Tafi Atome Monkey Sanctuary's Conservation Project
RURAL INTEGRATED RELIEF SERVICE-GHANA
PROJECT TEAM: CONSERVATION TEAM
P. O. BOX 1238 KANESHIE ACCRA GHANA
WEST AFRICA: TEL: 00233-246395807
FAX: 00233-21224695
Email: reliefservice_ghana@yahoo.co.uk
Environmental Science Virtual Field Trips
Curricular Change or Change of Delivery to Existing Courses.
University of Science and Technology Kumasi (UST) Project for Rural Integrated Relief Service-Ghana (NGO)
DESCRIPTION
Tafi Monkey Sanctuary (a sacred grove) is a traditional conservation area backed by statutory enforcement in co-operation with local communities. It is located in the Volta Region of Ghana. Tafi Atome is the home of Mona and Patas monkeys. These monkeys are found in a remnant patch of forests, which has survived fire and human disturbance around the village. These monkeys are regarded as gods and as such the natives do not kill them. They are protected by tradition and Rural Integrated Relief Srervice- Ghana, Relief Team on Convervation Projects.
Similar sacred groves and burial grounds protected by local people are widespread in the region. These can further be developed for small-scale tourism in the local communities to enhance rural development.
ACTIVITIES: Monkey Watching
ACCESS:
Tafi Atome about 230km Northeast of Accra is on the Accra-Hohoe road. A branch 10km west of Logba leads to the home of monkeys.
Previously, detailed project and programmed descriptions were provided to the management in the Planned Project Activities document submitted to each session. Under the new procedure, a two-page information note is prepared for each project/programmed and posted on the website upon approval of the inception memorandum.
The formulation phase is when a detailed technical design is undertaken for the project. During this phase, Rural Integrated Relief Service-Ghana prepares a feasible, sustainable project proposal with the participation of a range of stakeholders, most importantly potential beneficiaries and governments. Additional studies may be undertaken in this phase, e.g. on socio-economic characteristics of the target group or environmental considerations.
Provide project/programme-related information in a more timely and efficient manner
fully explore co financing opportunities early on in the design stage, and
increase public awareness, knowledge and interest vis-à-vis the activities of Rural Integrated Relief Service-Ghana and other development organizations
The people of Tafi Atome in the Volta Region of Ghana have for generations by their beliefs, preserved the endangered true mona monkey, Cercopithercus mona mona as their ancestors in a pristine rainforest (the sanctuary). The forest itself provides hotspot for endemic flora and fauna. The sanctuary now provides a popular tourist destination but benefits going mainly to tour operators and local government authorities
To use scientific approaches within the framework of community-based and indigenous knowledge in setting up priorities for conserving the species whilst sustaining the livelihoods of the local people. This is the 1st phase of the project towards other future engagements both socioeconomic ally and scientifically.
As a result of unsustainable livelihoods that the local people are going through, various activities such as farming and wood collection threatens the very existence of the sanctuary and other forms of biodiversity.
b) The multi-faceted impacts of ecotourism on the local people, their livelihoods, health and socioeconomic profiles as well as impacts on the biology of the species are unknown.
c) Lack of proper scientific information about the species and their environment
Establishes community agro-biodiversity and conservation projects.
Sets up community-run nature reserves with good birding facilities - 60% of the admission fee goes to local villages.
sanctuaries have emerged on an ad-hoc basis resulting in crisis management
For more information about the project contact:
Emmanuel Dzadeyson: on 00233-246395807
or email at: reliefservice_africa@yahoo.com
Background Information:
BI SCI 3 Environmental Science is a non-major, general education course. This means that students are either filling a required general education course for a major outside of science or they are first or second semester students who are undecided about their career pursuit. To help student to achieved their right Rural Integrated Relief service-Ghana (NGO) in Ghana in partnership with University of Science and Technology Kumasi (UST) in recruiting students into the sciences.
The latter makes the presentation of this course of up-most importance in recruiting students into the sciences.
There is no laboratory time for this course. It meets three hours a week. The main objective is for students to nurture their “Earth Wisdom.” Earth wisdom is the knowledge of how nature sustains itself and how humans can improve their quality of life by mimicking nature and learning to live sustainably.
The course presents students with principles of population dynamics, ecosystem interactions, biodiversity, water pollution and management, land use, air pollution, energy, solid and hazardous wastes, and pesticides.
Lecture information id delivered via slide presentations. Learning activities are given in the form of videos with worksheets, short in class group assignments, and guest speakers.
The level of science interest in this class is as variable as the number of students (100 in one section and 145 in a second section). Every semester I have taught some students have asked, “are we going on field trips?”
Field trips are certainly wonderful learning tools but with such a large class, actual field trips re virtually impossible.
Therefore my answer has always been “Sorry, but no.” Students want more interaction. Therefore, I want my answer to be “Yes, we are going on field trips.” This semester (Fall 2007) I found a website that had an interactive activity on human population growth. I created a worksheet to accompany it and then made it a required learning activity. After completion we asked students for some feedback (via email). They loved it.
“There should be more,” they said. Shortly thereafter the educational technology CD arrived in faculty mailboxes. That sparked my interest in creating online field trips for BI SCI 3. Virtual field trips would make this lecture course more interactive and enjoyable to learn. This of course would improve first and second semester student’s perception of science. As stated earlier, the presentation of this course is of utmost importance to the possible recruitment of undecided students into the Behrend science program and to their satisfaction with University of Science and Technology Kumasi (UST)
Proposed Solution or Area of Need:
We will make BI SCI 003 more interactive, interesting, and will enhance learning through constructivist principles by using virtual field trips.
Virtual field trips are engaging without incurring student travel costs or loss of class time. Also, by having students interact wit the concepts in such a realistic way, they are more likely to consider concepts at higher cognitive levels and are more likely to integrate their learning into their everyday lives.
This is important because an environmental science course is likely to affect life long attitudes, if material is presented well.
We would like to create two virtual field trips with an ultimate goal of three. Students will travel on these field trips via digital photos and video clips. Like any typical field trip they will be given written agendas and informative text along the way.
One field trip will be to two wastewater treatment plants (one a typical wastewater treatment and the other a non-typical wetlands wastewater treatment). Students will be asked to assess the pros and cons of each and to critically decide how these operations should be used for longer-term environmental sustainability. This will encourage higher-level thinking.
The second proposed field trip would take students to a variety of energy generation sites in Ghana, Togo, Beni and South Africa hydroelectric, wind, solar, and geothermal. This field trip will do two things, first it will simulate the flow of electricity along power lines, back to a local electric substation, and then back to campus; second, it will allow students to compare the amount of energy required and the cost of each type of electric generation.
As with the wastewater field trip, students will be asked to assess each in terms of their impact on future sustainable energy practices.
In the future a third field trip will take students to the most sustainable part in the USA Students will see first hand some of the green practices that are in operation and will learn how state officials, scientist, and industry mangers are working toward creating sustainable human practices.
The advantage of using virtual field trips here are many. As stated earlier, the logistics of field trips are nearly impossible with 140 students. Additionally, some locations (i.e. nuclear power plant) may not allow student visitors under any circumstances.
Finally, we are able to take students to multiple locations on a single field trip, allowing them to compare and contrast these different sites in ways they couldn’t do physically because of time and distance restrictions.
Assessment:
I anticipate that student interest and motivation will be enhanced, and thus student learning will improve. I will evaluate this through an assignment based on each of the virtual field trips. Additionally, at the end of each virtual field trip, students will be required to fill out a survey where they give feedback on how useful the field trip was, if it complemented the course well, and (if they are an undecided student) if the activity encouraged them to consider science as a possible major.
Timeline:
March – April, 2007 Field trip # 1 (Tema biological wastewater treatment site and Greater Accra Region of Ghana):
• Contact appropriate people to get permission to access the typical wastewater treatment plant and the non-typical wetlands wastewater treatment plant.
Field trip #2 Nuclear Power plants in Madina Atomic):
• Contact appropriate people to get permission to access the energy generation sites (nuclear, hydroelectric, wind, solar, and geothermal)
START OF GRANT FUNDING
SEMESTER #1: DESIGN
May – June 2007 Plan field trip #1 (to two wastewater treatment plants)
• Storyboard and outline the virtual field trip to determine which photos and videos will be needed.
• Create student worksheets and assignments that will accompany the field trip.
Plan field trip #2 (to energy generation sites)
• Storyboard and outline the virtual field trip to determine which photos and videos will be needed.
• Create student worksheets and assignments that will accompany the field trip.
Road trip #1 and #2
• Go to the sites and take videos and photos
• Start editing videos and photographic material when we return.
July – August 2007 create field trip #1
• Write instructional text (with a “field trip” atmosphere)
• Edit video and photographic material.
Create field trip #2
• Write instructional text (with a “field trip” atmosphere)
• Edit video and photo graphic material.
Create website
• Design website interface, create templates, etc.
• Put all instructional materials online.
SEMESTER #2: IMPLEMENTATION
Sept. – Dec. 2007 implement, evaluate, and revise
• By utilizing it myself and through student surveys and informal student feedback, find out how the virtual field trips could improve.
• Make these changes to the website and instructional materials.
SEMESTER #3 and 4: IMPLEMENTATION
Jan. – April 2008
Sept. – Dec. 2008 implement and evaluate
• At the end of each semester, check to see if student grades have improved.
Project Cost $50,000
Amount raised $ 2500
Amount Requested from your Organization
$ 10,000
BANKING INFORMATION
BANK NAME INTERNATIONAL COMMERCIAL BANK LTD
ADDRESS OF BANK:
PMB KANESHIE 1ST LIGHT ACCRA GHANA
BRANCH NAME: KANESHIE BRANCH
ACCOUNT NAME: Rural Integrated Relief Service- Ghana
ACCOUNT NUMBER: 40260099506
SWIFT CODE: INCE GH AC
PROJECT TEAM: CONSERVATION TEAM
P. O. BOX 1238 KANESHIE ACCRA GHANA
WEST AFRICA: TEL: 00233-246395807
FAX: 00233-21224695
Email: reliefservice_ghana@yahoo.co.uk
Environmental Science Virtual Field Trips
Curricular Change or Change of Delivery to Existing Courses.
University of Science and Technology Kumasi (UST) Project for Rural Integrated Relief Service-Ghana (NGO)
DESCRIPTION
Tafi Monkey Sanctuary (a sacred grove) is a traditional conservation area backed by statutory enforcement in co-operation with local communities. It is located in the Volta Region of Ghana. Tafi Atome is the home of Mona and Patas monkeys. These monkeys are found in a remnant patch of forests, which has survived fire and human disturbance around the village. These monkeys are regarded as gods and as such the natives do not kill them. They are protected by tradition and Rural Integrated Relief Srervice- Ghana, Relief Team on Convervation Projects.
Similar sacred groves and burial grounds protected by local people are widespread in the region. These can further be developed for small-scale tourism in the local communities to enhance rural development.
ACTIVITIES: Monkey Watching
ACCESS:
Tafi Atome about 230km Northeast of Accra is on the Accra-Hohoe road. A branch 10km west of Logba leads to the home of monkeys.
Previously, detailed project and programmed descriptions were provided to the management in the Planned Project Activities document submitted to each session. Under the new procedure, a two-page information note is prepared for each project/programmed and posted on the website upon approval of the inception memorandum.
The formulation phase is when a detailed technical design is undertaken for the project. During this phase, Rural Integrated Relief Service-Ghana prepares a feasible, sustainable project proposal with the participation of a range of stakeholders, most importantly potential beneficiaries and governments. Additional studies may be undertaken in this phase, e.g. on socio-economic characteristics of the target group or environmental considerations.
Provide project/programme-related information in a more timely and efficient manner
fully explore co financing opportunities early on in the design stage, and
increase public awareness, knowledge and interest vis-à-vis the activities of Rural Integrated Relief Service-Ghana and other development organizations
The people of Tafi Atome in the Volta Region of Ghana have for generations by their beliefs, preserved the endangered true mona monkey, Cercopithercus mona mona as their ancestors in a pristine rainforest (the sanctuary). The forest itself provides hotspot for endemic flora and fauna. The sanctuary now provides a popular tourist destination but benefits going mainly to tour operators and local government authorities
To use scientific approaches within the framework of community-based and indigenous knowledge in setting up priorities for conserving the species whilst sustaining the livelihoods of the local people. This is the 1st phase of the project towards other future engagements both socioeconomic ally and scientifically.
As a result of unsustainable livelihoods that the local people are going through, various activities such as farming and wood collection threatens the very existence of the sanctuary and other forms of biodiversity.
b) The multi-faceted impacts of ecotourism on the local people, their livelihoods, health and socioeconomic profiles as well as impacts on the biology of the species are unknown.
c) Lack of proper scientific information about the species and their environment
Establishes community agro-biodiversity and conservation projects.
Sets up community-run nature reserves with good birding facilities - 60% of the admission fee goes to local villages.
sanctuaries have emerged on an ad-hoc basis resulting in crisis management
For more information about the project contact:
Emmanuel Dzadeyson: on 00233-246395807
or email at: reliefservice_africa@yahoo.com
Background Information:
BI SCI 3 Environmental Science is a non-major, general education course. This means that students are either filling a required general education course for a major outside of science or they are first or second semester students who are undecided about their career pursuit. To help student to achieved their right Rural Integrated Relief service-Ghana (NGO) in Ghana in partnership with University of Science and Technology Kumasi (UST) in recruiting students into the sciences.
The latter makes the presentation of this course of up-most importance in recruiting students into the sciences.
There is no laboratory time for this course. It meets three hours a week. The main objective is for students to nurture their “Earth Wisdom.” Earth wisdom is the knowledge of how nature sustains itself and how humans can improve their quality of life by mimicking nature and learning to live sustainably.
The course presents students with principles of population dynamics, ecosystem interactions, biodiversity, water pollution and management, land use, air pollution, energy, solid and hazardous wastes, and pesticides.
Lecture information id delivered via slide presentations. Learning activities are given in the form of videos with worksheets, short in class group assignments, and guest speakers.
The level of science interest in this class is as variable as the number of students (100 in one section and 145 in a second section). Every semester I have taught some students have asked, “are we going on field trips?”
Field trips are certainly wonderful learning tools but with such a large class, actual field trips re virtually impossible.
Therefore my answer has always been “Sorry, but no.” Students want more interaction. Therefore, I want my answer to be “Yes, we are going on field trips.” This semester (Fall 2007) I found a website that had an interactive activity on human population growth. I created a worksheet to accompany it and then made it a required learning activity. After completion we asked students for some feedback (via email). They loved it.
“There should be more,” they said. Shortly thereafter the educational technology CD arrived in faculty mailboxes. That sparked my interest in creating online field trips for BI SCI 3. Virtual field trips would make this lecture course more interactive and enjoyable to learn. This of course would improve first and second semester student’s perception of science. As stated earlier, the presentation of this course is of utmost importance to the possible recruitment of undecided students into the Behrend science program and to their satisfaction with University of Science and Technology Kumasi (UST)
Proposed Solution or Area of Need:
We will make BI SCI 003 more interactive, interesting, and will enhance learning through constructivist principles by using virtual field trips.
Virtual field trips are engaging without incurring student travel costs or loss of class time. Also, by having students interact wit the concepts in such a realistic way, they are more likely to consider concepts at higher cognitive levels and are more likely to integrate their learning into their everyday lives.
This is important because an environmental science course is likely to affect life long attitudes, if material is presented well.
We would like to create two virtual field trips with an ultimate goal of three. Students will travel on these field trips via digital photos and video clips. Like any typical field trip they will be given written agendas and informative text along the way.
One field trip will be to two wastewater treatment plants (one a typical wastewater treatment and the other a non-typical wetlands wastewater treatment). Students will be asked to assess the pros and cons of each and to critically decide how these operations should be used for longer-term environmental sustainability. This will encourage higher-level thinking.
The second proposed field trip would take students to a variety of energy generation sites in Ghana, Togo, Beni and South Africa hydroelectric, wind, solar, and geothermal. This field trip will do two things, first it will simulate the flow of electricity along power lines, back to a local electric substation, and then back to campus; second, it will allow students to compare the amount of energy required and the cost of each type of electric generation.
As with the wastewater field trip, students will be asked to assess each in terms of their impact on future sustainable energy practices.
In the future a third field trip will take students to the most sustainable part in the USA Students will see first hand some of the green practices that are in operation and will learn how state officials, scientist, and industry mangers are working toward creating sustainable human practices.
The advantage of using virtual field trips here are many. As stated earlier, the logistics of field trips are nearly impossible with 140 students. Additionally, some locations (i.e. nuclear power plant) may not allow student visitors under any circumstances.
Finally, we are able to take students to multiple locations on a single field trip, allowing them to compare and contrast these different sites in ways they couldn’t do physically because of time and distance restrictions.
Assessment:
I anticipate that student interest and motivation will be enhanced, and thus student learning will improve. I will evaluate this through an assignment based on each of the virtual field trips. Additionally, at the end of each virtual field trip, students will be required to fill out a survey where they give feedback on how useful the field trip was, if it complemented the course well, and (if they are an undecided student) if the activity encouraged them to consider science as a possible major.
Timeline:
March – April, 2007 Field trip # 1 (Tema biological wastewater treatment site and Greater Accra Region of Ghana):
• Contact appropriate people to get permission to access the typical wastewater treatment plant and the non-typical wetlands wastewater treatment plant.
Field trip #2 Nuclear Power plants in Madina Atomic):
• Contact appropriate people to get permission to access the energy generation sites (nuclear, hydroelectric, wind, solar, and geothermal)
START OF GRANT FUNDING
SEMESTER #1: DESIGN
May – June 2007 Plan field trip #1 (to two wastewater treatment plants)
• Storyboard and outline the virtual field trip to determine which photos and videos will be needed.
• Create student worksheets and assignments that will accompany the field trip.
Plan field trip #2 (to energy generation sites)
• Storyboard and outline the virtual field trip to determine which photos and videos will be needed.
• Create student worksheets and assignments that will accompany the field trip.
Road trip #1 and #2
• Go to the sites and take videos and photos
• Start editing videos and photographic material when we return.
July – August 2007 create field trip #1
• Write instructional text (with a “field trip” atmosphere)
• Edit video and photographic material.
Create field trip #2
• Write instructional text (with a “field trip” atmosphere)
• Edit video and photo graphic material.
Create website
• Design website interface, create templates, etc.
• Put all instructional materials online.
SEMESTER #2: IMPLEMENTATION
Sept. – Dec. 2007 implement, evaluate, and revise
• By utilizing it myself and through student surveys and informal student feedback, find out how the virtual field trips could improve.
• Make these changes to the website and instructional materials.
SEMESTER #3 and 4: IMPLEMENTATION
Jan. – April 2008
Sept. – Dec. 2008 implement and evaluate
• At the end of each semester, check to see if student grades have improved.
Project Cost $50,000
Amount raised $ 2500
Amount Requested from your Organization
$ 10,000
BANKING INFORMATION
BANK NAME INTERNATIONAL COMMERCIAL BANK LTD
ADDRESS OF BANK:
PMB KANESHIE 1ST LIGHT ACCRA GHANA
BRANCH NAME: KANESHIE BRANCH
ACCOUNT NAME: Rural Integrated Relief Service- Ghana
ACCOUNT NUMBER: 40260099506
SWIFT CODE: INCE GH AC