Volume 1 • Number 2 roots

rootsVolume 1 • Number 2

Botanic gardensand zoossynergies forthe future

Taking a holistic approachFrom the lion’s cagePartnerships for learningShould botanic gardens keep animals as exhibits?

Botanic Gardens Conservation International Education Review October 2004

New!Education resources available onlineLog on to BGCI’s education website for a range of educational resources.Key articles from Roots are included, covering a wide range of educationtopics, case studies and advice for developing and running your owneducation programme. Also online are BGCI’s ‘Environmental Education inBotanic Gardens’ guidelines, as well as other useful links and documents.

www.bgci.org/education

WWW

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Editors: Julia Willison and Sarah Kneebone

Cover Photo: San Diego Zoo, USA

Design: John Morgan, SeascapeEmail: [email protected]

Forthcoming IssuesVolume 2 Number 1 – International agendas:implications for botanic gardensLast submission date January 20, 2005Volume 2 Number 1 – Master planning for educationLast submission date June 20, 2005

Roots is produced by Botanic Gardens ConservationInternational (BGCI). It is published twice a year and issent to all BGCI members. Membership is open to allinterested individuals, institutions and organisations thatsupport the aims of BGCI (see inside back cover formembership application form)

Further details available from:• Botanic Gardens Conservation International, Descanso

House, 199 Kew Road, Richmond, Surrey TW9 3BW UK. Tel: +44 (0)20 8332 5953, Fax: +44 (0)20 8332 5956 email [email protected], www.bgci.org

• BGCI-Russia, c/o Main Botanical Gardens, Botanicheskaya st., 4, Moscow 127276, Russia. Tel: +7 (095) 219 6160 / 5377, Fax: +7 (095) 218 0525, E-mail: [email protected], www.bgci.ru

• BGCI (U.S.) Inc., c/o Dan Shepherd, Director, 1000 Washington Avenue, Brooklyn, New York 11225-1099, U.S.A. Tel: +1 718 623 7200, Fax: +1 718 857 2430, www.bgci.org/us

• BGCI-Netherlands, c/o Utrecht University Botanic Gardens, P.O. Box 80162, NL-3508 TD, Netherlands. Tel: +31 30 253 2876, Fax: +31 30 253 5177, E-mail: [email protected], www.bi.uu.nl/botgard

• BGCI-Canarias, c/o Jardín Botánico Canario Viera yClavijo, Apartado de Correos 14, Tafira Alta 35017, Las Palmas de Gran Canaria, Gran Canaria, Spain. Tel: +34 928 21 95 80/82/83, Fax: +34 928 21 95 81, E-mail: [email protected]

• BGCI-China and South East Asia, c/o Registry,Singapore Botanic Gardens, 1 Cluny Road, Singapore259569. Email: [email protected], Email: [email protected], www.bgci.org/china

• BGCI-Colombia , c/o Jardín Botánico de Bogotá, Jose Celestino Mutis, Av. No. 61-13 – A.A. 59887, SantaFe de Bogotá, D.C., Colombia. Tel: +57 630 0949, Fax: +57 630 5075, E-mail: [email protected],www.humboldt.org.co/jardinesdecolombia/html/la_red.htm

• BGCI-Deutschland, c/o Botanische Gärten der Universität Bonn, Meckenheimer Allee 171, 53115 Bonn,Germany. Tel: +49 2 2873 9055, Fax: +49 2 28731690, E-mail: [email protected]

BGCI is a worldwide membership organization establishedin 1987. Its mission is to build a global network for plantconservation. BGCI is an independent organizationregistered in the United Kingdom as a charity (CharityReg No 1098834) and a company limited by guarantee,No 4673175. BGCI is a tax-exempt (501(c)(3) non-profitorganization in the USA and in Russia.

Opinions expressed in this publication do not necessarilyreflect the views of the Boards or staff of BGCI or of itsmembers

Editorial: botanic gardens and zoosJulia Willison, Botanic Gardens Conservation International

From menageries to master plans: linking the botanical withthe zoologicalJohn Arnott, Geelong Botanic Gardens, Australia

Taking a holistic approach to environmental educationCatherine Hubbard, Alberquerque Biopark, USA

Plant education in zoosBGCI members and supporters

From the lion’s cage: a new education programme at MundaWanga Environmental ParkEmma Stone, Munda Wanga Environmental Park, Zambia

Indian zoological and botanical gardens: historicalperspectives and a way forwardSally Walker, Zoo Outreach Organisation, Adit Pal, B. Rathinasabapathy &R. Manickam, Coimbatore Zoological Park and Conservation Centre, India

Gondwana connection: partnerships for learningKathy Stewart, Botanic Gardens Trust, Sydney, Australia

Conservation education: the value of trainingJamie Copsey, Durrell Wildlife Conservation Trust, Jersey, U.K.

Should botanic gardens keep animals as exhibits?BGCI members and supporters

ResourcesClaudy Fox, Bristol Zoological Gardens, U.K.

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For the Spanish Section:

Maricela Rodriguez Acosta – Herbario y Jardín Botánico de la Benemérita Universidad Autónoma dePuebla, MéxicoVeronica Franco – Centro de Investigación Cientifica de Yucatán, A.C. (CICY) MexicoAntonio J. Lopez-Quintana – Euskal Herriko Univertsitatea, Universidad del Pais Vasco, Bilbao, SpainLourdes Rico-Arce – Royal Botanic Gardens Kew, U.K.

For the French Section:

Loïc Ruellan – Conservatoire Botanique de Brest, FranceAllison Marshall – Planète Sciences Méditerranée, FranceFrançoise Brenckmann – Muséum National d’Histoire Naturelle, FranceThierry Helminger – Musée National d’Histoire Naturelle, Arboretum Kirchberg,Luxembourg

BGCI would like to thank the co-editors for their work in the production of Roots:

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Jardins botaniques et zoos: synergies pour le futur

Jardines botánicos y zoos: sinergias para el futuro

Editorial - English

From unplanned menageries tosystematic collections, the evolution ofzoos and gardens has always reflectedcurrent thinking. It is no surprise then,with growing international awarenessand concern for the environment, thatbotanic gardens and zoos are now atthe forefront of biodiversityconservation.

The imperative for partnerships andbiodiversity education is highlighted inthe Convention on Biological Diversityand reinforced in the Global Strategyfor Plant Conservation to which 188countries have signed up. This issue ofRoots examines some of the synergiesthat exist between gardens and zoosand showcases programmes that offera holistic approach to environmentaleducation.

In our lead article, John Arnot, Curatorof Geelong Botanic Garden, Australia,provides the historical context for thedevelopment of zoos. He argues that,

Editorial - Français

De la simple ménagerie aux collectionssystématiques, l’évolution des zoos etdes jardins a toujours reflété le courantde pensée de son époque. Il n’est passurprenant qu’avec l’accroissement dela sensibilisation et de laconscientisation pour l’environnementles jardins botaniques et les zoos sontaujourd’hui en première ligne dans ledomaine de la conservation de labiodiversité.

Dans la Convention sur la DiversitéBiologique, l’accent est mis sur lesbesoins en matière de partenariats etd’éducation à la biodiversité, et cela estrenforcé dans la Stratégie Globale pourla Conservation des Plantes qui a étésignée par 188 pays. Ce numéro deRoots souligne les synergies quiexistent entre les jardins et les zoos etprésente des exemples de programmesqui offrent une approche globalisantede l’éducation à l’environnement.

Dans l’article qui ouvre notre revue,John Arnot, Conservateur du GeelongBotanic Garden, en Australie, rappelle lecontexte historique du développementdes zoos. Même s’il sait qu’il ne serapas possible de réaménager la plupartdes institutions actuelles, il développele concept de Bioparc qui est l’évolutionlogique des reconstitutions de milieuxprésentées dans les zoos et desinstitutions d’histoires naturelles àtravers le monde. D’un point de vueéducatif, il argumente que le conceptdu Bioparc offre l’occasion de montrer

Editorial - Español

Desde simples colecciones privadasde animales hasta coleccionessistemáticas, su evolución ha reflejadoel pensamiento de cada momento. Nosorprende que, con la crecienteconciencia medioambiental, los JJBB yZoos se encuentren en primera líneade la conservación de la biodiversidad.

La necesidad de asociación ycooperación entre instituciones quedabien definida en la Convención deDiversidad Biológica, y reforzada por laEstrategia Global para la conservaciónde las plantas firmada por 188 países.Este número de Roots muestra lassinergias entre JJBB y Zoos, y exhibelos programas que ofrecen un enfoqueholístico de la educación ambiental.

En el primer artículo de John Arnot,Conservador del JB Geelong deAustralia se analiza el contextohistórico del desarrollo de los zoos.Argumenta que el Biopark es laconsecuencia lógica de los Zoos yestablecimientos naturalísticos delmundo. Desde una prespectiva

Roots • Vol 1 (2) • 02-0402

Botanic gardensand zoos

synergies for the future

Julia Willison

while it may not be possible for manyestablished institutions to achieve, theBiopark approach is a logical extensionof naturalistic exhibits for zoos andnatural history institutions worldwide.From an educational standpoint, heargues that the Biopark model providesan opportunity to demonstrate thecomplex interrelationships betweenplants, animals and the environment.The Nilgiri Biosphere Botanical Gardenand Conservation Park, India, is anexample of a Park moving towards thisideal. Sally Walker et. al describe thedevelopment of this new initiativewhich aims to replicate in microcosmthe native environment, whileconserving the endemic andthreatened flora and fauna of the area.Albuquerque Biopark, USA, offers usanother model. Catherine Hubbard,explains that the BioPark comprises azoo, aquarium and botanic garden and,although located on different sites, theyshare the same mission and areadministered by one director. Herarticle addresses the benefits andchallenges of integrating the variouseducation programmes anddemonstrates that, throughcollaboration, visitors can gain a morecomprehensive view of life on earth.

Unquestionably zoos and botanicgardens offer superb locations foreducation. However, as Jamie Copseyfrom Jersey Zoo, UK, points out in hisarticle, there is still a woeful dearth ofeducation officers in zoos and gardens,particularly in biodiversity-richcountries. Jamie argues that we needto find ways of matching resources inboth gardens and zoos in order to bean effective collaborative force forconservation education. He suggeststhat capacity building is one way inwhich resources may be shared andhighlights the benefits gained by more

les inter-relations complexes quiexistent entre les plantes, les animauxet l’environnement. Le Nilgiri BiosphereBotanical Garden and ConservationPark, en Inde, est un exemple de parcqui tend vers cet idéal. Sally Walker etal décrit le développement de cettenouvelle initiative qui a pour but derecréer, dans un microcosme, le milieuambiant dans lequel il est situé, tout enconservant les espèces végétales etanimales menacées et endémiques decet endroit. Le Bioparc d’Albuquerque,aux Etats Unis, nous offre un autreexemple. Catherine Hubbard expliqueque le Bioparc est constitué d’un zoo,d’un aquarium et d’un jardin botaniqueet, bien qu’ils soient situés dans desendroits différents, ils partagent lesmêmes missions et sont administréspar le même directeur. Son articleindique les bénéfices et les défis qu’il ya à intégrer des programmes éducatifsvariés et démontre que grâce à unevraie collaboration, les visiteurs peuventavoir une vision plus compréhensible dela vie sur Terre.

Sans aucun doute, les zoos et lesjardins sont des endroits superbespour l’Education. Cependant, commel’indique dans son article JamieCopsey du Zoo de Jersey au RoyaumeUni, il subsiste toujours un manquedéplorable d’animateurs dans les zooset les jardins du monde entier, enparticulier dans les pays à fortebiodiversité. Jamie pense qu’il estindispensable de mettre au point desressources complémentaires dans lesjardins et les zoos pour constituer uneforce de collaboration efficace destinéeà l’éducation à la conservation. Ilsuggère que le développement decompétence soit une voie par laquelleles ressources puissent être partagéeset il souligne les bénéfices acquis parles plus de 1000 étudiants qui ontsuivis des cours au centre internationalde formation du Zoo de Jersey.Comme le propose Jamie, avec laconvention sur la Diversité Biologiquequi met l’accent sur l’approche desécosystèmes pour conserver labiodiversité, peut-être est-il temps pournous de mettre en place une formationdébouchant sur un DiplômeInternational d’Education dans lesZoos et les Jardins ?Très certainement le développement decompétences fut un élément essentielpour expliquer le succès du Munda

educativa, considera que el bioparkproporciona una oportunidad paraexhibir las complejas interrelacionesentre plantas, animales y medioambiente. El JB Nilgiri BiosphereConservation Park de la India es unejemplo de parque que aspira a esteideal. Sally Walker et al. describen eldesarrollo de esta nueva iniciativa queintenta reproducir en un microambienteel lugar sobre el que se asienta,conservando la flora y fauna endémicaamenazada del lugar. AlbuquerqueBiopark de EEUU nos ofrece otromodelo. Catherine Hubbard explicaque el BioPark está compuesto por unzoo, un acuarium y un JB que, a pesarde estar localizados en diferenteslugares, comparten la misma misión yson administrados por un únicodirector. Su artículo trata acerca de losbeneficios y desafios de integrardiversos programas educativos, ydemuestra que los visitantes puedenconseguir un conocimiento máscompleto de la vida en la tierra.

No hay duda de que JJBB y Zoos sonmagníficos escenarios para laeducación. Sin embargo, como JamieCopsey del Jersey Zoo de RU señalaen su artículo, hay una evidente faltade educadores en ambas institucionesde todo el mundo, especialmente enlos países de alta biodiversidad. Jamieopina que tenemos que encontrarrecursos en Jardines y Zoos para seruna fuerza efectiva en la educaciónpara la conservación. Sugiere que lacapacitación es uno de los mediospara que los recursos se compartan, ysubraya los beneficios obtenidos pormás de mil estudiantes que hanpasado por el International TrainingCentre en el Jersey Zoo. Ya que laConvención sobre Biodiversidad harecalcado la necesidad de un enfoqueecosistémico en la conservación de labiodiversidad, ¿quizá habrá llegado elmomento de organizar un nuevoDiploma Internacional de educación enZoos y JJBB?

Seguramente la capacitación ha sidocrucial en el éxito del ParqueMedioambiental de Munda Wanga enZambia. Emma Stone, ex_gerente deeducación, describe el desarrollo delprograma educativo del Parque queflorece gracias al apoyo económico decolaboradores como el Zoo deChester, RU, y el Zoo del Bronx ,


than 1,000 students who have studiedat the International Training Centre atJersey Zoo. With the Convention onBiological Diversity stressing the needfor an ecosystem approach tobiodiversity conservation, perhaps thetime has come for us to set up anInternational Diploma Course in Zooand Botanic Garden Education? Certainly capacity building has beencentral to the success of the MundaWanga Environmental Park in Zambia.Emma Stone, former EducationManager, describes the developmentof the education programmeat the Park which isblossoming, thanks tothe expertise andfinancial support ofcollaborators suchas Chester Zoo, UK,and Bronx Zoo,USA. As well astrained educatorsand acomprehensiveeducationprogramme, the Parkalso boasts a well-stocked library, two education rooms,an interpretation room and aneducation office. Emma’s article istestimony to the amazing work thatcan be achieved through partnerships.

It is apparent that there is a significant interest by zoo educatorsin incorporating plants into theireducation programmes. To givereaders a taste of how this is beingdone we have included several casestudies that confirm the thematiccongruence of thinking that is beingcarried out in gardens and zoos.Conversely, we ask whether botanicgardens should keep animals asexhibits. The response from botanicgarden educators throws up a range ofpractical and ethical issues andindicates that we have much to learnfrom our zoo colleagues. This issue ofRoots emphasises the importance ofsharing information and expertise.There is no doubt that, throughworking together, zoos and botanicgardens can be an even stronger forcefor biodiversity conservation,

Wanga Environmental Park en Zambie.Emma Stone, ancienne Directrice duService Educatif, décrit ledéveloppement du programme éducatifdu Parc qui prospère grâce àl’expertise et à l’aide financière decollaborateurs tels que le Zoo deChester au Royaume Uni et au Zoo duBronx aux Etats-Unis. Le Parc n’estpas peu fier de ses animateurscompétents comme de sesprogrammes éducatifs clairs ainsi quede sa bibliothèque bien fournie, sesdeux salles pour les activités

éducatives, sa salled’interprétation et de sonbureau pour les animateurs.

L’article d’Emma est letémoignage de l’incroyable travailqui peut être réalisé avec de bonspartenariats.

Apparemment,il semble avoir un

réel intérêt de la part des animateursdes zoos d’intégrer le monde végétaldans leurs programmes éducatifs. Pourdonner à nos lecteurs un avant-goût dece qu’il serait possible de réaliser, nousabordons quelques cas concrets. Tousconfirment ce qu’il y a en commundans les thématiques des jardins etdes zoos qui peuvent et qui sontexplorés. Réciproquement, nousposons également la question desavoir si les Jardins Botaniques doiventexhiber des animaux. Comme vousallez pouvoir le lire, la réponse desanimateurs des Jardins Botaniquessoulève une série de problèmespratiques et éthiques et indique quenous avons beaucoup à apprendre denos collègues des zoos. Ce numéro deRoots met l’accent sur l’importance departager l’information et les analyses. Iln’y a pas de doute qu’en apprenant àtravailler ensemble, Zoos et JardinsBotaniques pourraient constituer ungroupe encore plus efficace en faveurde la conservation de la biodiversité.

EEUU. Además de experimentadoseducadores y de su completoprograma de educación, el parque seenorgullece de una bien provistabiblioteca, dos aulas educativas, unapara la interpretación y oficina. Elartículo de Emma testimonia losadmirables logros que se puedenalcanzar con la cooperación.

Verdaderamente hay un significativointeres de los educadores de zoos porincorporar las plantas en susprogramas educativos. Para dar a loslectores una prueba de cómo se vienehaciendo, hemos incorporado variosejemplos. Todos confirman la similitudde temas que jardines y zoos estánexplorando. Inversamente, nospreguntamos si los JJBB deberíanexhibir animales. Como podreis leer,las respuestas de los educadores deJJBB implican cuestiones éticas yprácticas que resaltan la importanciade compartir información yprofesionalidad con nuestros colegasde los Zoos. Como subraya estenúmero de Roots nohay duda de que,trabajando juntos, losJJBB y Zoos puedenser una fuerza máspotente en laconservación dela biodiversidad.

Roots • Vol 1 (2)04

Our fascination with wildlife hasexpressed itself in people keepinganimals in captivity for centuries. In1000 BC, Chinese emperor Wen Wangfounded the Garden of Intelligence,which housed a collection of exoticanimals in extensive park-likesurroundings. The ‘Garden ofIntelligence’ reference alludes to theeducational potential of zoos even intheir earliest form.

These gardens were usually situated inpark-like or wooded settings however,it would appear that there was noattempt to integrate the flora and faunabeyond an attractive setting. Indeed itwas not until Louis XIV of Francedeliberately planted trees, shrubs, andflowers around and between the cagesof his menagerie to conceal the ugly

De la ménagerie au plan d’ensemble détaillé: connecter les jardins botaniques avec les zoos

De colecciones de fieras a planes maestros: vinculando lo botánico con lo zoológico

bars and fences that horticulture beganto take on a special role in the zoo.During the French Revolution, botanistsat the famous Jardin des Plantes inParis begrudgingly accepted Louis’menagerie for safekeeping. Thus, in1793, the Menagerie du Jardin desPlantes became the first publiczoological garden in the western world(Moore 1999).

Zoological gardens proliferated in thewestern world throughout the 19thCentury, often supporting the role of

the acclimatisation societies and theintroduction of useful domestic andornamental species. The menageries ofthe 19th Century demonstrated whatwe would today consider inadequateconditions. The animal’s natural habitatand behaviour were not fullyunderstood or taken into considerationwhen exhibits were designed andconstructed. As cleaning was theprimary concern, enclosures weretypically concrete floored and lackedany natural vegetation. Visitors viewedthe animals while strolling through

Roots • Vol 1 (2) • 05-08 05

John Arnott

From menageries tomasterplans linking the botanical

with the zoological

Summary Zoological gardens proliferated in the western world

throughout the 19th Century. Many demonstrated what we would today

consider inadequate conditions. Shifting public opinion post the 1960s

forced changes to the role of zoos that ultimately led them to becoming

centres for animal conservation, research and environmental education.

The approach was one of ‘habitat immersion’ through the development

of naturalistic exhibits that attempted to simulate or represent the

physical and biological elements of an ecosystem. The extension of the

naturalistic exhibit has been the move towards the Biopark. The term

Biopark refers to an institution which amalgamates the plant curation and

display of a botanic garden, the zoology and wildlife display of a zoo and

the exhibition of artefacts and objects, together with study and

interpretation which one would normally associate with a museum.

This paper discusses the evolution of zoos, and complimentary

relationship between zoos and botanic gardens as life science

institutions committed to the principles of environmental education with

a strong ecological and social emphasis.

Left: Basalt

Plains Exhibit

Open Range

Zoo (Photo:

Werribee Open

Range Zoo:

Richard Rowe)

landscaped gardens that oftenconsisted of sweeping lawns,ornamental lakes, specimen plants andbedding displays. The emphasis wason leisure and recreation and thenovelty of seeing exotic and dangerousanimals.

There was however a notableexception with the lavish Europeanlandscape approach of CarlHagenbeck, a German zoologist andanimal dealer. In 1907, Hagenbeckrevolutionized the approach to zooexhibit design by building his radicallynew ‘Tierpark’ (Animal Park) on theoutskirts of Hamburg. His zoo wasbased on the concept of barless,moated exhibits. Hagenbeck’sinnovative style also attempted todisplay animals in their naturallyoccurring social groups rather than themore typical ‘postage-stamp’collections of one or two animals(Moore op. cit). The Hagenbeckapproach was perhaps unique and notwidely emulated across the world’szoos. Indeed through the first half ofthe 20th century the approach of manyzoos to exhibit design was purelyfunctional. There were few attempts atcreating stimulating enclosures for thecaptive animals or to developintegrated displays with horticultural orbotanical components.

Shifting public opinion during the1960s which gained in momentumduring the 1970s and 80s, forcedchanges to the role of zoos that hasultimately led them to becomingcentres for animal conservation,research, environmental education aswell as continuing to be major touristattractions. In line with suchdevelopments the zoo industryundertook something of ametamorphosis in the 1970s and1980s. In Seattle landscape architectsJones and Jones et al reapplied thelandscape approach of Hagenbeck tomodern zoo designs. John Coe’s‘Design and Perception: Making theZoo Experience Real’ remains awatershed in the evolution of the zooexhibit. The broad principalsassociated with this document are stillrelevant to exhibit design (Coe, 1985).

The approach was one of ‘habitatimmersion’ through the development ofnaturalistic exhibits, spaces that

attempted to simulate or represent thephysical and biological elements of anecosystem. Perhaps the most notableexample of an institution which totallyembraced the approach was theArizona-Sonora Desert Museum, USA.Under the directorship of DavidHancocks, the Desert Museum wasyears ahead of its time and a modelmuch emulated by zoos and wildlifeparks worldwide.

Displaying animals in naturalisticexhibits with a clear focus on habitatrepresentation provides zoos with theopportunity to demonstrate the often-complex interrelationships betweenplants, animals and their environment.This allows for the potential forinterpretation and public education andprovides an exhibit environment tobetter cater for the range of social,behavioural and psychological needsof different animal species.

It is into this environment that a zoovisitor enters. It is a powerful methodof display that highlights the interactionbetween plants and animals and canalter the perception that visitors haveof the animals and plants.

A study in the 1990’s at Melbourne Zooin Australia highlighted the effect thistype of exhibit has on visitors and itsability to engender positive attitudestoward plants and animals. This

research examined visitor perception of Western Lowland Gorillas atMelbourne Zoo in a newly constructednaturalistic exhibit in contrast to the oldpit style exhibit. When school childrenaged between 10 and 15 were askedwhat the threats to the gorillas mightbe in the wild, the common response inthe old enclosure was poaching,shooting and hunting. Asked the samequestion about gorillas in thenaturalistic exhibit and the responseswere was markedly different. Theoverwhelming response was thatgorillas are threatened by loss ofhabitat.

A change in the visitor perception ofthe gorillas themselves was alsoevident. In the old enclosure thegorillas were referred to as ugly, stupid,angry, aggressive; all negativereactions. When asked about the sameindividual gorillas in the naturalisticexhibit the changes in responses werequite startling. They were perceived asbeing gentle, social and intelligentanimals.

The results of these two studiessupport the importance and inherentvalues of immersion. An exhibit displaythat combines elements of flora, faunaand landscape provides zoo visitorswith a genuine opportunity to makequite profound links and clearlydemonstrates the educational potential


Right: Habitat

immersion

exhibits

engender

positive

attitudes

towards plants

and animals

(Photo:

Zoological

Parks and

Gardens)

for modern zoos. Broadlyspeaking naturalistic exhibitsand the principals of habitator landscape immersion arenow almost universallyconsidered to be the tools toaid in the delivery ofeducational objectives forzoos.

In recent times there hasbeen a trend for zoos to incorporatebotanic displays into their programsand landscapes. These initiatives havebeen developed along the sameprincipals as the naturalistic animalexhibit, highlighting issues of habitat,conservation, environmental educationand so on. But generally speaking withgarden displays a more focused orhigher level of botanic integrity andaccuracy is possible due in the main tothe absence of pressures from theresident animals! Today there is a trendin zoos to actively adopt botanicalcollections planning and policy toassist in the management of theirbotanic collections.

The Volcanic Plains Exhibit at WerribeeOpen Range Zoo in South EastAustralia provides an interesting case

study. The Volcanic Plains Exhibitdisplays over 200 native grasslandplant species from this region. Surveyssuggest that visitors leaving thisdisplay have taken with them a positiveimpression of the volcanic plainsgrassland. This habitat once occupied20,000 square kilometres of WesternVictoria and was referred to as‘Australia Felix – favoured part ofAustralia’ by Major Thomas Mitchell anearly explorer to the region. Habitatdestruction has reduced thisecosystem to less than 1% of itsoriginal range. These grassyecosystems today support 31% of thestate of Victoria’s endangered plantspecies (Lunt et al, 1998). Thefragmented remnants often occur onland zoned for industry, housing orother developments and need tocompete with these interests for theirexistence. Grasslands suffer from apoor public perception and are oftenreferred to as being snake infested,

weedy fire hazards. The VolcanicPlains Exhibit puts into context manyof these elements and helps to dispelsuch myths. Issues such as fire canalso be tackled through its use as alandscape management tool (AustralianGovernment Department ofEnvironmental and Heritage, 2004).

The Alice Springs Desert Park inCentral Australia is perhaps the bestexample of a life science institution,which aims to completely integratebotanical elements into its designphilosophy and displays. The Park wasdesigned to move well beyond theboundaries of traditional zoos, botanicgardens and museums and hasadopted a holistic ‘habitat-based andstory driven’ approach to display andinterpret the Australian desert in its

entirety; the landscapes, animals andplants, and their traditional use andmanagement by Aboriginal peoples.This has been recognised by experts inthe field including Sir DavidAttenborough who claimed ‘There is nomuseum or wildlife park in the worldthat could match it’.

The development of the Alice SpringsDesert Park heralded the nextsignificant trend in zoo design andinterpretation through integratingcultural interpretation into theexperience. Strongly associatingpeople and the fundamentalrelationship humans have with thelocal and global environment hasallowed for interpretation andeducational programs to be structuredas education for the environment,rather than education about theenvironment.

The Alice Springs Desert Park canappropriately lay claim to being one ofthe world’s great bioparks, a termwhich was first used by MichaelRobinson in 1984 when consideringthe strategic direction for the NationalZoological Park in Washington(Robinson, 1993).

The Biopark approach is the logicalextension of naturalistic exhibits forzoos and natural history institutionsworldwide. In essence, the bioparkrefers to an institution whichamalgamates the plant curation,exhibition and display of a botanicgarden, the zoology and wildlife displayof a zoo or wildlife park and theexhibition of artefacts and objects,together with study and interpretationwhich one would normally associatewith a museum.

The Biopark approach was discussedin detail in a parallel session of theWorld Botanic Gardens Congress inBarcelona earlier this year. MarkRichardson (Director, Asia and MiddleEast Program BGCI), who wasinstrumental in setting up the AliceSprings Desert Park, facilitated thesession.

The session discussed the differencesbetween zoos and botanic gardens butimportantly it explored and highlightedthe synergies and the complementaryrelationship between these institutions.


Left: The

Sumatran tiger

exhibit in

Melbourne Zoo

provides an

excellent

example of the

habitat

immersion

experience

(Photo:

Zoological

Parks and

Gardens)

Left:

Interpretation at

the Werribee

Open Range

Zoo (Photo:

Werribee Open

Range Zoo:

Richard Rowe)

The key discussion points from thissession were:

• the amalgamation of botanicgardens and zoological displayswhich are based on ecologicalprinciples are a logical progressionto effective natural history displays

• there is a need to encouragecommon work and activitiesbetween zoological and botanicalstaff to achieve good links

• the work that thebotanical/horticultural staff of manyzoos are currently doingdemonstrates that zoos are alreadycontributing to the goals of theGlobal Strategy for PlantConservation and the registration ofzoos for the International Agendashould be encouraged

• there are many common linksbetween the educational programsassociated with zoos to the workthat botanic gardens are facilitating.

Perhaps zoos, with their charismaticanimals that serve to fascinate andinspire, their strong ecologicalemphasis and underpinning focus onwildlife habitats, have an enhancedopportunity to deliver clearenvironmental messages to a broadcross section of the community.

Equally, botanic gardens areincreasingly delivering an ecologicalmessage through plant displays,exhibits, and collections, discussingthe fundamental relationship betweenplants and people and have broadenedtheir interpretation and educationprograms to discuss interdependency,ecosystems, and conservation.

The biopark model may well be theideal, but for many establishedinstitutions an impossibility. Howeverthe shared principles of environmentaleducation with a strong ecological andsocial emphasis, ensure an enduringand complementary relationshipbetween zoos and botanic gardens.

References

➡Moore, M. (1999) ZoologicalHorticulture – A Vital Element inExhibit Design for the NewMillennium, Brazilian Congresslecture, Association of ZoologicalHorticulture, USA

➡Coe, J. (1985) Design andPerception, Making the ZooExperience Real, Zoo Biology, USA

➡Lunt, I. Barlow, T. Ross, J. (1998)Plains Wandering: Exploring theGrassy Plains of South EasternAustralia, National ParksAssociation, Australia

➡Australian Government, Departmentof the Environment and Heritage.(2004) Case Study: GrasslandRestoration at the Victorian OpenRange Zoo. www.deh.gov.au/land/publications/zoo/index.html

➡Robinson, M. (1993) The Age of theBiopark, The World and I, NaturalScience, Article Number 11303,www.worldandicollege.com

Résumé

Les Jardins Zoologiques ont proliférédans le monde occidental pendant le19eme siècle. Un grand nombrefournissait des conditions d’élevageque l’on considèrerai commeinadéquates aujourd’hui. L’évolution del’opinion publique depuis les années1960 a obligé à revoir le rôle des zooset les a finalement conduits à devenirdes centres pour la conservation desanimaux, la recherche et l’Education àl’Environnement.

Une des approches fut celle de « l’immersion dans l’habitat », par ledéveloppement de reconstitutions demilieux naturels qui tentaient de simulerou de représenter les éléments physiqueset biologiques d’un écosystème. Parextension, les reconstitutions naturellesont évoluées vers la notion de Bioparcs.Le terme de Bioparc se réfère à uneinstitution qui amalgame la présentationde végétaux, comme dans un jardinbotanique, la présentation d’animauxsauvages, comme dans un zoo, et laprésentation d’objets et de fac-similésavec les notions d’étude etd’interprétation qui sont normalementassociées aux musées.

Cet article traite de l’évolution des zooset les relations complémentaires entre leszoos et les jardins botaniques commeinstitutions de sciences de la vie,attachées aux principes de l’Education àl’Environnement avec un fort accent missur l’écologie et le social.

Resumen

Los zoológicos proliferaron en lospaíses de occidente durante el sigloXIX. Muchos de ellos mostraban lo quehoy en día consideramos condicionesinadecuadas. El cambio externado porla opinión pública a partir de los 60’sobligó a los zoológicos a cambiar susobjetivos transformándolos en centrosde conservación e investigación animaly de educación ambiental.

Una de las aproximaciones de estecambio fue la de “simulación delhabitat” mediante el desarrollo deexhibiciones naturalistas que imitan orepresentan los elementos físicos ybiológicos de un ecosistema. Laextensión de la exhibición naturalistaes lo que ha promovido el desarrollodel Bioparque. El término Bioparque serefiere a una institución que integra lacuración de plantas de un jardínbotánico, los aspectos zoológicos y devida silvestre de un zoológico y laexhibición de artefactos y objetos,junto con la investigación einterpretación asociada normalmente amuseos.Este artículo se centra en la discusiónde la evolución de los zoológicos, y larelación complementaria entrezoológicos y jardines botánicos comoinstituciones científicas vivascomprometidas con los principios de laeducación ambiental con un fuertecomponente ecológico y social.

John Arnott is the Curator ofGeelong Botanic Gardens, PO Box 104, Geelong 3220,Australia. Tel: (03) 5227 0387.Fax: 0408408157. Email:[email protected]


than collaborate, they operate as asystem that is a regional attraction foralmost a million visitors a year.

The Rio Grande Zoo, AlbuquerqueAquarium and Rio Grande BotanicGarden are existing components of theAlbuquerque BioPark, and will soon bejoined by Tingley Aquatic Park(consisting of several ponds and acresof land adjacent to the Rio Granderiparian forest). The 280-acre BioParkis administered as one integratedfacility by the City of Albuquerque, withone director, shared staff and a sharedmission. The Rio Grande Zoo wasfounded in 1927 and is the mostestablished component of the BioPark.The Rio Grande Botanic Garden andAlbuquerque Aquarium opened in1996, a result of a quality of life taxassessed by the City in the late 1980s.The botanic garden and aquariumshare an adjoining plaza, located onemile from the zoo. Within a year,Tingley Aquatic Park will open alongwith a train (3/4 scale) to physicallyconnect the zoo with the botanicgarden and aquarium.

Vers une approche holistique de l’éducation à l’environnement

Abordando la educación medio ambiental de una manera holística

Catherine Hubbard

Taking a holistic approach toenvironmental education

Working together as one system innature, each plant and animal has animportant role to play in maintaining anecological balance. Theinterdependence of all living organismsensures the biodiversity necessary forthe survival of the planet. Effectivelycommunicating the critical concept ofbiodiversity is one of the educationalchallenges that botanic gardens face,along with zoos and aquariums. AtAlbuquerque BioPark each of the three

sites works towards a commonpurpose, using their living collectionsto engage their audiences. Whenstrategies and resources are combined,the benefits outweigh the challenges.Plants are the basis of life, but animalsoften get more of the public’s attention.If botanic gardens collaborate withzoos and aquariums, visitors willreceive a more comprehensive view oflife on earth. At the BioPark, the zoo,aquarium and botanic garden do more

Roots • Vol 1 (2) • 09-11 09

Summary The concept of a ‘biopark’ is still

relatively new, and was implemented in 1996 in

Albuquerque, USA - New Mexico’s largest city. The

Albuquerque BioPark consists of a zoo, aquarium and

botanic garden. It is administered as one governmental

facility by the City of Albuquerque, with one director,

shared staff, and a shared mission. The zoo is located at

one site, and the aquarium and botanic garden are

adjoining at another location, one mile away. Each venue attracts its

own audience, and has its own identity. Yet, by linking exhibits and

taking a holistic approach to the same basic conservation themes

throughout the BioPark, each venue reinforces the others. Different

perspectives of nature can be explored depending on the type of display,

but all exhibits illustrate biodiversity. This article addresses the benefits

and challenges of integrating various education programs at all three

sites into one BioPark education system. Summer day camps, lecture

series, special educational annual events, volunteers, hands-on

demonstrations, teacher workshops, outreach, community networking

and other aspects of educational programming are evolving at the

BioPark in ways to maximize the close connections between the zoo,

aquarium and botanic garden.

Left:

‘Adaptation’ is a

common theme

in programs at

all three BioPark

facilities. This

garden docent

is teaching

about the

adaptations of

seeds at the Rio

Grande Botanic

Garden’s

Children’s Seed

Festival. (Photo:

Allyson Wallace)

The BioPark is the number one touristattraction in the state of New Mexico.New exhibits and special events arecontinually being added at one or moreof the components to maintain a highlevel of community interest. Asuccessful visit at one componentreflects positively on the othercomponents. As mentioned, we reportto one director and share staff anddepartments such as graphics,marketing, budget, concessions andeducation. This ensures a consistencyin operations. A conscious effort ismade, for instance, to equally promoteall three components and market theBioPark to the surrounding cities andstates. The horticulture team designs,plants and maintains the grounds atthe zoo as well as the botanic garden,so both places are a rich botanicalexperience. We offer a combinationticket price as well as admission justfor the zoo or just for the garden andaquarium since each has the potentialto attract different audiences withdifferent interests. Frequently,however, visitors arrive intending tovisit just one setting and end up seeingall three. This audience cross-over hasboth fiscal and educational benefits.

For the education staff at the BioPark,the educational advantages of taking aholistic approach to conservation offersthe most compelling reason to functionas one facility. It can be challenging tomaintain a strong identity as a garden,an aquarium, and a zoo while alsofunctioning as a team within oneintegrated facility. However, theeducation staff work to maximize thenatural connections among all threesettings and staff, volunteers,programs and interpretation all supportthe same education mission ‘to teachabout interdependence and thediversity of life while inspiring a sense

of stewardship for our natural world’. The education department has aBioPark curator of education whoworks at all three settings and dividesher time among them. There are twoeducation coordinators that report toher, one based at the garden/aquariumand one based at the zoo. Theeducation coordinators have their ownsupport staff, and teachers who assistwith site-specific programs andvolunteers. There are also educationalstaff members responsible forprogramming for all three settings, andthese may be based at either site - forexample, outreach staff and theperforming arts facilitator. Theeducation staff stay connected by, forexample, alternating sites for teammeetings, frequently communicatingwith each other to avoid schedulingconflicts and staying informed.

Volunteers are especially important forthe delivery of education at theBioPark. Efforts are made to recruitadult and teen volunteers through theusual mass-market outlets such as thenewspaper, radio and television. Wealso post information at locationswhere we will find specific targetgroups, such as at plant nurseries, vetclinics, or dive shops. Over 10different jobs are offered at differenttimes of the year, but the recruitmentand training occur at the same time foreach job. For instance, all docents arerecruited in the late summer, and aretrained in the fall to work at the zoo,garden or aquarium. While, most ofthe training days are site-specific,several are the same covering generalecology topics. An option is alsoavailable to train simultaneously for twoof the sites as a docent. Somevolunteer jobs follow a similar trainingprocedure, while other jobs are onlyavailable at one of the sites (e.g.,working at the garden railroad, staffingthe touch pool). Depending on the job,once trained, volunteers can choose toweed in the botanic garden or at thezoo, teach at any of the settings, oralternate locations where they want togreet visitors on a daily basis.Determining an equitable system ofrecognition for all the volunteer jobshas proven to be complex andchallenging, and has evolved eachyear, but volunteers are patient aschanges are made. The range ofvolunteer jobs and sites available is

viewed as an asset for somevolunteers, while others choose tospecialize in certain areas and remainthere for their career at the BioPark.Regardless of where they work or whatthey do, efforts are made to make thevolunteers realize their worth to theBioPark and enhance the visitor’sexperience.

Programs are a focus for over 300,000people a year at the BioPark. Localand state-wide outreach, camps,teacher workshops, pre-schoolclasses, tours, on-site exhibitinterpretation, monthly lectures andspecial educational events are asample of the offerings that happen atthe zoo, garden and aquarium. Mosthappen at more than one site, and theformat is similar through out theBioPark for each of the individualprograms. Some programs alternatelocations on a weekly basis, otherprograms alternate daily, and someprograms happen simultaneously atdifferent settings to create moresynergy. Throughout the summer, eightcamps are offered that cover generalconcepts such as habitats,adaptations, biodiversity, andendangered species as well as topicsmore specific to each setting. Two ofthe camps are held at the zoo; two atthe garden; two at the aquarium. Twocamps alternate locations throughoutthe week, allowing the children tosample the entire scope of the BioPark.The difficulty with this arrangement iscommunicating successfully with theparents on where to pick up or drop offtheir child, but the evaluationsconducted at the end of the weekprovide evidence that the parents feelit is worth it. For special educationalevents, they may happensimultaneously at all three settings (i.e.,the week long Conservation ArtsFestival which features differentactivities at each site) or one day of aweekend may feature activities at thegarden and the next day the activitiesare at the zoo, like the format adoptedfor International Migratory Bird Day.Over the years, an idea for a specialevent may start at one setting (e.g.,Winter Wool Festival began at the zooas it related to alpacas and llamas) andsoon involve another setting (now theFestival is also at the garden and thefocus is on plant dyes for wool). Byestablishing an underlying pattern to


Right: Young

visitors enjoy

identifying

butterflies in the

Butterfly

Pavilion at the

Rio Grande

Botanic Garden

(Photo: Chuck

Weed)

each program and using similar visualsand terminology, we attempt toreinforce the same basic conservationmessages.

In Albuquerque, we’re fortunate tohave a park that encompasses a zoo,botanic garden, and aquarium and therole each has in communicating ourenvironmental education message isenhanced when teamed with the othersettings. Increasing our visitors’awareness and understanding of plantswill lead them to recognize their valuemore, no matter where they learn it:garden, zoo or aquarium.

Résumé

Le concept de « bioparc » est encorerelativement récent et a été mis enplace en 1996 à Albuquerque, Etats-Unis, la plus grande ville du NouveauMexique. « L’Albuquerque BioPark »est constitué d’un zoo, d’un aquariumet d’un jardin botanique. Il estadministré comme une structurepublique unique par la villed’Albuquerque, avec un directeur, un

personnel et des missions communes.Le zoo est sur un site, à environ 1,5 kmde l’aquarium et du jardin botaniquequi sont côte à côte. Chaque lieu attireun public particulier et a sa propreidentité. Cependant, en liant lesexpositions et avec une approcheholistique des mêmes thèmes de basesur la conservation dans tout leBioPark, chaque lieu renforce lemessage de l’autre. Selon le type deprésentation, différents points de vuesur la nature peuvent être explorésmais tous illustrent la biodiversité. Cetarticle traite des avantages et des défispour intégrer les divers projetséducatifs des trois sites en un systèmeéducatif au BioPark. Les stages d’été,les programmes de conférences, lesmanifestations annuelles, lesbénévoles, les démonstrationspratiques, les ateliers pourenseignants, les activités sociales et lamise en réseau au niveau local, ainsique d’autres aspects de laprogrammation pédagogique évoluentau BioPark pour optimiser lesconnections entre le zoo, l’aquarium etle jardin botanique.

Resumen

El concepto del "Bio-parque" que fueimplementado en 1996 enAlbuquerque, EU, es aun relativamentenuevo. El Bio-Parque de Alburquequeconsiste de un zoológico, acuario yjardín botanico. Es administrado comouna facilidad gubernamental por laciudad de Alburqueque, con un solodirector, un mismo personal, y unamisión común. El zoológico estásituado en una localidad distinta alacuario y al jardín botánico los cualesestán a una milla (1,6 kilometros) unode otro. Cada entidad atrae a supropio público y tiene su propiaidentidad. Pero se interlazan lasexposiciones y hay una consideraciónholística de los temas de conservaciónque son comunes en todo el Bio-parque, y así cada local refuerza losmensajes de los otros dos. Losdiferentes aspectos de la naturalezapueden explorarse de diferentesmaneras dependiendo en el tipo deexposición, pero todo lo expuestoilustra la biodiversidad. Este artículohace referencia a los beneficios quedan y a los retos que presentan laintegración de los diferentesprogramas educativos de las treslocalidades dentro de un sistema deeducación para el Bio-parque. Loscampamentos de verano, las series decharlas, los eventos anualesespeciales, los voluntariados, lasdemonstraciones prácticas, los talleresde profesores, la promoción, elnetworking con la comunidad, y otrosaspectos de la programacióneducativa, se desarrollan en el Bio-parque de una manera que sebenefician lo mas posible de lacercana relación entre el zoológico, elacuario y el botánico.

Catherine Hubbard is the Acting Manager for Rio GrandeBotanic Garden and BioParkEducation Curator.Albuquerque Biopark 903 Tenth Street SWAlbuquerque, NM 87102Phone: (505) 764-6200Fax: (505) 848-7192Emaiil: [email protected] www.cabq.gov/biopark/garden/


Left: The child

in this photo is

learning about a

Prehensile

Tailed Porcupine

from a docent

at the Rio

Grande Zoo.

(Photo: Deborah

Green)

Building an interest in plantsand animals

Belo Horizonte Zoo and BotanicFoundation is located in the statecapital of Minas Gerais, Brazil. Itseducational purpose is based on theunderstanding that environmentaleducation is a continuous process.

It is not the Foundation’s intention forvisitors to become ‘experts’ in plantsor animals. It believes that informationand experience can lead tosatisfaction, curiosity and a feeling ofwanting to know more about the worldin which we live.

Weekend visitors to the zoo andbotanic gardens do not necessarilywant to learn something about animals

or plants. They come to admire,observe and entertain themselves.Through observation, questions,reflexions and theories can beelaborated and developed by visitorsaccording to their intellectual level. The Zoo and Botanic Foundationbuilds on this to promote a greaterinterest in plants, animals and the inter-relationship among them and human-beings.

Education sur les plantes dans les zoos

Educación botánica en zoológicos

Plant education in

zoos

The Foundation interacts with itsvisitors in different ways. There aresigns containing information aboutplants and animals, educationalactivities, plays, talks about the life andcuriosities of plants and animals andexhibitions highlighting the relationshipbetween humans and nature. Thesocial role of the zoo and botanicgardens cannot be underestimated.Visiting the Foundation, as well assimilar institutions, is a starting pointfor future learning. There is much todo to make these places better usedas environmental and culturaleducational spaces. They are anextremely important part of educationand are essential in forming individualswho recognize themselves as animportant piece of the global ecologicaljigsaw.

Liliane Evangelista, Fundacao Zoo-Botanico de Belo Horizonte, Av.Otacilio Negrao de Lima 8000,31.365-450 BELO HORIZONTE-MG,Brazil. Email: [email protected]

Roots • Vol 1 (2) • 12-1512

Right: Children

taking part in

the education

programme at

the Belo

Horizonte Zoo

and Botanic

Foundation.

(Photo: Belo

Horizonte Zoo

and Botanic

Foundation)

Summary Plants and animals are inextricably linked. Plants

provide animals with food, medicine and shelter, while animals assist

plants in pollination, germination and moving from one place to another!

Encouraging visitors to zoos and gardens to make these links is

essential. They can learn about the importance of ecosystems, their

fragility and how they themselves are connected to the global ecosystem.

Increasingly zoos are recognising the importance of developing education

programmes that embrace both animals and plants. The following case

studies provide us with a sample of the programmes on offer.

The REAL reason to visit thezoo

Got pandas? Got koalas? Gotgiraffes? You better have plenty ofbamboo, eucalyptus and acacia!

Most people expect the world famousSan Diego Zoo to have a world-classcollection of exotic animal species, butvisitors are often delighted by ourequally impressive exotic plantcollection.

The botanical collection’s purpose ismultifaceted. Plants are used asfunctional landscaping, providing abeautiful, natural setting for our animalexhibits, which then opens a windowto the habitat of the world. The plantsare an important renewable foodsource for many of the zoo’sherbivorous species. Horticulture staffharvest bamboo, acacia, ficus, hibiscusand banana just to name a few browseplants. These materials help providehigh quality nutrition which is vital foranimal health. Plant material is alsoharvested for our Animal Enrichment

program. Banana stalks become aplay tool for an elephant, timberbamboo might be a ‘puzzle feeder’used to hide treats for a panda.

Connecting people to wildlife andconservation is a vitally importantmission of the Zoological Society ofSan Diego. With all the zoo’s unusualuses for plants, and the extensivecollection, the zoo is a paradise ofeducational resources.

In the past five years, the EducationDepartment in concert with theHorticulture Department has createdseveral ‘teaching gardens’– a largebutterfly garden and a childrens’vegetable garden complete with apond. These gardens have beencertified by the National WildlifeFederation as School Yard WildlifeHabitats. Monarch butterflies oftenstop by on their migrating and a pair ofwood ducks were found in the pondthis past spring! The gardens are usedfor educational programs for childrenas young as three through to adultparticipants. Spending time in the

gardens helps children learn to nurtureand respect life. Gardening helpschildren make the connection to theirown food through hands-onexperience. Learning about animaldiets comes alive in a garden setting.The beauty of these gardens provideswelcome stress-relief for ouremployees.

Plants are vital to the survival ofspecies. Learning about the mysteriesof the plant world opens the eyes ofour zoo visitors to the amazingdiversity of life on planet Earth.

Laurie Furry, Education Specialist,San Diego Zoo, P.O. Box 120551,San Diego, CA 92112-0551. Email: [email protected]

ZooBot adventures: a uniquecollaboration

Tucson residents were having a toughtime deciding between summer campat the Zoo or the Botanical Gardens.Now they can do both! Kids discoverthe connections between plants andanimals at ZooBot Camp. This five-day adventure offers an in-depthexploration of animals and plants thatrevolves around FUN! Participantsspend the mornings at the Zooimmersed in behind-the-scenesadventures, art projects, scienceexperiments and more. Then they headto the Tucson Botanical Gardens forafternoons of botanical discovery. Kidsbring a sack lunch each day, butsnacks that reinforce the day’s themeare provided.


Top left: Pandas

are one of the

charismatic

species at San

Diego Zoo

Bottom left:

Watching

animal

behaviour is

part of the

educational

experience at

San Diego Zoo

Top right: Face

to face with a

close cousin at

San Diego Zoo.

Bottom right:

A porcupine and

its eponymous

palm

demonstrate the

similarities in

their adaptation.

(Photos: San

Diego Zoo)

Below: A junior

keeper helps

out at feeding

time at Reid

Park Zoo

(Photo: Reid

Park Zoo)

Children are dropped off at the Zoo inthe morning and picked up at theBotanical Gardens in the afternoon.Reid Park Zoo provides transportationbetween locations, while the BotanicalGardens provides registration support.Members of each institution typically fillthe sold-out camps each year. Therevenue for the camp is shared andeach institution plans its own activitiesand budget. This mutually beneficialarrangement has been in place forseveral years and improves with eachseason! Although both institutions offerindividual full-day camps, thisprograms remains the most popularselection and sells out early.

Vivian VanPeenen, Curator ofEducation, Reid Park Zoo, 1100 S.Randolph Way, Tucson, AZ 85716.Tel: (520) 791-3204 x 12. Email:[email protected]

Highlighting the links betweenplants and animals

Newquay Zoo is located in the UK’sWest Country which boasts a heritage ofhistoric gardens, maritime connectionsand plant hunters. This horticultural linkand the presence of the Eden Projectnearby brings many visitors (especiallyolder visitors with an interest ingardening) to Cornwall. For this reason,the Zoo has developed talks andsignage that highlight the links betweenthe animal collection and plants.

We are fortunate to have an informalworking partnership called EPIC(Education Providers in Cornwall)which links the education officers inmuseums, galleries, gardens, heritagesites, zoos and wildlife organisations inCornwall. Through meetings and emailgroups, EPIC helps to promote eventsand joint projects, share training andprovides a good source of specialistinformation as required.

As a result, Newquay’s formal andinformal education programme nowincludes many themes that highlightthe links between plants and animals:

• homeopathy, herbal remedies and‘bush medicine’ practiced by peopleand animals linked to our WildlifeHospital and herb baskets;

• native species and wild areas of thezoo for birds, bats and beetles;

• bio geographic regions or zones ofanimals with relevant plantings;

• similar adaptations e.g. spines andpoisons between porcupines andcacti, arrow poison frogs and toxicplant sap

• invaders from overseas: introducedanimals whether African Land Snailsor Japanese Knotweed

• evolution and survival, looking atextinct, endangered and surviving‘living fossils’ within the plant andanimal world (i.e. the ‘Jurassic Bark’effect of how to make tree ferns andcockroaches exciting by mentioningdinosaurs)

• the shared history element:explorers, plant hunters andmulticultural aspects of differentsocieties (folklore, medicine etc.)

• threatened habitats, their wildlifeand plants such as the rainforestarea in our atmospheric TropicalHouse.

Mark Norris, Head of Education,Newquay Zoo, Trenance Gardens,Newquay, Cornwall, TR7 2TW, UK.Tel: 01637 873342. Fax: 01637 851318. Email: [email protected]

Using Plants to Engage theSenses

Dudley Zoological Gardens,established in 1937, surrounds theruins of Dudley Castle founded in1070. Over the years, the Zoo hasundergone many changes. Themajority of the grounds were laid outas informal gardens and animalenclosure borders, along with theexisting native woodland and well-established trees on site. In 2004 anarea in the Castle outer defences,previously the ‘Pets Corner’ of the Zoo,was cleared and planted as a SensoryGarden. The aim is to provide anenjoyable experience for visitors of allages and abilities, highlighting thediversity of plants, their importance topeople and wildlife, and their uses overthe years.

The Garden is situated in an area witha good view of the Castle keep, thedefensive bank, and some animalexhibits. It has a range of raised beds,


Top right: View

over one of the

planted areas of

Newquay Zoo

(Photo: Michelle

Turton)

Right: Mark

Norris attired

for one of the

plant explorers

sessions at

Newquay Zoo

(Photo: Michelle

Turton)

Right: One of

the plant-based

exhibits at

Newquay Zoo

(Photo: Michelle

Turton)

Far right:

Interpretation

for a tree fern at

Newquay Zoo

(Photo: Michelle

Turton)

including alpines andheathers, mixedherbaceous area,Japanese acer border,and herbs. Species arechosen to providestimulation of the sensesof touch, smell, and sight.Hearing is stimulatedthrough wind-chimes,native birds, a small waterfeature and wind movingthrough plants. Theopportunity to taste plant-derivedproducts is currently being investigatedand some sculptures that people cantouch will be added to the experience.

The Sensory Garden will enable visitorsto learn about composting andrecycling and how to encourage insectlife in the garden. Interpretation panelswill provide information, and it isplanned to include the area in theZoo’s newly developed public talksprogrammes.

Stephen Woollard, Head ofEducation, Dudley ZoologicalGardens, 2 The Broadway, DudleyDY1 4QB. Tel: (01384) 215 317.Email: www.dudleyzoo.org.uk

Talking plants

During the summer of 2003, ChesterZoo, UK, held a series of talks entitled‘Talking Plants’. The talks took place atvarious points around the Zoo atspecific times and were meant to beboth entertaining and informative forvisitors.

The interrelationship between animalsand plants was, maybe, an obvioustopic but the talks covered a variety ofissues. Conservation of water wastackled by explaining how the waterfrom the elephant pool is recycledusing a reedbed. The life history of theBrazil nut tree was used to explain theintricacies of life in the rainforest aswell as highlight the ForestryStewardship Campaign (FSC). Topicssuch as genetically modified foods andthe conservation of wild strains ofplants were incorporated into talkslooking at the many uses of plants

(ancient and modern). Even the pastexploitation of plant material wascovered during a talk entitled ‘PlantHunting’.

Many of these topics were alsocovered in the 2004 talks. However,one completely new talk entitled ‘AlienInvasion’ looks at the problemsassociated with invasive plants andanimals.

Liz Marrs, Presenter, Chester Zoo,Upton-by-Chester, Chester CH2 1LH. Tel: 01244 380 280.Fax: 01244 371 273. Email: www.chesterzoo.org

Résumé

Les plantes et les animaux sontinextricablement liés. Les plantesfournissent aux animaux leurnourriture, leur médecine, leur abri,tandis que les animaux aident lesplantes à la pollinisation, lagermination, et le déplacement d’unendroit à un autre ! Encourager lesvisiteurs des zoos et des jardins à faireces liens est essentiel. Ils peuvent ainsiacquérir des informations surl’importance des écosystèmes, leurfragilité et comment eux-même sontintégrés à l’écosystème global. De plusen plus, les zoos reconnaissentl’importance de développer desprogrammes éducatifs qui lientensemble les plantes et les animaux.Les exemples suivants nousfournissent un échantillon desprogrammes proposés.

Resumen

Plantas y animales estánestrechamente interconectados. Lasplantas aportan a los animalesalimento, medicina y refugio, mientrasque los animales contribuyen a lapolinización, germinación y aldesplazamiento de las plantas de unlugar a otro! Promover estainterconexión entre los visitantes esesencial. Pueden aprender acerca de laimportancia de los ecosistemas, sufragilidad y cómo ellos mismos estánconectados a este ecosistemaplanetario. El reconocimiento de loszoológicos para incorporar programaseducativos que involucren tanto aplantas como animales va en aumento.Los siguientes estudios de caso son unejemplo de los programas que ofrecen.


Top left: The

zoo grounds are

based around

Dudley Castle

Left: The new

sensory

gardens adds

another

dimension to

Dudley Zoo

(Photos: Dudley

Zoo)

Bottom:

‘The Amazing

Maize Machine’

used to explain

the many uses

of maize at

Chester Zoo

Bottom left:

Visitors to

Chester Zoo’s

rainforest

exhibit

engrossed in

the Brazil Nut

story

(Photos:

Chester Zoo)

De la cage au lion: un nouveau programme éducatif au Munda Wanga Environmental Park

Desde la jaula del león: un nuevo programa educativo en el Parque Ambiental Munda Wanga

Emma Stone

Founded by Ralph Sander in 1950,Munda Wanga (meaning ‘My Garden’ inNyanja) was a botanical garden destinedto be the show piece of Zambia. Afterthe death of Ralph in 1978 the estatewas sold to the government. Undergovernment control the park continuedto develop and gained many animalexhibits, including Bengal Tigers andAmerican Black Bears donated by theChipperfield Circus.

Over time however, the park was left todecay and in 1986 was finally offeredfor sale. Munda Wanga Limited tookover the estate in 1998 and the MundaWanga Charitable Trust was formed in2000. Today the park and gardens areundergoing a complete rehabilitationprogramme, with new enclosures beingbuilt and endangered species breedingand propagation programmes wellunder way.

After two years of rehabilitation it wasobvious that with over 55 per cent ofvisitors comprising children in schoolgroups, there was a need for someeducational activities at Munda Wanga.In 2000 a park-based educationprogramme and interpretation centrewas created. Since its creation in 2000,significant developments have beenmade. The early beginnings included aworkshop funded by local companiesto brainstorm ideas and develop linksfor the project.

Roots • Vol 1 (2) • 16-1816

From the lion’s cage a new education programme at

Munda Wanga Environmental Park

SummaryMunda Wanga Botanic Garden

was founded by Ralph Sander in

1950. It was the show piece of

Zambia for many years but

following Sander’s death it

entered a period of decline until

it was taken over by the Munda

Wanga Charitable Trust in 2000.

This article describes the

regeneration of the park and in particular the development of the

environmental education programme. Using an old concrete lion cage,

an Education Centre has been created which now houses a library, two

education rooms, an interpretation room and an office. Other old cages

have been used to construct habitat zones, reflecting those found in

Zambia. Thanks to the funding and support from Chester Zoo (UK) and

Bronx Zoo (USA) a great deal has been achieved in the education

programme. This article documents these achievements and provides

hope for other parks and gardens in similar situations.

Right:

A school group

observes a

warthog

(Photo: Munda

Wanga Trust)

Right: Many

local schools

visit Munda

Wanga

(Photo: Munda

Wanga Trust)

After gaining ideas and local supportwork commenced on developing anEducation Centre to provide teachingfacilities and a base for the educationprogramme. Reflecting the ethos ofMunda Wanga, it was decided to usethe existing resources; the old concretelion cage. It was felt that this concretebuilding would be a fantastic locationfor the Education Centre, giving thepublic an idea of what it would havebeen like living behind bars.

Still under development are the oldholding cages around the main buildingwhich will be used to create habitatzones that reflect those found withinZambia. Today with funding from theBritish High Commission, WildlifeConservation Society Bronx Zoo (USA)Chester Zoo (UK) and Cricket StThomas Wildlife Park (UK), the centrenow houses a well stocked library, twofully functioning education rooms, aninterpretation room and educationoffice.

With funding and support from ChesterZoo and WCS Bronx Zoo, theprogramme has also benefited from anumber of capacity building initiatives.In 2003 a full time Zambian educatorwas hired to conduct and develop parkbased education programmes. Thiswas supplemented by an in-housetraining programme for gardeners andsecurity guards, and resulted in therecruitment of a gardener as a full-timeeducation assistant. In September

2003 a week-long teacher trainingworkshop was conducted within theEducation Centre courtesy of WCSBronx Zoo (USA). The workshop,conducted by Tom Naiman (WCS) andthe Munda Wanga education staffenabled over 30 educators from allover the country to learn and developnew educational activities andtechniques. This programme was afantastic success and will be followedby other workshops in the coming year.

During this time Munda Wanga wascontinuing to develop links andnetworks within the ZambianEnvironmental Education community.Having played an active role in thedevelopment of the Zambian Networkof Environmental Educators andPractitioners (ZANEEP) the EducationManager at Munda Wanga was electedas Vice President at the first AnnualGeneral Meeting in 2002. The AGMwas hosted by Munda Wanga and thisdevelopment was a great boost forMunda Wanga’s education programmeas a whole, placing it at the centre ofenvironmental education activitiesacross the country.

On an international scale MundaWanga has reached out still further.After being funded by Chester Zoo toattend the African Zoo and ReserveEducators (AZOREN) conference in2001, the Education Department atMunda Wanga offered to host the 3rdAZOREN conference in 2003. With

funding from Chester Zoo, WCS BronxZoo, and the International ZooEducators Association (IZE), theconference was a great success andwas attended by over 30 delegatesfrom more than nine African countries.

On the back of these developments theeducation team is now working hard todevelop comprehensive park-basededucation programmes. This has beenan ongoing process, assisted greatlyby input from world-class educators atWCS Bronx Zoo. A number ofworkshops and themed outreachinitiatives have commenced including acommunity based pet trade awarenesscampaign aimed at sensitising localpeople about the problems of keepingprimates as pets. A park-basedoutreach programme has also been


Far top left:

Before its

renovation,

Munda Wanga

education

centre was an

enclosure, first

for lions, then

for warthogs

Far left:

Rennovation

took hard work

Left: The

completed

education centre

at Munda wanga

Environmental

Park

(Photos: Munda

Wanga Trust)

Below: Inside

Munda Wanga

education

centre (Photo:

Munda Wanga

Trust)

ongoing, which with funds andlogistical support from Toyota Zambiaenables the education department tobring underprivileged groups to thepark for education activities. It is clearthat the education programme atMunda Wanga has developedsignificantly, however there is muchmore to do. Future plans include thedevelopment of an in-situ outreachprogramme within the ruralcommunities in Zambia andcomprehensive education programmesincorporating both botanical andwildlife tours and activities.

The progress of the educationprogramme at Munda Wanga provideshope for other parks and gardens insimilar situations. Anything is possible,even with little or few resources, aslong as you have determination,passion and patience.

Résumé

Le jardin botanique de Munda Wanga a été fondé par Ralph Sander en 1950. Ila été la vitrine de la Zambie durant denombreuses années, mais après ledécès de Sander, il est entré dans unepériode de déclin jusqu’à ce qu’il soitrepris par le Munda Wanga CharitableTrust en 2000. Cet article décrit larenaissance du Parc et en particulier ledéveloppement de programmeséducatifs sur l’environnement. Utilisantune ancienne cage au lion en béton, uncentre d’éducation a été créé qui abritemaintenant une bibliothèque, deuxsalles pour les activités éducatives,une salle d’interprétation, et un bureau.D’autres anciennes cages ont étéutilisées pour reconstituer des habitats

évoquant ceux que l’on trouve enZambie. Grâce aux financement et àl’aide du Zoo de Chester (GrandeBretagne) et du Zoo du Bronx (Etats-Unis), beaucoup a été réalisé dans lesprogrammes éducatifs. Cet articledonne des informations sur cesréalisations et apporte de l’espoir auxautres parcs qui sont dans unesituation similaire.

Resumen

El Jardín Botánico Munda Wanga fuefundado por Ralph Sander en 1950.Fue la obra maestra de Zambia pormuchos años, hasta que después de lamuerte de su fundador declinó paraser rescatado por la FundaciónCaritativa Munda Wanga en el año2000.

Este artículo describe la regeneracióndel parque y en particular el desarrollodel programa de educación ambiental.En una antigua jaula para leones deconcreto se construyó el Centro deEducación el cual incluye unabiblioteca, dos salones de educación,

una sala de interpretación y unaoficina. Otras jaulas viejas se hanutilizado para construir diversoshabitats de Zambia. Gracias alfinanciamiento del Zoológico deChester (Reino Unido) y del Zoológicodel Bronx (Estados Unidos) se hanobtenido importantes logros quepueden motivar a otros parques yjardines en situaciones similares.

Emma Stone is the FormerEducation Manager of MundaWanga Environmental Park. P.O. Box 38267, Lusaka, Zambia.Tel: +260 1 278456Fax: +260 1 278529Email: [email protected] can be contacted viaChester Zoo, Upton-by-Chester,Chester CH2 1LH, UK. Tel: 01244 380 280. Fax: 01244 371 273. Email: www.chesterzoo.org.

For further details about ZANEEPcontact the Secretary General [email protected]. For informationabout AZOREN contact theAZOREN president Francis Mainaat [email protected].


Above: Teaching

tools for

interactive

learning within

the Discovery

Zone

Above right:

Children get to

meet some of

the residents at

Munda Wanga

first hand

(Photos: Munda

Wanga Trust)

Right: Painting

a mural

illustrating the

local habitat at

the Munda

Wanga

education

centre. (Photo:

Munda Wanga

Trust)

Jardins zoologiques et botaniques: perspectives historiques et voies d’avenir

Jardines botánicos y zoológicos: historia y perspectivas

Sally Walker, Adit Pal, B. Rathanasabapathy & R. Manikam

Introduction

The collecting, categorizing andkeeping of both flora and fauna hasbeen documented in early societies inall continental areas except Antartica.Humankind gained control over floraand fauna by farming it – agriculture forflora, and domestication andhusbandry for animals. Domesticationwas the beginning of keeping wildanimals in captivity, but collecting wildanimals and plants for pleasure orstudy came much later when privilegedfamilies set up large establishments farremoved from wilderness.

The origins of botanical and zoologicalgardens and parks are not difficult totrace – from primitive to ancientcivilizations (for example inMesopotamia) when, according toVernon Kisling (2000), “all classes ofsociety had kitchen gardens andfishponds; royalty and the wealthylandowner class had shade gardens,ornamental gardens and parks” thelarger of which contained animals.This was the case in the IndianSubcontinent as well, including‘hunting parks’ which were more likemanaged forests.

Princely menageries and gardens, inthe 18th and 19th centuries weremaintained at great expense foraesthetic and intellectual pleasure orscientific inquiry. These pre-dated thepublic menageries and botanic gardensof 19th century zoos and botanicgardens but often allowed public

access. There are many examples ofbotanical gardens keeping animals,such as Singapore in South East Asia,in India and other Asian countries.Many other countries in the regioncolonized by Europeans had agri-horticultural societies whoseexhibitions and projects includeddisplays of wild fauna, and from time totime these resulted in botanic gardensand menageries being set up, forexample Singapore Botanic Gardens

and Zoo Negara in Malaysia.A significant example is theBarrackpore Park near Calcutta, inIndia, a beautifully landscaped gardenwith undulating hillocks and a largecollection of both indigenous andimported plants, which belonged to theBritish Governor General. It was alsothe site of a government menagerie,the purpose of which was to collectand hold animals from all parts of theIndian subcontinent so they could be

Roots • Vol 1 (2) • 19-23 19

Indian zoological and botanical gardenshistorical perspective and a way forward

Summary Many colonial botanic gardens kept wild animals.

Some had respectable collections, which included great apes, rhinos, large

carnivores and other exotica from neighbouring continental areas. This

practice was probably most prevalent in Asia where it can be argued that

the elaborate gardens of kings combined with their collections of wild

animals created a way of thinking that influenced the future development

of colonial botanic gardens. It was the colonial naturalists, however, that

pursued, described and drew the myriad of species they found. And it is

because of this, we know of the presence of captive wild animals in Asian

botanic gardens. This paper describes some of these gardens, particularly

in India, to provide a context for a new initiative, the Coimbatore Zoological

Park Society in southern India.

The Coimbatore Zoological Park Society was established in 1986 by a

group of wealthy and influential businessmen who acquired a 250 acres

site surrounded by lush green hills 30 km from Coimbatore. Breaking from

the tradition of government-owned large facilities in India, this non-profit

Society has planned an innovative conservation park intended to replicate

in microcosm the greater area in which it sits. The Nilgiri Biosphere

Reserve (NBR) covers 5520sq. km. in the Western Ghats. It was

established by the Ministry of Environment, Government of India, to

provide a means of conserving the endemic and threatened flora and

fauna of the area. Since its inception the Society has collected plants for

re-creating the different biomes of the NBR in natural habitat exhibits. In

the process it has built up the largest regional collection of endemic and

threatened plants in the country. The first phase of the Park will be a

public botanic garden which will teach about the biodiversity of the region.

described and illustrated for an‘inventory’ of Indian fauna. Althoughthe project closed after a few years themenagerie remained for seven decadesserving both as an entertainment forlocals as well as guests of thegovernment. It also served as aholding area for animals that Britishnaturalists wished to study further or tosend ‘home’. Sir Stamford Raffles,founder of Singapore and of theLondon Zoo, visited Barrackpore Parkmenagerie twice before returning toEngland to start the zoo. Raffles couldhardly fail to note the combination ofbeautiful landscaping and surroundingvegetation, scientifically documentedplants and animals which may haveinfluenced him when he founded theLondon Zoo a decade later. TheLondon Zoo is considered to be thefirst ‘modern zoo’ of our age.

Much has been written about theinfluence of colonial manners andmethods. The British, for example,while attempting to create what passedfor respectable botanical gardens intheir sight found offense in both Mogaland Hindu styles. From the straightpaths, right angles and geometricpatterns of some royal gardens to the‘undisciplined mass of foliage united byrampant creepers’ in others, nothingwas quite right. The absence of an‘Indian’ botanic garden style today maybe due to the fact that colonial botanical

experts were permitted to ‘have theirway’ with so many significant gardens.On the other hand, Indian zoologicalgardens, some of them, at least, havetheir own recognizable identity(Harrison, B. 1962).

Indian biological parks

In the 20th century, a unique ‘zoo form’developed by the Indian Forest Serviceand called a ‘biological park’ emerged,which evoked the vast hunting parksowned and managed by royals of earlytimes. The biological park is clearlydistinguished from a zoological orbotanical garden, park, or even the‘biopark’ by its attempt to replicateforests that previously flourished uponthe site, with naturally regeneratingvegetation. Very large moatedenclosures (30 – 60 acres) includinglarge tracts of rejuvenated forest andthe best natural features and contoursof the land, labeled trees, and a focuson fauna that is indigenous to thecountry are the signatures of Indianbiological parks. There are several ofthese in India for example, Assam StateZoo, Guwahati; Indira Gandhi BiologicalPark, Vizak; Tirupati Zoo, AndraPradesh; Nandankanan Zoo, Orissa.

During the colonial era zoology laggedbehind botany as a scientific discipline(Vicziany, 1989). In current day India,however, established public animal

facilities outnumber their floralcounterparts significantly, and aregenerally much better organized withbetter records, signage, public educationand cooperation between zoos. Publicbotanic gardens’ collections in India arenot as well-documented, nor have theyorganized their collections creatively, sothat visitors would derive either learningor enjoyment out of them. Somegardens have added features to attractthe public, not with plants but withelaborate lights for evening visits andmusical fountains, such as theBrindavan Gardens near Mysore.Zoological gardens in India are morescientifically oriented and are starting torealize the importance of high qualityfacilities for both entertainment andeducation.

Many Indian zoological gardens andbiological parks, particularly thosemanaged by forest departments,maintain organized displays of plants,usually in a separate area but still onthe zoo grounds. Some are named‘zoological and botanical gardens’ or‘zoo-cum-botanic gardens’. Otherscooperate with nearby gardens, suchas the Nandankanan Zoo whichconstructed a bridge so that visitors tothe zoo could easily reach theneighboring botanic garden. However,none of these zoo-cum-botanicgardens have documented their plantsadequately or provided interpretation ofthem for their visitors.

Back to the ancients

Contemporary natural history facilitymanagers might benefit from taking aserious look at the origins of botanicgardens and zoos, that is, the morenatural facilities of the ancients whichcombined both flora and fauna in theirfiefdoms. According to DavidHancocks, a particularly ‘evolved’ zoodesigner, when reviewing a chapter ofthe draft World Zoo and AquariumConservation Strategy,

“we have artificially subdividedinstitutions: we have parks thatspecialize in animals and other parksthat specialize in plants, and museumsthat specialize in dead animals. Weinherited this way of looking at naturefrom our 18th century westernforebears who dissected nature inorder to make sense of it.


Below: Larger

plants are

transported by

traditional

methods

(Photo:

Zoological Park)

There is no need and probably no utilityin maintaining these subdivisions forour natural history institutions today.”

There is some evidence of a trend inthe direction indicated by Hancocks.Some American zoos have achievedmuseum status with the AmericanMuseums Association by undergoing aprocess of systematically documentingevery species of plant and animal keptin their facility. Some zoos in UK,Europe, Australia and South East Asiadocument plants as well, for exampleChester Zoo, UK, Rotterdam Zoo, TheNetherlands, Perth Zoo, Australia andSingapore Zoo, south east Asia. Andin contemporary zoo design there is amore widespread practice ofincorporating vegetation from thetargeted country or region into thedesign and landscape of enclosures,which are increasingly themed anddesigned around ecosystems, foresttypes or biomes rather than taxa.Some zoos also have extensiveconservation projects which involveplants, such as the Singapore Zoo andJurong Bird Park in Singapore, whohave been researching Heliconia, aSouth American plant, together foryears. Singapore Zoo alone has 200varieties of Heliconia.

These trends bode well for a futuretransformation of zoos, botanicgardens, museums and even nationalparks and sanctuaries – our ‘naturalhistory institutions’ – to moreintegrated facilities which project aclearer and more meaningfuleducational message than has beenpossible so far. Visitor studies of zoos

are starting to suggest that zoos arenot projecting the conservationmessage very effectively. In meetingthe challenges of such an imperative, itis possible that more of the world’sregions could develop their own uniqueform or style, such as India has withtheir biological parks, which betterreflects their early history as well astheir natural treasures.

A botanic garden and zoo inCoimbatore, India may achieve thisvision in our lifetime.

Back to the future inCoimbatore, India

The upcoming Nilgiri BiosphereBotanic Garden and ConservationCentre is a pioneer attempt to integratemany new concepts. A group ofcreative and wealthy industrialists andwildlife enthusiasts formed a non-profitSociety with the objective ofestablishing a modern zoo to meet thegrowing demands of their industrialcity. An ambitious and detailedconcept plan for the Nilgiri BiosphereConservation Park (NBCP) wasapproved which included collectingappropriate plants for eight thematiczones, preparing the site, andnumerous other tasks before evenstarting to prepare exhibits.

The project has been designedaccording to the forest types of theWestern Ghats, one of two designatedbiodiversity hot spots. The project siteis situated on the eastern slopes of theNilgiri hills surrounded by the NilgiriBiosphere Reserve (NBR), which is the

project’s theme. Rich in endemism,the NBR, is perhaps the most widelyknown mountain part of the WesternGhats. The project will replicate theNBR on its beautiful 250 acre sitewhich is surrounded by hills andnaturally undulating, with dramaticvariety in its landscape.

South Indian forest types in the NilgiriBiosphere Reserve constitute eightthematic vegetation zones: EvergreenZone, Semi-evergreen Zone, MoistDeciduous Zone (with three belts ofMoist Teak Forest, Bamboo Brakes andMixed Deciduous Forest), DryDeciduous Zone, Rain Shadow Zone,Montane Shola Zone, and Thorn ForestZone. Animals, native to the NBR, willbe settled into the appropriate zone.

From the outset, serious botanicalresearch was established at theCoimbatore facility. Systematiccollection, protection, propagation andplanting of indigenous plants to re-create the different forest types of theNilgiri Biosphere Reserve is a majorundertaking. All plants are collectedfrom legitimate sources, asscrupulously as a zoo will avoid illicitdealers for the animals.

Other ongoing works include • propagation, germination studies,

with 32 species of endemic andthreatened rainforest speciesincluding Artocarpus hirsutus,Baccaurea courtallensis, Dysoxylummalabaricum, Palaquium ellipticum,Canarium strictum, Vateria indica,Hydnocarpus pentandra and Culleniaexarillata with records maintained onall parameters of the process

• research on the prevalence andintensity of pests and diseases ofindigenous forest plantations, sothat appropriate pest and diseasecontrol measures can be taken

• development of software for plantdocumentation and management tocope with the enormous quantity ofdata generated by day-to-daybotanic activities. The programENTADA has been named afterIndia’s largest pod-bearing climberEntada rheedii.

This work began 1992 and in that timethe collection has grown to more than100,000 seedlings of more than 400species. Of these, more than 350


Left: A wide

diversity of

plants are

raised at the

CZP nursery

(Photo:

Coimbatore

Zoological Park)

species of 40,000 seedlings subsist inthe field. NBCP has more plantsindigenous to the Nilgiri BiosphereReserve than any other plantconservation area. In recognition ofthis, NBCP has been awarded a grantunder the BGCI Investing in Natureprogramme, a part of the National PlantConservation Programme. Thisprogramme aims to achieve one of thetargets of the Global Strategy for PlantConservation (GSPC), which is “60% ofthreatened plant species to beprotected in accessible ex situcollections, preferably in the country oforigin and 10% in recovery andrestoration programmmes” (CBD, 2002).

As a result of its association withBGCI, the recently issued GlobalStrategy for Plant Conservation and theuniqueness of the collection, the zoohas decided to inaugurate the NBCPproject by developing a dedicatedbotanical garden at the centre of thesite. With the large number of plantsalready available and support fromBGCI, such a garden can be openedwithin the year. The Anaikatty WildlifeGarden was originally planned toinclude a small exhibit area for smallmammals, reptiles, and amphibians.The concept document for this hasbeen rewritten with a botanical focuswithout having to change the basicplan. This part of the project is underway, with an eye to maintaining andexpanding it in parallel to thedevelopment of the zoo enclosures,which depend so heavily on a verylarge amount of systematicallymanaged vegetation.

The broad aims of the Nilgiri BiosphereBotanic Garden are to utilise the plantresources quickly and effectively as astart-up project, capitalizing on thebiome-specific garden, found nowhereelse in India, and in very few placesanywhere in the world. This garden willbe a nature and educational recreation

spot with an environmental educationprogramme with appropriateinfrastructure and activities. Thefacility will be used to introduce andinterpret the highly complexconservation park, consisting ofanimals as well as plants, to the public.

Neither conservation nor botanicgarden education is new to the staff ofNCBP. Collaborating with the localNGO Zoo Outreach Organisation(ZOO), a long term associate of theProject, NBCP organized training inbotanic gardens education in 1995 withBGCI in Coimbatore, Bangalore andTrivandrum in southern India. ZOO andNCBP collaborate often with NCBPproviding the venue and localorganization for ZOO programmes.Recently NCBP staff created a ‘TigerTrail’ at the zoo site especially for a‘Teachers for Tigers’ training workshopfor Coimbatore schoolteachers

organized by ZOO and the WildlifeConservation Society. ZOO has alsoorganized training in captivemanagement of small animals, such asinvertebrates and amphibians incollaboration with the Coimbatore Zoo.The zoo staff also organise educationprogrammes in the city as well as on-site for special events, such as WildlifeWeek, Environment Day and AnimalWelfare Fortnightly.

The botanic garden and conservationcentre is intended to combine mostelements of all the natural historyinstitutions in keeping with DavidHancocks’ percipient comment. Zoosin India, largely due to some of theforesters and conservation-orientedbureaucrats of post-IndependenceIndia, have focused more attention ontheir native animals in large naturalenclosures. The objectives of thisbotanic garden and conservation


A selection of botanic gardens and parks that kept animalsduring 19th and 20th century colonial India

Wazir Ali Khan’s compound in Lucknow maintained gardens while hundreds of spotteddeer, buck, birds, mammals and reptiles were kept in public view behind an iron fence.

The Botanical Gardens at Sarahanpur kept animals, some of which were painted by theartist employed by the garden to illustrate new specimens of flora.

Lalbagh Botanic Gardens in Banglore opened in 1866 with an animal collection whichlater included tigers, lions, monkeys, kangaroos, orangutan, rhinoceros until 1920.

Madras People’s Park was founded in 1855 with a zoo section.

The Trivandrum Public Gardens and Museum founded in 1873 with live animals incages and open exhibits. A Curator from Kew Gardens was brought over to plan thelayout.

Victoria Gardens, Bombay, was founded as a botanical garden in 1862. After adding amenagerie the Gardens were officially converted to a combined zoo and botanicalgarden in 1889.

Udaipur Zoo, founded in 1878 by Maharaja Sajjan Singh of Mewar State contained agarden with medicinal plants and a specialist in horticulture from 1882-1920.

The Maharaja of Baroda maintained a large garden with a collection of wild animalsopen to the public which inspired and stocked the Sayyaji Baug Zoo, officially opened in1879.

Chamarajendra Zoological Gardens at Mysore was a 10 acre ‘palace zoo’ administeredby the Department of Horticulture until it was transferred to the Forest Department inthe 1970s.

Other royals had private menageries in their public gardens at Alwar, Gwalior, Indoreand Kolhapur which are officially registered as zoos in India today.

Above:

Canarium

strictum one of

the endemic

plants at CZP

site (Photo:

Zoological Park)

centre are conservation, research andeducation of the surrounding flora andfauna exclusively. The NBCP functionas a dynamic interpretation centre ofthe Nilgiri Biosphere Reserve.

References

➡Harrison, B., 1962, The evolution ofzoological gardens, Proceedings ofthe Meeting of the InternationalUnion of Directors of ZoologicalGardens at Singapore, IUDZG,Singapore.

➡Kisling V., 2000, ColonialMenageries and the Exchange ofExotic Faunas, Archives of NaturalHistory 25(3): 303-320, London, UK

➡Vicziany, M., 1989, Imperialism,botany and statistics in early 19thcentury India, the surveys of FrancisBuchanan (1762-1829), ModernAsian Studies, 20, 625.

➡CBD, 2002, Global Strategy forPlant Conservation, The Secretariatof the Convention on BiologicalDiversity, Montreal, Canada.

Résumé

Beaucoup de jardins coloniauxmaintenaient des animaux sauvages encaptivité. Certains avaient descollections respectables quicomprenaient des grands singes, desrhinocéros, des grands carnivores, etd’autres animaux exotiques provenantdes aires continentales voisines.

Cette pratique était probablement plusrépandue en Asie où l’on peut dire queles jardins soignés des Rois, associés àleurs collections d’animaux sauvages,ont créé une façon de penser qui ainfluencé le futur développement desjardins botaniques coloniaux. De plus,ce furent les naturalistes coloniaux quiont pourchassé, décrit et dessiné lamultitude d’espèces qu’ils ont trouvée.C’est la raison pour laquelle on trouvedes animaux captifs dans les jardinsbotaniques d’Asie. Cet article décritquelques-uns de ces jardins,particulièrement en Inde, pour fournir lecontexte d’une nouvelle initiative : leCoimbatore Zoological Park Society enInde du Sud.

Le Coimbatore Zoological Park Societya été créé en 1986 par un grouped’hommes d’affaire riches et influentsqui ont acheté un site de 100 Ha

entouré par des collines à la végétationluxuriante à 30 Km de Coimbatore.Rompant avec la tradition indienne desterres appartenant au Gouvernement,cette société à but non lucratif aimaginé un parc innovant pour laconservation en ayant pour objectif derecréer, dans un microcosme, lesdifférents milieux situés aux alentours.La réserve de la Biosphère de Nilgiri(NBR) couvre 5520 Km2 à l’ouest duGhats. Elle a été mise en place par leMinistère de l’Environnement duGouvernement de l’Inde pour disposerdes moyens nécessaires à laconservation des espèces végétales etanimales endémiques et menacées decette région. Depuis ses débuts, laSociété a collecté des plantes pourrecréer les différents biomes de la NBRà travers une représentation deshabitats naturels. Dans ce cadre, la plusgrande collection régionale de plantesendémiques et menacées du pays a étéconstituée. La première phase du Parcsera d’aménager un jardin botaniquepublic qui apportera des informationssur la biodiversité de la région.

Resumen

Muchos jardines botánicos colonialesresguardaban animales silvestres.Algunos tuvieron coleccionesrespetables que incluían maravillososmonos, rinocerontes, grandescarnívoros y otros animales exóticos deáreas continentales circunvecinas.Probablemente esta práctica prevalecióen Asia donde se argumentaba que loselaborados jardines de la realezacombinados con sus colecciones deanimales silvestres crearon un a formade pensamiento que influenciaron elfuturo desarrollo de los jardinesbotánicos coloniales. Sin embargo,fueron los naturalistas de la Coloniaquienes se dedicaron a describir ydibujar la miríada de especies queencontraron. Debido a esto, sabemosde la presencia de animales encautiverio en jardines botánicos deAsia. En este artículo describimosalgunos de estos jardines,particularmente en India, los cualesforman parte del contexto de una nuevainiciativa, la Sociedad Parque ZoológicoCoimbatore en el sur de la India.

La Sociedad Parque ZoológicoCoimbatore se estableció en 1986 porun grupo de acaudalados empresarios

quienes compraron 250 acresrodeados por verdes colinas a 30 Kmde Coimbatore. Rompiendo con latradición de la exclusividadgubernamental para poseer grandesextensiones de terreno, esta sociedadsin fines de lucro diseñó un novedosoparque para la conservación el cualpretende replicar un microcosmos delárea mayor en la cual se ubica. LaReserva de la Biosfera Nilgiri (NBR)cubre una superficie de 5520 Km2 enlas montañas occidentales (Ghats). Fuedecretada por la Secretaría delAmbiente del Gobierno de India, con lafinalidad de proteger y conservar laflora endémica y amenazada del área.A partir de su reconocimiento laSociedad ha colectado plantas par re-crear los diferentes biomas de lareserva estableciendo colecciones quemuestran los habitats naturales. En laactualidad comprende la mayorcolección de plantas endémicas yamenazadas del país. La primera fasedel Parque será un jardín públicodonde se enseñará acerca de labiodiversidad de la región.

Sally Walker, 29-1, Bharati Colony,Peelamedu, Coimbatore 641 004,Tamil Nadu, India. Tel: (91) 422 561 087; 563 159.Fax : (91) 422 563 269. Email : [email protected]. Website: www zooreach.org

Dr Rathinasabapathy & R.Manikam, Coimbatore Zoologicalpark & Conservation Centre, 1388,Avinashi Road, Peelamedu,Coimbatore 641 004, Tamil Nadu,India.


Below: Hands-

on experience

with plants by

students during

a nature trail

(Photo:

Coimbatore

Zoological Park)

Gondwana connections: des partenariats pour l’apprentissage

La conexión Gondwana: asociaciones para aprender

Kathy Stewart

Introduction

Education programmes for seniorschool students are offered by manyexcursion venues yet this visitor groupcan be particularly difficult to enticeinto learning environments beyond theschool classroom. In New South Walesthe final two years of schoolingculminate in major examinations.These often determine students’ futurecareer pathways – it is a significanttime for students, their families andtheir teachers.

Education officers from the RoyalBotanic Gardens Sydney (RBGS), theAustralian Museum (Austmus) andTaronga Zoo recognised the need foran excursion programme that attractedsenior schools by addressingcurriculum requirements and offeringefficient use of the excursion day. In2000 a new senior biology syllabuswas released to schools presenting anopportunity for the three institutions tocreate a joint programme for this groupof students. A pilot programme calledthe Australian Biota Study Day wasdeveloped and successfully trialled at

the end of 2000. Now in its fifth year,the study day is routinely offered bythe three venues as part of theirschools’ programme.

The Australian Biota Study Day

The combined resources of the RBGS,Austmus and Taronga Zoo enablesenior biology students to experiencethe following:

• living environments similar to thoseat critical times in Australia’sgeological past, including a grove ofthe Wollemi Pine’s closest relatives– the Hoop Pine and QueenslandKauri Pine as well as the WollemiPine itself

• actual fossils from sites such asRiversleigh (20 million years ago),Tingamurra (50 million years ago)and Talbragar (175 million yearsago)

• live animals that demonstrate linkswith our Gondwanan heritage suchas the echidna, blue-tongue lizards,rainbow lorikeets.

The logistics of the day involve fourclasses (up to 100 students) visiting theRBGS and the Austmus. Taronga Zootransports its educator accompaniedby a host of supporting animals in the‘Zoomobile’ to the Gardens each day.Students and their class teacher spendtwo hours at each location, taking afurther hour to have lunch and walkbetween the venues. Bookings aretaken by the Austmus and students arecharged a nominal fee which is dividedbetween the three institutions.

In the session at the Royal BotanicGardens, students compare theWollemi Pine and its relatives to fossilmembers of the Araucariaceae (Agathisjurassica from the Talbragar Fish Bedfossils found near Mudgee in NewSouth Wales). They are helped tovisualise prehistoric environments byvisiting various locations in the Gardenwhere the plant displays consist ofmodern day examples of primitiveplant species. Students are also able tocontinue their study of pollination anddispersal mechanisms of Australianplants using the live specimensgrowing in the Gardens.

The Zoomobile transports an excitingrange of Australian animals fromTaronga Zoo to the visiting students.‘Pugsly’ the echidna and ‘Spike’ therainbow lorikeet dominate the day'sevents and are very popular with thestudents and their teachers. Studentshave close physical contact with theanimals – under the watchful eye of thezoo educator who directs and focuses

Roots • Vol 1 (2) • 24-2524

Gondwana connectionpartnerships for learning

Summary The Australian Biota Study Day is a school excursion

where Education Officers from the Royal Botanic Gardens Sydney join

with those from the Australian Museum and Taronga Zoo to provide a

unique learning experience for senior biology students. On the day 16-17

year old students visit the Australian Museum, the Royal Botanic

Gardens Sydney and Taronga Zoo Educators (stationed at the RBGS

Education Centre) for hands-on workshops that deepen their

understanding of the evolution and adaptations of Australian native

plants and animals.

student attention to particular featuresof the animal that enables them tosurvive in their particular environment.Evaluation of the day reveals that thisexperience with live animals is a highlymemorable and engaging feature of theday for students and their teachers.

At the Australian Museum studentsreview evidence that indicates Australiawas once part of Gondwana and studykey Australian fossils that shed light onthe nature of past environments.Students can trace evolutionarychanges that led to animals such asthe platypus, koala, thylacine andkangaroo.

Educational Features of the Study Day

Education officers involved in theproject agree that there are a range ofcritical educational components of theday. One of the most important being,that students are able to physicallyinteract with the resources of the threeinstitutions. The resources used, suchas live plants and animals, gardendisplays, objects and exhibitions meeta range of criteria including:

• relevance to the specific syllabuscontent

• interest to senior students • able to be handled or accessed by

students• physically transportable to locations

off site.

Throughout the study day, students areencouraged to keep a record of theday. Traditionally this takes the form ofworksheets containing questions thatfocus students’ attention on specificfeatures of the session. Teachersinvolved with the programme are senta set of worksheets that cover theactivities set for the day. Howevereducation officers involved in theprogramme are mindful that the

completion of worksheets does notdistract student attention from theunique opportunity to observe andinteract with the rich range ofresources available. School groups areencouraged to bring cameras to recordvisual images of the resources andactivities they encounter. In somecases groups are able to take selectedspecimens (such as plant material)back to school for further study.

Teachers and students are asked forfeedback to monitor the impact of theprogramme. Evaluation sheets aregiven to each participating teacher andcollected at the end of the day. Anumber of students are also surveyedto obtain their feedback. Changes tocontent, worksheets, timing andlocation of the study days have beenmade in response to the evaluation ofthe programme.

Examples of teacher feedback aboutthe day:“Students were fully occupied. Thiswas good. Very relevant to the topic”“Excellent organisation overall.Wonderful opportunity for hands onviewing of species and fossilspecimens.”“Excellent resources and exhibitions.We don’t have access to many of theseresources.”

Examples of student feedback: “Gives us a chance to see what we arestudying close up.”“Better than a day at school.”“Busy, a bit short of time but enjoyable.”

Conclusion

The success of the Australian BiotaStudy Day has resulted in expandingits range of locations from Sydney toMount Annan and Mount TomahBotanic Gardens and most recently toDubbo Plains Zoo. These new sites forthe study day facilitate access to theresources of the three institutions tothose schools that may not be able totravel to Sydney.

The study day series averages per year2000 students from up to 80 secondaryschools across New South Wales. Theprogramme is a vital component of therange of school programmes offeredby the RBGS, Austmus and TarongaZoo and plays a significant role in the

education of adolescents about theevolution, diversity and adaptations ofAustralian plants and animals.

Resumé

La Journée d’Etude du Biotopeaustralien est une sortie scolaire où lesresponsables pédagogiques du RoyalBotanic Garden Sydney (RBGS) sejoignent à ceux du musée australien etdu Tarongo Zoo pour offrir une chanceunique aux étudiants en dernière annéede biologie de développer leursconnaissances. Pendant la journée, lesétudiants de 16-17 ans rencontrent leséducateurs du RBGS, du muséeaustralien et du Taronga Zoo (situé auCentre Educatif du RBGS) pour desateliers pratiques qui leur permettentd’approfondir leurs connaissances del’évolution et des adaptations desplantes et des animaux indigènesd’Australie.

Resumen

El día de estudio de la BiotaAustraliana consiste de una excursiónescolar donde los funcionarioseducativos de los Royal BotanicGardens de Sydney (RGBS) se unen alos del Zoo de Taronga para dar unaexperiencia de enseñanza única a losestudiantes de biología más mayores.En ese día, los estudiantes de 16 y 17años visitan a los educadores delMuseo Australiano, el Real JardínBotánico de Sydney y del Zoo deTaronga (localizados en el Centro deEducación del RBGS) para asistir atalleres prácticos que profundizan suentendimiento de la evolución y de laadaptación de las plantas y animalesautóctonos de Australia.

Kathy Stewart is the CommunityEducation Officer and Coordinatorof School Progammes, RoyalBotanic Gardens, Mrs MacquariesRoad Sydney NSW 2000, Australia.Tel: (61) 02-9231 8111. Fax: (61) 02-9251 4403. Email:[email protected]


Above right:

The Zoomobile

at the Royal

Botanic Gardens

Sydney.

Above left:

'Pusgly' the

echidna visits

the Royal

Botanic Gardens

Sydney.

Left:

Discovering

'dinosaur food'.

Senior biology

students

encounter

cycads at the

Royal Botanic

Gardens

Sydney.

(Photos: Royal

Botanic Gardens

Sydney)

Introduction

“These visits by 6th formers wereexcellent. They broadened the girls’knowledge about the environment andsustainability issues.” Another satisfiedteacher leaves the ConservationEducation Department at Jersey Zoo,the headquarters of the Durrell WildlifeConservation Trust. A glance throughthe visitors’ book strengthens theimpression that Jersey Zoo can,metaphorically speaking, pat itself onthe back for getting an ‘informal’conservation message across to its

visiting public. We know that throughour public education programmelearning has taken place; people arebecoming more environmentally awarefollowing a visit to the zoo (Muurmas,2001).

What happens when they leave the zoogates? Does learning result inbehavioural change? A recentenvironmental awareness-to-actionprogramme run by the ConservationEducation Department, entitled ‘Cansfor Corridors’, demonstrated theimpact that an effective and focusededucation activity can have onchanging our ways. Through a seriesof interactive assemblies run by zooeducation staff in Jersey schools, localchildren learnt about the plight of theblack lion tamarin (Leontopithecuschrysopygus) in its dwindling Atlanticforest home of southern Brazil.Furthermore they learnt aboutunsustainable use of resources, withthe focus on aluminium. The result ofthis has been that now more than 21 ofthe island schools have establishedcan recycling schemes and havegenerated over £900 to buy over 3500trees for biological corridors in Brazillinking up the tamarins remaining forestpatches (Esson et al, 2002).

This success is not unusual; type in‘zoo education’ or ‘botanic gardenseducation’ into your web-search andyou will find pages and pages of sitesthat will lead you to some exciting andinnovative new programme for raisingawareness of environmental issues and

Roots • Vol 1 (2) • 26-2926

L’education pour la conservation: l’importance de la formation

La conservación en la educación: la importancía de la formación

Jamie Copsey

Conservation Educationthe value of training

Summary Zoos and botanic gardens of the world are in unique

positions to convey a conservation message to the general public.

Although we have developed new and increasingly sophisticated

techniques for communicating our messages, this ‘education toolbox’ is

not currently available to all. The International Training Centre at the

headquarters of the Durrell Wildlife Conservation Trust, Jersey Zoo, has

been training overseas conservationists, many of them from developing

country zoos, for more than twenty years. One of the most valuable

subjects for them has been Environmental Education Skills and Practice.

Such capacity building is also offered by BGCI and Kew through their

education-focussed international diploma course. Other zoos and

botanic gardens have recognised the need to develop capacity within

their colleagues worldwide. However, gaps still exist. One solution

would be for zoos and botanic gardens to join forces to support the

professional development of our

contemporaries, particularly in

the biodiversity-rich regions of

the world.

Below: School

children act out

a story about

hornbills at their

school (Photo:

J.Copsey)

species conservation. Look moreclosely, though, at where theseeducation programmes are happeningand a pattern begins to emerge. Adisproportionate amount of activity isgoing on in the zoos and botanicgardens of North America and Europe.

This pattern may be explained partlyby the skew that exists in thedistribution of the zoos and botanicgardens of the world. Four out of thesix countries in the world that hold57% of the world’s zoologicalcollections are within Europe or theUnited States. Only ten countriesaccount for 50% of the world’s botanicgardens, including the US and Europe(Stanley-Price et al, 2004). But whatabout the remaining 1000 zoos and1200 or so botanic gardens (Stanley-Price et al, 2004) that are spreadthroughout the world? Many of themfall within the tropics where we alsofind the majority of species that, asconservation organisations, zoos andbotanic gardens are intent on saving.

Increasingly we are aware of the needto focus our attention more on savingspecies in-country. Reportedly over400 botanic gardens worldwidemanage areas of native habitatthemselves, or work closely withcolleagues in national parks and otherprotected areas (Wyse Jackson &Sutherland, 2000). A study of Britishzoos by Stevenson (1996) found thatover 69% (32) of collections thatparticipated in the survey supportedfield projects to some degree. To whatextent though, do zoos and botanicgardens ‘leapfrog’ their peers inbiodiversity-rich countries to workdirectly with the species and habitatsneeding to be conserved?

Read through the article text relating tothe Convention on Biological Diversity(UNEP, 1994) and one word that willkeep appearing is ‘co-operation’, inparticular with reference to similarorganisations working in the resource-rich and biodiversity-rich countries ofthe world. The recent launch of theCommunication, Education and PublicAwareness (CEPA) portal demonstratesthe international belief that more needsto be done to support the developmentof more effective strategies to get ourconservation message out and makesure it sticks.

So what can or should zoos andbotanic gardens be doing to supportthis drive? They have the potential to“shape public opinion, to encouragesympathetic attitudes towards wildlife,and to educate the public aboutecology, evolution, and wild animals”(Hancocks, 2001). With approximately500,000,000 people (roughly 10% ofthe world’s population) visiting zoosannually (IUDZG/CBSG (IUCN/SSC),1993), they have clearly got apotentially valuable role to play inraising environmental awareness. Ifwe add in the numbers attending thebotanic gardens of the world thentogether we have a vast captiveaudience. Ironically at an institutionallevel it is the zoos of biodiversity-richcountries that stand out as being theplaces to reach the majority of thesevisitors. Take China, for example,where over 40 million people passthrough the country’s zoo gates eachyear (Waugh & Wemmer, 1994);Zoológico de Chapultepec, MexicoCity receives 5.5 million visitors alone;more than three times the number ofpeople visiting London Zoo each year(1,225,000) (http://www.cbsg.org/directory)

Time to take stock: we know thatmany zoos and botanic gardens in theresource-rich countries of the worldhave been developing new andinnovative ways of conveying aconservation message, and have beenhoning their educational tools for manyyears; these same organisations arebeginning to look beyond their gates todetermine how best they can supportspecies/habitat conservation; werecognise that zoos and botanicgardens have a potentially pivotal roleto play in raising environmentalawareness and pushing for behaviouralchange; finally, we know that at leastthe zoos of the biodiversity-richcountries draw significant crowds andtherefore are ideal places to convey alarge-scale conservation message.The potential is there but in order torealise this we need to match upresources to where they are mostneeded. It is perhaps time for thosezoos (and botanic gardens) of theworld with the experience and skills tofocus more attention on buildingconservation capacity within their‘peer’ organisations of world’s mostbiodiversity-rich countries.

At this point it is important to note thatresources do not equate to effectiveconservation education and neither is itonly the zoos and botanic gardenswithin the resource-rich countries thatare effectively raising environmentalawareness. However, it is clear thatthere is an imbalance in the currentcapacity within the zoos and botanicgardens of the world to carry thismessage forward. According to BGCIof approximately 1800 botanic gardensin the world only about one tenthemploy education staff (Willison &Sutherland, 2001). Based on a sampleof 100 zoos from the International ZooYearbook, it appears as if educationstaff are present in a higher proportionof zoos than botanic gardens but stillless than 50% would seem to have thisresource (Olney & Fisken, 2003). If zoosand botanic gardens are to realise theirpotential then they need to fill this gap.More support must be given to thoseestablishments that are best placed toraise awareness about the plight ofendangered species within the countriesof origin. As Conway (2000) stated “Wepay too little attention to third Worldzoos located on the front lines of theEarth’s most biodiverse habitats”. Whatare the “haves” doing for the “havenots” (Waugh & Wemmer, 1994)?


Above: People

listening to a

talk in Sri

Lanka, a

biodiversity-rich

country (Photo:

J.Copsey)

Gerald Durrell was ahead of his timewhen he instigated the establishmentof the International Training Centre(ITC) at Jersey Zoo over 20 years ago.His aim was to create a ‘mini-university’ for training conservationistsfrom around the world, in particularfrom zoos, in order to equip them withthe skills and understanding requiredto solve their own conservationproblems. Since this time more than1100 graduates have passed throughthe ITC’s training programmes fromover 110 countries. Over 90% of thesegraduates are linked through the ITCNetwork, providing a virtual venue fordiscussions and problem-solving tomeet the evolving needs inconservation. The ITC’s courses inEndangered Species Management andConservation challenge participants tocritically analyze current biodiversityconservation issues and to developappropriate solutions for tacklingwildlife conservation issues in their owncountries. One of these solutionsinvolves the ability to communicate aconservation message effectively to arange of audiences.

The majority of trainees that passthrough the training programme havenot had any form of formal training inteaching skills or communication andyet they are on the ‘front-line’ ofspecies conservation, many of themcoming from biodiversity-rich countriessuch as Madagascar, Peru and China.Although an increasing number of theorganisations from which we select

participants do assert that they runeducation programmes, it is commonfor them to be run as part of a raft ofresponsibilities borne on the shouldersof just a handful of interested and ableemployees.

One such able person is Uzma Khan, a senior education officer from LahoreZoo in Pakistan. Uzma is threequarters of the way through herDiploma here at the ITC and in hercapacity as an education officer hasfound the education component of thecourse of particular relevance to herwork in Pakistan. Lahore Zoo receives2.5 million visitors every year includingover 1400 school groups, which maycontain as many as 300 children ineach one (Khan, pers. com.).According to Uzma “there is no zoo inPakistan that has an education centreand there is no regular, coordinatedprogramme with schools that is run byany zoo”. Conservationists such asUzma have the drive and often theability to run effective education andawareness programmes but they cangain much from exposure to andtraining in the theory and practice ofteaching and learning. Skills thatUzma and others are encouraged toacquire during their time on the ITCcourse.

Such skills are not only of value todesignated education staff but toanyone who has to communicate amessage to an audience. A studyconducted by Esson et al (2001)demonstrated that presentation skillswas the most valued part of theeducation module on the Diploma inEndangered Species Management(DESMAN) course, in terms of its usewhen the trainees returned home.Conway (op. cit) identifies a need totarget our message to “inform law-makers and government authorities”.Clearly having a competency atpresenting information to suchaudiences is of benefit to all.

Other organisations with resourceshave established focusedenvironmental education trainingcourses. Botanic GardensConservation International and RoyalBotanic Gardens, Kew, have joinedforces to create the InternationalDiploma Course in Botanic GardensEducation. A glance through the web

page demonstrates the diverse rangeof topics that are covered providingparticipants with a sound and detailedunderstanding of the ‘tools’ of theeducation ‘trade’.

Only a handful of conservationorganisations are in the fortunateposition to maintain a full trainingdepartment dedicated to supportingconservation practitioners worldwide.However, many more can boast aneffective and imaginative environmentaleducation programme. Both the zooand botanic gardens communities arebecoming increasingly active in seekingways of contributing to species andhabitat conservation. If we feelgenuinely that both types oforganisation are justified in their role asconservation organisations in particularthrough education, then we need toturn more attention to supporting ourcolleagues that have the species andhabitats we are trying to conserve righton their doorstep. The educationtoolbox is bursting with newtechniques- let’s open up the box to all.

Parting remarks…Having the opportunity to write thisarticle has enabled me to think morecritically about how the ex-situconservation organisations such aszoos and botanic gardens operate.This contemplation has not just mademe question how we currently dothings but how we could be doingthings in the near future. How often,for example do zoos and botanicgardens get together to ‘cross-pollinate’ ideas about conservationeducation in their different thoughcomplementary areas of work? Zooeducators are increasingly trying to puttheir animals into context – whatniches do they fill? What other speciesdo they depend on? What will happenif we take away the plants on whichthey- and we- depend? From abotanical standpoint we are becomingmore aware of the reliance ofthreatened plant species on theanimals with which they co-exist –what will be the impact of theextinction of particular species of fruitbats, for example, on the trees that relyon them to disperse their seeds? If wewant to convey a holistic conservationmessage then perhaps it is time forzoos and botanic gardens to pool theireducational experience and develop


Above: One

World School

workshop in

2002 (Photo:

J.Copsey)

joint education strategies and mostimportantly export this ‘meta-tool box’to their colleagues elsewhere. Is it timefor an International Diploma Course inZoo and Botanic Gardens Education?

What do you think? Should we becollaborating more in the field ofconservation education?

References

➡Conway W. (2000) The changingrole of zoos in the 21st century.EAZA News 29, 8-13.

➡Esson M. (2001) Does conservationeducation travel well? Transferringskills from Jersey Zoo to institutionsin the developing world. Dodo 37,80-87.

➡Esson M., Hicks O., Wormell D.(2002) Your cans can save the blacklion tamarin. Federation ofZoological Gardens Award,Education Category 2001/2002

➡Hancocks D. (2001) A differentnature- The paradoxical world ofzoos and their uncertain future.University of California Press,London England.

➡ IUDZG/CBSG (IUCN/SSC), 1993.Executive Summary, The World ZooConservation Strategy; The Role ofthe Zoos and Aquaria of the Worldin Global Conservation. ChicagoZoological Society, U.S.A.

➡Muurmans M. (2001) Getting theconservation message across. Anevaluation of the animal talksprogramme of Jersey Zoo, DurrellWildlife Conservation Trust, JerseyUK Channel Islands, Unpub. Report.

➡Olney P.J.S., Fisken F.A. (2003)(eds.) Zoos and aquariums of theworld, in International Zoo Yearbook38, Zoologial Society of London,England.

➡Stanley-Price M.R., Maunder M.,Soorae P.S. (2004) Ex Situ Supportto the Conservation of WildPopulations and Habitats: Lessonsfrom Zoos and Opportunities forBotanic Gardens, in Guerrant E.O.,Havens K., Maunder M. (eds) ExSitu Plant Conservation SupportingSpecies Survival in the Wild, Islandpress, Washington DC, USA.

➡Stevenson M.F. (1996) The role ofzoos in the British Isles and theirsurvival into the next millennium,dissertation for MBA, University ofEdinburgh, Scotland

➡UNEP (1994) Convention onBiological Diversity Text andAnnexes, Convention on BiologicalDiversity Secretariat, Geneva,Switzerland

➡Waugh D.R., Wemmer C. (1994)Training in zoo biology: twoapproaches to enhance theconservation role of zoos in thetropics, in Olney P.J.S., Mace G.M.,Feistner A.T.C. (eds) CreativeConservation: Interactivemanagement of wild and captiveanimals, Chapman & Hall, London,England.

➡Willison, J and Sutherland, L.A(2001) The Role Botanic GardensCan Play in Biodiversity Educationand Community Mobilization, Paperpresented to an Expert Meeting onBiodiversity Education and PublicAwareness, Egmond aan Zee, TheNetherlands.

➡Wyse Jackson P.S., Sutherland L.A.(2000) International Agenda forBotanic Gardens in Conservation.Botanic Gardens ConservationInternational, U.K.

Résumé

Les zoos et les jardins botaniques dumonde ont une chance unique de fairepasser des messages sur laconservation de la biodiversité augrand public. Malgré que nous ayonsdéveloppé de nouvelles techniques deplus en plus sophistiquées pourcommuniquer nos messages, cette‘boîte à outils’ pédagogiques n’est pasaccessible à tous aujourd’hui. LeCentre International de Formation,situé dans les locaux de la Fondation‘Durrell Wildlife Conservation’ au Zoode Jersey, forme des conservateursvenant de zoos de pays en voie dedéveloppement depuis plus de 20 ans.Un des sujets les plus utiles pour eux aété le module sur les compétences etpratiques de l’éducation àl’environnement. Le BGCI et Kewpermettent également ledéveloppement de compétencessimilaires grâce à leur diplômeinternational centré sur l’éducation.D’autres zoos et jardins botaniques ontreconnu cette nécessité de développerles compétences de leurs collègues àtravers le monde. Cependant, desvides existent toujours. L’une dessolutions serait que les zoos et jardinsbotaniques mettent leurs forces en

commun pour développer la formationprofessionnelle de nos collègues, enparticulier dans les régions du monderiches en biodiversité.

Resumen

Los zoos y los jardines botánicos delmundo están en una posición única paracomunicar el mensaje de conservaciónal público. Hemos desarrollado nuevastécnicas más y más sofisticadas paracomunicar nuestros mensajes, pero esta“caja de herramientas educacional” noestá a disposición de todos. ElInternational Training Centre (Centro deEducación Internacional) en la sede delDurrell Wildlife Conservation Trust, en elZoológico de Jersey, lleva mas de veinteaños educando a conservacionistas deotros paises, muchos de ellos de paisesen vía de desarrollo. Uno de los temasde mayor valor para ellos ha sido el dehabilidades y prácticasmedioambientales. Las mismasoportunidades para desarrollarcapacidades también las ofrecen elBGCI y Kew a través de su curso dediploma internacional con enfoqueeducativo. Otros zoológicos y jardinesbotánicos han reconocido la necesidadde desarrollar la capacidad entre suscompañeros a través del mundo. Sinembargo, aun hay huecos que rellenar.Una solución sería que los zoos y losbotánicos unieran fuerzas para apoyar eldesarrollo profesional de nuestroscontemporáneos, especialmente en lasregiones del mundo ricas enbiodiversidad.

Jamie Copsey is Deputy Head ofEducation at Durrell WildlifeConservation Trust, Les AugrésManor, La Profonde Rue Trinity,Jersey JE3 5BP, English ChannelIslands, British Isles. email: [email protected]: www.durrellwildlife.org


Left: Trainees in

action – drama

as a holistic

educational tool.

(Photo:

J.Copsey)

This issue of Roots has argued thatboth zoos and gardens need to take amore ecological approach to education– emphasising both plants andanimals. If we consider that our aim isto always offer visitors first-handexperiences, then does it follow thatbotanic gardens should keep animalsas exhibits? We asked a number ofcolleagues around the world for theiropinions on this question. Theirconsidered responses throw upinteresting issues and questions thatwill be of interest to both botanicgardens and zoos alike.

Integrating ecology - do weneed to keep animals?

A garden, if managed in anenvironmentally friendly manner, hasmany animals within it - it is theirhabitat. We need to realise that thisgives us the ideal opportunity todevelop ecological education withreference to the wildlife of our gardens,without the need to bring in other,perhaps more exotic species.Depending on the size and location -and indeed on the surroundings of thegardens, there will be examples withinthem of wildlife of many differentspecies demonstrating manyecological issues - nesting of nativebirds, migration of species and theirannual cycles, colonisation by exoticanimals and their impact on the localecology, feeding strategies of lizards,species specificity of insect foodplants, and many more. This ishappening all around us, and very

often, even if we ourselves realise it,we don't put it across to our visitors.The fact is that, even without keepinganimals, we can put a very wideecological message across.

In the Gibraltar Botanic Gardens wealso keep animals. Initially this was asa result of us offering space in adisused corner of the Garden to houseparrots and monkeys confiscated byGibraltar Customs having arrived withinthe jurisdiction without CITES papers.The collection grew with otherconfiscated animals, such as tortoisesfrom nearby Morocco, being entrustedto our care. Once incipient facilitieswere there, other projects such ascaptive breeding of rare native speciesfor subsequent release started todevelop, and a certain demand tohouse unwanted pets was also partlymet. The facilities are still beingdeveloped, and as they do, there arecertain lessons learnt that need to beshared.

Unless the exhibits generate sufficientincome through properly managedvisiting, or perhaps grants for animalconservation projects, they can drawheavily on a garden's resources. Wherethese are not great they can be anunsustainable strain which couldprejudice other aspects of a garden'swork. Looking after animals carrieswith it great responsibilities, includinglegal obligations in many countries,and animal welfare issues. Animalsalso require ample space, and planningwill require decisions on which parts of

the gardens to convert. It can work -but be careful. It is much easier for anestablished zoological park to improveits plant interpretation and educationwork than for a botanic garden tointroduce this new, demanding facet toits work.

And there is one more point toconsider also - whether we like it ornot, animals tend to attract theattention of the public more thanplants. Our message on plants, andour attempts at getting them to featurein the public's perception of ecology,may suffer if the limited time a visitorspends in our garden is spent lookingat cuddly baby monkeys, fascinatingreptiles, or majestic birds of prey.

John Cortes is Director of theGibraltar Botanic Gardens.Trained in Ecology, his Doctorateis in reptile ecology. He is alsoGeneral Secretary of the GibraltarOrnithological & Natural HistorySociety, which is a Partner ofBirdLife International Gibraltar Botanic Gardens, The Alameda, Red Sands Road,Gibraltar. Email: [email protected]/alameda

Roots • Vol 1 (2) • 30-3230

Les jardins botaniques doivent-ils présenter des animaux?

¿Se deberían exhibir animales en los jardines botánicos?

Should botanic gardenskeep animals as exhibits?

Animals reinforce the message

Cleveland Botanical Garden regardsanimals as essential to communicatethe reliance of all life upon plants.Animals engage visitors by addingmotion, surprise, color, and even scent.

In the biomes of the Eleanor ArmstrongSmith Glasshouse, animals takingrefuge within a model strangler figserve to demonstrate plant-animalinteractions. Giant South AmericanCockroaches provide a great "ICK!"factor! A tarantula’s burrow beckonschildren to investigate further. Leaf-cutter ants tend fungus gardens withina fallen tree and forage along a vinelooping over a stream. Every day,birds and butterflies pollinate flowersand disperse seeds. These diverseinteractions have created anenvironment that immerses visitors inthe biomes.

This was made possible throughplanners selecting animals that offeredinteresting stories. Concerted researchand coordination was undertaken toensure that the animals would liveharmoniously with plants, each otherand people. The animals needed to beavailable in the trade (zoos, breeders),be easily maintained and be capable ofliving successfully in captivity. Forexample, maintaining tropicalbutterflies requires an abundance ofsunlight, temperatures of 70-90°F, highrelative humidity and nectar-producingplants. The birds inhabiting each biomehave their own specific requirementsand this in turn influences plantings,structure, and staffing. This processalthough complex has resulted in awonderful educational resource.

Cynthia Mazer and Sandra Rode,Cleveland Botanical Garden,11030 East Boulevard, Cleveland,OH 44106. Tel: 216.721.1600. Fax: 216.721.2056. Email: [email protected]

An unwelcome distraction!

Over the years I have had my fill ofcompeting with cute little animals. WhenI worked as an education officer I wascontinually in competition with the fishand squirrels of the botanic garden.How can anyone expect to hold theattention of a group of eight year oldswhen a fury little squirrel is doing partytricks in the hope of a bit of some oneslunch? ‘Fish time’ became a regularfeature of rainforest tours passing by thetropical pond and only after acompulsory five minutes of mutualstaring between coy carp and not-so-coy children was over could the lessonproceed. Then somebody introducedgreen tree frogs to the glasshouses as aform of biological control. This was evenmore annoying. When you walk into thehouse they all start to sing and thechildren get very excited. “Yes” you say‘‘they are real frogs’’ and the childrenscatter to search for them. But try ashard as you like the cunning frogs neverreveal themselves. Move within a metreand they are silenced with the songsterhidden deep in the undergrowth.

The solution to all my animalproblems? Recently curator, DavidMitchell, began commissioning a seriesof beautiful life-size bronze animalsculptures for the glasshouses.Roadrunners now run across theSonoran desert, bats pollinate theSaguaro cactus and spade-foot toadsemerge from the bronze quagmire. Weeven have a small but perfectly formedbronze dinosaur standing gingerlyamong the tree ferns. They fitmarvellously among the foliage andbest of all they never steal yourthunder or your sandwiches!

Ian Darwin Edwards, Director ofPublic Programmes, Royal BotanicGarden Edinburgh, 20A InverleithRow, Edinburgh EH3 5LR,Scotland. Tel: 0131 552 7171.Fax: 0131 248 2901. E-mail: [email protected]

The whole picture

Have you ever tried to put together ajigsaw puzzle with some of the criticalpieces missing? It’s frustrating having anincomplete picture at the end. It can bethe same for botanic garden educatorswhen teaching about biodiversity andconservation - for without the animals ourstories are often incomplete.

Animals can enrich the learningexperience by giving authenticity toecological programs but their introductionand management needs to be thoughtthrough carefully. Animal exhibits are bestintegrated into ecological displays ratherthan stand alone enclosures. From theoutset they should have a clearinterpretive purpose and where possiblelink to the existing biodiversity of thegarden. They are also more likely tosucceed and be sustainable in the longerterm if developed in partnership withzoos or animal specialists who have theappropriate expertise.

With these points in mind our garden, in partnership with our nearby zoo, has successfully released two speciesof native birds into our rainforestconservatory; the White-browedWoodswallow (Artamus superciliosus)for biological control of palm eatingcaterpillars and Noisy Pitta birds (Pittaversicolor) to help the leaf litter decaycycle. We also have a highly popular‘mini-beast’ program for schools run byan invertebrate expert. Spectacularmacro invertebrates are used to tell thestory of rainforest plant/animalrelationships in a dynamic and hands-on way.

The animals in both these programsquickly capture visitor interest andarouse their curiosity. The questionsflow. Once we have their attentionplants are introduced seamlessly andthen highlighted as a natural part of thediscussion. The animals are greatattention grabbers and ultimately give amore complete story of theenvironment. Integrated thoughtfullywith your plants they work wonders forecological storytelling.

Steve Meredith, Education Officer,Botanic Gardens of Adelaide, NorthTerrace, Adelaide, South Australia.Tel: 61(0)8 82282311. Email: [email protected]


Introduce butterflies withcaution

Breeding butterflies for an enclosedexhibit can be a wonderful tool toteach about insect life cycles,plant/animal interactions, andconservation. However, caution needsto be exercised when includingbutterflies in an outdoor exhibit. Ifnon-native species are introduced it isimportant to consider how removalfrom their natural environment willimpact their survival and the ecology oftheir ecosystem of origin, as well astheir influence on the ecosystem towhich they are introduced. If hostplants are planted to attract nativespecies to a garden there is a dangerthat these gardens will prove lesshospitable to their offspring than anatural habitat.

In my graduate work I examined theutility of gardens in butterflyconservation. For the species Istudied, butterfly eggs and larvae hadlower survival rates in gardens than innatural sites. I was able to exclude lackof available food resources and highernatural enemy attack as the cause forthe butterfly’s low survival rates ingardens. Yet, I was unable to uncoverthe cause of poor performance ingardens. Given that I was only able toinclude one species in my study Icannot predict how butterflies ingeneral will perform in gardens, onlythat some butterflies will be negativelyaffected by breeding in gardens. I urge curators to monitor butterflypopulations in their gardens andintroduce programs for individuals to do the same in their ownyards/gardens. Monitoring of butterfly populations withingardens will also give usclues to how we can best maintain butterflypopulations internationally.

Jacqueline Levy, Ecologist,4226 Mt. Taylor Dr, Santa Rosa,CA 95404, USA. Email; [email protected]

Are gardens effective in butterflyconservation? A case study with thepipevine swallowtail, Battus philenor,by Jacqueline Levy is published in thenext issue of The Journal of InsectConservation.

Opening Pandora’s Box!

Horticulture is becoming increasinglyimportant to zoos, many of which nowaim to display their animals in anecological context. Likewise, botanicgardens are increasingly incorporatinganimals into their exhibits. In principle,this is to be welcomed as it helpsprovide a more holistic view of natureto visitors.

However, by adding animals to theircollections, botanic gardens must beaware that they may be opening aPandora’s box! The keeping of animals,in particular vertebrates, is strictlyregulated in most countries. In theEuropean Union, for example,permanent establishments whereanimals of wild species are kept forexhibition to the public for seven ormore days a year are considered zoosunder Council Directive 1999/22/EC.This implies complying with definedenclosure and husbandry standards,employing qualified animal keepers,contracting a zoo veterinarian,participating in research from whichconservation benefits accrue to theanimal species concerned, and/orother activities related to theconservation of wild fauna.

Peter Dollinger, ExcecutiveDirector, WAZA (The WorldAssociation of Zoos andAquariums), Post address: P.O.Box23, CH-3097 Liebefeld-Berne,Visitors’ address: Lindenrain 3, CH-3012 Berne. Tel: +41-31-300 20 30. Fax: ++ 41-31-300 20 31.

Resumé

Dans ce numéro de Roots, il estargumenté que les zoos et les jardinsbotaniques doivent avoir une approcheplus écologique de l’éducation – avecun accent sur les plantes et lesanimaux. Si nous pensons quel’objectif est d’offrir aux visiteurs desexpériences directes, faut-il alors queles jardins botaniques exhibent desanimaux? Nous avons demandé à uncertain nombre de collègues à traversle monde leur opinion sur la question.Leurs réponses soulèvent desquestions intéressantes – quiconcerneront autant les zoos que lesjardins botaniques.

Resumen

Esta edición de Roots ha argumentadoque tanto los zoos como los

jardines deben tener una actitudmás ecológica a la educación -dándole énfasis tanto a lasplantas como a los animales. Si consideramos que nuestroobjetivo es de siempre ofrecerlea los que nos visitan una

experiencia de primera mano,entonces, ¿es lógico que los jardinesbotánicos exhibieran tambiénanimales? Le pedimos opinionessobre este tema a algunoscompañeros alrededor del mundo. De sus consideradas respuestassurgen temas y preguntas que leinteresarán tanto a los jardines como a los zoológicos.


Right: Ranger,

Sean Juandoo,

introduces one

of the snakes at

The Aquatic

Experience,

London, a centre

for education

conservation

and a sanctuary

for rescued and

endangered

species

(www.aquatic-

experienced.org)

(Photo: BGCI)

BBC Wildlife MagazineBBC Magazines, BBC WorldwidePublishing, 80 Wood Lane, LondonW12 OTT. Tel. (44) 20 8433 2000. ISSN 0265-3656 Annual subscription rates £34.80-41.50.

Wildlife is the only monthly magazine ofits kind in the UK. Its features on wildlifestories, campaigns, photography andtravel are written by familiar names andare often illustrated with stunningimages.

Two sections at the front of themagazine are those that are most usefulto those in conservation education andare international with their coverage.‘News of the Earth’ often reports onlevels of biodiversity, wildlife trades,habitat destruction and protection,introduced species, the over-harvestingof natural resources and climate change.‘Discoveries’ summarises more scientificnews from journals such as Nature andScience and allows one to update theirnatural history knowledge in just a fewminutes.

RATELAssociation of British Wild AnimalKeepers. Darren McGarry, ABWAKmembership, Edinburgh Zoo, 134 Corstorphine Road, Edinburgh, EH12 6TS. ISSN 0305-1218. Annual subscription £14 to £22.

RATEL is published every two monthsby the Association of British WildAnimal Keepers (ABWAK) and includesarticles, letters and reviews for theinterest of keeping staff.

Magazín de la vida silvestre de la BBCBBC Magazines, BBC WorldwidePublishing, 80 Wood Lane, LondonW12 OTT. Tel. (44) 20 8433 2000. ISSN 0265-3656 Costo de la suscripción anual £34.80-41.50.

‘Wildlife’ es una revista mensual únicaen su genero en el Reino Unido. Losartículos sobre vida silvestre, políticasambientales, fotografía y viajes estánescritos por autores relevantes ysuelen ir acompañados desorprendentes imágenes.

Hay dos secciones al frente de lapublicación que son las mas útiles enaspectos de educación en laconservación y que además son decobertura internacional. ‘Noticias de latierra’ frecuentemente trata sobreniveles de biodiversidad, comercio dela vida silvestre, destrucción yprotección de habitats, introducción deespecies, uso excesivo de los recursosnaturales y cambio climático.‘Descubrimientos’ resume lainformación científica mas reciente queaparece en revistas como “Nature” y“Science” permitiendo al lectoractualizarse en pocos minutos con elconocimiento de las ciencias naturales.

RATELAsociación para la protección deanimales silvestres en Gran Bretaña.Darren McGarry, ABWAK membership,Edinburgh Zoo, 134 CorstorphineRoad, Edinburgh, EH12 6TS ISSN 0305-1218. Suscripción anual £14 a £22.

BBC Wildlife MagazineBBC Magazines, BBCWorldwide Publishing, 80 Wood Lane, LondonW12 OTT. Tel. (44) 20 8433 2000. ISSN 0265-3656 Souscription annuelle£34.80 - £41.50.

“Wildlife” est l’uniquemagazine mensuel dans son genre enGrande Bretagne. Sesarticles présentant des histoires, descampagnes, la photographie et lesvoyages en relation avec la “viesauvage” sont écrits par des auteursaux noms connus et souvent illustréspar des images impressionnantes.

Deux rubriques à l’avant du magazinesont particulièrement utiles à ceuximpliqués en éducation à laconservation et sont d’envergureinternationale. ‘News of the Earth’(nouvelles de la Terre) présente souventdes rapports sur les niveaux debiodiversité, le commerce d’espècessauvages, la destruction et laprotection d’habitats, les espècesintroduites, la surexploitation desressources naturelles et leschangements climatiques. ‘Discoveries’(découvertes) résume des nouvellesplus scientifiques de journaux tels que“Nature” ou “Science” et permet ainsiau lecteur de mettre à jour sesconnaissances d’histoire naturelle enquelques minutes.

Roots • Vol 1 (2) • 33-36 33

Disponibles

Recursos

ResourcesClaudy Fox

Resources Disponible Recursos

These pieces are often useful forconservation educators as the journaldetails new exhibits and includesoccasional educational articles.

Reports of projects supported by zooconservation departments, ABWAKand other organisations are publishedhere. Behaviour enrichment is acommon theme in this journal and thismakes RATEL an excellent resource forcase studies on this increasinglypopular subject in zoo conservationeducation. ABWAK also has a websitethat features some articles.http://www.abwak.co.uk

The World Zoo ConservationStrategy: The Role of the Zoos andAquaria of the World in GlobalConservation IUDZG- The World Zoo Organizationand The Captive Breeding SpecialistGroup of IUCN/SSC Sept 1993. Copies available from CBSG, 12101Johnny Cake Ridge Road, Apple Valley,MN 55124-8199 USA. $3 required forpostage and packing. The executivesummary may be found in pdf formaton Brookfield Zoo’s website www.brookfieldzoo.org

The first publication of this strategy isan encouraging document that linkszoos and other conservationorganisations. It is essential reading forall zoo staff and conservationeducators. The second edition iscurrently in the final stages ofproduction. The strategy summarisesthe role of zoos in in situ and ex situconservation, education and research,and highlights the importance ofcurrent zoo networks.

La asociación para la protección deanimales silvestres en Gran Bretañapublica la revista RATEL cada dosmeses. Incluye artículos, cartas yreseñas de interés para los miembrosde la asociacion. Estas contribucionesson generalmente útiles paraeducadores de la conservación,debido a que RATEL ofrecefrecuentemente detalles de nuevasexposiciones e incluyeocasionalmente artículoseducacionales.

Se publican también articulos sobreproyectos apoyados por losdepartamentos de conservación delzoológico, ABWAK y otras.Enriquecimiento del comportamientoes un tema común de esta revista yhace que RATEL sea excelente recursopara estudios particulares en este temacada vez más popular que es laeducación de la conservación en unzoológico. ABWAK tiene también unapágina web con algunos artículossobre estos temas.http://www.abwak.co.uk

La estrategia mundial deconservación de los Zoológicos: Elpapel de los zoológicos y acuariosdel mundo en conservación global.IUDZG- La organización mundial de

Zoológicos y el grupo especializado enreproducción de animales en cautiverioIUCN/SSC, septiembre 1993. Copiasde este libro se encuentran adisposición solicitándolas a CBSG,12101 Johnny Cake Ridge Road, AppleValley, MN 55124-8199 USA. Se necesitan $3 para cubrir elempaquetado y envió. El resumenejecutivo se puede consultar enformato pdf en la página Web de elZoológico Brookfieldwww.brookfieldzoo.org

La primera publicación de estaestrategia es un documento muymotivador que une a los zoológicoscon otras organizaciones dedicadas ala conservación. Esta es una lecturaindispensable para el personal delzoológico y los educadores en laconservación. La segunda edición dela misma se encuentra casi lista.

La estrategia resume el papel quejuegan los zoológicos en lasactividades de conservación in situ yex situ, educación e investigación y

RATELAssociation of British Wild AnimalKeepers. Darren McGarry, ABWAKmembership, Edinburgh Zoo, 134Corstorphine Road, Edinburgh, EH12 6TS ISSN 0305-1218. Souscription annuelle £14 - £22.

“RATEL” est publié tous les deux moispar l’association des gardiensd’animaux sauvages britanniques(Association of British Wild AnimalKeepers (ABWAK)) et contient desarticles, des lettres et des récensions à l’intention du personnel soignant.Cependant, ces textes peuvent êtreutiles aux éducateurs en conservation,comme le journal donne souvent desdétails sur de nouvelles expositions etinclut de temps en temps des articleséducatifs

Les rapports de projets soutenus parles départements de conservation deszoos, ABWAK et par d’autresorganisations sont publiés ici.L’enrichissement du comportement estun thème communément abordé dansce journal et cela fait de RATEL uneexcellente ressource pour des étudesde cas sur ce sujet de plus en plus à lamode pour l’education à laconservation des zoos. ABWAK a aussiun site Internet qui présente quelquesarticles: http://www.abwak.co.uk

The World Zoo ConservationStrategy: The Role of the Zoos andAquaria of the World in GlobalConservationIUDZG- The World Zoo Organizationand The Captive Breeding SpecialistGroup de IUCN/SSC Sept 1993.disponible auprès de CBSG, 12101Johnny Cake Ridge Road, Apple Valley,MN 55124-8199 USA moyennant 3$pour frais d’envoi. Le texte peut aussiêtre téléchargé en format PDF à partirdu site du zoo de Brookfield:www.brookfieldzoo.org

La première publication de cettestratégie est un documentencourageant qui relie les zoos avecd’autres organisations de conservation.C’est une lecture indispensable pourtout personnel de zoos et leséducateurs en conservation. Laseconde édition est actuellement enphase finale de production.


Chapter 4 is dedicated to education. Itdiscusses the huge potential zoos haveto educate hundreds of millions ofpeople all over the world throughinformal and formal interpretation eitheron site or as outreach programmes.

Hotspots: Earth’s biologically richestand most endangered terrestrialecoregions (1999). Mittermeier, R.A.,Myers, N., Robles Gill, P., Mittermeier,C.G. Conservation International. ISBN9686397582. $67.95. Difficult to buynew but used books are available onwebsites such as Amazon.

Only 1.4% of the Earth’s land surfaceis home to 60% of species. In thislarge book, 25 of these terrestrial‘hotspots’ are analysed by more than100 specialists. 358 first-classphotographs serve to highlight thesignificance of conservation of thesethreatened areas. The text deals withthe concepts of endemism, biodiversityand hotspots- a term pioneered byecologist Norman Myers.

In over 50 tables, hotspots are rankedby species diversity and speciesendemism. For conservationeducators, this book also givescomprehensive coverage of the placesthat are often referred to yet may notbe fully understood such asMadagascar and the Atlantic Forest ofSouth America. Each hotspot chapterdetails flagship species, threats tospecies, current conservation activitiesand future conservation needs.

Websites

http://www.zooreach.org/The Zoo Outreach Organizationdescribes themselves as ‘Friends of theZoo’ for South Asian zoos and peopleactive in field studies and conservation.ZOO was founded by Sally Walker in1985 and is associated with the SpeciesSurvival Commission of the IUCN.

hace destacar la importancia de lasinterconexiones actuales de loszoológicos.

El capitulo 4 esta dedicado a laeducación. Aquí se discute el granpotencial de los zoológicos paraeducar formal e informalmente amillones de gente de todo el mundo yasea en el mismo zoológico o conprogramas fuera de este.

Hotspots: las ecoregiones biológicasmás ricas y amenazadas del planeta(1999). Mittermeier, R.A., Myers, N.,Robles Gill, P., Mittermeier, C.G.Conservación Internacional. ISBN9686397582. $67.95. Difícil de obtenercomo libro nuevo, sin embargo sepuede conseguir usado a través deInternet en websites como Amazon.

Solo en un 1.4% de la superficie de latierra se alberga el 60% de lasespecies. En este inmenso libro, 25 delos principales ‘hotspots’ sonanalizados por más de 100especialistas. Se incluyen 358fotografías de extraordinaria calidadpara hacer resaltar la importancia de laconservación en estas áreasamenazadas. El texto aborda losconceptos de endemismo,biodiversidad y hotspots-como fueusado por primera vez por el ecólogoNorman Myers.

En unas 50 tablas, estos ‘hotspots’ soncatalogados de acuerdo al numero deespecies, diversidad y endemismos.Para educadores en la conservación,este libro proporciona una coberturaglobal de los lugares que sonfrecuentemente mencionados y que nohan sido completamente estudiadoscomo son: Madagascar y el bosqueatlántico de Sudamérica. Cada capitulode ‘hotspot’ detalla especiesrepresentativas típicas, sus amenazas,su estado actual, actividades para suconservación y las necesidades de lasmismas para asegurar su futuro.

Websites

http://www.zooreach.org/La Organización para ayuda de losZoológicos (Z.O.O.) se describe como“Amigos de los Zoológicos” para losparques zoológicos del Sur de Asia y lagente activa en estudios de campo yconservación. Z.O.O. fue fundada por

La stratégie résume le rôle des zoosdans la conservation in situ et ex situ,dans l'éducation et dans la rechercheet accentue l'importance des réseauxactuels de zoos.

Le chapitre 4 est dédié à l'éducation. Yest discuté le très large potentiel qu'ontles zoos pour éduquer des centainesde millions de gens de par le monde àtravers l'interprétation formelle etinformelle aussi bien sur leurs sites quepar des programmes extérieurs.

Hotspots: Earth’s biologically richestand most endangered terrestrialecoregions (1999). Mittermeier, R.A.,Myers, N., Robles Gill, P., Mittermeier,C.G. Conservation International. ISBN9686397582. $67.95. Difficile à trouverneuf, mais des livres d’occasion sontproposés sur des sites tels que Amazon.

Seulement 1.4% de la surface terrestreabrite 60% des espèces. Dans cegrand livre, 25 des ces ‘hotspots’ sontanalysés par plus de 100 spécialistes.358 photographies de première qualitéservent à accentuer l’importance deconserver ces zones menacées. Letexte traîte des conceptsd'endémisme, biodiversité et hotspots– un terme forgé par l’écologisteNorman Myers.

Dans plus de 50 tables les hotspotssont ordonnés selon la diversité etl’endémisme des espèces. Pour leséducateurs de conservation, ce livrerenseigne aussi de façoncompréhensible sur les endroits quisont souvent mentionnés, maiséventuellement pas toujours biencompris, comme Madagascar et laForêt Atlantique de l’Amérique du Sud.Chaque chapitre hotspot donne ledétail des espèces phares, desmenaces pour les espèces, desactivités de conservation actuelles etdes besoins de conservation futurs.

Sites Internet

http://www.zooreach.org/L’organisation Zoo Outreach se décritelle-même comme étant des “Amis duzoo” pour les zoos d'Asie du Sud, desgens actifs dans des études de terrainet dans la conservation. Z.O.O. futfondé par Sally Walker en 1985 et estassociée à la Comission de Survie desespèces de la UICN.


The indices for their two publicationsZOOS’ Print (zoo and wildlife articlesand notes) and ZOO ZEN (old and outof print articles on single subjects suchas enclosure design) are on the site. Alist of useful resources for educatorsincludes interactive links that take youto documents on interpretation andconservation, and include ‘Developingan education programme around aspecies or event’, and ‘How to becreative in 10 easy lessons’.

http://www.enchantedlearning.comEnchanted Learning produces

children's educational and fun websites and games that are designed tobe used by all. For educators thiswebsite gives ideas on family-friendlyinterpretation and how to simplifycomplex biological terms.After submitting the term ‘tree fern’ inthis site’s search engine it came upwith 17 educational resources thatdescribe and simply illustrate treeferns. The resources are in a range offorms; glossaries based on habitat orsubject, quizzes and picturedictionaries (these come in a variety oflanguages). Other searches may throwup print-outs of map outlines, lifecycles and anatomy.

http://www.izea.net/The European Zoo Educators (EZE)meet every two years, and these haverecently been held in co-operation withevery other EAZA conference. TheBritish and Irish Zoo Educators (BIZE)meet annually and hold more frequentregional meetings.

The independent Zoo News Digest isan e-newsletter run up by editor PeterDickinson. It gives access to new zoo-related stories and lists job vacancies.Email: [email protected]

Resources selected and reviewedby Claudy Fox, Education Officerat Bristol Zoological Gardens,Clifton, Bristol, UK.www.bristolzoo.org

Sally Walter en 1985 y esta asociadacon la Comisión para la Sobrevivenciade especies de la IUCN.

Los índices de sus dos publicacionesimpresas ZOOS’ (zoológicos y artículosy notas sobre vida silvestre) y ZOOZEN (artículos viejos sobre temasúnicos, así como diseño de albergues)se encuentran en el sitio. Una lista derecursos útiles para educadoresincluye enlaces interactivos queconducen a documentos sobreinterpretación y conservación, como‘Desarrollando un programa deeducación alrededor de una especie oevento’, y ‘Como ser creativo en 10lecciones fáciles’.

http://www.enchantedlearning.comEnchanted learning produce websiteseducativos para niños y juegos queson diseñados para ser usados portodas las personas. Para loseducadores, este sitio web da ideassobre interpretación para la familia ytambién de como simplificar términosbiológicos complejos.

Después de someter el término ‘treefern’ (helecho arborescente) en estesitio, se obtuvieron 17 recursoseducativos que describen e ilustransencillamente los helechosarborescentes. Estos recursos están enrango de formas; glosarios basadossobre habitat o tema, juegos ydiccionario de pinturas (estas vienenen una variedad de idiomas). Otrasbúsquedas pueden arrojar impresionesde mapas, ciclos de vida y anatomía.

http://www.izea.net/Los Educadores de Zoológicos enEuropa (EZE) se reúnen cada dos años,y estos han recientemente sidoalbergados en otras conferencias através de la cooperación de EAZA(European Asociation of Zoos andAquaria). Los Educadores deZoológicos Británicos e Irlandeses(BIZE) se reúnen anualmente yorganizan reuniones regionales másfrecuentemente.

El boletín independiente Zoo NewsDigest es un boletín electrónicoeditado por Peter Dickinson. Este daacceso a nuevas historias relacionadascon zoológicos y a una lista devacantes para empleos. Email: [email protected]

Les index de leurs deux publicationsZOOS’ Print (articles et notes sur leszoos et la vie sauvage) et ZOO ZEN(articles anciens et hors impression surdes sujets uniques, p. ex. laconception de clôtures) sont sur le site.Une liste de liens utiles pour leséducateurs comporte des liensinteractifs qui vous mènent vers desdocuments sur l’interprétation et laconservation et incluent ‘Developing aneducation programme around aspecies or event’ (développer unprogramme éducatif autour d’uneespèce ou d’un événement) et ‘How tobe creative in 10 easy lessons’(Comment être créatif en 10 leçonsfaciles).

http://www.enchantedlearning.comEnchanted Learning produit des sitesweb éducatifs et ludiques pour enfantset des jeux déstinés à tous. Pour deséducateurs, ce site donne des idéessur l’interprétation se prétant auxfamilles et la simplification des termesbiologiques complexes.En introduisant le terme ‘tree fern’(fougère arborescente) dans le moteurde recherche de ce site, il retourne 17liens vers des pages éducatives quidécrivent et illustrent simplement lesfougères arborescentes. Ces pages seprésentent sous une variété de formes;glossaires basés sur l’habitat ou lesujet, des devinettes et desdictionaires d’images (dans une variétéde langues). D'autres recherchespeuvent retourner des pages prêtes àimprimer avec des esquisses decartes, de cycles de vie ou d’anatomie.

http://www.izea.net/Les éducateurs de zoos européens(EZE) se réunissent tous les deux anset ces réunions ont récemment ététenues en coopération avec chaquedeuxième conférence EAZA. Leséducateurs de zoos britanniques etirlandais (BIZE) se réunissentannuellement et ont des réunionsrégionales plus fréquentes.

Le Zoo News Digest indépendant estune lettre d’information électroniquedistribuée et éditée par PeterDickinson. Elle donne accès à dessujets reliès aux zoos et liste desemplois vacants. Email:[email protected]


The mission of BGCI is to build aworld network for plant conservation.It was founded in 1987 and nowincludes over 525 memberinstitutions in 115 countries, workingtogether to implement theInternational Agenda for BotanicGardens in Conservation and thenew Global Strategy for PlantConservation.

Institutions can join BGCI for the following benefits:• Membership of the worldwide plant conservation network • Botanic Garden Management Resource Pack (upon joining)*• Regular publications:

- the regular newsletter, Cuttings- BGjournal – an international journal for botanic gardens (2 per year)- Roots - environmental education review (2 per year)- A wide range of new publications

• Invitations to BGCI congresses and discounts on registration fees • BGCI technical support and advisory services

• Regular publications:- the regular newsletter, Cuttings- BGjournal - an international journal for botanic gardens (2 per year)- Roots - Environmental Education Review (2 per year)

• Invitations to BGCI congress and discounts on registration fees

G Corporate Gold Member (BGjournal, Roots and Cuttings plus more) 5000 7500 7500H Corporate Silver Member (BGjournal, Roots and Cuttings plus more) 1000 1500 1500

J Conservation donor (BGjournal, Roots and Cuttings plus more) 160 220 220K Associate member (Cuttings and BGjournal) 35 50 50L Associate member (Cuttings and Roots) 35 50 50M Friend (Cuttings) available through online subscription only (www.bgci.org) 10 15 15

Institution Membership £ Stlg US $ £ Euros

Corporate Membership £ Stlg US $ £ Euros

Individual Membership £ Stlg US $ £ Euros

How to join Botanic Gardens Conservation International

Other Membership Categories:

Membership benefits depend oncategory - see below. These caninclude:

*Contents of the Botanic Garden Management Resource Pack: The Darwin Technical Manual for Botanic Gardens, A Handbook for Botanic Gardens on the Reintroduction ofPlants to the Wild, A CITES Manual for botanic gardens, BGjournal - an international journal for botanic gardens (2 past issues), Roots - environmental education review (2 pastissues), The International Agenda for Botanic Gardens in Conservation, Global Strategy for Plant Conservation, Environmental Education in Botanic Gardens, BG-Recorder (acomputer software package for plant records).

A BGCI Patron Institution 5000 7500 7500 B Institution member (budget more than US$2,250,000) 600 940 940C Institution member (budget US$ 1,500,000 - 2,250,000) 440 660 660 D Institution member (budget US$ 750,000 - 1,500,000) 300 440 440E Institution member (budget US$ 100,000 - 750,000) 160 220 220F Institution member (budget below US$100,000)* 75 110 110

*Generally applies to institutions in less developed countries

Payment may be made by cheque payable to Botanic Gardens Conservation International,or online at www.bgci.org or by VISA/Mastercardsent to BGCI, Descanso House, 199 Kew Road, Richmond, Surrey, TW9 3BW, U.K or Fax: +44 (0) 20 8332 5956.

❑ I wish to apply for membership of Botanic Gardens Conservation International.

Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Telephone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Fax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

E-mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Internet site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Membership category . . . . . . . . . . . . . . . . . . . . . . . . . . . Annual rate . . . . . . . . . . . . . . . . . . . . . . . . . . . .

VISA/Mastercard number . . . . . . . . . . . . . . . . . . . . . . . . . . Credit card expiry date . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Signature . . . . . . . . . . . . . . . . . . . . . . . . . . . Print name . . . . . . . . . . . . . . . . . . . . . . . . . . . .

❑ I would like to make a donation to BGCI. Amount . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Please clearly state your name (or the name of your institution) on all documentation. Please contact [email protected] for further information.

Botanic Gardens Conservation International

Descanso House, 199 Kew Road,Richmond, Surrey, TW9 3BW, U.K.

Tel: +44 (0)20 8332 5953 Fax: +44 (0)20 8332 5956E-mail: [email protected]: www.bgci.org

This publication is supportedthrough Investing in Nature

A partnership between BGCI,Earthwatch, HSBC and WWF

Printed on 100% recycled paper

ISSN 0965-2574

Volume 1 • Number 2 roots

Documents

Transcript of Volume 1 • Number 2 roots