{"collection":{"id":4662,"title":"eDNA","display_name":"eDNA","user_id":7,"path":"/collections/4662","index_path":"/collections/4662-edna","share_path":"/collections/4662/make_sharable","unshare_path":"/collections/4662/make_private","shareable":true,"shareable_path":"/collections/shared/74a4e14479915d05aebade9508ae605f","note_path":"/collection_resources/note","is_owner":false,"owner":7,"make_copy_path":"/collections/4662/make_copy","invite_collaborator_path":"/collections/4662/invite_collaborator","is_logged_in":false,"can_use_collections":false,"resource_count":22,"note_count":15,"removable_owners":[],"resources":[{"id":18096,"collectable":null,"note":"Environmental DNA (eDNA) are the tiny bits of DNA that living things leave behind them in the environment. This can be in water or in soil. This collection has activities that help students learn about: • The collection and processing of DNA • How detection of DNA helps scientists to gain a more accurate picture of species present in an environment • How information about eDNA helps scientists build a better picture of the biodiversity and environmental resilience of an ecosystem • The types of environments where eDNA could be particularly helpful • And some background information about what DNA is and how it works ","rendered_note":"

Environmental DNA (eDNA) are the tiny bits of DNA that living things leave behind them in the environment. This can be in water or in soil.
This collection has activities that help students learn about:
• The collection and processing of DNA
• How detection of DNA helps scientists to gain a more accurate picture of species present in an environment
• How information about eDNA helps scientists build a better picture of the biodiversity and environmental resilience of an ecosystem
• The types of environments where eDNA could be particularly helpful
• And some background information about what DNA is and how it works

","collection_resource_path":"/collection_resources/18096","note_hidden":false,"updated_at":"2020-12-07T09:13:40.000+13:00","deleted_resource":false},{"id":18097,"collectable":{"type":"Activity","card_image":"//static.sciencelearn.org.nz/images/images/000/001/017/card/CrimeSceneDNA_21892625_123rf.jpg?1522298048","card_title":"DNA detective","collectable_id":211,"url":"/resources/211-dna-detective","card_display_snippet":" In this activity, students work through a series of slides to learn about the collection and processing of DNA evidence and use DNA profiling to solve a crime. The activity provides experience ...","date":1332889200},"note":"This activity is a useful introduction to not only DNA but the information that careful collection of environmental DNA can give us. Students are stepped through learning about how trace DNA is left throughout our environments and how this DNA is collected and sent for analysis. ","rendered_note":"

This activity is a useful introduction to not only DNA but the information that careful collection of environmental DNA can give us. Students are stepped through learning about how trace DNA is left throughout our environments and how this DNA is collected and sent for analysis.

","collection_resource_path":"/collection_resources/18097","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18098,"collectable":{"type":"Article","card_image":"//static.sciencelearn.org.nz/images/images/000/000/482/card/Dr-Ashley-Rowden20151103-3955-yn0l7d.jpg?1522294796","card_title":"Exploring for cold-seep sites","collectable_id":465,"url":"/resources/465-exploring-for-cold-seep-sites","card_display_snippet":" In 2006, NIWA’s research vessel Tangaroa took part in an international expedition (RENEWZ) to explore for cold-seep sites on New Zealand’s Hikurangi Margin – an area that extends from East Cape to Cook ...","date":1348531200},"note":"Scientists work in a huge range of environments and some are extremely challenging to gain access to in order to collect data to understand the ecosystems. One such extreme environment is that around cold seeps. New technology such as the collection of environmental DNA enables scientists to gather data in different ways and sometimes more effective ways. In one study it took 93 days to identify a new species of fish using electrofishing techniques, while using eDNA took 4 hours to identify the same species. ","rendered_note":"

Scientists work in a huge range of environments and some are extremely challenging to gain access to in order to collect data to understand the ecosystems. One such extreme environment is that around cold seeps. New technology such as the collection of environmental DNA enables scientists to gather data in different ways and sometimes more effective ways. In one study it took 93 days to identify a new species of fish using electrofishing techniques, while using eDNA took 4 hours to identify the same species.

","collection_resource_path":"/collection_resources/18098","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18103,"collectable":{"type":"Video","card_image":"https://i.vimeocdn.com/video/542281639-f7b20c777535e9716547df22cabdff5aaef6d27fb34416b502c863fe26435c56-d_640","card_title":"Whakapapa and biodiversity","collectable_id":258,"url":"/videos/258-whakapapa-and-biodiversity","card_display_snippet":" Cheri van Schravendijk-Goodman talks about the similarities between biodiversity and whakapapa from her Māori perspective.","date":1395183600},"note":"This short video clip brings a tirohanga Māori or Māori lens to the idea of biodiversity. Biodiversity and environmental interconnections in terms of food webs and interdependence can be likened to whakapapa and the interdependence between members of a family. ","rendered_note":"

This short video clip brings a tirohanga Māori or Māori lens to the idea of biodiversity. Biodiversity and environmental interconnections in terms of food webs and interdependence can be likened to whakapapa and the interdependence between members of a family.

","collection_resource_path":"/collection_resources/18103","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18100,"collectable":{"type":"Article","card_image":"//static.sciencelearn.org.nz/images/images/000/001/760/card/Fern-frond20160826-15108-169z0q.jpg?1522303348","card_title":"Biodiversity","collectable_id":1454,"url":"/resources/1454-biodiversity","card_display_snippet":" Biodiversity is the number and variety of organisms found within a specified geographic region. New Zealand’s native biodiversity is unique because of our long isolation as small islands in a ...","date":1220918400},"note":"Biodiversity is an important concept for students to think about in terms of healthy ecosystems. Having a range of different organisms offers a greater degree of resilience to a variety of environmental factors. If we had a forest full of beautiful ponga and we had a long hot summer many of these could die. If however there were ponga and a range of other species then some would be able to tolerate the environmental changes much better and potentially enable to survival of the ponga through the extra shade of other more drought resistant species. Use of eDNA is a great tool for scientists to get an idea of how much biodiversity an ecosystem may have.","rendered_note":"

Biodiversity is an important concept for students to think about in terms of healthy ecosystems. Having a range of different organisms offers a greater degree of resilience to a variety of environmental factors. If we had a forest full of beautiful ponga and we had a long hot summer many of these could die. If however there were ponga and a range of other species then some would be able to tolerate the environmental changes much better and potentially enable to survival of the ponga through the extra shade of other more drought resistant species. Use of eDNA is a great tool for scientists to get an idea of how much biodiversity an ecosystem may have.

","collection_resource_path":"/collection_resources/18100","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18101,"collectable":{"type":"Activity","card_image":"//static.sciencelearn.org.nz/images/images/000/001/266/card/Biodiversity20160623-9147-15i4rzh.jpg?1522299776","card_title":"Introducing biodiversity","collectable_id":1153,"url":"/resources/1153-introducing-biodiversity","card_display_snippet":" In this activity, students are introduced to biodiversity. They make models of a marine ecosystem and use their models to explore human impact on ecosystems and biodiversity. By the end of this ...","date":1326236400},"note":"Introducing Biodiversity is an activity that supports students to build a model of an ecosystem. This activity supports developing student understanding of the science capability of interpret representations. In building a model students are able to explore how the making of a model supports scientists to make scientific sense of the world. As well as helping students to appreciate the concepts of ecosystems teachers can also guide students to consider what are the ways in which the model does not accurately reflect the reality of the ecosystem. Effectively students are being asked to critique this tool in this context. ","rendered_note":"

Introducing Biodiversity is an activity that supports students to build a model of an ecosystem. This activity supports developing student understanding of the science capability of interpret representations. In building a model students are able to explore how the making of a model supports scientists to make scientific sense of the world.
As well as helping students to appreciate the concepts of ecosystems teachers can also guide students to consider what are the ways in which the model does not accurately reflect the reality of the ecosystem. Effectively students are being asked to critique this tool in this context.

","collection_resource_path":"/collection_resources/18101","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18102,"collectable":{"type":"Activity","card_image":"//static.sciencelearn.org.nz/images/images/000/001/761/card/Coastal-biodiversity20160826-15108-vw2ij8.jpg?1522303354","card_title":"Threats to biodiversity","collectable_id":1465,"url":"/resources/1465-threats-to-biodiversity","card_display_snippet":" In this activity, students research three aspects of biodiversity loss – direct species loss, habitat loss and pests and weeds. By the end of this activity, students should be able to: discuss ...","date":1220918400},"note":"This activity is research focused and supports students through a question framework to examine the extent, causes and timelines involved in the loss of species diversity. This would offer students the opportunity to engage in the development of some persuasive text, and using a range of formats could enable connections to visual language and potentially information technology if audience response software is incorporated in student presentations. ","rendered_note":"

This activity is research focused and supports students through a question framework to examine the extent, causes and timelines involved in the loss of species diversity. This would offer students the opportunity to engage in the development of some persuasive text, and using a range of formats could enable connections to visual language and potentially information technology if audience response software is incorporated in student presentations.

","collection_resource_path":"/collection_resources/18102","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18107,"collectable":{"type":"Activity","card_image":"//static.sciencelearn.org.nz/images/images/000/001/764/card/Native-forest20160826-15827-1l12s15.jpg?1522303383","card_title":"Biodiversity battleships","collectable_id":1463,"url":"/resources/1463-biodiversity-battleships","card_display_snippet":" In this activity, students play a version of battleships that explores what happens to flora and fauna when habitat is lost. By the end of this activity, students should be able to: know about ...","date":1220918400},"note":"Being able to apply biodiversity as a conceptual understanding to a New Zealand is one way of developing a localised curriculum. If teachers accompany this with visits to local natural environments, students will have first hand experience of identifying not only species but also of the way each species does not survive without the survival of its niche within the ecosystem. ","rendered_note":"

Being able to apply biodiversity as a conceptual understanding to a New Zealand is one way of developing a localised curriculum. If teachers accompany this with visits to local natural environments, students will have first hand experience of identifying not only species but also of the way each species does not survive without the survival of its niche within the ecosystem.

","collection_resource_path":"/collection_resources/18107","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18104,"collectable":{"type":"Article","card_image":"//static.sciencelearn.org.nz/images/images/000/000/888/card/Sample-of-red-seaweed20160308-30746-1v8unqj.jpg?1522297513","card_title":"Marine biodiversity and biodiscovery","collectable_id":806,"url":"/resources/806-marine-biodiversity-and-biodiscovery","card_display_snippet":" Nikki Webb, a student at the University of Waikato, worked on a summer research scholarship collating an inventory of biodiversity for Tauranga Harbour. This was a collection of plants and mostly ...","date":1326236400},"note":null,"rendered_note":"","collection_resource_path":"/collection_resources/18104","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18105,"collectable":{"type":"Article","card_image":"//static.sciencelearn.org.nz/images/images/000/000/468/card/Giant-kokopu20151103-3944-1so68sq.jpg?1522294706","card_title":"Waikato River ecology and biodiversity","collectable_id":445,"url":"/resources/445-waikato-river-ecology-and-biodiversity","card_display_snippet":" The Waikato River and its catchment area is a place of life – a wide biodiversity of plants and animals. The river, the surrounding land and the connected tributaries, wetlands and lakes and the ...","date":1395183600},"note":null,"rendered_note":"","collection_resource_path":"/collection_resources/18105","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18106,"collectable":{"type":"Image","card_image":"//static.sciencelearn.org.nz/images/images/000/003/801/card/TAK_ART_07_Population_biology_MurchisonMountainsBANNER_%281%29.jpg?1549470872","card_title":"Biodiversity","collectable_id":3801,"url":"/images/3801-biodiversity","card_display_snippet":" The Murchison Mountains area is a 51,000 hectare peninsula on the western side of Lake Te Anau. Three sides are bordered by the lake, and the fourth side is somewhat protected by its remoteness ...","date":1549470876},"note":"Developing robust observation skills is a very important skill in science. Getting students to make 10 in 5, ten robust scientific observations in five minutes with a partner can provide competitive opportunities to develop good observations quickly. Another technique could be to cut up this image into smaller pieces and invite students to write a descriptive text that comments on the pattern of species distribution. This could be through cutting vertical slices through the image that would offer opportunities for seeing zonation. ","rendered_note":"

Developing robust observation skills is a very important skill in science. Getting students to make 10 in 5, ten robust scientific observations in five minutes with a partner can provide competitive opportunities to develop good observations quickly. Another technique could be to cut up this image into smaller pieces and invite students to write a descriptive text that comments on the pattern of species distribution. This could be through cutting vertical slices through the image that would offer opportunities for seeing zonation.

","collection_resource_path":"/collection_resources/18106","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18108,"collectable":{"type":"Article","card_image":"//static.sciencelearn.org.nz/images/images/000/001/267/card/Life-in-the-estuary20160623-9147-1latvs0.jpg?1522299786","card_title":"Biodiversity in the Bay of Plenty","collectable_id":1124,"url":"/resources/1124-biodiversity-in-the-bay-of-plenty","card_display_snippet":" Biodiversity is short for biological diversity. It refers to the number and variety of living things (animals, plants or microorganisms) found within a particular area. There are complex ...","date":1326236400},"note":null,"rendered_note":"","collection_resource_path":"/collection_resources/18108","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18109,"collectable":{"type":"Activity","card_image":"//static.sciencelearn.org.nz/images/images/000/000/197/card/DNA-double-helix20150908-25061-1acmn9j.jpg?1522293035","card_title":"Introduction to DNA","collectable_id":188,"url":"/resources/188-introduction-to-dna","card_display_snippet":" In this activity, students extract and observe DNA from a tomato. By the end of this activity, students should be able to: extract and observe DNA from a tomato explain that DNA is common to all ...","date":1289516400},"note":"This is a fun experiment and there is always a thrill in being able to see DNA. This offers teachers something concrete for students to engage with as part of an introduction to what is sometimes referred to as the blueprint of life. This experiment is also a great one to critique. The residue that we are left with is supposedly DNA, but how can we verify this? This is where a discussion about reputable sources, and triangulation of information becomes important.","rendered_note":"

This is a fun experiment and there is always a thrill in being able to see DNA. This offers teachers something concrete for students to engage with as part of an introduction to what is sometimes referred to as the blueprint of life.
This experiment is also a great one to critique. The residue that we are left with is supposedly DNA, but how can we verify this? This is where a discussion about reputable sources, and triangulation of information becomes important.

","collection_resource_path":"/collection_resources/18109","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18112,"collectable":{"type":"Article","card_image":"//static.sciencelearn.org.nz/images/images/000/002/543/card/dna_precipitate_large20161208-1536-19xsgs6.jpg?1522309062","card_title":"DNA extraction","collectable_id":2036,"url":"/resources/2036-dna-extraction","card_display_snippet":" DNA extraction is a routine procedure used to isolate DNA from the nucleus of cells. Scientists can buy ready-to-use DNA extraction kits. These kits help extract DNA from particular cell types or ...","date":1245283200},"note":null,"rendered_note":"","collection_resource_path":"/collection_resources/18112","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18114,"collectable":{"type":"Article","card_image":"//static.sciencelearn.org.nz/images/images/000/002/538/card/dna_cloning_large20161208-1536-9w2181.jpg?1522309029","card_title":"DNA cloning","collectable_id":2031,"url":"/resources/2031-dna-cloning","card_display_snippet":" DNA cloning is the starting point for many genetic engineering approaches to biotechnology research. Large amounts of DNA are needed for genetic engineering. Multiple copies of a piece of DNA can ...","date":1196204400},"note":"This article offers information about DNA and talks about the sorts of manipulations that scientists are able to make with DNA. in making these manipulations, they learn about not only the DNA but the characteristics that various sections of DNA control and affect. ","rendered_note":"

This article offers information about DNA and talks about the sorts of manipulations that scientists are able to make with DNA. in making these manipulations, they learn about not only the DNA but the characteristics that various sections of DNA control and affect.

","collection_resource_path":"/collection_resources/18114","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18110,"collectable":{"type":"Image","card_image":"//static.sciencelearn.org.nz/images/images/000/000/198/card/Science_Learning_Hub-Cell_chromosomes_and_DNA.png?1614672610","card_title":"DNA, chromosomes and cells","collectable_id":198,"url":"/images/198-dna-chromosomes-and-cells","card_display_snippet":" To fit into cells, the DNA double helix is wrapped up around histone proteins and then coiled up further into into chromosomes. In eukaryotic cells, chromosomes are found in the nucleus ...","date":1309219200},"note":null,"rendered_note":"","collection_resource_path":"/collection_resources/18110","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18113,"collectable":{"type":"Article","card_image":"//static.sciencelearn.org.nz/images/images/000/000/199/card/chromosomes_crossing_over_large.jpg?1522293045","card_title":"Meiosis, inheritance and variation","collectable_id":208,"url":"/resources/208-meiosis-inheritance-and-variation","card_display_snippet":" Although we are all unique, there are often obvious similarities within families. Maybe you have the same nose as your brother or red hair like your mother? Family similarities occur because we ...","date":1307664000},"note":null,"rendered_note":"","collection_resource_path":"/collection_resources/18113","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18111,"collectable":{"type":"Article","card_image":"//static.sciencelearn.org.nz/images/images/000/000/197/card/DNA-double-helix20150908-25061-1acmn9j.jpg?1522293035","card_title":"DNA, chromosomes and gene expression","collectable_id":206,"url":"/resources/206-dna-chromosomes-and-gene-expression","card_display_snippet":" We hear about DNA all the time, whether it’s in a news story or the latest crime show on TV. But what exactly is DNA? Where is it found? Why is it important? To answer these questions, we need to ...","date":1307491200},"note":null,"rendered_note":"","collection_resource_path":"/collection_resources/18111","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18115,"collectable":{"type":"Article","card_image":"//static.sciencelearn.org.nz/images/images/000/002/398/card/Barcode_MikkoPitkanen_123RF_419631_ml_copy.jpg?1522308101","card_title":"DNA barcoding","collectable_id":1936,"url":"/resources/1936-dna-barcoding","card_display_snippet":" DNA barcodes are short sequences from a standard region of the mitochondrial cytochrome c oxidase subunit 1 (CO1) gene. A simple method of obtaining a DNA barcode is described here. What does DNA ...","date":1245801600},"note":"This article uses scientific vocabulary that on first view may seem fairly technical. However terms such as polymerase chain reaction are entering daily conversations as saliva-based PCR tests are developed by New Zealand scientist Dr Anne Wyllie to test for Covid-19. ","rendered_note":"

This article uses scientific vocabulary that on first view may seem fairly technical. However terms such as polymerase chain reaction are entering daily conversations as saliva-based PCR tests are developed by New Zealand scientist Dr Anne Wyllie to test for Covid-19.

","collection_resource_path":"/collection_resources/18115","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18116,"collectable":{"type":"Activity","card_image":"//static.sciencelearn.org.nz/images/images/000/001/367/card/dna_extraction_large20160713-7843-uorsit.jpg?1522300532","card_title":"Q&A: The National DNA Databank","collectable_id":1984,"url":"/resources/1984-q-amp-a-the-national-dna-databank","card_display_snippet":" In this activity, students use information in the articles New Zealand DNA databank and DNA profiling to answer questions about the national DNA Profile Databank and the structure of DNA. By the ...","date":1201734000},"note":"This activity offers a series of questions that could be used to support students to read through two articles- New Zealand DNA databank and DNA profiling. The questions help students to focus on the main points of the articles. However these questions could be used for students to gauge general knowledge about DNA. One way of doing this would be to develop the questionnaire as a google survey. This would prompt students to interpret this data in terms of how the general public might respond to questions of privacy around storage of DNA. ","rendered_note":"

This activity offers a series of questions that could be used to support students to read through two articles- New Zealand DNA databank and DNA profiling. The questions help students to focus on the main points of the articles. However these questions could be used for students to gauge general knowledge about DNA. One way of doing this would be to develop the questionnaire as a google survey. This would prompt students to interpret this data in terms of how the general public might respond to questions of privacy around storage of DNA.

","collection_resource_path":"/collection_resources/18116","note_hidden":false,"updated_at":"2020-12-07T09:12:48.000+13:00","deleted_resource":false},{"id":18117,"collectable":{"type":"Article","card_image":"//static.sciencelearn.org.nz/images/images/000/001/633/card/DNA_chemical_structure.svg.png?1522302416","card_title":"DNA profiling","collectable_id":1980,"url":"/resources/1980-dna-profiling","card_display_snippet":" DNA profiling is the process where a specific DNA pattern, called a profile, is obtained from a person or sample of bodily tissue Even though we are all unique, most of our DNA is actually ...","date":1133391600},"note":null,"rendered_note":"","collection_resource_path":"/collection_resources/18117","note_hidden":false,"updated_at":"2020-12-07T09:12:48.000+13:00","deleted_resource":false},{"id":18099,"collectable":{"type":"Article","card_image":"//static.sciencelearn.org.nz/images/images/000/002/436/card/PSP_ART_Weta_Poo_ChildWithWeta.JPG?1522308362","card_title":"Wētā poo and DNA","collectable_id":1963,"url":"/resources/1963-weta-poo-and-dna","card_display_snippet":" Wētā have been in New Zealand for around 190 million years. Do they live on school grounds? And if so, what do they eat at mealtime? These were some of the questions students at Bairds ...","date":1479810100},"note":"This article introduces students to the idea that DNA is contained in such bodily substances as poo. Examining poo, or faeces or scat (all of these are the same thing ) for the DNA contained within them helps scientists to work out what the wētā have eaten. Using this information can help improve the outlook for survival for some of our endangered species. Perhaps this article could provide a launch point for students to explore the insects at school and even to create habitats to support and encourage native species such as wētā to live within school grounds. ","rendered_note":"

This article introduces students to the idea that DNA is contained in such bodily substances as poo. Examining poo, or faeces or scat (all of these are the same thing ) for the DNA contained within them helps scientists to work out what the wētā have eaten. Using this information can help improve the outlook for survival for some of our endangered species. Perhaps this article could provide a launch point for students to explore the insects at school and even to create habitats to support and encourage native species such as wētā to live within school grounds.

","collection_resource_path":"/collection_resources/18099","note_hidden":false,"updated_at":"2020-12-07T09:12:47.000+13:00","deleted_resource":false},{"id":18118,"collectable":{"type":"Article","card_image":"//static.sciencelearn.org.nz/images/images/000/001/315/card/InkPadTunnelFootprints_UoW_SLH.png?1616138079","card_title":"Orokonui Ecosanctuary: a mainland island","collectable_id":1383,"url":"/resources/1383-orokonui-ecosanctuary-a-mainland-island","card_display_snippet":" After the success of offshore islands in protecting our native species, mainland islands were introduced and have proved to be a successful conservation strategy. The process includes creating an ...","date":1263769200},"note":"The establishment of sanctuaries such as Orokonui takes a lot of time, work, and money. Students could read about how such areas are established and then explore the potential that eDNA monitoring of such areas could offer. Further research into relative costs would enable students to reflect on the tensions between what is quick, easy, costly in terms of environmental decision making. ","rendered_note":"

The establishment of sanctuaries such as Orokonui takes a lot of time, work, and money. Students could read about how such areas are established and then explore the potential that eDNA monitoring of such areas could offer. Further research into relative costs would enable students to reflect on the tensions between what is quick, easy, costly in terms of environmental decision making.

","collection_resource_path":"/collection_resources/18118","note_hidden":false,"updated_at":"2020-12-07T09:12:48.000+13:00","deleted_resource":false}],"collection_owners":[{"id":4432,"collection_id":4662,"created_at":"2021-03-10T16:10:57.000+13:00","user_id":7,"name":"Andrea","remove_owner_path":"/collection_owners/remove_owner","is_current_user":false,"editing_resource":null,"editing_note_path":"/collection_owners/editing_note"}],"collection_invites":[]},"readOnly":true}

NOTIFICATIONS

Email Us

Would you like to take a short survey?