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1. Environmental liability litigation could remedy biodiversity loss

Author

Jacob Phelps, Sakshi Aravind, Susan Cheyne, Isabella Dabrowski Pedrini, Rika Fajrini, Carol A. Jones, Alexander C. Lees, Anna Mance, Grahat Nagara, Taufiq P. Nugraha, John Pendergrass, Umi Purnamasari, Maribel Rodriguez, Roni Saputra, Stuart P. Sharp, Amir Sokolowki, and Edward L. Webb

Subjects
civil law, compensation, conservation litigation, environmental governance, justice, lawsuit, General. Including nature conservation, geographical distribution, QH1-199.5
Abstract

Abstract Many countries allow lawsuits to hold responsible parties liable for the environmental harm they cause. Such litigation remains largely untested in most biodiversity hotspots and is rarely used in response to leading drivers of biodiversity loss, including illegal wildlife trade. Yet, liability litigation is a potentially ground‐breaking conservation strategy to remedy harm to biodiversity by seeking legal remedies such as species rehabilitation, public apologies, habitat conservation and education, with the goal of making the injured parties ‘whole’. However, precedent cases, expert guidance, and experience to build such conservation lawsuits is nascent in most countries. We propose a simplified framework for developing conservation lawsuits across countries and conservation contexts. We explain liability litigation in terms of three dimensions: (1) defining the harm that occurred, (2) identifying appropriate remedies to that harm, and (3) understanding what remedies the law and courts will allow. We illustrate the framework via a hypothetical lawsuit against an illegal orangutan trader in Indonesia. We highlight that conservationists’ expertise is essential to characterizing harm and identifying remedies, and could more actively contribute to strategic, science‐based litigation. This would identify priority contexts, target defendants responsible for egregious harm, propose novel and meaningful remedies, and build new transdisciplinary collaborations.

Published
2021
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2. Exploring Conic Sections through Desmos Artworks: Where Math, Art, and Technology Combine.

Author

Anna Mance Avila, Maria Digi and Aberin, Maria Alva Q.

Abstract

This study explores the use of Desmos in creating artworks out of the four conic sections discussed in Pre-calculus, namely: circle, parabola, ellipse, and hyperbola. This performance task was designed to give senior high school students an opportunity to integrate their creativity in arts and their knowledge of conic sections to produce their own artworks using a graphing calculator. Description of the performance task, concepts underlying its design, and examples of Desmos artworks produced by Grade 11 students are presented in this paper. Moving forward, mathematics educators could use this information as a springboard for designing performance tasks that integrate mathematics, art, and technology. [ABSTRACT FROM AUTHOR]

Published
2024

3. Environmental liability litigation could remedy biodiversity loss

Author

Taufiq P. Nugraha, Susan M. Cheyne, Stuart P. Sharp, Amir Sokolowki, Maribel Rodriguez, Carol Adaire Jones, Grahat Nagara, Isabella Dabrowski Pedrini, John Pendergrass, Sakshi Aravind, Jacob Phelps, Anna Mance, Umi Purnamasari, Rika Fajrini, Alexander C. Lees, Edward L. Webb, Roni Saputra, and Apollo - University of Cambridge Repository

Subjects
0106 biological sciences, QH1-199.5, bepress|Social and Behavioral Sciences|Geography|Nature and Society Relations, SocArXiv|Social and Behavioral Sciences|Geography, 010603 evolutionary biology, 01 natural sciences, compensation, 4802 Environmental and Resources Law, civil law, bepress|Social and Behavioral Sciences|Environmental Studies, Ecology, Evolution, Behavior and Systematics, Nature and Landscape Conservation, Law and economics, 48 Law and Legal Studies, SocArXiv|Law|Environmental Law, Ecology, 010604 marine biology & hydrobiology, Liability, 15 Life on Land, Habitat conservation, General. Including nature conservation, geographical distribution, environmental governance, SocArXiv|Arts and Humanities, conservation litigation, bepress|Social and Behavioral Sciences|Geography, bepress|Law|Environmental Law, Natural resource, justice, bepress|Law, SocArXiv|Social and Behavioral Sciences|Environmental Studies, Wildlife trade, Lawsuit, Harm, Environmental governance, Civil law (legal system), bepress|Social and Behavioral Sciences, SocArXiv|Law, 4806 Private Law and Civil Obligations, lawsuit, SocArXiv|Social and Behavioral Sciences, Business, bepress|Arts and Humanities, SocArXiv|Social and Behavioral Sciences|Geography|Nature and Society Relations
Abstract

Many countries allow lawsuits to hold responsible parties liable for the environmental harm they cause. Such litigation remains largely untested in most biodiversity hotspots and is rarely used in response to leading drivers of biodiversity loss, including illegal wildlife trade. Yet, liability litigation is a potentially ground-breaking conservation strategy to remedy harm to biodiversity by seeking legal remedies such as species rehabilitation, public apologies, habitat conservation and education, with the goal of making the injured parties ‘whole’. However, precedent cases, expert guidance, and experience to build such conservation lawsuits is nascent in most countries. We propose a simplified framework for developing conservation lawsuits across countries and conservation contexts. We explain liability litigation in terms of three dimensions: (1) defining the harm that occurred, (2) identifying appropriate remedies to that harm, and (3) understanding what remedies the law and courts will allow. We illustrate the framework via a hypothetical lawsuit against an illegal orangutan trader in Indonesia. We highlight that conservationists’ expertise is essential to characterizing harm and identifying remedies, and could more actively contribute to strategic, science-based litigation. This would identify priority contexts, target defendants responsible for egregious harm, propose novel and meaningful remedies, and build new transdisciplinary collaborations. © 2021 The Authors. Conservation Letters published by Wiley Periodicals LLC

Published
2021

4. SEEKING EVIDENCE OF GROUNDING IN AN ONLINE MATHEMATICAL DISCOURSE IN COMBINATORICS.

Author

Avila, Maria Digi Anna Mance and Aberin, Maria Alva

Subjects
COMBINATORICS, ONLINE education, MATHEMATICS education, CONVERSATION analysis, STUDENT engagement
Abstract

This pilot study is anchored on the theory of grounding in communication by Clark and Brennan (1991), who argued that discourse requires a conscious and consistent effort from its participants to coordinate the content of what they intend to convey so that they can establish common ground or shared understanding. This coordination process is known as grounding. Due to the fast-expanding use of online environments in facilitating mathematical discourse, a question arises as to whether or not common ground can be reached during online mathematical discourse and what evidence indicates so. As part of an ongoing dissertation project, this pilot study therefore aimed to seek evidence of grounding in an online mathematical discourse to determine whether or not common ground has truly been established by the teacher and students. Using the aforementioned theory as an interpretive lens and following a qualitative research design, four (4) video-recorded class sessions of an online graduate course in Combinatorics were observed to answer the posed research question. The course was conducted once a week through a video conferencing platform, with each class session lasting for three hours. It was composed of one (1) teacher and three (3) graduate students, who were all pursuing a PhD in mathematics education at a private university in Manila, Philippines. A multimodal conversation analysis (MCA), which involved a transcription of the recordings and an inductive examination of the transcripts, was subsequently carried out to identify the emergence of evidence of grounding. The analysis showed that positive evidence of grounding was present in the online mathematical discourse in Combinatorics. This evidence came in the form of acknowledgements, adjacency pairs, and continued attention. For instance, the teacher posed questions from time to time to check the students' understanding, to which the students responded either verbally or using embodied and material resources (e.g., head nods, hand gestures, and virtual gestures). Hence, it was concluded that the teacher and students consciously and consistently worked their way towards updating and establishing their common ground during the online mathematical discourse. The findings of this study provided a guide for assessing whether or not shared understanding is achieved between teachers and students as they engage in an online mathematical discourse. [ABSTRACT FROM AUTHOR]

Published
2023

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