The Careers in Science interns participated in a multi-week training on African biodiversity. They learned about Africa's significant ecosystem diversity and many keystone species. However, Africa's biodiversity is now under major threat from over-exploitation, habitat loss, climate change, invasive species, and other human-caused factors. Through lectures and activities, the interns explored these threats and their global impacts. They also engaged in a role-playing debate that highlighted different perspectives on conservation in Africa. The training helped the interns better understand the importance of protecting Africa's natural heritage.
The Role of Indigenous Peoples in Biodiversity Conservation The Natural but ...Dr Lendy Spires
This document provides an overview of the World Bank's efforts to support indigenous peoples' participation in biodiversity conservation programs and projects. It analyzes the Bank's biodiversity portfolio of 596 projects, finding that only 109 (18%) supported indigenous peoples. Of those, just 32% fully engaged indigenous peoples. It identifies key factors for successful projects, such as assigning land rights and respecting indigenous decision-making. The document concludes with lessons learned for improving indigenous participation, such as creating indigenous-led conservation areas and respecting indigenous organizational structures.
This document summarizes the experiences of the Water, Agro-forestry, Nutrition and Development Foundation (WAND) in promoting ecological sanitation (ecosan) and food security in Mindanao, Philippines. It discusses WAND's progression from initial double-vault urine diverting dehydration toilets (UDDTs), which were too expensive for many, to developing lower-cost designs like arborloos, single-vaults, and designs for coastal and disabled communities. It also covers allied initiatives like rainwater harvesting, vermicomposting, tree planting, and vegetable gardening. The goal is to illustrate affordable ecosan designs and closing the nutrient loop by reusing human waste
This document summarizes a class on human-environmental relations, environmental racism, colonization, and Indigenous Studies. It defines environmental racism as the disproportionate exposure of racialized communities to environmental risks. It discusses examples of environmental racism like hazardous waste facilities being located in non-white communities. The class covers topics like the story of Africville and the Chemical Valley region in Canada. It also discusses the concepts of reciprocity and relationality from Robin Wall Kimmerer's book Braiding Sweetgrass.
Indigenous peoples and conservation organizationsDr Lendy Spires
This document discusses the correlation between declining biodiversity and cultural diversity. Indigenous peoples inhabit many of the most biologically diverse areas in the world and have traditionally managed local resources sustainably. However, both biological and cultural diversity are facing unprecedented rates of extinction. Conservation organizations are increasingly recognizing that collaborating with indigenous peoples is important for protecting biodiversity, as indigenous territories often contain significant biodiversity and indigenous communities can be allies in conservation efforts if given a stake in sustainably managing local resources. The document reviews the evolution of this understanding among conservation groups.
This document provides an introduction and acknowledgements for a report analyzing several species to be discussed at CITES CoP17. It thanks advisors, contacts, and experts who supported the project. It introduces the client as the Wildlife Conservation Society and lists Columbia University graduate students who researched potential CITES proposals for Asian pangolins, devil rays, African grey parrots, and African black rhinoceroses. The report contains analyses and recommendations for these species regarding their CITES listings and conservation best practices.
This document summarizes the methodology used by a team of Columbia University graduate students to research and provide recommendations to the Wildlife Conservation Society (WCS) on key species to be discussed at the 17th Conference of the Parties (CoP17) to the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). The team analyzed the ecological, political, economic and CITES-related issues surrounding Asian pangolins, devil rays, African grey parrots, and African black rhinoceroses. They developed recommendations for best practices, policies and potential CoP17 proposals to improve species conservation. Additionally, the team created a social media outreach plan for WCS to raise awareness on these
How do we build a community of practice around the creation and updating of O...ocwc
How do we build a community of practice around the creation and updating of OERs for biodiversity conservation?
Nora Bynum
Eleanor Sterling
Ana Luz Porzecanski
The Role of Indigenous Peoples in Biodiversity Conservation The Natural but ...Dr Lendy Spires
This document provides an overview of the World Bank's efforts to support indigenous peoples' participation in biodiversity conservation programs and projects. It analyzes the Bank's biodiversity portfolio of 596 projects, finding that only 109 (18%) supported indigenous peoples. Of those, just 32% fully engaged indigenous peoples. It identifies key factors for successful projects, such as assigning land rights and respecting indigenous decision-making. The document concludes with lessons learned for improving indigenous participation, such as creating indigenous-led conservation areas and respecting indigenous organizational structures.
This document summarizes the experiences of the Water, Agro-forestry, Nutrition and Development Foundation (WAND) in promoting ecological sanitation (ecosan) and food security in Mindanao, Philippines. It discusses WAND's progression from initial double-vault urine diverting dehydration toilets (UDDTs), which were too expensive for many, to developing lower-cost designs like arborloos, single-vaults, and designs for coastal and disabled communities. It also covers allied initiatives like rainwater harvesting, vermicomposting, tree planting, and vegetable gardening. The goal is to illustrate affordable ecosan designs and closing the nutrient loop by reusing human waste
This document summarizes a class on human-environmental relations, environmental racism, colonization, and Indigenous Studies. It defines environmental racism as the disproportionate exposure of racialized communities to environmental risks. It discusses examples of environmental racism like hazardous waste facilities being located in non-white communities. The class covers topics like the story of Africville and the Chemical Valley region in Canada. It also discusses the concepts of reciprocity and relationality from Robin Wall Kimmerer's book Braiding Sweetgrass.
Indigenous peoples and conservation organizationsDr Lendy Spires
This document discusses the correlation between declining biodiversity and cultural diversity. Indigenous peoples inhabit many of the most biologically diverse areas in the world and have traditionally managed local resources sustainably. However, both biological and cultural diversity are facing unprecedented rates of extinction. Conservation organizations are increasingly recognizing that collaborating with indigenous peoples is important for protecting biodiversity, as indigenous territories often contain significant biodiversity and indigenous communities can be allies in conservation efforts if given a stake in sustainably managing local resources. The document reviews the evolution of this understanding among conservation groups.
This document provides an introduction and acknowledgements for a report analyzing several species to be discussed at CITES CoP17. It thanks advisors, contacts, and experts who supported the project. It introduces the client as the Wildlife Conservation Society and lists Columbia University graduate students who researched potential CITES proposals for Asian pangolins, devil rays, African grey parrots, and African black rhinoceroses. The report contains analyses and recommendations for these species regarding their CITES listings and conservation best practices.
This document summarizes the methodology used by a team of Columbia University graduate students to research and provide recommendations to the Wildlife Conservation Society (WCS) on key species to be discussed at the 17th Conference of the Parties (CoP17) to the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES). The team analyzed the ecological, political, economic and CITES-related issues surrounding Asian pangolins, devil rays, African grey parrots, and African black rhinoceroses. They developed recommendations for best practices, policies and potential CoP17 proposals to improve species conservation. Additionally, the team created a social media outreach plan for WCS to raise awareness on these
How do we build a community of practice around the creation and updating of O...ocwc
How do we build a community of practice around the creation and updating of OERs for biodiversity conservation?
Nora Bynum
Eleanor Sterling
Ana Luz Porzecanski
The document summarizes the 2012-2014 list of the world's 25 most endangered primates as determined by a consensus of primate experts. The list includes 5 species from Africa, 6 from Madagascar, 9 from Asia, and 5 from the Neotropics. Madagascar has the most species of any single country with 6, while Vietnam has 5 species, and Indonesia, Brazil, China, Colombia, Côte d'Ivoire, the Democratic Republic of Congo, Ecuador, Equatorial Guinea, Ghana, Kenya, Peru, and Sri Lanka each have 1 or 2 species. The list aims to highlight the primate species considered in most need of conservation measures to prevent their extinction.
This document summarizes a class on Indigenous ecological knowledges in South America taught by Professor Zoe Todd. It includes discussions of Kimmerer's concept of gratitude and reciprocity, Francia Márquez's environmental activism in Colombia, Indigenous groups in Bolivia sustainably managing forests, and working across different worldviews to protect lands in Peru. The class covers Indigenous farming techniques like the Three Sisters and videos about plant knowledge keepers.
This document summarizes a presentation about developing global competency in Chinese learners.
[1] It defines global competency and discusses how it relates to the 5Cs framework of the National Standards for Foreign Language Education.
[2] Examples are provided of how standards-based Chinese curriculum and instruction can help students develop global competency by investigating the world, recognizing perspectives, communicating ideas, and taking action.
[3] The presentation includes examples of lesson plans and units integrating language, culture and content to teach global topics like endangered animals and food security using the 5Cs framework.
- Acknowledge the diversity of Indigenous contexts and experiences in Africa rather than applying frameworks from other regions.
- Center African Indigenous organizations like IPACC and empower African Indigenous leaders' advocacy at the UN and African Commission on Human and Peoples' Rights.
- Incorporate African Indigenous Traditional Ecological Knowledges into global discussions about Indigenous knowledge systems and their role in addressing issues like climate change.
- Support efforts to document African Indigenous languages and knowledge systems that remain undocumented and promote intergenerational transmission of these knowledges.
- Address misunderstand
This document discusses how "unnatural" disasters caused by inadequate responses to weather events and gentrification have exacerbated socioeconomic inequities globally. The author argues that events like the housing crisis in South Africa and Hurricane Katrina in the US revealed missed opportunities for architects to act as second responders and ensure durable shelter for all citizens impacted. The author describes challenging their students to design renewable and water resistant shelter prototypes to address displacement, drawing inspiration from a cardboard shelter design. The paper aims to promote collaboration between architects, academics, and government agencies to better prepare for and respond to future unnatural disasters.
Saving our Species is a new conservation program launched by the NSW Government that aims to secure threatened species in the wild for 100 years. It differs from previous programs by aligning all conservation efforts under one framework, assigning species to management streams based on their needs, and encouraging community participation. The six management streams are site-managed species, iconic species, data-deficient species, landscape-managed species, partnership species, and keep watch species. Priority actions focus on site-managed, iconic, data-deficient, and landscape-managed species through targeted conservation projects, research, and landscape-scale management.
The illegal wildlife trade is devastating iconic animal species like rhinos, tigers, and elephants. It has become a multi-billion dollar criminal industry. Poaching is killing thousands of these animals each year to meet the growing demand for their parts in traditional medicines and products. This illegal trade threatens not only these species but also the environment and security of people who live near them. Conservation groups and individuals are working to curb demand and strengthen laws against poaching and trafficking to help protect endangered wildlife.
“The Customer is the Forest”: Nonhuman Nature in Food, Energy, and Water Rese...Michael Briscoe
This document summarizes focus group interviews conducted with three groups - a resource manager advisory group, faculty studying the food-energy-water nexus, and graduate students/staff also studying the nexus. The interviews aimed to understand how these groups consider nonhuman nature (plants, animals, ecosystems) as stakeholders. The advisory group frequently mentioned fish and the environment as important stakeholders. However, students and faculty focused more on human groups like government agencies and did not mention nonhuman nature as stakeholders. Future research should explore how nonhuman nature is considered in other regions and how research can better incorporate it.
This document outlines the syllabus for an Indigenous studies course called "Indigenous Ecological Ways of Knowing and the Academy" taught at Carleton University in winter 2021. The course will examine Indigenous perspectives on relationships with the land, water, sky and more-than-human beings. It will draw on case studies and texts from Indigenous communities around the world. The instructor is opening some course materials to the public online, including weekly summaries and discussion questions. The 13-week course schedule lists readings and optional texts on topics like earth, fire, plants and environmental racism from Indigenous perspectives.
1) The Stabilisation through Conservation (StabilCon) philosophy was developed in Kenya as a new approach to conservation that addresses the root causes of threats like poaching. It aims to stabilize vulnerable rural communities and curb illegal wildlife trafficking by meeting local needs, growing nature-based economies, and empowering community conservancies.
2) There was debate at a conference around whether StabilCon appropriately securitizes conservation or places communities at risk. Proponents argued that communities already face these threats and that conservation cannot succeed without addressing stabilization.
3) Questions were also raised around how to balance human development needs with environmental protection, and whether StabilCon's emphasis on development could enable threats like resource extraction. Advoc
#INDG2015 Week 11 November 18: Introduction to Environmental Knowledges in Oc...Zoe Todd
This week's readings for the Indigenous Ecological Knowledges class covered topics related to Oceania and the Pacific, including:
- Alice Te Punga Somerville's discussion of Māori identities as both indigenous to Aotearoa and with ancestral connections to broader Pacific homelands
- Tracey Banivanua Mar's examination of the histories of imperialism in the Pacific region following World War 2 and the impacts on indigenous peoples and territories.
The class also discussed readings from Kimmerer on traditional ecological knowledges of salmon and forest ecosystems among indigenous communities in North America. A final reflection question prompted students to consider how issues raised in the readings could provide insight when thinking about topics explored regarding other
This document discusses problems with the polarized land sparing vs land sharing debate. It argues that framing the debate as an either/or choice yields heated but unproductive discussions. The debate is based on a wrong conceptual focus on increasing food supply rather than issues of distribution, waste, and diet. There is also internal vagueness about what is meant by key terms. The debate has become overused and extended beyond its conceptual limits. Moving forward requires explicitly acknowledging values and objectives, appreciating models without overreliance, and recognizing the multifaceted nature of the problem beyond just yields and biodiversity.
Local and indigenous knowledge for community resilience: Hydro-meteorological...Noralene Uy
A project officially launched in 2011 focusing on local and indigenous knowledge related to hydro- meteorological hazards and climate change in Indonesia, the Philippines and Timor-Leste has documented local and indigenous knowledge and practices that help communities to predict, mitigate and adapt to hazards; developed tools for integrating local and indigenous knowledge with science; and published information, education and communication materials that integrate local and indigenous knowledge and science on hydro-meteorological hazard risk reduction and climate change impacts.
This document provides guidelines for developing international environmental education curriculum. It discusses defining environmental education and its objectives to develop environmental literacy. It emphasizes teaching awareness, knowledge, attitudes, skills, and participation. When addressing issues, teachers are encouraged to consider relevant problems and their appropriateness for the grade level. The document also provides examples of curriculum concepts, learning outcomes, activities, and assessments focused on topics like tide pools, food webs, and zonation. It discusses integrating environmental education throughout curricula or using separate courses.
INDG 2015/SOCI 2810 FALL 2021 Week 1 slidesZoe Todd
1. September 13: Introduction to the course, ‘what is environment?’ and ‘what is Indigeneity?’
Watts, Vanessa. 2013. Indigenous Place-Thought and Agency amongst Humans and Non-humans (First Woman and Sky Woman go on a European Tour!). DIES: Decolonization, Indigeneity, Education and Society 2(1): 20–34 (https://jps.library.utoronto.ca/index.php/des/article/view/19145)
This document summarizes a class taught by Dr. Zoe Todd on Indigenous and environmental knowledges in the Caribbean and TransAtlantic regions. The class covered the histories of genocide and enslavement experienced by Indigenous and Black communities, and how these violent histories shape relationships with the environment. It discussed works by Tiffany Lethabo King on the concept of the "Black Shoals" and how Black thought interrupts theories of colonialism, and Christina Sharpe's concept of the "Trans*Atlantic" and how the Black Atlantic has always included queerness. It also summarized Sarah Vaughn's article exploring mangrove restoration efforts in Guyana and how this project acknowledges the complexity of mangrove ecosystems and expertise beyond human frameworks. The
Financing Nature: Closing the global biodiversity financing gapSarah Bergs
2. Deutz, A., Heal, G.M., Niu, R., Swanson, E., Townshend, T., Zhu, L., Delmar, A., et al. (2020), Financing Nature: Closing the global biodiversity financing gap, The Paulson Institute, The Nature Conservancy, and Cornell Atkinson Center for Sustainability.
The document discusses several initiatives related to international agricultural development that receive funding or support from ACIAR and the Australian government. It describes the Australian Youth Ambassadors for Development (AYAD) program which places young Australians in international development roles. It provides examples of AYAD volunteers working on water quality monitoring in the Philippines and postharvest disease research on melons in China. It also discusses ACIAR's support for initiatives like landcare and rice research in countries like the Philippines.
This document provides an overview of an Indigenous and Canadian Studies course on Indigenous Ecological Ways of Knowing offered at Carleton University in Fall 2021. It outlines the course structure, readings, topics, and schedule across 14 weekly classes. The course introduces students to environmental knowledges from various Indigenous regions around the world, with a focus on North and South America, the Caribbean, Africa, Asia, Oceania, and the Arctic. Readings include texts like Fanon's "The Wretched of the Earth" and cover topics such as traditional ecological knowledge, environmental racism, colonization, and relationships between humans and the environment. Students are encouraged to engage with course materials on social media and the final assignment is due at the end
This document outlines an educational program to develop knowledge, skills, and healthy attitudes in several areas. It discusses learning about health and nutrition, fitness and physical activity, safety, and relationships and identity. The goal is for students to gain understanding and abilities to live fulfilling and active lives.
El documento describe el viaje de Deyanira Rodríguez en el mundo de la tecnología desde 1995 hasta la actualidad. Comenzó aprendiendo Word Perfect en 1995 y estableció un negocio de digitación. Luego aprendió Word con Eduardo, quien también la ayudó a emprender un negocio de boletines escolares digitales. A través de los años, continuó perfeccionando sus habilidades tecnológicas y aplicándolas a proyectos educativos. Actualmente, se preocupa por ofrecer las mejores herramientas tecn
The document summarizes the 2012-2014 list of the world's 25 most endangered primates as determined by a consensus of primate experts. The list includes 5 species from Africa, 6 from Madagascar, 9 from Asia, and 5 from the Neotropics. Madagascar has the most species of any single country with 6, while Vietnam has 5 species, and Indonesia, Brazil, China, Colombia, Côte d'Ivoire, the Democratic Republic of Congo, Ecuador, Equatorial Guinea, Ghana, Kenya, Peru, and Sri Lanka each have 1 or 2 species. The list aims to highlight the primate species considered in most need of conservation measures to prevent their extinction.
This document summarizes a class on Indigenous ecological knowledges in South America taught by Professor Zoe Todd. It includes discussions of Kimmerer's concept of gratitude and reciprocity, Francia Márquez's environmental activism in Colombia, Indigenous groups in Bolivia sustainably managing forests, and working across different worldviews to protect lands in Peru. The class covers Indigenous farming techniques like the Three Sisters and videos about plant knowledge keepers.
This document summarizes a presentation about developing global competency in Chinese learners.
[1] It defines global competency and discusses how it relates to the 5Cs framework of the National Standards for Foreign Language Education.
[2] Examples are provided of how standards-based Chinese curriculum and instruction can help students develop global competency by investigating the world, recognizing perspectives, communicating ideas, and taking action.
[3] The presentation includes examples of lesson plans and units integrating language, culture and content to teach global topics like endangered animals and food security using the 5Cs framework.
- Acknowledge the diversity of Indigenous contexts and experiences in Africa rather than applying frameworks from other regions.
- Center African Indigenous organizations like IPACC and empower African Indigenous leaders' advocacy at the UN and African Commission on Human and Peoples' Rights.
- Incorporate African Indigenous Traditional Ecological Knowledges into global discussions about Indigenous knowledge systems and their role in addressing issues like climate change.
- Support efforts to document African Indigenous languages and knowledge systems that remain undocumented and promote intergenerational transmission of these knowledges.
- Address misunderstand
This document discusses how "unnatural" disasters caused by inadequate responses to weather events and gentrification have exacerbated socioeconomic inequities globally. The author argues that events like the housing crisis in South Africa and Hurricane Katrina in the US revealed missed opportunities for architects to act as second responders and ensure durable shelter for all citizens impacted. The author describes challenging their students to design renewable and water resistant shelter prototypes to address displacement, drawing inspiration from a cardboard shelter design. The paper aims to promote collaboration between architects, academics, and government agencies to better prepare for and respond to future unnatural disasters.
Saving our Species is a new conservation program launched by the NSW Government that aims to secure threatened species in the wild for 100 years. It differs from previous programs by aligning all conservation efforts under one framework, assigning species to management streams based on their needs, and encouraging community participation. The six management streams are site-managed species, iconic species, data-deficient species, landscape-managed species, partnership species, and keep watch species. Priority actions focus on site-managed, iconic, data-deficient, and landscape-managed species through targeted conservation projects, research, and landscape-scale management.
The illegal wildlife trade is devastating iconic animal species like rhinos, tigers, and elephants. It has become a multi-billion dollar criminal industry. Poaching is killing thousands of these animals each year to meet the growing demand for their parts in traditional medicines and products. This illegal trade threatens not only these species but also the environment and security of people who live near them. Conservation groups and individuals are working to curb demand and strengthen laws against poaching and trafficking to help protect endangered wildlife.
“The Customer is the Forest”: Nonhuman Nature in Food, Energy, and Water Rese...Michael Briscoe
This document summarizes focus group interviews conducted with three groups - a resource manager advisory group, faculty studying the food-energy-water nexus, and graduate students/staff also studying the nexus. The interviews aimed to understand how these groups consider nonhuman nature (plants, animals, ecosystems) as stakeholders. The advisory group frequently mentioned fish and the environment as important stakeholders. However, students and faculty focused more on human groups like government agencies and did not mention nonhuman nature as stakeholders. Future research should explore how nonhuman nature is considered in other regions and how research can better incorporate it.
This document outlines the syllabus for an Indigenous studies course called "Indigenous Ecological Ways of Knowing and the Academy" taught at Carleton University in winter 2021. The course will examine Indigenous perspectives on relationships with the land, water, sky and more-than-human beings. It will draw on case studies and texts from Indigenous communities around the world. The instructor is opening some course materials to the public online, including weekly summaries and discussion questions. The 13-week course schedule lists readings and optional texts on topics like earth, fire, plants and environmental racism from Indigenous perspectives.
1) The Stabilisation through Conservation (StabilCon) philosophy was developed in Kenya as a new approach to conservation that addresses the root causes of threats like poaching. It aims to stabilize vulnerable rural communities and curb illegal wildlife trafficking by meeting local needs, growing nature-based economies, and empowering community conservancies.
2) There was debate at a conference around whether StabilCon appropriately securitizes conservation or places communities at risk. Proponents argued that communities already face these threats and that conservation cannot succeed without addressing stabilization.
3) Questions were also raised around how to balance human development needs with environmental protection, and whether StabilCon's emphasis on development could enable threats like resource extraction. Advoc
#INDG2015 Week 11 November 18: Introduction to Environmental Knowledges in Oc...Zoe Todd
This week's readings for the Indigenous Ecological Knowledges class covered topics related to Oceania and the Pacific, including:
- Alice Te Punga Somerville's discussion of Māori identities as both indigenous to Aotearoa and with ancestral connections to broader Pacific homelands
- Tracey Banivanua Mar's examination of the histories of imperialism in the Pacific region following World War 2 and the impacts on indigenous peoples and territories.
The class also discussed readings from Kimmerer on traditional ecological knowledges of salmon and forest ecosystems among indigenous communities in North America. A final reflection question prompted students to consider how issues raised in the readings could provide insight when thinking about topics explored regarding other
This document discusses problems with the polarized land sparing vs land sharing debate. It argues that framing the debate as an either/or choice yields heated but unproductive discussions. The debate is based on a wrong conceptual focus on increasing food supply rather than issues of distribution, waste, and diet. There is also internal vagueness about what is meant by key terms. The debate has become overused and extended beyond its conceptual limits. Moving forward requires explicitly acknowledging values and objectives, appreciating models without overreliance, and recognizing the multifaceted nature of the problem beyond just yields and biodiversity.
Local and indigenous knowledge for community resilience: Hydro-meteorological...Noralene Uy
A project officially launched in 2011 focusing on local and indigenous knowledge related to hydro- meteorological hazards and climate change in Indonesia, the Philippines and Timor-Leste has documented local and indigenous knowledge and practices that help communities to predict, mitigate and adapt to hazards; developed tools for integrating local and indigenous knowledge with science; and published information, education and communication materials that integrate local and indigenous knowledge and science on hydro-meteorological hazard risk reduction and climate change impacts.
This document provides guidelines for developing international environmental education curriculum. It discusses defining environmental education and its objectives to develop environmental literacy. It emphasizes teaching awareness, knowledge, attitudes, skills, and participation. When addressing issues, teachers are encouraged to consider relevant problems and their appropriateness for the grade level. The document also provides examples of curriculum concepts, learning outcomes, activities, and assessments focused on topics like tide pools, food webs, and zonation. It discusses integrating environmental education throughout curricula or using separate courses.
INDG 2015/SOCI 2810 FALL 2021 Week 1 slidesZoe Todd
1. September 13: Introduction to the course, ‘what is environment?’ and ‘what is Indigeneity?’
Watts, Vanessa. 2013. Indigenous Place-Thought and Agency amongst Humans and Non-humans (First Woman and Sky Woman go on a European Tour!). DIES: Decolonization, Indigeneity, Education and Society 2(1): 20–34 (https://jps.library.utoronto.ca/index.php/des/article/view/19145)
This document summarizes a class taught by Dr. Zoe Todd on Indigenous and environmental knowledges in the Caribbean and TransAtlantic regions. The class covered the histories of genocide and enslavement experienced by Indigenous and Black communities, and how these violent histories shape relationships with the environment. It discussed works by Tiffany Lethabo King on the concept of the "Black Shoals" and how Black thought interrupts theories of colonialism, and Christina Sharpe's concept of the "Trans*Atlantic" and how the Black Atlantic has always included queerness. It also summarized Sarah Vaughn's article exploring mangrove restoration efforts in Guyana and how this project acknowledges the complexity of mangrove ecosystems and expertise beyond human frameworks. The
Financing Nature: Closing the global biodiversity financing gapSarah Bergs
2. Deutz, A., Heal, G.M., Niu, R., Swanson, E., Townshend, T., Zhu, L., Delmar, A., et al. (2020), Financing Nature: Closing the global biodiversity financing gap, The Paulson Institute, The Nature Conservancy, and Cornell Atkinson Center for Sustainability.
The document discusses several initiatives related to international agricultural development that receive funding or support from ACIAR and the Australian government. It describes the Australian Youth Ambassadors for Development (AYAD) program which places young Australians in international development roles. It provides examples of AYAD volunteers working on water quality monitoring in the Philippines and postharvest disease research on melons in China. It also discusses ACIAR's support for initiatives like landcare and rice research in countries like the Philippines.
This document provides an overview of an Indigenous and Canadian Studies course on Indigenous Ecological Ways of Knowing offered at Carleton University in Fall 2021. It outlines the course structure, readings, topics, and schedule across 14 weekly classes. The course introduces students to environmental knowledges from various Indigenous regions around the world, with a focus on North and South America, the Caribbean, Africa, Asia, Oceania, and the Arctic. Readings include texts like Fanon's "The Wretched of the Earth" and cover topics such as traditional ecological knowledge, environmental racism, colonization, and relationships between humans and the environment. Students are encouraged to engage with course materials on social media and the final assignment is due at the end
This document outlines an educational program to develop knowledge, skills, and healthy attitudes in several areas. It discusses learning about health and nutrition, fitness and physical activity, safety, and relationships and identity. The goal is for students to gain understanding and abilities to live fulfilling and active lives.
El documento describe el viaje de Deyanira Rodríguez en el mundo de la tecnología desde 1995 hasta la actualidad. Comenzó aprendiendo Word Perfect en 1995 y estableció un negocio de digitación. Luego aprendió Word con Eduardo, quien también la ayudó a emprender un negocio de boletines escolares digitales. A través de los años, continuó perfeccionando sus habilidades tecnológicas y aplicándolas a proyectos educativos. Actualmente, se preocupa por ofrecer las mejores herramientas tecn
La tuberculosis es una infección bacteriana contagiosa causada por el bacilo Mycobacterium tuberculosis, que se transmite principalmente a través del aire cuando personas enfermas tosen o estornudan. Afecta principalmente los pulmones pero puede propagarse a otros órganos. Cada año ocurren millones de casos nuevos y muertes a nivel mundial, afectando desproporcionadamente a países de bajos ingresos. El diagnóstico se realiza mediante exámenes bacteriológicos y radiografías de tórax, y el tratamiento consist
BREN Paddington-SarjapuraApartments 2BHK/3BHK, Pre Launch Residential Apartmentsbrencorporation
BREN PADDINGTON – BUILDING SPECIFICATIONS
Structure
Earthquake resistance - Seismic zone II compliant RCC Framed structure
Masonry works - 200 mm / 150 mm / 100 mm thick Solid Concrete Block
Plastering
Internal walls / ceiling - Cement Mortar with Lime rendering
External walls / ceiling - Cement Mortar with Sand Face plaster
Flooring Finishes
Foyer / Living / Dining / Children Bedroom / Guest Bed Room / Kitchen –Vitrified Tiles • Master Bedroom - Laminated Wooden Flooring
All Balconies / Utility - Rustic Ceramic Tiles
All Toilets - Ceramic Tiles
Entrance Lobby - For Ground Floor – Granite / For Upper floors – Rustic Vitrified Tiles
Staircase - Sadarahalli Granite ( for treads ) / Black Granite tiles ( for risers )
Dadoing Finishes
• All Toilets - Ceramic Tiles up to ceiling level
• Kitchen - Ceramic Tiles – up to 2’ height from counter level leaving window opening
Counters
For Kitchen - 20 mm Granite platform with Single bowl single drain board of Futura / Nirali / Equivalent
Doors & Windows
Main Door - Teak wood frames with Veneered Tubular Core flush door ( No Polishing required )
Internal / Toilet Doors - Hard wood Frames with Moulded skin doors, with enamel paint on both sides
Windows - Powder coated Aluminium with Mosquito mesh in Living / Bedrooms
Kitchen – Powder coated Aluminium window
Utility - Powder coated Aluminium window with opaque glass
Ventilators - Powder coated Aluminium with provision for exhaust
MS Railing & Grills
All Balconies - SS Glass Railings as per design
Staircases – MS Railing as per design
Window / Balcony – Safety MS Grills for all Ground Floor Flats only
Utility – MS Grills for all the flats
Painting
Living / Dining / Foyer / Bedrooms - Acrylic Emulsion
Staircase / Lobbies / All Ceilings including inside flats - Oil Bound Distemper
Exterior walls / Balconies - Weatherproof Cement Paint
Bedrooms / Toilet doors - Enamel paint
MS Grills - Enamel paint
Hardware’s
Premium Quality Hardware – Dorset / Godrej / Equivalent
Plumbing & Sanitary
Sanitary wares
EWC - from Parry ware / Hind ware / Kohler
Washbasin – from Parry ware / Hind ware / Imported make
CP Fittings - Premium fittings from Jaquar / EssEss or equivalent
Concealed Diverters for showers in all Toilets
Concealed Cistern for all Toilets
Hot & cold water provision - For all washbasins in Toilets
Kitchen Sink – Only Cold water tap provision
Utility – Provision of Sink
Electrical
Power for each flat - 3 BHK – 5 KW / 2 BHK – 4 KW
DG Backup for each flat - 3 BHK – 2 KW / 2 BHK – 2 KW / 100% for Common areas
Fire resistance Electrical wires
TV & Telephone points for Living & all Bedrooms
AC points for Living & all Bedrooms
Switch Plates / Switches - Modular Switches – Anchor / Salzer / Crabtree / Schneider
Exhaust fan provision in all toilets
Geyser provision in all toilets
Aqua
Este documento trata sobre el uso de la imagen como medio de comunicación efectivo para el aprendizaje. Explica que más del 80% de la comunicación se da a través de la visualización y que es importante entender la influencia de la imagen en los procesos comunicativos actuales. Argumenta que las imágenes usadas en los medios de comunicación no son aleatorias, sino que transmiten buena parte de la información y conocimientos de las personas. Concluye diciendo que es primordial aprender quién maneja las imágenes transmitidas por los medios, para qué y cuál es
Identificación de los elementos del estilo barrocoAlejandro Boadas
El documento identifica los elementos característicos del estilo Barroco en arquitectura, pintura y escultura. En arquitectura destaca el uso de columnas salomónicas y clásicas, arcos y efectos de perspectiva. En pintura se desarrolla el retrato realista y el uso de la luz como elemento fundamental. En escultura predomina el desnudo, el movimiento dinámico y la multiplicidad de puntos de vista.
Sweepers Australia's Boxer has the most reliable components combined with simple construction to give efficient, robust, long-life machine. Boxer ensures high cleaning performance in large areas. It has been designed to work in heavy duty applications such as steel factories, ceramic and cement factories.
La matriz propone acciones que los docentes pueden realizar para promover el uso de las TIC en varios procesos de la institución educativa, como la gestión académica, la enseñanza y el aprendizaje, la evaluación, y la comunicación interna y externa. Algunas de las acciones sugeridas son implementar herramientas tecnológicas en las prácticas docentes, propiciar espacios de reflexión sobre el uso de las TIC, y divulgar información a través de portales y redes sociales.
Kimberly Elsenbroek has extensive experience in invasive species management, restoration ecology, and environmental education. She received a B.S. in plant biology from Southern Illinois University and an M.S. in evolution, ecology and behavior from Indiana University. Her research has focused on prairie restoration, soil microbes, allelopathy, and ecotypic responses to climate change. She has worked on numerous restoration projects, conducted outreach programs, and taught university courses. Elsenbroek seeks to expand science communication through journalism and continues gaining experience in education, research, and conservation.
This document is a resume for Lauren M. Merchant that highlights her education and experience in ecology, evolution, organismal biology, and the arts. She earned a B.S. in Ecology, Evolution and Organismal Biology from Saint Louis University with a minor in Studio Art. Her experience includes undergraduate research, teaching assistant positions, scientific illustration internships, and presentations at ecology conferences. She has strong skills in field research, statistical analysis, and community outreach.
This document provides abstracts for several undergraduate research projects being presented at a research colloquium. The abstracts cover a range of topics including: the role of women's groups in the Nicaraguan revolution; the relationship between a parasite and senescence in octopuses; avoidance behaviors of tree frogs in response to predatory cues; differences in resilience of life stages of a phytoplankton; modeling the energy of magnetic particle clusters; challenges facing teenage mothers pursuing education; and developing a method for experimentally infecting snails with parasites.
This project focused on understanding local knowledge systems of the Maasai people in Tanzania regarding breeding and selection of livestock. A multidisciplinary team conducted research in two regions, interviewing men and women separately. They found that Maasai women play an important role in monitoring animal health and selecting breeding stock, and make decisions about milk management. The research highlighted the value of local knowledge and how roles and responsibilities adapt to changing conditions. Workshops with the community provided feedback and ensured local perspectives informed the work.
This project focused on local knowledge systems of the Maasai people in Tanzania regarding breeding and selection of livestock. A multidisciplinary team conducted research in two regions to understand how the Maasai's knowledge has changed with migration. They found that Maasai women play an important role in monitoring animal health and selecting breeding stock, and possess detailed knowledge of livestock management. The research highlighted the value of local knowledge systems and engaging both women and men in understanding gender roles in communities.
The passage discusses the importance of public opinion and voting in a democratic country. It outlines three key requirements for voting systems: universal verifiability, privacy, and robustness. It then provides an example of how a proposed electronic voting system would work, allowing voters to cast votes privately on a touch screen before transmitting encrypted totals to a central control unit for tabulation.
Natural Connections - the story so far (July 2016v1.2)Tracy Lambert
This document provides a mid-project summary of the Natural Connections project, which aims to enhance green spaces in Cumbernauld, Scotland and connect both people and wildlife. It discusses how the project has engaged young people and the local community in environmental activities, conservation, and outdoor art projects. Over 45 young people and 38 volunteers have participated so far in restoring three wildlife sites. The project has helped build skills and confidence among young people and volunteers, and has engaged over 7,000 community members through public events.
This curriculum vitae summarizes the qualifications and experience of Professor Melissa Leach. She is currently the Director of the Institute of Development Studies at the University of Sussex. She has over 30 years of experience conducting ethnographic research in West Africa focusing on topics related to environment, agriculture, health, gender and more. Her research links these topics to knowledge, power and policy processes. She has authored and edited numerous books and papers on these topics.
- Melissa Leach is the Director of the Institute of Development Studies at the University of Sussex. She has over 30 years of experience conducting ethnographic research in West Africa and speaks 4 local languages.
- Her research focuses on the environment, agriculture, health, technology, and gender. Recent work examines the politics of green transformations, forest-climate change relations, and the anthropology and ecology of zoonotic diseases like Ebola.
- She has a PhD in Social Anthropology from SOAS, University of London and has supervised numerous PhD students during her career.
Rochester Community & Technical College has a new Vice President of Student Affairs, Dr. Alex Herzog. Herzog aims to improve student retention through strengthening support services for RCTC's nearly 6,000 students. Herzog previously held similar roles at other universities and believes in personalizing the student experience. An RCTC student is conducting research on antioxidants and their ability to prevent DNA oxidation, which she has presented at national conferences. The college is also offering a service trip to Guatemala over summer break for students to engage in volunteer work and cultural experiences.
Three Lessons of the Rwandan Genocide Free Essay Sample on Samploon.com. Genocide as the Systematic Killing of a Social, Political, Cultural .... Is genocide just another form of war? - University Social studies .... Native Genocide - GCSE History - Marked by Teachers.com. Centuries of Genocide: Essays and Eyewitness Accounts by Samuel Totten .... Genocide Research Essay Requirements by Mary Petty. The Eight Stages of Nanking Genocide Essay Example GraduateWay. The Path to Genocide: Essays on Launching the Final Solution by .... Why is Good to Study the Cambodian Genocide? Free Essay Sample on .... Can Genocide Really be Prevented? Free Essay Sample on Samploon.com. Bosnian Rwandan Genocide Comparison Essay Example GraduateWay. 9780521426954: The Path to Genocide: Essays on Launching the Final .... Genocide Teaching Resources. Stopping Genocide - GCSE English - Marked by Teachers.com. How the world came to define genocide and crimes against humanity - The .... History of The Rwandan Genocide - Free Essay Example PapersOwl.com. Genocide Essay Hutu The Holocaust. Rwandan Genocide Essay - 24/25 Modern History - Year 11 HSC Thinkswap. Genocide In-Class Essay. Free essay on genocide. Essays on genocide. How To Prevent Genocide Essay Outline. Rwandan genocide essay topics. Rwandan Genocide Essays: Examples .... genocide research paper help?. Cambodia genocide essay - essaywritingmyselfsample.web.fc2.com. Example essay about genocide. ️ Armenian genocide essay topics. Free Armenian Genocide Essay .... Whites Genocide Photo Essay Ramanis blog. Cambodia genocide essay - dissertationappendix.web.fc2.com Genocide Essay Genocide Essay
The document provides information about various accomplishments and events at East Carolina University's Thomas Harriot College of Arts and Sciences. It includes summaries of faculty research projects, a new psychology clinic providing services to the community, a performance of a classical play, and accomplishments of faculty such as research projects, awards, and interviews. It aims to highlight notable news and achievements within the College.
‘Jane Eyre’ Essay | Teaching Resources. Jane Eyre Essay - GCSE English - Marked by Teachers.com. The presentation of Jane Eyre’s childhood in chapter 1-8 Essay Example .... Jane Eyre Essay 1 | PDF | Jane Eyre | Virtue. Jane Eyre - GCSE English - Marked by Teachers.com. Jane Eyre Analytical Essay | PDF | Jane Eyre. Victorian Novel Analysis:Jane Eyre by Charlotte Bronte: [Essay Example .... Jane Eyre: Bildungsroman Analysis Essay Example (500 Words) - PHDessay.com. An Essay on Jane Eyre | Jane Eyre | Brontë Family. Jane Eyre: Complex Character in Development: [Essay Example], 1470 .... The Essay - Jane Eyre | Jane Eyre. Jane Eyre by Charlotte Bronte Essay Example | Topics and Well Written .... ≫ Jane Eyre as an Independent Person Free Essay Sample on Samploon.com. Amazing Jane Eyre Essay ~ Thatsnotus. Compare the presentation of Bertha and Antoinette in ‘Jane Eyre’ Essay .... Individual against Environment: Importance of Setting in Jane Eyre .... Jane Eyre Essay | Literature - Year 12 VCE | Thinkswap. 35+ Jane Eyre Thesis Examples Most Popular - Exam. Jane eyre - GCSE English - Marked by Teachers.com.
The article discusses conservation efforts at ASU's School of Life Sciences and its partnership with the Phoenix Zoo. It profiles an undergraduate student, Spenser Babb-Biernacki, who switched her major to conservation biology after realizing her passion for animals and the outdoors. Through an internship with the Phoenix Zoo facilitated by ASU, Babb-Biernacki gained hands-on experience working with various under-studied species and conducting her own research project, solidifying her interest in a conservation career. The internship exposed students to different aspects of the field such as animal husbandry, lab experiments, and field work to help them discover their interests and strengths.
This newsletter provides information about the Ecology and Evolutionary Biology (EEB) department at the University of Tennessee. It summarizes the following key points:
- EEB alumni obtain jobs across various sectors including academia, government agencies, non-profits, and private companies both within the US and internationally.
- The EEB curriculum was recently updated to provide students with more flexibility in course selection and ensure training in key areas like evolution, ecology, and research skills.
- Two EEB faculty members published new books on invasive species and identification of woody plants. Another faculty member received awards for his contributions to biogeography.
- Changes are being implemented to the undergraduate biology curriculum based on recommendations
Woolaver 2011. PhD. Ecology and conservation genetics of Ridgway's hawk.Lance Woolaver Jr
This dissertation examines the ecology and conservation genetics of Ridgway's Hawk, an endangered forest raptor endemic to Hispaniola. Over five years of field research, the author studied the hawk's global distribution, population size, breeding densities, nesting ecology, diet, genetic diversity, and social and genetic mating systems. Key findings include a population estimate of 91-109 breeding pairs remaining within a restricted 1600 km2 range. Nesting occurs in native palm and hardwood trees in intact and disturbed forest. Productivity is similar to other tropical raptors but nest failures due to human activities threaten long-term viability. Genetic analysis revealed relatively high diversity but signs of inbreeding within the small, isolated population.
Essay On Ecotourism. The Future Of Ecotourism Essay - durdgereport492.web.fc2...Brandy Johnson
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Similar to 2012 Winter Spotlight Email Edition (20)
Essay On Ecotourism. The Future Of Ecotourism Essay - durdgereport492.web.fc2...
2012 Winter Spotlight Email Edition
1. By Justin Nicholas
The Careers in Science program gives
interns the opportunity to assist
scientists in their research or animal
husbandry at the Academy. In an
unparalleled learning experience,
interns dive into scientific careers
and have the opportunity to
directly support the Academy and
its mission: explore, explain, and
protect the natural world. I caught
up with interns Leon Wang and
Vanessa Cabrera to reflect on their
contribution to the Academy’s
mission.
Justin Nicholas: What were your specific
duties in the Center for Comparative
Genomics (CCG) lab? And what were
the goals of the project?
Leon Wang: My specific duties were
to aid Anna Sellas in the CCG with
her work on spotted eagle rays.
This included helping her with DNA
extraction, PCR, and keeping the CCG
lab well equipped. [We wanted] to
study the distribution and genetic
diversity of the spotted eagle ray
population in the Gulf of Mexico.
Studying them would provide important
information that will be used to set up
fishing and trawling laws in that region.
JN: How has it influenced your future
goals?
LW: I learned a lot about what happens
in a DNA Lab that I did not know before.
All of the processes required to look at
organisms at the microscopic level are
vastly interesting.
Vanessa was very passionate
about her experience working with
Aquarium Biologist Erin Jessup in the
rainforest exhibit.
JN: What were your specific duties in
your husbandry position?
Vanessa Cabrera: I prepared food for the
morning and afternoon feeding of song
birds, counted all birds in the exhibit to
make sure all birds were accounted for,
and cleaned holding areas for rainforest
animals. I enjoyed working closely to the
animals because you begin to really care
about them and want to start learning
where they come from. I started to
learn that these animals’ habitats were
being destroyed. I want to change that
and be part of the movement to help
conserve their environment.
JN: How has it influenced your future
goals?
VC: I want to go back to El Salvador
where there isn’t a huge focus on
conversation because of politics and
violence. I want to be a part of the
effort to conserve all those animals
there.
Both interns clearly had influential
experiences in their research
positions. These opportunities not
only allowed them to contribute and
learn skills to protect the natural
world, but also influenced their
future. When I asked Vanessa if she
could see herself in this profession in
the future, she responded with total
cheer and excitement, “Yes!”
Winter 2012 Careers in Science Page 1
Destination Conservation
Careers in Science
spotlight
In this Issue:
• Interns Win a Grant
• Spotlight! on the LUNAtics
• Koshland Young Leaders
• New Additions to CiS: Interns
and Program Assistants
• Alumni Update
Intern Vanessa Cabrera consults with her mentor, Aquatic Biologist Erin Jessup, during
Vanessa’s weekly routine of inventorying the song birds of the rainforest exhibit.
2. Winter 2012 Careers in Science Page 2
Dear Readers,
I invite you to the winter
2012 edition of Spotlight!
The past several months
have been a time of
change with new interns,
the establishment of
new Program Assistants,
as well as our first
astronomical project
group, the “LUNAtics”.
We are proud to announce
that the LUNAtics placed
fourth in the NASA Lunar
and Planetary Institute’s
high school research
competition.
Also in this edition: a CiS
project group was awarded
funding from the Youth
Empowerment Fund to
improve sustainability
in San Francisco high
schools, Stacy Thomas and
Mollie Cueva-Dabkoski
are recognized as young
leaders, and interns learn
about the wonders of
Africa!
Timmy Yu
Editor-in-Chief
Email comments to
cis@calacademy.org
_____________________
Editor-in-Chief
Timmy Yu
Reporters
Justin Nicholas
Reina Ota
Francisco Juarez
Staff Advisors
Roberta Brett
Renn Darawali
Melissa Tang
By Timmy Yu
What would you do with thirty five
hundred dollars? Interns Mollie
Cueva-Dabkoski, Michael Galathe,
Lille Crosby, and Maria Romero,
answered the question when
they applied for San Francisco’s
Department of Children, Youth, and
Their Families’ Youth Empowerment
Fund (YEF) mini-grant. This
project group was awarded money
to develop a Youth Sustainability
Seminar.
YEF mini-grants support small-scale
projects that are initiated and led by
youth to support youth leadership
in addressing important community
needs. The interns thought this
would provide an opportunity for
them to lead an influential project in
their communities. This was the first
time in CiS history that interns wrote
a grant proposal and won money
for a project. They proposed to lead
a Youth Sustainability Seminar to
address the need for sustainability
at different public schools in San
Francisco. The interns hope to
empower youth leaders to make
changes to “green” their schools.
The interns feel they have been
affected by efforts to enforce
sustainability at their schools. Intern
Michael Galathe says, “We are told
not to litter and to recycle, yet we
don’t really receive an explanation
for why these rules exist. The lack
of authority and explanation for
why sustainability is important
makes achieving sustainability seem
irrelevant.”
After surveying interns on
sustainability efforts at their
respective schools, Michael and his
project group concluded that out of
the 17 schools represented by CiS,
at least eight did nothing more than
advertise sustainability through
posters. It simply is not stressed
enough. In order to combat this
challenge, the YEF Grant Writing
project group plans to bring together
two environmental club leaders
and four student body members
from targeted schools to develop
solutions and a sustainability action
plan. Interns hope this event can be
the catalyst to create change at their
schools and develop a community
between public schools. Together,
change can be made!
An the Award Goes to...
Spotlight is developed and produced by the Careers in Science interns as part of a multi-year,
year-round youth development and science education program at the California Academy
of Sciences. Careers in Science is generously supported by the GGS Foundation; Joseph
R. McMicking Foundation; Kenneth Edward Olivier and Angela Nomellini; San Francisco
Department of Children, Youth and Their Families; The Sato Foundation; Onnolee and Orlin
Trapp; and Wells Fargo. For more information, contact Neal Ramus, Careers in Science
Manager, at 415.379.5109.
Melissa Tang, CiS Assistant Manager, gives feedback to some of the Youth Empower-
ment Fund Grant Writing project group about writing a grant proposal.
3. Winter 2012 Careers in Science Page 3
By Timmy Yu
“Everything you see exists together
in a delicate balance.” Mufasa from
The Lion King could not be more
correct. The African landscape
is teeming with life, engulfed in
diversity, and humans should know
its existence and significance.
This past March, interns took part
in a multi-week training in which
they learned about the fabulous
biodiversity in Africa – and the
threat it faces. Animal populations
throughout Africa are decreasing and
becoming endangered while some
are even going extinct.
Interns explored the natural world of
Africa through captivating lectures
and activities led by CiS Assistant
Manager Melissa Tang, Senior
Science Specialist Roberta Brett,
former CiS Manager Eric Godoy,
and former San Francisco State
University graduate student Nic
West. The African continent boasts
astounding ecosystem diversity
which includes physical landscapes,
species diversity, which is the
variation of species in the region;
as well as genetic diversity, or the
variation of genes within a species.
Furthermore, Africa is home to
multiple keystone species, which
have a critical role in the ecosystem.
An ecological community would
cease to exist if these species are
removed. Examples of such species
include the African elephant,
the African hornbill, and the Nile
crocodile, all of which are now
endangered.
Biodiversity not only gives direct
economic benefits to Africa, but also
provides aesthetics to the land. It is a
major problem that the biodiversity
of Africa is being threatened.
The interns learned that many
factors come together to threaten
biodiversity.
The over-exploitation of
using animals for food
and for financial profit
(for instance, rhino horns
being sold), combined
with over logging which
results in habitat loss and
fragmentation, are among
the leading factors for the
reduction in species.
Another factor influencing
biodiversity is climate change.
Increased pollution from humans,
such as overuse of fossil fuels and
failure to protect the natural world,
have threatened biodiversity. The
interns also learned the devastating
effect of non-native species. These
species take away valuable resources
from native species whose numbers
are already on the decline.
To further understand the global
effects of biodiversity loss in
Africa, the interns engaged in a
role playing debate. They were
assigned to step in the shoes of
various groups in Africa – ranging
from black market salespeople to
Girl Scouts representatives – all of
whom may play an important role in
the conservation of species. Intern
Jordan Torres says, “I especially
enjoyed the role playing activity we
did, because the many viewpoints
as to whether or not to protect
biodiversity were discussed.”
During the debate, intern Michael
Vicencio was assigned a role
opposing the creation of a national
park to protect mountain gorillas on
the Virunga Mountains, but found
himself passionately fighting to
protect the mountain gorillas instead.
He said, “The role I received was
intended to justify extracting oils
from mountain gorilla habitats, but
my instincts could not get me to
stop protecting them. These gorillas
are fascinating creatures and they
should be protected as much as
possible.” As the interns learned,
the rest of Africa lies in a delicate
balance should remain untouched
and preserved.
Tackling the Biodiversity of Africa
Interns debated conservation efforts for the Tsavo lion, which is rumored to be a man-
eater, and mountain gorillas.
4. Winter 2012 Careers in Science Page 4
by Reina Ota
For the first time in the Careers
in Science intern program’s
history, we have a project group
that is related to space science!
Interns Maria Orellana, Rabiya
Subedar, Joseph Wong and I,
also known as the LUNAtics
project group, committed a
whole school year to enter
a high school lunar research
competition.
In April, we presented our
Moon 101 presentation to the
Lunar and Planetary Institute
(LPI) and NASA’s Johnson
Space Center. LPI is a science
research institute that provides
support to the planetary science
community as well as NASA.
LPI also conducts planetary
research under the leadership
of scientists and visiting
researchers.
Under the mentorship of Dr.
Benjamin Greenhagen, a planetary
geologist at NASA’s Jet Propulsion
Laboratory (JPL), the LUNAtics began
their year-long journey towards
making a professional research
poster which would be entered in
the nationwide high school lunar
research competition.
After learning the basics of the moon
we began the toughest process of
all, deciding on a research topic
and question. Although we were
all interested in the same topic, the
volcanic formations of the moon,
it was challenging to agree upon
a single research question. Intern
Joseph Wong explained the dilemma,
“Since there were so many topics to
choose from, it was really difficult to
sort out all the ideas that provided us
with sufficient amount of data and
articles that are accessible. If we do
not have enough data, it would be
impossible to answer our question.”
Through all the discussions and
arguments, and with the support of
Dr. Benjamin Greenhagen and former
CiS Manager Eric Godoy, we decided
to compare lunar silicic volcanoes on
the far side and the near side of the
moon.
We decided to research
more about the silicic
volcano that exists only on
the far side of the moon,
the Compton-Belkovich,
due to its enigmatic
features that many lunar
scientists have not yet
discovered.
We wanted to research on how
the Compton-Belkovich feauture is
unique by comparing other silicic
volcanoes that are located on the
near side of the moon. To embark
on our intense research project we
needed a deep understanding of
the moon starting with the basics.
Introducing the LUNAtics
The LUNAtics met their mentor, Dr. Benjamin Greenhagen, at the Jet Propulsion Laboratory during
their SoCal College Tour.
The Compton-Belkovich elevation was one of the sites that the LUNAtics researched.
5. To do this, we developed a small
introductory presentation called
“Moon 101” to LPI in the beginning of
the school year. In order to become
familiar with the moon’s geology and
its geography, we read pages and
pages of professional lunar science
articles every week.
The interns initially did not have any
experience with moon research. But
of course, this did not deter us. We
began to read more articles, making
us work even harder in order to catch
up with other high school teams
that have had past experience with
the lunar competition. By the end
of October, we gave a PowerPoint
presentation to LPI and to interns
at Family Night. We presented our
findings from our own research,
such as types of craters and riles,
geologic composition, and volcanic
formations.
Despite all the challenges and
obstacles the LUNAtics had to
overcome, we were able to thrive
in our final presentation. In a brief
ten minute period, we presented our
final research poster and PowerPoint
to the LPI staff online, which was
challenging to do in such a limited
time with so much information to
cover. We came in 5th place out of 13
other high school contestants with a
0.5 point difference that could have
led us to a four-way tie into second
place.
On top of this experience, we also
submitted our research poster to the
American Geophysical Union (AGU)
conference in San Francisco. It was
accepted and we were able to present
to other professional scientists in the
field. NASA representatives even
stopped by to see our poster!
Every intern that participated in this
project group gained knowledge
about what it takes to be a lunar
scientist, which I believe is a
rewarding experience. After the
project group ended, Intern Rabiya
Subedar concluded, “I enjoyed
learning about the moon and its
formation; I thought that was very
interesting. I enjoyed doing the
research and teaching others what I
accumulated.”
The project group provided many
opportunities to present not only to
our fellow interns, but to LPI staff
and AGU scientists. Now that we are
more familiar about the moon and
its formation, we can help teach the
next project group of brave interns
the process of entering the research
competition. We can’t wait to see
another group of interns step up and
take on the challenge of becoming
the next LUNAtics!
Winter 2012 Careers in Science Page 5
The LUNAtics’ research poster.
The LUNAtics presenting their poster to AGU’s Director of Science, Billy Williams.
6. Winter 2012 Careers in Science Page 6
by Francisco Juarez
Leadership is an honorable trait.
Many leaders go unnoticed, so it is
always rewarding to have leadership
recognized. The Koshland Young
Leader Award is a scholarship award
created by Dr. Daniel Koshland Jr.
to recognize San Francisco’s next
generation of leaders. The award is
given to San Francisco youth that
have exemplified leadership by
excelling in school and giving back
to their communities in the face of
economic or familial challenges.
This award provides financial help in
the form of $7,000 for two years to
help pay for any education-related
expenses.
This year, the Careers in Science
program was fortunate enough to
have two interns, Mollie Cueva-
Dabkoski and Stacy Thomas, be
a part of the ten winners of the
Koshland Young Leader Award. Upon
winning the award Intern Mollie
Cueva-Dabkoski “felt really honored
and grateful that the Koshland family
would set aside money for my college
and my future.” To Intern Stacy
Thomas this scholarship “means the
world to [him] that not only [is he]
able to see college as a goal but there
are actually people who are willing
to support [him] in reaching that
goal, and for that, [he is] grateful.”
It is having opportunities like this
that make students like him want to
become better armed with the tools
to not only be successful, but to then
come back and help support the
communities that they came from.
Both interns plan to use the money
they have received to aid them in
their educational journey by buying
school supplies and to pay for some
of their college tuition. This fall, both
Mollie and Stacy plan on applying
to some of the most prestigious
universities in the U.S. Their college
lists include: Harvard University,
Columbia University, University of
Southern California, and UC San
Diego. So on behalf of the Careers
in Science program, we would like
to congratulate Mollie and Stacy on
their achievement!
Young Leaders: Mollie and Stacy
by Justin Nicholas
Big changes are happening in Careers
in Science! Now, when interns
graduate from high school, they
will also be graduating from the CiS
program. Our multi-year, year-long
program now supports interns as
they go through high school, instead
of supporting them until the age
of 21. The graduates will move on
and explore their options with the
skills they acquired throughout the
time they have been in the program.
This does not mean, however, that
seniors are leaving the CiS family.
If undergraduate alumni want to
continue to give back to the program,
they can apply to become a Program
Assistant!
This role provides them with an
opportunity for them to learn a
different set of new skills and
contribute to the intern experience.
A Program Assistant’s job is to train
and mentor interns and provide
assistance with administrative
projects to maintain the program.
There are two positions during the
school year; Program Assistant I
and Program Assistant II. Program
Assistant I main duties include
training interns on the content
knowledge of the stations that are
presented on the public floor, while
Program Assistant II main duties
include training interns and assisting
with administrative needs of the
program.
These changes also make room in
the application process to involve
more youth that are enthusiastic
about working with science. The
intern program is now extending the
application to rising 9th graders if
they were involved in the Academy’s
Science Action Club (SAC). SAC
is an after-school youth science
program for middle school students
of San Francisco. In order to keep
them involved with science and the
Academy, SAC youth can apply
to be a CiS intern as soon as they
graduate from SAC. This is part of
an initiative to increase the number
of opportunities for youth like us to
continue our interest in science at the
Academy. Now this is change we can
believe in!
Change We Can Believe In
The 2012-2013 batch of Program As-
sistants are excited to be back at the
Academy.
Koshland Young Leader Award recipi-
ents Mollie Cueva-Dabkowski and Stacy
Thomas.
7. by Francisco Juarez
Summertime means time for new
interns! The Careers in Science
intern program hired a new set of
interns this summer. After having to
overcome a challenging application
process, 13 new interns were
welcomed to the CiS family: Jamarc
Allen-Henderson, Jacqueline Barrera,
Maggie Beruk, Tiffany Cheng, Sarah
Chou, Judy Hua, Siyu Huang, Mariah
Jenkins, Jonathan Li, Tyler Ling, Evan
Luu, Franklin Medina-O’Connell, and
Ashley Ramirez.
The new interns were welcomed
with a week-long orientation to show
what being an intern is all about:
learning, teaching and conducting
science. New interns learned
science from lectures conducted
by Academy scientists. They also
conducted science by collecting
Pacific mole crabs on Ocean Beach
and then dissecting them to look for
parasites. They also received a brief
introduction to the demonstration
stations that interns teach on the
floor. Interns participated in lots of
team building activities, such as the
tarp flip, in which new interns stood
on a tarp and tried to flip it to the
other side without stepping off the
tarp. Intern Evan Luu said, “It felt
really good to bond and spend time
with each other because it helped us
become one big family.”
Following the new intern orientation,
interns continued to bond as a group
during the retreat to the Pepperwood
Nature Preserve. One way was by
playing team building games such
as shark island. This game requires
interns to work together in order to
achieve a goal. In this case, the goal
was to grab everybody’s water bottle
without entering the shark infested
waters around their “island”.
During the last day of the retreat,
interns faced the ultimate test of
their strength as a team: the ropes
course. Interns put their faith in
each other and climbed 70 feet up
a tree, entrusting their life to their
fellow interns. The new interns really
enjoyed the ropes course. Intern
Ashley Ramirez was ecstatic about
it. She exclaimed, “It pushed me
to go out of my comfort zone and
made me feel closer to the rest of the
interns.”
Now that the new interns have
braved through their orientation and
the Pepperwood retreat, they are
taking on their duties as interns and
teaching on the public floor of the
museum, while still continuing to
learn the ropes of being a Careers
in Science Intern. New interns like
Franklin Medina-O’Connell are
excited to “move up in the program,
in order to participate in the annual
Trinity Alps field studies trip and to
get more involved in the program.”
Once again we would like to welcome
the new interns as a part of our intern
family and as an intern alum once
said to them, “Welcome to science,
you’re going to like it here.”
Winter 2012 Careers in Science Page 7
First Leap into Science
Interns, new and old, work together on “shark island”.
8. California Academy of Sciences
55 Music Concourse Drive
Golden Gate Park
San Francisco, California 94118
By Renn Darawali
The Careers in Science Intern
Program is now 16 years old and has
over 150 alumni living around the
world. Let’s see what they’ve been
up to.
Maya Walton (hired 2001)
Maya is a graduate student pursuing
a MS in the Zoology department
at the University of Hawaii Manoa.
Over the summer, she worked
as a scientific SCUBA diver on
a NOAA research cruise to the
Papahanaumokuakea National
Marine Monument in the North
Western Hawaiian Islands.
Chris Fischer (hired 2005)
Chris just graduated with a Bachelor
of Arts in Sociology from UC Santa
Barbara this year. He is a quality
assurance intern at a local software
company and tests software for
bugs and suggest improvements to
facilitate a better user experience.
Grace Gornall (hired 2006)
Grace continues to work in informal
science education at the Kidspace
Children’s Museum in Southern
California, a hands-on museum
aimed at teaching children about the
natural world. She plans to set sail
as a youth activities leader aboard a
cruise to the Bahamas in January.
Benjamin Henriquez (hired 2004)
Ben now resides at Slide Ranch
in Marin, where he also works
as a teacher. The ranch is an
educational farm to teach youth
about a sustainable lifestyle and raise
environmental awareness.
Ashley Conrad-Saydah (CiSM from
2001-2006)
Ashley is on the forefront in the
battle against climate change and is
now Assistant Secretary for Climate
Policy at the California Environmental
Protection Agency.
We would love to hear from alumni.
If you have an update to add, email
mtang@calacademy.org
Alumni News Feed
Chris Fischer returns to share his jour-
ney to college with the interns.