Anmerkung: Intro -- Research, Management and Policy -- Contents -- Foreword -- Acknowledgements -- 1 Introduction -- 2 Assessing biodiversity -- 2.1 Why assess biodiversity? -- 2.2 Biodiversity assessment techniques -- 2.2.1 Total species list -- CASE STUDY Discovery and conservation the Saola -- 2.2.2 Total genus or family list -- 2.2.3 Parallel-line searches -- 2.2.4 Habitat subsampling -- 2.2.5 Uniform effort -- 2.2.6 Time-restricted search -- 2.2.7 Encounter rates -- 2.2.8 Species discovery curves -- 2.2.9 MacKinnon lists -- 2.2.10 Timed species counts -- 2.2.11 Recording absence -- 2.2.12 Habitat feature assessment -- 2.3 Documenting rarities -- 2.4 Collecting -- 2.4.1 Labelling -- 2.4.2 Preservatives -- 2.4.3 Collecting plants -- 2.4.4 Collecting fungi -- 2.4.5 Collecting invertebrates -- 2.4.6 Collecting fish -- 2.4.7 Collecting amphibians -- 2.4.8 Collecting reptiles -- 2.4.9 Collecting birds -- 2.4.10 Collecting mammals -- 2.5 Ethnobotany -- 2.6 Atlases -- CASE STUDY Southern African frog atlas project -- 2.7 Habitat mapping -- 2.8 Remote sensing -- 2.9 Databases -- 3 Setting conservation priorities -- 3.1 Why set conservation priorities? -- 3.2 Prioritising species -- 3.2.1 Vulnerability to extinction -- 3.2.2 Taxonomic isolation -- 3.2.3 What is a species? -- 3.2.4 Flagship species -- 3.2.5 Introduced species -- 3.2.6 Likelihood of species recovery -- 3.2.7 Prioritising species within areas -- 3.3 Prioritising habitats -- 3.4 Hot spots of global biodiversity -- 3.4.1 Endemic Bird Areas -- 3.4.2 Centres of plant diversity -- 3.4.3 Important Taxon Areas -- 3.5 Prioritising areas and selecting reserves -- 4 Monitoring -- 4.1 Why monitor? -- 4.2 Bias and accuracy -- 4.2.1 Long-term data sets -- 4.3 Sampling -- 4.3.1 Stratified sampling -- 4.3.2 Monitoring plots -- 4.4 Indices and censuses -- 4.5 Counting recognisable individuals. , 4.6 Quadrats and strip transects -- 4.7 Distance sampling: line transects and point counts -- BOX 4.1 Estimating populations from point counts and line transects -- 4.8 Mapping -- 4.9 Mark-release-recapture -- 4.9.1 Frequency of capture -- BOX 4.2 Population estimates from mark-release-recapture -- BOX 4.3 Population estimates from capture frequency -- 4.10 Catch per unit effort -- 4.11 Monitoring plants -- 4.11.1 Total counts of plants -- 4.11.2 Quadrats -- 4.11.3 Seed sorting -- 4.11.4 Measures of vegetation density -- 4.12 Monitoring invertebrates -- 4.12.1 Direct searching for invertebrates -- 4.12.2 Beating for invertebrates -- 4.12.3 Water traps for invertebrates -- 4.12.4 Light traps for invertebrates -- 4.12.5 Emergence traps for invertebrates -- 4.12.6 Pitfall traps for invertebrates -- 4.12.7 Sweep, pond and t o w nets -- 4.12.8 Benthic cores for invertebrates -- 4.13 Monitoring fish -- 4.13.1 Fish traps -- 4.13.2 Gill and dip nets -- 4.13.3 Electrofishing -- 4.13.4 Transects and point counts for fish -- 4.14 Monitoring amphibians -- 4.14.1 Drift fencing and pitfall traps -- 4.14.2 Direct counts of amphibians -- 4.15 Monitoring reptiles -- 4.15.1 Mark-release-recapture of reptiles -- 4.15.2 Direct observations of reptiles -- 4.16 Monitoring birds -- 4.16.1 Direct counts of birds -- 4.16.2 Transects for birds -- 4.16.3 Point counts for birds -- 4.16.4 Territory mapping -- 4.17 Monitoring mammals -- 4.17.1 Direct counts of mammals -- 4.17.2 Transects of mammals -- 4.17.3 Mapping mammals -- 4.17.4 Trapping mammals -- 4.17.5 Dung counts -- 4.18 Monitoring environmental variables -- 4.18.1 Temperature -- 4.18.2 Rainfall -- 4.18.3 Water depth -- 4.18.4 Water flow -- 4.18.5 Evapotranspiration -- 4.18.6 Wind speed -- 4.18.7 pH -- 4.18.8 Underwater light -- 4.18.9 Salinity -- 4.18.10 Water chemistry -- 4.18.11 Soil characteristics. , 4.19 Monitoring human impact -- 4.20 Photographic monitoring -- 5 Ecological research techniques -- 5.1 Why carry out research? -- 5.2 Designing a research project -- 5.3 Experiments -- 5.4 Hygienic fieldwork -- 5.5 Determining habitat use -- 5.6 Radio tracking -- 5.7 Diet analysis -- 5.8 Ageing and sexing -- 5.8.1 Ageing plants -- 5.8.2 Ageing and sexing invertebrates -- 5.8.3 Ageing and sexing fish -- 5.8.4 Ageing and sexing amphibians -- 5.8.5 Ageing and sexing reptiles -- 5.8.6 Ageing and sexing birds -- 5.8.7 Ageing and sexing mammals -- 5.9 Pollination biology -- 5.9.1 Determining the breeding system -- 5.9.2 Identifying the pollinators -- 5.10 Marking individuals -- 5.10.1 Marking plants -- 5.10.2 Marking invertebrates -- 5.10.3 Marking fish -- 5.10.4 Marking amphibians -- 5.10.5 Marking reptiles -- 5.10.6 Marking birds -- 5.10.7 Marking mammals -- 5.11 Studying the fate of individuals -- 5.11.1 Measuring breeding output -- 5.11.2 Measuring mortality -- 5.12 Determining the cause of illness or death -- 5.12.1 Collecting material for examination -- 5.12.2 Autopsies -- 5.12.3 Identifying plant pathogens -- 5.12.4 Determining why eggs fail -- 5.13 Modelling population changes -- 5.13.1 Principles of population ecology -- 5.13.2 Creating population models -- 5.14 Risk of extinction -- 5.14.1 Processes in small populations -- 5.14.2 Population viability models -- CASE STUDY Estimating the population viability a re-established White-tailed Eagle population -- 5.15 Molecular techniques -- 5.15.1 Identifying individuals and relatives -- 5.15.2 Identifying species and populations -- 5.16 Ten major statistical errors in conservation -- 6 Diagnosis and prediction -- 6.1 Why diagnose problems? -- 6.2 A need for evidence-based conservation? -- 6.3 Diagnosing why species have declined -- CASE STUDY The Lord Howe Woodhen: diagnosis and recovery. , 6.4 Predicting the ecological consequences of changes -- 6.5 Environmental impact assessment -- 6.5.1 Strategic environmental assessment -- 7 Conservation planning -- 7.1 Why plan? -- 7.2 The planning process -- 7.3 The species action plan process -- CASE STUDY The UK Corncrake species action plan -- BOX 7.1 Writing a species action plan -- 7.4 The site management plan process -- BOX 7.2 Writing a management plan -- 8 Organisational management and fund raising -- 8.1 Why is organisational management important? -- 8.2 leadership and management -- 8.2.1 Leadership -- 8.2.2 Delegation -- 8.3 Types of conservation organisations and their problems -- 8.4 Collaboration between organisations -- 8.5 Meetings -- 8.5.1 Generating ideas in meetings -- 8.6 Crisis management -- 8.7 Fund raising -- 8.8 Grants -- 9 Education and ecotourism -- 9.1 Why educate? -- 9.2 Planning and running an education programme -- CASE STUDY Conservation stickers on Sumba -- CASE STUDY Public involvement in the conservation of Tiritiri Matangi Island, New Zealand -- CASE STUDY Global Rivers Environmental Education Network (GREEN) -- 9.3 Identification guides -- 9.4 Ecotourism -- CASE STUDY Managing tourism in the Antarctic -- 10 Bringing about political and policy changes -- 10.1 Why enter politics? -- 10.2 Campaigning -- CASE STUDY Water extraction in Mono Lake -- 10.3 Publicity -- CASE STUDY International collaboration to reduce pesticide poisoning -- 10.4 Negotiating and conflict resolution -- 10.5 Changing legislation -- CASE STUDY Reducing traffic damage to a roadside reserve -- 10.6 Meetings -- 10.7 Economic instruments -- 10.8 The importance of international agreements -- 10.8.1 Convention on Global Biodiversity (1992) -- 10.8.2 Convention on International Trade in Endangered Species of Wild Fauna and Flora (1973) (CITES). , 10.8.3 Convention on the Conservation of Migratory Species of Wild Animals (1979) (Bonn Convention) -- 10.8.4 Convention on Wetlands of International Importance especially as Waterfowl Habitat (1971) (Ramsar Convention) -- 11 Species management -- 11.1 Why manage species? -- 11.2 Manipulating wild populations -- 11.2.1 Creating breeding sites -- 11.2.2 Supplementary food -- 11.2.3 Hand pollination -- 11.2.4 Controlling parasites -- 11.3 Controlling predators, herbivores and competitors -- 11.3.1 Eradication of problem species -- 11.3.2 Control of problem species -- 11.3.3 Exclusion of problem species -- 11.3.4 Changing the behaviour of problem species -- 11.4 Captive breeding -- 11.5 Plant propagation -- 11.5.1 Seed storage -- 11.6 Re-establishments -- 11.6.1 Determining feasibility and desirability of re-establishments -- 11.6.2 Release protocol -- 11.6.3 Monitoring of re-establishments -- CASE STUDY Brush-tailed Phascogale re-establishment: learning from experiments -- 12 Habitat management -- 12.1 Habitat management or wilderness creation? -- CASE STUDY Wild nature in the Dutch Oostvaardersplassen -- 12.1.1 The need for research -- 12.2 Size, isolation and continuity -- 12.3 Disturbance -- 12.4 Retaining old habitats -- 12.5 Grazing -- 12.6 Burning -- 12.7 Hydrology -- 12.7.1 Understanding hydrology -- 12.7.2 Water management -- 12.8 Water quality -- 12.9 Habitat creation, restoration and translocation -- 12.9.1 Waterbodies -- 12.9.2 Trees and shrubs -- 12.9.3 Grass and herbaceous communities -- 12.9.4 Reefs -- 12.9.5 Translocation -- 12.10 Managing access -- 12.10.1 Zoning -- 12.10.2 Car parks and footpaths -- 12.10.3 Visitor centres and hides -- 13 Exploitation -- 13.1 Why manage exploitation? -- 13.1.1 Benefits of exploitation -- 13.1.2 Why does overexploitation occur? -- 13.2 Determining sustainable yields -- 13.2.1 Surplus yield models. , 13.2.2 Yield per recruit models.