International Year of Biodiversity the Fairchild Challenge/ BGCI Global Option 2009/2010

Volume 6 • Number 2

rBotanic Gardeons Conservation Internoational Education Revitew s October 2009

Greening university minds Building an international encyclopedia of life La biodiversité à l’école du quartier Tree bark: a world to discover

International Year of Biodiversity The Fairchild Challenge/ BGCI Global Option 2009/2010

For the second year running, BGCI is teaming up with The Fairchild Challenge to offer an exciting Global Option for students aged 14-19. This year the Option is open not only to Fairchild Challenge sites but also to all sites participating in Plant Conservation Day (www.plantconservationday.org).

The challenge - design a CD cover! London-based band Storey, an exciting new talent on the UK music scene, are releasing their latest single ‘Footprints’ in honour of The Fairchild Challenge/BGCI Global Option. Taken from Storey’s new album “Streets Will Fold”, ‘Footprints’ is a vivid, youthful call-to-arms to tackle climate change.

Local schools are invited to take the challenge and design a front cover and attention-grabbing text for the ‘Footprints’ CD single. Gardens then select their top two entries and forward them to BGCI not later than 1st February 2010.

The winning design will be featured on the cover of the CD single.

For more information log onto: www.bgci.org/education/2383/

Index to Roots issues 21 –27 and volumes 1 –4!

Search through Roots Index to find organizations, authors, meetings, subjects, resources and places. BGCI has published hundreds of articles and resources over the years, covering many different aspects of botanic garden education. Now you can easily find the information you’re looking for on-line. Log onto www.bgci. org/education/rootsindexes/ to start searching.

Compiled by Chris Hobson, Roots index covers 15 editions of Roots from December 2000 to October 2007. Contents

02 Editorial: Julia Willison, Botanic Gardens Conservation International David Jeffreys, Director, Media Communications, Carnyx Consulting, UK Editor : Julia Willison Building an international encyclopedia of life Cover Photo : Cover photo: Glenveagh Castle Gardens, 05 Ireland Marie Studer. Encyclopedia of Life, Harvard University, USA

Design : John Morgan, Seascape. Email: [email protected] 08 El valor de los jardines españoles en educación para la conservación de la biodiversidad Forthcoming Issues Valery López de los Monteros Giner, Paris, France Volume 7 Number 1 – Education and Horticulture Last submission date January 10, 2010 Volume 8 Number 2 – Education and the GSPC Alpine biodiversity in a climate of change Last submission date June 20, 2010 11 Suzanne Kapelari, University Botanic Gardens Innsbruck, Austria Roots is produced by Botanic Gardens Conservation International (BGCI) . It is published twice a year and is sent to all BGCI members. Membership is open to all 14 La biodiversité à l’école du quartier interested individuals, institutions and organisations that Réjane Brun, Jardin Botanique de Bordeaux, France support the aims of BGCI (see inside back cover for membership application form). 18 Potatoes don’t grow on trees Further details available from: Annastella Gambini, University of Milano-Bicocca, Italy • 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 21 The green theatre Email: [email protected], www.bgci.org Sean O’Gaoithin, Carol O’Callaghan, Glenveagh Castle Gardens, Ireland • BGCI-Russia, c/o Main Botanical Gardens, and Dawn Sanders, Gardens for Learning, UK Botanicheskaya st., 4, Moscow 127276, Russia. Tel: +7 (095) 219 6160 / 5377, Fax: +7 (095) 218 0525, E-mail: [email protected], www.bgci.ru Tree bark: a world to discover • BGCI-Netherlands, c/o Delft University of Technology 23 Julianalaan 67, NL-2628 BC Delft, Netherlands Professor Claudio Longo, Brera Botanic Garden, Italy Tel: +31 15 278 4714 Fax: +31 15 278 2355 email: [email protected] www.botanischetuin.tudelft.nl 26 Greening university minds • BGCI-Canarias, c/o Jardín Botánico Canario Viera y Amparo Bélgica Cerón Carpio, Licet Olguín Hernández, Karina A. Cue Clavijo, Apartado de Correos 14, Tafira Alta 35017, Hernández, Maricela Rodríguez-Acosta, Benemerita Universidad Autónoma Las Palmas de Gran Canaria, Gran Canaria, Spain. Tel: +34 928 21 95 80/82/83, Fax: +34 928 21 95 81, de Puebla, Mexico E-mail: [email protected] • BGCI- China, 723 Xingke Rd., Guangzhou 510650 China. Tel:(86)20-37252692. email: [email protected] 28 Resources www.bgci.org/china Educational resources for botanic gardens • BGCI – South East Asia, c/o Registry, Singapore Botanic Gardens, 1 Cluny Road, Singapore 259569. Email: [email protected], • BGCI-Colombia, c/o Jardín Botánico de Bogotá, Jose Celestino Mutis, Av. No. 61-13 – A.A. 59887, Santa Fe de Bogotá, D.C., Colombia. Tel: +57 630 0949, 05 11 14 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(US) Inc, c/o Chicago Botanic Garden, 1000 Lake Cook Road, Glencoe, Illinois 60022, USA. E-mail: [email protected] 08 BGCI is a worldwide membership organisation established in 1987. Its mission is to mobilise botanic gardens and engage partners in securing plant diversity for the well- being of people and the planet . BGCI is an independent 18 21 23 26 organisation registered in the United Kingdom as a charity (Charity Reg No 1098834) and a company limited by guarantee, No 4673175. BGCI is a tax-exempt 501(c)(3) non-profit organisation in the USA and is a registered non-profit organisation in Russia. Opinions expressed in this publication do not necessarily reflect the views of the Boards or staff of BGCI or of its members.

BGCI would like to thank the co-editors for their work in the production of Roots: For the French Section: For the Spanish Section: For the English Section: Loïc Ruellan – Conservatoire Botanique National de Brest, France Lourdes Rico-Arce – Royal Botanic Gardens, Kew, UK Jan Chamier Anne Lindsey – France Veronica Franco – Jardín Botánico Xiitbal neek, Mexico Robert Orr Allison Marshall – France Orlik Gómez García – Jardín Botánico Franciso Javier Clavijero, Joachim Gratzfeld – BGCI Mexico

Roots • Vol 6 (2) 01 2010 sera l’Année internationale de la Biodiversité, mais qui sera de la partie ? 2010 es el Año Internacional de la Biodiversidad, pero ¿quiénes vendrán a la fiesta?

David Jeffreys and Julia Willison

It’s the International Year of Biodiversity in 2010, but who’s coming to the party?

Editorial - English Editorial - Français Editorial - Español

While governments and organisations Pendant que les gouvernements et les Mientras que gobiernos y organizaciones around the world are gearing up for the organisations à travers le monde se a nivel mundial se encuentran en los International Year of Biodiversity next préparent à l’Année mondiale de la preparativos del Año Internacional de la year, there is scant evidence that the biodiversité l’année prochaine, très peu Biodiversidad, el cual tendrá lugar el public at large are any the wiser. In a de preuves attestent du fait que le grand próximo año, existe poca evidencia de recent European Union survey for public n’en soit pour autant plus avisé. que la inmensa mayoría del público example, although a majority of people D’après une enquête récente, conduite desconoce del tema. Por ejemplo, en claimed to have heard of the term, par l’Union européenne, même si la una encuesta realizada recientemente barely a third of those questioned said grande majorité des gens affirment en por la Unión Europea, a pesar de que la they understood what biodiversity avoir entendu parler, à peine un tiers des mayoría de las personas encuestadas meant. personnes interrogées disent sostienen haber escuchado el término, comprendre la signification du terme apenas un tercio de las ellas dijeron These are sobering statistics, given the « biodiversité ». entender el significado de biodiversidad. imminence of 2010 and the importance that has been attached to it. This, after Ces statistiques sont attristantes étant Estos resultados son graves, dada la all, is the deadline by which donnée l’imminence de l’année 2010, et proximidad del año 2010 y la importancia governments around the world l’importance qui lui a été attribuée. que se le ha adjudicado al evento. Ésta a committed to achieve a significant Après tout, cette date est un ultimatum fin de cuentas, es la fecha límite para la reduction of the current rate of que se sont donnés les gouvernements cual los gobiernos de todo el mundo se biodiversity loss at regional, national and du monde entier pour réduire comprometieron a lograr una reducción global levels, for the benefit of all life on significativement la diminution de la significativa en las tasas de pérdida de Earth. Sadly all the available evidence biodiversité à l’échelle régionale, biodiversidad a escala regional, nacional points to the contrary. Take Brazil, home nationale et mondiale, dans l’intérêt de y global, en pos de toda la vida en el to 62% of all Amazonian rainforest, tous les êtres vivants. Malheureusement, planeta Tierra. Lamentablemente, toda la where an average 18,100km 2 of forest toutes les données disponibles indiquent evidencia disponible señala lo contrario. per year was lost between 1988 and le contraire. Prenons l’exemple du Brésil, Tomemos el caso de Brasil, que alberga 2006. Or Africa, which during the same qui héberge 62% de la forêt tropicale el 62% del total de la selva amazónica, period lost an area of forest comparable amazonienne : en moyenne, 18.100 km 2 donde se han perdido 18,100 km 2 de to that for the whole of South America. de forêt ont été perdus chaque année selva por año, durante el período de entre 1988 et 2006. L’exemple aussi de 1988 y 2006. O el caso de África, que So how do we explain this apparently l’Afrique qui, au cours de cette même durante el mismo período perdió un área yawning gulf between scientific and période, a perdu une surface de forêt de selva comparable a la superficie de public perceptions of biodiversity and, équivalente à la surface totale de celle toda Sudamérica. more importantly, how do we bridge it in d’Amérique du Sud. order to engage our fellow citizens of Frente a esto, ¿cómo explicar el this planet in the vital work at hand? Alors, comment expliquer ce fossé profundo abismo entre las percepciones gigantesque qui existe entre les de los científicos y el público en general Perhaps the problem is one of perceptions du monde scientifique et respecto a la biodiversidad, y más terminology. After all many other celles du grand public sur la biodiversité importante aún, cómo tender un puente scientific concepts have entered popular et, plus important, comment le combler entre estas diferencias, a fin de usage and are employed in everyday afin d’engager les citoyens de cette comprometer a nuestros queridos speech, even if we don’t fully planète sur la voie du travail vital qui ciudadanos del planeta en la vital tarea understand the science behind them. nous attend ? que tenemos en nuestras manos?

02 Roots • Vol 6 (2) • 02-04 We’re all familiar with greenhouse gases C’est peut-être un problème de Quizá el problema sea terminológico. and climate change , while we Google terminologie. Après tout, de nombreux Después de todo, muchos conceptos and text with the best of them. Maybe autres concepts scientifiques sont entrés científicos han entrado al uso popular y it’s because, by way of a sort of dans l’usage populaire et sont son utilizados en el vocabulario terminological shorthand, these words or aujourd’hui employés couramment, cotidiano, aún sin entenderse phrases effectively capture in the même si nous ne comprenons pas tous completamente su significado. Todos popular mind what may otherwise be les détails scientifiques associés à ces estamos familiarizados con los términos impossibly complex concepts. termes. Les gaz à effets de serre et les de gases de efecto invernadero y changements climatiques sont des cambio climático ya sea que Although they cohere, more or less, notions familières à tous, alors que nous escribamos un texto o se naveguemos around a common set of principles, the sommes sur Google ou écrivons des por Internet. Tal vez esto sea un modo definitions of biodiversity are several and textos . Ainsi, par le biais d’un usage de taquigrafía terminológica, que hace varied and each of us may well terminologique sténographié, ces mots que estas frases capten la atención de subscribe to a different interpretation. It’s ou phrases sont évocateurs dans l’esprit las mentes de la población, que de otra a conundrum that so far, to paraphrase du public, sans avoir besoin de fournir forma sería imposible captar por la Reed Noss, has meant that “a definition des explications qui feraient appel à des complejidad que encierran estos of biodiversity that is altogether simple, concepts extrêmement complexes. conceptos. comprehensive, and fully operational ... is unlikely to be found.” And it’s hardly Bien que toutes les définitions de la A pesar de que las definiciones de surprising, therefore, that the Holy Grail biodiversité tournent, plus ou moins, biodiversidad se relacionan más o of popular acceptance of the concept autour de principes communs, il en menos con un grupo de principios o and all it signifies remains elusive. existe plusieurs, diverses et variées. reglas, las definiciones existentes son Chacun d’entre nous peut donc tan variadas y diversas que cada uno de Which leads us on to another challenge, s’attacher à une interprétation différente nosotros podría darle una diferente namely that of perceived relevance. The de ce terme. Jusqu’à ce jour, il a été interpretación. Es un acertijo, para aforementioned EU study reported that impossible de trouver une définition parafrasear a Reed Noss “una definición most EU citizens saw no immediate unique, et en reprenant les termes de de biodiversidad que sea al mismo personal impact of biodiversity loss, Reed Noss, « une définition de la tiempo simple, amplia y operativa es although a majority did expect it to biodiversité qui soit à la fois simple, poco probable de encontrar”, por lo que affect their children. In the same vein, intelligible et entièrement no es de sorprender que el Santo Grial the UK’s Department of Environment, opérationnelle... ne sera probablement del concepto popular de gran Food and Rural Affairs (Defra) pas trouvée. ». Il n’est donc pas aceptación junto a todos sus acknowledged that, although there was surprenant que le Graal que représente significados permanezca oculto. public concern about the natural l’assimilation populaire de ce concept et environment, this was not generally de tout ce qu’il signifie, soit également Esto nos lleva a otro desafío de especial translated into action to protect or insaisissable. relevancia. El mismo estudio, realizado improve the situation. Public attitudes en los Estados Unidos, mostró que la were heavily influenced by demographic Cela nous amène à un deuxième défi : mayoría de los ciudadanos and geographic variables that made the celui de la perception de son estadounidenses no perciben un task of changing opinion and behaviours importance. Toujours selon la même impacto personal inmediato con la both complex and difficult. étude de l’UE, la plupart des citoyens de pérdida de biodiversidad, sin embargo, l’Union ne voient pas d’impact négatif la mayoría reconoció que sí puede In the face of these gloomy immédiat de la réduction de la afectar a sus hijos. En este mismo prognostications, the challenge facing biodiversité sur leur vie. Cependant, la sentido el Departamento de Ambiente, educators in getting the biodiversity majorité des personnes interrogées Alimentos y Asuntos Agrarios del Reino message out to the general public may prévoient que cela aura des répercutions Unido (DEFRA, por sus siglas en inglés), appear hopeless, even Sisyphean. But in négatives pour leurs enfants. Dans le admitió que, a pesar de haber una fact nothing could be further from the même esprit, au Royaume Uni, le preocupación generalizada por el truth; it just makes the job more urgent Département de l’environnement, de la ambiente natural, ésta no se veía and important, and it is in this spirit that nourriture et des affaires rurales (Defra), reflejada en acciones para la protección we celebrate the impressive work of our constate que bien que le public se sente y mejora de esta situación. Las actitudes contributors to this issue of Roots. concerné par l’état de l’environnement, del público se vieron altamente ce sentiment ne se traduit généralement influenciadas por variables de tipo Thus we hear from Valery López de los pas par des actions de préservation ou demográfico y geográfico, lo que hace Monteros Giner, who reviews current d’amélioration de la situation. Dans ces del cambio de opinión y conducta un research into the impact of the études, les attitudes des personnes asunto difícil y complejo. biodiversity education provided by interrogées étaient grandement Spanish botanic gardens. Valery influencées par des variables Frente a este sombrío pronóstico, el highlights the excellent work being démographiques et géographiques, ce desafío que tienen los educadores de undertaken by the Spanish gardens and qui rend la tâche de changer l’opinion et sacar el mensaje sobre la biodiversidad argues cogently for increased support in le comportement du public, à la fois al público en general parece this field – a piece of advocacy that will complexe et difficile. desalentador, hasta casi imposible. Pero,

Roots • Vol 6 (2) 03 find sympathetic ears throughout the Face à ces sombres prédictions, le défi nada más lejos de la verdad, esto sólo botanic garden community. auquel les éducateurs doivent faire face hace que el trabajo de los educadores lorsqu’ils essayent de faire passer le sea más importante y urgente, y es con From Italy, Professor Claudio Longo at message sur la biodiversité auprès du este espíritu que queremos celebrar el Brera Botanic Garden in Northern Italy grand public, comme celui de Sisyphe, impresionante trabajo de nuestros describes an innovative trail following semble sans espoir. Mais, en réalité, rien colaboradores en este número de Roots. the wonderful world of bark, in which n’est plus faux; cela ne fait que rendre visitors are encouraged to carry a cette mission plus urgente et plus Así, tenemos a Valery López de los stereo-microscope with them to assist importante, et c’est dans cet état Monteros Giner, quien analiza el impacto their investigations. d’esprit que nous saluons le travail de la educación sobre la biodiversidad impressionnant accompli par nos desarrollada por los jardines botánicos Elsewhere in this issue Réjune Brun collaborateurs dans ce numéro de españoles. Valery hace énfasis en el surveys biodiversity education in Roots. excelente trabajo llevado a cabo por los Bordeaux, while Suzanne Kapelari jardines españoles y argumenta de writes about alpine biodiversity and the Il en est ainsi de Valery López de los manera convincente la necesidad de un impact of climate change on alpine Monteros Giner, qui fait un bilan des mayor apoyo económico para este plants. Marie Studer, from Harvard recherches actuelles s’intéressant à rubro- una causa que tendrá buena University’s Museum of Comparative l’impact de l’éducation sur la biodiversité acogida en toda la comunidad de Zoology introduces the online mise en place dans les jardins jardines botánicos. Encyclopedia of Life (EOL), a massive, botaniques espagnols. Valery souligne freely available, resource on global l’excellent travail entrepris par les jardins También desde Italia, el professor biodiversity issues. espagnols, et plaide avec ferveur pour Caludio Longo del Jardín Botánico de une augmentation des aides dans ce Brera en el Norte de Italia, describe un As our contributors show, there is no secteur – un plaidoyer qui trouvera des novedoso sendero para descubrir el shortage of energy or imagination sympathisants au sein de la mundo maravilloso de la corteza de los invested in developing an communauté des Jardins botaniques. árboles, en el cual se anima a los understanding of biodiversity around Provenant d’Italie, le Professeur Claudio visitantes a llevar un microscopio the world and herein, surely, is the Longo, du Jardin botanique Brera, situé estereoscópico consigo para ayudar a paradox that we all face as we au nord du pays, présente un sentier sus investigaciones. approach 2010. No one doubts that a d’interprétation innovant sur le monde successful global public awareness merveilleux des écorces, où les visiteurs En otra parte de éste número Réjune campaign is imperative and urgent. It’s sont invités à se munir d’un microscope Brun examina como se enseña sobre also clear that so far this hasn’t afin de faciliter leur découverte. biodiversidad en Bordeaux, mientras que happened. So the stark challenge for Suzanne Kapelari escribe sobre la governments, NGOs and gardens alike, Dans d’autres articles de ce numéro, biodiversidad alpina y el impacto del throughout 2010 and beyond, is to find Réjane Brun étudie l’enseignement de la cambio climático en este tipo de a lucid and compelling narrative that biodiversité à Bordeaux, tandis que vegetación. Marie Studer, del Museo de reaches beyond the boundaries of our Suzanne Kapelari écrit sur la biodiversité Zoología Comparada de la Universidad institutions and captures the alpine et sur les impacts qu’ont les de Harvard, presenta su Enciclopedia de imagination of the world at large. changements climatiques sur la flore la Vida en línea (EOL por sus siglas en alpine. inglés), un recurso masivo y gratuito sobre aspectos de la de biodiversidad References Comme l’ont montré nos collaborateurs, del mundo. l’énergie et l’imagination ne manquent • Department of Environment, Food and Rural Affairs, 2008, Attitudes and behaviours towards the natural pas pour développer les connaissances Como lo han demostrado nuestros environment among the general public in the UK, a et la compréhension du public sur la colaboradores, no hay escasez de review of existing evidence prepared for the Central biodiversité dans le monde entier. C’est energía o imaginación para promover el Office for Information, pp 6-8. ici que se trouve, assurément, le entendimiento sobre la biodiversidad paradoxe auquel nous devons faire face alrededor del mundo y he aquí, • Novacek M.J., 2008, Engaging the public in biodiversity issues, In the Light of Evolution, Volume alors que nous voyons se profiler l’année seguramente, la paradoja que II: Biodiversity and Extinction edited by Avise J. C., 2010. Personne ne contestera qu’une afrontamos conforme se acerca el año Hubbell S. P. & Ayala F. J. The National Academies campagne mondiale de sensibilisation 2010. Nadie duda que una campaña Press, Washington D.C., USA. efficace est impérative et urgente. Il est acertada de conciencia pública a nivel

• Noss R., 1990, Indicators for monitoring biodiversity: également clair que, jusqu’à présent, global sea imperativa y urgente. También a hierarchical approach in Conservation Biology 4 (4), cela ne s’est pas encore produit. Le défi está claro que hasta ahora esto no ha pp 355-364 suprême, commun à l’ensemble des sucedido. Así es que el gran desafío para gouvernements, des ONG et des jardins, las autoridades, las ONG’s así como los • The Gallop Organisation Hungary, 2007, Attitudes of est donc, au cours de l’année 2010 et jardines botánicos, durante el 2010 y Europeans toward Biodiversity, Flash Eurobarometer series 219, Directorate – General Environment, au-delà, de trouver un récit clair et después, es encontrar un discurso claro European Union prenant qui toucherait un public situé y persuasivo que llegue más allá de las hors de nos institutions et qui captiverait fronteras de nuestras instituciones y l’imagination du monde entier. cautive la imaginación del mundo entero.

04 Roots • Vol 6 (2) L’Encyclopédie de la vie Enciclopedia de la vida

Marie Studer

Building an international encyclopedia of life

Summary The Encyclopedia of Life (EOL; http://www.eol.org) A biological moonshot was established to make comprehensive, authenticated information about the world’s biodiversity freely available over the Internet. EOL’s portal The Encyclopedia of Life has been includes more than 160,000 authenticated species pages, another 1.4 called a ‘biological moonshot’ for its million base pages and links to 13 million pages of digitized biodiversity vision to create a centralized Web portal with a page for every living organism on literature. The features available on the website make participation open Earth – and for succeeding in to everyone. Users, including learners, educators, scientists and demonstrating proof of concept with the members of the public can contribute photos and videos via the EOL project well underway since the site Flickr Group, apply tags to images and provide comments on the content. went live in February 2008. ‘Like flying to the moon, making one encyclopedia In addition, Regional EOLs are a key feature. They typically serve species of all life is an old idea that technology pages for the flora and fauna from a specific geographic area, using the might finally make possible,’ (Milius, language of the region and making this valuable information much more 2008). accessible. As its user base grows, EOL continues The EOL provides an engaging and informative learning platform where to engage people everywhere with a greater number of enhanced species learners and others can work together to help build this global resource pages and is developing a and learn about biological comprehensive set of knowledge tools diversity worldwide. Left: EOL has a to navigate and mine EOL’s increasingly content rich content. This development brings partnership with new applications of EOL for many Mushroom different end-users, from educators and knowledge in constructing the EOL, the Observer to students to conservation scientists and project has focused on building increase the general public. participatory and collaborative web tools information for diverse audiences of all ages to within the fungi The latest version of EOL’s portal was contribute to this global resource. section unveiled in early 2009. In addition to (Encyclopedia new features, it now serves more than Information, images, videos and other of Life) 160,000 authenticated species pages content coming in from various covering a greater breadth of audiences is differentiated, so the end- biodiversity. While there are users know the source of the information approximately 1.8 million known and and whether or not it has been named species today, scientists authenticated by the scientific estimate another 10 to 30 million community. If a user chooses to see ‘all’ species yet to be discovered and information, they will notice that on each named, and eventually added to EOL. species page unauthenticated material is Because of the enormous nature of the distinguished from authenticated with a project and the desire to have yellow background for photos and text. international participation and Users can choose whether to view

Roots • Vol 6 (2) • 05-07 05 development with representatives of Right: countries wishing to establish their own More than EOLs, including The Netherlands, 160,000 species Central America and China. pages are authenticated Naturalis, the National Museum of on EOL Natural History in the Netherlands, is (Encyclopedia partnered with EOL to create the first of Life) regional version. It will serve species pages on more than 35,000 native unauthenticated content by using the dia_of_life/).There are currently more species of Dutch flora and fauna in the slider on any species page or through than 1,300 members from around the Dutch language. Hundreds of scientists the preferences menu on the top. world and more than 32,000 images and at Naturalis and partner organizations 300 videos posted. In addition to are compiling species information, Learning while building posting to the Flickr Group, users can images and trend graphs into the Dutch also help identify images with the correct Species Catalogue. This information will The EOL can be incorporated into species names. This matching of images also be shared through the central EOL learning activities across ages and skill will allow the display of the photos on portal in English (http://www.nederlands sets, while at the same time the learners corresponding species pages and help esoorten.nl). are contributing to this global add content to EOL. biodiversity initiative. Costa Rica’s national biodiversity The EOL Education group has also institute, INBio, is taking the initial steps It can be used as a reliable reference for begun an initiative in which university to start an education-based regional a wide range of information about students write species page descriptions EOL for Central America. INBio is species, including but not limited to life under the direction of their professors. exploring how their programme, history, molecular biology and genetics To date, positive responses have been Cyberhives ( Cibercolmenas in Spanish), and current conservation status and received about this activity from both can be expanded for use in other threats. All content and multi-media students and professors, with Central American countries. Cyberhives resources provided through EOL are indications that contributing to a global is a methodology based on virtual either in the public domain or are served endeavour such as EOL is highly communities of learning. It promotes the under a Creative Commons License (see motivating (http://www.eol.org/content/ innovative use of science and http://creativecommons. page/education). A pilot project information technology in the org/). In nearly all cases, material focusing on fungi was developed with classroom, in Costa Rica’s wild available through EOL can be freely our content partner Mushroom Observer protected areas and in cyberspace, to used by anyone, although in some and more than 100 pages have been generate experiences and projects that instances you will need to contact the written by students. stimulate students to learn and build data partner if you wish to re-use the knowledge about their local biodiversity material for commercial purposes. These Around the world: making (http://www.inbio.ac.cr/). freely available resources can help regional and global resources increase learners’ knowledge and accessible In June 2009, EOL representatives understanding of particular species, and signed a Memorandum of provide exposure to various analytical EOL continues to cultivate global Understanding with members of the methodologies and the process of partnerships by developing regional Chinese Academy of Sciences, who scientific discovery. The EOL gives versions, a key feature of EOL outreach. expressed their enthusiastic desire to access to an ever-expanding repository They will typically serve species pages work with EOL and engage in exchange of information, including primary for the flora and fauna of a specific visits of personnel. They are developing literature through our partnership with geographic area, using the languages of a Chinese regional EOL to serve the Biodiversity Heritage Library the region. Encyclopedia of Life is in information and literature about Chinese (http://www.biodiversitylibrary.org). various stages of discussion and species. They are also planning to host a Right: EOL provides Through the participatory possibilities, access to such as uploading images and videos, primary and commenting and tagging data literature and objects, EOL can serve as an interactive accurate, platform to better engage audiences to detailed images, learn about biodiversity and to hone all of which twenty-first-century skills. support environmental Users are invited to join the EOL Flickr education Group and post photos and videos to be (Encyclopedia served on the species pages of Life) (http://www.flickr.com/groups/encyclope

06 Roots • Vol 6 (2) full EOL mirror site for Asia and to Résumé translate the entire EOL into Chinese. They have begun significant high-quality L’Encyclopédie de la vie (EOL; digitizing of Chinese language www.eol.org) a été réalisée afin de biodiversity literature and are taking rendre librement disponibles sur Internet steps to join the Biodiversity Heritage des informations complètes et Library consortium. authentifiées sur la biodiversité mondiale. Le portail de l’Encyclopédie EOL will continue to expand its global de la vie compte plus de 160,000 pages partnerships, which will increase its d’espèces authentifiées, ainsi que 1,4 ability to deliver and receive biodiversity millions de pages modèles et de liens information and allow learning and vers 13 millions de pages de documents educational activities worldwide. informatisés sur la biodiversité. Les caractéristiques disponibles sur le portail Scanning and digitization: de l’EOL permettent la participation de accessing biodiversity literature tous. Les utilisateurs, notamment les étudiants, enseignants, scientifiques et Accessibility to primary literature and le grand public, peuvent fournir des accurate, detailed images are critical to photos et vidéos par le biais de l’EOL support educational activities across Flickr Group, ajouter des étiquettes aux informal and formal science learning images et apporter des commentaires audiences. Biodiversity literature and sur le contenu. images are made possible through EOL from the collections of the contributing De plus, un élément clé de l’EOL est libraries of the Biodiversity Heritage l’existence d’EOL régionales. Elles Library. More than 400,000 EOL species gèrent généralement les pages pages are linked to portions of these d’espèces concernant la faune et la flore deseen participar y contribuir con Above: More numerous texts. d’une zone géographique spécifique, fotografías, videos a través del grupo than 32,000 dans les langues utilisées dans cette EOL Flickr, quienes proveen la conexión images have BHL Europe has been funded by the région, rendant ainsi ces informations a las imágenes y comentarios del been posted on European Commission to digitize and beaucoup plus accessibles. contenido de las mismas. EOL Flickr assemble biodiversity literature from which are used several European libraries. This partner L’EOL propose une plateforme Existen también los portales regionales to serve species project will add significant biodiversity d’apprentissage engageante et de la EOL cuentan con paginas de pages. Users of content and continue to make EOL more instructive, où les étudiants et bien especies de la flora y fauna local de una EOL are also relevant on a global scale. d’autres pourront travailler ensemble afin área geográfica especifica, la invited to de contribuer à construire cette información es en el idioma local, identify images Celebrating the International ressource internationale et diffuser haciendo mas valiosa la información y with the correct Year of Biodiversity d’avantage les connaissances sur la mucho mas accesible a un publico species name diversité biologique à travers le monde. regional. Asimismo los portales (Encyclopedia EOL looks forward to collaborating with regionales son una llave para entrar a la of Life) institutions and individuals around the EOL global. world to celebrate the International Year Resumen of Biodiversity. Through multiple efforts, La EOL proporciona una manera EOL resources and tools to participate La enciclopedia de la vida (EOL; interactiva y entretenida de información and access biodiversity content will www.eol.org) es una iniciativa para para el aprendizaje, donde los continue to grow. Please let us know hacer mas entendible y de manera mas aprendices y otros usuarios pueden about how you use EOL in your learning exacta, autentica, la información acerca trabajar unidos para ayudar al activities or what you need in order to de la biodiversidad mundial. Esta se engrandecimiento [enriquecimiento] de get started. encuentra de manera gratuita en la este recurso global para el Internet. La pagina portal de la conocimiento de la biodiversidad Please contact us at [email protected] enciclopedia de la vida incluye mas de biológica mundial. or post a comment on our forum 160,000 especies, todas de ellas (https://eol.uservoice.com ) under the corroboradas y otro tanto de 1.4 Marie Studer Education section. millones de paginas base, con las que Encyclopedia of Life se encuentran ligas con unos 13 Education and Learning Director Reference millones de literatura y bibliografía Harvard University digitalizada de biodiversidad. La Museum of Comparative Zoology ¬ Milius, S., 2008. Biological flexibilidad de EOL es tal que permite la 26 Oxford Street Moonshot: Realizing the dream of a participación de todo usuario, estos Cambridge, MA 02138 web page for every living thing, incluyen educadores, científicos, USA Science News 173 (5). estudiantes y publico en general que Email: [email protected]

Roots • Vol 6 (2) 07 The value of Spanish gardens in education for the conservation of biodiversity La valeur des jardins espagnols pour l’éducation à la conservation de la biodiversité

Valery López de los Monteros Giner

El valor de los jardines españoles

en educación para la conservaci ón de la biodiversidad

Abajo: Exposición de Resumen Los jardines botánicos son espacios donde puede astronomía en el actuarse ampliando nuestros conocimientos y conciencias acerca de los Jardín Botánico impactos de la actividad humana sobre el medio, con el objetivo de de Valencia mejorar nuestras capacidades para contribuir a la solución de los (Jardín Botánico problemas medioambientales. Son herramientas fundamentales para de Valencia) cumplir los objetivos de la educación ambiental por ser, no solo puntos de referencia teóricos, sino también lugares para la acción.

El presente artículo es un resumen de un análisis sobre la educación ambiental en los jardines botánicos españoles. La motivación de esta investigación fue poner en valor el papel de los jardines botánicos en esta función educativa para la conservación de la Biodiversidad. Se inició teniendo pocos referentes de otras investigaciones análogas. Este informe es la síntesis de una primera etapa que ha consistido básicamente en “cartografiar” la situación actual de la educación en los jardines botánicos españoles, utilizando como indicadores fundamentales sus programas educativos.

Centros de educación para la entendida en su más amplio aspecto - conservación de la diversidad de especies, genes y biodiversidad ecosistemas- debería ser el tema vertebrador de los programas de los En los 500 años de historia de los jardines botánicos, de forma que se jardines botánicos, estos han ido convirtieran en centros de educación y modificando sus objetivos y funciones divulgación para llevar a cabo acciones para con la sociedad. De forma que en concretas que luchen por la los tiempos actuales, de crisis conservación de la Biodiversidad. ecológica, se les exige un nuevo reto: crear nuevos valores y convertirse en Planteamiento de la agentes dinamizadores que investigación - modelo contribuyan, por medio de la metodológico educación ambiental , al desarrollo de nuevos modelos de sostenibilidad Para el estudio de la educación social y a la conservación del medio ambiental en los jardines botánicos ambiente. Especialmente, los jardines españoles, se realizó un análisis botánicos deberían abanderar la lucha descriptivo de sus programas por la valoración y conservación de la educativos (Novo, 1998). Es por tanto Biodiversidad. La Biodiversidad, un trabajo de investigación

08 Roots • Vol 6 (2) • 08-10 fundamentalmente de carácter descriptivo. Se escogió analizar la realidad objeto del presente estudio, mediante cuestionarios y entrevistas.

Resultados

La media del número de visitantes de los jardines botánicos estudiados constituye un 15.6% de la población total de la localidad en la que está emplazado cada jardín, porcentaje Izquierdo: relativamente bajo teniendo en cuenta Concurso de que los jardines botánicos son pintura en el normalmente de muy fácil acceso. Jardín Botánico de la A continuación, se compararon el Concepción de número total de visitantes de cada Málaga (Jardín jardín botánico con el número de Botánico de la visitantes que realizaba alguna Concepción de actividad educativa y se calcularon los Málaga) porcentajes para cada jardín botánico analizado. La media de todos los tenido constancia de que se La cantidad dedicada por año a la jardines es de un 22.4%. Nos parece produzcan evaluaciones desde un educación en cada jardín botánico se que la incidencia de los programas de punto de vista “interno”, es decir, mantiene fija en un 45,5% de los educación en su entorno es baja desde el punto de vista del desarrollo jardines mientras que varía en un 36%. puesto que, como media, solo un mismo del programa, del marco en el La proporción de la dotación para 15.6% de la población acude a los que está inscrito, la impresión que educación con respecto a los jardines y, de este 15.6% solo un tienen los educadores de su propio presupuestos totales del jardín es, en 22.4% participa en un programa de trabajo, la repercusión de los la mayoría de los casos, menor del educación. programas en el exterior, etc. 15% y solo en dos casos de los once Hay un fuerte componente de jardines estudiados, el porcentaje sube El tema más tratado en la mayoría de temporalidad laboral en el personal al 35%. los jardines botánicos españoles, es la encargado de los programas educativos. conservación de la biodiversidad (91%). Los educadores son contratados “No sabía que la mesa fuera de su principalmente para las actividades de propiedad, -dijo Alicia-: está servida La actividad más realizada por los carácter temporal –realizadas sobre todo para más personas” jardines a lo largo de todo el año y en primavera y otoño-. Lewis Carrol para todos los públicos, son las visitas guiadas. La estructura más habitual de los Conclusiones y propuestas departamentos de educación de los optimizadoras Si analizamos el tipo público a la que jardines botánicos, es de una o dos van dirigidas las distintas actividades, personas encargadas de la gestión de El discurso en torno a la educación sin duda, la mayoría de ellas están los programas educativos, y un grupo ambiental tiene, como presupuesto destinadas a los “adultos en general”. de monitores que son contratados implícito, una estructura del tipo Sin embargo, los talleres se ofertan temporalmente para llevar a cabo las instituciones – jardin botánico – Izquierdo: Los más a los grupos escolares. actividades de esos programas. público. Este presupuesto implícito jardines está derivado posiblemente de una botánicos son La evaluación de los programas La formación del personal muestra relación entendida de forma espacios donde educativos es una práctica habitual de también una división entre quienes los unidireccional: una institución crea y puede actuarse los jardines botánicos. No hemos dirigen o coordinan (que suelen ser mantiene un jardín botánico que ofrece ampliando biólogos), y los monitores (entre los a un público. Evidentemente, la nuestros que hay bastante variedad de unidireccionalidad no es total puesto conocimientos y formaciones). Esto puede ser debido a: que el jardín recibe un feedback del conciencias que no existe un perfil claro de público y la institución a su vez lo acerca de los formación que conduzca a este tipo de recibe del jardín. Sin embargo, nos impactos de la trabajo; o que el trabajo de educador parece que es una relación estática (y actividad en un jardín botánico no tiene una básicamente unidireccional). Se nos humana sobre consideración profesional, sino más plantean dudas sobre si “el público” el medio (Jardín bien una consideración de carácter sólo es sujeto pasivo al que educar. Botánico de la temporal. Posiblemente se trate de una También dudamos sobre si la Concepción de conjunción de ambos factores. “institución” no debe ser igualmente Málaga)

Roots • Vol 6 (2) 09 Derecho: receptora de una cierta educación sería el reconocimiento –institucional- Los jardines ambienta En este caso, es una del nuevo papel que juegan los botánicos son problematización cotidiana de las jardines botánicos. herramientas relaciones que establecemos con la fundamentales “naturaleza” y entre los seres Asimismo, sería deseable que las para cumplir los humanos. Sin ir quizás tan lejos, habría instituciones locales tengan una objetivos de la al menos que interrogarse sobre el uso relación más dinámica con los educación de los recursos, las políticas ciudadanos, de forma que el jardín ambiental urbanísticas, la producción de bienes, botánico pueda servir de intermediario (Valery López las relaciones de dominación, etc. entre unos y otros, creando una de los Monteros Queremos señalar la importancia de relación bidireccional que sustituya a la Giner) las vivencias que pueden tenerse en actual relación unidireccional que los jardines botánicos. Estos espacios existe entre la ciudadanía y las action. The motivation for this nos parecen lugares privilegiados para administraciones. Quizás esto pueda research was to place a value on the la educación ambiental. El aprendizaje parecer alejado de los objetivos y fines role of botanic gardens in education for que se lleva a cabo en ellos está lleno de la educación ambiental y de los conserving biodiversity. Using de posibilidades si sabemos sacar jardines botánicos pero, del mismo educational programmes as partido a las experiencias que pueden modo que hay una relación íntima fundamental indicators, this article is darse allí. Es posible partir de estas entre el ser humano y la naturaleza, la an overview of the actual situation of experiencias para construir relaciones hay entre la política llevada a cabo education in Spanish botanic gardens. diferentes de los habitantes de la entre los humanos, y la que tenemos ciudad con la naturaleza. con la naturaleza. Résumé Vamos a hacer algunas propuestas que “No se si alguna vez les ha pasado podrían optimizar el papel de los a ustedes pero el jardín botánico es un Les jardins botaniques offrent des jardines botánicos como agentes parque dormido en el que uno puede espaces pour amplifier notre savoir et dinamizadores de la educación sentirse árbol o prójimo siempre y conscience de l’impact des activités ambiental. El grueso de nuestras cuando se cumpla el requisito previo, humaines sur l’environnement dans le propuestas conlleva una mayor que la ciudad exista tranquilamente but d’améliorer nos compétences pour implicación presupuestaria de las lejos” contribuer au développement de administraciones en la educación en Mario Benedetti solutions aux problèmes los jardines botánicos. Sería necesario environnementaux. Les jardins que los jardines resuelvan la situación Bibliografía botaniques sont des institutions de temporalidad y la falta de criterios essentielles pour réaliser les objectifs claros en cuanto a la formación de los ¬ BGCI (2002). Estrategia Global para de éducation environnementale – en Abajo: El tema educadores en los jardines botánicos. la Conservación Vegetal . Reino tant de point de repère théorétique más tratado en Unido. BGCI ainsi que en tant de lieux pour l’action. la mayoría de También sería interesante que ¬ García, M., et al. (2005). El análisis La motivation pour mener cette étude los jardines comience a existir una investigación en de la realidad social. Métodos y de recherche consistait d’attribuer une botánicos educación ambiental llevada a cabo técnicas de investigación (3º valeur au rôle des jardins botaniques españoles, es la por los propios jardines botánicos. edición) . Madrid. Alianza Editorial. dans l’éducation à la conservation de conservación de Aunque el intercambio de información ¬ Guattari, F. (2000). Las tres la biodiversité. En utilisant des la biodiversidad que se produce en el BGCI y el AIMJB ecologías . Valencia. Pre-textos. programmes environnementaux (Jardín Botánico (Asociación Ibero-Macaronésica de ¬ Novo, M. (1998). La educación comme indicateurs de base, cet article de la Jardines Botánicos). nos parecen ambiental: bases éticas, donne une vue d’ensemble de la Concepción de fundamentales, este tiene lugar con conceptuales y metodológicas . situation actuelle de l’éducation dans Málaga) datos –sobre medio ambiente por un Madrid. UNESCO/Univérsitas. les jardins botaniques espagnols. lado y educación por otro- que no Valery López de los Monteros provienen de los Summary Giner jardines botánicos. Profesora de Biología y Ciencias Estos podrían Botanic gardens offer spaces for de la Tierra y Medio Ambiente convertirse en expanding our knowledge and Investigadora en Educación centros de consciousness about the impacts of Ambiental producción human activity on the environment, 25, Vicq d’Azir específica de with the aim of improving our 75010 investigación en capacities to contribute solutions to Paris educación ambiental, environmental problems. Botanic France del mismo que lo gardens are fundamental tools for Email: [email protected] son en botánica. Nos fulfilling the objectives of environmental parece importante education – not only theoretical señalarlo porque reference points but also places for

10 Roots • Vol 6 (2) La biodiversité alpine dans un climat de changements La biodiversidad alpina y el cambio climático

Suzanne Kapelari Alpine biodiversity in a climate of change

Summary High alpine ecosystems are expected to react sensitively not only to climate change but also to changes in land use. The 21st century is predicted to be facing a significant increase in temperature that will bring about drastic changes in biodiversity on summit areas. Living between the timberline and the mountain top is naturally limited, but temperature change is already causing a rapid advance of the tree line. On the other hand, many farmers are ceasing to cultivate mountain pastures and that also leads to a loss of open space in these regions. Situated in the centre of the Alps, the Botanical Gardens at Innsbruck is dedicating its 2010 activities to call public attention to the many tiny species living in the alpine region (above 2000m). The focus is on the various adaptation mechanisms these dwarf plants have developed to tolerate extreme environmental conditions.

impact of more and Above: more land taken for University The effects of climatic warming and settlement and Botanic changes in land use have left clear transport purposes Gardens, fingerprints on the vegetation. Trees at affects both soil Innsbruck is the climatic tree line have never grown function and the located in the so fast as they do today, showing that preservation of natural heart of the they are not feeling the constraints of habitats as a basis of Alps colder conditions. The reason trees biodiversity, but at (University reach the edge of their range at a lower higher mountain regions Botanic Gardens altitude than shrubs, grasses or herbs we observe the Innsbruck) has to do with their tall, aerodynamic opposite to be true. open canopy structure and their Here, many farmers are Left: Using ambient air conditions, which means than an upslope migration (Körner, no longer interested in alpine pasture magnifying they closely track air temperature, and 2009). There is evidence that some farming, which is leading to infill of the glasses, they are now following the current alpine/nival plant species respond by open space by shrubs and trees and a children trends of warming. In contrast, shrubs, spreading upslope, but others do not loss of grassland habitat. observe the grassland and fellfield vegetation (Erschbamer, 2009). structures of engineer their own microclimate by While the overall biodiversity of the alpine plants means of small stature and compact Looking closely at the historic tree line whole alpine region may not be (University growth forms. For these plants any one has to distinguish carefully between affected dramatically by climate and Botanic Gardens warming of the climate will have less true elevational advances and infilling of land use changes, we anticipate that Innsbruck) effect and the mosaic of microhabitats the open terrain due to land use the regional diversity will be. Lower will mean local rearrangement rather change. In the valleys, the ecological mountain areas especially are expected

Roots • Vol 6 (2) • 11-13 11 Right: The thick to face a reduction of diversity due to leaves of the locally increasing competition Sempervivum caused by tree line elevation (Grabherr, sp. are linked to 1994) and it is here, particularly, that the children’s endemic species may go extinct. water bottles (University Dwarf alpine project Botanic Gardens Innsbruck) At the heart of the Alps, the Botanical Gardens at Innsbruck, Austria, is planning its 2010 activities to direct public interest towards all those tiny species of the alpine region. We will take a close look at grassland and fellfield vegetation and we will introduce the public to the various adaptation mechanisms these dwarf plants have developed living in a harsh alpine habitat (Körner, 1999). Activity programmes will lead children and family groups through our garden to see, touch, taste and smell how alpine plants grow in an environment that humans usually only by alpine plants. terrain where there is hardly any soil to visit for a short time. Looking at the effects of sun lotion, for hold the moisture. These thick leaves example, we compare plants which belonging to succulent plants can be A rucksack takes centre stage have a tough epidermis and are likened to the water bottle we carry covered in thin hairs on their leaves with us in case we become thirsty and A hiking tour up a mountain top is an (pubescence) and stems. Furrowed there are no springs nearby. adventure for all of us and in leaves reflect sunlight and protect preparation we pack our rucksacks plants against harmful UV radiation. To see how plants protect themselves with some essential items to help us to Pubescence also helps plants to limit against wind and cold weather, we endure this harsh environment. transpiration so that they do not lose compare our wind jacket and gloves to Children are invited to think about what water too quickly. Other plants have the typical dwarf habit and the cushion they would take for a hiking tour, such red-tipped leaves and the red colour plant structure alpine plants often as a water bottle, lunchbox, sun lotion comes from anthocyanin, a chemical show. Nestling low on the ground and and sunglasses, a rope, maybe a wind that protects against UV radiation, as growing in a compact structure helps jacket and gloves in case the weather does sun lotion. plants to keep their microclimate turns nasty. All these things go into the untouched by temperature changes on rucksacks and as we walk through the Some alpine plants have particularly the outside. We use a thermometer to alpine garden we can link our choices thick leaves in which they are able to measure the temperature inside and on to the adaptation mechanisms shown store water – very useful on rocky the surface of a cushion plant like Silene acaulis which shows how these Right: plants keep their core temperature low By comparing even when the surface temperature is the inside soaring on a hot day. On the other and surface hand, the centre of the plant remains temperatures of warm compared to its extremities on a Silene acaulis , freezing cold day. Keeping most of its students biomass underground is another understand how method of helping the plant to protect alpine plants itself against low temperatures which protect could lead to frostbite. The themselves underground parts can also be linked against the to the children’s lunchboxes, because weather alpine plants often make use of their (University roots for storage. Botanic Gardens Innsbruck) Finally, the piece of rope is a useful analogy to show how cushion plants fix themselves between rocks on a steep mountain slope. Many alpine plants have thick, strong roots and the

12 Roots • Vol 6 (2) cœur des Alpes, le jardin botanique Left: Children d’Innsbruck a choisi de dédier ses participate in an activités de 2010 à la sensibilisation du activity to show public à toutes ces minuscules how cushion espèces qui vivent dans la région des plants fix montagnes alpines. Elles s’attacheront themselves aux différents mécanismes between rocks d’adaptation que ces pantes ont on steep développés afin de faire face à des mountain conditions environnementales slopes extrêmes. (University Botanic Gardens Innsbruck) Resumen

Los ecosistemas alpinos son muy sensibles tanto al cambio climático como al cambio del uso del suelo. Las predicciones de incremento cushion shape of the structure helps to ¬ Körner, C., 2009. Mountain significativo en la temperatura para el balance the weight. One root does not Vegetation under Environmental siglo XXI producirán cambios muy have to bear the weight of the whole Change, in Jandl, R., Borsdorf, A., drásticos en la composición de la plant. There is a nice group activity to VanMiegroet, H., Lackner, R. & biodiversidad principalmente en las demonstrate this: the children gather Psenner,R. (eds) Global Change and regiones alpinas. El área entre la zona around a loop made with one end of Sustainable Development in arbórea y la cima de las montañas es the rope. One person takes hold of the Mountain Regions , Innsbruck limitada, dejando muy poco espacio other end. As long as all the children University Press, Innsbruck, Austria. para un desplazamiento altitudinal. are evenly distributed around the loop Con el cambio de temperatura las it is easy for the single person at the ¬ Erschbamer, B., Kiebacher, T., especies vegetales avanzaran montaña other end to hold steady. But if Mallaun, M., & Unterluggauer, P., arriba. Muchos granjeros están everyone pulls on one side, it is much 2009. Short-term Signals of Climate deteniendo el cultivo de zonas de more difficult for the single person to Change along an Altitudinal pastoreo de montaña y esto induce la stand his/her ground. Gradient in the South Alps, Plant reducción de espacios abiertos en las Ecology 202: 79–89. zonas alpinas. References ¬ Grabherr, G., Gottfried, M. & Pauli, El jardín Botánico de Innsbruck se ¬ Körner, C., 1999. Alpine Plant Life , H., 1994. Climate Effects on localiza en el centro de los Alpes y ha Springer, Berlin, Germany. Mountain Plants, Nature 369: 448. decidido que este 2010 sea el año de actividades para crear conciencia publica acerca de todas las especies Résumé de pequeña talla que viene en la región montañosa alpina. El enfoque es en Les écosystèmes alpins sont sensibles cuanto a los diversos mecanismos non seulement aux changements adaptativos que estas plantas han climatiques mais également aux desarrollado para enfrentarse a las changements d’utilisation des terres. condiciones extremas del medio Des augmentations de température ambiente. considérables sont prévues au cours du XXIe siècle, ce qui engendrera Dr Suzanne Kapelari d’importants changements dans la Head of Education composition de la biodiversité en University Botanic Gardens zones alpines. La surface située entre Innsbruck Left: Children la limite forestière et le sommet d’une Institute of Botany are encouraged montagne est restreinte, laissant peu Sternwartestr. 15 to link the de place aux variations altitudinales. 6020 Innsbruck contents of their Avec les changements de température, Austria rucksacks to the les espèces végétales avancent vers le Email: adaptation haut de la montagne. De nombreux [email protected] mechanisms agriculteurs cessent également shown by plants l’entretien des pâturages en montagne, (University menant à la diminution d’espaces Botanic Gardens ouverts dans ces régions. Situé au Innsbruck)

Roots • Vol 6 (2) 13 Biodiversity at the local school Biodiversidad a los escuelas locales

Réjane Brun

La biodiversité à l’école du quartier

Resumen Le nouveau Jardin Botanique de Bordeaux s’implante en 2003 dans un quartier ouvrier de la Ville. Dès la construction, les éducateurs du Jardin Botanique travaillent avec les écoles du quartier, ponctuellement dans un premier temps, puis très vite mettent en place Historique des projets annuels et communs à toutes les structures scolaires. L’équipe du Jardin Botanique et les enseignants des écoles du quartier Dès la mise en oeuvre du Jardin, soit travaillent ainsi en étroite collaboration. Ils naît une véritable dynamique en 2002, les enseignants des écoles se très positive pour les enfants. D’année en année, les projets deviennent sont adressés individuellement au plus ambitieux scientifiquement et scénographiquement. Tous les ans, ils Jardin Botanique, pour des animations ponctuelles. Le thème répondait bien sont mis en valeur dans le Jardin ou les salles d’exposition, ce qui souvent aux demandes du programme permet aux parents mais aussi aux riverains et aux bordelais d’être scolaire. Par différents biais, il était sensibilisés aux différentes notions abordées, et en particulier à celle de possible d’aborder la notion de la biodiversité, sous-jacente à chaque projet. Aujourd’hui, ce sont les biodiversité, mais ceci restait diffus. enseignants qui demandent des Droite: Une vue projets traitants de biodiversité du Jardin Botanique de et des enjeux écologiques de Bordeaux notre siècle. (Jardin Botanique de Bordeaux) Etat des lieux

En 2003, la Ville de Bordeaux a ouvert un nouveau Jardin Botanique dans un quartier populaire. L’arrivée de cette structure scientifique, n’était pas forcément bien acceptée par la population qui avait, à cette époque, d’autres besoins en terme d’infrastructures. Très vite, l’équipe pédagogique du Jardin Botanique a travaillé avec les écoles du quartier. Ce dernier est classé Réseau de Réussite Scolaire (RRS, anciennement ZEP (Zone d’Education Prioritaire)) par le Ministère de l’Education, définissant ainsi une zone où la grande majorité de la population connaît des difficultés sociales, économiques et culturelles.

14 Roots • Vol 6 (2) • 14-17 Gauche: Le nouveau Jardin Botanique de Bordeaux s’est implanté en 2003 dans un quartier ouvrier de la Ville (Jardin Botanique de Bordeaux)

Dans tous les cas, les themes abordés • Celui des enseignants, qui ont ont toujours été définis en étroite comme objectifs: collaboration avec les enseignants. – d’améliorer les résultats et les Ceci a dès le début signifié que nous parcours scolaires des élèves, n’étions pas dans une démarche de « – de leur permettre de construire consommation » (il est en effet des savoirs et des conduites important de préciser que les scientifiques en observation animations sont gratuites pour les directe, écoles de Bordeaux). De plus, nous – d’entamer une réflexion sur le obligions les enseignants à avoir un respect de la plante et de projet. C’était pour nous l’assurance l’environnement. que l’animation « dirigée » allait s’intégrer dans une démarche • Celui du Jardin Botanique, dont les pédagogique à plus long terme, objectifs sont ceux définis par le d’autant plus profitable pour les BGCI : enfants. Puis nous avons commencé à – montrer l’incroyable diversité du construire des projets de plus en plus règne végétal et apporter longs. Enfin, en 2005 et à l’initiative connaissance des principales des responsables du RRS, tous les menaces et les conséquences Le thème choisi, un calendrier est mis Au dessus: représentants des écoles primaires se des disparitions d’espèces en place : Les enfants du sont retrouvés autours d’une table – faire comprendre la complexité quartier et leurs avec ceux du Jardin Botanique pour des relations que les plantes ont 1. Trois rencontres au Jardin parents, se sont évoquer un projet annuel commun à développées avec leur Botanique . Elles permettent de vraiment toutes les structures. environnement rencontrer les enfants, de leur appropriés le – montrer l’importance des plantes présenter le projet, d’en discuter Jardin Botanique Principe dans notre vie : avec eux et de créer un lien. Ce sont de Bordeaux économiquement, culturellement les moments où l’on va les amener (Jardin Ce projet existe par la rencontre de et esthétiquement progressivement à observer, à Botanique de deux projets qui se rejoignent: – faire connaître l’environnement comprendre et à s’approprier. C’est Bordeaux) local dans son contexte global à partir de ce que les enfants auront vu et appris au Jardin qu’ils pourront • Enfin, un objectif commun aux deux faire leurs recherches en classe. Gauche: entités : L’équipe du – d’amener les enfants à 2. Une rencontre en classe , où les Jardin Botanique s’approprier un lieu appartenant élèves présentent l’état et les à leur quartier. d’avancement de leurs recherches, enseignants des posent des questions pour éclaircir écoles du Chaque acteur connaît les objectifs et certains points… Le fait d’aller dans quartier les contraintes de chacun. Le projet est leur classe est important pour les travaillent en défini et validé par tous en début enfants. Le lien entre leur école et le étroite d’année et inclut un bilan final et Jardin se renforce. collaboration. Il quelques intermédiaires. Ceci permet naît une véritable de garder le contact avec les 3. Une rencontre commune avec dynamique très enseignants sur le fond du projet, de toutes les classes au Jardin . Un positive pour les répondre à leurs interrogations, de les grand jeu sur le thème de l’année enfants (Jardin accompagner et surtout, de maintenir est organisé. Tous les enfants sont Botanique de une dynamique. mélangés et répartis en équipe. Bordeaux)

Roots • Vol 6 (2) 15 Années scolaires Thèmes Réalisations des enfants

2005/2006 Les plantes médicinales • Dépliant commun remis à tous les (action sur le système cardio-vasculaire, les enfants bronches…) • Panneaux explicatifs dans le Jardin Utilisation des plantes, intérêt de protéger la biodiversité

2006/2007 Les plantes alimentaires • Dépliant commun remis à tous les (plantes aromatiques, sucrières…) enfants Utilisation des plantes, impact des cultures, • Panneaux explicatifs dans le Jardin intérêt de protéger la biodiversité

2007/2008 Les adaptations des plantes • Dépliant commun remis à tous les (plantes aquatiques, plantes des dunes…) enfants Notion d’écosystème, biodiversité • Panneaux explicatifs dans le Jardin • Exposition de 4 mois au Jardin

2008/2009 Les arbres : la clé de détermination • Clé de détermination remis à tous les (20 arbres du quartier) enfants Biodiversité à l’échelle d’un quartier • Exposition de 4 mois au Jardin

2009/2010 Les espèces envahissantes Projet d’une exposition intégrée dans celle Notion d’écosystème, la biodiversité en du Jardin Botanique sur le même thème danger

4. L’inauguration de l’exposition , proposé ce thème pour les premiers Conclusion rassemblant les enfants et leurs projets, nul doute qu’elle n’aurait pas parents ainsi que les élus eu d’écho favorable. Mais après des Les enfants du quartier et par extension municipaux et les représentants de années de travail en commun, leurs parents, se sont vraiment l’Inspection d’Académie. d’évolution de la part des appropriés le Jardin Botanique de interlocuteurs, une certaine dynamique Bordeaux. Grâce à ces projets, le Jardin Thèmes s’est installée et ces personnes ont Botanique participe à la sensibilisation envie d’aller plus loin. et l’éducation des habitants d’un Depuis 2005, 5 classes du quartier de quartier à des notions de biodiversité. 5 écoles différentes (soit environ 125 Certains ont trouvé l’exercice très C’est un travail qui ne peut se faire enfants) participent chaque année au intéressant car ils se sont retrouvés qu’avec l’appui et l’investissement du projet. Les enfants appartiennent au dans la même situation Droite: cycle 3 et ont donc entre 8 et 11 ans. d’apprentissage que les enfants. Ces ‘Les plantes des derniers ont alors perçu le projet d’une dunes’ - un Impact sur les partenaires, les manière différente et se sont réellement panneau dans le enfants et le quartier investis. jardin realisé par les enfants D’année en année, les thèmes Le fait de permettre aux enfants (Jardin deviennent plus complexes et le travail d’exposer leurs réalisations pour le Botanique de réalisé par les enseignants et les grand public donne de la valeur à leur Bordeaux) enfants plus élaboré. travail. Détenteurs d’un savoir acquis au jardin et au cours de leurs Au moment du bilan du dernier projet, recherches, ils sont en situation de les enseignants ont avoué avoir « transmission de connaissances vers beaucoup souffert » cette année, car le d’autres enfants mais aussi et surtout, thème était ardu et très scientifique. vers des adultes. Mais ils avaient apprécié l’approche ludique. Ils ont de ce fait souhaité Le message passe ainsi beaucoup repartir sur un thème aussi complexe mieux vers les parents, les amis du pour 2009/2010, qui couvre les notions quartier. Le fait de laisser les de biodiversité et d’écosystème. Si réalisations sur une longue période de l’équipe du Jardin Botanique avait temps, les incite à revenir souvent.

16 Roots • Vol 6 (2) Gauche: En 2005 tous les représentants des écoles primaires se sont retrouvés autours d’une table avec ceux du Jardin Botanique pour évoquer un projet annuel commun à toutes les structures (Jardin Botanique de Bordeaux) corps enseignant, qui accompagne positive effect on the schoolchildren. proyectos anuales se han incorporado énormément les enfants et qui mobilise Year by year, the projects have become rápidamente a todos los niveles les familles. D’ailleurs, depuis more ambitious from a scientific point of escolares. De esta manera se ha maintenant deux ans, des projets view. Furthermore, the projects are generado una dinámica particular que similaires ont été initiés, toujours dans le gaining in popularity among local ha tenido un efecto muy positivo en los quartier, avec des enfants de maternelle residents allowing the parents to estudiantes. Año con año, los proyectos (cycle 2, 3-6 ans). Les enfants sont des appreciate their children’s activities and se han tornado mas ambiciosos dentro vecteurs privilégiés pour montrer to become more aware of the various del marco científico. Al mismo tiempo l’importance de la biodiversité, sa themes dealt with, in particular the que se han hecho mas populares entre complexité et l’importance de sa concept of biodiversity that underpins los habitantes del área; y uno de los préservation, à l’échelle internationale, every project. Today, it is the school resultados a enfatizar, es que los padres nationale et d’un quartier. teachers who are requesting projects aprecian y se hacen mas concientes las tackling biodiversity and the ecological actividades creativas de sus hijos challenges of our century. estudiantes, sobre todo en el concepto Summary de la biodiversidad que es la esencia de cada uno de los proyectos. Hoy en día, The new Bordeaux Botanical Garden Resumen son los profesores escolares quienes was established in a working-class part solicitan proyectos que atañen a la of the city in 2003. Since its inception, El año 2003 en una área popular de biodiversidad y los retos ecológicos de educators have been working with Bordeaux se inauguró el Jardín nuestro siglo. schools in the neighbourhood. While Botánico de esta ciudad. Desde su activities were very site-specific in the inicio el personal de educación ha Réjane Brun early stages, joint annual projects have estado trabajando con los profesores Responsable du service éducatif been initiated rapidly at all school levels. de las escuelas locales. Inicialmente las et évènementiel The staff of the botanic garden and the actividades eran muy especificas en Jardin Botanique de Bordeaux schoolteachers have worked in close cuanto al sitio, con la colaboración Esplanade Linné / 33000 Bordeaux collaboration. They have generated a estrecha del personal del Jardín France particular dynamic which has had a very botánico y los profesores mismos, los E. mail : [email protected]

Roots • Vol 6 (2) 17 Les pommes de terre ne poussent pas dans les arbres Las papas no crecen en árboles

Annastella Gambini Potatoes don’t grow on trees

Summary In this article we present a short scientific discussion based on some aspects of the biology of the potato: an active study of the plant that leads kindergarten children to make real discoveries. A group aged three to five years old were shown a large number of potatoes and were encouraged to observe and handle them.

Right: Aspects of biodiversity were included in the discussions led Children by the teacher. Having planted potatoes in the vegetable designed their garden, the children also used potatoes in indoor activities. own labels and And once the vegetative life-cycle had reached its natural used them to end, with lots of new potatoes, the children made gnocchi – identify where they had a return to the daily experience of potatoes as food. planted their potatoes (Annastella aspects; looking at • children like potatoes, and generally Gambini) it from the point of have a positive attitude towards view of a farmer we them focus on growth and spread; from • potato plants have some the point of view of peculiarities which are not obvious the ‘artist’ we at first. An active study of the plant, consider its consequently, allows real Introduction physical peculiarities, and so on. In this discoveries – for example, not project we made room for many of everyone knows that potato flowers If children become interested in an these aspects, always with the intent of are rather beautiful. animal or plant they ask endless presenting a short scientific exploration questions: ‘How does it grow? How of some of the biology of this plant. The project was led by a small group does it move? How does it live? What acting through collective discussion. happens if…’ These are what one The educational project Group decisions had to reflect the might call ‘life questions’, centring on opinions of all and were based on the principal aspects of biology and The project was designed for children observation, exploration, questions, with their roots in an approach based aged three, four and five years. expectations and hypotheses, gathered on experience and personal Potatoes were chosen for our study for and compared (Guichard, 1995). All the involvement (Chalufour & Worth, 2003). the following reasons: children participated in the research, In this paper we present such an each age group being assigned approach towards potato biology • every child is familiar with potatoes activities – the elder ones hoed, all carried out at a kindergarten. The as food. This shows that any ages made the dumpling dough and transformation of everyday items into element of the everyday world can drew pictures, and so on. We made study objects can take many forms: if be a subject for study. It is more personal experience the basis of the we look at the potato from the point of stimulating and involving to link our entire project (Worth & Grollmann, view of the person who cooks or eats studies to daily life and also 2003). them, we learn about nutritional something everyone can relate to

18 Roots • Vol 6 (2) • 18-20 What the children knew at the setting (a sort of stage) where facts can beginning demonstrate how they take place to whoever is looking and listening to We began when the children were them’ (Arcà, 2005) . served boiled potatoes at lunch and asked them: ‘What comes to your mind Inside the school gymnasium the when you think of a potato?’ Thus we children were presented with a large heard the children’s initial ideas, and number of potatoes (more than 300), also got them used to dealing with several different varieties and all discussions, a valuable learning different shapes and sizes – white, experience. Their answers (see below) yellow, red, new, Egyptian, those made a clear link between the potato grown by a local farmer and so on. The and food. objective was to allow the children to observe the many differences that result from genetic variance in this one The responses of children species (Gaston & Spicer, 2004). When when asked ‘what comes we asked them to name their chosen to your mind when you think potatoes they came up with an of a potato?’ interesting list (see below). In the discussions that followed, aspects of under the guidance of an adult – Above: Potatoes volcano (Luca) biodiversity were highlighted. hypothesis and discussion were Children I enjoy eating them (Elena) suspended, so this became a silent but discovering that Fried potatoes (Michela) valuable learning time. Some potatoes potatoes grow Roast potatoes (Lara) Nicknames the children gave were also put aside in a dark damp under the Sausage potatoes (Francesca) their potatoes place and checks made as they ground rather Potatoes ‘digimon’ (Valentino) developed: one was sprouting later than around the Eat them (Irene) bad potato than the others, one had red sprouts, leaves French fries with ketchup (Lara) salami-potato others long or short ones, still others (Annastella Potatoes to peel (Elena) hairy-potato had tiny leaves, and so on. Gambini) Yellow (Norman) potato with worms Cooked potatoes (Beatrice) Working in the garden, the children nut-potato Potatoes cooked in the oven learned to distinguish between potato little ball-potato (Nicolas) plants and weeds, saw worms and bulb-potato To eat (Federico) insects in the soil, and were able to planet-potato French fries (Mirco) imagine how all this life interacted. banana-potato snow man-potato Eventually the plants sprouted: tiny kiwi-potato leaves at first, but they grew and the An introduction to potatoes carrot-potato flowers bloomed… yet though the peeled-potato children looked all around the leaves, The first time the children ‘encountered’ they saw no potatoes. The teachers potatoes was very significant. It was suggested they check what had centred on exploration and free play. Work in the vegetable garden: happened to the original potatoes they Maria Arcà wrote, ‘ we must build a growing the potatoes had planted. Digging under each plant, the children found not one potato but From the beginning the children knew many! That was very exciting and their Left: they could sow the potatoes and patience had been well rewarded. A child watch them grow, so we took them discovering the into the garden to choose a suitable The magic life-cycle of a plant was difference spot for planting. The children thus completed (in part, since it was a between immediately took responsibility for the vegetative reproduction, without potatoes grown potato patch and getting it ready was pollination and consequent in the dark and important to them. The older children development of fruit and seeds). The in the light used small spades to dig the holes. integrity of the organism was revealed (Annastella While they worked, they discussed and – potatoes originally seen only as food Gambini) compared what they were doing, and were shown to be the vital organ of a helped each other. Each child chose a plant with all its life functions. potato, put it in a hole and covered it Furthermore it was clear that in order with soil. to obtain a potato plant one always needs to start with a potato. Each child put a label where they had planted their potato. They were divided In class the teacher always pointed out into shifts for watering the garden and differences between the tubers, each anxiously awaited his/her turn, underlining their biodiversity. Children

Roots • Vol 6 (2) 19 References eux-mêmes et en se rendant compte qu’ils devraient attendre d’être plus ¬ Chalufour, I. & Worth, K., 2003. âgés pour comprendre les réponses à Discovering Nature with Young certaines de leurs questions. Children . Redleaf Press, Minnesota.

¬ Guichard, J., 1995. Designing Tools Resumen to Develop the Conception of Learners, International Journal of El jardín Botánico Brera de la Biological Education , 17(2) , 243–53. Universidad de Milán, Italia, invita a los jóvenes y los no tan jóvenes a recorrer ¬ Worth, K. & Grollmann, S., 2003. un sendero. Cualquiera que sea la Worms, Shadows and Whirlpools: estación, el sendero en el jardín antiguo Above: enjoyed the indoor activities, making science in the early childhood es para descubrir el maravilloso mundo The project colourful stamps out of the potatoes or classroom . Heinemann, Portsmouth, de la corteza. Siendo que la corteza es encouraged characters or animals. Using the same N.H. la piel de los árboles. Esta puede ser children to be item for scientific study and for play lisa, arrugada, en lajas horizontales, creative with seemed to make the children feel more ¬ Arcà, M., 2005. Ricerca Didattica estriada, partida, etc. pero tiene su potatoes and creative. And, finally the making of e insegnamento, Naturalmente , trama, color y diseño particular a make animals gnocchi signified that the children were 1, 3–9. manera de placas, lajas, pecas y and characters ‘back to a daily situation’ after their surcos. Cada árbol tiene su propia piel that could be ‘scientific’ work. ¬ Gaston, K. J. & Spicer, J., 2004. que lo protege, la cual también lo used in play Biodiversity: An Introduction . identifica y distingue entre otros. En la (Annastella Plants are food for herbivores, which in Blackwell Publishing, Oxford. corteza también hay un sinnúmero de Gambini) turn can be food for carnivores that organismos vivos como lo son hongos, indirectly depend on plants. Energy ¬ Corsaro, W. & Molinari, L., 1990. líquenes. También muchos otros que reserves held by tubers and roots can From seggiolini to discussione: the viven o pasan temporadas en la misma, be eaten by animals, or the plants generation and extension of peer como son el caso de los caracoles, themselves use them to aid growth in culture among Italian preschool arañas, insectos y hormigas, esto es spring. Eating potatoes symbolizes the children, International Journal of todo un microcosmos a descubrir. relationship between organisms and Qualitative Studies in Education , 3. Cada visitante puede llevar consigo un the fundamental interdependence pequeño estereo microscopio el cual lo which exists between all living things. habilita a llevar a cavo su propia y Résumé meticulosa investigación. También se Conclusion cuenta con guías que ayudan y L’état naturel des enfants est d’être orientan al publico a mirar las diferentes As well as diversity between individuals curieux… comment ça pousse? cortezas y usar su creatividad para of the same species, at the heart of Comment ça bouge? Comment ça vit? visualizar mundos que se tornan this research, the children were Que se passe-t-il si… De telles maravillosos a los ojos, imaginándo exposed to other topics such as the ‘questions de la vie’ sont fondées sur paisajes lunares o construyendo life-cycle of plants and nutritional les principaux éléments de biologie. historias fantásticas. El sendero se relationships. Waiting for the potatoes Le projet présenté ici a été mené par le puede considerar un viaje entre el arte to grow the children recounted their département des Sciences humaines y las ciencias, todo esto para descubrir feelings and told stories. They got used de l’Université de Milan-Bicocca en lo fascinante de un árbol y su to discussion and made predictions Italie. Il décrit comment les enfants morfología. and deductions about potential results d’âge préscolaire peuvent découvrir la (Corsaro & Molinari, 1990). biologie de la pomme de terre d’une Annastella Gambini manière créative et significative. Au Professor of Environmental and The project allowed every child a place début du projet, les enfants ont été Applied Botany in the group, and the chance to build encouragés à observer et manipuler Department of Human Sciences collective experience and knowledge. des pommes de terre parmi une Building U16 Via Thomas Mann They took part enthusiastically and grande sélection étalée dans le hall de angolo via Giolli were eager to gain knowledge. The l’école. Ils ont également appris University of Milano-Bicocca (Italy) Right: discussions were sometimes slow to comment cultiver des pommes de terre Email: [email protected] The children get going and had mixed results, but dans le jardin potager et, par le biais were many were productive and rich in du jardinage, ont étudié le cycle de vie responsible for ideas. The children learned to wait de la pomme de terre. Pour conclure, the potato patch patiently but attentively for progress. les enfants ont préparé des gnocchis, and took turns They learned respect for the unknown, une façon de faire le lien entre les to water for what they do not yet understand, pommes de terre et leur quotidien. Ils (Annastella and to be content to leave some ont participé à ce projet avec grande Gambini) questions for the future. passion, en découvrant les faits par

20 Roots • Vol 6 (2) Le théâtre vert El teatro verde

Sean O’Gaoithin, Carol O’Callaghan, Dawn Sanders The green theatre

Summary Glenveagh Castle Gardens in Donegal, Ireland, is a foliage-filled oasis nestled in a treeless, bog-dominated landscape situated in the Derryveagh mountains. The gardeners at Glenveagh have incorporated the native flora into this garden rather than push it aside. Conscious of the need to fuse the concepts of ‘garden’ and ‘nature’, Glenveagh staff engaged local craftspeople to create ‘biodiversity bags’ for their visitors. These bags, and their contents, embody the ecological identity of the garden. This article discusses the motivations for the project and considers why it is important for ‘bringing the biosphere home’

(Thomashow, 2003) to visitors. Left: A young boy discovering At Glenveagh the concepts of ‘garden’ biodiversity in and ‘nature’ are fused. One of the the Pleasure rarest vegetation types in Ireland is Gardens indigenous oak woodland. The upper (Glenveagh half of the garden is such a woodland – Castle Gardens) the under-storey flora found within (woodrush, ferns, mosses) integrates we have considered how a sense of colour palette is sourced from the with the introduced plants and adds to place can be embodied in the landscape; granite grey, garden greens their beauty. The gardeners at educational tools we use to engage and the various warm tones found in Glenveagh have made the native flora visitors with Glenveagh Castle Gardens heather and bogland grasses provide part of this garden instead of pushing it and the wider landscape. Two local the inspiration for these beautiful hand- aside. artists have been commissioned to woven fabrics. work on the discovery bags – Eddie In his book Bringing the Biosphere Doherty to weave the Donegal tweed, Too often in heritage settings, the items Home (2003), Mitchell Thomashow and Clare O’ Presco to design and that are used to engage with the site states that ‘the biosphere will forever make them. have a high environmental footprint, be an esoteric concept unless it both in miles and materials. The receives the scientific, spiritual and Natural dyes from organic materials materials in the garden discovery bags artistic attention it deserves’. In such as lichen, peat, and seaweed come from the garden whenever developing the garden discovery bags produce wonderful earthy tones. The possible. Identification kits are made

Roots • Vol 6 (2) • 21-22 21 from recycled handmade paper, viewfinders from bamboo and rhododendron. In this way we have opted for materials with a low carbon footprint, high biodegradability and that represent local cultural traditions. Forty garden discovery bags are being made and these will be used with both visiting school groups and families.

Glenveagh Castle Gardens have unique value as an example of a long-term ecologically sustainable relationship between human culture and natural biodiversity. From the poorest type of wet peaty soil, in one of the most inhospitable locations of the region, a garden of great beauty and fame has Right: been established, supporting a team of Glenveagh skilled gardeners and drawing visitors Castle Gardens from far and wide. The Nature and are situated in Outdoor Learning Centre was set up in the heart of the 2004 and seeks to foster an Derryveagh understanding of the importance of Mountains in conservation of our cultural and natural the north-west heritage; the Glenveagh garden of Co. Donegal, discovery bags are part of this Ireland important conservation mission. (Glenveagh Castle Gardens) Reference:

¬ Thomashow, M., 2003. Bringing the et dépourvu d’arbres, située dans les necesidad de fundir los conceptos Biosphere Home – Learning to montagnes de Derryveagh. Les ‘jardin’ y ‘naturaleza’, el personal del Perceive Global Environmental jardiniers de Glenveagh ont intégré la jardín y los habitantes locales han Change . MIT Press, Cambridge, MA flore indigène à ce jardin plutôt que de fabricado para los visitantes ‘bolsas de l’en écarter. Ayant conscience du biodiversidad’ las que enmarcan la besoin de fusionner les concepts de identidad ecológica del jardín. El Résumé ‘jardin’ et de ‘nature’, le personnel de articulo describe al publico los motivos Glenveagh a engagé des artisans del proyecto y señala el por qué es Les jardins du château de Glenveagh à locaux pour créer des ‘sacs de importante que integremos la biosfera Donegal, en Irlande, forment une oasis biodiversité’ pour le public. Ces sacs, a casa (Thomashow, 2003). débordante de feuillages nichée dans ainsi que leur contenu, symbolisent un paysage où dominent les tourbières l’identité écologique du jardin. Cet Sean O’Gaoithin and article présente les motivations du Carol O’Callaghan Right: projet et s’intéresse aux raisons pour Glenveagh Castle Gardens Donegal tweed lesquelles cette démarche est Churchill is used to importante en vue de ‘ramener la Letterkenny weave the biosphère chez soi’ (Thomashow, 2003) Co. Donegal discovery bags pour notre public. Ireland which are dyed Email: Sean O Gaoithin: using organic sean_ogaoithin @ environ.ie materials such Resumen Email: Carol O Callaghan: as lichens, peat glenveagh-education @ environ.ie and seaweed Los jardines Glenveagh Castle en Website: (Glenveagh Donegal, Irlanda, representan un oasis www.glenveaghnationalpark.ie Castle Gardens) verde en una área denudada de árboles, la marisma es lo que domina Dr Dawn Sanders el paisaje de la zona situada en las Gardens for Learning montañas de Derryveagh Email: Estos jardines de Glenveagh han [email protected] incorporado la flora nativa como tema Website: central. Con la conciencia de la www.gardensforlearning.com

22 Roots • Vol 6 (2) L’écorce des arbres: un monde à découvrir

La corteza de un árbol: un mundo a descubrir Professor Claudio Longo Tree bark: a world to discover

Summary An innovative project at Brera Botanic Garden, University of Milan, Italy, invites young and old alike, whatever the season, to follow a trail into the old garden to discover the wonderful Left: world of bark. Bark is the tree’s skin. It can be smooth, chapped, A frame is cracked, furrowed, wrinkled, and so on, but it has its own weave, colour attached to the and peculiar design of plates, chips, freckles and furrows. Each kind of trunk of tree has its special skin to protect it, which also identifies and Diospyros lotus distinguishes it. In or on the bark many creatures live or travel, such as to attract the fungi and lichens, snails, spiders, bugs and ants – a microcosm to attention of visitors. discover. Visitors to Brera are offered a stereo-microscope to help them Magnifying make a really detailed investigation. Guides assist visitors in examining glasses, in a the bark and encourage them to see strange worlds and lunar basket at the landscapes and to imagine fantastic stories. This interface between art base of the tree, and science is a revelation of trees and their morphology. allow visitors to observe the bark more closely (Brera It is a very relative Is this touch of wilderness welcomed Botanic Garden) wilderness. You could by visitors? Not all of them. Too many call it a sort of people look only at flowers and are compromise between seemingly unable to lift their gaze to man and nature. the trees. Grander visitors are often Nature is allowed to scandalized and disgusted, but many Our Botanic Garden of Brera in Milan is be present in some degree. This ordinary people do like the garden. located in the very centre of town, compromise was not planned in Also most foreign visitors like it, even close to the world-famous art gallery of advance, but it has been accepted. those from Britain where, in my view, the same name. It could be described Insufficient personpower? Maybe, but you can find the most beautiful as an old historic garden, with a touch in my view it has more to do with the gardens in the world. of wilderness. The word ‘old’ may peculiarities of the garden itself. The seem redundant if one is also main cause is probably the trees that Let’s go back to the trees. Trees describing the garden as historic. I dominate the tiny landscape of our always have something interesting and don’t think it is. A historic garden may botanic garden. Trees mean shade and beautiful to show. As everyone knows, be perfectly refurbished and restored shedding. In this shade not many plant their aspect greatly changes with the so as to make it look new, whereas at species will thrive and the trees shed seasons (at least in broad-leaved Brera you really feel the history. Most leaves, twiglets, flakes of bark, flowers, species) but one element is a constant, probably this feeling has something to fruits, seeds – all the time and all over intriguing and beautiful at the same do with wilderness. the garden. time, and this is the bark. Every tree

Roots • Vol 6 (2)• 23-25 23 Far right: ‘Bark’ has its own distinctive bark. But by Professor please, don’t look them up in books! Claudio Longo You would forget the differences after a was written to couple of minutes. Far better to look at accompany the them in real life, best of all in a botanic exhibition in garden where you can find so many Brera Botanic different species. Garden (Brera Botanic Garden) Here are some examples from our botanic garden. Caucasian wingnut Right: Activity (Pterocarya fraxinifolia ), a very large booklet on bark tree at Brera, has a deeply furrowed prepared by the bark. Close up it looks like the sort of educational staff landscape of canyons and ridges you of the Comune can see from a plane (perhaps even a di Milano (Brera spaceship). In stark contrast the bark Botanic Garden) of the nettle tree ( Celtis australis ), grey and smooth, looks much like that of the beech, but here and there a wide open eye stares at you alarmingly (this is most probably a scar left by an old branch). Similar ‘eyes’ are found on the The best time for looking at bark is in Even the sense of smell may be trunk of Firmiana platanifolia (a tree winter, when the sunshine can fall involved. Trunks and branches of plane from the Far East). Its bark is grey and unhindered on the trunk and when there trees, poplars, and walnut trees emit smooth too, but is also lined with are fewer other features to distract the very particular fragrances, especially vertical streaks of a vivid green. They eye. Different details may be highlighted after rain. These are very small details, indicate spots where the outer coating according to the direction of the light, but becoming familiar with them can of bark is very thin so that the just as on the stage of a theatre. be a first step towards familiarity with the wider natural world. Right: Children Bark should be appreciated not only exploring the with our eyes, but with our other Each tree’s bark is a microcosm, a bark of various senses. Touch is especially important. miniature ecosystem. For some trees in Bark may be smooth or rough (there organisms it provides shelter, for others detail using are different types of roughness) and a resting place, for others a means of stereomicro- these tactile properties may differ as transit. You find a solitary spider, a scopes (Brera you slide your hands down the trunk’s swarm of ants marching in a column, Botanic Garden) surface, encountering fractures or or the silvery trace of a snail. In lenticels, scales or swellings. February the dark bark of some trees, especially the large lime tree ( Tilia Other sensations may be interesting. tomentosa ), accumulates enough solar The bark of Firmiana (the one with the radiation to warm up quite a bit and green stripes) feels distinctly cooler then large groups of firebugs than that of any other tree, probably (Pyrrhocoris apterus ) appear on it, to underlying green tissue shows through. because the insulating layer is thin and warm up in their turn. If they were In the date-plum ( Diospyros lotus ) the heat flows more easily from our hands cats or dogs instead of insects I would bark is divided into quadrangular to the trunk. The thick bark of say ‘lazily basking in the sunshine’. tablets, quite like a bar of chocolate. Pterocarya fraxinifolia or Dyospiros Seen from afar they appear like Another interesting bark is that of the lotus feels much warmer. bloodstains. Japanese larch ( Larix kaempferi ) that flakes off in large rectangular scales, each one composed of many layers, grey on the outside and reddish brown on the inside. Last but not least in this Right: short compilation is the plane tree Materials used (Platanus sp.) whose trunk, seen from a in educational distance, looks rather like a military activities for uniform. Everybody is familiar with it, children to but take a closer look and you will discover the discover an enormous variety of wonder of bark patterns and hues reminiscent of (Brera Botanic abstract painting (Paul Klee perhaps?) Garden) Pure beauty!

24 Roots • Vol 6 (2) Children greatly appreciate these signs of animal life, as they do all the other minute details of the bark. Our botanic garden has organized specially for primary school children a bark observatory, using the stereomicroscope. With the aid of this instrument their imaginative fantasies can roam in a fantastic landscape.

One final consideration. Our modern Left: world is not a very good place to live Visitors are able in, and this is partly due to important to explore the people who lead the political or bark of 12 trees economic destiny of nations. Mostly using this self- male, middle-aged, well-dressed and guided leaflet ultra serious, they seem to have few (Brera Botanic occasions for relaxation or amusement. Garden) Could they not have some fun with a little programme on bark? Gazing into mondes extraordinaires, des paysages otros. En la corteza también hay un a deep crevice with a small red bug lunaires et des histoires fantastiques. sinnúmero de organismos vivos como crawling along inside, or feeling a Ce parcours est un voyage entre l’art lo son hongos, líquenes. También wonderful sense of relaxation while et les sciences, menant à découvrir muchos otros que viven o pasan gently caressing the cool bark of l’arbre et sa morphologie. temporadas en la misma, como son el Firmiana ? ‘Botanic fun for busy VIPs’ – caso de los caracoles, arañas, insectos our little garden of Brera is too small y hormigas, esto es todo un and uninfluential to launch such a Resumen microcosmos a descubrir. Cada scheme. But perhaps a larger garden visitante puede llevar consigo un could try. Any offers? El jardín Botánico Brera de la pequeño estereo microscopio el cual lo Universidad de Milán, Italia, invita a los habilita a llevar a cavo su propia y jóvenes y los no tan jóvenes a recorrer meticulosa investigación. También se Résumé un sendero. Cualquiera que sea la cuenta con guías que ayudan y estación, el sendero en el jardín orientan al publico a mirar las Un parcours novateur à travers le jardin antiguo es para descubrir el diferentes cortezas y usar su botanique de Brera, de l’Université de maravilloso mundo de la corteza. creatividad para visualizar mundos que Milan en Italie, invite aussi bien les Siendo que la corteza es la piel de los se tornan maravillosos a los ojos, jeunes que les anciens, quelle que soit árboles. Esta puede ser lisa, arrugada, imaginándo paisajes lunares o la saison, à suivre une piste dans le en lajas horizontales, estriada, partida, construyendo historias fantásticas. El vieux jardin pour découvrir le monde etc. pero tiene su trama, color y diseño sendero se puede considerar un viaje merveilleux de l’écorce. L’écorce est la particular a manera de placas, lajas, entre el arte y las ciencias, todo esto peau de l’arbre. Elle peut être lisse, pecas y surcos. Cada árbol tiene su para descubrir lo fascinante de un craquelée, fissurée, sillonnée, ridée, propia piel que lo protege, la cual árbol y su morfología. etc., mais elle a sa propre trame, sa también lo identifica y distingue entre propre couleur et un motif particulier Claudio Longo constitué de plaques, d’ébréchures, de Professor of Botany Left: taches et de rides. Chaque arbre a sa Università degli Studi di Milano A group of propre peau pour se protéger, qui Biology Department children explore permet également de l’identifier et de Via Celoria,26 the thick bark of le distinguer. Sur l’écorce vivent 20100 Milano Diospyros lotus nombre d’habitants, tels que des Italy which feels champignons et des lichens. Bien Email: [email protected] surprisingly d’autres êtres vivants y résident ou y warm (Brera passent, notamment des escargots, Università degli Studi di Milano Botanic Garden) araignées, insectes et fourmis – un Museo Astronomico - Orto microcosme à découvrir. Chaque Botanico di Brera visiteur peut apporter un Via Brera,28 stéréomicroscope lui permettant de 20121 Milano réaliser ses recherches sur les arbres Itay de manière approfondie. Les guides Email: [email protected] aident également le public à observer l’écorce et à faire fonctionner leur imagination pour visualiser des

Roots • Vol 6 (2) 25 Sensibiliser les mentalités académiques aux défis écologiques Enverdeciendo las mentes en la universidad

Amparo Bélgica Cerón Carpio, Licet Olguín Hernández, Karina A. Cue Hernández y Maricela Rodríguez-Acosta Greening university minds

Summary These days the state of the environment is worrying and consciously or unconsciously we humans are having a negative The major project, University and impact upon it. To address this situation, in 2008, Benemerita University Environment (Universidad y Medio in Puebla (Benemerita Universidad Autónoma de Puebla – BUAP) Ambiente – UMA) at BUAP was initiated supported a series of activities with the objective of creating an in 2007 and began its activities in 2008. One of its objectives is to create an environmentally aware culture in the university community. Together with environmentally aware culture among staff from the Education Department, our Botanic Garden developed a the students. The University Botanic workshop entitled University and Environment, aimed at students of Garden developed the UMA workshop, Culture and Ethics. The Botanic Garden is located in the main university in which all the university students campus and is an ideal site for environmental education. One workshop could participate. Apart from their great importance as nature reserves, botanic was given for lecturers and 40 more for the 1300 undergraduates. gardens are also useful as educational tools that contribute to the development of the individual and can 100 bird species, and other elements The four-hour workshop included therefore be used to achieve another of that make visitors aware of nature and topics such as water, soil, green our objectives for UMA. the need to value and respect it. Its spaces, atmosphere, Global Climate location on the campus makes it an Change, and the very serious problems The Botanic Garden at BUAP consists ideal space for the workshop University arising from waste generation. Each Right: Puebla of 11 hectares with different types of and Environment, one of the main topic was discussed with reference to University vegetation representative of Puebla objectives of which is to help develop its biological, social and economic students State – 1000 plant species, more than responsible and aware individuals. importance, the current environmental receiving their situation, the sustainable use of natural certificates resources and health, and ways of confirming that alleviating the problems. The workshop they have taken served to promote exchanges of the UMA course. opinion between the students and to Left: Dr. Enrique encourage them to think seriously Barrada, Director about environmental degradation. for Public Awareness of In the introductory part of the Science at the workshop, there was a presentation of University, UMA and its objectives. A video centre: Dr. Jaime showed the beauty of different Mexican Diaz, Education landscapes and contrasted this with Officer in Puebla the environmental threats they face. municipality After this came an ‘all in’ activity that (Botanic Garden showed how every part of the archive) ecosystem forms an integrated whole,

26 Roots • Vol 6 (2) • 26-27 and how each has an effect on the Left: others. In this way all the subjects Dr. Maricela included in the workshop were linked Rodríguez- together. Acosta(above left), with The workshop was developed with the Biology collaboration of students of Biology students and Environmental Engineering and Adriana Moreno also students from the UPAEP Crispín (above (Universidad Popular Autónoma del right), Blanca Estado de Puebla). All the students, Fabiola Pérez and the education staff in the garden, (bottom left) had several meetings and practical and Michelle sessions for training and feedback Xicotencatl before beginning the workshop. The (bottom right) target audience were students reading proudly display Culture and Ethics, a course that Oak seedlings includes Environmental Protection as a propagated in compulsory element. the garden that will be used to The workshop was given first to the reforest the lecturers of Culture and Ethics and University following this to the students. In order Campus (Allen to get feedback and improve the results J. Coombes) of the workshop they all completed a questionnaire afterwards and this resulted in several changes being implemented. The positive feedback showed that those attending the workshop had had a very satisfactory experience. Both content and activities motivated the students to consider the problems of the environment and how it might be protected. jardin botanique à mené un atelier estudiantes universitarios de la intitulé ‘Université et environnement’ asignatura Cultura y ética. The interest in and success of the pour les étudiants de Culture et El Jardín Botánico se encuentra en el workshop show us that we need to éthique. Le jardin botanique se trouve principal Campus de la Universidad, lo continue working at the university level, sur le site principal de l’université et que lo convierte en un espacio ideal both in order to increase awareness of présente un lieu idéal pour l’éducation para contribuir en la educación environmental problems within the environnementale. Un atelier pour les ambiental de la comunidad universitaria. university and to contribute to the enseignants et une quarantaine Se impartió un taller a los docentes y 40 development of individuals who will d’ateliers pour les 1300 étudiants ont talleres a 1300 estudiantes remain committed to the sustainable été organisés à ce jour. universitarios. use of natural resources. Herbario y Jardín Botánico Resumen Amparo Bélgica Cerón Carpio, Head Résumé of Education, Botanical Gardens, La situación ambiental actual es BUAP Aujourd’hui, l’état de l’environnement preocupante y de manera consciente o Licet Olguín Hernández and Karina est inquiétant et, consciemment ou inconsciente, estamos generando un A. Cue Hernández, student inconsciemment, nous les humains impacto negativo hacia el ambiente. participants in UMA avons un impact négatif sur cet espace Maricela Rodríguez-Acosta, UMA dans lequel nous vivons. Pour aborder Ante esta situación la Benemérita Coordinator cette situation, en 2008, l’Université de Universidad Autónoma de Puebla en el Benemerita à Publea (Benemerita 2008, planteó realizar una serie de Benemerita Universidad Autónoma Universidad Autónoma de Puebla – actividades con el objetivo de de Puebla BUAP) a appuyé le développement desarrollar una cultura ambiental en la Edificio 112A. Planta Baja d’une série d’activités, dans l’objectif comunidad universitaria. En este Av. San Claudio s/n. de créer une culture consciente de sentido, el personal del departamento Col. San Manuél l’environnement au sein de l’université. de educación del Jardín Botánico, Puebla 72590 En collaboration avec des membres du implementó el taller “Universidad y Email: [email protected] département de l’éducation, notre medio ambiente”, dirigido a Website: http://www.web.buap.mx/

Roots • Vol 6 (2) 27 Disponibles Recursos Resources

Resources Disponible Recursos

Go Wild! - 101 Things To Do Before Go Wild! - 101 Things To Do Before Go Wild! - 101 Things To Do Before You Grow Up You Grow Up You Grow Up

Go Wild is a fantastic new book that Go Wild est un Go Wild es una nueva y offers up ideas of 101 things to do nouveau livre fantástica publicación que outdoors before you grow up. Go Wild extraordinaire qui brinda ideas para realizar is from the same people who brought propose mille et 101 actividades al aire libre us Nature’s Playground which we une choses à faire …¡antes de crecer! Los featured in a previous Roots (see Roots en extérieur pour autores de Go Wild 3:2). Aimed at families, particularly les jeunes. Il est también produjeron those with children from 8-16, the book écrit par les Nature’s Playground, libro is full of challenging ways to interact auteurs de que ya presentamos en un with nature. Adventures such as “Nature’s número anterior (vea Roots building shelters and foraging for foods Playground” que 3:2). Dirigido a las familias, offer an eye to a world that seems to nous avions especialmente a aquellas have been lost for many of today’s présentés dans con niños de 8 a 16 años, urban children. The website is also Roots 3:2. Destiné este libro contiene una worth a look, www.goingwild.net. It has aux familles, en variedad de divertidas y activity ideas and tips for making sure particulier avec des desafiantes maneras de that children’s time in the wild is safe enfants de 8 à 16 ans, ce livre propose interactuar con la naturaleza. Aventuras as well as fun. plein d’activités stimulantes à faire dans como la construcción de albergues y la la nature. Construire un abri ou búsqueda de alimentos, brindan la Fiona Danks and Jo Schofield, 2009, chercher de la nourriture sont des oportunidad de asomarse a un mundo Frances Lincoln, London, UK, 160pp. aventures qui ouvrent à un monde qui que parece haberse perdido para ISBN-10: 0711229392 semble avoir disparu pour les enfants muchos niños en las ciudades de hoy. Frances Lincoln Ltd, 4 Torriano Mews, des villes d’aujourd’hui. Le site Internet Recomendamos ampliamente explorar Torriano Avenue, London NW5 2RZ, UK vaut également le détour : www.going el sitio web de Going Wild www.franceslincoln.com wild.net. Il contient des idées d’activités (www.goingwild.net). Ahí encontrará et des conseils pour assurer que les ideas, actividades y consejos para que Stuffed and Starved: Market, Power enfants soient en toute sécurité dans la niñas y niños disfruten de su tiempo en and the Hidden Battle for the World nature, tout en passant un bon el medio silvestre de manera segura y Food System moment. divertida.

Raj Patel’s critique of the world food Fiona Danks and Jo Schofield, 2009, Fiona Danks and Jo Schofield, 2009, system is a hugely informative read on Frances Lincoln, London, UK, 160pp. Frances Lincoln, London, UK, 160pp. the injustices of current practice. As ISBN-10: 0711229392 ISBN-10: 0711229392 the title suggests this book proposes Frances Lincoln Ltd, 4 Torriano Mews, Frances Lincoln Ltd, 4 Torriano Mews, that there is something fundamentally Torriano Avenue, London NW5 2RZ, UK Torriano Avenue, London NW5 2RZ, UK wrong if we have millions of overweight www.franceslincoln.com www.franceslincoln.com

28 Roots • Vol 6 (2) • 28-32 people in the Gavés et affamés: le marché, le Stuffed and Starved: el mercado, el world whilst pouvoir et le combat secret pour le poder y la batalla oculta por el millions do not système alimentaire mondial sistema alimentario mundial have enough to eat. It is full of La critique du système alimentaire La crítica de Raj Patel al sistema startling stories mondial de Raj Patel est une lecture alimentario mundial es una lectura con and analysis of extrêmement instructive sur les amplia información sobre las injusticias the injustices but injustices de ce système. Comme de dicho sistema. Como lo sugiere el also offers some l’indique le titre, ce livre stigmatise le título, este libro afirma que algo está inspiring stories fait, fondamentalement injuste, qu’il y fundamentalmente equivocado si por of resistance and ait des millions de personnes obèses una parte existen en el mundo millones alternative ways dans le monde alors que des millions de personas con sobrepeso, mientras that could make d’autres meurent de faim. Il présente que por otra, millones más no disponen the food system plein d’histoires incroyables et analyse de alimento suficiente. El libro presenta work in favour of ces injustices, il relate également des sorprendentes historias y análisis de everyone. It also comes from a writer récits exaltants de résistance et estas injusticias, pero al mismo tiempo from the ‘developing world’. This is propose des chemins alternatifs qui expone otros casos de la resistencia y refreshing as so much of our critical permettraient que le système de las formas alternativas que pueden literature seems to come from western alimentaire mondial profite à tous. hacer que el sistema alimentario mundial writers. Well worth reading and will L’auteur nous vient d’un « pays en voie funcione a favor de todos. Por ser un make you seriously think about what de développement » ce qui est libro cuyo autor proviene del “mundo en you are going to eat the next time you également réjouissant car la littérature desarrollo”, su lectura resulta refrescante, are trapped in a queue at the critique semble souvent venir d’auteurs si se piensa que la mayoría de nuestra supermarket. occidentaux. Il vaut la peine d’être lu et literatura crítica es de escritores vous fera sérieusement réfléchir sur ce occidentales. La próxima vez que esté Raj Patel, 2007, Portobello Books Ltd., que vous allez manger, la prochaine atrapado en la cola del supermercado, la London, UK, 448pp. fois que vous serez coincés dans une lectura del libro le hará pensar ISBN: 9781846270109 queue au supermarché. seriamente en lo que usted va a comer. Portobello Books, 12 Addison Avenue, London W11 4QR, UK. Raj Patel, 2007, Portobello Books Ltd., Raj Patel, 2007, Portobello Books Ltd., www.portobellobooks.com London, UK, 448pp. London, UK, 448pp. ISBN: 9781846270109 ISBN: 9781846270109 The Earth Only Endures: On Portobello Books, 12 Addison Avenue, Portobello Books, 12 Addison Avenue, Reconnecting With Nature and Our London W11 4QR, UK. London W11 4QR, UK. Place In It www.portobellobooks.com www.portobellobooks.com

Jules Pretty’s latest work is a La Terre ne fait que supporter : se Sólo la Tierra perdura: Sobre el beautifully written look at the ever reconnecter avec la nature et y contacto con la naturaleza y nuestro increasing estrangement of humans retrouver notre place lugar en ella and nature. The book focuses on people’s important connections with Le dernier livre de Jules Pretty, El más reciente libro de Jules Pretty nature and how those connections are magnifiquement écrit, est un regard sur presenta una visión bellamente escrita, being lost. Rather than writing a la fracture toujours croissante entre les sobre el paulatino alejamiento entre los doomsday book Pretty offers us some humains et la nature. Le livre traite des seres humanos y la naturaleza. El libro se hope, although his optimism requires a liens essentiels entre les gens et la centra en la importancia que tienen para major rethink about how we interact nature, et notre déconnection las personas el contacto con la with the world. Modern lifestyles of croissante. Plutôt qu’un regard naturaleza y en nuestra creciente lower consumption and the need to morbide, Pretty nous offre l’optimisme, desvinculación que experimentamos. become more local are key if the earth mais un optimisme qui nous demande Más allá de mostrar un panorama and humanity are to overcome the de revoir totalement nos interactions desalentador, el libro de Pretty nos major environmental challenges that avec le monde. Les modes de vie et ofrece optimismo. Sin embargo se trata we currently face. An inspiring book de consommation actuels, et la de un optimismo que motiva a repensar that will leave you pondering some nécessité de revenir au local sont deux las formas en las que interactuamos con very important questions. questions clés que l’humanité doit el mundo. Los modelos de consumo de résoudre si elle veut relever les défis nuestros días y la necesidad de ser más Jules Pretty, 2009, Earthscan Ltd., environnementaux d’aujourd’hui. Un locales, son dos de los principales London, UK. 287pp livre stimulant qui vous fera réfléchir argumentos si la Tierra y la humanidad ISBN-10: 184407613X sur des questions primordiales. van a superar los principales retos Earthscan, Dunstan House, 14a St. ambientales que actualmente enfrentan. Cross Street, London EC1N 8XA, UK. Jules Pretty, 2009, Earthscan Ltd., Un libro inspirador que le dejará www.earthscan.co.uk London, UK. 287pp meditando sobre cuestiones muy ISBN-10: 184407613X importantes.

Roots • Vol 6 (2) 29 Ecological Literacy: Educating Our Earthscan, Dunstan House, 14a St. Jules Pretty, 2009, Earthscan Ltd., Children for a Sustainable World Cross Street, London EC1N 8XA, UK. London, UK. 287pp www.earthscan.co.uk ISBN-10: 184407613X The Centre for Ecoliteracy in Berkeley Earthscan, Dunstan House, 14a St. has produced this wonderful book that Education à l’Environnement: Cross Street, London EC1N 8XA, UK. focuses on the importance of éduquer nos enfants pour un monde www.earthscan.co.uk education being ecologically literate. durable The book is a collection of essays and Alfabetización ecológica: Educando studies of real life projects by partners Le Centre pour l’éducation à a Nuestros Niños para un Mundo of the Centre for Ecoliteracy. Producing l’environnement (« Ecoliteracy ») de Sostenible healthy school meals from produce Berkeley a publié ce livre merveilleux grown in a school garden is one of the qui traite de l’importance pour El Centre for Ecoliteracy en Berkeley ha cases given. This teaches children of l’éducation de prendre en compte les producido este maravilloso libro que se life and energy cycles as well as connaissances en écologie. C’est une centra en la importancia de que la eco- connecting them with the food they collection d’études et de rapports sur alfabetización en la educación. El libro eat. There are many more examples des projets concrets de partenaires du es una colección de ensayos y estudios and ideas about how to connect Centre. L’un des cas proposés est la de casos y proyectos reales, education and the environment. This production de repas scolaires sains presentados en el Centre for book is a valuable resource for réalisés avec les produits du jardin Ecoliteracy. La producción de educators as well as parents in offering d’une école. Les enfants apprennent alimentos escolares sanos a partir de great ideas and practical examples for des choses sur les cycles de la vie et productos cultivados en un huerto developing more ecoliterate children. de l’énergie, et rétablissent un lien avec escolar es uno de los casos expuestos. ce qu’ils mangent. Il contient plein Esto enseña a los niños los ciclos de Ecological Literacy: Educating Our d’autres exemples et idées pour vida y de la energía, al tiempo que los Children for a Sustainable World associer éducation et environnement. relaciona con los alimentos que M K Stone, 2005, University of Ce livre est un outil précieux pour les consumen. Hay más ejemplos e ideas California Press, USA. 296pp éducateurs ainsi que les parents, para vincular educación y medio ISBN-10: 1578051533 proposant de bonnes idées et des ambiente. Se trata de un recurso valioso University of California Press, 2120 exemples pratiques pour que les para educadores y padres de familia, Berkeley Way, Berkeley, CA 94704- enfants développent leurs con buenas ideas y ejemplos prácticos 1012, USA. www.ucpress.edu connaissances en écologie. para el desarrollo y la formación de niñas y niños eco-alfabetizados. Ecological Literacy: Educating Our Websites Children for a Sustainable World Ecological Literacy: Educating Our M K Stone, 2005, University of Children for a Sustainable World http://www.countdown2010.net/ California Press, USA. 296pp M K Stone, 2005, University of ISBN-10: 1578051533 California Press, USA. 296pp University of California Press, 2120 ISBN-10: 1578051533 Berkeley Way, Berkeley, CA 94704- University of California Press, 2120 1012, USA. www.ucpress.edu Berkeley Way, Berkeley, CA 94704- 1012, USA. www.ucpress.edu

Sites Internet Sitios Web http://www.countdown2010.net/ http://www.countdown2010.net/ Le « Compte à rebours 2010 » est un site de partage d’informations 2010 Countdown (Cuenta regresiva présentant des nouvelles et des 2010) es un sitio web de noticias e manifestations sur la biodiversité, intercambio de información para la 2010 countdown is a news and menant à l’Année internationale de la sensibilización sobre la biodiversidad y information sharing website raising biodiversité en 2010. Il comprend une los acontecimientos que tendrán lugar awareness of biodiversity news and partie Actualités, régulièrement mise à en el 2010, Año Internacional de la events leading up to the International jour, des liens vers d’autres sites Diversidad Biológica. Tiene una Year of Biodiversity in 2010. It has a semblables et le récit des réussites sección de noticias que es actualizada regularly updated news section, links dans les travaux entrepris jusqu’à regularmente, enlaces a otros sitios to other related sites and the success maintenant. L’Agenda des relacionados e historias de éxito stories of the work done so far. The manifestations de l’Année de la obtenidas hasta la fecha. En el Biodiversity Year Schedule of Events biodiversité 2010 est un calendrier de Calendario de Eventos del Año 2010 (BYSE) is a calendar that tous les évènements publics en Europe Internacional de la Diversidad Biológica announces all public events in Europe concernant la taxonomie et la 2010 (BYSE) se anuncian todos los regarding taxonomy/biodiversity. biodiversité. Sont inclus les eventos públicos que tendrán lugar en

30 Roots • Vol 6 (2) Exhibitions, workshops, teaching expositions, ateliers, animations… et Europa relacionados con la taxonomía activities are all included and you are vous êtes encouragés à mettre vos y la biodiversidad. Incluye encouraged to upload your own propres manifestations en ligne. Le site exposiciones, talleres, actividades de events. It has a large and growing comprend une large et croissante base enseñanza y le invitan a dar a conocer database of information that can be de données sur laquelle vous pouvez en él sus propios eventos. Tiene una searched by country, date or effectuer des recherches par pays, amplia y creciente base de datos de institution. They publish a bi-monthly date ou institution. Un bulletin información que se pueden buscar por newsletter and many of the articles on bimensuel est publié, et de nombreux país, fecha o institución. Además the site can be translated into other articles du site peuvent être traduits publican un boletín bimensual; muchos languages. dans d’autres langues. de los artículos en el sitio pueden ser traducidos a otros idiomas. http://www.ted.com/ http://www.ted.com/ http://www.ted.com/ Do you like inspiring speeches, seeing Vous aimez les discours exaltants, the world’s leading lights talk about the écouter les grands de ce monde parler world’s most important issues, or just de sujets importants, ou simplement being entertained? Then beware of TED vous distraire? Alors, prenez garde car because it could take up a lot of your TED pourrait bien occuper tout votre time. TED is an annual conference with temps. TED est une conférence the slogan ‘Ideas worth Spreading’. The annuelle dont le slogan est “Ideas website collects inspiring speeches worth Spreading”. Le site collectionne from the conference and all around the les discours exaltants de conférences world for free viewing. It has some du monde entier à visionner en accès magnificent speeches on the libre. Il présente des discours environment and conservation and the magnifiques sur l’environnement et many issues concerning it. Jonathan l’écologie, et de nombreuses Drori’s speech on the Millennium Seed discussions se rapportant à ce sujet. Bank and Michael Pollan’s speech from Le discours de Jonathan Drori sur le a plant’s eye view are just two of the Millenium Seed Bank et celui de clips well worth watching. Informative Michael Pollan sur le point de vue and inspiring! d’une plante sont deux clips qui valent la peine d’être vus. Instructif et ¿Le gustan los discursos inspiradores, www.biodiversity911.org stimulant! ver a los grandes motivadores hablar sobre los asuntos más importantes del Biodiversity911 has been developed by www.biodiversity911.org mundo o simplemente entretenerse? the WWF as an educational resource Entonces tenga cuidado con TED for teachers and to show the « Biodiversity 911 » a été développé porque puede ocupar mucho de su importance of biodiversity conservation par le WWF comme un outil tiempo. TED es una conferencia anual to children. With plenty of clear concise pédagogique pour les enseignants, et con el lema “Difundir ideas es valioso”. information and activity ideas it is a montre l’importance de la conservation El sitio web compila y pone a great starting place for educators de la biodiversité pour les enfants. disposición gratuita, discursos wanting to develop lessons on Avec de nombreuses informations inspiradores presentados en esta biodiversity. Fun and colourful games claires et concises et des idées conferencia y en todo el mundo. Tiene and quizzes encourage learning about d’activités, c’est un bon départ pour magníficas charlas sobre conservación les éducateurs désirant préparer y medio ambiente y las muchas des leçons sur la biodiversité. cuestiones que lo afectan. La charla de Les enfants resteront des heures Jonathan Drori sobre el Millennium à apprendre des choses sur Seed Bank y la de Michael Pollan l’importance de la biodiversité sobre el punto de vista de las plantas avec des jeux et questionnaires son sólo dos de los clips que vale la amusants et plein de couleurs. pena ver. ¡Un sitio informativo e La partie sur « Comment agir » inspirador! présente des idées pratiques pour tous, y compris les www.biodiversity911.org enfants, pour aider à entretenir et protéger la biodiversité. C’est Biodiversity911 (Biodiversidad911) ha un site excellent à l’intention des sido desarrollado por el WWF como un éducateurs et parents qui recurso educativo para maestros, con el veulent motiver de jeunes objetivo de mostrar la importancia de enfants, et peut-être aussi se conservar la biodiversidad a los niños. motiver eux-mêmes pour Con una gran cantidad de información protéger la biodiversité. clara y concisa, las ideas para

Roots • Vol 6 (2) 31 the abundance and importance of www.informalscience.org desarrollar actividades son un buen biodiversity. The taking action section punto de partida para los educadores has practical ideas for everybody, « Informal science » est une que quieran desarrollar lecciones sobre including children, to help look after communauté en ligne et un centre de diversidad biológica. Divertidos juegos y our world. ressources sur les projets coloridas actividades mantendrán pédagogiques, de recherche et ocupados a los niños por horas, al www.informalscience.org l’évaluation informels. Ce site a deux tiempo que aprenden sobre la fonctions principales. Tout d’abord, abundancia y la importancia de la une base de données qui permet, par diversidad biológica. La sección de exemple, de trouver des informations adopción de medidas tiene ideas sur les projets et études dans les prácticas para todos, incluidos los niños, jardins botaniques en effectuant une para ayudar a mantener y proteger la recherche. Ensuite c’est un site pour biodiversidad. Es un excelente sitio para développer des réseaux. Vous pouvez educadores y padres para inspirar a los vous inscrire et échanger avec les niños más pequeños, y quizás a ellos autres utilisateurs, génial pour établir mismos, sobre la protección de la vida des contacts et partager des idées et en nuestro planeta. projets de recherche. Un site excellent qui permet aux éducateurs de trouver www.informalscience.org des informations venant de sources reconnues. Informal Science (Ciencia informal) es una comunidad en línea y un centro de http://www.stumbleupon.com recursos para proyectos de aprendizaje informal, investigación y evaluación. « Stumble Upon » est un outil de Tiene dos funciones principales: en recherche avec une particularité: les primer lugar, es una base de datos de résultats de votre recherche sont información. Una búsqueda de jardines Informal science is an online recommandés par les autres botánicos, por ejemplo, le llevará una community and resource centre for utilisateurs. Pour recommander un site, serie de resultados de investigaciones informal learning projects, research and il suffit de cliquer sur un petit y proyectos que tienen lugar en los evaluation. It has two main functions. « J’aime » si vous pensez qu’il vaut le jardines botánicos. En segundo lugar, Firstly it is a database of information, a détour. Les galeries de photos sont es un sitio para la formación de redes. search of botanic gardens for example particulièrement bien, et le résultat Usted puede crear un perfil y will bring you a number of results on d’une recherche sur les photos de conectarse con otros usuarios; es ideal research and projects in botanic jardins botaniques donne des clichés para hacer contactos y compartir ideas gardens. Secondly it is a networking fantastiques du monde entier. Un bon e investigaciones. Un lugar excelente site. You can create a profile and moyen de chercher des informations et para que los educadores lo visiten y connect with other users, which is sites intéressants, ou simplement de encuentren información de fuentes excellent for making contacts, sharing perdre une heure ou deux de façon confiables. ideas and research, and finding instructive. information from respected sources. http://www.stumbleupon.com http://www.stumbleupon.com Stumble Upon es un motor de búsqueda con una diferencia: es Stumble Upon is a search engine with evaluado por pares, por lo que muestra a difference. It is peer rated so the sitios recomendados por otros usuarios. results of your search are websites that Al visitar un sitio web, la recomendación have been recommended by other se hace simplemente dando clic en el users. The recommendation is done by icono “pulgares arriba” si usted cree que simply giving a positive ‘thumbs up’ vale la pena que los demás lo vean. Las click if you are taken to a website that galerías de fotos son particularmente you think is worth others viewing. The buenas. Por ejemplo la búsqueda fotos photo galleries are particularly good en jardines botánicos arrojó and the results of a botanic garden impresionantes fotografías de jardines photo search were some stunning de todo el mundo. Una buena forma de shots from around the world. A good buscar novedades y sitios web de way to search for interesting news and interés o simplemente para navegar una informative websites or just while away hora o dos. an hour or two.

32 Roots • Vol 6 (2) How to join Botanic Gardens Conservation International and help us to save plants from extinction

Established in 1987, BGCI’s INSTITUTION members receive numerous benefits: BGCI links more than 500 • Opportunities for involvement in joint conservation and education projects • Tools and opportunities to influence global conservation policy and action botanic gardens and • Botanic Garden Management Resource Pack (upon joining)* conservation organizations • Regular publications: - Cuttings – newsletter on botanic gardens and plant conservation (2 per year) in 115 countries, working - BGjournal – an international journal for botanic gardens (2 per year) together to save - Roots – Environmental Education Review (2 per year) PLANTS FOR THE PLANET . - A wide range of publications and special reports • Invitations to BGCI congresses and discounts on registration fees • BGCI technical support and advisory services

Institution Membership £ Stlg US $ € Euros

A BGCI Patron Institution 5000 8000 7500 B Institution member (budget more than US$2,250,000) 750 1200 1000 C Institution member (budget US$ 1,500,000 - 2,250,000) 500 800 650 D Institution member (budget US$ 750,000 - 1,500,000) 350 550 450 E Institution member (budget US$ 100,000 - 750,000) 185 300 250 F Institution member (budget below US$100,000)* 85 130 115 *Generally applies to institutions in less developed countries

INDIVIDUAL members and donors • Regular publications: support BGCI’s global network for - Cuttings – newsletter on botanic gardens and plant conservation (2 per year) plant conservation, and are - BGjournal – an international journal for botanic gardens (2 per year) connected to it through our - Roots – Environmental Education Review (2 per year) publications and events. • Invitations to BGCI congresses and discounts on registration fees Membership categories include:

Individual Membership £ Stlg US $ € Euros

J Conservation donor ( BGjournal , Roots and Cuttings reports and more) 250 400 350 K Associate member ( Cuttings and BGjournal ) 40 65 50 L Associate member ( Cuttings and Roots ) 40 65 50 M Friend ( Cuttings ) available through online subscription only (www.bgci.org) 10 15 15

Corporate Membership is available; please contact BGCI at [email protected] for further details.

*Contents of the Botanic Garden Management Resource Pack include: Darwin Technical Manual for Botanic Gardens, A Handbook for Botanic Gardens on the Reintroduction of Plants to the Wild, BGjournal - an international journal for botanic gardens (2 past issues), Roots - Environmental Education Review (2 past issues), The International Agenda for Botanic Gardens in Conservation, Global Strategy for Plant Conservation, Environmental Education in Botanic Gardens, additional recent BGCI reports and manuals. BG-Recorder (a computer software package for plant records) available on request. Payment may be made online at www.bgci.org/worldwide/members/, or by cheque (payable to Botanic Gardens Conservation International) or VISA/MasterCard sent to BGCI, Descanso House, 199 Kew Road, Richmond, Surrey, TW9 3BW, U.K or Fax: +44 (0) 20 8332 5956.

K I wish to apply for BGCI’s INSTITUTION / INDIVIDUAL membership (circle one).

Institution Name (if applicable) ...... Contact Name ...... Address ...... Telephone ...... Fax ...... E-mail ...... Website ......

Membership category (A-M) ...... Annual rate ...... VISA/Mastercard number ...... Credit card expiry date ...... Security code/CSV number (last 3 digits) ...... Signature ...... Print name ...... K 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. Individuals in the U.S. can make tax-deductible contributions online at www.justgive.org or by contacting [email protected]. BGCI is a registered charity and company, limited by guarantee, in England and Wales, and in the U.S. as a 501(c)(3) non-profit organization. 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 5956 E-mail: [email protected] Internet: www.bgci.org

Printed on 100% recycled paper ISSN 0965-2574

International Diploma in Botanic Garden Education

The next International Diploma in Botanic Garden Education is being run from 20 September to 22 October 2010. Organized by BGCI and the Royal Botanic Gardens, Kew, this five week course aims to equip participants with the skills and strategies needed to communicate effectively with their varied audiences. By the end of the course, participants will have an understanding of all the aspects required to create an education master plan for their site.

The emphasis of the course is on interactive learning and the application of skills to the participants' working context, with lectures, workshops, seminars, practical activities and field visits. Topics covered include: theory and development of environmental education, identification of target audiences, project planning, interpretation principles and practices, lifelong learning strategies, fundraising, marketing, networking and evaluation.

Visit the RBG Kew website (www.kew.org/ education/bge.html) or the BGCI website (www.bgci.org/conservation/diploma_course_outline) for more information and application details – deadline for submission of applications is 31st March 2010.

BGCI is also seeking funding to offer scholarships for the International Diploma course. Applicants must be from developing countries, have proficiency in conversational and written English, and be knowledgeable of appropriate technical terms. Contact BGCI’s education department to receive an application form ([email protected]). The deadline for scholarship applications is 28 February 2010.

Testimonials “This course is a MUST for anybody out there who is conducting environmental education in botanical gardens ….your conservation site I loved the variety, energy, and pace of the International will definitely echo out conservation messages clearly and effectively if Diploma in Botanic Garden Education Course. you know how to get messages out. This course is that tool.” Participating in the course improved my knowledge Endo Guav, Forestry Research Institute, Papua New Guinea. relating significance of education in botanic gardens International Diploma 2006. in relation to plant conservation and sustainability. Also, the course made it possible to develop contacts and The Diploma Course is superb! It encompases an engaging mixture of communication channels with other professionals theoretical and experiencial programmes and provides you with a huge working in related areas and also to build friendships. opportunity to obtain knowledge and skills from botanic gardens and It was a very well organised course with fantastic tutors. different educational centres in the UK. Your garden can quickly Dilan Bayindir, Nezahat Gokyigit Botanic Garden, embrace what you learn. Istanbul, Turkey. International Diploma 2008. Orlik Gómez García, Jardín Botánico Francisco Javier Clavijero, Mexico. International Diploma 2008.