0

Rhino’s Up: One six-year old’s fight to protect the last Northern White Rhinos

Working in conservation and education will always feel like a blessing to me. To see how children react to the issues facing the natural world around them, and to discover time and time again how they seem to intrinsically care about the environment and the wildlife they share it with — it truly fills me with hope and positivity.

One such story that’s started August off on a positive note is that of six-year-old Frankie and his fundraising mission for Ol Pejeta Conservancy.

Frankie (pictured above) is on a mission to save rhinos after discovering that there are only three northern white rhinos left in the world.

He decided to launch a fundraising project called ‘RhinosUp to raise £48,000 – the amount that a poached rhino horn might fetch on the black market.

His plan is to create a living sculpture in the shape of a northern white rhino out of bee-friendly plants. Frankie hopes his flowerbed — made in partnership with Fauna & Flora International — will encourage people to think about the plight of rhinos and spread the message that poaching has to end.

Read the full story (and watch Frankie’s video) on National Geographic Kids’ website here.

National geographic kids rhinos up article

Richard Vigne, Ol Pejeta’s CEO said: “I am making a special trip to the UK to meet with Frankie. I am amazed at what this formidable young man has managed to achieve at such a young age.”

“If only the world were made of more people like him, we would not be facing the extinction crisis that we currently are. The northern white rhinos need all the help they can get, and what Frankie is doing will make a huge difference in how we protect them and for the survival of the species.”

Well done Frankie!

For more information on Frankie’s ‘RhinosUp’ project, and to donate online, visit www.rhinosup.com

 

Want to know more about rhino horn poaching?

0

Calculating extinction; finding ways to get children thinking

‘The sixth mass extinction is already underway’ the Guardian reports. ‘We only have 20 years to halt it’ the Telegraph adds. A new study by the University of Lund, Sweden, and the University of British Columbia, Canada has advised that the best ways to reverse the impact we are having on the planet is to stop using air travel, to give up the car, have fewer children and switch to a vegetarian or plant-based diet. Trading tumble dryers for hanging clothes out to dry and switching off lights are also factors that we can contribute, to do our bit.

It’s great when these stories come back around and remind us to think about our impact on the planet, but to me, nothing says it better than the incredible documentary; Racing Extinction. Now that the initial hype of a documentary release has died down, I found myself wondering about the impact of the school resources that I worked on whilst at my previous job at Discovery Education. Do they still have the same momentum without the film release? Because they need it!

racing extinction species campaign

Educating children is the key to improving the condition of the planet for future generations. Giving them the chance to see the mistakes of the generations before them, and empowering them to not only avoid those mistakes, but improve upon them, is an incredibly powerful tool.

For this reason, when I was approached through my job at National Geographic Kids to suggest a challenge for gifted children, as part of Potential Plus UK‘s 50th anniversary, I felt it was a good opportunity to think about what the last 50 years that the programme has been in existence have meant for natural history.

Creating a Maths challenge, I suggested a method for estimating the amount of species decline, which included researching the rapidly increasing rate of extinction — and looking ahead over the next 50 years to estimate how many more species we are likely to lose if things don’t change.

The challenge was included in the ’50 Challenges for 50 Years’ Book, which was launched on the organisation’s Family Challenge Day and given to the gifted and talented children to try at home with their family.

potential plus calculating extinction

Check out the challenge on Potential Plus UK’s website, and give it a go yourself. As well as testing your maths skills, I’m hoping it serves as a humbling opportunity to see the need to protect species — and the consequences we may face if we don’t.

0

Making Nature exhibition

Making Nature is an exhibition I recently visited at the Wellcome Galleries in Euston. It provides an intriguing look at the evolving relationship between humans and nature.

Though I can’t say that I related to every part of the exhibition, I would recommend it as a welcome introduction to considering humans and their place (or rather, perceived place) within the natural world.

Organising

Separated into four themed rooms, Making Nature attempts to guide visitors through the complex journey of the last century or two that has seen us move from studying nature to ‘creating’ it. The first signpost on that whistle-stop tour was ‘Organising’.

This room was dedicated to early studies and illustrations of nature, including botanical study. It examined where and how nature was placed within those studies, early books and art work, and how that initial work evolved into more formal study of taxonomy.

Taxonomy; the science of classification – in this case of organisms – is truly reflective of how we position ourselves within a kingdom of wildlife (usually we humans place ourselves at the top of such a structure). I think that was the point being made in a darkened alcove of the room, playing video footage and rolling subtitles about humans’ search for intelligent life in outer space, and declaring that we should look a little closer to home; in parrots.

Admittedly, this display seemed a little out of place amongst all the old sketches and classification charts, but it had a good point — that parrots are vocal communicators like humans, and capable of speech, but we’ve only just begun to consider them as a species to communicate with.

This was highlighted by the story of Alex the Grey Parrot and Dr. Irene Pepperberg, who conducted research into the cognitive abilities of parrots. Find out more about them here: http://alexfoundation.org

Displaying

The next room looked at our need to ‘progress’ from illustrations to true-to-life displays of animals. Not far from the early ideals of man being at the top of the pyramid of life, the ‘displaying’ room examined various curiosities in man’s attempt to hold, house and recreate nature for our viewing pleasure.

Beginning with Crystal Palace’s famous Victorian dinosaur park — home to stone recreations of the imaginings of what real life dinosaurs would have looked like (created using fossil finds of the time; though not always accurate) — leading on to the more common displays of the day; the diorama display.

The pain-staking details of many diorama displays try to capture the colours, atmosphere and scale of the natural world and have provoked a progression in taxidermy; to aim for ‘action poses’ attempting to recreate natural behaviour. Quite unlike the portrait-style emotionless taxidermy you largely find in the infamous Hall of Mammals at London’s Natural History Museum.
London’s Natural History Museum’s significant architecture was also examined in this room. Originally built as a ‘cathedral to nature‘, the outside of the building was once adjourned with a figure of Adam at the top of its arches, to signify ‘man’s place at the top of the kingdom’. The biblical figure of Adam no longer remains

Observing

The purpose of displaying is to, of course, allow for observation. As humans we moved from an interest in static displays and illustrations to the desire to observe real life animal behaviour for ourselves. And so comes an examination of the era of the zoological gardens and eventually ‘the zoo‘.

This area of the exhibit examines the early popular attractions of London Zoo, including a once much-admired performing elephant and London’s ‘infamous polar bears’ — immortalised in zoo merchandise such as postcards and plushie toys.
One of the evolutions in the history of zoo that I can never quite get my head around was the conscious movement to irradicate a sense of natural environment from the zoo enclosure. Described in this exhibition as London Zoo‘s movement to champion architecture that ‘contrasted the animals and made them stand out’, this seems like such a dark and misguided interpretation of animal observation to me.

Famous architects were employed to remove nature from the surrounds, which ultimately removes the chance to see animals’ naturalistic behaviour. The very thing the zoo was supposed to provide.

This room made me think about an episode of popular US podcast Radiolab, which examines a period in the late 1970s where zoo architect David Hancocks re-examines a gorilla enclosure after a discussion with renowned gorilla expert Dian Fossey about what the animals’ natural environment would look like. His experiment to bring a naturalistic environment into the gorilla enclosure is considered the first link between zoo enclosure and the mental health of the animal’s inside them (listen to the full episode here).
I was somewhat disappointed that this room didn’t contain any mention of opposition to zoos, or the concrete architectural designs of enclosures like the one shown in the photograph above. This snapshot of a concrete prison, devoid of enrichment and anything that even slightly resembles life in the wild was even available to buy as a postcard in the gift shop. It made me think of Born Free Foundation‘s report on elephant captivity; Innocent Prisoner.

Making Nature‘s insight into ‘observation’ also included a modern-day video about the process of landscaping a zoo enclosure to fulfil the need for animal enrichment, but also for spectators to feel ‘involved’ — as the interviewee put it, “so they can get up close enough to the animals to feel scared”.

Again, I was disappointed that there was no mention of opposition to zoos, as if the exhibition worked on the assumption that we all feel the desire to observe animals in the same way. There was even a video of a sorry-looking tiger kept in house; wandering between bedroom and bathroom, looking in the mirror and yowling. The idea was to try and decide whether the tiger recognised itself in the mirror. I couldn’t bring myself to sit down and watch.

I was also surprised to see that — although there was mention of London Zoo once having a famous performing elephant — there was nothing on circus’ and the history of observing animals in this kind of environment (and once again, a lack of seizing the opportunity to look at both sides of the argument here). It would have been good to examine some of the complexities and mistakes we have made over our history of observing wildlife, as well as simply noting our penchant for seeing animals up close. I added this feedback to the feedback wall at the end of the exhibition.

Making

The final room in the exhibition was probably the most fascinating to me; examining human impact and influence on wildlife; specifically genetic engineering, using animals in laboratories for scientific experiments and testing, and domestication.

Compared to the former examples of ‘making nature’, domestication is one that we have grown so accustomed to that it seems less ‘dark’ and extreme — that is, until I saw it laid out in such a clear and confronting manner. From rows of horses teeth, to colour coded budgies to an examination of the ‘perfect’ white rat, regarded as the desired pet of high society Victorian women; it’s weird to think how much we’ve interfered with nature.
There was also a focus on how we use animals outside of the meat, dairy and clothing industry, such as in the days of using the African Clawed Frog as pregnancy test (for 30 years the frog species was used as the most accurate and efficient pregnancy test! Eighteen of the reptiles were introduced to the US in 1937 for this purpose. If a pregnant woman urinated on a female frog, it would produce eggs within 12 hours; this provided the model for the modern day pregnancy test testing urine).

Although some of how we use animals is incredibly uncomfortable to acknowledge, there were some extremely important examples of how we’ve intervened with nature to help humans live alongside it more effectively — such as modifying mosquitos so that they no longer spread diseases like dengue fever. And then there’s the matter of de-extinction.

I’ve read some fascinating articles in both BBC Wildlife magazine and BBC Earth magazine about scientists developing the technology to harvest DNA from specimens of extinct species and using that to create an embryo to be carried by a similar, surviving species.

Woolly mammoths are always the buzzword when it comes to the topic of ‘de-extinction‘, but as yet the capabilities of growing a mammoth embryo are not sophisticated enough to not require a surrogate mother (female elephants are not large enough for the job). It seems that that may about to change before too long however, after the success of a baby lamb grown for four weeks in an artificial womb.

 In the meantime at least, Making Nature shows us the very real and current project to bring back the passenger pigeon.

Natural History Museums around the world are collecting DNA from their specimens of passenger pigeon to try and gather enough to genetically modify an existing living embryo (presumably that of another species of pigeon). Remarkably, the exhibition included a vial of some of this extracted DNA.

The plaque beside it, written by The Long Now Foundation reads:

“This tiny vial captures an extremely unusual moment in the story of the extinct passenger pigeon. DNA samples are being collected from 19th-century passenger pigeons in museum collections, in order to assemble sufficient genetic diversity to be able to ‘resurrect’ the extinct species. While this project is in its infancy with much uncertainty surrounding it, if successful, the passenger pigeon would be the first species to be recovered from DNA alone.”

Now that truly is making nature!

2

Time to teach Natural History classes? Calls for a new GCSE

There’s nothing like waking up to sunshine creeping through the window and the sound of early morning birdsong.

I love the hustle and bustle of chaotic London; it’s become my home over the last four years —but when it comes to downtime, I only want to get back to nature.
Kate on conservation sitting outside

April has been a wonderful month. It began with a week-long trip to the countryside; no phones, no internet, not even so much as a SatNav or a watch!

Now, I’m usually someone who loves technology — my job in children’s educational media is so dependent on sharing information online, and of course I love my gadgets for blogging — but making a deliberate effort to put all that aside and make room for nature is also really important to me.

I grew up in Thetford, East Anglia, so am well-versed in exploring the early signs of spring in the trees and plants of Thetford Forest. I kicked off last April with a trip to Scarning Dale, near to Thetford, and loved it so much that I had to return again this year.

A truly idyllic setting, it provided the chance to watch the birds through the window, to see tadpoles hatching in the pond at the bottom of the garden, and to take the relatively short trip to the North Norfolk coast to see colonies of Atlantic grey seals lazing at the sea’s edge with their growing young.

The changing attitudes to Natural History study

To lose myself even more in my countryside surroundings, I prepared for my trip by visiting my local secondhand book shop in London, which has one of the best Natural History sections of any book shop I’ve known!

I picked up a book called ‘Animal Lover’s Book’ by Enid Blyton, thinking that her comfy — somewhat twee — writing style that I remembered from my childhood would provide just the right level of cosy nostalgia for a trip back to where I grew up.

The book is a complete gem! Beautifully illustrated, full of information on British wildlife, quaint poems and boasting ‘full colour plates’ mixed throughout its chapters; there’s a kind of charm that’s hard to find these days.

Printed in 1957, it was of course wonderfully dated, in just the way I was looking for, but one of the things that really struck me was the level of effort and detail that had gone into providing additional information for children wanting to learn more about British wildlife.

“I am sure there will be children who want to know a few more technical details than are given in the main story,” assumes the author, “and these notes are mainly for them.”

I’m trying to imagine seeing something similar in modern day children’s books.

The author goes on to provide further facts and illustrations of every animal included in the book; badgers, foxes, mice, newts, lizards, deer, rabbits, hares, moles, shrews, etc, etc.

The illustrations show male and female sketches of the species’, and information includes everything from the family names of each species to the number of subspecies belonging to those families that reside in Britain. Pretty impressive for a children’s storybook!

My trip down memory lane brought home the changes in attitudes towards the natural world even more, when I returned from my holiday to read a Guardian article published at the start of April, which highlighted the view that:

“a majority of children no longer climb trees or play by streams and ponds, have become largely unfamiliar with even common wildlife, and are leading enclosed lives that are potentially harmful for their emotional and physical development.”

The article draws attention to a recently launched petition calling for the development of a GCSE in Natural History, referencing the fact that words such as ‘acorn’, ‘adder’, ‘ash’, ‘beech’, ‘bluebell’, and ‘conker’… (the list goes on), have been removed from the Oxford Junior Dictionary to make way for words such as ‘analogue’, ‘broadband’, ‘bullet-point’, and ‘chatroom’. My, times really have changed since Enid Blyton wrote that book!

Calling for a Natural History GCSE

The petition, started by nature writer and radio producer Mary Colwell, emphasizes the UK’s outstanding nature writing, art, poetry and film, and how integral to our culture and heritage this has been.

Of course, I completely agree with the concept that “it is vital to understand the contribution nature makes to our lives physically, culturally, emotionally and scientifically both in the past and today”, as written in the petition’s blurb.

natural history GCSE petition

It reminds me of working with Discovery Education to promote the incredible documentary Racing Extinction. After working with a team to edit the film into manageable, self-contained clips suitable for classroom projects (mainly aimed at secondary school students; i.e. those preparing for their GCSEs), I delivered an assembly to primary school children to introduce them to some of the endangered species present within the documentary.

A simple set of questions where pupils had to choose the correct answer between ‘manta ray’ and ‘polar bear’ provided a great ice breaker for getting pupils to think about the environments that these animals might live in and the characteristics / adaptations they may possess.

Kate on Conservation racing extinction assembly

To focus on British wildlife, as well as the exciting exotic animals seen in Racing Extinction, I invited Dominic Dyer of Born Free Foundation to talk about the wildlife that children can experience in their own daily lives. And it captivated them.

The experience of directly educating children in this way about the incredible natural world around them really cemented in me the desire to continue working in children’s education.

I have been fortunate enough to spend the last six months doing just that — creating primary school resources for National Geographic Kids, including a wealth of material about animals and the natural world.

These free lesson resources provide information about wild animals from across the globe, and I really hope that they are able to one day contribute to a stronger Natural History study within the school curriculum.

Nat geo kids website animals resource

If you would like to sign the petition to see a Natural History GCSE introduced into the school curriculum, please follow the link here: https://petition.parliament.uk/petitions/176749

4

Introducing Gorilla Safari VR! A Christmas present from Born Free

Born Free Foundation have a special gift to give this Christmas. Working in conjunction with vEcotourism.org they have just released a brand new app — Gorilla Safari VR — and it’s completely free!

I know quite a few people will be waking up to a VR headset underneath the tree on Christmas morning, but for those who aren’t ready to take the leap into fully immersing themselves in the virtual world just yet; you can still enjoy the app and its opportunity to explore the habitat of the Eastern Lowland (or Grauer’s Gorillas) using a smart phone or tablet. The app is available on IOS and Android.

Gorilla Safari VRIan Redmond OBE, is the guide on the Gorilla Safari VR, and will take you to the Kahuzi-Biegan National Park in the Democratic Republic of Congo, in the heart of Africa.

“I invite you to join me on this unique VR trip to learn more about the world’s largest primate – the Eastern Lowland, or Grauer’s Gorilla.” Ian writes on the Born Free Foundation website.With us will be John Kahekwa, winner of the 2016 Prince William Award for Conservation in Africa, presented by HRH The Duke of Cambridge at the prestigious Tusk Awards this November.”

screen520x924-1

A sneak peak of the VR tour

“Christmas is a time for family. And while most people take this to mean reconnecting with seldom seen siblings, cousins, uncles and aunts, think for a moment about our wider zoological family. Don’t you wish sometimes you could get away from it all to visit your more distant relatives, the great apes?”

“If so, Born Free has a special Christmas gift for you this year. In conjunction with the team that brought you virtual travel via http://www.vEcotourism.org, and just in the nick of time for Christmas.”

screen2_2208x1242-1024x576

Meet Ian Redmond, John Kahekwa and Born Free Foundation President Will Travers in the app

Having supported the fantastic work of vEcotours for a while now, I was so excited to hear that they have developed an app for my favourite charity, which even includes a view of the Born Free Foundation Headquarters in Sussex.

I gave the app a little go this morning and I love it! Here’s how I got on…

Perhaps the coolest thing about this new app (other than the fact you can download it for free…), is that it arrives just in time for today’s BBC Two’s special Christmas Eve programming, which will see a back-to-back screening of Gordon Buchanan‘s two-part series The Gorilla Family & Me from 3:45 this afternoon.

Ian and John Kahekwa both worked with the BBC last year to make the two-part series, and there’s an opportunity in the Gorilla Safari VR app to look behind the scenes of the making of the documentary.

Gordon Buchanan Gorilla Family & Me

Going behind the scenes with Gordon Buchanan while filming The Gorilla Family & Me

Join Gordon and the BBC film crew with the warden, rangers and trackers on the trail of siverback Chimanuka’s family. You could also spread some more Christmas cheer and continue being a part of Chimanuka and Mugaruka’s wild story by adopting the gorillas through Born Free Foundation.

You can adopt the pair (I have!) and receive a personalised adoption certificate, photo, cuddly toy gorilla, the pair’s full story and regular updates about the gorillas; courtesy of Adopt! magazine. To find out how, click here.

img_5044

To learn more about Gorilla Safari VR visit: http://www.bornfree.org.uk/news/news-article/?no_cache=1&tx_ttnews%5Btt_news%5D=2394 

0

Discovery Education blog: VR apps for classroom conservation

Virtual Reality can take students out of the classroom and into entirely new lands, environments and experiences — from global travel to outer space — and it is primed to be the next big learning opportunity to integrate into the learning environment. (The ‘New Vision for Education: Fostering Social and Emotional Learning through Technology’ report published by the World Economic Forum identified VR as a key opportunity for technology to be used in the advancement of social and emotional learning [SEL].)

vecotours-in-school5

vEcotours VR app used in class at Cambridge Elementary School

There is a wealth of fantastic, educational material available for students to immerse themselves in, and I’ve been getting to grips with that from Discovery VR, the Natural History Museum, London (which I’ve previously written about here).

For a recent post on Discovery Education’s community blog, I looked at vEcotourism, which offers virtual tours across the globe to see endangered wildlife in their natural environments. They have recently introduced a new ‘kid’s version’ of their Mount Elgon virtual reality tour to visit the world’s only salt-mining elephants.

Virtual tour1

This particular version is narrated by children and has been trialed in classrooms alongside project work to ‘adopt’ some of their other tour locations, challenging students to research the habitats and the species that live within them, and produce their own voice-over narration.

Read the full blog post here: http://blog.discoveryeducation.com/blog/2016/09/14/what-to-do-with-web-2-0-tools-vr-apps/

0

A compassionate voice to educate

I first met Sharon Bull at a march against the Taiji Cove dolphin slaughter in early 2015. I admired her for standing in front of the huge crowd, gathered in Trafalgar Square, and speaking so passionately, poetically and unashamedly about her journey to becoming a wildlife campaigner, and why ‘compassion’ to others – albeit human or animal, has become her key to inner happiness.

IMG_6845

It was quite an honour to be asked to share a guest blog post on her website, A Compassionate Voice.

Admittedly, it was hard for me — as someone who knows a little about a lot of wildlife-related issues (or perhaps even, a bit about a few…) — to choose a viable topic.

I know I have a lot to learn, and I’m genuinely excited about doing so! In fact, all learning excites me, so education became my starting point…

My Guest Blog started a little like this:

The biggest battle a conservationist or animal rights campaigner has to fight is against ignorance; sometimes well intended ignorance at that. I say that not with anger, or jest, or any hint of superiority; I say it because it’s the straightforward truth.

I say it because I’ve spent most of my life being both well intended and ignorant.

A more important point to focus on however, is how to improve education and access to information to empower people to learn what the bigger picture looks like (often related to money, politics and corruption) behind some of the commonly acceptable practices that involve animals.

I am fortunate enough to work in part of the Discovery Communications family; which, at the end of last year, released the incredibly thought-provoking documentary; Racing Extinction.

Racing Extinction takes a candid look at the threat of the Earth’s Sixth Mass Extinction, and the global warming conditions that are likely to ignite it.

By looking at the historical scientific evidence that caused the previous mass extinctions (including the most infamous; the dinosaurs), film maker Louis Psihoyos (Director of The Cove) suggests that our planet’s current rise in temperature means we are sitting on a ticking time bomb.

image

By examining issues such as the carbon emissions of farming and city traffic, the environmental impact of overfishing and the rise in the ocean’s acidity levels, Psihoyos sets about finding ways to reduce humans’ impact on the planet, and effectively slow down the clock that we started.

So what does this have to do with ignorance? Read the full post here to find out!