Evaluating the Conservation Mission of Zoos, Aquariums, Botanical Gardens, and Natural History Museums

Abstract

Collection-based institutions-zoos, aquariums, museums, and botanical gardens-exhibit wildlifeand thus have a special connection with nature. Many of these institutions emphasize a mission of conservation, and, undeniably, they do contribute directly to conservation education and conservation science. They present an exceptional opportunity for many urban residents to see the wonders of life, and they can contribute to education and habitat preservation. Because many collection-based institutions now hold a stated mission of conservation, we suggest eight potential questions to evaluate actions toward that mission: (1) Does conservation thought define policy decisions? (2) Is there sufficient organizational funding for conservation activities?(3) Is there a functional conservation department? (4) Does the institution advocate for conservation? (5) Do conservation education programs effectively target children and adults? (6) Does the institution contribute directly to habitat protection locally and internationally? (7) Do exhibits explain and promote conservation efforts? and (8) Do internal policies and activities protect the environment? These questions are offered as a place to begin discussion. We hope they will help employees and administrators of a collection-based institution (and citizens of the surrounding community) think about and support their institution's conservation activities. Public support and praise for institutions that are striving toward solutions for conservation problems and pressure on organizations that are moving more slowly toward a conservation orientation can help shift more resources toward saving nature. Evaluación de la Misión de Conservación de Zoológicos, Acuarios, Jardines Botánicos o Museos de Historia NaturalResumen: Las instituciones basadas en colecciones (zoológicos, acuarios, museos y jardines botánicos) exhiben vida silvestre. Por lo tanto, tienen una conexión especial con la naturaleza. Muchas de estas instituciones destacan una misión de conservación y, sin duda contribuyen directamente a la educación y la ciencia de la conservación. Brindan una oportunidad excepcional para que muchos residentes urbanos vean las maravillas de la vida, y pueden contribuir a la educación y a la preservación del hábitat. Debido a que en la actualidad muchas de las instituciones basadas en colecciones tienen una misión de conservación manifiesta, sugerimos ocho preguntas potenciales para evaluar las acciones hacia el cumplimiento de esa misión: (1) ¿Las consideraciones sobre la conservación definen las decisiones sobre políticas? (2) ¿Hay suficiente financiamiento organizacional para las actividades de conservación? (3) ¿Hay un departamento de conservación que funcione? (4) ¿La institución aboga por la conservación? (5) ¿Los programas de educación en conservación se ‡ Miller et al. Conservation and Collection-Based Institutions 87enfocan eficientemente sobre niños y adultos? (6) ¿La institución contribuye directamente a la conservación del hábitat a nivel local e internacional? (7) ¿Las e...

Reflexões sobre coleções zoológicas, sua curadoria e a inserção dos Museus na estrutura universitária brasileira

“…Embora exista ampla discussão na literatura a respeito dos muitos tipos de pesquisa que se pode desenvolver a partir das coleções de história natural (por exemplo, Lane, 1996;Shaffer et al, 1998;de Vivo, 1999;Miller et al, 2004;Winker 2004;Suarez & Tsutsui, 2004;Gaubert et al, 2006), nada existe formalmente publicado a respeito de como um museu deve atuar frente à pesquisa que permite, que tipo de profissional é mais adequado para gerir essas coleções e se as diferentes estruturas administrativas da academia brasileira se adequam à gestão das coleções. Este ensaio visa fornecer uma reflexão a respeito desses temas.…”

“…Instituições universitárias departamentais não estão preparadas para manter coleções por tempo indeterminado, e não estão equipadas para permitir o acesso geral aos materiais zoológicos que abrigam. A razão para tal não está simplesmente no nome da instituição, mas sim em suas distintas missões institucionais, que determinam (ou deveriam determinar) que tipos de profissionais nelas trabalham, a quais regimes de trabalhos devem ser submetidos, e que carreiras os seus profissionais devem percorrer.Embora exista ampla discussão na literatura a respeito dos muitos tipos de pesquisa que se pode desenvolver a partir das coleções de história natural (por exemplo, Lane, 1996;Shaffer et al, 1998;de Vivo, 1999;Miller et al, 2004;Winker 2004;Suarez & Tsutsui, 2004;Gaubert et al, 2006), nada existe formalmente publicado a respeito de como um museu deve atuar frente à pesquisa que permite, que tipo de profissional é mais adequado para gerir essas coleções e se as diferentes estruturas administrativas da academia brasileira se adequam à gestão das coleções. Este ensaio visa fornecer uma reflexão a respeito desses temas.…”

Zoo and aquarium research: priority setting for the coming decades

“…First, they are coming under increasing scrutiny for the quality of their animal management and care. A number of critics, both within and outside the zoo and aquarium community, have expressed serious concerns not only about the welfare, health, longevity, and reproductive viability of animals in zoos and aquariums [e.g., Jamieson, 1985Jamieson, , 1995Regan, 1995;Malamud, 2000;Farinato, 2001;Hancocks, 2001;Mason, 2002, 2003;Rees, 2003;National Academy of Sciences, 2005;Araki et al, 2007; also see Hutchins, 2006a, for a discussion on how the media treats zoo and aquarium animal deaths] but also about the commitment by zoos and aquariums to wildlife and habitat conservation [e.g., Varner and Monroe, 1991;Farinato, 2001;Miller et al, 2002;Rees, 2003]. These criticisms are increasingly accompanied by ''data,'' often couched in terms of seemingly rigorous scientific analyses, and are presented in technical reports authored by scientists with academic appointments.…”

Maximizing the contribution of science in zoos and aquariums: organizational models and perceptions

“…First and foremost, education is central to all zoo and aquarium missions. In their essay on evaluating the conservation mission of zoos, Miller et al [2004] specifically suggest that education programs target both children and adults. Beyond simply adapting programs aimed at kids to an adult audience, zoo-based undergraduate and post-graduate education and mentoring target young adults in formative stages of selecting a career can define a productive roll for these students in their adult life whether they choose a conservation career or not [Beck, 1975].…”