knowledge base is indefinite and their implementation involves an intimate relationship with the belief system. Such knowledge is difficult for western science to understand. It is vital, however, that the value of the knowledge-practice-belief complex of indigenous peoples relating to conservation of biodiversity is fully recognized if ecosystems and biodiversity are to be managed sustainably. Conserving this knowledge would be most appropriately accomplished through promoting the community-based resource-management systems of indigenous peoples.

A landscape approach to conservation of birds

Landscape ecology as a discipline in science is rather young. However its principles appear promising in outlining conservation strategies including a wide range of organisms, particularly birds. Birds due to their mobility use a variety of environmental resources, especially habitats. However, currently these habitats are only available in patches over most of the tropical world. Further whatever is left is under constant human pressure. This paper, therefore, addresses this problem and suggests means of dealing with it using the landscape approach as outlined by landscape ecology. The landscape approach starts with the realization that patches of habitats are open and interact with one another. Corridors of trees along roads, hedgerows and canals in a landscape can aid in the movement of species. Hence the landscape approach considers patches of habitats as interacting elements in the large matrix of the landscape. The landscape approach also integrates concepts. It puts together often debated issues such as whether to preserve maximum species diversity, to maximize representativeness, or to preserve only the valuable species. Based on a case study of the Uttara Kannada district in Karnataka, these oft-opposing views and complications can be dealt with practically and synthesized into a conservation strategy far the diverse avifauna of the Western Chats.

Environment Education for Ecosystem Conservation

Conservation of natural resources through sustainable ecosystem management and development is the key to our secured future. The management of ecosystem involves inventorying and monitoring, and applying integrated technologies, methodologies and interdisciplinary approaches for its conservation. Hence, now it is even more critical than ever before for the humans to be environmentally literate. To realise this vision, both ecological and environmental education must become a fundamental part of the education system at all levels of education. Currently, it is even more critical than ever before for the humankind as a whole to have a clear understanding of environmental concerns and to follow sustainable development practices. The degradation of our environment is linked to continuing problems of pollution, loss of forest, solid waste disposal, and issues related to economic productivity and national as well as ecological security. Environmental management has gained momentum in the recent years with the initiatives focussing on managing environmental hazards and preventing possible disasters. Environmental issues make better sense, when one can understand them in the context of one’s own cognitive sphere. Environmental education focusing on real-world contexts and issues often begins close to home, encouraging learners to understand and forge connections with their immediate surroundings. The awareness, knowledge, and skills needed for these local connections and understandings provide a base for moving out into larger systems, broader issues, and a more sophisticated comprehension of causes, connections, and consequences. Environmental Education Programme at CES in collaboration with Karnataka Environment Research Foundation (KERF) referred as ‘Know your Ecosystem’ focuses on the importance of investigating the ecosystems within the context of human influences, incorporating an examination of ecology, economics, culture, political structure, and social equity as well as natural processes and systems. The ultimate goal of environment education is to develop an environmentally literate public. It needs to address the connection between our conception and practice of education and our relationship as human cultures to life-sustaining ecological systems. For each environmental issue there are many perspectives and much uncertainty. Environmental education cultivates the ability to recognise uncertainty, envision alternative scenarios, and adapt to changing conditions and information. These knowledge, skills, and mindset translate into a citizenry who is better equipped to address its common problems and take advantage of opportunities, whether environmental concerns are involved or not.

Environment Education for Ecosystem Conservation

Conservation of natural resources through sustainable ecosystem management and development is the key to our secured future. The management of ecosystem involves inventorying and monitoring, and applying integrated technologies, methodologies and interdisciplinary approaches for its conservation. Hence, now it is even more critical than ever before for the humans to be environmentally literate. To realise this vision, both ecological and environmental education must become a fundamental part of the education system at all levels of education. Currently, it is even more critical than ever before for the humankind as a whole to have a clear understanding of environmental concerns and to follow sustainable development practices. The degradation of our environment is linked to continuing problems of pollution, loss of forest, solid waste disposal, and issues related to economic productivity and national as well as ecological security. Environmental management has gained momentum in the recent years with the initiatives focussing on managing environmental hazards and preventing possible disasters. Environmental issues make better sense, when one can understand them in the context of one’s own cognitive sphere. Environmental education focusing on real-world contexts and issues often begins close to home, encouraging learners to understand and forge connections with their immediate surroundings. The awareness, knowledge, and skills needed for these local connections and understandings provide a base for moving out into larger systems, broader issues, and a more sophisticated comprehension of causes, connections, and consequences. Environmental Education Programme at CES in collaboration with Karnataka Environment Research Foundation (KERF) referred as ‘Know your Ecosystem’ focuses on the importance of investigating the ecosystems within the context of human influences, incorporating an examination of ecology, economics, culture, political structure, and social equity as well as natural processes and systems. The ultimate goal of environment education is to develop an environmentally literate public. It needs to address the connection between our conception and practice of education and our relationship as human cultures to life-sustaining ecological systems. For each environmental issue there are many perspectives and much uncertainty. Environmental education cultivates the ability to recognise uncertainty, envision alternative scenarios, and adapt to changing conditions and information. These knowledge, skills, and mindset translate into a citizenry who is better equipped to address its common problems and take advantage of opportunities, whether environmental concerns are involved or not.

Environment Education for Ecosystem Conservation

Conservation of natural resources through sustainable ecosystem management and development is the key to our secured future. The management of ecosystem involves inventorying and monitoring, and applying integrated technologies, methodologies and interdisciplinary approaches for its conservation. Hence, now it is even more critical than ever before for the humans to be environmentally literate. To realise this vision, both ecological and environmental education must become a fundamental part of the education system at all levels of education. Currently, it is even more critical than ever before for the humankind as a whole to have a clear understanding of environmental concerns and to follow sustainable development practices. The degradation of our environment is linked to continuing problems of pollution, loss of forest, solid waste disposal, and issues related to economic productivity and national as well as ecological security. Environmental management has gained momentum in the recent years with the initiatives focussing on managing environmental hazards and preventing possible disasters. Environmental issues make better sense, when one can understand them in the context of one’s own cognitive sphere. Environmental education focusing on real-world contexts and issues often begins close to home, encouraging learners to understand and forge connections with their immediate surroundings. The awareness, knowledge, and skills needed for these local connections and understandings provide a base for moving out into larger systems, broader issues, and a more sophisticated comprehension of causes, connections, and consequences. Environmental Education Programme at CES in collaboration with Karnataka Environment Research Foundation (KERF) referred as ‘Know your Ecosystem’ focuses on the importance of investigating the ecosystems within the context of human influences, incorporating an examination of ecology, economics, culture, political structure, and social equity as well as natural processes and systems. The ultimate goal of environment education is to develop an environmentally literate public. It needs to address the connection between our conception and practice of education and our relationship as human cultures to life-sustaining ecological systems. For each environmental issue there are many perspectives and much uncertainty. Environmental education cultivates the ability to recognise uncertainty, envision alternative scenarios, and adapt to changing conditions and information. These knowledge, skills, and mindset translate into a citizenry who is better equipped to address its common problems and take advantage of opportunities, whether environmental concerns are involved or not.

Renewable energy and energy conservation technologies

Energy systems should be consistent with environmental, economic and social sustainability in order to ensure regional sustainable development. This enhances both current and future potential to meet the human needs and aspirations. Sustainable development, a process of change, in which, the exploitation of resources, the direction of investments , the orientation of technological development and institutional change are in harmony. National energy programme should prioritize the development of renewable energy sources, which offer the potentially huge sources of primary energy. The path for sustainability in the next millennium is the low energy path through wise use of energy. Energy conservation and energy efficiency measures would certainly result in meeting the energy demand with as little as half the primary supply at current levels. This requires profound structural changes in socio-economic and institutional arrangements. Environmentally sound, technically and economically viable energy pathways will sustain human progress in the long term future giving a fair and equitable share of the underprivileged and poor of the developing countries. Renewable energy is considered by some as the only hope for the survival of planet yet by others it is viewed as a marginal resource with limited resource. All too often, however, the facts behind the role that renewable energy can, and will, play in the regional energy scene are disguised or ignored as rival camps distort the evidence to suit their own objectives. It was in the light of this confusion that the Energy Research Group at Centre for Ecological Sciences, Indian Institute of Science undertook investigation in Kolar and Uttara Kannada Districts in Karnataka State, India to identify the potential contribution of several types of renewable energy sources: Solar, Wind, Hydro, Bioenergy, etc.

Keystone food resources for honey bees in South Indian west coast during monsoon

The low level, denuded, laterite landscape of coastal Uttara Kannada has a rich diversity of monsoon herbs, including threatened and newly discovered ones. Our study reveals that honey bees congregate on the ephemeral herb community of Utricularias, Eriocaulons and Impatiens during their gregarious monsoon flowering period. Apis dorsata had highest visitations on Utricularias, Impatiens and Flacourtia indica, whereas Trigona preferred Eriocaulons. Laterite herb flora merits conservation efforts as a keystone food resource for the insect community, especially for honey bees.

Perceptions of priority issues in the conservation of biodiversity and ecosystems in India

We report on the results of a country-wide survey of people's perceptions of issues relating to the conservation of biodiversity and ecosystems in India. Our survey, mainly conducted online, yielded 572 respondents, mostly among educated, urban and sub-urban citizens interested in ecological and environmental issues. 3160 ``raw'' questions generated by the survey were iteratively processed by a group of ecologists, environmental and conservation scientists to produce the primary result of this study: a summarized list of 152 priority questions for the conservation of India's biodiversity and ecosystems, which range across 17 broad thematic classes. Of these, three thematic classes-''Policy and Governance'', ``Biodiversity and Endangered Species'' and ``Protection and Conservation''-accounted for the largest number of questions. A comparative analysis of the results of this study with those from similar studies in other regions brought out interesting regional differences in the thematic classes of questions that were emphasized and suggest that local context plays a large role in determining emergent themes. We believe that the ready list of priority issues generated by this study can be a useful guiding framework for conservation practitioners, researchers, citizens, policy makers and funders to focus their resources and efforts in India's conservation research, action and funding landscape. (C) 2015 Elsevier Ltd. All rights reserved.

Baseline aquatic faunal survey of Avon Park Air Force Range, Florida: fishes, mollusks, and crayfishes

This report presents results of the first systematic study of the diversity and distribution of fishes and mussels in Avon Park Air Force Range (APR). We also provide information on crayfishes and aquatic snails taken during our fish and mussel sampling activities. Our surveys documented the presence of 46 species of fishes (43 native and 3 nonindigenous), 9 species of mussels (including 8 native and 1 nonindigenous species), 5 species of aquatic snails, and two crayfish species. (347 page document)

Ground-water resources data of Charlotte, DeSoto, and Hardee Counties, Florida

Charlotte, De Soto, and Hardee counties are east-southeast of Tampa in west-central peninsular Florida, figure 1. In order to plan the future water-resource development of the area, information about the water resources is needed. To meet this need, the Water Resources Division of the U.S. Geological Survey, in cooperation with the Peace River Basin Board of the Southwest Florida Water Management District as part of the statewide cooperative program with the Division of Geology, Florida Board of Conservation, began a continuing hydrologic data collection program in July, 1963, as an initial step in the investigation and evaluation of the groundwater resources of Hardee and De Soto counties. A similar hydrologic data program commenced in Charlotte County in July, 1964. Previous work in Hardee and De Soto counties included a one year reconnaissance by the Division of Water Resources and Conservation, Florida Board of Conservation, which concluded in June, 1963, and resulted in a hydrologic report (Woodard, 1964). As an outgrowth of the hydrologic data program, a Map Series report portraying the chemical character of water in the Floridan aquifer in the southern Peace River basin was prepared in 1967 (Kaufman and Dion). The data contained herein constitute the basis for the Map Series report. Additional selected data, including records of wells and chemical analyses,, on the ground-water resources of the three county area are also included and are published to make the data available. (Document has 28 pages.)

Fishery resources of the United States of America

The term “fishery resources” is used in this book with a broad application. It includes the populations of the fishes and other organisms useful to men, the environment that makes life possible for them, the industry that exploits and utilizes them, and our knowledge about them by which we can conserve their productivity. This book aims to survey the present status of all these aspects of those fishery resources that are used or are available for use by United States anglers and commercial fishermen. It is planned primarily for the Congress, at its request, with the idea of giving to busy people, in condensed fashion, a perspective on its subject. (pdf contains 142 pages)

Santa Fe River watershed conservation lands

Conservation lands, which are essential to protecting water resources in the Santa Fe River basin.

Proceedings of the Nineteenth Annual Symposium on Sea Turtle Conservation and Biology, 2-6 March 1999 South Padre Island, Texas, U.S.A.

The 19th Annual Symposium on Sea Turtle Biology and Conservation was the largest to date. The beautiful venue was the South Padre Island Convention Centre on South Padre Island, Texas from March 2-6, 1999. Key features of the 19th were invited talks on the theme The Promise, the Pain, and the Progress of 50 years of Sea Turtle Research and Conservation, a mini-symposium on the Kemp's ridley and an increased emphasis on high quality poster sessions. Hosts for the meeting included Texas A&M University, the Texas Sea Grant College Program, The Gladys Porter Zoo and Sea Turtle, Inc. Co-sponsors included the National Marine Fisheries Service-Southeast Fisheries Science Center, the National Marine Fisheries Service-Protected Resources Branch, Padre Island National Seashore and the U.S. Fish and Wildlife Service. With the assistance of Jack Frazier, we were fortunate to obtain a $30,000 grant from the David and Lucile Packard Foundation. This grant provided travel support to 49 individuals from 24 nations who presented a total of 50 presentations. (PDF contains 309 pages)

Seagrass and Aquatic Habitat Assessment Workshop Summary

Seagrass communities are among the richest and most productive, photoautotrophic coastal systems in the world. They protect and improve water quality, provide shoreline stabilization, and are important habitats for an array of fish, birds, and other wildlife. Hence, much can be gained by protecting and restoring these important living resources. Human’s impact on these vital resources from population growth, pollution, and physical damage from boating and other activities can disrupt the growth of these seagrasses communities and have devastating effects on their health and vitality. Inventory and monitoring are required to determine the dynamics of seagrasses and devise better protection and restoration for these rich resources. The purpose of this seagrass workshop, sponsored by NOAA’s CSC , USGS, and FMRI, was to move toward greater objectivity and accuracy in seagrass mapping and monitoring. This workshop helped foster interaction and communication among seagrass professionals. In order to begin the process of determining the best uniform mapping process for the biological research community. Increasing such awareness among the seagrass and management communities, it is hoped that an improved understanding of the monitoring and mapping process will lead to more effective and efficient preservation os submerged aquatic vegetation. (PDF contains 20 pages)

Conservation science in NOAA’s National Marine Sanctuaries: description and recent accomplishments

This report describes cases relating to the management of national marine sanctuaries in which certain scientific information was required so managers could make decisions that effectively protected trust resources. The cases presented represent only a fraction of difficult issues that marine sanctuary managers deal with daily. They include, among others, problems related to wildlife disturbance, vessel routing, marine reserve placement, watershed management, oil spill response, and habitat restoration. Scientific approaches to address these problems vary significantly, and include literature surveys, data mining, field studies (monitoring, mapping, observations, and measurement), geospatial and biogeographic analysis, and modeling. In most cases there is also an element of expert consultation and collaboration among multiple partners, agencies with resource protection responsibilities, and other users and stakeholders. The resulting management responses may involve direct intervention (e.g., for spill response or habitat restoration issues), proposal of boundary alternatives for marine sanctuaries or reserves, changes in agency policy or regulations, making recommendations to other agencies with resource protection responsibilities, proposing changes to international or domestic shipping rules, or development of new education or outreach programs. (PDF contains 37 pages.)