Volume 1 • Number 2

rootsBotanic Gardens Conservation International Education Review October 2004

Botanic gardens and zoos synergies for the future

Taking a holistic approach From the lion’s cage Partnerships for learning Should botanic gardens keep animals as exhibits? New! WWW Education resources available online Log on to BGCI’s education website for a range of educational resources. Key articles from Roots are included, covering a wide range of education topics, case studies and advice for developing and running your own education programme. Also online are BGCI’s ‘Environmental Education in Botanic Gardens’ guidelines, as well as other useful links and documents. www.bgci.org/education Contents

02 Editorial: botanic gardens and zoos Julia Willison, Botanic Gardens Conservation International

Editors: Julia Willison and Sarah Kneebone 05 From menageries to master plans: linking the botanical with Cover Photo: San Diego Zoo, USA the zoological Design: John Morgan, Seascape John Arnott, Geelong Botanic Gardens, Australia Email: [email protected] Forthcoming Issues 09 Taking a holistic approach to environmental education Volume 2 Number 1 – International agendas: implications for botanic gardens Catherine Hubbard, Alberquerque Biopark, USA Last submission date January 20, 2005 Volume 2 Number 1 – Master planning for education Last submission date June 20, 2005 12 Plant education in zoos

Roots is produced by Botanic Gardens Conservation BGCI members and supporters International (BGCI). It is published twice a year and is sent to all BGCI members. Membership is open to all interested individuals, institutions and organisations that 16 From the lion’s cage: a new education programme at Munda support the aims of BGCI (see inside back cover for Wanga Environmental Park membership application form) Emma Stone, Munda Wanga Environmental Park, Zambia Further details available from: • Botanic Gardens Conservation International, Descanso House, 199 Kew Road, Richmond, Surrey TW9 3BW 19 Indian zoological and botanical gardens: historical UK. Tel: +44 (0)20 8332 5953, Fax: +44 (0)20 8332 5956 email [email protected], www.bgci.org perspectives and a way forward • BGCI-Russia, c/o Main Botanical Gardens, Sally Walker, Zoo Outreach Organisation, Adit Pal, B. Rathinasabapathy & Botanicheskaya st., 4, Moscow 127276, Russia. Tel: +7 (095) 219 6160 / 5377, Fax: +7 (095) 218 0525, R. Manickam, Coimbatore Zoological Park and Conservation Centre, India E-mail: [email protected], www.bgci.ru • BGCI (U.S.) Inc., c/o Dan Shepherd, Director, 1000 Washington Avenue, Brooklyn, New York 24 Gondwana connection: partnerships for learning 11225-1099, U.S.A. Tel: +1 718 623 7200, Kathy Stewart, Botanic Gardens Trust, Sydney, Australia Fax: +1 718 857 2430, www.bgci.org/us • BGCI-Netherlands, c/o Utrecht University Botanic Gardens, P.O. Box 80162, NL-3508 TD, Netherlands. Tel: +31 30 253 2876, Fax: +31 30 253 5177, 26 Conservation education: the value of training E-mail: [email protected], Jamie Copsey, Durrell Wildlife Conservation Trust, Jersey, U.K. www.bi.uu.nl/botgard • BGCI-Canarias, c/o Jardín Botánico Canario Viera y Clavijo, Apartado de Correos 14, Tafira Alta 35017, 30 Should botanic gardens keep animals as exhibits? Las Palmas de Gran Canaria, Gran Canaria, Spain. Tel: +34 928 21 95 80/82/83, Fax: +34 928 21 95 81, BGCI members and supporters E-mail: [email protected] • BGCI-China and South East Asia, c/o Registry, Singapore Botanic Gardens, 1 Cluny Road, Singapore 33 Resources 259569. Email: [email protected], Email: [email protected], www.bgci.org/china Claudy Fox, Bristol Zoological Gardens, U.K. • 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, 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, 05 09 Germany. Tel: +49 2 2873 9055, Fax: +49 2 28731690, E-mail: [email protected]

BGCI is a worldwide membership organization established in 1987. Its mission is to build a global network for plant conservation. BGCI is an independent organization registered in the United Kingdom as a charity (Charity Reg No 1098834) and a company limited by guarantee, 12 No 4673175. BGCI is a tax-exempt (501(c)(3) non-profit organization in the USA and in Russia. 24 Opinions expressed in this publication do not necessarily reflect the views of the Boards or staff of BGCI or of its members

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

For the French Section: For the Spanish Section: Loïc Ruellan – Conservatoire Botanique de Brest, France Maricela Rodriguez Acosta – Herbario y Jardín Botánico de la Benemérita Universidad Autónoma de Allison Marshall – Planète Sciences Méditerranée, France Puebla, México Françoise Brenckmann – Muséum National d’Histoire Naturelle, France Veronica Franco – Centro de Investigación Cientifica de Yucatán, A.C. (CICY) Mexico Thierry Helminger – Musée National d’Histoire Naturelle, Arboretum Kirchberg, Antonio J. Lopez-Quintana – Euskal Herriko Univertsitatea, Universidad del Pais Vasco, Bilbao, Spain Luxembourg Lourdes Rico-Arce – Royal Botanic Gardens Kew, U.K.

Roots • Vol 1 (2) 01 Jardins botaniques et zoos: synergies pour le futur Jardines botánicos y zoos: sinergias para el futuro

Julia Willison Botanic gardens and zoos synergies for the future

Editorial - English Editorial - Français

From unplanned menageries to De la simple ménagerie aux collections systematic collections, the evolution of systématiques, l’évolution des zoos et zoos and gardens has always reflected des jardins a toujours reflété le courant current thinking. It is no surprise then, de pensée de son époque. Il n’est pas with growing international awareness surprenant qu’avec l’accroissement de and concern for the environment, that la sensibilisation et de la botanic gardens and zoos are now at conscientisation pour l’environnement the forefront of biodiversity les jardins botaniques et les zoos sont conservation. aujourd’hui en première ligne dans le domaine de la conservation de la Editorial - Español The imperative for partnerships and biodiversité. biodiversity education is highlighted in Desde simples colecciones privadas the Convention on Biological Diversity Dans la Convention sur la Diversité de animales hasta colecciones and reinforced in the Global Strategy Biologique, l’accent est mis sur les sistemáticas, su evolución ha reflejado for Plant Conservation to which 188 besoins en matière de partenariats et el pensamiento de cada momento. No countries have signed up. This issue of d’éducation à la biodiversité, et cela est sorprende que, con la creciente Roots examines some of the synergies renforcé dans la Stratégie Globale pour conciencia medioambiental, los JJBB y that exist between gardens and zoos la Conservation des Plantes qui a été Zoos se encuentren en primera línea and showcases programmes that offer signée par 188 pays. Ce numéro de de la conservación de la biodiversidad. a holistic approach to environmental Roots souligne les synergies qui education. existent entre les jardins et les zoos et La necesidad de asociación y présente des exemples de programmes cooperación entre instituciones queda In our lead article, John Arnot, Curator qui offrent une approche globalisante bien definida en la Convención de of Geelong Botanic Garden, Australia, de l’éducation à l’environnement. Diversidad Biológica, y reforzada por la provides the historical context for the Estrategia Global para la conservación development of zoos. He argues that, Dans l’article qui ouvre notre revue, de las plantas firmada por 188 países. John Arnot, Conservateur du Geelong Este número de Roots muestra las Botanic Garden, en Australie, rappelle le sinergias entre JJBB y Zoos, y exhibe contexte historique du développement los programas que ofrecen un enfoque des zoos. Même s’il sait qu’il ne sera holístico de la educación ambiental. pas possible de réaménager la plupart des institutions actuelles, il développe En el primer artículo de John Arnot, le concept de Bioparc qui est l’évolution Conservador del JB Geelong de logique des reconstitutions de milieux Australia se analiza el contexto présentées dans les zoos et des histórico del desarrollo de los zoos. institutions d’histoires naturelles à Argumenta que el Biopark es la travers le monde. D’un point de vue consecuencia lógica de los Zoos y éducatif, il argumente que le concept establecimientos naturalísticos del du Bioparc offre l’occasion de montrer mundo. Desde una prespectiva

02 Roots • Vol 1 (2) • 02-04 while it may not be possible for many les inter-relations complexes qui educativa, considera que el biopark established institutions to achieve, the existent entre les plantes, les animaux proporciona una oportunidad para Biopark approach is a logical extension et l’environnement. Le Nilgiri Biosphere exhibir las complejas interrelaciones of naturalistic exhibits for zoos and Botanical Garden and Conservation entre plantas, animales y medio natural history institutions worldwide. Park, en Inde, est un exemple de parc ambiente. El JB Nilgiri Biosphere From an educational standpoint, he qui tend vers cet idéal. Sally Walker et Conservation Park de la India es un argues that the Biopark model provides al décrit le développement de cette ejemplo de parque que aspira a este an opportunity to demonstrate the nouvelle initiative qui a pour but de ideal. Sally Walker et al. describen el complex interrelationships between recréer, dans un microcosme, le milieu desarrollo de esta nueva iniciativa que plants, animals and the environment. ambiant dans lequel il est situé, tout en intenta reproducir en un microambiente The Nilgiri Biosphere Botanical Garden conservant les espèces végétales et el lugar sobre el que se asienta, and Conservation Park, India, is an animales menacées et endémiques de conservando la flora y fauna endémica example of a Park moving towards this cet endroit. Le Bioparc d’Albuquerque, amenazada del lugar. Albuquerque ideal. Sally Walker et. al describe the aux Etats Unis, nous offre un autre Biopark de EEUU nos ofrece otro development of this new initiative exemple. Catherine Hubbard explique modelo. Catherine Hubbard explica which aims to replicate in microcosm que le Bioparc est constitué d’un zoo, que el BioPark está compuesto por un the native environment, while d’un aquarium et d’un jardin botanique zoo, un acuarium y un JB que, a pesar conserving the endemic and et, bien qu’ils soient situés dans des de estar localizados en diferentes threatened flora and fauna of the area. endroits différents, ils partagent les lugares, comparten la misma misión y Albuquerque Biopark, USA, offers us mêmes missions et sont administrés son administrados por un único another model. Catherine Hubbard, par le même directeur. Son article director. Su artículo trata acerca de los explains that the BioPark comprises a indique les bénéfices et les défis qu’il y beneficios y desafios de integrar zoo, aquarium and botanic garden and, a à intégrer des programmes éducatifs diversos programas educativos, y although located on different sites, they variés et démontre que grâce à une demuestra que los visitantes pueden share the same mission and are vraie collaboration, les visiteurs peuvent conseguir un conocimiento más administered by one director. Her avoir une vision plus compréhensible de completo de la vida en la tierra. article addresses the benefits and la vie sur Terre. challenges of integrating the various No hay duda de que JJBB y Zoos son education programmes and Sans aucun doute, les zoos et les magníficos escenarios para la demonstrates that, through jardins sont des endroits superbes educación. Sin embargo, como Jamie collaboration, visitors can gain a more pour l’Education. Cependant, comme Copsey del Jersey Zoo de RU señala comprehensive view of life on earth. l’indique dans son article Jamie en su artículo, hay una evidente falta Copsey du Zoo de Jersey au Royaume de educadores en ambas instituciones Unquestionably zoos and botanic Uni, il subsiste toujours un manque de todo el mundo, especialmente en gardens offer superb locations for déplorable d’animateurs dans les zoos los países de alta biodiversidad. Jamie education. However, as Jamie Copsey et les jardins du monde entier, en opina que tenemos que encontrar from Jersey Zoo, UK, points out in his particulier dans les pays à forte recursos en Jardines y Zoos para ser article, there is still a woeful dearth of biodiversité. Jamie pense qu’il est una fuerza efectiva en la educación education officers in zoos and gardens, indispensable de mettre au point des para la conservación. Sugiere que la particularly in biodiversity-rich ressources complémentaires dans les capacitación es uno de los medios countries. Jamie argues that we need jardins et les zoos pour constituer une para que los recursos se compartan, y to find ways of matching resources in force de collaboration efficace destinée subraya los beneficios obtenidos por both gardens and zoos in order to be à l’éducation à la conservation. Il más de mil estudiantes que han an effective collaborative force for suggère que le développement de pasado por el International Training conservation education. He suggests compétence soit une voie par laquelle Centre en el Jersey Zoo. Ya que la that capacity building is one way in les ressources puissent être partagées Convención sobre Biodiversidad ha which resources may be shared and et il souligne les bénéfices acquis par recalcado la necesidad de un enfoque highlights the benefits gained by more les plus de 1000 étudiants qui ont ecosistémico en la conservación de la suivis des cours au centre international biodiversidad, ¿quizá habrá llegado el de formation du Zoo de Jersey. momento de organizar un nuevo Comme le propose Jamie, avec la Diploma Internacional de educación en convention sur la Diversité Biologique Zoos y JJBB? qui met l’accent sur l’approche des écosystèmes pour conserver la Seguramente la capacitación ha sido biodiversité, peut-être est-il temps pour crucial en el éxito del Parque nous de mettre en place une formation Medioambiental de Munda Wanga en débouchant sur un Diplôme Zambia. Emma Stone, ex_gerente de International d’Education dans les educación, describe el desarrollo del Zoos et les Jardins ? programa educativo del Parque que Très certainement le développement de florece gracias al apoyo económico de compétences fut un élément essentiel colaboradores como el Zoo de pour expliquer le succès du Munda Chester, RU, y el Zoo del Bronx ,

Roots • Vol 1 (2) 03 than 1,000 students who have studied Wanga Environmental Park en Zambie. at the International Training Centre at Emma Stone, ancienne Directrice du Jersey Zoo. With the Convention on Service Educatif, décrit le Biological Diversity stressing the need développement du programme éducatif for an ecosystem approach to du Parc qui prospère grâce à biodiversity conservation, perhaps the l’expertise et à l’aide financière de time has come for us to set up an collaborateurs tels que le Zoo de International Diploma Course in Zoo Chester au Royaume Uni et au Zoo du and Botanic Garden Education? Bronx aux Etats-Unis. Le Parc n’est Certainly capacity building has been pas peu fier de ses animateurs central to the success of the Munda compétents comme de ses Wanga Environmental Park in Zambia. programmes éducatifs clairs ainsi que Emma Stone, former Education de sa bibliothèque bien fournie, ses Manager, describes the development deux salles pour les activités EEUU. Además de experimentados of the education programme éducatives, sa salle educadores y de su completo at the Park which is d’interprétation et de son programa de educación, el parque se blossoming, thanks to bureau pour les animateurs. enorgullece de una bien provista the expertise and L’article d’Emma est le biblioteca, dos aulas educativas, una financial support of témoignage de l’incroyable travail para la interpretación y oficina. El collaborators such qui peut être réalisé avec de bons artículo de Emma testimonia los as Chester Zoo, UK, partenariats. admirables logros que se pueden and Bronx Zoo, alcanzar con la cooperación. USA. As well as trained educators Verdaderamente hay un significativo and a interes de los educadores de zoos por comprehensive incorporar las plantas en sus education programas educativos. Para dar a los programme, the Park Apparemment, lectores una prueba de cómo se viene also boasts a well- il semble avoir un haciendo, hemos incorporado varios stocked library, two education rooms, réel intérêt de la part des animateurs ejemplos. Todos confirman la similitud an interpretation room and an des zoos d’intégrer le monde végétal de temas que jardines y zoos están education office. Emma’s article is dans leurs programmes éducatifs. Pour explorando. Inversamente, nos testimony to the amazing work that donner à nos lecteurs un avant-goût de preguntamos si los JJBB deberían can be achieved through partnerships. ce qu’il serait possible de réaliser, nous exhibir animales. Como podreis leer, abordons quelques cas concrets. Tous las respuestas de los educadores de It is apparent that there is confirment ce qu’il y a en commun JJBB implican cuestiones éticas y a significant interest by zoo educators dans les thématiques des jardins et prácticas que resaltan la importancia in incorporating plants into their des zoos qui peuvent et qui sont de compartir información y education programmes. To give explorés. Réciproquement, nous profesionalidad con nuestros colegas readers a taste of how this is being posons également la question de de los Zoos. Como subraya este done we have included several case savoir si les Jardins Botaniques doivent número de Roots no studies that confirm the thematic exhiber des animaux. Comme vous hay duda de que, congruence of thinking that is being allez pouvoir le lire, la réponse des trabajando juntos, los carried out in gardens and zoos. animateurs des Jardins Botaniques JJBB y Zoos pueden Conversely, we ask whether botanic soulève une série de problèmes ser una fuerza más gardens should keep animals as pratiques et éthiques et indique que potente en la exhibits. The response from botanic nous avons beaucoup à apprendre de conservación de garden educators throws up a range of nos collègues des zoos. Ce numéro de la biodiversidad. practical and ethical issues and Roots met l’accent sur l’importance de indicates that we have much to learn partager l’information et les analyses. Il from our zoo colleagues. This issue of n’y a pas de doute qu’en apprenant à Roots emphasises the importance of travailler ensemble, Zoos et Jardins sharing information and expertise. Botaniques pourraient constituer un There is no doubt that, through groupe encore plus efficace en faveur working together, zoos and botanic de la conservation de la biodiversité. gardens can be an even stronger force for biodiversity conservation,

04 Roots • Vol 1 (2) De la ménagerie au plan d’ensemble détaillé: connecter les jardins botaniques avec les zoos De colecciones de fieras a planes maestros: vinculando lo botánico con lo zoológico

John Arnott

From menageries to masterplans linking the botanical with the zoological

Summary Zoological gardens proliferated in the western world throughout the 19th Century. Many demonstrated what we would today consider inadequate conditions. Shifting public opinion post the 1960s forced changes to the role of zoos that ultimately led them to becoming centres for animal conservation, research and environmental education.

The approach was one of ‘habitat immersion’ through the development of naturalistic exhibits that attempted to simulate or represent the physical and biological elements of an ecosystem. The extension of the Left: Basalt naturalistic exhibit has been the move towards the Biopark. The term Plains Exhibit Biopark refers to an institution which amalgamates the plant curation and Open Range display of a botanic garden, the zoology and wildlife display of a zoo and Zoo (Photo: the exhibition of artefacts and objects, together with study and Werribee Open interpretation which one would normally associate with a museum. Range Zoo: Richard Rowe)

This paper discusses the evolution of zoos, and complimentary Our fascination with wildlife has expressed itself in people keeping relationship between zoos and botanic gardens as life science animals in captivity for centuries. In institutions committed to the principles of environmental education with 1000 BC, Chinese emperor Wen Wang a strong ecological and social emphasis. founded the Garden of Intelligence, which housed a collection of exotic animals in extensive park-like surroundings. The ‘Garden of bars and fences that horticulture began the acclimatisation societies and the Intelligence’ reference alludes to the to take on a special role in the zoo. introduction of useful domestic and educational potential of zoos even in During the French Revolution, botanists ornamental species. The menageries of their earliest form. at the famous Jardin des Plantes in the 19th Century demonstrated what Paris begrudgingly accepted Louis’ we would today consider inadequate These gardens were usually situated in menagerie for safekeeping. Thus, in conditions. The animal’s natural habitat park-like or wooded settings however, 1793, the Menagerie du Jardin des and behaviour were not fully it would appear that there was no Plantes became the first public understood or taken into consideration attempt to integrate the flora and fauna zoological garden in the western world when exhibits were designed and beyond an attractive setting. Indeed it (Moore 1999). constructed. As cleaning was the was not until Louis XIV of France primary concern, enclosures were deliberately planted trees, shrubs, and Zoological gardens proliferated in the typically concrete floored and lacked flowers around and between the cages western world throughout the 19th any natural vegetation. Visitors viewed of his menagerie to conceal the ugly Century, often supporting the role of the animals while strolling through

Roots • Vol 1 (2) • 05-08 05 landscaped gardens that often attempted to simulate or represent the research examined visitor perception consisted of sweeping lawns, physical and biological elements of an of Western Lowland Gorillas at ornamental lakes, specimen plants and ecosystem. Perhaps the most notable Melbourne Zoo in a newly constructed bedding displays. The emphasis was example of an institution which totally naturalistic exhibit in contrast to the old on leisure and recreation and the embraced the approach was the pit style exhibit. When school children novelty of seeing exotic and dangerous Arizona-Sonora Desert Museum, USA. aged between 10 and 15 were asked animals. Under the directorship of David what the threats to the gorillas might Hancocks, the Desert Museum was be in the wild, the common response in There was however a notable years ahead of its time and a model the old enclosure was poaching, exception with the lavish European much emulated by zoos and wildlife shooting and hunting. Asked the same landscape approach of Carl parks worldwide. question about gorillas in the Hagenbeck, a German zoologist and naturalistic exhibit and the responses animal dealer. In 1907, Hagenbeck Displaying animals in naturalistic were was markedly different. The revolutionized the approach to zoo exhibits with a clear focus on habitat overwhelming response was that exhibit design by building his radically representation provides zoos with the gorillas are threatened by loss of new ‘Tierpark’ (Animal Park) on the opportunity to demonstrate the often- habitat. outskirts of Hamburg. His zoo was complex interrelationships between based on the concept of barless, plants, animals and their environment. A change in the visitor perception of moated exhibits. Hagenbeck’s This allows for the potential for the gorillas themselves was also innovative style also attempted to interpretation and public education and evident. In the old enclosure the display animals in their naturally provides an exhibit environment to gorillas were referred to as ugly, stupid, occurring social groups rather than the better cater for the range of social, angry, aggressive; all negative more typical ‘postage-stamp’ behavioural and psychological needs reactions. When asked about the same collections of one or two animals of different animal species. individual gorillas in the naturalistic (Moore op. cit). The Hagenbeck exhibit the changes in responses were approach was perhaps unique and not It is into this environment that a zoo quite startling. They were perceived as widely emulated across the world’s visitor enters. It is a powerful method being gentle, social and intelligent zoos. Indeed through the first half of of display that highlights the interaction animals. the 20th century the approach of many between plants and animals and can zoos to exhibit design was purely alter the perception that visitors have The results of these two studies functional. There were few attempts at of the animals and plants. support the importance and inherent creating stimulating enclosures for the values of immersion. An exhibit display captive animals or to develop A study in the 1990’s at Melbourne Zoo that combines elements of flora, fauna integrated displays with horticultural or in Australia highlighted the effect this and landscape provides zoo visitors botanical components. type of exhibit has on visitors and its with a genuine opportunity to make ability to engender positive attitudes quite profound links and clearly Shifting public opinion during the toward plants and animals. This demonstrates the educational potential 1960s which gained in momentum Right: Habitat during the 1970s and 80s, forced immersion changes to the role of zoos that has exhibits ultimately led them to becoming engender centres for animal conservation, positive research, environmental education as attitudes well as continuing to be major tourist towards plants attractions. In line with such and animals developments the zoo industry (Photo: undertook something of a Zoological metamorphosis in the 1970s and Parks and 1980s. In Seattle landscape architects Gardens) Jones and Jones et al reapplied the landscape approach of Hagenbeck to modern zoo designs. John Coe’s ‘Design and Perception: Making the Zoo Experience Real’ remains a watershed in the evolution of the zoo exhibit. The broad principals associated with this document are still relevant to exhibit design (Coe, 1985).

The approach was one of ‘habitat immersion’ through the development of naturalistic exhibits, spaces that

06 Roots • Vol 1 (2) study. The Volcanic Plains Exhibit entirety; the landscapes, animals and Left: displays over 200 native grassland plants, and their traditional use and Interpretation at plant species from this region. Surveys management by Aboriginal peoples. the Werribee suggest that visitors leaving this This has been recognised by experts in Open Range display have taken with them a positive the field including Sir David Zoo (Photo: impression of the volcanic plains Attenborough who claimed ‘There is no Werribee Open grassland. This habitat once occupied museum or wildlife park in the world Range Zoo: 20,000 square kilometres of Western that could match it’. Richard Rowe) Victoria and was referred to as ‘Australia Felix – favoured part of The development of the Alice Springs Australia’ by Major Thomas Mitchell an Desert Park heralded the next early explorer to the region. Habitat significant trend in zoo design and destruction has reduced this interpretation through integrating ecosystem to less than 1% of its cultural interpretation into the original range. These grassy experience. Strongly associating ecosystems today support 31% of the people and the fundamental state of Victoria’s endangered plant relationship humans have with the species (Lunt et al, 1998). The local and global environment has fragmented remnants often occur on allowed for interpretation and land zoned for industry, housing or educational programs to be structured other developments and need to as education for the environment, compete with these interests for their rather than education about the existence. Grasslands suffer from a environment. poor public perception and are often referred to as being snake infested, The Alice Springs Desert Park can appropriately lay claim to being one of the world’s great bioparks, a term Left: The which was first used by Michael Sumatran tiger Robinson in 1984 when considering exhibit in the strategic direction for the National Melbourne Zoo for modern zoos. Broadly Zoological Park in Washington provides an speaking naturalistic exhibits (Robinson, 1993). excellent and the principals of habitat example of the or landscape immersion are The Biopark approach is the logical habitat now almost universally extension of naturalistic exhibits for immersion considered to be the tools to zoos and natural history institutions experience aid in the delivery of worldwide. In essence, the biopark (Photo: educational objectives for refers to an institution which Zoological zoos. amalgamates the plant curation, Parks and exhibition and display of a botanic Gardens) In recent times there has garden, the zoology and wildlife display been a trend for zoos to incorporate weedy fire hazards. The Volcanic of a zoo or wildlife park and the botanic displays into their programs Plains Exhibit puts into context many exhibition of artefacts and objects, and landscapes. These initiatives have of these elements and helps to dispel together with study and interpretation been developed along the same such myths. Issues such as fire can which one would normally associate principals as the naturalistic animal also be tackled through its use as a with a museum. exhibit, highlighting issues of habitat, landscape management tool (Australian conservation, environmental education Government Department of The Biopark approach was discussed and so on. But generally speaking with Environmental and Heritage, 2004). in detail in a parallel session of the garden displays a more focused or World Botanic Gardens Congress in higher level of botanic integrity and The Alice Springs Desert Park in Barcelona earlier this year. Mark accuracy is possible due in the main to Central Australia is perhaps the best Richardson (Director, Asia and Middle the absence of pressures from the example of a life science institution, East Program BGCI), who was resident animals! Today there is a trend which aims to completely integrate instrumental in setting up the Alice in zoos to actively adopt botanical botanical elements into its design Springs Desert Park, facilitated the collections planning and policy to philosophy and displays. The Park was session. assist in the management of their designed to move well beyond the botanic collections. boundaries of traditional zoos, botanic The session discussed the differences gardens and museums and has between zoos and botanic gardens but The Volcanic Plains Exhibit at Werribee adopted a holistic ‘habitat-based and importantly it explored and highlighted Open Range Zoo in South East story driven’ approach to display and the synergies and the complementary Australia provides an interesting case interpret the Australian desert in its relationship between these institutions.

Roots • Vol 1 (2) 07 The key discussion points from this ➡ Coe, J. (1985) Design and Resumen session were: Perception, Making the Zoo Experience Real, Zoo Biology, USA Los zoológicos proliferaron en los • the amalgamation of botanic países de occidente durante el siglo gardens and zoological displays ➡ Lunt, I. Barlow, T. Ross, J. (1998) XIX. Muchos de ellos mostraban lo que which are based on ecological Plains Wandering: Exploring the hoy en día consideramos condiciones principles are a logical progression Grassy Plains of South Eastern inadecuadas. El cambio externado por to effective natural history displays Australia, National Parks la opinión pública a partir de los 60’s • there is a need to encourage Association, Australia obligó a los zoológicos a cambiar sus common work and activities objetivos transformándolos en centros between zoological and botanical ➡ Australian Government, Department de conservación e investigación animal staff to achieve good links of the Environment and Heritage. y de educación ambiental. • the work that the (2004) Case Study: Grassland botanical/horticultural staff of many Restoration at the Victorian Open Una de las aproximaciones de este zoos are currently doing Range Zoo. www.deh.gov.au/land/ cambio fue la de “simulación del demonstrates that zoos are already publications/zoo/index.html habitat” mediante el desarrollo de contributing to the goals of the exhibiciones naturalistas que imitan o Global Strategy for Plant ➡ Robinson, M. (1993) The Age of the representan los elementos físicos y Conservation and the registration of Biopark, The World and I, Natural biológicos de un ecosistema. La zoos for the International Agenda Science, Article Number 11303, extensión de la exhibición naturalista should be encouraged www.worldandicollege.com es lo que ha promovido el desarrollo • there are many common links del Bioparque. El término Bioparque se between the educational programs Résumé refiere a una institución que integra la associated with zoos to the work curación de plantas de un jardín that botanic gardens are facilitating. Les Jardins Zoologiques ont proliféré botánico, los aspectos zoológicos y de dans le monde occidental pendant le vida silvestre de un zoológico y la Perhaps zoos, with their charismatic 19eme siècle. Un grand nombre exhibición de artefactos y objetos, animals that serve to fascinate and fournissait des conditions d’élevage junto con la investigación e inspire, their strong ecological que l’on considèrerai comme interpretación asociada normalmente a emphasis and underpinning focus on inadéquates aujourd’hui. L’évolution de museos. wildlife habitats, have an enhanced l’opinion publique depuis les années Este artículo se centra en la discusión opportunity to deliver clear 1960 a obligé à revoir le rôle des zoos de la evolución de los zoológicos, y la environmental messages to a broad et les a finalement conduits à devenir relación complementaria entre cross section of the community. des centres pour la conservation des zoológicos y jardines botánicos como animaux, la recherche et l’Education à instituciones científicas vivas Equally, botanic gardens are l’Environnement. comprometidas con los principios de la increasingly delivering an ecological educación ambiental con un fuerte message through plant displays, Une des approches fut celle de componente ecológico y social. exhibits, and collections, discussing « l’immersion dans l’habitat », par le the fundamental relationship between développement de reconstitutions de John Arnott is the Curator of plants and people and have broadened milieux naturels qui tentaient de simuler Geelong Botanic Gardens, their interpretation and education ou de représenter les éléments physiques PO Box 104, Geelong 3220, programs to discuss interdependency, et biologiques d’un écosystème. Par Australia. Tel: (03) 5227 0387. ecosystems, and conservation. extension, les reconstitutions naturelles Fax: 0408408157. Email: ont évoluées vers la notion de Bioparcs. [email protected] The biopark model may well be the Le terme de Bioparc se réfère à une ideal, but for many established institution qui amalgame la présentation institutions an impossibility. However de végétaux, comme dans un jardin the shared principles of environmental botanique, la présentation d’animaux education with a strong ecological and sauvages, comme dans un zoo, et la social emphasis, ensure an enduring présentation d’objets et de fac-similés and complementary relationship avec les notions d’étude et between zoos and botanic gardens. d’interprétation qui sont normalement associées aux musées. References Cet article traite de l’évolution des zoos ➡ Moore, M. (1999) Zoological et les relations complémentaires entre les Horticulture – A Vital Element in zoos et les jardins botaniques comme Exhibit Design for the New institutions de sciences de la vie, Millennium, Brazilian Congress attachées aux principes de l’Education à lecture, Association of Zoological l’Environnement avec un fort accent mis Horticulture, USA sur l’écologie et le social.

08 Roots • Vol 1 (2) Vers une approche holistique de l’éducation à l’environnement Abordando la educación medio ambiental de una manera holística Catherine Hubbard

Taking a holistic approach to environmental education

Left: ‘Adaptation’ is a common theme in programs at all three BioPark facilities. This garden docent is teaching Summary The concept of a ‘biopark’ is still about the relatively new, and was implemented in 1996 in adaptations of Albuquerque, USA - New Mexico’s largest city. The seeds at the Rio Albuquerque BioPark consists of a zoo, aquarium and Grande Botanic Garden’s botanic garden. It is administered as one governmental Children’s Seed facility by the City of Albuquerque, with one director, Festival. (Photo: shared staff, and a shared mission. The zoo is located at Allyson Wallace) one site, and the aquarium and botanic garden are adjoining at another location, one mile away. Each venue attracts its than collaborate, they operate as a own audience, and has its own identity. Yet, by linking exhibits and system that is a regional attraction for taking a holistic approach to the same basic conservation themes almost a million visitors a year. throughout the BioPark, each venue reinforces the others. Different perspectives of nature can be explored depending on the type of display, The Rio Grande Zoo, Albuquerque but all exhibits illustrate biodiversity. This article addresses the benefits Aquarium and Rio Grande Botanic and challenges of integrating various education programs at all three Garden are existing components of the Albuquerque BioPark, and will soon be sites into one BioPark education system. Summer day camps, lecture joined by Tingley Aquatic Park series, special educational annual events, volunteers, hands-on (consisting of several ponds and acres demonstrations, teacher workshops, outreach, community networking of land adjacent to the Rio Grande and other aspects of educational programming are evolving at the riparian forest). The 280-acre BioPark BioPark in ways to maximize the close connections between the zoo, is administered as one integrated facility by the City of Albuquerque, with aquarium and botanic garden. one director, shared staff and a shared mission. The Rio Grande Zoo was founded in 1927 and is the most Working together as one system in sites works towards a common established component of the BioPark. nature, each plant and animal has an purpose, using their living collections The Rio Grande Botanic Garden and important role to play in maintaining an to engage their audiences. When Albuquerque Aquarium opened in ecological balance. The strategies and resources are combined, 1996, a result of a quality of life tax interdependence of all living organisms the benefits outweigh the challenges. assessed by the City in the late 1980s. ensures the biodiversity necessary for Plants are the basis of life, but animals The botanic garden and aquarium the survival of the planet. Effectively often get more of the public’s attention. share an adjoining plaza, located one communicating the critical concept of If botanic gardens collaborate with mile from the zoo. Within a year, biodiversity is one of the educational zoos and aquariums, visitors will Tingley Aquatic Park will open along challenges that botanic gardens face, receive a more comprehensive view of with a train (3/4 scale) to physically along with zoos and aquariums. At life on earth. At the BioPark, the zoo, connect the zoo with the botanic Albuquerque BioPark each of the three aquarium and botanic garden do more garden and aquarium.

Roots • Vol 1 (2) • 09-11 09 of stewardship for our natural world’. viewed as an asset for some The education department has a volunteers, while others choose to BioPark curator of education who specialize in certain areas and remain Right: Young works at all three settings and divides there for their career at the BioPark. visitors enjoy her time among them. There are two Regardless of where they work or what identifying education coordinators that report to they do, efforts are made to make the butterflies in the her, one based at the garden/aquarium volunteers realize their worth to the Butterfly and one based at the zoo. The BioPark and enhance the visitor’s Pavilion at the education coordinators have their own experience. Rio Grande support staff, and teachers who assist Botanic Garden with site-specific programs and Programs are a focus for over 300,000 (Photo: Chuck volunteers. There are also educational people a year at the BioPark. Local Weed) staff members responsible for and state-wide outreach, camps, programming for all three settings, and teacher workshops, pre-school The BioPark is the number one tourist these may be based at either site - for classes, tours, on-site exhibit attraction in the state of New Mexico. example, outreach staff and the interpretation, monthly lectures and New exhibits and special events are performing arts facilitator. The special educational events are a continually being added at one or more education staff stay connected by, for sample of the offerings that happen at of the components to maintain a high example, alternating sites for team the zoo, garden and aquarium. Most level of community interest. A meetings, frequently communicating happen at more than one site, and the successful visit at one component with each other to avoid scheduling format is similar through out the reflects positively on the other conflicts and staying informed. BioPark for each of the individual components. As mentioned, we report programs. Some programs alternate to one director and share staff and Volunteers are especially important for locations on a weekly basis, other departments such as graphics, the delivery of education at the programs alternate daily, and some marketing, budget, concessions and BioPark. Efforts are made to recruit programs happen simultaneously at education. This ensures a consistency adult and teen volunteers through the different settings to create more in operations. A conscious effort is usual mass-market outlets such as the synergy. Throughout the summer, eight made, for instance, to equally promote newspaper, radio and television. We camps are offered that cover general all three components and market the also post information at locations concepts such as habitats, BioPark to the surrounding cities and where we will find specific target adaptations, biodiversity, and states. The horticulture team designs, groups, such as at plant nurseries, vet endangered species as well as topics plants and maintains the grounds at clinics, or dive shops. Over 10 more specific to each setting. Two of the zoo as well as the botanic garden, different jobs are offered at different the camps are held at the zoo; two at so both places are a rich botanical times of the year, but the recruitment the garden; two at the aquarium. Two experience. We offer a combination and training occur at the same time for camps alternate locations throughout ticket price as well as admission just each job. For instance, all docents are the week, allowing the children to for the zoo or just for the garden and recruited in the late summer, and are sample the entire scope of the BioPark. aquarium since each has the potential trained in the fall to work at the zoo, The difficulty with this arrangement is to attract different audiences with garden or aquarium. While, most of communicating successfully with the different interests. Frequently, the training days are site-specific, parents on where to pick up or drop off however, visitors arrive intending to several are the same covering general their child, but the evaluations visit just one setting and end up seeing ecology topics. An option is also conducted at the end of the week all three. This audience cross-over has available to train simultaneously for two provide evidence that the parents feel both fiscal and educational benefits. of the sites as a docent. Some it is worth it. For special educational volunteer jobs follow a similar training events, they may happen For the education staff at the BioPark, procedure, while other jobs are only simultaneously at all three settings (i.e., the educational advantages of taking a available at one of the sites (e.g., the week long Conservation Arts holistic approach to conservation offers working at the garden railroad, staffing Festival which features different the most compelling reason to function the touch pool). Depending on the job, activities at each site) or one day of a as one facility. It can be challenging to once trained, volunteers can choose to weekend may feature activities at the maintain a strong identity as a garden, weed in the botanic garden or at the garden and the next day the activities an aquarium, and a zoo while also zoo, teach at any of the settings, or are at the zoo, like the format adopted functioning as a team within one alternate locations where they want to for International Migratory Bird Day. integrated facility. However, the greet visitors on a daily basis. Over the years, an idea for a special education staff work to maximize the Determining an equitable system of event may start at one setting (e.g., natural connections among all three recognition for all the volunteer jobs Winter Wool Festival began at the zoo settings and staff, volunteers, has proven to be complex and as it related to alpacas and llamas) and programs and interpretation all support challenging, and has evolved each soon involve another setting (now the the same education mission ‘to teach year, but volunteers are patient as Festival is also at the garden and the about interdependence and the changes are made. The range of focus is on plant dyes for wool). By diversity of life while inspiring a sense volunteer jobs and sites available is establishing an underlying pattern to

10 Roots • Vol 1 (2) each program and using similar visuals personnel et des missions communes. Resumen and terminology, we attempt to Le zoo est sur un site, à environ 1,5 km reinforce the same basic conservation de l’aquarium et du jardin botanique El concepto del "Bio-parque" que fue messages. qui sont côte à côte. Chaque lieu attire implementado en 1996 en un public particulier et a sa propre Albuquerque, EU, es aun relativamente In Albuquerque, we’re fortunate to identité. Cependant, en liant les nuevo. El Bio-Parque de Alburqueque have a park that encompasses a zoo, expositions et avec une approche consiste de un zoológico, acuario y botanic garden, and aquarium and the holistique des mêmes thèmes de base jardín botanico. Es administrado como role each has in communicating our sur la conservation dans tout le una facilidad gubernamental por la environmental education message is BioPark, chaque lieu renforce le ciudad de Alburqueque, con un solo enhanced when teamed with the other message de l’autre. Selon le type de director, un mismo personal, y una settings. Increasing our visitors’ présentation, différents points de vue misión común. El zoológico está awareness and understanding of plants sur la nature peuvent être explorés situado en una localidad distinta al will lead them to recognize their value mais tous illustrent la biodiversité. Cet acuario y al jardín botánico los cuales more, no matter where they learn it: article traite des avantages et des défis están a una milla (1,6 kilometros) uno garden, zoo or aquarium. pour intégrer les divers projets de otro. Cada entidad atrae a su éducatifs des trois sites en un système propio público y tiene su propia Résumé éducatif au BioPark. Les stages d’été, identidad. Pero se interlazan las les programmes de conférences, les exposiciones y hay una consideración Le concept de « bioparc » est encore manifestations annuelles, les holística de los temas de conservación relativement récent et a été mis en bénévoles, les démonstrations que son comunes en todo el Bio- place en 1996 à Albuquerque, Etats- pratiques, les ateliers pour parque, y así cada local refuerza los Unis, la plus grande ville du Nouveau enseignants, les activités sociales et la mensajes de los otros dos. Los Mexique. « L’Albuquerque BioPark » mise en réseau au niveau local, ainsi diferentes aspectos de la naturaleza est constitué d’un zoo, d’un aquarium que d’autres aspects de la pueden explorarse de diferentes et d’un jardin botanique. Il est programmation pédagogique évoluent maneras dependiendo en el tipo de administré comme une structure au BioPark pour optimiser les exposición, pero todo lo expuesto publique unique par la ville connections entre le zoo, l’aquarium et ilustra la biodiversidad. Este artículo d’Albuquerque, avec un directeur, un le jardin botanique. hace referencia a los beneficios que dan y a los retos que presentan la integración de los diferentes Left: The child programas educativos de las tres in this photo is localidades dentro de un sistema de learning about a educación para el Bio-parque. Los Prehensile campamentos de verano, las series de Tailed Porcupine charlas, los eventos anuales from a docent especiales, los voluntariados, las at the Rio demonstraciones prácticas, los talleres Grande Zoo. de profesores, la promoción, el (Photo: Deborah networking con la comunidad, y otros Green) aspectos de la programación educativa, se desarrollan en el Bio- parque de una manera que se benefician lo mas posible de la cercana relación entre el zoológico, el acuario y el botánico.

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

Roots • Vol 1 (2) 11 Education sur les plantes dans les zoos Educación botánica en zoológicos

Plant education in zoos

Summary Plants and animals are inextricably linked. Plants Building an interest in plants provide animals with food, medicine and shelter, while animals assist and animals plants in pollination, germination and moving from one place to another! Encouraging visitors to zoos and gardens to make these links is Belo Horizonte Zoo and Botanic essential. They can learn about the importance of ecosystems, their Foundation is located in the state capital of Minas Gerais, Brazil. Its fragility and how they themselves are connected to the global ecosystem. educational purpose is based on the Increasingly zoos are recognising the importance of developing education understanding that environmental programmes that embrace both animals and plants. The following case education is a continuous process. studies provide us with a sample of the programmes on offer.

The Foundation interacts with its visitors in different ways. There are signs containing information about Right: Children plants and animals, educational taking part in activities, plays, talks about the life and the education curiosities of plants and animals and programme at exhibitions highlighting the relationship the Belo between humans and nature. The Horizonte Zoo social role of the zoo and botanic and Botanic gardens cannot be underestimated. Foundation. Visiting the Foundation, as well as (Photo: Belo similar institutions, is a starting point Horizonte Zoo for future learning. There is much to and Botanic do to make these places better used Foundation) as environmental and cultural educational spaces. They are an It is not the Foundation’s intention for or plants. They come to admire, extremely important part of education visitors to become ‘experts’ in plants observe and entertain themselves. and are essential in forming individuals or animals. It believes that information Through observation, questions, who recognize themselves as an and experience can lead to reflexions and theories can be important piece of the global ecological satisfaction, curiosity and a feeling of elaborated and developed by visitors jigsaw. wanting to know more about the world according to their intellectual level. in which we live. The Zoo and Botanic Foundation Liliane Evangelista, Fundacao Zoo- builds on this to promote a greater Botanico de Belo Horizonte, Av. Weekend visitors to the zoo and interest in plants, animals and the inter- Otacilio Negrao de Lima 8000, botanic gardens do not necessarily relationship among them and human- 31.365-450 BELO HORIZONTE-MG, want to learn something about animals beings. Brazil. Email: [email protected]

12 Roots • Vol 1 (2) • 12-15 gardens helps children learn to nurture Top left: Pandas and respect life. Gardening helps are one of the children make the connection to their charismatic own food through hands-on species at San experience. Learning about animal Diego Zoo diets comes alive in a garden setting. The beauty of these gardens provides Bottom left: welcome stress-relief for our Watching employees. animal behaviour is Plants are vital to the survival of part of the species. Learning about the mysteries educational of the plant world opens the eyes of experience at our zoo visitors to the amazing San Diego Zoo diversity of life on planet Earth. Top right: Face Laurie Furry, Education Specialist, to face with a San Diego Zoo, P.O. Box 120551, close cousin at San Diego, CA 92112-0551. San Diego Zoo. Email: [email protected] Bottom right: ZooBot adventures: a unique A porcupine and collaboration its eponymous palm Tucson residents were having a tough demonstrate the time deciding between summer camp similarities in at the Zoo or the Botanical Gardens. their adaptation. Now they can do both! Kids discover the connections between plants and (Photos: San animals at ZooBot Camp. This five- Diego Zoo) day adventure offers an in-depth exploration of animals and plants that revolves around FUN! Participants The REAL reason to visit the program. Banana stalks become a spend the mornings at the Zoo zoo play tool for an elephant, timber immersed in behind-the-scenes bamboo might be a ‘puzzle feeder’ adventures, art projects, science Below: A junior Got pandas? Got koalas? Got used to hide treats for a panda. experiments and more. Then they head keeper helps giraffes? You better have plenty of to the Tucson Botanical Gardens for out at feeding bamboo, eucalyptus and acacia! Connecting people to wildlife and afternoons of botanical discovery. Kids time at Reid conservation is a vitally important bring a sack lunch each day, but Park Zoo Most people expect the world famous mission of the Zoological Society of snacks that reinforce the day’s theme (Photo: Reid San Diego Zoo to have a world-class San Diego. With all the zoo’s unusual are provided. Park Zoo) collection of exotic animal species, but uses for plants, and the extensive visitors are often delighted by our collection, the zoo is a paradise of equally impressive exotic plant educational resources. collection. In the past five years, the Education The botanical collection’s purpose is Department in concert with the multifaceted. Plants are used as Horticulture Department has created functional landscaping, providing a several ‘teaching gardens’– a large beautiful, natural setting for our animal butterfly garden and a childrens’ exhibits, which then opens a window vegetable garden complete with a to the habitat of the world. The plants pond. These gardens have been are an important renewable food certified by the National Wildlife source for many of the zoo’s Federation as School Yard Wildlife herbivorous species. Horticulture staff Habitats. Monarch butterflies often harvest bamboo, acacia, ficus, hibiscus stop by on their migrating and a pair of and banana just to name a few browse wood ducks were found in the pond plants. These materials help provide this past spring! The gardens are used high quality nutrition which is vital for for educational programs for children animal health. Plant material is also as young as three through to adult harvested for our Animal Enrichment participants. Spending time in the

Roots • Vol 1 (2) 13 Top right: View Children are dropped off at the Zoo in over one of the the morning and picked up at the planted areas of Botanical Gardens in the afternoon. Newquay Zoo Reid Park Zoo provides transportation (Photo: Michelle between locations, while the Botanical Turton) Gardens provides registration support. Members of each institution typically fill Right: Mark the sold-out camps each year. The Norris attired revenue for the camp is shared and • invaders from overseas: introduced for one of the each institution plans its own activities animals whether African Land Snails plant explorers and budget. This mutually beneficial or Japanese Knotweed sessions at arrangement has been in place for • evolution and survival, looking at Newquay Zoo several years and improves with each extinct, endangered and surviving (Photo: Michelle season! Although both institutions offer ‘living fossils’ within the plant and Turton) individual full-day camps, this animal world (i.e. the ‘Jurassic Bark’ programs remains the most popular effect of how to make tree ferns and selection and sells out early. cockroaches exciting by mentioning dinosaurs) Vivian VanPeenen, Curator of • the shared history element: Education, Reid Park Zoo, 1100 S. We are fortunate to have an informal explorers, plant hunters and Randolph Way, Tucson, AZ 85716. working partnership called EPIC multicultural aspects of different Tel: (520) 791-3204 x 12. Email: (Education Providers in Cornwall) societies (folklore, medicine etc.) [email protected] which links the education officers in • threatened habitats, their wildlife museums, galleries, gardens, heritage and plants such as the rainforest Highlighting the links between sites, zoos and wildlife organisations in area in our atmospheric Tropical plants and animals Cornwall. Through meetings and email House. groups, EPIC helps to promote events Newquay Zoo is located in the UK’s and joint projects, share training and Mark Norris, Head of Education, West Country which boasts a heritage of provides a good source of specialist Newquay Zoo, Trenance Gardens, historic gardens, maritime connections information as required. Newquay, Cornwall, TR7 2TW, UK. and plant hunters. This horticultural link Tel: 01637 873342. and the presence of the Eden Project As a result, Newquay’s formal and Fax: 01637 851318. nearby brings many visitors (especially informal education programme now Email: [email protected]. older visitors with an interest in includes many themes that highlight www.newquayzoo.co.uk gardening) to Cornwall. For this reason, the links between plants and animals: the Zoo has developed talks and Using Plants to Engage the signage that highlight the links between • homeopathy, herbal remedies and Senses the animal collection and plants. ‘bush medicine’ practiced by people and animals linked to our Wildlife Dudley Zoological Gardens, Right: One of Hospital and herb baskets; established in 1937, surrounds the the plant-based • native species and wild areas of the ruins of Dudley Castle founded in exhibits at zoo for birds, bats and beetles; 1070. Over the years, the Zoo has Newquay Zoo • bio geographic regions or zones of undergone many changes. The (Photo: Michelle animals with relevant plantings; majority of the grounds were laid out Turton) • similar adaptations e.g. spines and as informal gardens and animal poisons between porcupines and enclosure borders, along with the cacti, arrow poison frogs and toxic existing native woodland and well- plant sap established trees on site. In 2004 an area in the Castle outer defences, Far right: previously the ‘Pets Corner’ of the Zoo, Interpretation was cleared and planted as a Sensory for a tree fern at Garden. The aim is to provide an Newquay Zoo enjoyable experience for visitors of all (Photo: Michelle ages and abilities, highlighting the Turton) diversity of plants, their importance to people and wildlife, and their uses over the years.

The Garden is situated in an area with a good view of the Castle keep, the defensive bank, and some animal exhibits. It has a range of raised beds,

14 Roots • Vol 1 (2) The interrelationship between animals Résumé Top left: The and plants was, maybe, an obvious zoo grounds are topic but the talks covered a variety of Les plantes et les animaux sont based around issues. Conservation of water was inextricablement liés. Les plantes Dudley Castle tackled by explaining how the water fournissent aux animaux leur from the elephant pool is recycled nourriture, leur médecine, leur abri, Left: The new using a reedbed. The life history of the tandis que les animaux aident les sensory Brazil nut tree was used to explain the plantes à la pollinisation, la gardens adds intricacies of life in the rainforest as germination, et le déplacement d’un another well as highlight the Forestry endroit à un autre ! Encourager les dimension to Stewardship Campaign (FSC). Topics visiteurs des zoos et des jardins à faire Dudley Zoo such as genetically modified foods and ces liens est essentiel. Ils peuvent ainsi the conservation of wild strains of acquérir des informations sur (Photos: Dudley plants were incorporated into talks l’importance des écosystèmes, leur Zoo) looking at the many uses of plants fragilité et comment eux-même sont intégrés à l’écosystème global. De plus en plus, les zoos reconnaissent l’importance de développer des programmes éducatifs qui lient including alpines and ensemble les plantes et les animaux. heathers, mixed Les exemples suivants nous herbaceous area, fournissent un échantillon des Japanese acer border, programmes proposés. and herbs. Species are chosen to provide Resumen stimulation of the senses of touch, smell, and sight. Plantas y animales están Hearing is stimulated estrechamente interconectados. Las Bottom: through wind-chimes, plantas aportan a los animales ‘The Amazing native birds, a small water alimento, medicina y refugio, mientras Maize Machine’ feature and wind moving que los animales contribuyen a la used to explain through plants. The polinización, germinación y al the many uses opportunity to taste plant-derived (ancient and modern). Even the past desplazamiento de las plantas de un of maize at products is currently being investigated exploitation of plant material was lugar a otro! Promover esta Chester Zoo and some sculptures that people can covered during a talk entitled ‘Plant interconexión entre los visitantes es touch will be added to the experience. Hunting’. esencial. Pueden aprender acerca de la Bottom left: importancia de los ecosistemas, su Visitors to The Sensory Garden will enable visitors Many of these topics were also fragilidad y cómo ellos mismos están Chester Zoo’s to learn about composting and covered in the 2004 talks. However, conectados a este ecosistema rainforest recycling and how to encourage insect one completely new talk entitled ‘Alien planetario. El reconocimiento de los exhibit life in the garden. Interpretation panels Invasion’ looks at the problems zoológicos para incorporar programas engrossed in will provide information, and it is associated with invasive plants and educativos que involucren tanto a the Brazil Nut planned to include the area in the animals. plantas como animales va en aumento. story Zoo’s newly developed public talks Los siguientes estudios de caso son un (Photos: programmes. Liz Marrs, Presenter, Chester Zoo, ejemplo de los programas que ofrecen. Chester Zoo) Upton-by-Chester, Chester Stephen Woollard, Head of CH2 1LH. Tel: 01244 380 280. Education, Dudley Zoological Fax: 01244 371 273. Gardens, 2 The Broadway, Dudley Email: www.chesterzoo.org DY1 4QB. Tel: (01384) 215 317. Email: www.dudleyzoo.org.uk

Talking plants

During the summer of 2003, Chester Zoo, UK, held a series of talks entitled ‘Talking Plants’. The talks took place at various points around the Zoo at specific times and were meant to be both entertaining and informative for visitors.

Roots • Vol 1 (2) 15 De la cage au lion: un nouveau programme éducatif au Munda Wanga Environmental Park Desde la jaula del león: un nuevo programa educativo en el Parque Ambiental Munda Wanga

Emma Stone

From the lion’s cage a new education programme at Munda Wanga Environmental Park

Summary Munda Wanga Botanic Garden was founded by Ralph Sander in 1950. It was the show piece of Right: Zambia for many years but A school group observes a following Sander’s death it warthog entered a period of decline until (Photo: Munda it was taken over by the Munda Wanga Trust) Wanga Charitable Trust in 2000. This article describes the Over time however, the park was left to regeneration of the park and in particular the development of the decay and in 1986 was finally offered environmental education programme. Using an old concrete lion cage, for sale. Munda Wanga Limited took an Education Centre has been created which now houses a library, two over the estate in 1998 and the Munda education rooms, an interpretation room and an office. Other old cages Wanga Charitable Trust was formed in have been used to construct habitat zones, reflecting those found in 2000. Today the park and gardens are undergoing a complete rehabilitation Zambia. Thanks to the funding and support from Chester Zoo (UK) and programme, with new enclosures being Bronx Zoo (USA) a great deal has been achieved in the education built and endangered species breeding programme. This article documents these achievements and provides and propagation programmes well hope for other parks and gardens in similar situations. under way.

After two years of rehabilitation it was obvious that with over 55 per cent of Right: Many Founded by Ralph Sander in 1950, visitors comprising children in school local schools Munda Wanga (meaning ‘My Garden’ in groups, there was a need for some visit Munda Nyanja) was a botanical garden destined educational activities at Munda Wanga. Wanga to be the show piece of Zambia. After In 2000 a park-based education (Photo: Munda the death of Ralph in 1978 the estate programme and interpretation centre Wanga Trust) was sold to the government. Under was created. Since its creation in 2000, government control the park continued significant developments have been to develop and gained many animal made. The early beginnings included a exhibits, including Bengal Tigers and workshop funded by local companies American Black Bears donated by the to brainstorm ideas and develop links Chipperfield Circus. for the project.

16 Roots • Vol 1 (2) • 16-18 Far top left: Before its renovation, Munda Wanga education centre was an enclosure, first for lions, then for warthogs

Far left: Rennovation took hard work

Left: The completed education centre at Munda wanga Environmental Park

(Photos: Munda Wanga Trust) After gaining ideas and local support 2003 a week-long teacher training funding from Chester Zoo, WCS Bronx work commenced on developing an workshop was conducted within the Zoo, and the International Zoo Education Centre to provide teaching Education Centre courtesy of WCS Educators Association (IZE), the facilities and a base for the education Bronx Zoo (USA). The workshop, conference was a great success and programme. Reflecting the ethos of conducted by Tom Naiman (WCS) and was attended by over 30 delegates Munda Wanga, it was decided to use the Munda Wanga education staff from more than nine African countries. the existing resources; the old concrete enabled over 30 educators from all lion cage. It was felt that this concrete over the country to learn and develop On the back of these developments the building would be a fantastic location new educational activities and education team is now working hard to for the Education Centre, giving the techniques. This programme was a develop comprehensive park-based public an idea of what it would have fantastic success and will be followed education programmes. This has been been like living behind bars. by other workshops in the coming year. an ongoing process, assisted greatly by input from world-class educators at Still under development are the old During this time Munda Wanga was WCS Bronx Zoo. A number of holding cages around the main building continuing to develop links and workshops and themed outreach which will be used to create habitat networks within the Zambian initiatives have commenced including a Below: Inside zones that reflect those found within Environmental Education community. community based pet trade awareness Munda Wanga Zambia. Today with funding from the Having played an active role in the campaign aimed at sensitising local education British High Commission, Wildlife development of the Zambian Network people about the problems of keeping centre (Photo: Conservation Society Bronx Zoo (USA) of Environmental Educators and primates as pets. A park-based Munda Wanga Chester Zoo (UK) and Cricket St Practitioners (ZANEEP) the Education outreach programme has also been Trust) Thomas Wildlife Park (UK), the centre Manager at Munda Wanga was elected now houses a well stocked library, two as Vice President at the first Annual fully functioning education rooms, an General Meeting in 2002. The AGM interpretation room and education was hosted by Munda Wanga and this office. development was a great boost for Munda Wanga’s education programme With funding and support from Chester as a whole, placing it at the centre of Zoo and WCS Bronx Zoo, the environmental education activities programme has also benefited from a across the country. number of capacity building initiatives. In 2003 a full time Zambian educator On an international scale Munda was hired to conduct and develop park Wanga has reached out still further. based education programmes. This After being funded by Chester Zoo to was supplemented by an in-house attend the African Zoo and Reserve training programme for gardeners and Educators (AZOREN) conference in security guards, and resulted in the 2001, the Education Department at recruitment of a gardener as a full-time Munda Wanga offered to host the 3rd education assistant. In September AZOREN conference in 2003. With

Roots • Vol 1 (2) 17 una sala de interpretación y una oficina. Otras jaulas viejas se han utilizado para construir diversos habitats de Zambia. Gracias al financiamiento del Zoológico de Chester (Reino Unido) y del Zoológico del Bronx (Estados Unidos) se han obtenido importantes logros que pueden motivar a otros parques y jardines en situaciones similares.

Emma Stone is the Former évoquant ceux que l’on trouve en Education Manager of Munda Zambie. Grâce aux financement et à Wanga Environmental Park. l’aide du Zoo de Chester (Grande P.O. Box 38267, Lusaka, Zambia. Bretagne) et du Zoo du Bronx (Etats- Tel: +260 1 278456 Unis), beaucoup a été réalisé dans les Fax: +260 1 278529 programmes éducatifs. Cet article Email: [email protected] Above: Teaching ongoing, which with funds and donne des informations sur ces www.mundawanga.com tools for logistical support from Toyota Zambia réalisations et apporte de l’espoir aux Emma can be contacted via interactive enables the education department to autres parcs qui sont dans une Chester Zoo, Upton-by-Chester, learning within bring underprivileged groups to the situation similaire. Chester CH2 1LH, UK. the Discovery park for education activities. It is clear Tel: 01244 380 280. Zone that the education programme at Resumen Fax: 01244 371 273. Munda Wanga has developed Email: www.chesterzoo.org. Above right: significantly, however there is much El Jardín Botánico Munda Wanga fue Children get to more to do. Future plans include the fundado por Ralph Sander en 1950. For further details about ZANEEP meet some of development of an in-situ outreach Fue la obra maestra de Zambia por contact the Secretary General on the residents at programme within the rural muchos años, hasta que después de la [email protected]. For information Munda Wanga communities in Zambia and muerte de su fundador declinó para about AZOREN contact the first hand comprehensive education programmes ser rescatado por la Fundación AZOREN president Francis Maina incorporating both botanical and Caritativa Munda Wanga en el año at [email protected]. (Photos: Munda wildlife tours and activities. 2000. Wanga Trust) The progress of the education Este artículo describe la regeneración programme at Munda Wanga provides del parque y en particular el desarrollo hope for other parks and gardens in del programa de educación ambiental. similar situations. Anything is possible, En una antigua jaula para leones de even with little or few resources, as concreto se construyó el Centro de long as you have determination, Educación el cual incluye una passion and patience. biblioteca, dos salones de educación,

Right: Painting Résumé a mural illustrating the Le jardin botanique de Munda Wanga a local habitat at été fondé par Ralph Sander en 1950. Il the Munda a été la vitrine de la Zambie durant de Wanga nombreuses années, mais après le education décès de Sander, il est entré dans une centre. (Photo: période de déclin jusqu’à ce qu’il soit Munda Wanga repris par le Munda Wanga Charitable Trust) Trust en 2000. Cet article décrit la renaissance du Parc et en particulier le développement de programmes éducatifs sur l’environnement. Utilisant une ancienne cage au lion en béton, un centre d’éducation a été créé qui abrite maintenant une bibliothèque, deux salles pour les activités éducatives, une salle d’interprétation, et un bureau. D’autres anciennes cages ont été utilisées pour reconstituer des habitats

18 Roots • Vol 1 (2) Jardins zoologiques et botaniques: perspectives historiques et voies d’avenir Jardines botánicos y zoológicos: historia y perspectivas

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

Indian zoological and botanical gardens historical perspective and a way forward

Summary Many colonial botanic gardens kept wild animals. Some had respectable collections, which included great apes, rhinos, large carnivores and other exotica from neighbouring continental areas. This practice was probably most prevalent in Asia where it can be argued that Introduction the elaborate gardens of kings combined with their collections of wild animals created a way of thinking that influenced the future development The collecting, categorizing and of colonial botanic gardens. It was the colonial naturalists, however, that keeping of both flora and fauna has pursued, described and drew the myriad of species they found. And it is been documented in early societies in because of this, we know of the presence of captive wild animals in Asian all continental areas except Antartica. botanic gardens. This paper describes some of these gardens, particularly Humankind gained control over flora and fauna by farming it – agriculture for in India, to provide a context for a new initiative, the Coimbatore Zoological flora, and domestication and Park Society in southern India. husbandry for animals. Domestication was the beginning of keeping wild The Coimbatore Zoological Park Society was established in 1986 by a animals in captivity, but collecting wild group of wealthy and influential businessmen who acquired a 250 acres animals and plants for pleasure or site surrounded by lush green hills 30 km from Coimbatore. Breaking from study came much later when privileged the tradition of government-owned large facilities in India, this non-profit families set up large establishments far Society has planned an innovative conservation park intended to replicate removed from wilderness. in microcosm the greater area in which it sits. The Nilgiri Biosphere The origins of botanical and zoological Reserve (NBR) covers 5520sq. km. in the Western Ghats. It was gardens and parks are not difficult to established by the Ministry of Environment, Government of India, to trace – from primitive to ancient provide a means of conserving the endemic and threatened flora and civilizations (for example in fauna of the area. Since its inception the Society has collected plants for Mesopotamia) when, according to re-creating the different biomes of the NBR in natural habitat exhibits. In Vernon Kisling (2000), “all classes of society had kitchen gardens and the process it has built up the largest regional collection of endemic and fishponds; royalty and the wealthy threatened plants in the country. The first phase of the Park will be a landowner class had shade gardens, public botanic garden which will teach about the biodiversity of the region. ornamental gardens and parks” the larger of which contained animals. This was the case in the Indian Subcontinent as well, including access. There are many examples of and Zoo Negara in Malaysia. ‘hunting parks’ which were more like botanical gardens keeping animals, A significant example is the managed forests. such as Singapore in South East Asia, Barrackpore Park near Calcutta, in in India and other Asian countries. India, a beautifully landscaped garden Princely menageries and gardens, in Many other countries in the region with undulating hillocks and a large the 18th and 19th centuries were colonized by Europeans had agri- collection of both indigenous and maintained at great expense for horticultural societies whose imported plants, which belonged to the aesthetic and intellectual pleasure or exhibitions and projects included British Governor General. It was also scientific inquiry. These pre-dated the displays of wild fauna, and from time to the site of a government menagerie, public menageries and botanic gardens time these resulted in botanic gardens the purpose of which was to collect of 19th century zoos and botanic and menageries being set up, for and hold animals from all parts of the gardens but often allowed public example Singapore Botanic Gardens Indian subcontinent so they could be

Roots • Vol 1 (2) • 19-23 19 described and illustrated for an experts were permitted to ‘have their facilities outnumber their floral ‘inventory’ of Indian fauna. Although way’ with so many significant gardens. counterparts significantly, and are the project closed after a few years the On the other hand, Indian zoological generally much better organized with menagerie remained for seven decades gardens, some of them, at least, have better records, signage, public education serving both as an entertainment for their own recognizable identity and cooperation between zoos. Public locals as well as guests of the (Harrison, B. 1962). botanic gardens’ collections in India are government. It also served as a not as well-documented, nor have they holding area for animals that British Indian biological parks organized their collections creatively, so naturalists wished to study further or to that visitors would derive either learning send ‘home’. Sir Stamford Raffles, In the 20th century, a unique ‘zoo form’ or enjoyment out of them. Some founder of Singapore and of the developed by the Indian Forest Service gardens have added features to attract London Zoo, visited Barrackpore Park and called a ‘biological park’ emerged, the public, not with plants but with menagerie twice before returning to which evoked the vast hunting parks elaborate lights for evening visits and England to start the zoo. Raffles could owned and managed by royals of early musical fountains, such as the hardly fail to note the combination of times. The biological park is clearly Brindavan Gardens near Mysore. beautiful landscaping and surrounding distinguished from a zoological or Zoological gardens in India are more vegetation, scientifically documented botanical garden, park, or even the scientifically oriented and are starting to plants and animals which may have ‘biopark’ by its attempt to replicate realize the importance of high quality influenced him when he founded the forests that previously flourished upon facilities for both entertainment and London Zoo a decade later. The the site, with naturally regenerating education. London Zoo is considered to be the vegetation. Very large moated first ‘modern zoo’ of our age. enclosures (30 – 60 acres) including Many Indian zoological gardens and large tracts of rejuvenated forest and biological parks, particularly those Much has been written about the the best natural features and contours managed by forest departments, influence of colonial manners and of the land, labeled trees, and a focus maintain organized displays of plants, methods. The British, for example, on fauna that is indigenous to the usually in a separate area but still on while attempting to create what passed country are the signatures of Indian the zoo grounds. Some are named for respectable botanical gardens in biological parks. There are several of ‘zoological and botanical gardens’ or their sight found offense in both Mogal these in India for example, Assam State ‘zoo-cum-botanic gardens’. Others and Hindu styles. From the straight Zoo, Guwahati; Indira Gandhi Biological cooperate with nearby gardens, such Below: Larger paths, right angles and geometric Park, Vizak; Tirupati Zoo, Andra as the Nandankanan Zoo which plants are patterns of some royal gardens to the Pradesh; Nandankanan Zoo, Orissa. constructed a bridge so that visitors to transported by ‘undisciplined mass of foliage united by the zoo could easily reach the traditional rampant creepers’ in others, nothing During the colonial era zoology lagged neighboring botanic garden. However, methods was quite right. The absence of an behind botany as a scientific discipline none of these zoo-cum-botanic (Photo: ‘Indian’ botanic garden style today may (Vicziany, 1989). In current day India, gardens have documented their plants Zoological Park) be due to the fact that colonial botanical however, established public animal adequately or provided interpretation of them for their visitors.

Back to the ancients

Contemporary natural history facility managers might benefit from taking a serious look at the origins of botanic gardens and zoos, that is, the more natural facilities of the ancients which combined both flora and fauna in their fiefdoms. According to David Hancocks, a particularly ‘evolved’ zoo designer, when reviewing a chapter of the draft World Zoo and Aquarium Conservation Strategy,

“we have artificially subdivided institutions: we have parks that specialize in animals and other parks that specialize in plants, and museums that specialize in dead animals. We inherited this way of looking at nature from our 18th century western forebears who dissected nature in order to make sense of it.

20 Roots • Vol 1 (2) project’s theme. Rich in endemism, Left: A wide the NBR, is perhaps the most widely diversity of known mountain part of the Western plants are Ghats. The project will replicate the raised at the NBR on its beautiful 250 acre site CZP nursery which is surrounded by hills and (Photo: naturally undulating, with dramatic Coimbatore variety in its landscape. Zoological Park)

South Indian forest types in the Nilgiri Biosphere Reserve constitute eight thematic vegetation zones: Evergreen Zone, Semi-evergreen Zone, Moist Deciduous Zone (with three belts of Moist Teak Forest, Bamboo Brakes and Mixed Deciduous Forest), Dry Deciduous Zone, Rain Shadow Zone, Montane Shola Zone, and Thorn Forest Zone. Animals, native to the NBR, will There is no need and probably no utility are starting to suggest that zoos are be settled into the appropriate zone. in maintaining these subdivisions for not projecting the conservation our natural history institutions today.” message very effectively. In meeting From the outset, serious botanical the challenges of such an imperative, it research was established at the There is some evidence of a trend in is possible that more of the world’s Coimbatore facility. Systematic the direction indicated by Hancocks. regions could develop their own unique collection, protection, propagation and Some American zoos have achieved form or style, such as India has with planting of indigenous plants to re- museum status with the American their biological parks, which better create the different forest types of the Museums Association by undergoing a reflects their early history as well as Nilgiri Biosphere Reserve is a major process of systematically documenting their natural treasures. undertaking. All plants are collected every species of plant and animal kept from legitimate sources, as in their facility. Some zoos in UK, A botanic garden and zoo in scrupulously as a zoo will avoid illicit Europe, Australia and South East Asia Coimbatore, India may achieve this dealers for the animals. document plants as well, for example vision in our lifetime. Chester Zoo, UK, Rotterdam Zoo, The Other ongoing works include Netherlands, Perth Zoo, Australia and Back to the future in • propagation, germination studies, Singapore Zoo, south east Asia. And Coimbatore, India with 32 species of endemic and in contemporary zoo design there is a threatened rainforest species more widespread practice of The upcoming Nilgiri Biosphere including Artocarpus hirsutus, incorporating vegetation from the Botanic Garden and Conservation Baccaurea courtallensis, Dysoxylum targeted country or region into the Centre is a pioneer attempt to integrate malabaricum, Palaquium ellipticum, design and landscape of enclosures, many new concepts. A group of Canarium strictum, Vateria indica, which are increasingly themed and creative and wealthy industrialists and Hydnocarpus pentandra and Cullenia designed around ecosystems, forest wildlife enthusiasts formed a non-profit exarillata with records maintained on types or biomes rather than taxa. Society with the objective of all parameters of the process Some zoos also have extensive establishing a modern zoo to meet the • research on the prevalence and conservation projects which involve growing demands of their industrial intensity of pests and diseases of plants, such as the Singapore Zoo and city. An ambitious and detailed indigenous forest plantations, so Jurong Bird Park in Singapore, who concept plan for the Nilgiri Biosphere that appropriate pest and disease have been researching Heliconia, a Conservation Park (NBCP) was control measures can be taken South American plant, together for approved which included collecting • development of software for plant years. Singapore Zoo alone has 200 appropriate plants for eight thematic documentation and management to varieties of Heliconia. zones, preparing the site, and cope with the enormous quantity of numerous other tasks before even data generated by day-to-day These trends bode well for a future starting to prepare exhibits. botanic activities. The program transformation of zoos, botanic ENTADA has been named after gardens, museums and even national The project has been designed India’s largest pod-bearing climber parks and sanctuaries – our ‘natural according to the forest types of the Entada rheedii. history institutions’ – to more Western Ghats, one of two designated integrated facilities which project a biodiversity hot spots. The project site This work began 1992 and in that time clearer and more meaningful is situated on the eastern slopes of the the collection has grown to more than educational message than has been Nilgiri hills surrounded by the Nilgiri 100,000 seedlings of more than 400 possible so far. Visitor studies of zoos Biosphere Reserve (NBR), which is the species. Of these, more than 350

Roots • Vol 1 (2) 21 spot with an environmental education organized by ZOO and the Wildlife programme with appropriate Conservation Society. ZOO has also infrastructure and activities. The organized training in captive facility will be used to introduce and management of small animals, such as interpret the highly complex invertebrates and amphibians in conservation park, consisting of collaboration with the Coimbatore Zoo. animals as well as plants, to the public. The zoo staff also organise education programmes in the city as well as on- Neither conservation nor botanic site for special events, such as Wildlife garden education is new to the staff of Week, Environment Day and Animal NCBP. Collaborating with the local Welfare Fortnightly. Above: species of 40,000 seedlings subsist in NGO Zoo Outreach Organisation Canarium the field. NBCP has more plants (ZOO), a long term associate of the The botanic garden and conservation strictum one of indigenous to the Nilgiri Biosphere Project, NBCP organized training in centre is intended to combine most the endemic Reserve than any other plant botanic gardens education in 1995 with elements of all the natural history plants at CZP conservation area. In recognition of BGCI in Coimbatore, Bangalore and institutions in keeping with David site (Photo: this, NBCP has been awarded a grant Trivandrum in southern India. ZOO and Hancocks’ percipient comment. Zoos Zoological Park) under the BGCI Investing in Nature NCBP collaborate often with NCBP in India, largely due to some of the programme, a part of the National Plant providing the venue and local foresters and conservation-oriented Conservation Programme. This organization for ZOO programmes. bureaucrats of post-Independence programme aims to achieve one of the Recently NCBP staff created a ‘Tiger India, have focused more attention on targets of the Global Strategy for Plant Trail’ at the zoo site especially for a their native animals in large natural Conservation (GSPC), which is “60% of ‘Teachers for Tigers’ training workshop enclosures. The objectives of this threatened plant species to be for Coimbatore schoolteachers botanic garden and conservation protected in accessible ex situ collections, preferably in the country of origin and 10% in recovery and A selection of botanic gardens and parks that kept animals restoration programmmes” (CBD, 2002). during 19th and 20th century colonial India

As a result of its association with Wazir Ali Khan’s compound in Lucknow maintained gardens while hundreds of spotted BGCI, the recently issued Global deer, buck, birds, mammals and reptiles were kept in public view behind an iron fence. Strategy for Plant Conservation and the uniqueness of the collection, the zoo The Botanical Gardens at Sarahanpur kept animals, some of which were painted by the has decided to inaugurate the NBCP artist employed by the garden to illustrate new specimens of flora. project by developing a dedicated botanical garden at the centre of the Lalbagh Botanic Gardens in Banglore opened in 1866 with an animal collection which site. With the large number of plants later included tigers, lions, monkeys, kangaroos, orangutan, rhinoceros until 1920. already available and support from BGCI, such a garden can be opened Madras People’s Park was founded in 1855 with a zoo section. within the year. The Anaikatty Wildlife Garden was originally planned to The Trivandrum Public Gardens and Museum founded in 1873 with live animals in include a small exhibit area for small cages and open exhibits. A Curator from Kew Gardens was brought over to plan the mammals, reptiles, and amphibians. layout. The concept document for this has been rewritten with a botanical focus Victoria Gardens, Bombay, was founded as a botanical garden in 1862. After adding a without having to change the basic menagerie the Gardens were officially converted to a combined zoo and botanical plan. This part of the project is under garden in 1889. way, with an eye to maintaining and expanding it in parallel to the Udaipur Zoo, founded in 1878 by Maharaja Sajjan Singh of Mewar State contained a development of the zoo enclosures, garden with medicinal plants and a specialist in horticulture from 1882-1920. which depend so heavily on a very large amount of systematically The Maharaja of Baroda maintained a large garden with a collection of wild animals managed vegetation. open to the public which inspired and stocked the Sayyaji Baug Zoo, officially opened in 1879. The broad aims of the Nilgiri Biosphere Botanic Garden are to utilise the plant Chamarajendra Zoological Gardens at Mysore was a 10 acre ‘palace zoo’ administered resources quickly and effectively as a by the Department of Horticulture until it was transferred to the Forest Department in start-up project, capitalizing on the the 1970s. biome-specific garden, found nowhere else in India, and in very few places Other royals had private menageries in their public gardens at Alwar, Gwalior, Indore anywhere in the world. This garden will and Kolhapur which are officially registered as zoos in India today. be a nature and educational recreation

22 Roots • Vol 1 (2) centre are conservation, research and entouré par des collines à la végétation quienes compraron 250 acres education of the surrounding flora and luxuriante à 30 Km de Coimbatore. rodeados por verdes colinas a 30 Km fauna exclusively. The NBCP function Rompant avec la tradition indienne des de Coimbatore. Rompiendo con la as a dynamic interpretation centre of terres appartenant au Gouvernement, tradición de la exclusividad the Nilgiri Biosphere Reserve. cette société à but non lucratif a gubernamental para poseer grandes imaginé un parc innovant pour la extensiones de terreno, esta sociedad References conservation en ayant pour objectif de sin fines de lucro diseñó un novedoso recréer, dans un microcosme, les parque para la conservación el cual ➡ Harrison, B., 1962, The evolution of différents milieux situés aux alentours. pretende replicar un microcosmos del zoological gardens, Proceedings of La réserve de la Biosphère de Nilgiri área mayor en la cual se ubica. La the Meeting of the International (NBR) couvre 5520 Km2 à l’ouest du Reserva de la Biosfera Nilgiri (NBR) Union of Directors of Zoological Ghats. Elle a été mise en place par le cubre una superficie de 5520 Km2 en Gardens at Singapore, IUDZG, Ministère de l’Environnement du las montañas occidentales (Ghats). Fue Singapore. Gouvernement de l’Inde pour disposer decretada por la Secretaría del ➡ Kisling V., 2000, Colonial des moyens nécessaires à la Ambiente del Gobierno de India, con la Menageries and the Exchange of conservation des espèces végétales et finalidad de proteger y conservar la Exotic Faunas, Archives of Natural animales endémiques et menacées de flora endémica y amenazada del área. History 25(3): 303-320, London, UK cette région. Depuis ses débuts, la A partir de su reconocimiento la ➡ Vicziany, M., 1989, Imperialism, Société a collecté des plantes pour Sociedad ha colectado plantas par re- botany and statistics in early 19th recréer les différents biomes de la NBR crear los diferentes biomas de la century India, the surveys of Francis à travers une représentation des reserva estableciendo colecciones que Buchanan (1762-1829), Modern habitats naturels. Dans ce cadre, la plus muestran los habitats naturales. En la Asian Studies, 20, 625. grande collection régionale de plantes actualidad comprende la mayor ➡ CBD, 2002, Global Strategy for endémiques et menacées du pays a été colección de plantas endémicas y Plant Conservation, The Secretariat constituée. La première phase du Parc amenazadas del país. La primera fase of the Convention on Biological sera d’aménager un jardin botanique del Parque será un jardín público Diversity, Montreal, Canada. public qui apportera des informations donde se enseñará acerca de la sur la biodiversité de la région. biodiversidad de la región. Résumé Resumen Sally Walker, 29-1, Bharati Colony, Beaucoup de jardins coloniaux Peelamedu, Coimbatore 641 004, maintenaient des animaux sauvages en Muchos jardines botánicos coloniales Tamil Nadu, India. captivité. Certains avaient des resguardaban animales silvestres. Tel: (91) 422 561 087; 563 159. collections respectables qui Algunos tuvieron colecciones Fax : (91) 422 563 269. comprenaient des grands singes, des respetables que incluían maravillosos Email : [email protected]. rhinocéros, des grands carnivores, et monos, rinocerontes, grandes Website: www zooreach.org Below: Hands- d’autres animaux exotiques provenant carnívoros y otros animales exóticos de on experience des aires continentales voisines. áreas continentales circunvecinas. Dr Rathinasabapathy & R. with plants by Probablemente esta práctica prevaleció Manikam, Coimbatore Zoological students during Cette pratique était probablement plus en Asia donde se argumentaba que los park & Conservation Centre, 1388, a nature trail répandue en Asie où l’on peut dire que elaborados jardines de la realeza Avinashi Road, Peelamedu, (Photo: les jardins soignés des Rois, associés à combinados con sus colecciones de Coimbatore 641 004, Tamil Nadu, Coimbatore leurs collections d’animaux sauvages, animales silvestres crearon un a forma India. Zoological Park) ont créé une façon de penser qui a de pensamiento que influenciaron el influencé le futur développement des futuro desarrollo de los jardines jardins botaniques coloniaux. De plus, botánicos coloniales. Sin embargo, ce furent les naturalistes coloniaux qui fueron los naturalistas de la Colonia ont pourchassé, décrit et dessiné la quienes se dedicaron a describir y multitude d’espèces qu’ils ont trouvée. dibujar la miríada de especies que C’est la raison pour laquelle on trouve encontraron. Debido a esto, sabemos des animaux captifs dans les jardins de la presencia de animales en botaniques d’Asie. Cet article décrit cautiverio en jardines botánicos de quelques-uns de ces jardins, Asia. En este artículo describimos particulièrement en Inde, pour fournir le algunos de estos jardines, contexte d’une nouvelle initiative : le particularmente en India, los cuales Coimbatore Zoological Park Society en forman parte del contexto de una nueva Inde du Sud. iniciativa, la Sociedad Parque Zoológico Coimbatore en el sur de la India. Le Coimbatore Zoological Park Society a été créé en 1986 par un groupe La Sociedad Parque Zoológico d’hommes d’affaire riches et influents Coimbatore se estableció en 1986 por qui ont acheté un site de 100 Ha un grupo de acaudalados empresarios

Roots • Vol 1 (2) 23 Gondwana connections: des partenariats pour l’apprentissage La conexión Gondwana: asociaciones para aprender

Kathy Stewart

Gondwana connection partnerships for learning

Summary The Australian Biota Study Day is a school excursion where Education Officers from the Royal Botanic Gardens Sydney join with those from the Australian Museum and Taronga Zoo to provide a The logistics of the day involve four unique learning experience for senior biology students. On the day 16-17 classes (up to 100 students) visiting the RBGS and the Austmus. Taronga Zoo year old students visit the Australian Museum, the Royal Botanic transports its educator accompanied Gardens Sydney and Taronga Zoo Educators (stationed at the RBGS by a host of supporting animals in the Education Centre) for hands-on workshops that deepen their ‘Zoomobile’ to the Gardens each day. understanding of the evolution and adaptations of Australian native Students and their class teacher spend plants and animals. two hours at each location, taking a further hour to have lunch and walk between the venues. Bookings are taken by the Austmus and students are Introduction the end of 2000. Now in its fifth year, charged a nominal fee which is divided the study day is routinely offered by between the three institutions. Education programmes for senior the three venues as part of their school students are offered by many schools’ programme. In the session at the Royal Botanic excursion venues yet this visitor group Gardens, students compare the can be particularly difficult to entice Wollemi Pine and its relatives to fossil into learning environments beyond the The Australian Biota Study Day members of the Araucariaceae (Agathis school classroom. In New South Wales jurassica from the Talbragar Fish Bed the final two years of schooling The combined resources of the RBGS, fossils found near Mudgee in New culminate in major examinations. Austmus and Taronga Zoo enable South Wales). They are helped to These often determine students’ future senior biology students to experience visualise prehistoric environments by career pathways – it is a significant the following: visiting various locations in the Garden time for students, their families and where the plant displays consist of their teachers. • living environments similar to those modern day examples of primitive at critical times in Australia’s plant species. Students are also able to Education officers from the Royal geological past, including a grove of continue their study of pollination and Botanic Gardens Sydney (RBGS), the the Wollemi Pine’s closest relatives dispersal mechanisms of Australian Australian Museum (Austmus) and – the Hoop Pine and Queensland plants using the live specimens Taronga Zoo recognised the need for Kauri Pine as well as the Wollemi growing in the Gardens. an excursion programme that attracted Pine itself senior schools by addressing • actual fossils from sites such as The Zoomobile transports an exciting curriculum requirements and offering Riversleigh (20 million years ago), range of Australian animals from efficient use of the excursion day. In Tingamurra (50 million years ago) Taronga Zoo to the visiting students. 2000 a new senior biology syllabus and Talbragar (175 million years ‘Pugsly’ the echidna and ‘Spike’ the was released to schools presenting an ago) rainbow lorikeet dominate the day's opportunity for the three institutions to • live animals that demonstrate links events and are very popular with the create a joint programme for this group with our Gondwanan heritage such students and their teachers. Students of students. A pilot programme called as the echidna, blue-tongue lizards, have close physical contact with the the Australian Biota Study Day was rainbow lorikeets. animals – under the watchful eye of the developed and successfully trialled at zoo educator who directs and focuses

24 Roots • Vol 1 (2) • 24-25 student attention to particular features completion of worksheets does not of the animal that enables them to distract student attention from the survive in their particular environment. unique opportunity to observe and Evaluation of the day reveals that this interact with the rich range of experience with live animals is a highly resources available. School groups are memorable and engaging feature of the encouraged to bring cameras to record day for students and their teachers. visual images of the resources and activities they encounter. In some education of adolescents about the Above right: At the Australian Museum students cases groups are able to take selected evolution, diversity and adaptations of The Zoomobile review evidence that indicates Australia specimens (such as plant material) Australian plants and animals. at the Royal was once part of Gondwana and study back to school for further study. Botanic Gardens key Australian fossils that shed light on Resumé Sydney. the nature of past environments. Teachers and students are asked for Students can trace evolutionary feedback to monitor the impact of the La Journée d’Etude du Biotope Above left: changes that led to animals such as programme. Evaluation sheets are australien est une sortie scolaire où les 'Pusgly' the the platypus, koala, thylacine and given to each participating teacher and responsables pédagogiques du Royal echidna visits kangaroo. collected at the end of the day. A Botanic Garden Sydney (RBGS) se the Royal number of students are also surveyed joignent à ceux du musée australien et Botanic Gardens Educational Features of the Study Day to obtain their feedback. Changes to du Tarongo Zoo pour offrir une chance Sydney. content, worksheets, timing and unique aux étudiants en dernière année Education officers involved in the location of the study days have been de biologie de développer leurs Left: project agree that there are a range of made in response to the evaluation of connaissances. Pendant la journée, les Discovering critical educational components of the the programme. étudiants de 16-17 ans rencontrent les 'dinosaur food'. day. One of the most important being, éducateurs du RBGS, du musée Senior biology that students are able to physically Examples of teacher feedback about australien et du Taronga Zoo (situé au students interact with the resources of the three the day: Centre Educatif du RBGS) pour des encounter institutions. The resources used, such “Students were fully occupied. This ateliers pratiques qui leur permettent cycads at the as live plants and animals, garden was good. Very relevant to the topic” d’approfondir leurs connaissances de Royal Botanic displays, objects and exhibitions meet “Excellent organisation overall. l’évolution et des adaptations des Gardens a range of criteria including: Wonderful opportunity for hands on plantes et des animaux indigènes Sydney. viewing of species and fossil d’Australie. • relevance to the specific syllabus specimens.” (Photos: Royal content “Excellent resources and exhibitions. Resumen Botanic Gardens • interest to senior students We don’t have access to many of these Sydney) • able to be handled or accessed by resources.” El día de estudio de la Biota students Australiana consiste de una excursión • physically transportable to locations Examples of student feedback: escolar donde los funcionarios off site. “Gives us a chance to see what we are educativos de los Royal Botanic studying close up.” Gardens de Sydney (RGBS) se unen a Throughout the study day, students are “Better than a day at school.” los del Zoo de Taronga para dar una encouraged to keep a record of the “Busy, a bit short of time but enjoyable.” experiencia de enseñanza única a los day. Traditionally this takes the form of estudiantes de biología más mayores. worksheets containing questions that Conclusion En ese día, los estudiantes de 16 y 17 focus students’ attention on specific años visitan a los educadores del features of the session. Teachers The success of the Australian Biota Museo Australiano, el Real Jardín involved with the programme are sent Study Day has resulted in expanding Botánico de Sydney y del Zoo de a set of worksheets that cover the its range of locations from Sydney to Taronga (localizados en el Centro de activities set for the day. However Mount Annan and Mount Tomah Educación del RBGS) para asistir a education officers involved in the Botanic Gardens and most recently to talleres prácticos que profundizan su programme are mindful that the Dubbo Plains Zoo. These new sites for entendimiento de la evolución y de la the study day facilitate access to the adaptación de las plantas y animales resources of the three institutions to autóctonos de Australia. those schools that may not be able to travel to Sydney. Kathy Stewart is the Community Education Officer and Coordinator The study day series averages per year of School Progammes, Royal 2000 students from up to 80 secondary Botanic Gardens, Mrs Macquaries schools across New South Wales. The Road Sydney NSW 2000, Australia. programme is a vital component of the Tel: (61) 02-9231 8111. range of school programmes offered Fax: (61) 02-9251 4403. Email: by the RBGS, Austmus and Taronga [email protected] Zoo and plays a significant role in the www.rbgsyd.nsw.gov.au

Roots • Vol 1 (2) 25 L’education pour la conservation: l’importance de la formation La conservación en la educación: la importancía de la formación

Jamie Copsey

Conservation Education the value of training

visiting public. We know that through our public education programme Summary Zoos and botanic gardens of the world are in unique learning has taken place; people are positions to convey a conservation message to the general public. becoming more environmentally aware Although we have developed new and increasingly sophisticated following a visit to the zoo (Muurmas, techniques for communicating our messages, this ‘education toolbox’ is 2001). not currently available to all. The International Training Centre at the What happens when they leave the zoo headquarters of the Durrell Wildlife Conservation Trust, Jersey Zoo, has gates? Does learning result in been training overseas conservationists, many of them from developing behavioural change? A recent country zoos, for more than twenty years. One of the most valuable environmental awareness-to-action subjects for them has been Environmental Education Skills and Practice. programme run by the Conservation Below: School Education Department, entitled ‘Cans Such capacity building is also offered by BGCI and Kew through their children act out for Corridors’, demonstrated the education-focussed international diploma course. Other zoos and a story about impact that an effective and focused hornbills at their botanic gardens have recognised the need to develop capacity within education activity can have on school (Photo: their colleagues worldwide. However, gaps still exist. One solution changing our ways. Through a series J.Copsey) would be for zoos and botanic gardens to join forces to support the of interactive assemblies run by zoo professional development of our education staff in Jersey schools, local children learnt about the plight of the contemporaries, particularly in black lion tamarin (Leontopithecus the biodiversity-rich regions of chrysopygus) in its dwindling Atlantic the world. forest home of southern Brazil. Furthermore they learnt about unsustainable use of resources, with the focus on aluminium. The result of Introduction this has been that now more than 21 of the island schools have established “These visits by 6th formers were can recycling schemes and have excellent. They broadened the girls’ generated over £900 to buy over 3500 knowledge about the environment and trees for biological corridors in Brazil sustainability issues.” Another satisfied linking up the tamarins remaining forest teacher leaves the Conservation patches (Esson et al, 2002). Education Department at Jersey Zoo, the headquarters of the Durrell Wildlife This success is not unusual; type in Conservation Trust. A glance through ‘zoo education’ or ‘botanic gardens the visitors’ book strengthens the education’ into your web-search and impression that Jersey Zoo can, you will find pages and pages of sites metaphorically speaking, pat itself on that will lead you to some exciting and the back for getting an ‘informal’ innovative new programme for raising conservation message across to its awareness of environmental issues and

26 Roots • Vol 1 (2) • 26-29 species conservation. Look more So what can or should zoos and closely, though, at where these botanic gardens be doing to support education programmes are happening this drive? They have the potential to and a pattern begins to emerge. A “shape public opinion, to encourage disproportionate amount of activity is sympathetic attitudes towards wildlife, going on in the zoos and botanic and to educate the public about gardens of North America and Europe. ecology, evolution, and wild animals” (Hancocks, 2001). With approximately This pattern may be explained partly 500,000,000 people (roughly 10% of by the skew that exists in the the world’s population) visiting zoos distribution of the zoos and botanic annually (IUDZG/CBSG (IUCN/SSC), gardens of the world. Four out of the 1993), they have clearly got a six countries in the world that hold potentially valuable role to play in 57% of the world’s zoological raising environmental awareness. If collections are within Europe or the we add in the numbers attending the United States. Only ten countries botanic gardens of the world then account for 50% of the world’s botanic together we have a vast captive gardens, including the US and Europe audience. Ironically at an institutional (Stanley-Price et al, 2004). But what level it is the zoos of biodiversity-rich about the remaining 1000 zoos and countries that stand out as being the 1200 or so botanic gardens (Stanley- places to reach the majority of these Price et al, 2004) that are spread visitors. Take China, for example, throughout the world? Many of them where over 40 million people pass fall within the tropics where we also through the country’s zoo gates each find the majority of species that, as year (Waugh & Wemmer, 1994); conservation organisations, zoos and Zoológico de Chapultepec, Mexico botanic gardens are intent on saving. City receives 5.5 million visitors alone; more than three times the number of Increasingly we are aware of the need people visiting London Zoo each year to focus our attention more on saving (1,225,000) (http://www.cbsg.org/ At this point it is important to note that Above: People species in-country. Reportedly over directory) resources do not equate to effective listening to a 400 botanic gardens worldwide conservation education and neither is it talk in Sri manage areas of native habitat Time to take stock: we know that only the zoos and botanic gardens Lanka, a themselves, or work closely with many zoos and botanic gardens in the within the resource-rich countries that biodiversity-rich colleagues in national parks and other resource-rich countries of the world are effectively raising environmental country (Photo: protected areas (Wyse Jackson & have been developing new and awareness. However, it is clear that J.Copsey) Sutherland, 2000). A study of British innovative ways of conveying a there is an imbalance in the current zoos by Stevenson (1996) found that conservation message, and have been capacity within the zoos and botanic over 69% (32) of collections that honing their educational tools for many gardens of the world to carry this participated in the survey supported years; these same organisations are message forward. According to BGCI field projects to some degree. To what beginning to look beyond their gates to of approximately 1800 botanic gardens extent though, do zoos and botanic determine how best they can support in the world only about one tenth gardens ‘leapfrog’ their peers in species/habitat conservation; we employ education staff (Willison & biodiversity-rich countries to work recognise that zoos and botanic Sutherland, 2001). Based on a sample directly with the species and habitats gardens have a potentially pivotal role of 100 zoos from the International Zoo needing to be conserved? to play in raising environmental Yearbook, it appears as if education awareness and pushing for behavioural staff are present in a higher proportion Read through the article text relating to change; finally, we know that at least of zoos than botanic gardens but still the Convention on Biological Diversity the zoos of the biodiversity-rich less than 50% would seem to have this (UNEP, 1994) and one word that will countries draw significant crowds and resource (Olney & Fisken, 2003). If zoos keep appearing is ‘co-operation’, in therefore are ideal places to convey a and botanic gardens are to realise their particular with reference to similar large-scale conservation message. potential then they need to fill this gap. organisations working in the resource- The potential is there but in order to More support must be given to those rich and biodiversity-rich countries of realise this we need to match up establishments that are best placed to the world. The recent launch of the resources to where they are most raise awareness about the plight of Communication, Education and Public needed. It is perhaps time for those endangered species within the countries Awareness (CEPA) portal demonstrates zoos (and botanic gardens) of the of origin. As Conway (2000) stated “We the international belief that more needs world with the experience and skills to pay too little attention to third World to be done to support the development focus more attention on building zoos located on the front lines of the of more effective strategies to get our conservation capacity within their Earth’s most biodiverse habitats”. What conservation message out and make ‘peer’ organisations of world’s most are the “haves” doing for the “have sure it sticks. biodiversity-rich countries. nots” (Waugh & Wemmer, 1994)?

Roots • Vol 1 (2) 27 participants do assert that they run page demonstrates the diverse range education programmes, it is common of topics that are covered providing for them to be run as part of a raft of participants with a sound and detailed responsibilities borne on the shoulders understanding of the ‘tools’ of the of just a handful of interested and able education ‘trade’. employees. Only a handful of conservation One such able person is Uzma Khan, organisations are in the fortunate a senior education officer from Lahore position to maintain a full training Zoo in Pakistan. Uzma is three department dedicated to supporting quarters of the way through her conservation practitioners worldwide. Diploma here at the ITC and in her However, many more can boast an capacity as an education officer has effective and imaginative environmental found the education component of the education programme. Both the zoo course of particular relevance to her and botanic gardens communities are work in Pakistan. Lahore Zoo receives becoming increasingly active in seeking 2.5 million visitors every year including ways of contributing to species and over 1400 school groups, which may habitat conservation. If we feel contain as many as 300 children in genuinely that both types of each one (Khan, pers. com.). organisation are justified in their role as According to Uzma “there is no zoo in conservation organisations in particular Pakistan that has an education centre through education, then we need to Above: One Gerald Durrell was ahead of his time and there is no regular, coordinated turn more attention to supporting our World School when he instigated the establishment programme with schools that is run by colleagues that have the species and workshop in of the International Training Centre any zoo”. Conservationists such as habitats we are trying to conserve right 2002 (Photo: (ITC) at Jersey Zoo over 20 years ago. Uzma have the drive and often the on their doorstep. The education J.Copsey) His aim was to create a ‘mini- ability to run effective education and toolbox is bursting with new university’ for training conservationists awareness programmes but they can techniques- let’s open up the box to all. from around the world, in particular gain much from exposure to and from zoos, in order to equip them with training in the theory and practice of Parting remarks… the skills and understanding required teaching and learning. Skills that Having the opportunity to write this to solve their own conservation Uzma and others are encouraged to article has enabled me to think more problems. Since this time more than acquire during their time on the ITC critically about how the ex-situ 1100 graduates have passed through course. conservation organisations such as the ITC’s training programmes from zoos and botanic gardens operate. over 110 countries. Over 90% of these Such skills are not only of value to This contemplation has not just made graduates are linked through the ITC designated education staff but to me question how we currently do Network, providing a virtual venue for anyone who has to communicate a things but how we could be doing discussions and problem-solving to message to an audience. A study things in the near future. How often, meet the evolving needs in conducted by Esson et al (2001) for example do zoos and botanic conservation. The ITC’s courses in demonstrated that presentation skills gardens get together to ‘cross- Endangered Species Management and was the most valued part of the pollinate’ ideas about conservation Conservation challenge participants to education module on the Diploma in education in their different though critically analyze current biodiversity Endangered Species Management complementary areas of work? Zoo conservation issues and to develop (DESMAN) course, in terms of its use educators are increasingly trying to put appropriate solutions for tackling when the trainees returned home. their animals into context – what wildlife conservation issues in their own Conway (op. cit) identifies a need to niches do they fill? What other species countries. One of these solutions target our message to “inform law- do they depend on? What will happen involves the ability to communicate a makers and government authorities”. if we take away the plants on which conservation message effectively to a Clearly having a competency at they- and we- depend? From a range of audiences. presenting information to such botanical standpoint we are becoming audiences is of benefit to all. more aware of the reliance of The majority of trainees that pass threatened plant species on the through the training programme have Other organisations with resources animals with which they co-exist – not had any form of formal training in have established focused what will be the impact of the teaching skills or communication and environmental education training extinction of particular species of fruit yet they are on the ‘front-line’ of courses. Botanic Gardens bats, for example, on the trees that rely species conservation, many of them Conservation International and Royal on them to disperse their seeds? If we coming from biodiversity-rich countries Botanic Gardens, Kew, have joined want to convey a holistic conservation such as Madagascar, Peru and China. forces to create the International message then perhaps it is time for Although an increasing number of the Diploma Course in Botanic Gardens zoos and botanic gardens to pool their organisations from which we select Education. A glance through the web educational experience and develop

28 Roots • Vol 1 (2) joint education strategies and most ➡ UNEP (1994) Convention on commun pour développer la formation importantly export this ‘meta-tool box’ Biological Diversity Text and professionnelle de nos collègues, en to their colleagues elsewhere. Is it time Annexes, Convention on Biological particulier dans les régions du monde for an International Diploma Course in Diversity Secretariat, Geneva, riches en biodiversité. Zoo and Botanic Gardens Education? Switzerland ➡ Waugh D.R., Wemmer C. (1994) Resumen What do you think? Should we be Training in zoo biology: two collaborating more in the field of approaches to enhance the Los zoos y los jardines botánicos del conservation education? conservation role of zoos in the mundo están en una posición única para tropics, in Olney P.J.S., Mace G.M., comunicar el mensaje de conservación References Feistner A.T.C. (eds) Creative al público. Hemos desarrollado nuevas Conservation: Interactive técnicas más y más sofisticadas para ➡ Conway W. (2000) The changing management of wild and captive comunicar nuestros mensajes, pero esta role of zoos in the 21st century. animals, Chapman & Hall, London, “caja de herramientas educacional” no EAZA News 29, 8-13. England. está a disposición de todos. El ➡ Esson M. (2001) Does conservation ➡ Willison, J and Sutherland, L.A International Training Centre (Centro de education travel well? Transferring (2001) The Role Botanic Gardens Educación Internacional) en la sede del skills from Jersey Zoo to institutions Can Play in Biodiversity Education Durrell Wildlife Conservation Trust, en el in the developing world. Dodo 37, and Community Mobilization, Paper Zoológico de Jersey, lleva mas de veinte 80-87. presented to an Expert Meeting on años educando a conservacionistas de ➡ Esson M., Hicks O., Wormell D. Biodiversity Education and Public otros paises, muchos de ellos de paises (2002) Your cans can save the black Awareness, Egmond aan Zee, The en vía de desarrollo. Uno de los temas lion tamarin. Federation of Netherlands. de mayor valor para ellos ha sido el de Zoological Gardens Award, ➡ Wyse Jackson P.S., Sutherland L.A. habilidades y prácticas Education Category 2001/2002 (2000) International Agenda for medioambientales. Las mismas ➡ Hancocks D. (2001) A different Botanic Gardens in Conservation. oportunidades para desarrollar nature- The paradoxical world of Botanic Gardens Conservation capacidades también las ofrecen el zoos and their uncertain future. International, U.K. BGCI y Kew a través de su curso de University of California Press, diploma internacional con enfoque London England. Résumé educativo. Otros zoológicos y jardines ➡ IUDZG/CBSG (IUCN/SSC), 1993. botánicos han reconocido la necesidad Executive Summary, The World Zoo Les zoos et les jardins botaniques du de desarrollar la capacidad entre sus Conservation Strategy; The Role of monde ont une chance unique de faire compañeros a través del mundo. Sin the Zoos and Aquaria of the World passer des messages sur la embargo, aun hay huecos que rellenar. in Global Conservation. Chicago conservation de la biodiversité au Una solución sería que los zoos y los Zoological Society, U.S.A. grand public. Malgré que nous ayons botánicos unieran fuerzas para apoyar el ➡ Muurmans M. (2001) Getting the développé de nouvelles techniques de desarrollo profesional de nuestros conservation message across. An plus en plus sophistiquées pour contemporáneos, especialmente en las evaluation of the animal talks communiquer nos messages, cette regiones del mundo ricas en programme of Jersey Zoo, Durrell ‘boîte à outils’ pédagogiques n’est pas biodiversidad. Wildlife Conservation Trust, Jersey accessible à tous aujourd’hui. Le UK Channel Islands, Unpub. Report. Centre International de Formation, Jamie Copsey is Deputy Head of ➡ Olney P.J.S., Fisken F.A. (2003) situé dans les locaux de la Fondation Education at Durrell Wildlife (eds.) Zoos and aquariums of the ‘Durrell Wildlife Conservation’ au Zoo Conservation Trust, Les Augrés world, in International Zoo Yearbook de Jersey, forme des conservateurs Manor, La Profonde Rue Trinity, 38, Zoologial Society of London, venant de zoos de pays en voie de Jersey JE3 5BP, English Channel England. développement depuis plus de 20 ans. Islands, British Isles. ➡ Stanley-Price M.R., Maunder M., Un des sujets les plus utiles pour eux a email: [email protected]. Soorae P.S. (2004) Ex Situ Support été le module sur les compétences et web: www.durrellwildlife.org to the Conservation of Wild pratiques de l’éducation à Populations and Habitats: Lessons l’environnement. Le BGCI et Kew Left: Trainees in from Zoos and Opportunities for permettent également le action – drama Botanic Gardens, in Guerrant E.O., développement de compétences as a holistic Havens K., Maunder M. (eds) Ex similaires grâce à leur diplôme educational tool. Situ Plant Conservation Supporting international centré sur l’éducation. (Photo: Species Survival in the Wild, Island D’autres zoos et jardins botaniques ont J.Copsey) press, Washington DC, USA. reconnu cette nécessité de développer ➡ Stevenson M.F. (1996) The role of les compétences de leurs collègues à zoos in the British Isles and their travers le monde. Cependant, des survival into the next millennium, vides existent toujours. L’une des dissertation for MBA, University of solutions serait que les zoos et jardins Edinburgh, Scotland botaniques mettent leurs forces en

Roots • Vol 1 (2) 29 Les jardins botaniques doivent-ils présenter des animaux? ¿Se deberían exhibir animales en los jardines botánicos?

Should botanic gardens keep animals as exhibits?

This issue of Roots has argued that often, even if we ourselves realise it, both zoos and gardens need to take a we don't put it across to our visitors. more ecological approach to education The fact is that, even without keeping – emphasising both plants and animals, we can put a very wide animals. If we consider that our aim is ecological message across. to always offer visitors first-hand experiences, then does it follow that In the Gibraltar Botanic Gardens we botanic gardens should keep animals also keep animals. Initially this was as as exhibits? We asked a number of a result of us offering space in a the gardens to convert. It can work - colleagues around the world for their disused corner of the Garden to house but be careful. It is much easier for an opinions on this question. Their parrots and monkeys confiscated by established zoological park to improve considered responses throw up Gibraltar Customs having arrived within its plant interpretation and education interesting issues and questions that the jurisdiction without CITES papers. work than for a botanic garden to will be of interest to both botanic The collection grew with other introduce this new, demanding facet to gardens and zoos alike. confiscated animals, such as tortoises its work. from nearby Morocco, being entrusted Integrating ecology - do we to our care. Once incipient facilities And there is one more point to need to keep animals? were there, other projects such as consider also - whether we like it or captive breeding of rare native species not, animals tend to attract the A garden, if managed in an for subsequent release started to attention of the public more than environmentally friendly manner, has develop, and a certain demand to plants. Our message on plants, and many animals within it - it is their house unwanted pets was also partly our attempts at getting them to feature habitat. We need to realise that this met. The facilities are still being in the public's perception of ecology, gives us the ideal opportunity to developed, and as they do, there are may suffer if the limited time a visitor develop ecological education with certain lessons learnt that need to be spends in our garden is spent looking reference to the wildlife of our gardens, shared. at cuddly baby monkeys, fascinating without the need to bring in other, reptiles, or majestic birds of prey. perhaps more exotic species. Unless the exhibits generate sufficient Depending on the size and location - income through properly managed John Cortes is Director of the and indeed on the surroundings of the visiting, or perhaps grants for animal Gibraltar Botanic Gardens. gardens, there will be examples within conservation projects, they can draw Trained in Ecology, his Doctorate them of wildlife of many different heavily on a garden's resources. Where is in reptile ecology. He is also species demonstrating many these are not great they can be an General Secretary of the Gibraltar ecological issues - nesting of native unsustainable strain which could Ornithological & Natural History birds, migration of species and their prejudice other aspects of a garden's Society, which is a Partner of annual cycles, colonisation by exotic work. Looking after animals carries BirdLife International animals and their impact on the local with it great responsibilities, including Gibraltar Botanic Gardens, ecology, feeding strategies of lizards, legal obligations in many countries, The Alameda, Red Sands Road, species specificity of insect food and animal welfare issues. Animals Gibraltar. plants, and many more. This is also require ample space, and planning Email: [email protected]. happening all around us, and very will require decisions on which parts of www.gibraltar.gi/alameda

30 Roots • Vol 1 (2) • 30-32 Animals reinforce the An unwelcome distraction! The whole picture message Over the years I have had my fill of Have you ever tried to put together a Cleveland Botanical Garden regards competing with cute little animals. When jigsaw puzzle with some of the critical animals as essential to communicate I worked as an education officer I was pieces missing? It’s frustrating having an the reliance of all life upon plants. continually in competition with the fish incomplete picture at the end. It can be Animals engage visitors by adding and squirrels of the botanic garden. the same for botanic garden educators motion, surprise, color, and even scent. How can anyone expect to hold the when teaching about biodiversity and attention of a group of eight year olds conservation - for without the animals our In the biomes of the Eleanor Armstrong when a fury little squirrel is doing party stories are often incomplete. Smith Glasshouse, animals taking tricks in the hope of a bit of some ones refuge within a model strangler fig lunch? ‘Fish time’ became a regular Animals can enrich the learning serve to demonstrate plant-animal feature of rainforest tours passing by the experience by giving authenticity to interactions. Giant South American tropical pond and only after a ecological programs but their introduction Cockroaches provide a great "ICK!" compulsory five minutes of mutual and management needs to be thought factor! A tarantula’s burrow beckons staring between coy carp and not-so- through carefully. Animal exhibits are best children to investigate further. Leaf- coy children was over could the lesson integrated into ecological displays rather cutter ants tend fungus gardens within proceed. Then somebody introduced than stand alone enclosures. From the a fallen tree and forage along a vine green tree frogs to the glasshouses as a outset they should have a clear looping over a stream. Every day, form of biological control. This was even interpretive purpose and where possible birds and butterflies pollinate flowers more annoying. When you walk into the link to the existing biodiversity of the and disperse seeds. These diverse house they all start to sing and the garden. They are also more likely to interactions have created an children get very excited. “Yes” you say succeed and be sustainable in the longer environment that immerses visitors in ‘‘they are real frogs’’ and the children term if developed in partnership with the biomes. scatter to search for them. But try as zoos or animal specialists who have the hard as you like the cunning frogs never appropriate expertise. This was made possible through reveal themselves. Move within a metre planners selecting animals that offered and they are silenced with the songster With these points in mind our garden, interesting stories. Concerted research hidden deep in the undergrowth. in partnership with our nearby zoo, and coordination was undertaken to has successfully released two species ensure that the animals would live The solution to all my animal of native birds into our rainforest harmoniously with plants, each other problems? Recently curator, David conservatory; the White-browed and people. The animals needed to be Mitchell, began commissioning a series Woodswallow (Artamus superciliosus) available in the trade (zoos, breeders), of beautiful life-size bronze animal for biological control of palm eating be easily maintained and be capable of sculptures for the glasshouses. caterpillars and Noisy Pitta birds (Pitta living successfully in captivity. For Roadrunners now run across the versicolor) to help the leaf litter decay example, maintaining tropical Sonoran desert, bats pollinate the cycle. We also have a highly popular butterflies requires an abundance of Saguaro cactus and spade-foot toads ‘mini-beast’ program for schools run by sunlight, temperatures of 70-90°F, high emerge from the bronze quagmire. We an invertebrate expert. Spectacular relative humidity and nectar-producing even have a small but perfectly formed macro invertebrates are used to tell the plants. The birds inhabiting each biome bronze dinosaur standing gingerly story of rainforest plant/animal have their own specific requirements among the tree ferns. They fit relationships in a dynamic and hands- and this in turn influences plantings, marvellously among the foliage and on way. structure, and staffing. This process best of all they never steal your although complex has resulted in a thunder or your sandwiches! The animals in both these programs wonderful educational resource. quickly capture visitor interest and Ian Darwin Edwards, Director of arouse their curiosity. The questions Cynthia Mazer and Sandra Rode, Public Programmes, Royal Botanic flow. Once we have their attention Cleveland Botanical Garden, Garden Edinburgh, 20A Inverleith plants are introduced seamlessly and 11030 East Boulevard, Cleveland, Row, Edinburgh EH3 5LR, then highlighted as a natural part of the OH 44106. Tel: 216.721.1600. Scotland. Tel: 0131 552 7171. discussion. The animals are great Fax: 216.721.2056. Fax: 0131 248 2901. attention grabbers and ultimately give a Email: [email protected] E-mail: [email protected] more complete story of the environment. Integrated thoughtfully with your plants they work wonders for ecological storytelling.

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

Roots • Vol 1 (2) 31 Right: Ranger, Introduce butterflies with Opening Pandora’s Box! Sean Juandoo, caution introduces one Horticulture is becoming increasingly of the snakes at Breeding butterflies for an enclosed important to zoos, many of which now The Aquatic exhibit can be a wonderful tool to aim to display their animals in an Experience, teach about insect life cycles, ecological context. Likewise, botanic London, a centre plant/animal interactions, and gardens are increasingly incorporating for education conservation. However, caution needs animals into their exhibits. In principle, conservation to be exercised when including this is to be welcomed as it helps Resumé and a sanctuary butterflies in an outdoor exhibit. If provide a more holistic view of nature for rescued and non-native species are introduced it is to visitors. Dans ce numéro de Roots, il est endangered important to consider how removal argumenté que les zoos et les jardins species from their natural environment will However, by adding animals to their botaniques doivent avoir une approche (www.aquatic- impact their survival and the ecology of collections, botanic gardens must be plus écologique de l’éducation – avec experienced.org) their ecosystem of origin, as well as aware that they may be opening a un accent sur les plantes et les (Photo: BGCI) their influence on the ecosystem to Pandora’s box! The keeping of animals, animaux. Si nous pensons que which they are introduced. If host in particular vertebrates, is strictly l’objectif est d’offrir aux visiteurs des plants are planted to attract native regulated in most countries. In the expériences directes, faut-il alors que species to a garden there is a danger European Union, for example, les jardins botaniques exhibent des that these gardens will prove less permanent establishments where animaux? Nous avons demandé à un hospitable to their offspring than a animals of wild species are kept for certain nombre de collègues à travers natural habitat. exhibition to the public for seven or le monde leur opinion sur la question. more days a year are considered zoos Leurs réponses soulèvent des In my graduate work I examined the under Council Directive 1999/22/EC. questions intéressantes – qui utility of gardens in butterfly This implies complying with defined concerneront autant les zoos que les conservation. For the species I enclosure and husbandry standards, jardins botaniques. studied, butterfly eggs and larvae had employing qualified animal keepers, lower survival rates in gardens than in contracting a zoo veterinarian, natural sites. I was able to exclude lack participating in research from which of available food resources and higher conservation benefits accrue to the natural enemy attack as the cause for animal species concerned, and/or the butterfly’s low survival rates in other activities related to the gardens. Yet, I was unable to uncover conservation of wild fauna. the cause of poor performance in gardens. Given that I was only able to Peter Dollinger, Excecutive include one species in my study I Director, WAZA (The World cannot predict how butterflies in Association of Zoos and general will perform in gardens, only Aquariums), Post address: P.O.Box that some butterflies will be negatively 23, CH-3097 Liebefeld-Berne, affected by breeding in gardens. Visitors’ address: Lindenrain 3, I urge curators to monitor butterfly CH-3012 Berne. Resumen populations in their gardens and Tel: +41-31-300 20 30. introduce programs for individuals Fax: ++ 41-31-300 20 31. Esta edición de Roots ha argumentado to do the same in their own que tanto los zoos como los yards/gardens. Monitoring of jardines deben tener una actitud butterfly populations within más ecológica a la educación - gardens will also give us dándole énfasis tanto a las clues to how plantas como a los animales. we can best maintain butterfly Si consideramos que nuestro populations internationally. objetivo es de siempre ofrecerle a los que nos visitan una Jacqueline Levy, Ecologist, experiencia de primera mano, 4226 Mt. Taylor Dr, Santa Rosa, entonces, ¿es lógico que los jardines CA 95404, USA. botánicos exhibieran también Email; [email protected] animales? Le pedimos opiniones sobre este tema a algunos Are gardens effective in butterfly compañeros alrededor del mundo. conservation? A case study with the De sus consideradas respuestas pipevine swallowtail, Battus philenor, surgen temas y preguntas que le by Jacqueline Levy is published in the interesarán tanto a los jardines como next issue of The Journal of Insect a los zoológicos. Conservation.

32 Roots • Vol 1 (2) Disponibles Recursos

Claudy Fox Resources

Resources Disponible Recursos

BBC Wildlife Magazine Magazín de la vida silvestre de la BBC BBC Wildlife Magazine BBC Magazines, BBC Worldwide BBC Magazines, BBC Worldwide BBC Magazines, BBC Publishing, 80 Wood Lane, London Publishing, 80 Wood Lane, London Worldwide Publishing, W12 OTT. Tel. (44) 20 8433 2000. W12 OTT. Tel. (44) 20 8433 2000. 80 Wood Lane, London ISSN 0265-3656 ISSN 0265-3656 W12 OTT. Annual subscription rates £34.80-41.50. Costo de la suscripción anual Tel. (44) 20 8433 2000. £34.80-41.50. ISSN 0265-3656 Wildlife is the only monthly magazine of Souscription annuelle its kind in the UK. Its features on wildlife ‘Wildlife’ es una revista mensual única £34.80 - £41.50. stories, campaigns, photography and en su genero en el Reino Unido. Los travel are written by familiar names and artículos sobre vida silvestre, políticas “Wildlife” est l’unique are often illustrated with stunning ambientales, fotografía y viajes están magazine mensuel images. escritos por autores relevantes y dans son genre en suelen ir acompañados de Grande Bretagne. Ses Two sections at the front of the sorprendentes imágenes. articles présentant des histoires, des magazine are those that are most useful campagnes, la photographie et les to those in conservation education and Hay dos secciones al frente de la voyages en relation avec la “vie are international with their coverage. publicación que son las mas útiles en sauvage” sont écrits par des auteurs ‘News of the Earth’ often reports on aspectos de educación en la aux noms connus et souvent illustrés levels of biodiversity, wildlife trades, conservación y que además son de par des images impressionnantes. habitat destruction and protection, cobertura internacional. ‘Noticias de la introduced species, the over-harvesting tierra’ frecuentemente trata sobre Deux rubriques à l’avant du magazine of natural resources and climate change. niveles de biodiversidad, comercio de sont particulièrement utiles à ceux ‘Discoveries’ summarises more scientific la vida silvestre, destrucción y impliqués en éducation à la news from journals such as Nature and protección de habitats, introducción de conservation et sont d’envergure Science and allows one to update their especies, uso excesivo de los recursos internationale. ‘News of the Earth’ natural history knowledge in just a few naturales y cambio climático. (nouvelles de la Terre) présente souvent minutes. ‘Descubrimientos’ resume la des rapports sur les niveaux de información científica mas reciente que biodiversité, le commerce d’espèces RATEL aparece en revistas como “Nature” y sauvages, la destruction et la Association of British Wild Animal “Science” permitiendo al lector protection d’habitats, les espèces Keepers. Darren McGarry, ABWAK actualizarse en pocos minutos con el introduites, la surexploitation des membership, Edinburgh Zoo, conocimiento de las ciencias naturales. ressources naturelles et les 134 Corstorphine Road, Edinburgh, changements climatiques. ‘Discoveries’ EH12 6TS. ISSN 0305-1218. RATEL (découvertes) résume des nouvelles Annual subscription £14 to £22. Asociación para la protección de plus scientifiques de journaux tels que animales silvestres en Gran Bretaña. “Nature” ou “Science” et permet ainsi RATEL is published every two months Darren McGarry, ABWAK membership, au lecteur de mettre à jour ses by the Association of British Wild Edinburgh Zoo, 134 Corstorphine connaissances d’histoire naturelle en Animal Keepers (ABWAK) and includes Road, Edinburgh, EH12 6TS quelques minutes. articles, letters and reviews for the ISSN 0305-1218. interest of keeping staff. Suscripción anual £14 a £22.

Roots • Vol 1 (2) • 33-36 33 These pieces are often useful for La asociación para la protección de RATEL conservation educators as the journal animales silvestres en Gran Bretaña Association of British Wild Animal details new exhibits and includes publica la revista RATEL cada dos Keepers. Darren McGarry, ABWAK occasional educational articles. meses. Incluye artículos, cartas y membership, Edinburgh Zoo, 134 reseñas de interés para los miembros Corstorphine Road, Edinburgh, Reports of projects supported by zoo de la asociacion. Estas contribuciones EH12 6TS conservation departments, ABWAK son generalmente útiles para ISSN 0305-1218. and other organisations are published educadores de la conservación, Souscription annuelle £14 - £22. here. Behaviour enrichment is a debido a que RATEL ofrece common theme in this journal and this frecuentemente detalles de nuevas “RATEL” est publié tous les deux mois makes RATEL an excellent resource for exposiciones e incluye par l’association des gardiens case studies on this increasingly ocasionalmente artículos d’animaux sauvages britanniques popular subject in zoo conservation educacionales. (Association of British Wild Animal education. ABWAK also has a website Keepers (ABWAK)) et contient des that features some articles. Se publican también articulos sobre articles, des lettres et des récensions http://www.abwak.co.uk proyectos apoyados por los à l’intention du personnel soignant. departamentos de conservación del Cependant, ces textes peuvent être zoológico, ABWAK y otras. utiles aux éducateurs en conservation, Enriquecimiento del comportamiento comme le journal donne souvent des es un tema común de esta revista y détails sur de nouvelles expositions et hace que RATEL sea excelente recurso inclut de temps en temps des articles para estudios particulares en este tema éducatifs cada vez más popular que es la educación de la conservación en un Les rapports de projets soutenus par zoológico. ABWAK tiene también una les départements de conservation des página web con algunos artículos zoos, ABWAK et par d’autres sobre estos temas. organisations sont publiés ici. http://www.abwak.co.uk L’enrichissement du comportement est un thème communément abordé dans La estrategia mundial de ce journal et cela fait de RATEL une conservación de los Zoológicos: El excellente ressource pour des études papel de los zoológicos y acuarios de cas sur ce sujet de plus en plus à la del mundo en conservación global. mode pour l’education à la IUDZG- La organización mundial de conservation des zoos. ABWAK a aussi Zoológicos y el grupo especializado en un site Internet qui présente quelques The World Zoo Conservation reproducción de animales en cautiverio articles: http://www.abwak.co.uk Strategy: The Role of the Zoos and IUCN/SSC, septiembre 1993. Copias Aquaria of the World in Global de este libro se encuentran a The World Zoo Conservation Conservation disposición solicitándolas a CBSG, Strategy: The Role of the Zoos and IUDZG- The World Zoo Organization 12101 Johnny Cake Ridge Road, Apple Aquaria of the World in Global and The Captive Breeding Specialist Valley, MN 55124-8199 USA. Conservation Group of IUCN/SSC Sept 1993. Se necesitan $3 para cubrir el IUDZG- The World Zoo Organization Copies available from CBSG, 12101 empaquetado y envió. El resumen and The Captive Breeding Specialist Johnny Cake Ridge Road, Apple Valley, ejecutivo se puede consultar en Group de IUCN/SSC Sept 1993. MN 55124-8199 USA. $3 required for formato pdf en la página Web de el disponible auprès de CBSG, 12101 postage and packing. The executive Zoológico Brookfield Johnny Cake Ridge Road, Apple Valley, summary may be found in pdf format www.brookfieldzoo.org MN 55124-8199 USA moyennant 3$ on Brookfield Zoo’s website pour frais d’envoi. Le texte peut aussi www.brookfieldzoo.org La primera publicación de esta être téléchargé en format PDF à partir estrategia es un documento muy du site du zoo de Brookfield: The first publication of this strategy is motivador que une a los zoológicos www.brookfieldzoo.org an encouraging document that links con otras organizaciones dedicadas a zoos and other conservation la conservación. Esta es una lectura La première publication de cette organisations. It is essential reading for indispensable para el personal del stratégie est un document all zoo staff and conservation zoológico y los educadores en la encourageant qui relie les zoos avec educators. The second edition is conservación. La segunda edición de d’autres organisations de conservation. currently in the final stages of la misma se encuentra casi lista. C’est une lecture indispensable pour production. The strategy summarises tout personnel de zoos et les the role of zoos in in situ and ex situ La estrategia resume el papel que éducateurs en conservation. La conservation, education and research, juegan los zoológicos en las seconde édition est actuellement en and highlights the importance of actividades de conservación in situ y phase finale de production. current zoo networks. ex situ, educación e investigación y

34 Roots • Vol 1 (2) Chapter 4 is dedicated to education. It hace destacar la importancia de las La stratégie résume le rôle des zoos discusses the huge potential zoos have interconexiones actuales de los dans la conservation in situ et ex situ, to educate hundreds of millions of zoológicos. dans l'éducation et dans la recherche people all over the world through et accentue l'importance des réseaux informal and formal interpretation either El capitulo 4 esta dedicado a la actuels de zoos. on site or as outreach programmes. educación. Aquí se discute el gran potencial de los zoológicos para Le chapitre 4 est dédié à l'éducation. Y educar formal e informalmente a est discuté le très large potentiel qu'ont millones de gente de todo el mundo ya les zoos pour éduquer des centaines sea en el mismo zoológico o con de millions de gens de par le monde à programas fuera de este. travers l'interprétation formelle et informelle aussi bien sur leurs sites que Hotspots: las ecoregiones biológicas par des programmes extérieurs. más ricas y amenazadas del planeta (1999). Mittermeier, R.A., Myers, N., Hotspots: Earth’s biologically richest Robles Gill, P., Mittermeier, C.G. and most endangered terrestrial Conservación Internacional. ISBN ecoregions (1999). Mittermeier, R.A., 9686397582. $67.95. Difícil de obtener Myers, N., Robles Gill, P., Mittermeier, Hotspots: Earth’s biologically richest como libro nuevo, sin embargo se C.G. Conservation International. ISBN and most endangered terrestrial puede conseguir usado a través de 9686397582. $67.95. Difficile à trouver ecoregions (1999). Mittermeier, R.A., Internet en websites como Amazon. neuf, mais des livres d’occasion sont Myers, N., Robles Gill, P., Mittermeier, proposés sur des sites tels que Amazon. C.G. Conservation International. ISBN Solo en un 1.4% de la superficie de la 9686397582. $67.95. Difficult to buy tierra se alberga el 60% de las Seulement 1.4% de la surface terrestre new but used books are available on especies. En este inmenso libro, 25 de abrite 60% des espèces. Dans ce websites such as Amazon. los principales ‘hotspots’ son grand livre, 25 des ces ‘hotspots’ sont analizados por más de 100 analysés par plus de 100 spécialistes. Only 1.4% of the Earth’s land surface especialistas. Se incluyen 358 358 photographies de première qualité is home to 60% of species. In this fotografías de extraordinaria calidad servent à accentuer l’importance de large book, 25 of these terrestrial para hacer resaltar la importancia de la conserver ces zones menacées. Le ‘hotspots’ are analysed by more than conservación en estas áreas texte traîte des concepts 100 specialists. 358 first-class amenazadas. El texto aborda los d'endémisme, biodiversité et hotspots photographs serve to highlight the conceptos de endemismo, – un terme forgé par l’écologiste significance of conservation of these biodiversidad y hotspots-como fue Norman Myers. threatened areas. The text deals with usado por primera vez por el ecólogo the concepts of endemism, biodiversity Norman Myers. Dans plus de 50 tables les hotspots and hotspots- a term pioneered by sont ordonnés selon la diversité et ecologist Norman Myers. En unas 50 tablas, estos ‘hotspots’ son l’endémisme des espèces. Pour les catalogados de acuerdo al numero de éducateurs de conservation, ce livre In over 50 tables, hotspots are ranked especies, diversidad y endemismos. renseigne aussi de façon by species diversity and species Para educadores en la conservación, compréhensible sur les endroits qui endemism. For conservation este libro proporciona una cobertura sont souvent mentionnés, mais educators, this book also gives global de los lugares que son éventuellement pas toujours bien comprehensive coverage of the places frecuentemente mencionados y que no compris, comme Madagascar et la that are often referred to yet may not han sido completamente estudiados Forêt Atlantique de l’Amérique du Sud. be fully understood such as como son: Madagascar y el bosque Chaque chapitre hotspot donne le Madagascar and the Atlantic Forest of atlántico de Sudamérica. Cada capitulo détail des espèces phares, des South America. Each hotspot chapter de ‘hotspot’ detalla especies menaces pour les espèces, des details flagship species, threats to representativas típicas, sus amenazas, activités de conservation actuelles et species, current conservation activities su estado actual, actividades para su des besoins de conservation futurs. and future conservation needs. conservación y las necesidades de las mismas para asegurar su futuro. Sites Internet Websites Websites http://www.zooreach.org/ http://www.zooreach.org/ L’organisation Zoo Outreach se décrit The Zoo Outreach Organization http://www.zooreach.org/ elle-même comme étant des “Amis du describes themselves as ‘Friends of the La Organización para ayuda de los zoo” pour les zoos d'Asie du Sud, des Zoo’ for South Asian zoos and people Zoológicos (Z.O.O.) se describe como gens actifs dans des études de terrain active in field studies and conservation. “Amigos de los Zoológicos” para los et dans la conservation. Z.O.O. fut ZOO was founded by Sally Walker in parques zoológicos del Sur de Asia y la fondé par Sally Walker en 1985 et est 1985 and is associated with the Species gente activa en estudios de campo y associée à la Comission de Survie des Survival Commission of the IUCN. conservación. Z.O.O. fue fundada por espèces de la UICN.

Roots • Vol 1 (2) 35 The indices for their two publications Sally Walter en 1985 y esta asociada Les index de leurs deux publications ZOOS’ Print (zoo and wildlife articles con la Comisión para la Sobrevivencia ZOOS’ Print (articles et notes sur les and notes) and ZOO ZEN (old and out de especies de la IUCN. zoos et la vie sauvage) et ZOO ZEN of print articles on single subjects such (articles anciens et hors impression sur as enclosure design) are on the site. A Los índices de sus dos publicaciones des sujets uniques, p. ex. la list of useful resources for educators impresas ZOOS’ (zoológicos y artículos conception de clôtures) sont sur le site. includes interactive links that take you y notas sobre vida silvestre) y ZOO Une liste de liens utiles pour les to documents on interpretation and ZEN (artículos viejos sobre temas éducateurs comporte des liens conservation, and include ‘Developing únicos, así como diseño de albergues) interactifs qui vous mènent vers des an education programme around a se encuentran en el sitio. Una lista de documents sur l’interprétation et la species or event’, and ‘How to be recursos útiles para educadores conservation et incluent ‘Developing an creative in 10 easy lessons’. incluye enlaces interactivos que education programme around a conducen a documentos sobre species or event’ (développer un http://www.enchantedlearning.com interpretación y conservación, como programme éducatif autour d’une Enchanted Learning produces ‘Desarrollando un programa de espèce ou d’un événement) et ‘How to children's educational and fun web educación alrededor de una especie o be creative in 10 easy lessons’ sites and games that are designed to evento’, y ‘Como ser creativo en 10 (Comment être créatif en 10 leçons be used by all. For educators this lecciones fáciles’. faciles). website gives ideas on family-friendly interpretation and how to simplify http://www.enchantedlearning.com http://www.enchantedlearning.com complex biological terms. Enchanted learning produce websites Enchanted Learning produit des sites After submitting the term ‘tree fern’ in educativos para niños y juegos que web éducatifs et ludiques pour enfants this site’s search engine it came up son diseñados para ser usados por et des jeux déstinés à tous. Pour des with 17 educational resources that todas las personas. Para los éducateurs, ce site donne des idées describe and simply illustrate tree educadores, este sitio web da ideas sur l’interprétation se prétant aux ferns. The resources are in a range of sobre interpretación para la familia y familles et la simplification des termes forms; glossaries based on habitat or también de como simplificar términos biologiques complexes. subject, quizzes and picture biológicos complejos. En introduisant le terme ‘tree fern’ dictionaries (these come in a variety of (fougère arborescente) dans le moteur languages). Other searches may throw Después de someter el término ‘tree de recherche de ce site, il retourne 17 up print-outs of map outlines, life fern’ (helecho arborescente) en este liens vers des pages éducatives qui cycles and anatomy. sitio, se obtuvieron 17 recursos décrivent et illustrent simplement les educativos que describen e ilustran fougères arborescentes. Ces pages se http://www.izea.net/ sencillamente los helechos présentent sous une variété de formes; The European Zoo Educators (EZE) arborescentes. Estos recursos están en glossaires basés sur l’habitat ou le meet every two years, and these have rango de formas; glosarios basados sujet, des devinettes et des recently been held in co-operation with sobre habitat o tema, juegos y dictionaires d’images (dans une variété every other EAZA conference. The diccionario de pinturas (estas vienen de langues). D'autres recherches British and Irish Zoo Educators (BIZE) en una variedad de idiomas). Otras peuvent retourner des pages prêtes à meet annually and hold more frequent búsquedas pueden arrojar impresiones imprimer avec des esquisses de regional meetings. de mapas, ciclos de vida y anatomía. cartes, de cycles de vie ou d’anatomie.

The independent Zoo News Digest is http://www.izea.net/ http://www.izea.net/ an e-newsletter run up by editor Peter Los Educadores de Zoológicos en Les éducateurs de zoos européens Dickinson. It gives access to new zoo- Europa (EZE) se reúnen cada dos años, (EZE) se réunissent tous les deux ans related stories and lists job vacancies. y estos han recientemente sido et ces réunions ont récemment été Email: [email protected] albergados en otras conferencias a tenues en coopération avec chaque través de la cooperación de EAZA deuxième conférence EAZA. Les Resources selected and reviewed (European Asociation of Zoos and éducateurs de zoos britanniques et by Claudy Fox, Education Officer Aquaria). Los Educadores de irlandais (BIZE) se réunissent at Bristol Zoological Gardens, Zoológicos Británicos e Irlandeses annuellement et ont des réunions Clifton, Bristol, UK. (BIZE) se reúnen anualmente y régionales plus fréquentes. www.bristolzoo.org organizan reuniones regionales más frecuentemente. Le Zoo News Digest indépendant est une lettre d’information électronique El boletín independiente Zoo News distribuée et éditée par Peter Digest es un boletín electrónico Dickinson. Elle donne accès à des editado por Peter Dickinson. Este da sujets reliès aux zoos et liste des acceso a nuevas historias relacionadas emplois vacants. Email: con zoológicos y a una lista de [email protected] vacantes para empleos. Email: [email protected]

36 Roots • Vol 1 (2) How to join Botanic Gardens Conservation International

The mission of BGCI is to build a Institutions can join BGCI for the following benefits: world network for plant conservation. • Membership of the worldwide plant conservation network It was founded in 1987 and now • Botanic Garden Management Resource Pack (upon joining)* includes over 525 member • Regular publications: institutions in 115 countries, working - the regular newsletter, Cuttings together to implement the - BGjournal – an international journal for botanic gardens (2 per year) International Agenda for Botanic - Roots - environmental education review (2 per year) Gardens in Conservation and the - A wide range of new publications new Global Strategy for Plant • Invitations to BGCI congresses and discounts on registration fees Conservation. • BGCI technical support and advisory services

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*Contents of the Botanic Garden Management Resource Pack: The Darwin Technical Manual for Botanic Gardens, A Handbook for Botanic Gardens on the Reintroduction of Plants to the Wild, A CITES Manual for botanic gardens, 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, BG-Recorder (a computer software package for plant records).

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