The Little Fireface Project: Community Conservation of Asia’s Slow Lorises via Ecology, Education, and Empowerment

Best practices are never best: Evaluating primate conservation education programs (PCEPs) with a decolonial perspective

Who do we aim to educate with primate conservation education programs (PCEPs)? In a commentary published in a recent AJP, Annette Lanjouw suggested that many efforts to "educate" habitat-country communities can be neocolonial in their approaches. Forest destruction and habitat loss are a result of global consumption and expansion. We therefore need to approach conservation education from many angles including local stakeholders, policy makers, government officials, and the humans living in industrialized nations who are major consumers of the items that shrink primate habitats. In this review, we investigate PCEPs to determine if the conservation education goals, education methods, and assessment processes are proceeding within a neocolonial context. We reviewed the last 20 years of primate conservation literature and looked for publications that were focused on education programs. We found that in 50 of 52 publications published between 2001 and 2021, the education programs take place in habitat-country local communities. We also reviewed primate field researcher and field site websites, and in most cases, education programs were also focused on educating local communities living near or in nonhuman primate habitats. Exceptions were student clubs, zoo programs, and a high school outreach program. Many PCEP providers presented a list of "lessons learned" and we compiled their wisdom in combination with our experience to provide a framework for moving forward. We conclude that as conservation primatologists, we must think beyond our field sites to create opportunities for educational outreach. We can reach global consumers by linking to zoos, television/motion picture, print media, social media, and working with schools on curricula. Primatologists can engage our undergraduates to establish clubs and create meaningful assignments that reach beyond the classroom. We encourage primatologists from the Global North to consider their positionality and the history of conservation exclusion in their attempts to conserve primates.

Does the Presence of Shade Trees and Distance to the Forest Affect Detection Rates of Terrestrial Vertebrates in Coffee Home Gardens?

Complex agroforestry systems can host similar biodiversity levels to adjacent continuous forests and can offer important ecosystem services for wildlife. Species inhabiting adjacent forests, as well as species that prefer agroforestry systems, can benefit from this habitat matrix. It is necessary, however, to understand the species-specific adaptability to such a complex matrix. Indonesia is a biodiversity hotspot and hosts many endemic species that are threatened with extinction. Its human population relies heavily on agriculture, meaning that finding a balance between crop productivity and biodiversity is key for the long-term sustainability of local communities and wildlife. We aim to determine the influence of the presence of shade trees and distance to the forest on the detection rates of wildlife in coffee home gardens. In West Java, Indonesia, we monitored 23 gardens between April 2018 and March 2021 via camera traps, totalling 3856 days of monitoring in shade-grown and 3338 days in sun-exposed gardens. We also collected data in the nearby montane rainforest, totalling 1183 days of monitoring. We used Generalized Additive Models to estimate the influence of shade cover and distance to the forest on the detection rates of wildlife. The Sunda leopard cat Prionailurus javanensis was found more frequently in shade-grown gardens and used both the forest and agroforest matrix. Wild boars Sus scrofa mostly occurred in gardens adjacent to the forest, while barred buttonquails Turnix suscitator were associated with gardens far (>1 km) from the forest. Several species (civets Viverricula indica and Paradoxus musangus javanicus, Horsfield’s treeshrew Tupaia javanica, Javan ferret badger Melogale orientalis, Javan mongoose Herpestes javanicus) were not influenced by shade cover and distance to the forest, suggesting they are well adapted to the agroforestry system. Still, species of high conservation importance, such as Javan leopard Panthera pardus melas, Sunda porcupine Hystrix javanica, and grizzled langur Presbytis comata, were present in the forest but not in the agroforest, suggesting that the replacement of the forest by the agroforestry matrix is still detrimental. Nevertheless, it is important to maintain the complexity of the agroforestry system and connectivity with the neighbouring continuous forest to favour the long-term sustainability of this environment and the conservation of endemic species.

Environment shapes sleep patterns in a wild nocturnal primate

Among primates, the suborder Haplorhini is considered to have evolved a consolidated monophasic sleep pattern, with diurnal species requiring a shorter sleep duration than nocturnal species. Only a few primate species have been systematically studied in their natural habitat where environmental variables, including temperature and light, have a major influence on sleep and activity patterns. Here we report the first sleep study on a nocturnal primate performed in the wild. We fitted seven wild Javan slow lorises (Nycticebus javanicus) in West Java, Indonesia with accelerometers that collected activity data, and installed climate loggers in each individual’s home range to collect ambient temperature readings (over 321 days in total). All individuals showed a strictly nocturnal pattern of activity and displayed a striking synchronisation of onset and cessation of activity in relation to sunset and sunrise. The longest consolidated rest episodes were typically clustered near the beginning and towards the end of the light period, and this pattern was inversely related to daily fluctuations of the ambient temperature. The striking relationship between daily activity patterns, light levels and temperature suggests a major role of the environment in shaping the daily architecture of waking and sleep. We concluded that well-known phenotypic variability in daily sleep amount and architecture across species may represent an adaptation to changes in the environment. Our data suggest that the consolidated monophasic sleep patterns shaped by environmental pressures observed in slow lorises represent phylogenetic inertia in the evolution of sleep patterns in humans.

A novel application of cultural consensus models to evaluate conservation education programs

Conservation professionals recognize the need to evaluate education initiatives with a flexible approach that is culturally appropriate. Cultural-consensus theory (CCT) provides a framework for measuring the extent to which beliefs are communally held and has long been applied by social scientists. In a conservation-education context, we applied CCT and used free lists (i.e., a list of items on a topic stated in order of cultural importance) and domain analysis (analysis of how free lists go together within a cultural group) to evaluate a conservation education program in which we used a children's picture book to increase knowledge about and empathy for a critically endangered mammal, the Javan slow loris (Nycticebus javanicus). We extracted free lists of keywords generated by students (n = 580 in 18 schools) from essays they wrote before and after the education program. In 2 classroom sessions conducted approximately 18 weeks apart, we asked students to write an essay about their knowledge of the target species and then presented a book and several activities about slow loris ecology. Prior to the second session, we asked students to write a second essay. We generated free lists from both essays, quantified salience of terms used, and conducted minimal residuals factor analysis to determine presence of cultural domains surrounding slow lorises in each session. Students increased their use of words accurately associated with slow loris ecology and conservation from 43% in initial essays to 76% in final essays. Domain coherence increased from 22% to 47% across schools. Fifteen factors contributed to the domain slow loris. Between the first and second essays, factors that showed the greatest change were feeding ecology and slow loris as a forest protector, which increased 7-fold, and the humancentric factor, which decreased 5-fold. As demonstrated by knowledge retention and creation of unique stories and conservation opinions, children achieved all six levels of Bloom's taxonomy of learning domains. Free from the constraints of questionnaires and surveys, CCT methods provide a promising avenue to evaluate conservation education programs.