麻豆网

Overview

The aim of the course is to equip graduates to contribute to the design and implementation of effective, and crucially equitable, conservation projects. The course will demonstrate that conservation science, policy and practice is a truly interdisciplinary endeavour which involves theories and methods from the social and natural sciences as well as engagement with ethical questions and concepts. The module focuses on three themes: why society needs to conserve biodiversity, approaches to conservation, and finally, the effectiveness of conservation approaches. Why conserve biodiversity? We start by considering the evidence that we are living in the Anthropocene: a geological epoch where humans are the dominant influence on the environment, and what this means for biodiversity conservation. We discuss the diverse values underpinning conservation including biocentric and anthropocentric justifications for conservation. How can we deliver effective conservation? Using overexploitation as an example we illustrate how different disciplines have theories and practices which help us understand this important global threat. We then critically discuss (overlapping) approaches to conservation (protected areas, Payment for Ecosystem Services, international treaties) and reflect on the challenges and opportunities. Is conservation working? The effectiveness of conservation and the need for evidence-based conservation is getting more attention. We will discuss the role of monitoring and impact evaluation in improving conservation effectiveness and critically reflect on successes and failures. We end with some positivity: the conservation optimism movement and illustrations of where biodiversity conservation efforts have been successful.

The aim of the course is to equip graduates with the ability to contribute to the design and implementation of effective, and crucially equitable, conservation projects. The course will demonstrate that conservation science, policy and practice is a truly interdisciplinary endeavour which involves theories and methods from the social and natural sciences as well as engagement with ethical questions and concepts. The course focuses on three themes: why society needs to conserve biodiversity, approaches to conservation, and finally, the effectiveness of conservation approaches. Why conserve biodiversity? We start by considering the evidence that we are living in the Anthropocene: a geological epoch where humans are the dominant influence on the environment, and what this means for biodiversity conservation. We discuss the diverse values underpinning conservation including biocentric and anthropocentric justifications for conservation. How can we deliver effective conservation? Using overexploitation as an example we illustrate how different disciplines have theories and practices which help us understand this important global threat. We then critically discuss (overlapping) approaches to conservation (protected areas, Payment for Ecosystem Services, international treaties) and reflect on the challenges and opportunities. Is conservation working? The effectiveness of conservation and the need for evidence-based conservation is getting more attention. We will discuss the role of monitoring and impact evaluation in improving conservation effectiveness and critically reflect on successes and failures. We end with some positivity: the conservation optimism movement and illustrations of where biodiversity conservation efforts have been successful.

Assessment Strategy

-threshold: A threshold student should have a basic knowledge of the key concepts related to justification for conservation and approaches to conservation. At the lower end they may not be using appropriate terms and have a somewhat vague or imprecise understanding of key concepts. They will demonstrate a basic ability to synthesise information from the lectures and their reading in a structured and logical manner, and the general capacity to organise acquired knowledge. However their use of the literature will be somewhat superficial. The quality of the communication will be limited by weaknesses in the presentation skills, or the writing skills demonstrated. (Grade D or C; mark range 50-59%).

-good: A good student should have thorough knowledge of the key concepts related to justification for conservation and approaches to conservation, and be able to maturely and accurately use appropriate terms and express key concepts well. They will mostly demonstrate an ability to synthesise information from the lectures and their reading in a structured and logical manner and to develop coherent arguments. Their use of the literature will reflect a good level of understanding. The quality of the communication will generally be good. (Grade B; mark range 60-69%).

-excellent: An excellent student should have a detailed knowledge of the key concepts related to justification for conservation and approaches to conservation, and be able to maturely and accurately use appropriate terms and express key concepts very well. They will demonstrate an ability to synthesise information from the lectures and their reading in a structured and logical manner and to develop a coherent, well-reasoned arguments demonstrating critical thinking. Their use of the literature will reflect a deep level of research and excellent understanding. The quality of the communication will be excellent. (Grade A; mark range 70-100%).

Learning Outcomes

• To be able to analyse conservation problems by applying an interdisciplinary understanding of the causes and consequences of biodiversity loss, and the impacts of efforts to prevent and reverse biodiversity loss.

• To be able to synthesize and critique sources of evidence to produce a compelling, and evidence-based, written or verbal argument.

• To recognize, and be able to apply, the value-judgements central to decision-making in conservation policy and practice.