1

Amazon Field Course

Conservation and sustainable development

3rd – 11th January 2015

2

Contents Page

1 Aims and learning outcomes 3

2 Pre departure seminars and preparation 4

3 Field-trip programme 5

4 Assessment 6

5 Accommodation and travel 11

6 What do you need to bring? 11

7 Behaviour and conduct/safety 12

8 Module resources 12

9 Reading lists 13

10 Emergency contact details 17

11 Brazilian Portuguese 17

3

1 Aims and learning outcomes

Ethos of the trip: we aspire to make this trip challenging, exciting and transformative. We

want students to be exposed to new ways of thinking, new environments and cultural

difference. Challenging and exciting experiences in Amazonia often come hand-in-hand with

heat, humidity, logistical hurdles and long journeys. To get the most out of our trip we all

need to be enthusiastic, hard-working, tolerant and supportive of each other.

The overall aim of this course is for you to understand key conservation and development

issues through first-hand exposure to a highly-diverse and interesting area of the Brazilian

Amazon – Jari. You will acquire an inter-disciplinary perspective on key themes such as

sustainable forest management, extractivism and rural livelihoods, and biodiversity

conservation. Moreover, you will learn field-skills from both the natural and social sciences,

vital for building the evidence for the tricky task of planning a more sustainable future for

Amazonia. You will develop both independent research skills, and effective group-working

skills.

Leading your learning. You will be taught by UK (Luke Parry, Jos Barlow, Natalie Swan) and

Brazilian (Julio Louzada) academic staff, and work closely with Lancaster students from

other fields of study (Geography and Ecology & Conservation) as well as with students from

Lavras University, Brazil. We will also be led through landscapes, villages and a national park

by Brazilians working for a development foundation (ORSA Foundation), our host forestry

company (ORSA group) and the national environment agency (ICMBio). Our structured

activities will be led by Parry, Barlow and Louzada. Beyond these activities, make the most

of the time available and come to us with questions, comments and suggestions.

4

2 Pre departure seminars and preparation

These compulsory sessions will help you get the most out of your experience in Amazonia,

including your logistical preparations and course assessment. All three seminars will be from

9-11am, Bowland North Seminar Room 15

Week 6, Thursday 13th November (Luke Parry)

Overview of the module, including:

Course structure

Introduction to Jari

Logistics and other preparations

Week 7, Thursday 20th November (Jos Barlow)

Ecological methods and biodiversity monitoring.

Exploring the rationale and skills for monitoring forest carbon and biodiversity

Week 8, Thursday 27th November (Luke Parry)

Introduction to social research skills

Methods for researching urban poverty and deprivation

The pros and cons of large-scale secondary data

5

3 Field-trip programme (tbc)

Day Morning Afternoon Evening

Saturday 3rd Welcome to the urban jungle!

Fly Heathrow to Lisbon (HRW 0600-LIS0835 TP351)

Fly Lisbon to Belém (0935- 1845 TP41)

Group meal

Sunday Exploring Belem and surrounding area

Visit Ver-o-Peso market Visit an estuarine community (Estação

Gabiraba)

Field-diaries feedback

Monday Introduction to Monte Dourado and urban Amazonia

Fly Belém to Monte Dourado (07:16 –08:18 #6422)

Researching urban poverty

Introduction to rest of the week

Tuesday Rural life, rural livelihoods in Cafézal community

Visit Cafezal with the ORSA Foundation.

Forest livelihoods

Wednesday The cutting edge – sustainable logging of native forests?

Visit management area with host company

Visit continued

Thursday Welcome to the Jari Ecological Station (ESEC)

TBC Travel to the ESEC Group discussion with

reserve manager

Caiman walk

Friday Forest monitoring skills– Day 1

G1: Line transect, G2: Mist-netting

G1: Dung beetles G2: Carbon stocks

Moth-trapping

Saturday Forest monitoring skills– Day 2 (alternate activities)

G1: Mist-netting G2: Line-transect

G1: carbon stocks G2: dung beetles

Film-night

Sunday Goodbye to the forest

Forest walk, then travel to Monte Dourado

Free-time (farewell BBQ) Free time

Monday Back to Belém, and Lisbon

Fly Monte Dourado to Belem (08:46 –10:23, #6422). Activity in Belém (TBC)

Hand in field diaries. Fly Belém to Lisbon

(20:15 –06:45+1 TP041)

Flying

Tuesday 13th Travel back to Lancaster

Fly Lisbon to Manchester (09:50 –12:35 TP352)

Coach to Lancaster

6

4 Assessment

Assessment for this module is 100% coursework and includes three pieces of submitted

work; one completed before the trip (3 * 1-page article summaries; 20%); one during the

field-trip (field-diary, 40%); and one after the field-trip (a 2000 word essay; 40%.

4.1 1-page summaries of three key papers (20% of overall mark)

Deadline: Friday 12th December 2014, 11am

The first assignment is a critical summary and review of three key papers relevant to the

activities and social and environmental challenges we will be engaging with in Amazonia.

Each summary should be a maximum of 1 page A4, font size 11.

Guidance: Each summary should outline the main argument of the paper, the data and

theories (when relevant) used to support these arguments, and their main conclusions. In

addition (and very important), we want you to highlight what you consider to be the main

weakness of the paper, whether that be from the methods used or conclusions drawn.

Furthermore, briefly describe a possible next step for research that would advance this

research field and fill an important knowledge gap. Citing other papers is optional and not

essential. We are looking for evidence that you have fully understood the paper and

demonstrated original thinking in your review.

The papers are:

Padoch, C., E. Brondízio, S. Costa, M. Pinedo-Vasquez, R. R. Sears, and A. Siqueira. 2008.

Urban forest and rural cities: multi-sited households, consumption patterns, and forest

resources in Amazonia. Ecology and Society 13:

Watson, J. E. M., N. Dudley, D. B. Segan, and M. Hockings. 2014. The performance and

potential of protected areas. Nature 515:67-73.

Wratten, E. 1995. Conceptualizing urban poverty. Environment and Urbanization 7:11-38.

4.2 Fieldwork diaries (40% of overall mark)

Part of the assessment for this module is a fieldwork diary that covers your time in Brazil

from our first full day in Belém until our last day in the Jari Ecological Station.

Why diaries? Field-work diaries are quite different to other types of academic coursework.

Their purpose is to encourage ‘deep learning’, which includes your skills in critical self-

reflection (of actions and observations) and communication. In other words, to develop

higher-order skills such as analysing, interpreting and evaluating information, with the aim

of encouraging you to modify or evaluate your ideas or knowledge through this process of

7

critical reflection. In contrast, ‘surface learning’ is based on retaining facts and information,

without testing or evaluating this information. You should consider the following:

1. Fieldwork diaries are not just about reporting facts. Your entries should be observations,

including your perceptions and experiences (e.g. sight, smells, sounds, personal emotions)

and attempts at explaining what you experienced and why it made you feel like these. These

skills are particularly important for social sciences research and Geographers are

encouraged to draw on what you have learnt so-far in your degree to inform these

reflections and analysis. Ecology & Conservation students – the onus is on you to seek help

from your Geographer colleagues.

2. Consider your identity and positionality when reflecting on your experiences. This

means taking account of your own position, perspective and biases in relation to the places

and people we meet. How do previous trips and experiences affect your reaction to

Amazonia? What about your age, gender, race, class or status as a student or tourist

affecting your experience? If you feel out of place in some moments, why?

3. Diaries don’t need to be full of academic references. Whilst you may on occasion want to

you relate your experiences to academic theories or perspectives, your job is not to simply

confirm/reject academic theory. We want you to focus on personal reflection and what you

learned from it. If you do mention any literature, no bibliography is necessary.

4. End your diary with a 2 page conclusion that summarizes your experience in Amazonia

and outlines the most important things you have learnt from the trip.

Format: You need an entry for the following days:

1. Our full day (Sunday) in Belem and surroundings

2. First day in Jari – arrival and urban poverty research

3. Rural life, rural livelihoods in Cafézal community

4. The cutting edge – sustainable logging of native forests?

5. Reflections on the management and threats to the Jari Ecological Station (ESEC)

6. Forest monitoring skills and leaving the ESEC (1 entry is fine for these 3 days)

7. Summary

Each of the 7 entries should be no more than 2 A4 pages, and 1 page may be sufficient. It is

up to you if you want to include 1 additional A4 page per day for drawings, maps or

diagrams.

Because you will be hand-writing the diaries each day, you will need to keep careful notes in

a separate notebook, including your experiences, observations, thoughts and then put time

aside each evening to write your entry. We also encourage you to record important and

interesting quotes from the people we meet. Make sure you use “quotation marks” in your

8

notebooks (to distinguish a quote from your own observation) and record the name of the

person speaking.

This is in individual piece of work so, whilst you may want to reflect on your experiences

with others, you should write these entries on your own. Pay attention to clarity of

expression, grammar and handwriting. Your work needs to be legible. If you have major

problems with handwriting (e.g due to a disability) please let staff know.

Tips on structure:

There are many ways to produce an effective fieldwork diary, although you may want to

think about:

Briefly summarize your activities on a particular day and the places visited

Outline the most important moments, experiences or events and explain why they

were personally important to you

When relevant, relate these experiences (and your positionality etc) to academic

ideas, concepts and literature.

Evaluate the reasons for these moments, experiences or events being significant for

you.

Explain how your understanding of Amazonia (trying to consider both the

environmental and social dimensions) has changed or developed as a result of this

day

Conclusions

You need to make time on the last few days to write the concluding entry for your

diary that reflects on your overall experience. Examine how your impressions and

understanding of Amazonia have changed and explain why

Outline the one most important event, activity or experience that has defined your

time in Amazonia

Finish with the questions you have about Amazonia, perhaps in relation to the future

of the forests, the Amazonian population, or its linkages/relationships (whether

economic, climatic or political) with the rest of the world.

Do not put your name on diary entries – use your student number and we will provide you

with a coursework cover sheet to attach the front. Marking will be anonymous.

We will offer your feedback on your first diary entry (i.e. following our time in and around

Belém), and a member of staff will read your entries and make suggestions for

improvement.

9

Marking Criteria for diaries

Diaries will be assessed using the usual system for Part 2 work. i.e. they will be marked using

the A, B, C grades, late or non-submission carries the usual penalties (as does plagiarism),

and any special circumstances affecting your performance need to be reported to staff on

the trip well in advance of submission. Because the diaries are different to a standard essay,

an outline of the criteria for marking is provided below.

A +/A: An excellent/outstanding reflective field diary in every respect. Showing

extensive knowledge and understanding and an outstanding ability to generate,

analyse, synthesize and evaluate field evidence. A critical appraisal of a wide

range of relevant field data or observations with excellent connections made to

geographical and/or ecological concepts and ideas.

A/A- : Exhibits a high level of reflective insight and marked originality. Very well

presented in a very well organized manner. Very well written and imaginatively

illustrated through critical appraisal of data and some connections to

geographical and/or ecological concepts and ideas.

B: A good reflective field diary showing a high level of knowledge and

understanding and clear ability to generate, analyse, synthesize and evaluate

field evidence. Some critical appraisal of a range of relevant field data or

observations. Attempts to make connections to geographical concepts and

ideas. Presented in well organised manner.

C: An adequate reflective field diary showing a reasonable level of knowledge

and understanding and some ability to generate, analyse, synthesize and

evaluate field evidence. Attempts at appraisal of a range of relevant field data or

observations. Exhibits some reflective insight and originality. Limited attempt to

connect to geographical and/or ecological concepts and ideas. Fairly well

presented in an organized manner.

D: A deficient or weak reflective field diary showing a low level of knowledge

and understanding and little ability to analyse, synthesize and evaluate field

evidence. Weak appraisal of relevant field data or observations. Exhibits a low

level of insight and originality and little evidence of reflection. No connection

geographical and/or ecological concepts or ideas. Poorly presented in a

disorganized manner.

F1/F2: Poorly written and illustrated. Short or incomplete and shows very little

evidence of the student having been on fieldwork. No connection to concepts or

ideas in geography or ecology/conservation.

10

F3/F4: A very weak reflective field diary. Lacks substance and understanding of

fieldwork location. No analysis, synthesis and evaluation of field evidence. Very

poor standard of presentation. No connection geographical and/or ecological

concepts or ideas.

Source: adapted from Dummer, T et al. (2008). Promoting and Assessing 'Deep

Learning' in Geography Fieldwork: An Evaluation of Reflective Field Diaries.

Journal of Geography in Higher Education 32 (3) 459-479.

4.3 Critical essay (40% of overall mark)

Deadline: Friday 13th February 2015, 11am

For this 2000 words assignment you are asked to:

Critically evaluate protected areas as a strategy for conserving tropical forest biodiversity

You are expected to draw on a wide range of academic sources, including recent journal

articles as well as books and book chapters, when appropriate. We are looking for evidence

of inter-disciplinary thinking, including drawing on evidence from both the natural sciences

(e.g. conservation science literature) and social sciences (e.g. critiques of protected areas

and conservation written by human geographers). An excellent, critical essay would draw on

a wide range of sources (e.g. at least 20 academic sources, probably more). An excellent

essay would follow the standard criteria of Part II essay evaluation: strong argument, clear

understanding and some originality. An excellent essay would include clear expression and

an answer very well focused on the question. To get you started, refer to the reading list

that follows in this handbook. Feel free to also draw on relevant academic evidence from

tropical regions other than Amazonia.

You are also encouraged to draw on evidence and observations from your own experiences

in Amazonia, gained during the field-trip. If quoting someone, make sure you include their

name and the place and data of the encounter. Photos (along with a clear caption) may also

be helpful to include as an Appendix. You are very welcome to discuss your essay plan with

Luke Parry either during the field-trip or when we are back in Lancaster. His office is A28,

LEC3 building.

11

5 Accommodation and travel

You are responsible for arriving at London Heathrow Airport on Saturday 3rd January. Our

flight leaves at 0600am (Terminal tbc) and our group check-in will take some time so make

sure you are at the correct TAP airlines check-in counter by 0330am at the latest. We will

travel together for the rest of the trip but remember it is your responsibility to stay with the

rest of the group and make sure you arrive at the departures gate(s) on-time. We cannot

wait for you if you miss the plane. When travelling as part of the university group you are

covered by University travel insurance.

We will be staying for 2 nights in a hotel in the centre of Belém on our way out. In Jari we

will be staying in two ‘research houses’ in the town of Monte Dourado, and then in the Jari

Ecological Station (like a National Park) in their dormitory accommodation.

On our return to the UK, we will be picked up at Heathrow by a coach and travel together

back to Lancaster University underpass.

6 What do you need to bring?

Passport. Make sure it is valid and will last for at least 6 months beyond date of

travel. We are assuming you all have UK passports. Let us know immediately if this

is not the case as you may need to apply for a visa to visit Brazil.

Spending money. The field course fee covers accommodation, travel and field

activities. It does not cover food expenses on our outward or return journeys,

several meals in Belém, personal spending in Jari and activities for our last day in

Belém on our way back. You should budget for bringing at least £200 for personal

spending. Changing money in Brazil will not be easy. The best option would be

ordering money in Brazilian Reals before travel. Or, use an ATM in Brazil but advise

your bank before leaving the UK

Stationary – notebook, pens, pencils, A4 lined paper for your field diary

Camera

Key papers you have read related to the course

Rain-gear (jacket should be fine)

Footwear – sturdy walking shoes or wellies, trainers, flip-flops

Sun-hat and high factor sun-block

Toiletries, including insect repellent

1st aid kit

Binoculars - you can sign out a pair from LEC, ask Jos Barlow

Other personal items such as clothing, books, sunglasses etc.

12

7 Behaviour and conduct/safety

a) When on the field trip, you are a representative of the Lancaster Environment Centre and Lancaster University. As such, you should observe sensible standards of behaviour and conduct yourself with consideration for others. You should observe all safety instructions and guidance given by course staff and invited guests. Anyone not conforming to appropriate standards of behaviour will be required to return to Lancaster before the end of the field trip and will fail the module (and bearing in mind that this is a third-year module, this could harm your chance of passing your degree).

b) Report any injury or illness to a member of staff as soon as possible.

c) Carry a photocopy of your passport photo page at all times. Avoid losing your passport as anyone losing their passport will have to make their own arrangements for a replacement and alternative travel where necessary.

d) Please respect any curfew set. This is for your own safety and security.

e) Do not go out alone in Belem or Jari. Brazilian cities are dangerous. Report any missing members of your party/room immediately if they cannot be accounted for by other members of the group.

f) Throw toilet paper in the waste bins provided. Failing to do this will lead to blocked toilets and one or more of the nice people in hotel or with us in Jari will have to remove your waste by hand. Please avoid this happening.

8 Module resources

The moodle site for this course (LEC330)

The host company, Grupo ORSA (http://bracelpa.org.br/bra2/?q=en/node/305)

Site for our community visit near Belem: http://estacaogabiraba.com.br/site/

Brazilian environment institute (ICMBio) links to download the kmz shape of the Jari

Ecological Station for Google Earth

(http://www.icmbio.gov.br/portal/biodiversidade/unidades-de-conservacao/biomas-

brasileiros/amazonia/unidades-de-conservacao-amazonia/1920-esec-do-jari.html)

Work by interesting scholars of Amazonia (including links to their work):

Eduardo Brondizio (livelihoods in the Amazon estuary)

http://www.indiana.edu/~anthro/people/faculty/ebrondiz.shtml)

Philip Fearnside (policy perspectives on dams, deforestation etc)

https://inpa.academia.edu/PhilipFearnside

13

Susanna Hecht (political ecology)

http://luskin.ucla.edu/susanna-hecht

Mongabay, including environmental news from Amazonia:

http://news.mongabay.com/news-index/amazon1.html

Belem travel guides

http://moon.com/2012/01/what-to-see-in-belem-brazil/

http://www.tripadvisor.co.uk/Tourism-g303404-Belem_State_of_Para-Vacations.html

http://www.virtualtourist.com/travel/South_America/Brazil/Estado_do_Para/Belem-

1526579/Things_To_Do-Belem-TG-C-1.html

Wikiaves citizen science site that shows bird sightings and photos for Brazil. This link

shows records for Almeirim, the municipality that Jari is part of

http://www.wikiaves.com.br/cidade.php?c=1500503

9 Reading lists

You are not expected to read all these books and papers! However, reading at least a

couple from each section will prepare you well for the field-course.

9.1 Introductory books

Little, P. E. 2001. Amazonia: Territorial struggles on perennial frontiers. The Johns Hopkins

University Press.

Nugent, S. 1990. Big mouth: Amazon speaks. Fourth Estate. Highly recommended.

Nugent, S., editor. 2004. Some other Amazonians: Perspectives on modern Amazonia.

Institute for the Study of the Americas. Highly recommended.

Shanley, P. 2005. Fruit trees and useful plants in Amazonian life.

http://www.fao.org/docrep/015/i2360e/i2360e.pdf

9.2 Urban Amazonia, poverty & deprivation measures

Alkire, S., and E. Santos. 2011. Acute Multidimensional Poverty: A New Index for Developing

Countries. Pages 139. Oxford Poverty & Human Development Initiative (OPHI).

Ferré, C., F. H. G. Ferreira, and P. Lanjouw. 2012. Is There a Metropolitan Bias? The

relationship between poverty and city size in a selection of developing countries. The World

Bank Economic Review.

14

Ravallion, M. 2011. On multidimensional indices of poverty. The Journal of Economic

Inequality 9:235-248.

Ravallion, M., S. Chen, and P. Sangraula. 2007. New Evidence on the Urbanization of Global

Poverty. Population and Development Review 33:667-701.

Ravallion, M., and J. Jalan. 1997. Spatial Poverty Traps? SSRN eLibrary.

Satterthwaite, D., G. McGranahan, and C. Tacoli. 2010. Urbanization and its implications for

food and farming. Philosophical Transactions of the Royal Society B: Biological Sciences

365:2809-2820.

Wratten, E. 1995. Conceptualizing urban poverty. Environment and Urbanization 7:11-38.

9.3 Rural-urban linkages (including wildlife consumption) & forest livelihoods

Brashares, J. S., C. D. Golden, K. Z. Weinbaum, C. B. Barrett, and G. V. Okello. 2011.

Economic and geographic drivers of wildlife consumption in rural Africa. Proceedings of the

National Academy of Sciences 108:13931-13936.

Brondízio, E. S. 2004. From staple to fashion food: Shifting cycles and shifting opportunities

in the development of the açaí palm fruit economy in the Amazon estuary. Pages 339-365 in

D. J. Zarin, J. R. R. Alavalapati, F. E. Putz, and M. Schmink, editors. Working forests in the

Neotropics. Columbia University Press, New York.

Brondizio, E. S., and E. F. Moran. 2008. Human dimensions of climate change: the

vulnerability of small farmers in the Amazon. Philosophical Transactions of the Royal Society

B: Biological Sciences 363:1803-1809.

Brondízio, E. S., and A. D. Siqueira. 1997. From extractivists to forest farmers: Changing

concepts of caboclo ag

Chomitz, K. M. 2007. At loggerheads? Agricultural expansion, poverty reduction, and

environment in the tropical forests. Page 284. Wold Bank Policy Report, Washington DC.

Duchelle, A. E., M. R. Guariguata, G. Less, M. A. Albornoz, A. Chavez, and T. Melo. 2012.

Evaluating the opportunities and limitations to multiple use of Brazil nuts and timber in

Western Amazonia. Forest Ecology and Management 268:39-48.

Escobal, J., and U. Aldana. 2003. Are nontimber forest products the antidote to rainforest

degradation? Brazil nut extraction in Madre De Dios, Peru. World Development 31:1873-

1887.

Le Tourneau, F.-M., and A. Greissing. 2010. A quest for sustainability: Brazil nut gatherers of

São Francisco do Iratapuru and the Natura Corporation. Geographical Journal 176:334-349.

15

Padoch, C., E. Brondízio, S. Costa, M. Pinedo-Vasquez, R. R. Sears, and A. Siqueira. 2008.

Urban forest and rural cities: multi-sited households, consumption patterns, and forest

resources in Amazonia. Ecology and Society 13

Parry, L., J. Barlow, and C. A. Peres. 2009a. Allocation of hunting effort by Amazonian

smallholders: Implications for conserving wildlife in mixed-use landscapes. Biological

Conservation 142:1777-1786.

Stoian, D. 2005. Making the best of two worlds: rural and peri-urban livelihood options

sustained by nontimber forest products from the Bolivian Amazon. World Development

33:1473-1490.

Winklerprins, A. 2002. Seasonal floodplain-upland migration along the lower Amazon River.

Geographical Review 92:415-431.

9.4 Monitoring biodiversity in tropical forests

Barlow, J., et al. 2007a. Quantifying the biodiversity value of tropical primary, secondary,

and plantation forests. Proceedings of the National Academy of Sciences of the United

States of America 104:18555-18560.

Barlow, J., J. Louzada, L. Parry, M. I. M. Hernández, J. Hawes, C. A. Peres, F. Z. Vaz-de-Mello,

and T. A. Gardner. 2010. Improving the design and management of forest strips in human-

dominated tropical landscapes: a field test on Amazonian dung beetles. Journal of Applied

Ecology 9999.

Barlow, J., L. A. M. Mestre, T. A. Gardner, and C. A. Peres. 2007b. The value of primary,

secondary and plantation forests for Amazonian birds. Biological Conservation 136:212-231.

de Thoisy, B., S. Brosse, and M. Dubois. 2008. Assessment of large-vertebrate species

richness and relative abundance in Neotropical forest using line-transect censuses: what is

the minimal effort required? Biodiversity and Conservation 17:2627-2644.

Gardner, T. A. et al. 2008. The cost-effectiveness of biodiversity surveys in tropical forests.

Ecology Letters 11:139-150.

Gardner, T. A., J. Barlow, R. Chazdon, R. M. Ewers, C. A. Harvey, C. A. Peres, and N. S. Sodhi.

2009. Prospects for tropical forest biodiversity in a human-modified world. Ecology Letters

12:561-582.

Parry, L., J. Barlow, and C. A. Peres. 2007. Large-vertebrate assemblages of primary and

secondary forests in the Brazilian Amazon. Journal of Tropical Ecology 23:653-662.

16

9.5 Deforestation and forest disturbance

Laurance, W. F., M. Goosem, and S. G. W. Laurance. 2009. Impacts of roads and linear

clearings on tropical forests. Trends in Ecology & Evolution 24:659-669.

Parry, L., J. Barlow, and C. A. Peres. 2009b. Hunting for sustainability in tropical secondary

forests. Conservation Biology 23:1270-1280.

Peres, C. A. 2000. Effects of subsistence hunting on vertebrate community structure in

Amazonian forests. Conservation Biology 14:240-253.

9.6 Protected areas: politics and effectiveness

Brockington, D., and R. Duffy 2008. Nature unbound: conservation, capitalism and the

future of protected areas. Earthscan.

Brooks, T. M., R. A. Mittermeier, G. A. B. da Fonseca, J. Gerlach, M. Hoffmann, J. F.

Lamoreux, C. G. Mittermeier, J. D. Pilgrim, and A. S. L. Rodrigues. 2006. Global Biodiversity

Conservation Priorities. Science 313:58-61.

Ferreira, J., L. E. O. C. Aragão, J. Barlow, P. Barreto, E. Berenguer, M. Bustamante, T. A.

Gardner, A. C. Lees, A. Lima, J. Louzada, R. Pardini, L. Parry, C. A. Peres, P. S. Pompeu, M.

Tabarelli, and J. Zuanon. 2014. Brazil's environmental leadership at risk. Science 346:706-

707.

Laurance, W. F.,et al 2012. Averting biodiversity collapse in tropical forest protected areas.

Nature 489:290-294.

Mittermeier, R. A., C. G. Mittermeier, T. M. Brooks, J. D. Pilgrim, W. R. Konstant, G. A. B. da

Fonseca, and C. Kormos. 2003. Wilderness and biodiversity conservation. Proceedings of the

National Academy of Sciences of the United States of America 100:10309-10313.

Roe, D., E. Y. Mohammed, I. Porras, and A. Giuliani. 2012. Linking biodiversity conservation

and poverty reduction: de-polarising the conservation-poverty debate. Conservation Letters:

Sodhi, N. S. 2008. Tropical biodiversity loss and people - A brief review. Basic and Applied

Ecology 9:93-99.

Watson, J. E. M., N. Dudley, D. B. Segan, and M. Hockings. 2014. The performance and

potential of protected areas. Nature 515:67-73.

Additional:

Drury, R., K. Homewood, and S. Randall. 2011. Less is more: the potential of qualitative

approaches in conservation research. Animal Conservation 14:18-24.

17

10 Emergency contact details

Mobile phone numbers of staff in Brazil will be provided before leaving the UK.

Lancaster University phone numbers:

1. LEC Administration 01524 510082, 01524 510213

2. LEC Undergraduate Studies Administrator 01524 510245

3. Undergraduate Teaching Co-ordinators 01524 510246, 01524 510253

4. University Security (manned 24 hours a day), 01524 594541

11 Brazilian Portuguese

Phrases and Important Words English Portuguese Phonetic

Good morning Bom dia Bowm jee-a

Good afternoon Boa tarde Bow-a tahr-je

Good evening Boa noite Bow-a noy-che

Hi! Oi! Oy!

How's it going? Como vai? Cohmo vy?

Everything ok? Tudo bem? Tood-oo behm?

Everything's great! Tudo jóia! Tood-oo zhoy-a!

Yes Sim Seeng

No Não Now

Please Por favor Poor fa-voor

I don't know (Eu) não sei (ayo) now say

I don't speak Portuguese Não falo português Now fah-lo pohr-too-gase

Do you speak English? Fala inglês? Fah-la een-glase?

Thank you Obrigado(a) Oh-bree-gadh-o(ah)

I want... (Eu) quero... (ayo) kair-oo

I need... (Eu) preciso... (ayo) pre-see-zo

I'm hungry Estou com fome Estoh cohm foam-y

Where is...? Onde está...? Ohn-gee estah...?

the bathroom o banheiro ooh bahn-yay-roo

the bank o banco ooh bahnco

How much is...? Quanto que é...? Quantoo ki eh...?

this este(a) esstee(a)

that aquele(a) ah-kelly(a)

thing coisa coy-zah

How (as in, how do...?) Como Cohmo

18

Greetings and useful phrases. Good afternoon - Boa tarde - Boh-ah Tahr-d (Used after noon or after the noon meal, until twilight.) Good morning - Bom dia - Boh-mm dih-ah or Boh-mm djih-ah in Brazil. (Actually means Good day, but it´s used mostly before noon or before the noon meal.) How are you? - Como está? - Coh-mooh esh-tah? or Coh-mooh es-tah? in Brazil. (formal) I don't speak Portuguese - Não falo português - Nah-oom fah-looh pooh-r-tooh-guês Please - Por favor - Pooh-r fah-voh-r Thank you - Obrigado - Oh-bree-gah-dooh (if you are male) or Obrigada - Oh-bree-gah-dah (if you are female) You're welcome - De nada - Dee nah-dah (informal) or Não tem de quê - Nah-oomm tah-eehm the queh (formal) I'm sorry - Desculpe - Desh-cool-pah Asking Key Questions in Portuguese Quem? (kang?) (Who?) Quando? (kwahn-doo?) (When?) Onde? (ohn-jee?) (Where?) Por quê? (poh keh?) (Why?) Como? (koh-moo?) (How?) O que? (ooh kee?) (What?) Qual? (kwah-ooh?) (Which?) Quanto? (kwahn-too?) (How much?) Counting in Portuguese um (oong) (one) dois (doh-eez) (two) três (trehz) (three) quatro (kwah-troo) (four) cinco (sing-koh) (five) seis (say-eez) (six) sete (seh-chee) (seven) oito (oh-ee-toh) (eight) nove (noh-vee) (nine) dez (dez) (ten) Greeting Others in Portuguese Tudo bem? (too-doh bang?) (How are you?) Como vai? (koh-moh vah-ee?) (How are things?) Tchau! (chah-ooh!) (Bye!) Até logo! (ah-teh loh-goo!) (See you later!) Até amanhã! (ah-teh ah-mang-yah!) (See you tomorrow!) Using Portuguese Exclamations Just Like a Native Speaker Legal! (lay-gow!) (Cool!) Ótimo! (oh-chee-moh!) (Great!) Que bonito! (kee boo-nee-too!) (How beautiful!) Adoro! (ah-doh-roo!) (I love it!) Que gostoso! (kee goh-stoh-zoo!) (How delicious!) Making Friends Using Portuguese Qual é seu nome? (kwah-ooh eh seh-ooh noh-mee?) (What’s your name?)

19

De onde você é? (jee ohn-jee voh-seh eh?) (Where are you from?) Fala inglês? (fah-lah eeng-glehz?) (Do you speak English?) Qual é o seu e-mail? (kwah-ooh eh ooh seh-ooh ee-may-oh?) (What’s your e-mail address?) O que você gosta de fazer? (ooh kee voh-seh goh-stah jee fah-zeh?) (What do you like to do?) Food & Drink: Food - Comida Restaurant - Restaurante (pronounced like hestauranche) Soft Drink - Refrigerante Water - Agua Mineral Water - Agua Mineral Beer - Cerveja Draft Beer - Chopp (pronounced like shop) Menu - Cardâpio (some will recognize menu) White Wine - Vinho Branco Red Wine - Vinho Tinto Wine by the Glass - Taça de Vinho (pronounced like tasa) Meat - Carne Chicken - Frango Fish - peixe Rice - Arroz (pronounced like ahoz) French Fries - Batata Frita Plate - Prato Cup - Copo Knife, Fork and Spoon - Faca, Garfo e Colher Napkin - Guardanapo Straw - canudo Ashtray - cinzeiro No ice - sem gelo Iced - gelado Cold - frio Hot - quente Warm - morno Dessert - sobremesa Cake - bolo Coffe - café Tea - Chá Suggar - Açúcar Salt - sal Pepper - pimenta Bill - conta