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Contemporary Conservation in Australia
S1 Evening, External.
February 27th to June 8th 2017: Mondays 4-6pm Room EMCG240
Prerequisites: ENVS803 or (admission to MConsBiol or GradDipConsBiol or MMarScMgmt)
Text: Austral Ark: The State of Wildlife in Australia and New Zealand. Eds. A Stow, N Maclean, G. Holwell. 2015. Cambridge University Press.
Unit Convener: Dr Rachael Dudaniec [email protected]
Credit points: 4.0
UNIT DESCRIPTION
This unit provides a current perspective of the values, threats to existence and conservation of Australian wildlife. The special characteristics of the Australian biota (plants, animals and other organisms) and the key threatening processes are discussed as well as its global and historical context. The role of biological research in informing conservation management is explored, and how conservation-based research is communicated and interpreted. An emphasis is placed on case studies in conservation biology with critical analysis of conservation successes and failures.
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Learning Outcomes:
1. Describe theoretical concepts in conservation biology and current conservation issues in Australia and abroad 2. Communicate scientific research and issues in conservation to different target audiences in verbal and written form 3. Evaluate literature on conservation issues within peer-reviewed scientific articles and their representation within the written media 4. Identify how research in conservation biology influences environmental management practices and assess how effectively this is undertaken 5. Demonstrate a capacity for undertaking literature-based research into key topics in conservation biology and synthesising the current state-of-knowledge
Assessment Tasks
Assessment task Weighting % Due 1. Weekly Online Quizzes (12 worth 2.5% each) 30 Weekly 2. Challenges in Conservation Short Essay 15 March 24 3. Conservation Research Update: Presentation 20 May 5 4. Conservation Biology in the Media Report 35 June 2
Assessment Task Descriptions
1. Weekly Online Quizzes Due: every two weeks Weighting: 30% (12 exercises, 2.5% per exercise)
This Assessment Task relates to the following Learning Outcomes:
• Describe theoretical concepts in conservation biology and current conservation issues in Australia and abroad • Communicate scientific research and issues in conservation to different target audiences in verbal and written form • Demonstrate a capacity for undertaking literature-based research into key topics in conservation biology and synthesizing the current state-of-knowledge
On the Wednesday following each lecture (i.e. excluding final lecture), a quiz will become available on iLearn (worth 2.5%) that you will have up to two weeks to complete (see timetable). The 12 online exercises will consist of short answers and multiple choice questions that revise the content of each lecture (including tutorial discussions), encourage thinking and research skills, in alignment with the Austral Ark textbook chapters. The exercises may involve consulting the peerreviewed literature, external websites, and chapters within the required textbook Austral Ark.
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The schedule for the availability and due dates of each online quiz on iLearn is as follows. Note: quizzes become available the day after each lecture - every Tuesday - and are due 10 DAYS LATER on Fridays at 5pm. The best strategy is to complete the quiz as soon after the lecture as possible. The due dates and availability of quizzes is as follows:
Quiz number
Date quiz available
Due date: quiz closed
Q1 28 February March 10 Q2 7 March 17 March Q3 14 March 24 March Q4 21 March 31 March Q5 28 March 7 April Q6 4 April 14 April Q7 11 April 21 April Q8 2 May 12 May Q9 9 May 19 May Q10 16 May 26 May Q11 23 May 2 June Q12 30 May 9 June
2. Challenges in Conservation: Short essay 1500 words (excluding references) Due: Friday March 24thth at 5pm, Week 4. Weighting: 15%
This Assessment Task relates to the following Learning Outcomes:
• Describe theoretical concepts in conservation biology and current conservation issues in Australia and abroad • Communicate scientific research and issues in conservation to different target audiences in verbal and written form • Evaluate literature on conservation issues within peer-reviewed scientific articles and their representation within the written media • Identify how research in conservation biology influences environmental management practices and assess how effectively this is undertaken • Demonstrate a capacity for undertaking literature-based research into key topics in conservation biology and synthesising the current state-of-knowledge
Australia, as for all countries, is faced with many challenges that hinder effective conservation. These challenges may be related (but not exclusively) to:
(1) a lack of data and research (2) limited funding (3) domestic or international politics (4) cultural values
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(5) industrial/human land-use conflicts
Choose ONE conservation issue in Australia, and discuss at least one of the above challenges associated with the issue in a short written essay in 1500 words. Consult and cite the primary scientific literature, and any supporting information from government documents etc. You must cite the peer-reviewed scientific literature to support your claims and provide a formatted reference section. The aim of your essay is to provide a brief, objective, and scientifically informative evaluation of the main challenge(s) to effective conservation with respect to your chosen issue.
3. Conservation Research Update: Presentation Due: Friday 5th May at 5pm, Week 8 Weighting: 20%
This Assessment Task relates to the following Learning Outcomes:
• Communicate scientific research and issues in conservation to different target audiences in verbal and written form • Identify how research in conservation biology influences environmental management practices and assess how effectively this is undertaken • Demonstrate a capacity for undertaking literature-based research into key topics in conservation biology and synthesising the current state-of-knowledge
Many conservation strategies lack up-to-date insights from recent research findings, which is often because of poor communication of science outside of academia. It is just as important that scientific research be published as it is that can be understood by those who need to use the information. This leads to a long time between publication of scientific findings and their recognition and integration within conservation planning. For this assessment, you are required to choose a specific topic of recent conservation interest in Australia (or New Zealand/ Oceania) (e.g. in the past five years). The topic you choose may be in relation to a threatened/invasive species, habitat or other threatening process such as fire, disease spread or human disturbance.
Your task is to give a 10-minute pre-recorded presentation (using powerpoint slides with audio only) to pitch an update on a conservation issue of interest, integrating the scientific literature published in the last FIVE years (since 2011). Focus on the aspects of the scientific literature that relate to biological insights and conservation management of the topic you have chosen. The aim of your presentation is to provide a RESEARCH UPDATE AND SYNTHESIS of a specific conservation topic, supported by the peer-reviewed scientific literature.
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Specifically, you will: • Pitch your presentation to conservation decision-makers (e.g. managers) who are scientifically literate, and have an interest in your chosen conservation topic. Keep it scientific, but relevant for management. • Do a recent scientific literature search on the topic, collate and synthesise findings and conclusions. • Communicate the contribution of recent research towards the understanding and management of your chosen conservation issue. • See the marking rubric for more information on suggested structure and content
Create slides for a powerpoint presentation and record your oral presentation during the slide show using the ‘record presentation’ function (e.g. for instructions: see here for Mac; and see here for PC).
4. Conservation Biology in the Media Report 3000 words (excluding references) Due: Friday June 2nd at 5pm, Week 13 Weighting: 35%
This Assessment Task relates to the following Learning Outcomes: • Describe theoretical concepts in conservation biology and current conservation issues in Australia and abroad • Evaluate literature on conservation issues within peer-reviewed scientific articles and their representation within the written media • Demonstrate a capacity for undertaking literature-based research into key topics in conservation biology and synthesising the current state-of-knowledge
The media often reports scientific results and discoveries in mis-informed or misleading ways, in the interests of capturing reader attention or other motive. This occurs across many fields in science, but is also frequently the case in conservation biology. As scientists, it is important that we recognise when the media may be misrepresenting other’s work, or omitting certain aspects of results to tell a ‘clear’ story. As conservation biologists we can be confronted with this, and therefore must learn to highlight discrepancies and learn to better communicate our work to the public, the media, managers and policy makers. This task is designed to raise your awareness of these issues and ability to recognise and evaluate them by directly verifying media articles that report on conservation research through consultation of both scientific and non-scientific literature.
In a 3000-word report in your own words, you will assess how effectively the media is communicating the scientific literature.
To do this, you will choose two recent (< 5 years old) media articles that each focus on a particular published scientific paper from a journal within conservation biology. Each media article must be on a separate conservation topic, with a different scientific paper associated with it. The chosen media articles should focus on conservation topics within or relevant to Australasia (defined as: Australia, New Zealand, New Guinea, and the South Pacific Islands).
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Each media article assessment is worth 17.5% and should be 1500 words (± 150 words) for each (x 2 media articles = 3000 words and 35%).
Key requirements and guidelines: • Write1500 words (±150 words) on each media/scientific article assessment (total of 3000 words), evaluating the content of the media article against the journal article it describes. • Media articles are to be sourced from specific sources as suggested below. • To be independent, media articles and journal articles cannot come from the same publisher (e.g. Nature Publishing Group). • To be independent, media articles should NOT be written by the authors of the journal article that the media article refers to, but be an independent piece of writing. • Consult the wider literature and provide additional citations to give background, support, and add to the information content of both the media and journal articles. • Reports must contain formatted citations and a reference list of both peer-reviewed scientific literature and the media articles you focus on. • Write your report for a scientifically literate audience.
Notes on formatting: • Provide the full reference of (1) the media article and (2) the journal article, at the start of your report (not in the reference list) and include web links to both the media article and focal journal article (not included in word count).
Example of citation format:
Media article: Kelly, E. (2014) Out of the Tropics: Study Finds Source of Mammal Diversity http://theconversation.com/out-of-the-tropics-study-finds-source-ofmammal-diversity-22392. The Conversation. Accessed 31.3.16
Peer-reviewed journal article: Rolland, J.; Condamine, F.L.; Jiguet, F.; Morlon, H. (2014) Faster speciation and reduced extinction in the tropics contribute to the mammalian latitudinal diversity gradient. PLoS Biology, 12 (1): e1001775. http://dx.doi.org/10.1371/journal.pbio.1001775
Specific questions you must address for each of the two media articles in your report are: • What is the conservation issue outlined in the media article? Why is it significant and attracting media attention? Give a brief background using a broader literature search. • What impression does the media article give us alone about the research conducted? Summarise the article as if you have no prior knowledge but the article topic at hand. • Read and compare the original published journal article to the media article – Is any of the information (e.g. numbers/statistics/conclusions) in the media
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article mis-quoted from the journal article? Are major caveats of the study ignored or key results omitted? • Obviously scientific methods cannot be described in detail within a media article, but is excluding the methods creating a false image of what was performed, or is it adequately represented? • Conclusion: Overall synthesis, suggested improvements to media article for greater clarity and understanding.
Please do not rewrite these questions/points in your report. Please only address each of them, preferably in the order above as you write your report. Please avoid personal opinion and vague, general statements. Back up all statements with references as you will be largely assessed on scientific content and research capabilities.
Example online media resources (avoid very poor quality newspapers and news articles from television networks).
NewScientist.com TheScientist.com ScienceDaily.com Science Alert State/Federal Government media releases Australian Geographic WWF Australian website Australian Conservation Foundation – (News and Media) Decision Point (directed at managers) Bush Heritage Australia – (News and Media)
Tip: One way to locate your topic is to first find articles of interest in top journals like ‘Nature’, Science’ as these papers often attract a lot of media attention, but remember to select your article pairing from independent publishers.
Here are some examples of media articles that discuss a particular published scientific journal article – DO NOT USE THESE!:
Example 1: Effect of cane toads on predator-prey dynamics Media Article https://www.newscientist.com/article/dn27199-cane-toad-has-surprise-effect-onaustralian-ecosystem/ Original Journal article http://www.esajournals.org/doi/10.1890/14-1332.1
Example 2: Effect of greenhouse gases on reduced precipitation in Australia Media Article https://www.newscientist.com/article/dn25887-australia-is-drying-out-thanks-to-ouremissions/ Original Journal Article http://www.nature.com/ngeo/journal/v7/n8/full/ngeo2201.html
Example 3: The genetic structure of whales in Australia and New Zealand
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Media Article https://whalesandmarinefauna.wordpress.com/2015/11/10/new-research-showsmigratory-behaviour-of-southern-right-whales-australia-new-zealand/ Original Journal Article http://www.nature.com/articles/srep16182
Delivery and Resources
Weekly lectures and tutorials will be held Mondays 4.00-6.00pm in room EMCG240. Attendance at lectures is highly encouraged to enable face-to-face discussions with the invited speakers, interact with other students and enhance your learning experience. The lectures in this unit are almost entirely comprised of invited guest researchers who are active and renown in their fields, offering an excellent opportunity to connect with a diversity of researchers and expand knowledge. Students will need access to a computer and basic office software (eg. Microsoft Office or OpenOffice) to complete assessment tasks. An Internet browser will also be required to search for background information, for assignments and to complete online exercises and enable online course participation. Some tutorials may require a computer, which may be provided if needed. Course content and discussion boards etc. will be available through iLearn.
The set, compulsory text required for this unit is: Austral Ark: The State of Wildlife in Australia and New Zealand (2015) Eds. A Stow, N Maclean, G. Holwell. Cambridge University Press. The text book is available for purchase on campus at the Co-op bookstore.
Other useful references: Attiwill, P. & B. Wilson, Ecology: an Australian perspective. Oxford University Press, New York. 648 pp. Burgman, M. and Lindenmayer, D. (1998): Conservation Biology for the Australian Environment. Surrey Beatty & Sons, Sydney Krebs, C.J. 1994. Ecology: the experimental analysis of distribution and abundance. 4th ed., Harper, New York. 800 pp
Graduate Capabilities PG – Discipline and Knowledge Skills PG - Critical, Analytical and Integrative Thinking PG – Research and Problem Solving Capability PG - Effective Communication PG – Engaged and Responsible, Active and Ethical Citizens PG - Capable of Professional and Personal Judgment and Initiative
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UNIT TIMETABLE AND LECTURE See iLearn