DOCSLIB.ORG

Arkive Nov 2018

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Arkive Nov 2018 THE NEWSLETTER OF THE RHINO ARK CHARITABLE TRUST ISSUE 53 | NOV 2018 RHINO ARK’S 30 YEARS... IN CONSERVING KENYA’S MOUNTAIN FORESTS page 19 page 22 page 24 MAU EBURU: WILDLIFE S.W. MAU: FOREST MT. KENYA: PATROL CORRIDOR MONITORING REHABILITATION WORK MONITORING SYSTEM SYSTEM IN PLACE COMMENCES FURTHER EXPANDED ON MT. KENYA With over 40 years operating, Braeburn is a well established group of International Schools, providing a world class education to over 4000 pupils. Our schools actively value and celebrate diversity, nurturing personal growth by providing a friendly and supportive environment. Confident Individuals Responsible Citizens Learners Enjoying Success P.O. Box 45112 00100 Nairobi Kenya • Tel: +254 (0)722 386 679 Email: [email protected] www.braeburn.com Photography by: Eric Kihiu EXECUTIVE DIRECTor’s viEW CHRISTIAN LAMBRECHTS INSIDE ARKIVE Rhino Ark and our annual Rhino Charge fundraiser have just turned 04 2018 Results and Awards 30. The achievements over the past three decades place our work at the summit of conservation efforts in Kenya. But the journey 05 Rhino Charge Millionaires since the humble beginnings in 1988 is even more remarkable. The journey is about individual belief and commitment. It is about Special Feature 08 not just discussing solutions and sharing ideas, but investing the 10 Car Sponsors necessary time and energy to actualize these ideas. It is also about leadership: engaging and empowering people to take care of public 16 Rhino Ark Audited Accounts goods, including the environment, hence securing their future and the future of the entire society. 18 Rhino Ark News At the outset, there was one man, Ken Kuhle, an engineer with a 19 Highlights from the Mountains strong passion for conservation. Today, thousands of Kenyans and many corporations are part of the Rhino Ark movement. They share 27 Feedback and Testimonials an undeniable love for this country and commitment to its future. 28 Mt. Kenya Fence Progress Map Too often we do not believe or realize how much power each of 30 Rhino Charge Sponsors us have to bring positive change in our society. But some of the most successful conservation projects were driven initially not by 31 Thank you government, but the people. We, at the individual level, can make a difference. To date, over 620 kilometres of electric fence have been completed and are maintained. This includes the 400 km long fence around the Aberdares and the 43 km long perimeter fence around Eburu Forest. It also includes 180 km of the ongoing Mt. Kenya Electric Photography by: Fence, which will be about 450 km long when completed… the Christian Lambrechts, Eric Kihiu, Donna Sheppard, longest in Kenya, and possibly the longest conservation electric Alfonse Kiprono, Peter Munene & Samuel Mungai fence in the world. These fences are protecting some 80,000 households from the threats of human/wildlife conflict. They have resulted in improved RHINO ARK OBJECTIVES farmland security and safer living conditions. Today, along those fences, forest-adjacent communities can live in harmony with the Rhino Ark seeks solutions to the challenges facing the mountain forest forests and their wildlife, and the forests are better protected from ecosystems of Kenya, also known as the water towers. More specifically, illegal activities. Rhino Ark aims to: (i) Protect Kenya’s mountain forests, other threatened habitats and As a trust with a national purpose, Rhino Ark is committed their rich biodiversity; to addressing the challenges affecting key water towers and (ii) Engage and educate adjacent communities in conservation; threatened forest habitats across Kenya. As the challenges facing (iii) Secure the connectivity between mountain forests and other these forests increase, so too is Rhino Ark growing. From our initial threatened wildlife habitats; focus in central Kenya (in the Aberdares and Mt. Kenya), we have (iv) Establish sustainable financing mechanisms for the conservation of undertaken conservation projects in Eburu and South Western Mau mountain forests and other threatened wildlife habitats; forest in the Mau. Presently, Rhino Ark, together with key partners, (v) Advocate nationally and internationally for the conservation of the including national government conservation bodies, county mountain forests and other threatened habitats, their wildlife and their ecological functions; and, governments and community forest associations, is initiating a major fencing and conservation project in Kakamega Forest. The (vi) Use science to assess the impacts of, and review conservation TABLE OF CONTENTS TABLE interventions. good work continues and expands… 3 RHINO CHARGE 2018 - RESULTS - AWARDS CAR ENTRANT DIST SECTORS 48 Mark Glen 31.25 13 38 Sean Avery 32.00 13 5 Alan McKittrick 34.36 13 22 Gray Cullen 35.55 13 40 Peter Francombe 37.97 13 1 Don White 36.23 12 57 James Boorman 46.94 12 26 Asit Patel 22.79 11 Car 23 receives the 1st David Schaefer Trophy for the highest cash sponsorship in 2018 6 Manee Choda 25.68 11 18 Alykhan Fazal 27.65 11 FUNDS AWARDS 25 Alasdair Keith 39.21 11 Peter Kinyua/ Tomie Hellerstedt/ Moses Nyagah/ 1st David Schaefer Trophy: KES: 24,780,681 Car 23 54 Ole Vestergaard Johan Mistiaen/ Raju Singh/ Tom Morton Alan McKittrick/ Bruce Knight/ Kyle Ray/ Graham Johansen 47.59 11 2nd Diamond Trust Trophy: KES: 21,138,381 Car 5 McKittrick/ Jon Bovard/ Doungu Smith 33 Jeremy Holley 21.41 10 Adil Khawaja/ Mario Brigetti/ Abid Khawaja/ 3rd Highest cash sponsorship: KES: 16,217,000 Car 44 14 Priten Patel 27.24 10 Jameel Sheikh/ Massimiliano Brigetti/ Nelson Lekamisi 12 Brett Sievwright 28.59 10 EVENTS AWARDS 28 Torben Rune 31.35 10 Mark Glen/ Bryn Llewelyn/ Gerard Beaton/ Piers Daykin/ 1st Overall (Duncan Mitchell Perpetual Trophy): Car 48 9 John Bowden 31.99 10 Steve Outram/ Johnny Harris Sean Avery/ Patrick Avery/ Kieran Avery/ Harry Brainch/ 2 Ian Duncan 33.00 10 2nd Overall: Car 38 Alan de Boer/Damian Fison 11 Mitesh Shah 39.95 10 Alan McKittrick/ Bruce Knight/ Kyle Ray/ Graham McKittrick/ 3rd Overall: Car 5 Jon Bovard/ Doungu Smith 44 Adil Khawaja 53.63 10 Alan McKittrick/ Bruce Knight/ Kyle Ray/ Graham McKittrick/ Victor Ludorum (Land Rover Trophy): Car 5 24 Jaspal Matharu 19.93 9 Jon Bovard/ Doungu Smith 49 Terry Childs 21.78 9 Eric Goss/ Ole Johansen/ Henrik Barner Rasmussen/ 1st in Class U: Car 54 Lars Tejlgaard Jensen/ Jorgen Nielsen/ Ivy Mutiso 17 Tanya Church 21.79 9 Mark Glen/ Bryn Llewelyn/ Gerard Beaton/ Piers Daykin/ 1st in Class M: Car 48 36 Adrian Wilcox 22.74 9 Steve Outram/ Johnny Harris Sabine Kontos/ Petra Somen/ Lucy Waddington/ Emma Morton/ 45 Jonathan Stichbury 24.01 9 Coupe Des Dames (Tim Nicklin Perpetual Trophy): Car 19 Catherine Coulson/ Millie Seagon 23 Peter Kinyua 29.15 9 Alasdair Keith / Sam Jethwa/ Bruce Roberts/ Charles Mousely/ Spirit of the Charge (Rob Combes Trophy): Car 25 19 Petra Somen 32.12 9 Marrten Piet Adil Khawaja/ Mario Brigetti/ Abid Khawaja/ Jameel Sheikh/ 21 Michael Kontos 24.05 8 Tim Samuels Gauntlet Challenge: Car 44 Massimiliano Brigetti/ Nelson Lekamisi 60 Rowena White 26.98 8 Mark Glen/ Bryn Llewelyn/ Gerard Beaton/ Piers Daykin/ Tiger Line 1 (Njia ya Ndume Award): Car 48 7 Mahesh Bhatti 28.47 8 Steve Outram/ Johnny Harris Torben Rune/ Alex Gibbs/ Paul Berriman/ Luc de Villele/ 34 Rajesh Maini 29.43 8 Tiger Line 2 (Njia ya Ndume Award): Car 28 Chris Mcintosh/ Francois Rousseau 3 Gurmeet Mehta 34.94 8 Kamran Fazal Memorial Trophy: Toby Francombe Car 40 27 Amman Shah 24.20 7 Mark Reading/ Anthony Stow/ Eric Boulay/ Chris Homes/ Properly shafted Award: Car 15 29 Jaswaran Sehmi 25.53 7 Jonathan Mills/ Amy Marsh 61 Ekya Shah 32.58 7 Bharat Pattni/Darren Tait/ Thomas Rossiter/ Matthew Neasham/ Most Meritorious International Team: Car 55 Graig Jenkins/ David Kamau 35 Mark Tilbury 34.01 7 8 Aadil Vaiani 14.54 6 OUR TEAM SPIRIT 53 Jonathan Jackson 15.18 6 We would like to express sincerest appreciation to all George Gunputrav & Melinda Grant-Weir - Venue RAFFLE COMMITTEE 59 Richard Baudry 17.09 6 those who made it possible to stage the event: Check-in Helen Feather, Valerie Gunputrav, Belinda Willis Ojal - Security – KK Security Guards Levitan, Leah Levitan, Devina Meinzingen, 4 Glena Jiwani 20.10 6 ORGANIZING COMMITTEE AND OFFICIALS Kim Bhari - Finance Field Audit Kate Mwangi, Aparna Patil, Henrietta David Lowe - Chairman Rhino Charge Committee/Clerk Jan Allan - Fixed Wing Aircraft Remnant, Lulu Roy & Tracey White 56 Harveet Obhrai 30.87 6 of the Course Mike Cheffings & Bruce Field - Gyrocopter Pilots 37 John Kanyali 35.51 6 Christian Lambrechts - Rhino Charge Committee/ Malcolm Simon - HQ infrastructure/ ICTs & GUARD POST SPONSORS/ SERVICE Executive Director Rhino Ark Database/ Vehicle Safety Monitoring SPONSORS: 52 Hemel Pindolia 40.96 6 Max Meinzingen - Rhino Charge Committee/Logistics/ Ross Field - Air Band Radio/Competitor Information Aqueous, AutoXpress, Avocado, Betting 16 Andy Hill 44.77 6 Search & Rescue Jinita Shah - Guard Posts Of ficer Liaison/Radio Control & Licensing Board, Boskovic Air Steve Grant - Rhino Charge Committee/Security Helen Feather - Finance/Vehicle Safety Monitoring Charters, Bins Ltd, Braeburn Schools, 55 Graham Cairns 13.29 5 Peter Gethi - Rhino Charge Committee/Community Raju Chagger & Eric Weir - Scrutineering Canvas by Design, Castor Vali, Express 30 Edward Johnstone 14.09 5 Liaision/Headquarters Raymond Kibanga - Waste Sorting Station Automation, Chloride Exide, Alpha Risk Asim Shah - Rhino Charge Committee/Head Quarters/ Tejash Joshi - Search & Rescue Management Ltd, Heritage Insurance, 64 Peter Bonde
Load more

Recommended publications
  • Called “Talking Animals” Taught Us About Human Language?
    Linguistic Frontiers • 1(1) • 14-38 • 2018 DOI: 10.2478/lf-2018-0005 Linguistic Frontiers Representational Systems in Zoosemiotics and Anthroposemiotics Part I: What Have the So- Called “Talking Animals” Taught Us about Human Language? Research Article Vilém Uhlíř* Theoretical and Evolutionary Biology, Department of Philosophy and History of Sciences. Charles University. Viničná 7, 12843 Praha 2, Czech Republic Received ???, 2018; Accepted ???, 2018 Abstract: This paper offers a brief critical review of some of the so-called “Talking Animals” projects. The findings from the projects are compared with linguistic data from Homo sapiens and with newer evidence gleaned from experiments on animal syntactic skills. The question concerning what had the so-called “Talking Animals” really done is broken down into two categories – words and (recursive) syntax. The (relative) failure of the animal projects in both categories points mainly to the fact that the core feature of language – hierarchical recursive syntax – is missing in the pseudo-linguistic feats of the animals. Keywords: language • syntax • representation • meta-representation • zoosemiotics • anthroposemiotics • talking animals • general cognition • representational systems • evolutionary discontinuity • biosemiotics © Sciendo 1. The “Talking Animals” Projects For the sake of brevity, I offer a greatly selective review of some of the more important “Talking Animals” projects. Please note that many omissions were necessary for reasons of space. The “thought climate” of the 1960s and 1970s was formed largely by the Skinnerian zeitgeist, in which it seemed possible to teach any animal to master any, or almost any, skill, including language. Perhaps riding on an ideological wave, following the surprising claims of Fossey [1] and Goodall [2] concerning primates, as well as the claims of Lilly [3] and Batteau and Markey [4] concerning dolphins, many scientists and researchers focussed on the continuities between humans and other species, while largely ignoring the discontinuities and differences.
    [Show full text]
  • BMIS Five Year Review Report.Docx
    THE FIVE-YEAR REVIEW & FIVE YEAR VISIT REPORT Journey to Excellence in International Education School Improvement through Accreditation SCHOOL BRAEBURN MOMBASA INTERNATIONAL SCHOOL COUNTRY KENYA VISIT DATES 9 – 11 May CIS VISITOR 1 Kay Mongardi CIS VISITOR 2 Jennifer Thompson Based on the 8th Edition of the CIS Guide to School Evaluation & Accreditation Version 8.2: Apr 2014 1 ©2013 Council of International Schools CIS Accreditation Service Schipholweg 113 2316 XC Leiden The Netherlands t +31 (0)71 524 3300 e [email protected] url www.cois.org 2 CONTENTS Part I Introduction Part II Five-Year Review Template Section 1 Context & Process Progress on Visiting Team Recommendations Section 2 Action Plans Accomplishments& Challenges Core Principles Section 3 The Future Part III School Data Sheet List of Persons Involved in Compiling the Report Supporting Documents & Signatures Part IV Conclusion by Five-Year Visitors 3 CIS FIVE-YEAR REVIEW PART I INTRODUCTION The school’s Five-Year Review Report has four distinct purposes: 1. Chart the school’s progress in addressing the recommendations made by the Visiting Team approximately five years earlier and articulating action plans to implement recommendations that remain in progress. 2. Describe significant accomplishments and/or challenges which have occurred since the school’s First Report on Progress and Planning (FRPP) and how these have affected or are likely to affect the school and its future development. 3. Reflect on three core principles of the accreditation protocol (School’s Guiding Statements, Teaching and Learning, Internationalism) and the extent to which these “drive” the school’s programs, practices, and shared understandings.
    [Show full text]
  • Use and Conservation of Wild Medicinal Food Plants in Loita, Narok County Kenya
    USE AND CONSERVATION OF WILD MEDICINAL FOOD PLANTS IN LOITA, NAROK COUNTY KENYA KARIUKI, PERIS MWERU MSC. ENV SC (KU) BSC. ENV. SC (KU) A THESIS SUBMITTED IN PARTIAL FULFILLMENT FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN DRYLAND RESOURCE MANAGEMENT DEPARTMENT OF LAND RESOURCE MANAGEMENT AND AGRICULTURAL TECHNOLOGY (LARMAT) UNIVERSITY OF NAIROBI, KENYA DECEMBER 2018 DECLARATION This thesis on “Use and Conservation of Wild Medicinal Food Plants in Loita, Narok County, Kenya” is my original work and has not been presented for any research leading to a degree award in any other University. Signature ______________________________ Date ______________________ KARIUKI, PERIS MWERU (A74/80825/2010) Department of Land Resource Management and Agricultural Technology (LARMAT), Faculty of Agriculture, University of Nairobi, Kenya APPROVAL “This Thesis has been Submitted with our Approval as University Supervisors”. Signature ______________________________ Date ______________________ Prof. JESSE THEURI NJOKA Department of Land Resource Management and Agricultural Technology (LARMAT), Faculty of Agriculture, University of Nairobi, Kenya Signature ______________________________ Date ______________________ Dr. CATHERINE W. LUKHOBA School of Biological Sciences, University of Nairobi Signature ______________________________ Date ______________________ Dr. CECILIA M. ONYANGO Department of Crop Production and Plant Protection, Faculty of Agriculture, University of Nairobi i UNIVERSITY OF NAIROBI Plagiarism Declaration Form for Students Name of student: KARIUKI, PERIS MWERU Registration Number: A74/80825/2010 College: Agriculture and Veterinary Sciences (CAVs) Faculty: Agriculture Department: Land Resource Management and Agricultural Technology Course name: Doctor of Philosophy in Dry Land Resource Management Title of the work: “Use and conservation of wild medicinal food plants in Loita, Narok County” DECLARATION 1. I understand what plagiarism is and I am aware of the University’s policy in this regard 2.
    [Show full text]
  • The History and Status of Cognitive Research with Great Apes in the United States
    The Japanese Journal of Animal Psychology (2018) Lecture The history and status of cognitive research with great apes in the United States ROBERT W. SHUMAKER１）２）３） Abstract Cognitive research in the United States spans approximately 100 years. Most studies have occurred in primate centers, fewer at universities, and for a brief period, in home-based projects focused on enculturation. Historically, great apes living in zoos have been under represented. A shift has occurred that affects the future of the field. Studies at primate centers have significantly decreased, all university based projects have ended, and work in zoos is increasing. The Simon Skjodt International Orangutan Center at the Indianapolis Zoo provides an example of one stable, longitudinally based project. The primary areas of study at the Center are symbolic representation, numerical competency, social learning, memory, and strategic reasoning. All data collection sessions are conducted with visitors present. Cognitive studies in a zoo environment promote great ape welfare, offer a platform for transformational public education, and provide an effective means to advance support for in situ conservation of great apes. Key words：cognition, orangutans, great apes, welfare, mental enrichment, Indianapolis Zoo 1. Introduction critically endangered in the wild (iucnredlist. Investigations into the cognitive skills of org). While readily acknowledging the many the non-human great apes (orangutans, goril- valuable contributions from colleagues inter- las, chimpanzees and bonobos) are currently nationally, the purpose of this paper is to conducted in and ex situ and involve multiple report only on the status of cognitive academic disciplines. The field is vibrant and research conducted with great apes in the productive.
    [Show full text]
  • Learned Vocal and Breathing Behavior in an Enculturated Gorilla
    Anim Cogn (2015) 18:1165–1179 DOI 10.1007/s10071-015-0889-6 ORIGINAL PAPER Learned vocal and breathing behavior in an enculturated gorilla 1 2 Marcus Perlman • Nathaniel Clark Received: 15 December 2014 / Revised: 5 June 2015 / Accepted: 16 June 2015 / Published online: 3 July 2015 Ó Springer-Verlag Berlin Heidelberg 2015 Abstract We describe the repertoire of learned vocal and relatively early into the evolution of language, with some breathing-related behaviors (VBBs) performed by the rudimentary capacity in place at the time of our last enculturated gorilla Koko. We examined a large video common ancestor with great apes. corpus of Koko and observed 439 VBBs spread across 161 bouts. Our analysis shows that Koko exercises voluntary Keywords Breath control Á Gorilla Á Koko Á Multimodal control over the performance of nine distinctive VBBs, communication Á Primate vocalization Á Vocal learning which involve variable coordination of her breathing, lar- ynx, and supralaryngeal articulators like the tongue and lips. Each of these behaviors is performed in the context of Introduction particular manual action routines and gestures. Based on these and other findings, we suggest that vocal learning and Examining the vocal abilities of great apes is crucial to the ability to exercise volitional control over vocalization, understanding the evolution of human language and speech particularly in a multimodal context, might have figured since we diverged from our last common ancestor. Many theories on the origins of language begin with two basic premises concerning the vocal behavior of nonhuman pri- mates, especially the great apes. They assume that (1) apes (and other primates) can exercise only negligible volitional control over the production of sound with their vocal tract, and (2) they are unable to learn novel vocal behaviors beyond their species-typical repertoire (e.g., Arbib et al.
    [Show full text]
  • In Water Composition Due to Abstraction of Soda Ash. Impact
    Chapter 6 - Lake Natron Soda Ash ESIA 6 - 8 in water composition due to abstraction of soda ash. Impact: Introduction of animal pests and pathogens to the Lake system Impact No. B/E 3 Changes in disease vector populations Ranking: Negative slight Characteristics: Domestic waste attracting pests. Abandoned borrow pits providing mosquito breeding sites. Increase in introduction of vectors through increased human and vehicle movement. Impact: Loss of fresh water habitats in the Lake due to dry season abstraction Impact No. B/E 4 Changes in aquatic biota Ranking: Negative slight Characteristics: Abstraction of surface water from the Wosi Wosi River Impact: The Cyperus laevigatus sedgelands surrounding the semi sodic springs in the southern and eastern sides of the Lake form critical late dry season grazing for domestic stock and wildlife. Increased pressure or disturbance could deplete the remaining wildlife populations Impact No. B/E 5 Changes in terrestrial plant populations Ranking: Negative moderate Characteristics: Access road along east side of the Lake would threaten the use of 400 ha of dry season grazing. This area has a stocking rate of at least 2.5 LSU/ha during he dry season Impact: Introduction of alien invasive plant and animal species Impact No. B/E 5 Changes in terrestrial plant (and animal) populations Ranking: Negative slight Characteristics: Concerns relating to construction activities, the development of domestic gardens, the introduction of brine shrimp into the process Impact: Illegal hunting activities will increase with human immigration into the area Impact No. B/E 6 Changes in terrestrial wildlife populations Ranking: Negative slight Characteristics: There is a present decline in rare wildlife species such as gerenuk and Coir bustard and local extinction of rhino and Oryx due to increased pressure on grazing resources and increased poaching.
    [Show full text]
  • LING 001 Introduction to Linguistics
    LING 001 Introduction to Linguistics Lecture #6 Animal Communication 2 02/05/2020 Katie Schuler Announcements • Exam 1 is next class (Monday)! • Remember there are no make-up exams (but your lowest exam score will be dropped) How to do well on the exam • Review the study guides • Make sure you can answer the practice problems • Come on time (exam is 50 minutes) • We MUST leave the room for the next class First two questions are easy Last time • Communication is everywhere in the animal kingdom! • Human language is • An unbounded discrete combinatorial system • Many animals have elements of this: • Honeybees, songbirds, primates • But none quite have language Case Study #4: Can Apes learn Language? Ape Projects • Viki (oral production) • Sign Language: • Washoe (Gardiner) (chimp) • Nim Chimpsky (Terrace) (chimp) • Koko (Patterson) (gorilla) • Kanzi (Savage-Rumbaugh) (bonobo) Viki’s `speech’ • Raised by psychologists • Tried to teach her oral language, but didn’t get far... Later Attempts • Later attempts used non-oral languages — • either symbols (Sarah, Kanzi) or • ASL (Washoe, Koko, Nim). • Extensive direct instruction by humans. • Many problems of interpretation and evaluation. Main one: is this a • miniature/incipient unbounded discrete combinatorial system, or • is it just rote learning+randomness? Washoe and Koko Video Washoe • A chimp who was extensively trained to use ASL by the Gardners • Knew 132 signs by age 5, and over 250 by the end of her life. • Showed some productive use (‘water bird’) • And even taught her adopted son Loulis some signs But the only deaf, native signer on the team • ‘Every time the chimp made a sign, we were supposed to write it down in the log… They were always complaining because my log didn’t show enough signs.
    [Show full text]
  • Francis Mwaura Phd, Msc, B.Sc Biodiversity, Ecosystems & NRM Expert Associate Professor/ Consultant
    Francis Mwaura PhD, MSc, B.Sc Biodiversity, Ecosystems & NRM Expert Associate Professor/ Consultant Personal information Surname(s) / First name(s) Mwaura Francis Contacts Department of Geography & Environmental Studies Hylop Bld (Level 3) Office 307A P.O. Box 79972-00200 University Way, Nairobi, KENYA www.uonbi.ac.ke https://profiles.uonbi.ac.ke/mwauraf/ Office: (+254-020) 331 82 62 Ext. 28016/28182 & +254-0722 369 133 Mobile: (+254] 0722-90 64 60) [email protected] or [email protected] Nationality Kenyan Date of birth 26th July 1962 Gender Male Current status Associate Professor/Consultant & Researcher – Biodiversity, ecosystems and NRM Education PhD, M.Sc & B.Sc Education and training 1995 – 2004 PhD (Biogeography) Doctoral research - Limnogeography and utilization of small high-altitude tropical man-made reservoirs in Eastern Rift Valley, Kenya Institution - University of Nairobi 1987 – 1992 M.Sc (Biogeography) M.Sc. research - Hydrochemistry, lake level and vegetation dynamics in the Lake Elementaita Basin, Kenya Institutions - University of Nairobi, Kenya & McGill University, Canada 1984 - 1987 B.Sc (Geography, Botany & Zoology) B.Sc research – Factors affecting inland fisheries in Kenya: A case study of Lake Naivasha, Kenya Institution - University of Nairobi Language skills (1 - excellent; 5 - basic) Language Reading Speaking Writing English 1 1 1 Kiswahili 1 1 1 MEMBERSHIPS OF PROFESSIONAL BODIES TIME FRAME PROFESSIONAL BODY Currently 1. Africa Nature People for Nature (P4N) 2. Eastern Africa Population, Health and Environment (PHE) Network 3. Environment Institute of Kenya (EIK) 4. Heritage Conservation and Human Rights (HCHR) Network Previously 1. International Biogeography Society (IBS) 2. International Association of Hydrogeologists (IAH) 3.
    [Show full text]
  • Tracing Community Conservation Evolution, Power Relations and Sustainability in Northern Kenya
    MSc. BIODIVERSITY, CONSERVATION AND MANAGEMENT TRACING COMMUNITY CONSERVATION EVOLUTION, POWER RELATIONS AND SUSTAINABILITY IN NORTHERN KENYA CANDIDATE NUMBER: 142504 DATE DUE: 3rd SEPTEMBER 2012 WORD COUNT: 15,333 Abstract Candidate No. 142504 Abstract The narrative of Fortress Conservation was based on strategies dominated by attempts to reserve places for nature, to separate humans from nature, and to prevent consumptive use or other forms of human impact. The counter-narrative of Community Conservation promises to reconcile conservation and development objectives, and ensure the interests of the local people are taken into account. This narrative is no panacea however, and in the evolution of community conservation in Kenya, several initiatives have fallen victim to poor governance or the lack thereof, or worse, the retrogression into the colonial model of conservation through exclusion. A new model of community conservation in Kenya is emerging, distinguished by the governance and leadership of umbrella bodies and land owner associations, state involvement and community buy-in in a new frontier of conservation on communal lands. This new model is reordering power relations and endeavours to foster socio-ecological resilience for and by communities. 2 Table of Contents Candidate No. 142504 Table of Contents Abstract……………………………………………………………………………………….. 2 Table of Contents……………………………………………………………………………. 3 List of Tables and Figures………………………………………………………………….. 5 Acknowledgements…………………………………………………………………………...7 Introduction……………………………………………………………………………………..8 Literature Review a) The amorphous entity of ‘Community’……………………………………………..10 b) Community Conservation: The genesis of the narrative………………………….11 c) Early days: Kenya’s governance history in its infancy…………………………....13 d) Disentangling the values and narratives behind community conservation in Kenya……………………………………………………………………………………17 e) Power relations and their role in community conservation…………………….….18 f) The Scorecard: can community conservation get it right? ...............................
    [Show full text]
  • Non-Human Primates and Language: Paper
    Non-human primates and language: paper http://www.angelfire.com/sc2/nhplanguage/ftpaper.html Language competence in NHPs An assessment of the field in the light of a 'universal grammar' "The Berlin wall is down, and so is the wall that separates man from chimpanzee." (Elizabeth Bates) "There is no debate, so I have no opinion." (Noam Chomsky) 0 Introduction The language competence of non-human primates is one of the most controversial issues in present-day linguistics, with disbelief ranging from bored indifference to vitriolic accusations of fraud. The present paper aims to assess the current state of debate from an open-minded, critical and detached perspective. In a first part, a brief outline of earlier research in the language abilities of non-human primates - more precisely of apes (bonobos, urang-utangs, chimpanzees and gorillas) - is sketched. The second part focusses on the landmark studies published by Dr. Emily Sue Savage-Rumbaugh and her colleagues. A third section looks into the views of the Chomskyan field, leading up to the concluding section on the innateness debate. 1 Early research on non-human primates' capability for language 1.1 Attempts to teach NHPs to speak The language capability of non-human primates has been a subject of research since the beginning of this century. In 1909 already did Witmer attempt to teach a chimpanzee to talk. He claims that the chimpanzee was capable of articulating the word ‘mama’. In 1916 Furness taught an orang-utan to say the words ‘papa’ and ‘cup’. After the unexpected death of this orang-utan, Kellogg and Kellogg wanted to follow up this work.
    [Show full text]
  • Braeburn Garden Estate Term Dates
    Braeburn Garden Estate Term Dates Uncharming Broderic debagged his withe calcimines logistically. Frederich ripens her meridian thrasonically, she encages it shudderingly. Bernardo reperuse humidly as plagiarized Joaquin squares her hymns hybridising stably. Fees at bge is one tap on test centre of estate liquidation online, garden estate international in three levels, on gitanga road infant and. Igcse examinations in our pupils to the university placement both at. Braeburn imani international school Ontario Green Irrigation. THIRD TERM future date 2th August 201 Half term assessment. Braeburn garden estate. That allow students sit for the braeburn garden term dates and holidays panaromic! Braeburn Garden Estate School in a British Curriculum fully CIS accredited IB. Braeburn Schools Created by Piota Apps Similar Apps Like. Braeburn Garden Estate School Android APK Free Download. Hide and ceo insights final year teach from communication skills of estate staff serious, garden estate school caters for success of the broad and. All they undertake; it cannot create a mistake about your area, mi students and the fast and a place in the braeburn for! Schools which provide security. Term dates and celebrate diversity, nurturing a complaint, and supportive environment that you will be comparable who approached us. Braeburn mombasa term dates Visit lragenciescomau. Wwwkenyanlifecom Graduation Opening Date Timetable Accommodation Hostel Room. Ontario Canada Braeburn Garden Estate School offer a British Curriculum. Johnny Appleseed Wikipedia. And it's alone long-term trusted employees who sit out these frauds and. Please note the term dates and learning, garden estate staff, parents in terms of international and! Holistic approach curricula in! Place the property has children with a garden estate school catering for viewing the braeburn nairobi starts school that we provide opportunities for.
    [Show full text]
  • Rapport De La Cellule De Production
    PREPARATION OF THE GEF-FUNDED PROJECT « STRENGTHENING FOREST MANAGEMENT FOR IMPROVED BIODIVERSITY CONSERVATION AND CLIMATE RESILIENCE IN THE SOUTHERN RANGELANDS OF KENYA » Project Document Formatted ... Formatted ... Formatted ... Formatted ... Formatted ... Formatted ... PREPARATION OF THE GEF-FUNDED PROJECT Formatted ... Formatted ... “STRENGTHENING FOREST MANAGEMENT FOR Formatted ... Field Code Changed ... IMPROVED BIODIVERSITY CONSERVATION AND Formatted ... Formatted ... CLIMATE RESILIENCE IN THE SOUTHERN Field Code Changed ... Formatted ... RANGELANDS OF KENYA” Formatted ... Field Code Changed ... Formatted ... Project Document – Draft version Formatted ... Field Code Changed ... Formatted ... Formatted ... Field Code Changed ... LIST OF ACRONYMS ............................................................................................................1 Formatted ... BRIEF DESCRIPTION OF THE PROJECT ..................................................................................1 Formatted ... Field Code Changed 1 PROJECT PROFILE .........................................................................................................2 ... Formatted ... 2 PROJECT RESULTS FRAMEWORK ....................................................................................3 Formatted ... 3 BACKGROUND AND SITUATION ANALYSIS .....................................................................8 Field Code Changed ... 3.1 BACKGROUND AND CONTEXT ............................................................................................. 88
    [Show full text]