Botanic gardens in the age of climate change - PlantNetwork

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36 Theme 4 Session 3b: Collection and research policies A REVIEW OF THE EFFECTS OF CLIMATE CHANGE IN IRELAND AND THE DEVELOPMENT OF AN INSTITUTIONAL POLICY AND ROLE OF THE INSTITUTION, IN ITS MITIGATION Anderson Glynn & Wyse Jackson P. botanicgardens@opw.ie, National Botanic Gardens of Ireland, Ireland Climate change is set to dominate the policies and practices of botanic gardens worldwide. Despite uncertainty on its impacts on the collections and environmental conditions of specific institutions in Europe over the coming century, it is clear that institutions must adopt policies and practices that prepare them for change. The National Botanic Gardens of Ireland plans to address and help mitigate potential impacts of climate change in Ireland and specifically on the institution and its collections. Predicted impacts are used as the basis for developing climate change practices in gardening, e.g. in relation to raised temperatures, changed precipitation patterns, longer growing season, new invasive species, new candidate garden plants, newlythreatened species, impact on biodiversity, loss of important insects and new problem-causing insects. The paper explores Ireland-specific effects such as changes to the Gulf Stream, and readings & measurements from the gardens and other Irish institutions: rainfall, sea level and temperature. Threatened habitats (e.g. peat lands and salt marshes) and their endangered fauna and flora are also investigated. Finally, we explore the effects of climate change (both good and bad) on Irish farming and forestry and potential means to mitigate negative effects: e.g. new crops, new watering needs and greenhouse gas emissions. Institutes need to address the issue of sustainability, such as using renewable fuels, ‘going carbon neutral’, promoting education on climate change, sustainability, promoting energy efficiency, recycling and promoting carbon sequestration through tree planting and minimising waste. The paper outlines a long-term view of how we can adapt to the consequences of climate change that will affect the European environment, despite best efforts to reduce carbon emissions, in conjunction with practical measures that can be taken, in the short term by all garden staff.
Theme 4 Session 5: Public education considerations URBAN BOTANIC GARDENS: ASPECTS OF CLIMATE CHANGE IN EDUCATIONAL PROGRAMMES Andreeva А., Lavrova T., Rappoport А. & Romanova E. edubgmu@gmail.com, Botanic Gardens of Lomonosov Moscow State University, Russia Long before public debate, towns especially like Moscow, experienced the problems of global warming and climate change. The annual average temperature difference in the centre of Moscow is 2-40°C reaching 10-15°C during winter anticyclones. As a result, botanic gardens located in major urban centres can and should provide predictions about how climate change impacts floral composition and make recommendations for preserving rare species. Today, our role is to introduce visitors to examples of man’s indirect impact (via changes in ecological conditions) on plants and the ways plants adapt to their environment. A visual demonstration of man’s impact on nature is more effective than lectures or posters. This conclusion was a major outcome of the Education for Sustainable Development (ESD) initiative taught in botanic gardens. Moscow University’s gardens have been active. Its main garden has experienced rising temperatures making it possible to introduce more tender plant varieties among its extensive open-air collections. The garden runs thematic excursions for schoolchildren, university and college students, including one focusing on changes in the environment and how plants adapt. Over the last decade the Garden’s historical city centre site (Aptekarskiy Ogorod) developed an extensive programme based on the ESD concept. Many aspects concern climate change, like phenological observations and studies on plant behaviour in urban environments. Climate change issues form discussions at meetings of the Young Ecologist’s Club and by schoolchildren under the “Living Lessons in the Botanic Garden” programme. It is also a subject of vigorous debate on Garden’s educational website for children and public excursions. 37
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180 Supported by THE FEDERATION OF
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