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Dryandra Woodland - Department of Environment and Conservation ...

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<strong>and</strong> regular <strong>and</strong> constructive liaison with farmers, visitors <strong>and</strong> the general public (see Section 19. Fire<br />

<strong>and</strong> Map 5[a] <strong>and</strong> [b]).<br />

Weeds<br />

Major weed threats in <strong>Dry<strong>and</strong>ra</strong> are cape tulip, Guildford Grass, Cape Weed, clover, soursob, <strong>and</strong><br />

grasses such as wild oats, Perennial Veldt Grass <strong>and</strong> African Love Grass. The Plan aims to control or<br />

eradicate, where possible, these <strong>and</strong> other weeds that have potential to cause major environmental<br />

problems (see Section 20. Weeds).<br />

Introduced Animals<br />

Introduced animals, such as foxes, have a detrimental effect on native plants <strong>and</strong> animals. <strong>Dry<strong>and</strong>ra</strong> is<br />

one <strong>of</strong> the areas where successful fox control methods were researched <strong>and</strong> developed. The fox<br />

baiting program will continue, as will research on effective <strong>and</strong> efficient control <strong>of</strong> foxes <strong>and</strong> other<br />

feral animals (see Section 21. Introduced Animals).<br />

Education, Information <strong>and</strong> Interpretation<br />

Recent growth in visitor numbers has increased opportunities for community education, information<br />

<strong>and</strong> interpretation. Programs based on the theme that 'biodiversity is essential to sustain each<br />

individual's quality <strong>of</strong> life' will be developed. Promotion <strong>of</strong> this theme will involve the development<br />

<strong>of</strong> an interpretive drive trail within the <strong>Woodl<strong>and</strong></strong>, improving education opportunities at the<br />

Settlement, <strong>Dry<strong>and</strong>ra</strong> Arboretum <strong>and</strong> the Irabina<br />

Study Centre, <strong>and</strong> targeting audiences such as the local communities, schools <strong>and</strong> universities,<br />

naturalists <strong>and</strong> nature-based tourists (see Section 25. Education, Information <strong>and</strong> Interpretation).<br />

ix

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