All posts by tcornelisse

Footprint

Ecological Footprint Analysis (will do in class 12/12)

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In class on 12/12 we will be discussing what it means to be sustainable as well as what levels and scales we need to act to achieve sustainability: individual, local, global. You will then complete an ecological footprint analysis and vary the parameters to test the difference you could make to reduce individual carbon footprints.

Ecological Footprint Analysis
footprintnetwork.org/en/index.php/gfn/page/calculators/
1. Calculate your carbon footprint and how many planets and acres are needed to sustain a lifestyle similar to yours (use the detailed parameters).
2. Pick three parameters to maximize (e.g. diet, transportation, energy) and determine how that changes the footprint. Make a bar graph that shows how many planets OR acres you need based on the parameter maximized (also include your original calculation).

(NOTES: Can measure transport distance with Google maps;  NYC gets 11% of energy from renewables)

Discussion QUESTIONS to answer in you blog post:
1. How does your original footprint compare to the country average (US per capita is 5 planets and 17 acres)?
2. What changes could you make and what level would it make a difference, it any? Include your bar graph.
3. What do you think, overall, we need to do as a society, as a world, to really make a more sustainable society?

Announcements, Readings

Readings and Podcast for 12/12 class- Also bring Computers!

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You have two readings (one longer and one very short) and a 20 minute podcast to listen to for next class.

This first reading is going to provide the basis for our last discussion on urban biodiversity 🙁 in class. It is a new study on- you guessed it- arthropods!- Please at least read the abstract, the methods, and examine the figures (there are also some popular articles about it online). It also serves as a good model of the kind of scientific writing you all will be doing in the next couple of weeks for your projects. We will discuss what this study found, what they could have done differently, and what it means for urban sustainability.

Download (PDF, Unknown)

The following pieces will be part of our class discussion on sustainability at the individual, city, and global levels.

Forget Shorter Showers, Orion Magazine. This is a short (2 page) piece basically saying that life changes at the individual level won’t make a difference in sustainability. We will discuss this idea, watch related videos, and examine your own footprint in class.

Download (PDF, Unknown)

Finally, this is a 20 minute podcast on what we do and have done with all the poop generated here in NYC- an important component of urban sustainability- Enjoy!
Radiolab Podcast: NYC Poop Train

AMNH

AMNH Assignment for 12/5. Blog post due 12/12

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The hall of biodiversity is full of great displays that teach patrons what biodiversity is, what the threats to it are, and potential solutions they can partake in to help conserve biodiversity. As part of your field trip to AMNH and the lesson on informal science communication (crucial to conservation!), you will be examining how the public interacts with the Hall of Biodiversity and then critically analyze what you found in a blog post.

Instructions:
1. Before you come to AMNH, briefly (i.e. don’t have to read everything!) look over the Educator’s guide to familiar yourself with the displays and goals of the Hall.
2. Once there, walk around the Hall of Biodiversity to check it all out, including the videos and rainforest
3. Pick two different types of displays to observe for 15 minutes each
4. During the 15 minutes:
-Tally the number of people that interact/observe the display
-Record how long each stays at the display and how they interact with it (i.e., reading only, pressing button, etc.)
-Record any comments they make to their fellow visitors about the display

In the blog post, answer:
1. What displays did you chose?
2. What information is the display trying to convey?
3. Compare how the patrons interacted with the two displays, could the information be displayed in a way that would make it more accessible or interesting to patrons? How?
4. Could the exhibit be better designed to convey the biodiversity/conservation message?
5. Do you think the Hall of Biodiversity, overall, is effective at educating the public?

Download (PDF, Unknown)

Announcements, Readings

Shortened:: 11/7 Readings: two short attempts at finding common ground!

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Hi Class- here are the two readings for this week, both 1-2 pages each. These were originally scheduled for next week, but I nixed the planned readings and moved these up, that way you can just concentrate on your project data next week.

Kareiva, P. 2014. New conservation: setting the record straight and finding common ground. Conservation Biology 28(3): 634-636

Download (PDF, Unknown)


Soule, M. 2014. Also Seeking Common Ground in Conservation. Conservation Biology 28(3): 637-638

Download (PDF, Unknown)

Announcements

New York Times article from 10/31 on ‘New’ Conservation

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http://www.nytimes.com/2014/11/01/opinion/how-to-mend-the-conservation-divide.html?smid=fb-share&_r=0

Hi class, guess what?!? A great article in the NYTs on moving forward from the current debate in conservation was published yesterday, the same day we were discussing these issues! It was written by Emma Marris (the author of Rambunctious Garden) and a scientist at the Wilderness Society (i.e. people who protect ‘pristine’ nature). Check it out! Here is a quote:

“No matter which reason motivates you most, working together and using a diversity of approaches is far better than inaction or squabbling. With hard work, political support and lots of money, we can have the cherished landscapes, the most endangered species, and the comfort of knowing there is still wild nature left. We just can’t expect to have them all in the same place.”

Announcements

Instructions for 11/7 ‘debate’ prep (with chosen topics)

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11/7 Debate

What should we do about certain issues in conservation?

Don’t need to do too much extra research- just learn what it is, find example, and use what you’ve read/learned to apply it to these scenarios:

  1. Invasive species- always eradicate or embrace? (Julia, Tahsin, Sarah, Jessica, Siena)
  2. How to do or should we do reforestation/restoration? (Makeba, Kyle, Michelle, Katherine, Tasnia)
  3. Should we work with corporations to achieve conservation goals? (Acadia, Sherry, Rose, Rya)
  4. How should we protect of big predators/ deal with human wildlife conflict? (Allegra, Sabeena, Devin, Phil, Jaspreet)

Potential examples:
-Wolves in the west
-Coyotes in NYC
-Australia marsupial conservation
-Restoration in of plants in HI
-Galapagos
-Kangaroos
-Jamaica Bay restoration
-New Orleans
-De-extinction

Plan:
Groups will get 20 mins to come together, chat
Individual responses– up to 5-minute thoughts/argument and then those with same ideas get together as a panel and answer questions
-Overview of topic (together)
-One Example- explain it
-Strategy they would take
-Why
-What thought of conservation it falls under, or along the spectrum
Then give the audience 10 minutes to ask questions