Theme 1 Flashcards
Theme 1: reading by
Wynes and Nicholas (2017)
Theme 1: reading about
Have one fewer children, live car free, avoid one overseas flight, buy green energy, buy a more efficient car, electric car, plant-based diet
Education and increasing awareness is important (textbooks and high school education)
Theme 2: Alex Pyron
Extinction is natural
Extinction drives evolution
We should only conserve what is useful to us
Mass extinctions are followed by rapid speciation
Temperatures were 8 degrees warmer 65 million years ago
Diversity can be hazardous - disease
Its ok to modify the environment for our needs
Invasive species can be beneficial
Should just accept species will go extinct
Theme 2: Carl Safina
Protecting biodiversity does matter
Who says we will live?
Moral responsibility
Health, wellbeing, the things we need rely on biodiversity
Even if things will rapidly speciate after extinction, it still takes millions of years
Theme 2: reading 1, who
Cabellos et al. (2015)
Theme 2: reading 1, what
Human induced species loss
Entering 6th mass extinction
Theme 2: reading 2, who? what?
Mace et al. (2008)
IUCN categories
Makes some assumptions
Theme 3: reading 1, who what?
McGowan et al. (2017)
IUCN guidelines for determining when ex-situ management should be used (in notes)
Theme 3: reading 2, who what?
Seddon et al. (2015)
Assisted colonisation of Australia’s Western Swamp tortoise
Two successful attempts (268 released)
Area they used to come from is drying
600 bred in Perth zoo - more places need to be found to introduce them
Theme 4: reading 1, who, what?
O’Donnell 2010 toads and quolls - females may pass on knowledge to offspring
Theme 4: reading 2, who what?
Ward-Fear et al - yellow-spotted monitor (showed that could be trained in field and not in lab) - survival increased from 3% to 56%
Theme 4: reading 3, who, what?
Tingley et al 2017 - manual removal, fencing waterbodies, traps for adults and tadpoles, suppression pheromones, using native species for toad control, automated call detection devices, environmental DNA sampling, waterless barriers, genetic back burning (small cane toads on invasion front for large toads to breed with - don’t just have large breeding with large), conditioned taste aversion, targeted gene flow
Theme 4: reading 4, who, what?
Price and Banks - rats, smell, eggs (learn not to associate smell of egg with something they should eat, survival increased 62%); Latham et. al NZ ground-nesting eggs
Theme 4: reading 4, who what?
Moseby et al - predator avoidance training in lizards; Ross et al - bilbies trained to fear cats and foxes with urine and stuffed animals, success decreases after translocation, when exposed to cats for 2 years success increased (67% survival v 29%, share burrows, spent more time in vegetation)
