Kaylee Pitt
BSc Wildlife & Marine Biology Major
Griffith University
Artefact 1: Inquiry and Problem Solving
3.4: Collecting, accurately recording, interpreting and drawing conclusions from scientific data
A key role within my WIL placement involves conducting fauna surveys at landholders sites within the Scenic Rim region. Observations of fauna species are recorded where relative population abundance of species, their distribution and presence in particular habitats can be analysed and compared in the future. I recently conducted a morning survey in the region alongside my placement supervisor, Dr Ronda Green.
We used the method of Visual and Call census, which involves identifying species visually with the naked eye and the use of binoculars, in addition to listening to bird calls. This method was chosen as it is stress-free to wildlife and requires general knowledge of native bird identification. The location, date, time and weather conditions were noted, before observing and recording any observed bird, mammal and insect species. To ensure correct species identification and recording, I had immediate access to tools such as a bird identification book and a phone application allowing me to identifying bird calls. Dr Ronda Green was also on site to provide any suggestions or assistance with identification. Despite the additional tools and knowledge, it could have been further beneficial to have conducted my own personal research of common species within the area prior to conducting the survey to assist with identification.
As a result, I was able to accurately record the fauna species I observed where I was confident the data obtained was reliable, and could be entered into our data excel spread sheet for analysis. The reliability of the data collected can have practical implications on how researchers in the future determine the effectiveness of wildlife corridors and hubs. Results may be improved with a greater number of surveyors on site, as well as a greater in-depth knowledge of local bird and wildlife species.
I learnt that if by having a greater knowledge of local bird and wildlife species and ways to identify them, this can be beneficial as a majority of my time was spent searching the identification book and listening to bird calls on my phone to assist with identification. This time could have rather been spent surveying other species. When undertaking fauna surveys in the future, I will take the time to discuss with Ronda the species we are likely to observe, and further research common species within the region to develop my identification skills of these species.
Figure 1: Excel sheets containing collated data obtained from fauna survey observations, which is to be used for analysis and to compare population abundance over the next 5 to 10 years, thus assessing success of the wildlife corridor project.
Artefact 2: Personal and professional responsibility
5.1 Being independent and self-directed learners
In Trimester 3 of 2019, I was selected to travel to Northern India to complete a Community Base Ecotourism Field Study course with Griffith University in support of the New Colombo Plan. I was joined by the course convenor, two tutors and eight other selected students. One of our assessment pieces required us to produce a video blog that covered four concepts of ecotourism content studied during the first week of class, with an addition of providing evidence or lack of evidence demonstrated within a site we had visited during the trip. I completed my assessment piece on concepts observed whilst visiting Camp Hornbill, a community-led ecotourism camp.
Firstly I distinguished four concepts that we had studied that were being demonstrated within Camp Hornbill, and reviewed my study content to ensure I had a good understanding of each. The four concepts included of engagement and partnerships, resource use, environmental disturbance strategies and eco-labels and certification. Once I had distinguished four concepts observed within the camp, I began to investigate each concept through online research, analysing the camps personal website and visitor reviews. In addition to this, I had discussions and interviewed with the park manager, and closely observe interactions and activities we were undertaking during our stay whilst obtaining footage. This allowed me to obtain sufficient evidence of these concepts being demonstrated and how they were achieving eco-sustainable tourism within their facility.
As a result, I was able to successfully obtain footage evidence of the eco-tourism concepts being demonstrated within the facility, and could complete my video blog for submission addressing each concept appropriately. The video blog was then presented to my convenor, tutors and peers and therefore used as an additional learning tool for other students.
I learnt that by conducting my own investigative research by seeking discussion with those involved can result in a much more personable experience, rather than simply gaining all information from online research. This experience also solidified the skills and concepts I had studied in the weeks prior on sustainable ecotourism, where I was able to distinguish and further investigate the concepts as they were being conducted within a facility. As there were eight other students all seeking information from the park manager during the same three day period, I ensured that I was pro-active in undertaking my own personal investigation within the facility, rather then relying on discussion that would be limited and brief. This instilled a good awareness of potential limitations and my ability to manage them during learning.
Video: My completed video blog on sustainable eco-tourism within Camp Hornbill, successfully completed as a result of self-directed learning
Artefact 3: Inquiry and problem solving
3.1 gathering, synthesising and critically evaluating information from a range of sources
During trimester 2 of 2021, I was required to complete a video presentation that addressed a local conservation topic as part of an assessment piece for Emerging Topics in Conservation (3308ENV). This was a group work assessment that included four other student peers. We decided to complete our assessment piece on Shark Nets along the East Coast of Australia, and their conservation impacts on marine species. This assessment piece required us to obtain 50% of our own original content containing information on the conservation topic. To complete this requirement, we explored views from the public regarding shark nets through multiple additional sources.
In addition to our own personal research of current shark net implementations and conservation status of impacted marine species, we also seized the opportunity to gain insight into how the public feels about the topic. We created an anonymous survey asking 10 general questions that would allow the public to provide their views of shark nets. All of the group members shared the survey link to our personal social media accounts to gain responses. Questions included asking whether they are aware of the risks shark nets pose to marine species conservation status, and whether they believe shark nets are actively protecting beach-goers. We received well over 100 responses, although 40 were used and analysed to produce statistical percentages of responses. These responses were then used to produce graphs to compare public opinion and provide a visual depiction to our results. In addition to this, we visited popular local beaches where shark nets are implemented to discuss with the public of their knowledge and opinions of shark nets within these local beaches. During this time we were also able to obtain footage of our discussions and interviews for our presentation.
As a result, we were able to obtain information from different sources that were rather personalised and opinion-based, in addition to obtaining fact-based evidence from online research and reports. This provided us with further content for our assessment piece that assisted in successful completion of obtaining 50% of our own original content.
From this experience I learnt that conducting your own research and obtaining responses from the public can be a great tool in gaining information on a topic, rather than simply researching past studies, facts or reports online. This research is up-to-date and personalised, giving insight into how people are feeling about a conservation topic on a local level. This created an emotional response to the topic, rather than simply adding up the data found through online research. I gained the confidence in approaching the public in a respectful and non-bias way when gaining public opinion, and developed skills in delegation of duties within a group setting to ensure all group members were actively involved.
Figure 2: Graphs depicting the public responses to our questions from our anonymous survey for Shark Nets
Artefact 4: Scientific Knowledge
2.1 Demonstrating well-developed knowledge in at least one disciplinary area
During the first year of my BSc degree, I studied the course Quantitative Reasoning (1015SCG) online at Griffith University where I was required to complete a scientific writing task. For this assessment, I was required to conduct a two-sample t-test using StatPlus software and analyse the data outputs to test a hypothesis. It was important that I was familiar and confident with the software, and which values produced from the test were valuable to my report. As a result, I provided exploratory data within the report that required interpretation and discussion.
An action I took to assist with the completion of this task was to engage with the associated workshops and follow lecture content to ensure I had a strong knowledge of how to analyse data and how to interpret the data to provide understanding. In addition to this, I ensured I had good sound knowledge of the StatPlus software and an understanding of the value outputs.
This action resulted in a good understanding of what was required within each section of the task, and provided me with the confidence to discuss the value outputs from StatPlus appropriately, thus addressing the hypothesis and successfully completing the scientific writing task with an overall mark of 19/20.
I was able to learn how to incorporate learning strategies into content coursework and to truly understand the concept I was discussing, whilst developing attention to detail and critical thinking. After receiving good feedback from my tutors for the structure of my assessment, I was confident I had gained the appropriate analytical skills and report writing ability to carry with me throughout my degree.
Figure 3: An image taken from my completed scientific report, which demonstrates the results from statistical analysis of StatPlus and discussion.
Additional artefact: Work experience
Development of Enrichment Program at Animal Welfare League of QLD
As an employee of the Animal Welfare League QLD, the provision of enrichment to animals within the shelter is a top priority and necessary for their health and wellbeing. Without adequate provision of enrichment to animals in our care, their behaviour can potentially decline and undesirable behaviours can present themselves. Undesirable behaviours such as spinning, chasing shadows, or excessive pacing are obvious signs of stress and can become problematic if not prevented or immediately addressed. As a way to ensure positive mental enrichment is being adequately provided, myself and a group of dog care colleagues joined together to create an enrichment program that could be used daily within the facility, and ultimately improve the dogs mental wellbeing during their stay.
We began by individually researching enrichment items and techniques successfully used in shelters around the world, whilst considering that time and resources are much more limited than what can be provided in the home. Being a charity rescue organisation and with sustainability in mind, we wanted to be able provide enrichment items that would require use of limited resources but provide as good long-term tools. From here, we discussed enrichment items and techniques believed to be beneficial and easily manageable within our shelter, and agreed on 6 main activities to be implemented within the shelter. This included implementing a "Zen Time" period of the day where mental enrichment is to be provided, and included recyclable enrichment items such as cardboard boxes donated from staff and volunteers for placement of food and scent items, as well as re-usable and donated items such as licky mats, kong wobblers, chew kongs, puzzle feeders and essential oils. These items were placed within labelled boxes in the dog kitchen, with an image depicting how to use. A tracking board was also placed in each section of the dog kennels that allowed volunteers to fill out the enrichment that had been provided to each dog that day to therefore encourage rotation of different enrichment types throughout the week.
As a result, shelter staff and volunteers have been able to successfully allocate a time period of 11am to 12pm as "Zen Time", where all animals are provided with enrichment items within their pens. This has allowed an opportunity for the dogs to reduce their focus on the surrounding stressful environment, and encouraged use of their natural behaviours of foraging, chewing and licking, all behaviours that assist in naturally reducing stress. Volunteers were also able to interact with dogs in different ways other than walking, whilst being provided with the opportunity to show initiative and creativity with the enrichment they decide to provide. We found that the dogs stress levels have decreased during this time period and concerning behaviours have been limited.
I have learnt that great things can be done when a team can come together to incorporate their ideas and their efforts for a joint end goal. This project increased team communication, motivation and productivity amongst staff and volunteers and has instilled good responsibility amongst the volunteers. I was able to learn about leadership qualities I was yet to identify in myself, and was able put them in to practice during this project. I also learnt how to be innovative when considering financial and environmental restraints within a charity shelter environment, and the true importance of mental enrichment for dogs within a stressful environment.
Figure 4: A depiction of enrichment items such as cardboard box with food items, a licky mat and kong wobbler provided during Zen Time
