The Republic of Palau
Sea Turtle
Conservation Education Campaign
Yalap P. Yalap
Campaigning for Conservation
Diploma of Conservation
Education
The University of Kent at
Canterbury
September 2002
CONTENTS
Page
1.
Introduction
2
2.
Stakeholders’ Meeting
7
3.
Survey results - pre-campaign
13
4.
Conceptual Model Narrative
22
5.
Flagship Species: Green & Hawksbill sea turtles
25
6.
Habitat & Population Ecology of Hawksbill
37
7.
Tasks & Monitoring
54
8.
Survey Results – post campaign
95
9.
The Future
102
10.
References
105
11.
Acknowledgements
107
2
1.
a.
INTRODUCTION
Location:
The Republic of Palau comprises a group of
small islands in the western pacific. Palau or
Belau (local name of Palau) is the western
most group of the Caroline Islands lying 821
miles southwest of Guam, 1,035 miles
southeast of the Philippines, and 4,172 miles
north of Port Moresby, Papua New Guinea.
Palau lies between 7 º 20 ‘ north latitude and
134 º 28 ‘ east longitude, about 500 miles
above the equator. There are close to 300
high and low islands consisting of volcanic
atolls, raised limestone outcrops and reefs.
The low atoll and reef islands are mostly
situated to the northern and southern
extremities of the archipelago, and include
Ngeruangel and Kayangel in the north and
the Southwest Islands of Sonsorol, Tobi,
Fana, Merrir and Helen Reef to the south.
The middle of the archipelago consists of
volcanic islands including Babeldaob, Koror,
Arkebesang and Malakal.
The Rock Islands are raised
limestone mushroom-shaped islands
extending
from
southeast
of
Babeldaob towards the west. Peleliu
and Angaur are raised limestone
flats just west of the Rock Islands .
3
b.
People
The people of Palau are Micronesians with indo-pacific traits. It is generally
believed that they may first came from Southeast Asia, mainly Indonesia,
Philippines and New Guinea. Palauans are therefore a mixture of these
ethnicities. The total population of people living in Palau is 19,000 of which
12,000 are Palauans. The rest comprise a wide range of nationalities including
people from the Philippines and America.
c.
Weather
Due to its proximity to the equator, Palau’s climate is wet maritime tropical with a
high amount of rainfall. The average daily temperature throughout the year is
81ºF while relative humidity is 82%. Water temperature averages about 82 ºF.
d.
Biological Importance
Palau is known throughout the world for its marine biodiversity. Twice in 1997
and 1998, Palau was voted by readers of Rodale’s Scuba Diving Magazine, as
one of the underwater Wonders of the World. Its marine resources are important
to the people as the main source of protein. The sea is considered important in
people’s daily lives and culture. Legends are filled with marine-life interactions.
Control of the resources, extending from the land to the sea is the responsibility
of the village. Villages and village leadership have customary control to rights
extending beyond their shores. Conservation methods are exercised and
integrated into the traditional way of life and “closed seasons” called “Buls” can
be imposed by chiefs. The ocean continues to play a significant role in the life
and culture of Palauans to this day.
Palau’s biological significance shows:
• more than 400 species of hard coral and 300 species of soft coral
• the most plant and animal species in Micronesia
• more than 1,400 species of reef fish
• 7 of the world’s 9 species of giant clam
• Micronesia’s only crocodile and dugong (sea cow) populations
• Marine lakes that are home to unique non-stinging Mastigias and moon
jellyfish
• Lake Ngardok, the largest natural freshwater lake in Micronesia
• one of the largest undisturbed forests in Micronesia
• the largest number of resident bird species in Micronesia
4
e.
Protection (Turtles)
On the national level, Palau’s sea turtles (hawksbill and green) are protected
under Title 24, Division 2: Wildlife Protection, Chapter 12 entitled Protected Sea
Life of the Second Supplement to the Palau National Code copyright of 1998. It
defines it as being against the law to:
•
•
•
•
•
take any female turtle while she is on land
take turtle eggs at any time
take any turtle during June, July, August, December and January
take, during the open season, any green turtle with a carapace (shell)
length of less than 34 inches
take, during the open season, any hawksbill turtles with a carapace length
of less than 27 inches
A person violating any of the provisions of this law can be imprisoned for a period
of not more than 6 months, or fined not more than $100, or both. The Division of
Conservation and Entomology under the Ministry of Resources & Development
has 1 Division Chief and 3 Law Enforcement Officers.
Since becoming independent in October 1994, Palau has not joined any
international agreements for endangered species. But presently, the Bureau of
Resources & Development is collaborating with the Office of the Attorney
General (with assistances from the Office of Environmental Response
Coordination (OERC), the Bureau of National Resources and Development
(BNRD) and the Palau International Coral Reef Center (PICRC)), in reviewing
obligations to enable Palau to join the Convention on International Trade in
Endangered Species of Wild Fauna and Flora (CITES). The office of the
President will also present a revised Endangered Species Act to the Palau
National Congress for ratification in 2002.
The Ngerukewid Islands Wildlife Preserve was established in 1956 by the Palau
Legislature during the Trust Territory era. Now it is a jurisdiction of Koror State
Government. It still is the oldest, of several conservation areas legally
established for the protection of the natural environment of Palau. Also known as
the “Seventy Islands”, these islands and their beaches are an outlier of the “Rock
Islands”, with close proximity to the southwestern reefs providing easy access for
turtles from the open ocean. This group of islands also has sea grass beds that
support grazing and foraging turtles. The management of the preserve consists
mainly of the surveillance and law enforcement activities undertaken by the 17
staff Koror State Conservation and Law Enforcement Department and the
Division on Conservation & Entomology under the Ministry of Resources &
Development.
5
f.
Conservation Education Campaign Beginnings
Under an agreement between the Palau Conservation Society (PCS) and
RARE Center for Tropical Conservation, a project to raise awareness
about Palau’s turtles and marine environment was agreed upon. Before
beginning the field component of the project we conducted:
Literature Search
Existing information from a variety of sources was gathered and reviewed.
Sources included government records, libraries, the internet, NGO’s, local
community, local colleges and other institutions. Although the period of the
literature search was only one month it was a good way of getting
acquainted with the target species. I found myself learning a lot more as
the campaign moved along.
Two Workshops
Two participatory stakeholders meetings were held as part of a site
assessment process. The reason for holding these was to build an initial
and revised conceptual model, and to look at the factors affecting turtle
populations in Palau. An interim period of intensive research with a
questionnaire survey was conducted in between the meetings. This
helped to check the model and to come up with a clear objective for the
field based work program.
6
2. STAKEHOLDERS MEETINGS
a.
Introduction
The Stakeholder Meetings provided opportunities to ask the community about
possible target areas and species, and needs for protection and management.
The conservation education campaign was initiated a little differently than
recommended (i.e. use no bias when asking stakeholders about their preferred
target species). This was because turtles have been on the wish-list of the Board
of Directors of the PCS for a very long time. The Board has previously
unanimously decided turtles ought to be the flagship species. It did seem
predetermined that the turtles would be chosen. Nevertheless, I went ahead and
conducted 2 stakeholders meetings and I introduced a prepared agenda to
address the critical problems being faced by the turtles of Palau. People invited
were the traditional organization leaders from the states and communities (19
people). Only 6 showed up the first time and 12 the second time. Perhaps more
people will show up as we conduct meeting in the future.
The meetings were informal with discussions of experiences of turtle harvesting
and usage in the villages. Many of the participants lived in Koror, the district
center, but travel to their villages during the weekend. They know what goes on
in and around the villages and some of them have close ties with the political and
traditional leadership. They know about consumption and the take of sea turtles.
7
b.
Table 1. Stakeholders’ Matrix
Participant/
Stakeholder
Key Issues
Interests/Motive
Potential
Contribution
Consequences
Herman Omelau,
President, Belau Boaters
Association I
Tony Lomisang, Member,
Catholic Parish Council
2
Norman Blau, Member
Angaur State Legislature
1
Edwin Chiokai,
Quarantine Officer,
National Gov’t. I
Roman Ridep, Principal,
Peleliu Elementary School
1
Celestino Yangilmau, Self
Employed I
Dilmei Olkeriil, Director,
Council of Chiefs
Florencia Elbelau, Leader
Mai Brel Woman’s Org. of
Palau 1, 2
Kathy Kesolei, Member of
Women’s Council and
also School to Work Prog.
1, 2
Reina Yano, Owner,
Yano’s Local Food Market
I
-Lack or care
-Potential for
cooperation
-Access to
boat operators
-Build cooperation
-Lack of regulations
-Access to parish
members
-Build knowledge
-Lack of
knowledge
-Potential to reach
members of
Melekeok State
-Potential to reach
Angaur fishermen
-Introduce state
legislation
-Change behavior
-Lack of community
care
-Quarantine
cooperation
-Enforcement of
regulations
-Build community care
-Lack of care
-Expert fisherman
-Knowledge of
population
-Build knowledge
-Traditional
subsistence
-Primary School
Students
-Traditional
Customs
-Expert fisherman
-Knowledge of
population
-Lack of care for
regulations
-Thinking of
tradition only
-Build knowledge
Traditional
Customs
Women of northern
Palau
-knowledge of
population
decline
-Change behavior,
attitude
-Popular
Marketplace
-Market Demand
-Stop buying
from fishermen
-Build cooperation
Remiang Skebong,
Leader of Airai Women 1,
2
Priscilla Subris, Member,
Ngaraard Women Org. I
Mista Moros, Koror State
RangerI
Jimmy Miller, Boat
Operator I
Apache, Self Employed
Fisherman I
Erchar Franz I
-Lack of care
-Fisherman Wife &
Community Leader
-Observe
regulations
-Lack of care
-Fisherman, boat
operator
-Dive guide,
fisherman
-Lack of care
-Influential women of
Nagraard State
-Conservation & The
Law
-Subsistence living
-Observe
regulations
-Law
enforcement
-Daily knowledge
-Build cooperation,
change behavior &
attitude
-Build cooperation
capacity
-Public knowledge &
cooperation
-Season knowledge
-Subsistence living
-Life cycle knowledge
Ebil Inabo I
-Lack of knowledge
Hector Ngulitel I
-Primary earnings
-Past & present
condition
Knowledge of
population
-Introduce State
legislation
-Earning for a
living
Miller Rechelluul I
-Lack of care
-Observe
regulations
-Build cooperation
capacity
-Nesting beaches
-Students
-Powerful women of
Koror State
-Expert fisherman
-Potential to reach
Angaur fishermen
Expert fisherman
Influencial woman
from Nagraard
State
I = Invited; 1 = Attended first meeting 2= Attended second meeting
8
-Build knowledge
-Observe regulations
-Build knowledge
-Build community
cooperation
Balance between
individual & communal
interests
Lack of Environmental
Education Program
Government
Fishery
Policy
Palauan
Culture
Traditional
Custom
Insufficient
awareness of
regulations
Local
consumption
Ineffective/non
existent State
Law protecting
Turtles
International
Fishing
Practices
Market
demand
Accidental
take from
Tuna nets
Hunting
meat
for
Hunting
Green
Turtle
Illegal
harvesting of
eggs
Palau’s
Turtle
Population
Hawksbill
Turtle
Insufficient
economic
alternatives
i.e. in S.W. Isl.
Need
for cash
Sale of
Shell
jewellery
Traditional
Shell
Money
Insufficient
awareness and
appreciation for
Turtle plight
Government
Tourism Policy
Increased
tourism to
Palau
Interference
of habitat
Hotel lighting
Increasing
hotel
development
Removal of
beach sand for
construction
Outdated/poorly
Enforced National
Law for Turtles
Figure 3. Stakeholders’ creation of Conceptual Model of threats to turtles
(see page 9 for detail and page 22 for narrative description)
10
Lessons learned
•
Ideally, postpone the meeting to accommodate everyone with a better
time and date. But then in this instance, things had to move. There were
more tasks with deadlines that needed to be attended to.
•
appoint an Assistant Education Officer to work together on handling the
various activities going on at the same time. The position should be
centrally based in the office following up on things while campaigns and
programs are being conducted in the field.
•
appointment 3 part-time Field Education Officers to be located on strategic
locations of Palau:
1) North Coast Education Officer: to cover Ngarchelong state on the
northern tip of Babeldaob and Kayangel state, an atoll about 50 miles
north of Ngarchelong
2) East Coast Education Officer: to cover 4 eastern coastal states of
Babeldaob, namely Ngchesar, Melekeok, Ngiwal and Ngaraard
3) West Coast Education Officer: to cover 4 western coastal states of
Babeldaob namely Aimeliik, Ngatpang, Ngeremlengui and Ngardmau
This area is vast. Inhabitants are still traditional. During the stakeholders’
meetings and community visits it became clear that the people felt remote from
the national government and the national regulations for turtles do not apply to
them. It became clear that the national regulations are not clear to them. There is
a need for a consistent presence in the community, because right now PCS’s
only office is in Koror, the district center, far away from the villages. This will be a
tremendous assistance for the overall 10-year strategic plan (1999–2009) of
“Protecting Our World Wonder from Ridge to Reef”. The plan has 6 goals that
address:
1)
2)
3)
4)
5)
6)
marine biodiversity conservation
terrestrial biodiversity conservation
sustainable resource use and compatible economic development
environmental policy and law
environmental awareness
capacity development within PCS and partner communities
The new capital buildings in Melekeok state, centrally located in the middle of
Babeldoab are soon to be completed in 2004. Once a new road (known as The
Compact Road - currently under construction) is completed in 2005, development
will follow. People will move to Babeldaob and there is a need for a strong
environmental education program. In reviewing the current situation, the Society
concludes that the most urgent environmental issue facing Palau today is the
prospect of rapid, poorly planned physical development wreaking havoc on
11
Babeldaob’s valuable natural resources. With 70 % of Palau’s land and 90 % of
Palau’s terrestrial biodiversity, development on Babeldaob will drive Palau’s
economic and ecological future. Already Babeldaob is experiencing serious
problems relating to earth moving and unsustainable land use practices. Contrary
to popular opinion, completion of the Compact Road will not solve these
problems but only accelerate them by opening up large tracts of virgin forest for
development.
12
3. SURVEY RESULTS
PRE-CAMPAIGN
a.
Data Collection
Immediately following the first stakeholder meetings and the development of an
Initial Conceptual Model, (page 9) I developed a questionnaire survey comprising
35 questions. This survey was designed using Survey Pro software.
Types of questions included single-answer, multiple-choice (single answer only),
multi-option and open-answer questions. The pre-campaign questionnaire survey
was created to collect personal data (ethnicity, age and residence), media
preferences and knowledge, behavior and attitudes toward the environment and
flagship species.
The results allowed a remodeling of the Initial Conceptual Model and helped
identify Specific, Measurable, Attainable, Realistic and Time-bound (SMART)
objectives for the campaign. They were distributed among 3 enumerators. One
surveyed Koror, capital of Palau (where 70 % of Palauans are staying, with home
states elsewhere). Another worker surveyed Angaur and Peleliu (including Eang)
with a concentration of people from Tobi and Sonsorol states (to the south of the
archipelago). The last enumerator covered Babeldaob with 10 states, including
Kayangel state, an atoll in the north of the archipelago. A total of 500
questionnaires were distributed representing about 4 % of the islands’ local
population. Questionnaires were distributed throughout Palau in proportion with
population size. All 16 States were sampled with the exception of Sonsorol and
Tobi. Prior to distribution, enumerators were given training in survey techniques.
Questionnaires were anonymous. Questionnaire distribution commenced on
August 22, 2001 and analysis was completed on August 29, 2001.
b.
Results of Pre-campaign Questionnaire Survey
Of the 500 forms distributed, 357 were returned for analysis. Data was entered
into Survey Pro. Questionnaire returns were solicited from across Palau. A
census in 1990 showed that 68 % of the total population resided in Koror. My
pre-campaign survey showed that 54 % of respondents were from this State,
possibly under-representing Koror. Survey analysis showed that close to 100 %
of respondents were Palauans. Most of them lived in Koror (54 %). The second
largest group came from states with beaches or islands with turtle nesting areas;
namely Airai, Melekeok and Ngaraard. The states of Angaur and Peleliu had the
lowest returns.
13
Table 2. Pre-campaign survey respondent’s residency
States
1. Koror
2. Airai
3. Melekeok
4. Angaur
5. Ngaraard
6. Peleliu
7. Ngeremlengui
8. Ngchesar
9. Ngarchelong
10. Ngiwal
11. Aimeliik
12. Ngardmau
13. Ngerchelong
14. Aimellik
15. Hatohobei
16. Ngatpang
Others (living abroad)
Totals
Surveyed
Residents
54.3 %
8.1 %
7.3 %
6.2 %
7%
2.5 %
2.2 %
1.7 %
1.4 %
1.1 %
0.8 %
0.8 %
0.8 %
0.6 %
0.6 %
0.6 %
4%
100 %
Respondent Descriptions
A broad cross-section of age groups was surveyed. Nearly 30 % of people
surveyed were between 50 and 59 years of age.
Figure 4.
Age Groups
(pre-campaign)
n= 357
63.7 % of respondents were male; however the gender ratio in Palau is 1:1. This
bias could be resolved in future surveys by allocating more time to train the
enumerators.
14
99.2 % of respondents were Palauan by birth.
The largest group by education was high school at 41 %.
Figure 5.
Sources of Income
(pre-campaign
n = 357)
42 % of respondents worked for the government (government statistics show that
43 % of Palauans are employed in government). The rest were divided into
private sector, retirees, self-employment, farming, fishing, others and
unemployed.
Information, Entertainment & Media Preferences
More than half of respondents reported listening to the radio for information.
Newspapers were the 2nd largest source and television the 3rd. About 37 %
watched taped local program channels. The favorite local radio station is the
controversial WWFM 89.5 with 54 % of respondents as listeners. The owner/DJ
is an outspoken radio announcer. Most preferred listening to the radio in the
morning.
Newspaper is the preferred form of media (51 %) with Tia Belau as the preferred
local newspaper (69 % of newspaper readers). Although 37 % of the
respondents say they watch TV, the States of Kayangel, Melekeok, Ngiwal,
Angaur, Sonsorl and Tobi do not have television.
15
Perception and Knowledge of Palau's sea turtles
Figure 6.
Knowledge on status
of turtles
(pre-campaign
n = 357)
Virtually all respondents know that sea turtles are protected in Palau and that
they are endangered species.
Figure 7.
Knowledge on turtle
laws
(pre-campaign
n = 357)
While less people know the specifics
of the laws, knowledge is still high
with 74 % understanding that it is
illegal to take females, and 81 % that
it is against the law to take nesting
turtles. Despite this, turtles are seen
as a very important part of Palauan
culture (69.2 %).
26 % say that turtle meat is a “must”
for the Palauan diet. And 34.8 % that
it is important in Palauan customs.
76 % of respondents eat turtle meat
once a year or more and over 10 %
eat it at least once a month.
Almost 40 % reported eating turtle eggs.
16
Knowledge of turtle behavior and the status of the species are low:
36 % of respondents believe that female turtles lay every 13 -15 days and 28 %
stated that they do not know.
Figure 8.
Knowledge of turtle
egg-laying
(pre-campaign
n = 357)
17
Fishermen were the group most likely to suggest that turtles lay frequently:
Figure 9.
Knowledge on turtle egg-laying frequency (pre-campaign n = 357)
These results may be because of a guess relating to the legend of the Ngemelis
Turtle (see page 26).
23 % answered correctly when selecting the reproduction age as 20-34 years of
age. However, 29 % of respondents did not know. In question 27 regarding sea
turtles returning to their birth beach to nest, 81 % said yes.
18
Threats to Turtle Population
In the Initial Conceptual Model, key informants noted that hunting, egg collecting
and development were major factors influencing the taking of turtles. The survey
confirmed that this was a general perception. Interestingly, fishermen reported
knowing less than some other occupational groups:
Figure 10. Views on threats to turtles, based on occupation.
19
When asked if there would always be turtles in Palau 58 % said that this depends
on the actions that we undertake today. This varied somewhat by income source
and age:
Figure 11.
Views on the future of turtles in Palau (by occupation)
(pre-campaign n = 357)
20
Figure 12.
Views on the future
of turtles in Palau
(by age group)
(pre-campaign
n = 357)
21
4. CONCEPTUAL MODEL
NARRATIVE
From the results of the first survey, it was agreed at the second meeting, that the
Initial Conceptual Model did not need to be revised (see page 9 for conceptual
model).
Key stakeholders at the first meeting recognized that the population of green and
hawksbill sea turtles is declining – the turtles that they see nowadays are usually
smaller than 10 years ago.
They recognized that fast boats, fishing equipment and certain fishing methods
are all contributing to this decline. Hawksbill turtles are hunted for their shells that
are used traditionally as money for women and for jewelry. Hawksbill meat is
eaten but is less favorable because of its strong odor. Green turtle meat is the
most favored. These turtles are hunted for food because the meat does not have
a strong odor. Their shells are not considered as good as hawksbills’ but they
can also be used for small body jewelry. Eggs from both sea turtles are said to
have a distinct taste, and are popular.
The direct threats that are influencing the target condition are Hunting sea turtles,
Collecting Eggs, and Destruction of Habitats. They are shown as square boxes
with red color lines. Turtle meat is delicacy to the Palauan people. The meat is
usually provided by one identified local food store. Some traditional customs
serve turtle meat. The person who makes the turtle shell money makes more
profit out of one large thick piece than three small ones (therefore larger turtles
are targeted).
The indirect factors that are contributing factors to the direct threats are shown
within blue-lined boxes. They are listed as Tourism, Traditional Custom, Market
Demand, Insufficient Awareness, Hotel Development and Outdated Laws.
Palauan fishermen generally take turtles when they get the chance. It does not
matter if it's undersize or if it's male or female.
Poachers are those who take turtle eggs and female turtles nesting on the beach.
These people are in need of cash, also an indirect factor. The visiting Sonsorol
and Tobi States ships carrying lots of green turtles from the Southwest Islands to
Koror. Not only turtles but coconut crabs, frigate birds and booby birds for
consumption in Koror also. This was revealed to me by Sonsorol legislator Annie
Tirso over the telephone and Father Felix Yaoch on a different occasion. The
patrol boat of the national government also loads a couple of turtles either at
Helen's Reef, Pulo Ana, Tobi, Sonsorol or Meir, which have been received as
gifts to the crew. Certain people from Sosorol and Tobi states are also getting
cash from government officials for bringing back turtles for them. The national
government serves turtle meat during Independence Day of the Republic on
22
October 1st. This is the first day of open season so technically it’s legal. But the
question is when did they get it? This is another good example of the national
government not showing a good example to the public.
Another member of the group mentioned that fishermen from her state in
Babeldaob get turtles because there are no state laws or they don't have law
enforcement. This is also true for female turtles coming up the beach to nest.
Many people regard national laws as not applicable to them because they are in
the remote village (State) away from Koror where the national government sits.
Some key people in the meeting feel that States should have particular laws to
their areas relating to the national. This sparked the interest and discussion,
saying that that the laws are very old from the Trust Territory time and should be
revised. People also feel that the fines are too small as opposed to the profit the
poachers make. A good example is, a fisherman can sell a large turtle for $250
during the closed season and pocket $150 after paying a fine of $100. The
market demand comes from the local food stores. They are buying turtles from
fishermen and claim that they bought the meat during open season that was kept
in the refrigerator.
The yellow boxes are the contributing factors that may also help or otherwise
influence the target condition. Education and information about biology may and
can change behavior and attitude. This is testified by one of the women
stakeholders, who said that she and her husband did not have the knowledge to
direct their behavior regarding turtles (towards turtle-friendly activities). Other
boxes include Government Fishery Policy, and Government Tourism Policy. The
Government Fishery Policy relates to International Fishing Practices that affects
Accidental Take from Tuna Nets which directly threatens sea turtle populations.
Government Tourism Policy results in Increased Tourism in Palau and Increasing
Hotel Development. Indirect factors are written inside blue-border boxes;
Removal of Beach Sand for Construction leads to Interference of Habitat. Lack of
Environmental Education Program is an opportunity for an effective intervention
to address the indirect factors of Insufficient Awareness of Regulations which
leads to Hunting for Meat and Illegal Harvesting of Eggs that are the main
threats.
23
5. FLAGSHIP SPECIES:
Green & Hawksbill
Sea Turtles
a. Introduction
Throughout the world there are 8 species of sea turtle. Five have been recorded
in Palauan waters and two species nest in the islands regularly. The Hawksbill
mostly nest in the Rock Islands and the Green Turtle nest mostly in Kayangel,
Babeldaob, Merir and Pulo Ana.
b. Hawksbill Sea Turtle (Palaun name: Ngasch)
Scientific classification
Genus:
Species:
Phylum:
Class:
Order:
Family:
Distribution:
Eretmochelys
imbricata
Chordata
Reptilia
Testudinata
Cheloniidae
The Hawksbill turtle is found throughout the tropics and throughout
Micronesia, Philippines, Indonesia, Papua New Guinea, Australia,
and the South Pacific islands to the Atlantic Ocean.
It is distinguished from other
turtle species by its narrow,
pointed beak. Hawksbills inhabit
tropical coastal waters around
coral
reefs.
They
are
omnivorous,
consuming
a
variety of food including seagrasses, jellyfish, sponges and
crustaceans. The carapace is
often serrated at the posterior
and the carapace scutes
overlap, like shingles on a roof.
The scutes are bright mottled
brown, orange and gold in coloration. This multicoloured shell is highly valued for
jewellery and other luxury items. Nesting occurs throughout the tropical Pacific.
Male are identified by their long tails which extend more than a foot.
The Palau Marine Profile notes that “The Rock Islands of Palau are an important
nesting ground for possibly the largest nesting population of endangered
hawksbill turtle in Oceania north of the equator” (Atkinson and Guilbeaux, 1992)
24
c. Green Sea Turtle (Palauan name: Melob)
Scientific classification
Genus:
Species:
Phylum:
Class:
Order:
Family:
Distribution:
Chelonia
mydas
Chordata
Reptilia
Testudines
Cheloniliidae
Green Turtles are found in temperate waters throughout
Micronesia, Philippines, Indonesia, Papua New Guinea, Australia,
the South Pacific islands to the Atlantic Ocean.
Green sea turtles are
recognized by their round,
blunt beak (slightly serrated)
and smooth carapace plates
(scutes) that do not overlap
as they do on the Hawksbill.
Adults can grow up to 3 feet
in carapace length and
weigh up to 300 pounds.
They feed primarily on seagrasses. Adult males are
recognized by their long tail.
Green Turtles are so named for the green color of their fat. Like Hawksbills, they
forage and nest in the tropics.
25
d. Justification for selecting sea turtles as target species
The seas and its resources have always influenced the daily lives of the Palauan
people. For millions of years, Palauan society has relied on fish and other
organisms found in its coastal waters.
Turtles are also important to Palauan legend. One legend speaks of two lovers
from the island of Ngemelis. They meet at the island, and while lying on the
beach at full moon, they did not notice a turtle came up to nest. When the turtle
left it accidentally dragged the grass skirt of the woman. About 15 days later the
same turtle came up shore to lay again, still with shreds of the skirt caught on its
flipper. This legend supports the egg-laying cycle known to science.
Because of their value as meat and as shell ornaments, turtles have become an
important part of traditional industries, and are held in the highest regard. They
have become part of indigenous customs and are intertwined with the very fabric
of the coastal cultures that make up the present-day Republic of Palau.
Traditionally in Palau, women use turtle shells as their money during customs –
26
exchanging coins made of turtle shell, for food and services. The value of each
shell is based on an oral history of the shell origin, and on the size and color of
the turtle shell money.
Palauans also eat turtle meat. The Southwest Islands of Merir, Pulo Ana,
Sonsorol, Tobi and Fanna eat turtles, as it is part of their regular diet. It is
recorded in local songs and traditionally the southwest islanders are known for
their turtle-eating culture
The most significant threats affecting sea turtle populations in Palau appear to be
related to human activity;
o direct harvest of turtles by humans
o modification and degradation of sea turtle nesting habitat (Guilbeaux,
2001)
Milliken and Tokunaga (1987) state “It was estimated in the late 1980s that 90 %
of all nests were raided by illegal egg collectors”. The same report adds,
“Available information indicates that Hawksbill numbers are declining in Palau.”
Maragos (1991) reports that turtle nesting activity has declined to half its former
level due to “chronic egg poaching (over 75 % of nests destroyed), hunting for
adults, tourism and recreational activities in the Rock Islands”.
Turtle researcher, Michael Guilbeaux (2001) has recently published a paper on
stakeholder perceptions towards turtles in Palau. In this he writes:
“Early Micronesian societies may have recognized the unique biological
characteristics of sea turtles and developed cultural practices that played
a role in the long-term maintenance of turtle populations.
For centuries, traditional fishing methods and customary rules regarding
the use of turtles provided a sound context for the organized management
of turtle populations on many islands and in various cultures (McCoy
1974). In traditional Palauan and Western Carolinian societies of Sonsorol
and Hatohobei, resource use practices contributed to and were influenced
by the status of traditional chiefs (Johannes 1981; Johannes and Black
1981)”.
Traditionally, sea turtle stocks were “managed” by customary laws. Guilbeaux
(2001) continues:
“Inside this customary system, local chiefs extend their exclusive control
over coastal areas and fishing grounds associated with nearby villages
(Johannes 1981). Within this context, exploitation of prized marine
animals, which included sea turtles, was closely regulated by chiefs and
other traditional authorities (also McCoy 1974; Johannes 1986; Black,
27
pers. comm. 2000.) These conditions and social systems appear to have
provided a strong framework for the regulations and use of sea turtles.
Interaction with European and other foreign powers began a pattern of
gradual change in resource management in which resource use become
more and more influenced by co modification and introduced management
systems.”
Although efforts have been made in Palau to start sea turtle conservation and
enforcement over recent decades, it has become clear to many that overall
management of marine turtle resources has remained inadequate to ensure
sustainable populations (or to even reduce the likelihood of local extinctions).
Sea turtle populations in Palau have long been perceived to be in a state of
decline and /or ill management (Owen 1977, Johannes 1986). In some areas,
turtle nesting populations are known to have diminished to a mere fraction of
what they once were. As standards of living increase and market economies
continue to develop in contemporary Palau sea turtles are increasingly involved
in commercial activities.
Guilbeaux (2001) adds:
“In recent decades, Palau’s government appears to have chosen policy
paths of least resistance, such as supplemental attempts to hatch and
raise hawksbill turtles artificially through mariculture, rather than
placing stricter limitations on sea turtle use or providing greater
enforcement of existing turtle laws. Since Palau’s autonomy and its
newfound ability to make and follow its own rules, the situation with
respect to local turtle conservation and management has remained in a
precarious state. Compliance with, and enforcement of existing
regulations has been poor for decades. It appears, however, that while
turtle populations have been declining, not enough effort has gone into
enforcement, prosecution, surveillance, or any other action capable of
curtailing the reduction of already diminishing marine turtle
populations”.
Guilbeaux concludes,
“The issue of customary use lies at the heart of the dilemma, for while it is
in Palau’s best interest to conserve and maintain its turtle populations so
that customary use can continue, the fact that sea turtles provide food and
economic benefit to Palauans makes it uncomfortable for legislators to
take steps in the direction of stricter regulation of turtle take”.
It appears that the greatest challenge to sea turtle management in Palau lies at
the community and stakeholder level.
28
From May 2000 to May 2001, the PCS collected information from a variety of
sources related to sea turtle management within the Republic of Palau.
Consultations with relevant stakeholders proceeded in a series of three steps:
1) preliminary interviews with knowledgeable individuals
2) discussions held by various stakeholder groups
3) focused interviews that complemented group discussion results and followed
up on topics of particular concern and interest
This research was coordinated by Michael Guilbeaux and provides context for
this paper. Stakeholders’ views on sea turtle management-related issues,
themes, and alternatives were discussed and assessed in a total of 7 group
consultations and 25 interviews. Topics included:
o
o
o
o
o
the value of turtles in a modern and cultural context
community perceptions of turtle use
perceptions on the current status of sea turtle resources
the perceived effectiveness of current regulations
current views and suggestions for proposed management alternatives
Overall, the compiled results of Guilbeaux’s consultations and interviews suggest
the need for a much greater degree of attention to sea turtle management and
conservation within the Republic of Palau. While sea turtle resources are highly
valued in Palau, long-standing management approaches have proven to be
inadequate in terms of providing effective, sustainable management and use of
local sea turtle populations. Contributing factors to this condition include weak
national interest to pursue stricter measures for sea turtle management, inherent
difficulties with enforcement, and other problems linked to inhibiting social
contexts. Despite these obstacles, there exist positive elements in contemporary
Palauan society that may influence responsive and precautionary measures
required to contribute to the recovery and the sustainable management of local
turtle populations. Other key findings of Guilbeaux’s study include:
“Groups consulted unanimously perceived that local sea turtle resources
are declining… Nearly all participants perceived that both foraging and
nesting populations of Hawksbill and Green turtles have declined within
Palau over the past 10 to 30 years.
This perception is not new, as it has been reported for decades in sea
turtle management reviews. Fishermen indicate that sightings of large sea
turtles have decreased steadily in past years. Likewise, turtle nesting has
also been found to be in decline on most beaches, and on some to have
ceased virtually altogether. Palauan women report that turtle shell money
(toluk) is noticeably smaller in size than those produced in previous
years.”
29
These findings by Guilbeaux are confirmed by my own work. Two stakeholder
meetings were held and the nation-wide questionnaire survey conducted. In this
survey, 357 people answered a total of 35 questions. Respondents were asked
whether they believe sea turtles to be endangered. Over 90 % said “yes”.
In the same survey, respondents were asked if there will always be sea turtles in
Palau. From the analysis of data, it is clear that Palauans believe the species to
be in decline and that form of concerted action is required.
Figure 13.
Views on Future of Turtles
(all respondents)
(pre-campaign
n = 357)
Guilbeaux notes:
“The commercial sale of sea turtle products is increasing. While
subsistence and cultural uses remain important aspects of direct harvest
of sea turtles in Palau, there is a perception that turtles are being
increasingly hunted for economic benefit.
Many fishermen stated, in fact, that they would rather not hunt turtle
because they have noticed the depletion of local turtle stocks. However,
the growing market for green turtle meat and turtle shell makes it very
difficult for them to pass up the opportunity for quickly-earned cash.
Concern is expressed about the increasing frequency and number of
green turtles being transported abroad in vessels returning from the
Republic’s Southwest Islands to Koror, with many of these turtles destined
for informal commercial sale. Tourist gift and jewelry stores now carry a
wider array of hawksbill turtle shell products than ever before. Despite the
fact that their export contravenes international CITES regulations.
Data from the September 2001 Questionnaire Survey (n=357) showed that while
the majority of respondents disagreed with the statement that ‘turtle meat is a
must for the Palauan diet (figure 14), more than 70 % eat turtle meat at least
once a year, and more than 10 % eat it MORE than once a month (figure 15).
30
Figure 14.
Views on the need
for turtle meat in diet.
(pre-campaign
n = 357)
Figure 15.
Frequency of eating
turtle meat.
(pre-campaign
n = 357)
Figure 16.
Frequency of eating
turtle eggs.
(pre-campaign
n = 357)
31
Consumption of turtle eggs, is less common, but still practiced. When asked what
is the main threat to turtles 43 % said hunting and 18 % said egg collecting.
Another key finding of Guilbeaux’s work is that;
“Beyond knowing that national sea turtle regulations exist, few people
know the specifics of these regulations…a lack of understanding and/or
knowledge about current regulations was prevalent. Furthermore, a lack of
basic knowledge of sea turtle biology and enforcement activities hindered
judgment as to whether or not existing laws were adequate. Information
on sea turtle biology shared with participants often lead to revisions in
their suggestions for improving localized sea turtle management”.
Results from my questionnaire survey tended to support Guilbeaux’s statement.
Most people were aware that:
a) laws exist to protect turtles (95.8 %)
b) there are laws prohibiting taking turtles from the beach (81.9 %)
However, knowledge of specific regulations is low with only 20.3 % knowing
that the fine for taking turtles during the closed season is a $100:
Figure 17.
Knowledge of penalties
(pre-campaign
n = 357)
Guilbeaux adds;
“Many identified a critical need for clear standards under which turtle
regulations can be enforced. Insufficient enforcement was among the
most often cited reason for the current problems facing local turtle
populations……Not only is enforcement of turtle regulations difficult from
an operations point of view but also the practice of selective enforcement
and selective prosecution pose obstacles to stakeholder compliance and
32
cooperation. Many felt that those with money or status could easily violate
existing regulations with little concern for punishment, a condition they felt
severely undermines the general public’s compliance and support of sea
turtle regulations.”
In a survey conducted by myself, when asked "What do you think should be done
to reduce the declining populations of Palau’s sea turtles?” (an open question)
almost 30 % of respondents mentioned enforce and/or strengthen existing
regulations. The two stakeholders meetings also noted that ineffective/nonexistence state law protecting turtles and outdated/poorly enforced national laws
for turtles were factors influencing Palau’s turtle population.
33
Finally, Guilbeaux’s work showed that;
“More information on Palau turtles is desired by the general public…Those
who depend on, or value, turtle resources frequently requested more
information”.
Guilbeaux observes that it was often suggested to focus on sea turtle awareness
and educational campaigns on the young. Many felt that older individuals have a
strong preference for turtle meat and that awareness would be better received by
younger generations.
At the same time, it was recognized that elders have a significant roll to play in
promoting the conservation and recovery of Palau’s remaining sea turtle
populations.
In Guilbeaux’s study there was a high degree of consensus amongst those he
interviewed that “increased education and sharing of information was thought by
many to be key to conservation efforts. Directed and sustained outreach and
awareness programs needed to occur, suggested many, in order to effect
necessary change in prevailing attitudes”. It was suggested that because taste,
habits and attitudes towards eating turtles were not as well developed in children
as in their adult counterparts, that conservation and awareness efforts would be
more effective if aimed at Palau’s younger generations. Guilbeaux writes:
“Many suggested education was a key factor to help manage and
conserve sea turtles. Sharing information about biological uniqueness of
turtles was viewed as a crucial way to gain public support for recovery
efforts and increased regulatory enforcement”.
Outreach and awareness programs that promote sharing of ideas were seen as
essential and not to be neglected. Participants in Guilbeaux’s stakeholder
meetings felt that special attention should be given to the way in which
information on sea turtle conservation is shared with Palauan audiences in order
to ensure the best opportunity to modify complacent attitudes. The importance of
educating the youth was clearly emphasized, together with a need to be more
innovative with respect to turtle conservation awareness and to sustain
conservation and education programs over the long term.
Palau’s Marine Profile (Guilbeaux & Scott Atkinson, 1992) agrees, adding that it
is important to integrate other management strategies with “increased public
education of turtles and training of national staff in turtle conservation”.
Past RARE Center campaigns have resulted in increased knowledge about the
endemic Palau Fruit Dove (Biib) and helped smooth the passage of legislation
protecting the dugong. It is hoped that a campaign focusing on turtles could lead
the way to a moratorium on the taking of turtles and their eggs in Palauan waters,
34
in particular those taken for commercial use or traded from the Southwest
Islands. Guilbeaux writes:
“a complete ban on all take and uses of turtles would be the surest way to
allow species recovery. Other direct and indirect threats (e.g., degradation
of nesting and foraging habitat) need to be eliminated or significantly
reduced.”
The status of Palau’s sea turtles is marginal at best. If a comprehensive
conservation program that includes community outreach is not undertaken
immediately, and if current trends hold any predictive value, nesting
reduction and current conditions of threats do not bode well for the
continued maintenance of local sea turtle populations.”
Palau’s Marine Profile concludes;
“Concerted conservation actions are needed to prevent the extirpation of
nesting sea turtles from Palau”.
For these reasons I believe both the Hawksbill and Green turtles make an ideal
flagship species to focus on the campaign. In addition:
1. The PCS is promoting Ridge to Reef protection. It is pushing its outreach
program for the Palau Fruit Dove providing a forest focus. The turtle which nest
on land but feeds in the ocean provides an excellent link between the two
biomes.
2. Sea grass beds are particularly threatened habitats in Palau. They are being
degraded by run-off, sedimentation, deforestation and erosion. By using the
turtles (which feed on the sea grass) as flagship species, we will be able to take
the opportunity to talk about these ecosystems too.
3. To support the campaign, the Koror State Rangers, in cooperation with the
Marine Turtle Research Program of the U.S. National Marine Fisheries Service,
have recently placed a satellite transmitter on a female hawksbill (ngasech) turtle
found in the Rock Islands. A green turtle (melob) from Kayangel will be tagged
later this year. An impulse from the transmitter located on the turtle’s shell is
relayed to observers in Hawaii and Koror via communications satellite. Because
there is very little information available about the migration patterns of Palau’s
turtles, the information obtained through this tagging program will be important
for future management of Palau’s turtle population. The information will also be
used to support the A Uel a Sechelid (turtles are our friends) campaign. Over the
next two weeks, all the schools in Palau will receive large maps on which
children can plot the daily movement of the tagged turtles. During October and
November, educational teams will visit each of the schools to teach children
35
about the biology of the turtle and important conservation measures. To make
the campaign more exciting for the students, there will be contests to name the
tagged turtles and to guess their location by the end of this school year. This
opportunity again provides a linkage between programs and supports the
justification of using the turtle for the campaign
4: The recent publication, Uel er a Belau (policy review and assessment of
stakeholder perceptions related to sea turtle management in the Republic of
Palau) by the PCS (Guilbeaux, 2001) provides an excellent foundation upon
which the campaign can build. This document has been used and quoted from a
lot in this justification paper and I acknowledge my appreciation to the author and
to PCS for allowing me to use and quote from it.
36
6.
HABITAT AND POPULATION ECOLOGY
of the HAWKSBILL
Eretmochelys imbricata
a. Introduction
This is a review concentrating on hawksbill sea turtles of the Republic of Palau. It
summarizes existing data based on their habitat and population ecology. It is
compiled with hope that it will assist with immediate action to change existing
laws in the Olbiil Era Kelulau (National Congress) and to the implementation of a
traditional “Bul” (moratorium) by the Council of Chiefs to help the recovery of
nesting adult for future generations of Palau.
There has been a pilot project by the Micronesian Marine Culture Demonstration
Center (MMDC) for hawksbill sea turtles with several research projects and
reports. They were made with recommendations for the recovery of Palau’s sea
turtles. Although this has resulted in a decade of research, monitoring and
surveying, along with previous studies, there is still a decline of population and
an absence of adult hawksbills in Palau. This has been a concern for several
years.
It was the intention of PCS that this conservation education campaign is based
on hawksbill sea turtles of Palau hence the theme A Uel a Sechelid (turtles are
our friends).
A range of assignments was carried out towards a Diploma in Conservation
Education (all in collaboration with the Durrell Institute for Conservation and
Ecology (DICE) at the University of Kent in Canterbury, U.K) and The RARE
Center for Tropical Conservation (who also sponsored my campaign).
One such assignment was an analysis of the biology of the turtles. Topics
discussed here species distributions, habitat types, feeding and breeding biology,
site requirements, population size and/or density, population trends, reproductive
rate, predators and competitors.
37
b. Overview of hawksbills
Sea turtles have lived in the oceans for over 100 million years. In the last 50-100
years, 8 species of sea turtles remain. The hawksbill sea turtle is listed
endangered by the IUCN (IUCN Red List of Threatened Animals, 1990) and the
USA government (Endangered Species Act of 1973) and is protected by Palauan
law. It is included in the proposed Endangered Species Act that is still being
reviewed by the Ministry of Natural Resources. This means that this species of
sea turtle may become extinct if the causes of their decline continue unabated.
For many years hawksbill sea turtles have had several functions in the lives of
the Palauan people. The eggs and flesh have provided food. Its shell has served
a wide variety of ornamental, cultural and practical uses. Various kinds of
exploitation are threatening the hawksbill with extinction in many parts of its
range. Population numbers have reduced throughout the Palauan Archipelago
because of the relentless pursuit by man.
Hawksbills can grow to about 93 cm weighing 145 pounds. They are smaller than
the green turtle and have a brown-black carapace and a long beak-like mouth.
This type of turtle has overlapping scutes (scales) on the carapace (shell) that
are used to make tortoise shell jewelry and the “toluk” (Palauan money for
women). The shell jewelry has long been popular among tourists coming to
Palau from Asian countries especially Japan, Taiwan, Philippines, and Hong
Kong.
c. Life cycle
Adult male and female turtles migrate from feeding grounds to nesting beaches,
and mating takes place in or close to the shallow waters. The females mate with
more than one male. After mating the males return to the feeding grounds, while
the females move into areas beside the nesting beaches. They possess an
instinctive drive, as well as navigational capacity, to return to their natal site. Sea
turtles need “imprint” the geomagnetic field of their natal site which changes with
latitude, allowing them to determine their north and south position on the earth’s
surface and allow them to return to it as adults (Light et al., 1991). The
navigational signals that guide the migration of hawksbill turtles remain a
mystery. Their sense of smell may play a role, since marine turtles are known to
possess fine discrimination of soluble chemicals. Celestial cues and sensitivity to
other environmental markers may also be involved. More likely, all hawksbill
turtles share a capacity to rapidly learn cues to the location of their nesting beach
during a critical period of early life.
Hawksbill turtles lay a maximum of 130 round white eggs by dropping them into
an egg chamber in the sand. The female hawksbill turtle returns to the beach
after 13 to 15 days to lay another batch of eggs, repeating the same cycle,
depending upon the number of eggs she is carrying.
39
Female hawksbill turtles lay more than one clutch in a season and return to the
same beach to nest. However, turtles do not lay eggs every year. Nesting female
hawksbill turtles this year are not the ones from last year. Most of them return to
nest between 2 and 8 years after their last breeding season.
Once the hatchlings break out of the eggs they take a few
days to dig their way up to the surface as a group. When
the temperature is cooler, usually at night, the hatchlings
come out of the nest and head for the water. Upon
reaching the water they will swim constantly for 24 hours
to get as far away as possible. It is believed that the
hatchlings are driven by instinct to pick up a magnetic
field and follow it in a straight line out to the open sea.
Those that survive to cross the reef flat swim until they
reach deep water. It is also believed that young turtles are
then moved about by the ocean currents, where they drift
for the first few years. Turtles are not usually seen again
until their carapace is 35-40 cm long when they move to live and feed in shallow
waters. No one knows precisely where they go for the next several years, but
most scientists suspect that they drift in surface currents and ocean gyres.
During this phase, their shells are bluish black on top and ivory white underneath
– a coloration that makes them difficult to spot from both below and above the
ocean’s surface. Perhaps they traverse entire ocean basins amid rafts of floating
debris, feeding on the small animals and plants that live among these clumps of
vegetation. Eventually the juveniles begin to forage near the coast. They do not
become reproductively mature until they are between the age of twenty and thirty
years old.
d. Range
Hawksbill turtles are distributed throughout tropical and sub-tropical regions,
generally occurring from 30 º north to 30 º south latitude within the Atlantic,
Pacific and Indian Oceans and associated bodies of water.
e. Habitat
In the general sea turtle life cycle hatchlings survive in the open ocean during
their “lost years”. In this beginning stage of life, hawksbill hatchlings hide among
drifting debris eating mostly algae and small organisms. During the juvenile
years, when their carapace is generally 35 to 40 cm long, they move to foraging
grounds where they will start feeding on both animals and plants. They depend
upon sea grass and/or coral reef habitats for food and refuge. When a young
hawksbill converts from a pelagic ocean feeder to a benthic reef feeder, it will find
a foraging territory within which it will stay until otherwise displaced. As the
animal grows from juvenile to adult, it will shift its territory to optimize foraging
40
conditions, moving from a shallow water habitat to a deeper water habitat as it
becomes physically capable of deeper dives. There is some evidence that
hawksbill populations distribute themselves by size according to the depth of the
foraging habitat. Small juveniles with a carapace length of 25-55 cm are mostly
found in shallow marine habitats near land. Adult hawksbills are usually found far
from the most shallow coral reef system.
f. Feeding sites
Foraging hawksbills are typically found feeding in vicinities of rock or reef
habitats and lagoons in shallow tropical waters with little turbidity (Witzell 1983,
Recovery Plan 1997). This hawksbill characteristic is related to its preference for
feeding on encrusting organisms, particularly certain sponges. They are
omnivorous feeding on crustaceans, jellyfish, mollusks, algae and sea grass. The
hawksbill’s sharp, narrow pointed beak provides a useful tool for picking selected
food items from cracks and crevices in the coral substrate. In Palau, a postnesting hawksbill (known as Ms.Ngerukeuid) had a telemetry satellite transmitter
(donated by the U.S. National Fishery Services in Hawaii) attached to her shell.
She regularly appeared at her favorite foraging area known locally for its diverse
reef systems.
g. Nesting & reproduction
The nature of nesting for hawksbill turtle is discrete. Visual evidence of hawksbill
nesting is the least obvious among the sea turtle species. They often select
remote pockets of infrequent sandy beaches and move along edges where the
sand ends or with little exposed sand to leave traces of crawl markings.
According to villagers during the turtle Conservation Education Campaign (CEC)
this year, sparse nesting is widely scattered between Ngaruangel and Kayangel
atolls in the north. They also occur in Ngaraard, Ngiwal and Melekeok states on
41
the eastern coast of Babeldaob. From Ngerduais to Tiebakl and Ngidch, a group
of Rock Islands east of Airai state to northeast of Koror state, nesting occurs
consistently but in low numbers. The Rock Islands in the southern lagoon of
Palau (Koror State) are well known to be the most important nesting area for
hawksbill in the Palauan Archipelago. These islands are generally small, eroded,
uplifted limestone remnants with steep sides and infrequent sandy beaches.
Thirty or more beaches in the area can support nesting, including the Ngerukeuid
Islands as the major nesting sites (comprising the Seventy Island Nature
Reserve). Four other groups of Rock Islands that are also important, namely
Omekang, Kmekumer, Ngkesiil, Ngeruktabel, Macharchar, Ngemelis and Ulong.
More than 30 beaches in these areas can support nesting throughout the year
with modest nesting activity in December, January and June, July and August.
But there is a dwindling nesting population that has reduced from 60 to 20
estimated annually (Guilbeaux 2002, unpublished report). Ten years of nesting
activity records from the Rock Islands (Milliken and Tokunaga 1987, Balazs
1990, Maragos 1991) have been collected by personnel associated with the
Republic of Palau Bureau of Marine Resources and Development, Division of
Marine Resources, and in particular, by MMDC and its Marine Turtle Head Start
Project. A total of 525 nests have been located at 40 sites during the last 9 years
(Maragos 1991). From these records, Maragos reported an average of 58 nests
found per year (1982-1990). Thus the Rock Islands of Palau could be the most
important Hawksbill nesting habitat remaining in Micronesia (Maragos 1991).
Males can be distinguished from females by their longer, thicker tail that extends
well beyond the posterior part of the carapace. Mating often occurs at the surface
in shallow waters neat nesting beaches. A male will use his long heavy claws
and tail to hold onto the female's carapace. Copulation may last for several
hours.
Size at first nesting is generally around 57-73 cm in carapace length. Hawksbills
migrate from distant foraging grounds to their nesting beaches to lay eggs on a
regular basis between 2-8 years after their last breeding. Nesting occurs 3-5
times during a nesting year, separated by 13-15 days. They generally lay an
average of about 130 eggs. Incubation period is between 60 to 70 days,
depending upon the temperature of the nest. The temperature of the nest will
determine the sex ratios of the eggs. The higher the temperature, the more there
are female hatchlings. Cool sand temperatures mainly produce male hatchlings
and the eggs take longer to hatch.
Natural “imprinting” of the specific beach where they were born is also an
important process for the hawksbill turtle. This process starts between the nest
and the crawl to the ocean where the female hatchlings pick up the geomagnetic
field to be able to return to nest in the future.
42
h. Population size and trends
Because of the declining hawksbill sea turtle population the MMDC began a
Head Start Project from 1982 to 1991 to help address the issue. Current field
estimates are as few as 20 nesting female hawksbills a year in Palau. A healthy
population would be 50 to 60 nesting females a year. Stock estimation is an
important sea turtle management priority. Numbers of adult hawksbill females
using Palauan nesting beaches have not been fully determined. Hatchling
success of natural nests (in situ clutches) is also unknown, since most clutches in
the past have been taken by egg poachers or moved to the MMDC Head Start
project. They are found associated with a variety of reef structure types, including
both patch reefs and steep reef slopes. There is very limited information on
recorded sea turtle nesting in Palau based on collective consultation with
numerous individuals, organizations and state and national agencies. Only a
small number of records of local observations were available, as most nesting
information had been collected with the assistance of outside scientists. The few
who were consulted comprise of the Division of Marine Resources, Division of
Conservation and Entomology, The Nature Conservancy and relevant
individuals.
Survey results from January to July 1992 show 33 nests as conducted by
Guilbeaux and Atkinson and interviews with the MMDC turtle hatchery staff.
A 1992-93 Rapid Ecological Assessment (REA) of Palau by The Nature
Conservancy states that harvesting rates of turtles in the islands is exceeding the
reproductive potential of the turtles.
i. Migration
Turtles are migratory animals, and there is still much to learn about their
behavior. Turtles tagged on nesting beaches by researchers have been found in
feeding grounds. Some travel over thousands of kilometers to nest even though
a beach may be close to the feeding ground.
j. Threats
Historically humans and their activities have been the greatest threat to hawksbill
sea turtles. There are also several natural predators. Crabs, birds and monitor
lizards eat young turtles. Domestic introduced species - dogs and cats – predate
turtles. If hatchlings reach the reef flat, they may be taken by fish and sharks.
Where hawksbill turtles live, such as in the reefs where they feed, fishermen
chase on speedboats. With the advent of modern technology such as spear
guns, flashlights and coolers, hunters have the upper hand. Turtles are
slaughtered and hidden in coolers and later kept in freezers for long term
planning. This is another factor affecting the fast decline in the range of islands
that support foraging and nesting population. The breakdown of traditional
43
cultures is another factor because people obeyed traditional laws before modern
western cultures blended in. Demand for fashion jewelry, products in gift shops
and cooked meat sales in food markets is contributing to the demise of these
animals. Over harvesting for sustenance, for jewelry fashion and for cultural
products such as the toluk is out of control. The collection of eggs and nesting
females are prohibited all year round, but are still eaten. With the advent of
innovative cooking, meat is also consumed because its strong smell can be
eliminated.
k. Problems
Since western contact, Palauans have held the reputation for being the best
fishermen in Micronesia. Today outboard motors and imported runabouts have
replaced dugout canoes, but subsistence fishing remains important, especially in
the outlying villages.
In Palau turtles are hunted for food. They are caught with spears on speed boats.
Sometimes the females that come ashore to nest are turned on their backs
before or after they lay their eggs. Turtle eggs are also used as a food source.
Today, the use of motor boats and an increase of the human population mean
that isolated areas where turtles nest or feed are easier to get to. Another casual
activity is rearing turtle hatchlings as pets, and so more turtles are taken.
Although there are many laws protecting sea turtles, they are not well enforced.
For people living on outer islands, turtles are a fresh source of protein. In Koror,
the main island of Palau, meat and eggs are eaten at traditional feasts and are
sold in local markets.
In Palau, hawksbill sea turtles are killed for their shells. The scutes are used to
make Toluk, traditional money for women that are exchanged during customs.
Accidental killing of turtles occurs in fishing nests where the trapped turtles drown
as they become entangled in the nets underwater. Turtles Excluder Device (TED)
is a special net designed to automatically release trapped turtles, but they are not
used. TEDs are not mentioned on Foreign Fishing of the Palau National Code.
There are 3 commercial fishing companies located in Palau. Palau claims 200
nautical miles for Extended Fishery Zone and Exclusive Economic Zone.
Marine pollution is also a problem for turtles. Turtles may mistake plastic for food
that can clog their throats, or they can become tangled in abandoned fishing
nets. Oil that has been spilled from ships blocks the throats and jaws of small
turtles, and other poisonous chemicals released into the sea may also cause
death.
Hawksbill sea turtle populations of Palau are severely declining due to overexploitation. Due to the increase in human population within Palau islands, there
44
is an associated increase in toluk-making for customs. Coastal hunters kill turtles
to sell, or to feed their families. And so numbers of turtles continue to plummet.
This could soon lead to the extinction of hawksbill sea turtle populations.
l. Education
The need for greater public awareness, understanding and cooperation for the
protection of Palau’s sea turtles is the greatest conservation need and challenge.
Enforcement will always be constrained by the fact that many violators will be
friends and relatives of the regulators.
Finally it may be sensible and practical to review existing Palauan laws and
regulations to see how they could be strengthened to protect and conserve
Palau’s hawksbill sea turtle for our future generations.
45
Figure 18. Map of Palau
REPUBLIC OF PALAU
Ngeruangel
Reserve
Kayangel
WESTERN P ACIFIC
Hawaii
Palau
,
Northern
New Zealand
Ngarchelong
Ngardmau
Ngatpang
Aimeliik
Koror
l da
ob
20
km
Ngaraard
Bab
e
0
Ngeremlengui
Ngiwal
Melekeok
Ngchesar
Airai
7º 20' N
REPUBLIC OF PALAU
Peleliu
Main Islands
Southwest Islands
Angaur
Sonsorol
Hatohobei
134º 10' E
48
Helen Atoll
Figure 19. Rock Islands of the Southern Lagoon - important nesting sites.
Map of Principal Nesting
Beaches of Hawksbill Sea Turtle
(Eretmochelys imbricata)
Koror
Ulong
Ngeruktabel
Ngerukeuid &
Kmekumer
Macharchar
Ngemelis
Omekang
Peleliu
(Produced for Ecology & Population Habitat for Hawksbill Sea Turtles of Palau by PCS, 7/02)
49
Table 3.
LOCATION
Ngebedangel
Kmekumer (4)
Ngerukeuid (6)
Iyuuch
Omekang (3)
Ngkesiil
Ngerkumel
TOTALS
50
1992 monthly number of turtle nests in rock islands
TOTALS
4
7
6
1
7
5
3
33
JAN
2
0
0
0
0
0
1
3
FEB
0
1
1
0
0
2
1
5
MAR
0
0
2
0
2
2
0
6
APR
1
0
0
0
2
0
0
3
MAY
1
1
0
0
0
0
1
3
JUN
0
2
1
0
1
0
0
4
JUL
0
3
2
1
2
1
0
9
Table 4. Threat checklist for hawksbill sea turtles in Palau.
Threat
Code
Nesting Environment
Directed take – eggs
Directed take – turtles
Increased human
presence
Coastal construction
Nest predation
Beach erosion
Artificial lighting
Beach mining
Beach vehicle driving
Exotic vegetation
Beach cleaning
Beach replenishment
Other
Marine Environment
Directed take
Natural Disasters
Disease/parasites
Algae/sea grass/reef
degradation
Environmental
contaminants
Debris (entangle/ingest)
Fisheries (incidental
take)
-domestic waters
-international
Threat
Predation
Boat collisions
Marina/dock
development
Dredging
Dynamite fishing
Oil
exploration/development
Power plant entrapment
Construction blasting
51
Key:
1
1
1
3
3
3
3
3a
1
?
3
?
-
P
P
?
P
-
1 = major problem
2 = moderate problem
3 = minor problem
3a = debris on beach
- = not current
problem
? = unknown
P = known problem but
extent unknown
YEAR BOAT
TRIPS
NESTS
FOUND
NESTS NESTS
WITH
WITHOUT
EGGS EGGS
1982
1983
1984
1985
1986
1987
1988
1989
1990
9 yrs.
55
81
71
57
44
58
52
62
45
525
17
14
10
9
15
24
12
14
10
125
24
32
26
26
32
49
61
40
27
317
38
67
61
48
29
34
40
48
35
400
NESTS
WITH
EGGS/
TRIPS
0.70
0.44
0.38
0.35
0.47
0.49
0.20
0.35
0.37
0.39
Table 5. Yearly Trends
Extracted from Sea Turtle Recovery Plan for the Republic of Palau
53
TOTAL
NESTS/
TRIPS
%
POACHING
2.29
2.53
2.73
2.19
1.38
1.18
0.85
1.55
1.67
1.66
69
83
86
84
66
59
77
77
78
76
7. TASKS and MONITORING
a. Objectives & Workplan
The stakeholders' meetings agreed on a Specific, Measurable, Attainable,
Realistic and Time-bound (SMART) main objective which is: to promote “support
of a complete moratorium on commercial turtle-taking from the traditional chiefs
with an introduced legislation by May 2002.” Another supporting intervention is
when Palau becomes a Party to the United Nation's International Union of
Conservation and Nature. Hopefully, patriotism will tie stakeholders to recognize
international laws and regulations relating to national independence.
Goal:
To restore Palau's sea turtle population for future generations. Such that
there will be no less than an annual average of 60 nesting hawksbill turtles
and 300 nesting green turtles in Palau by 2020. (The specific target
numbers can be adjusted in consultation with marine experts).
Main Objective:
Promote the introduction of a complete moratorium on commercial turtle
taking from the traditional chiefs, with an introduced legislation by May
2002.
The campaign’s key messages will include the need for a moratorium the
commercial take of turtles, the sale of new toluk shell and the movement of
turtles from the Southwest Islands.
Objective 1: a: By the end of the project at least 51 % of students in the
Republic of Palau will understand the importance of conserving Palau's sea
turtles and can give 3 reasons for doing so. And, b: By May 31st 2002, 75 %
of Palau’s 4000 elementary and high school children will have signed a
petition in support of a moratorium on the prohibition of taking sea turtles
and that this petition will have been presented to the State and National
leadership (see also Objective 2).
Factors in Conceptual Model Targeted by Objective: a: Insufficient awareness
and appreciation for Turtle plight, and b: Insufficient awareness of regulations.
These indirect factors are linked to a: Hunting for meat; b: Illegal harvesting of
eggs; and c: Outdated/poorly Enforced National Law for turtles.
54
Project Assumptions:
1: During the initial Stakeholder meeting participants noted that members of the
general public – including school children – were unaware of the plight of Palau’s
turtles and the legislation that afford them protection. This fact was collaborated
with data collected from a questionnaire sample that sampled 4 % of the Palauan
population and from published background materials.
2: It is assumed that outreach and education activities will lead to significant
changes in knowledge of those exposed to the messages
Underlying Assumptions:
1: If children learn about the importance of turtles and turtle habitat they will take
actions, such as signing a petition, to conserve them. And, that in delivering this
petition, as well as in talking with their parents, this could encourage changes in
policy, such as the establishment of an effective moratorium.
2: That different materials and approaches are required to reach the general
public, school children, fishermen and government officials. And, that a fun,
innovative program that includes costumes, comics and pins is one such
approach to target children.
Activity 1 (A1) Visit every elementary and high School in Palau and to talk
to as many children as possible. These talks will highlight the plight of
Palau’s Turtles, their natural history and the threats that they face, as well
as the importance of the marine environment in which they live.
Why do this Activity?: In order for school children living in communities within the
islands to better understand the life cycle and migration of Palau's sea turtles and
share information to their parents, and to encourage them to sign a nation-wide
petition.
How will this activity be carried out: School visits with all the collaborating
agencies, i.e. Palau International Coral Reef Center, Division of Marine
Resources and Koror Marine Rangers will commence in October. This will start in
the north at Kayangel State with school visits during the day and community
visits during the night at community centers. All trips are overnight at each state
or villages. All visits to all States will end at Angaur state in the south by the end
of November. Three different presentations will be divided into 1. Kindergarten to
second grade, 2. third to fifth grades and 3. sixth to eight grades according to
their level of learning. Visits will talk about biology tying into culture. Materials will
be basic with different presentations but there will be a uniform concept. Staff
from the agencies will alternate the trips. The ministry of education has approved
55
this schedule. A total of 4,200 students will be addressed during this campaign.
Who will be responsible for this activity: Conservation Education Campaign
Counterpart, Yalap P. Yalap with assistance from PCS, Palau International Coral
Reef Center, Koror Marine Law Enforcement, Palau International Coral Reef
Foundation and Divisions of Marine Resources and Conservation and
Entomology under the Ministry of National Resources and the Council of Chiefs.
Who will this activity target: All 4200 school children of the Republic of Palau
including local communities.
Where will this activity take place: In all 16 Elementary Schools and 8 High
Schools across Palau
When will this activity take place: Between October 3rd and November 30th.
Assumptions: The Department of Education, School Principals and Traditional
Chiefs approve visit
Pre-requisites: Visit approval, production of badges, costume and school song as
described in RARE Center’s manual: Promoting Protection Through Pride.
Activity 2: (A2): To produce a coloring book, activity and fact sheet for
school children, providing information on Palau’s Turtles, their status and
protection, as well as the kinds of activities that children can do to help
conserve them. This will include signing a petition for presentation to the
National and State Governments. This task also provides opportunities for
local government and private sectors sponsorship.
Why do this activity: In order for school children living in communities within the
islands to accurately understand the biology of sea turtles and the importance of
conservation and to disseminate information to their parents.
How will this activity be carried out: The project counterpart with the authorization
from the Ministry of Education will coordinate with principals and teachers the
science materials for each presentation.
Who will be responsible for this activity: CEC Project counterpart, Yalap P. Yalap.
For continuity, all the above mentioned collaborating agencies will support and
assist the activities.
Who will this activity target: Primary and secondary school students within the
Republic of Palau.
56
Where will this activity take place:
Fact sheets and comic books will be
distributed to all schools in the
Republic of Palau.
When will this activity take place:
February to April 2002.
Assumptions: The Department of
Education and School Principals
approve
visit
and
material
distribution
Pre-requisites:
Visit
approval,
assistance with material design as
described in RARE Center’s manual:
Promoting Protection Through Pride.
Monitoring Plan: See attached
Activity 3 (3A): The production of two sea turtle costumes for school visit
to encourage excitement and curiosity of students to get their attention on
the target species.
Why do this activity? To attract attention of the school children for the recognition
of the plight of the flagship species.
How will this activity be carried out? The CEC project counterpart with local
seamstress will design and create two costumes of a Hawksbill Sea Turtle and a
Green Sea Turtle as the flagship species.
Who will be responsible for this activity? CEC project counterpart, Yalap P.
Yalap.
Who will this activity target? School children across Palau.
When will this activity take place? Starting in October until November 30, 2001.
Assumptions: Local seamstress will contribute time for campaign support before
holiday festivities.
Pre-requisites: Local seamstress cooperation, appropriate color and materials.
57
Activity 4 (4A): Art competition for school children (kindergarten, primary
and secondary) as a creative way to express their understanding and
perception toward their flagship species.
Why do this activity? Art (drawing, poetry, etc.) is a fun and honest way for
children to portray their understanding and perception of a given message. A
competition will encourage and motivate them to give the best of their ability to
achieve a desired state, through self pride or family and community.
How will this activity be carried out?
-
a drawing competition for kindergarten, primary and secondary schools on
positive attitude, behavior and knowledge.
teacher will serve as a responsible motivator for students in each school
the jury will consist of a teacher, local non-profit organization, community
group and the tourism industry.
the project counterpart will solicit government and or private sector
sponsorship for prizes for winners.
winners will have their drawings framed and showcased at a strategic
place such as the office of the President, arrival section of the airport, local
bank or lobby area at the Ministry of Education.
Who will be responsible for this activity? CEC project counterpart, Yalap P.
Yalap.
Who will this activity target? Kindergarten, primary and secondary school
students.
Where will this activity take place? All schools in the Republic of Palau.
When will this activity take place? After soliciting for sponsorship with private
sectors and the national or state governments, competition will commence
February 11 and ends in February 15, 2001. All school principals will be judge on
February 22nd during their schedules Principals Forum at the Ministry of
Education building in Koror.
Assumptions: Approval from the Chief of School Administration, Mr. Kalistus
Ngirturong and Director of School Curriculum, Mr. Emery Wenty.
Prerequisites: Approval from Mr. Wenty and Ngirturong from the Ministry of
Education, drawing materials for schools, prizes for winners.
58
Activity 5 (A5): Produce and distribute Palau sea turtle booklet as a
supplementary resource to reinforce disseminated facts to raise curiosity
and interests in conservation. This booklet will also be suitable for use by
an adult audience.
Why do this activity? A booklet of facts with colorful pictures will enhance
curiosity and interests in school children and their flagship species. They will be
able to share with their parents, thus vehicles carrying messages.
How will this activity be carried out?
-literature research on Palau's Sea turtles
-design and print the booklet in catchy and interesting layout
-distribute to all schools and teachers
Who will be responsible for this activity? CEC Project counterpart, Yalap P.
Yalap.
Who will this activity target? Schools, school libraries and teachers.
Where will this activity take place? The Republic of Palau.
When will this activity take place? Produce in January, 2002, distribute in April,
2001.
Assumptions: Support from marine biologists, marine conservation officers, local
tour operators
Prerequisites: Available data and printing agencies.
Activity 6 (A6): Gain support for and sign a petition for a 3 year moratorium
on sea turtles with an introduced legislation.
Why do this activity? By representing 33 % of the local population, students can
carry the message to the national leadership.
How will this activity be carried out? During the second visit with presentations
about conservation, students will be asked to sign the supporting petition.
Who will be responsible for this activity? CEC counterpart, Yalap P. Yalap.
Who will this activity target? All 4200 students in all 16 states of Palau.
Where will this activity take place? In all the 26 schools of Palau.
59
When will this activity take place? In February and March 2001.
Assumptions: Biology, culture explained during the first visit to all school, and
after presenting conservation, most students will have understood the message
for support.
Prerequisites: Comic books, posters, pins, billboards, church sermons, legislation
pamphlet.
60
Objective 2: By May 31st 2002, meetings will have been held, and outreach
conducted to all major fisherman’s, community and other key stakeholder
groups throughout the 16 States of Palau to solicit support for a turtletaking Moratorium and the passage of traditional and contemporary
legislation. As result, evidence of poaching and illegal hunting should be
reduced from 20 times to 10 times per year.
Objective 3: By April 3rd 2002, there will be a voluntary agreement by
leading gift shop operators to halt the sale of turtle products.
Factors in Conceptual Model Targeted by Objective: a: Insufficient awareness
and appreciation for Turtle plight, and b: Insufficient awareness of regulations.
These indirect factors are linked to a: Hunting for meat; b: Illegal harvesting of
eggs; and c: Outdated/poorly Enforced National Law for Turtles d: Sale of shell
jewelry. (See Conceptual Model).
Project Assumptions:
1: During the initial Stakeholder meeting participants noted that members of the
general public were unaware of the plight of Palau’s turtles and the legislation
that afford them protection. This fact was collaborated with data collected from a
questionnaire sample that sampled 4 % of the Palauan population and from
published background materials.
2: It is assumed that outreach and education activities will lead to significant
changes in knowledge of those exposed to the messages and that changes in
attitude will support the moratorium
Underlying Assumptions:
1: If people learn about the importance of turtles and turtle habitat they will take
actions, such as supporting a petition, to conserve them.
2: That different materials and approaches are required to reach the general
public, school children, fishermen and government officials. And, that a fun,
innovative program that includes costumes, comics and pins is one such
approach to target children.
61
Activity 1 a. Visit communities across Palau and to talk to as many key
groups as possible. These talks will highlight the plight of Palau’s Turtles,
their natural history and the threats that they face, as well as the
importance of the marine environment in which they live.
Why do this Activity?: In order for people living in communities within the islands
to better understand the life cycle and migration of Palau's sea turtles and
encourage them to support a nation-wide petition.
How will this activity be carried out: This activity will be run with the school visits
(Objective 1 (A2)) Community visits will be conducted in the evening as
campaign moves from State to State. Campaign will start north moving
southward.
Who will be responsible for this activity: Conservation Education Campaign
Counterpart, Yalap P. Yalap with assistance from PCS, Palau International Coral
Reef Center, Koror Marine Law Enforcement, Palau International Coral Reef
Foundation and Divisions of Marine Resources and Conservation and
Entomology under the Ministry of National Resources and the Council of Chiefs.
Who will this activity target: Key community groups and stakeholders in villages
across of the Republic of Palau
Where will this activity take place: Throughout Palau
When will this activity take place: Between October and November 30th.
Assumptions: The Traditional Chiefs approve visit
Pre-requisites: Visit approval, production of badges, costume and school song as
described in RARE Center’s manual: Promoting Protection Through Pride.
62
Activity 2 (A2) Erect 3 billboards and/or murals at prominent locations in
Koror and Babeldoab depicting the turtle and the campaign’s key
messages.
Why do this Activity: In order to garner public support for a moratorium on the
taking of turtles and to remind the public of their plight
How will this activity be carried out: This activity will collaborate with local artists
and or students to produce billboards/murals, as well as with the relevant
authorities to approve placement
Who will be responsible for this activity: Conservation Education Campaign
Counterpart, Yalap P. Yalap with assistance from local schools and artists,
together with transportation and community authorities
Who will this activity target: The general public
Where will this activity take place: Koror and Babeldoab.
When will this activity take place: November 2001, erection early in 2002
Assumptions: Authorities approve billboard placement
Pre-requisites: Artists and approval for billboard placement
63
Activity 3 (A3) The production and broadcast of a popular song, that
describes the plight of the turtle and promotes its conservation and the
campaign’s key messages of the need for a moratorium the commercial
take of turtles, the sale of new tolok shell and the movement of turtles from
the Southwest Islands.
Why do this Activity?: Music is popular in Palau and can supplement other
outreach techniques, such as using the media Objective 2 (Activity 5). Popular
songs can be written to carry the campaign’s key messages to specific target
groups, such as the islands’ youth
How will this activity be carried out: The CEC counterpart will contact musicians
and provide them with the information they need to craft the song’s lyrics. This
will then be recorded at RARE Center’s studios and provided to the local radio
station for broadcast This activity will be in conjunction with Objective 2 (activity
5).
Who will be responsible for this activity: Conservation Education Campaign
Counterpart, Yalap P. Yalap
Who will this activity target: The islands’ youth
Where will this activity take place: Throughout Palau via the local radio station
When will this activity take place: Commence November 2001
Assumptions: Availability of musician, recording studio and that the radio station
agrees to air the song
Pre-requisites: Musician and recording studios.
Activity 4 (A4) The production, printing and distribution of a legislation
booklet highlighting the laws that protect turtle (and other marine
populations) on Palau. This will be distributed to enforcement officers and
gift shops nationwide.
Why do this Activity?: According to the questionnaire survey, while most
respondents know the turtle to be protected, there is ambiguity about the
specifics of the legislation
How will this activity be carried out: The legislation booklet produced during the
Biib CEC campaign will be revised, updated, printed and circulated to law
enforcement officers, community leaders and others nationwide.
64
Who will be responsible for this activity: Conservation Education Campaign
Counterpart, Yalap P. Yalap
Who will this activity target: Enforcement officers, community leaders and gift
shops
Where will this activity take place: PCS office and distributed nationwide
When will this activity take place: January 2002
Assumptions: None
Pre-requisites: None
65
Activity 5 (A5) The media will be kept regularly informed of all project tasks
and weekly coverage on turtles will be strived for in the local press. The
popular song (Activity 3) will be aired on local radio station and the TV
used for video releases. In all cases emphasis will be placed on the
dissemination of key messages.
Why do this Activity?: The media plays a vital role in information dissemination.
Most people listen to and/or watch the television, as well as read the local press
(see data collection section)
How will this activity be carried out: The CEC counterpart will draft media press
releases on a weekly basis and will circulate these to the local media
Who will be responsible for this activity: Conservation Education Campaign
Counterpart, Yalap P. Yalap
Who will this activity target: The general public
Where will this activity take place: PCS Office and in the local media
When will this activity take place: Throughout the project
Assumptions: Media agrees to air/print releases
Pre-requisites: Popular song (activity 3) for broadcast on local radio station
Note Other complementary activities specifically targeting gift shop owners may include:
Identification of an alternative medium for the carvers (possibly coconut) and workshop(s) to train
carvers in adapting their skills to the new medium; 2. Provisions of low cost tool kits is necessary
to work in the new medium; 3. Ban by shop owners on purchase and subsequently ban on sale of
turtle jewellery products; 4. Educational pamphlets for tourists (in major languages of visitors);
and 5. Public recognition and commendation of the action of participants by PCS, traditional
leaders and government. The tourist education component of the Rock Islands project.
66
Objective 4: In March 2002 (during the annual Palau Women’s Conference)
the CEC counterpart will present a plea to the group to draft and pass a
resolution to halt the production on new toluk and to recycle old ones.
Factors in Conceptual Model Targeted by Objective: a: Insufficient awareness
and appreciation for Turtle plight, and b: Shell money.
Project Assumptions:
1: During the initial Stakeholder meeting participants noted that members of the
general public were unaware of the plight of Palau’s turtles and the legislation
that afford them protection. This fact was collaborated with data collected from a
questionnaire sample that sampled 4 % of the Palauan population and from
published background materials.
2: It is assumed that outreach and education activities will lead to significant
changes in knowledge of those exposed to the messages and that changes in
attitude will support the moratorium
Underlying Assumptions:
1: If the Council of Bilung (Women’s Group) passes a resolution halting the
production of new toluk, the majority of women in Palau will agree and support it.
2: That different materials and approaches are required to reach the general
public, school children, fishermen and government officials. And, that a fun,
innovative program that includes costumes, comics and pins is one such
approach to target children.
Activity 1 (A1) In March 2002, the CEC counterpart will present the case for
turtle conservation at the Palau Women’s conference and will work with the
Bilung to draft a resolution for passage and approval at that meeting.
Throughout the year he will visit women’s groups throughout Palau in cooperation with the paramount female leader
Why do this Activity?: One of the main local uses of hawksbill turtle is for the
production of new shell money (toluk). The halting of this activity will positively
affect the target condition.
How will this activity be carried out: Working with the Paramount female leader to
obtain permission to talk at the Palau Women’s conference in March and working
with that group to draft a resolution.
Who will be responsible for this activity: Conservation Education Campaign
Counterpart, Yalap P. Yalap with assistance the Bilung.
Who will this activity target: Women in Palau
67
Where will this activity take place?: Annual Palau Women’s Conference in Koror
When will this activity take place: March 2002.
Assumptions: That permission will be granted and that the group will pass the
resolution
Pre-requisites: Visit approval.
68
Lack of Environmental
Education Program
Government
Fishery
Policy
Palauan
Culture
Traditional
Custom
Insufficient
awareness of
regulations
Local
consumption
Ineffective/non
existent State
Law protecting
Turtles
International
Fishing
Practices
Market
demand
Accidental
take from
Tuna nets
Huntingfor
Hunting
meat
Objective 2: By May 31st 2002, meetings will have been held, and
outreach conducted to all major fisherman’s, community and otherGreen
key stakeholder groups throughout the 16 States of Palau to solicitTurtle
support for a turtle-taking Moratorium and the passage of traditional
Palau’s
and contemporary legislation. As Illegal
result, evidence of poaching and
Turtle
harvesting
oftimes to 10 times per
illegal hunting should be reduced
from 20
Population
year.
eggs
Objective 1: a: By the end of the project at least 51 % of students in the
Hawksbill
Republic of Palau will understand the importance of conserving Palau's sea
Turtle
st
turtles and can give 3 reasons for doing so. And, b: By May 31 2002, 75 %
Insufficient
Need
of Palau’s 4000 Elementary and High School Children will have signed a
Objective 3: By April 3rd 2002, there will be a
petition in support of
a moratorium on the prohibition
taking sea turtles and
for of
cash
economic
voluntary agreement by leading gift shop
that this petition alternatives
will have been presented to the State and National
operators to halt the sale of turtle products.
Sale
of
leadership.
Interference
i.e. in S.W. Isl.
Shell
jewellery
Traditional
Shell
Money
Insufficient
awareness and
appreciation for
Turtle plight
Government
Tourism Policy
Increased
tourism to
Palau
of habitat
Objective 4: In March 2002 (during the
annual Palau Women’s Conference)
Removal
of a
the CEC counterpart
will present
plea
to
the
group
to
draft
a
and
pass
beach
sand
for
Hotel lighting
resolution to halt the
production
construction on
new toluk and to recycle old ones.
Increasing
hotel
development
Outdated/poorly
Enforced National
Law for Turtles
b. Task Summary
Costume: In order to make school visit more lively and entertaining the
student/Counterpart will solicit local assistance in producing a costume of the manatee
that will be used to carry the conservation message over the course of the Project.
School Song: In order to make the school visit component of the campaign livelier,
and to reinforce lessons learned, the student/Counterpart will solicit local assistance in
producing a school song about the target species.
Badges: The student/counterpart will produce a badge depicting the target species
and carrying a conservation message to serve as a reward to school children
participating in the campaign and to serve as a “prompt”.
School Visits: The student/Counterpart will visit every primary and secondary school
in the target area and speak to as many children as possible. These talks will serve to
introduce local children to the conservation issues relating to manatees.
Bumper Stickers: The student/Counterpart will organize and oversee the distribution
of bumper stickers as a visible means of promoting the conservation message and a
way of attracting local corporate support through sponsorship. Distributed free to
vehicles and boats throughout the target area they will be tangible evidence of
community participation.
Art/Essay Competition: The student/Counterpart will organize and oversee the
distribution of competitions to reinforce and build upon the activities of a school visit.
The sponsorship of prizes serves to further involve local businesses in the conservation
campaign.
Popular Songs: The student/Counterpart will work with local musicians in the target
area to produce at least one popular song for airing on the radio. This strives to reach
out to young people who may have already left school.
Community Outreach: The student/Counterpart will engage in community outreach
which will include a mix of talks and lectures to community groups, issuing press
releases and preparing articles and/or interviews for the radio and other media. The
objective of this is to carry the conservation message to the wider community.
Environmental News Sheet/Comic book: RARE Center's manual recommends that
the student/Counterpart produce a news sheet or comic book to furnish children with
follow up activities. This task also provides scope for corporate sponsorship and may be
used to continue outreach activities beyond the formal close of the Project.
Sermon: RARE Center's manual emphasizes the important role of Religion in the
community and the student/Counterpart will be encouraged to solicit the assistance of
religious leaders, requesting that they present environmental sermons to their
congregations.
Billboards: The student/Counterpart will organize and oversee the use of colorful,
eye-catching billboards as a way of attracting attention. Placed at prominent road
junctions and jetties they can be seen by a wide cross section of the local community
and can also afford an additional opportunity for corporate sponsorship.
69
Legislation Leaflet: RARE Center's manual emphasizes the importance of ensuring
that law enforcement officials are aware of existing environmental legislation. It
recommends that the student/Counterpart produce a leaflet/booklet summarizing
conservation laws, and that this be distributed to police, forestry and other law
enforcement officers throughout the target area.
Stakeholder Visit: The student/Counterpart will work closely with pertinent
farmer’s/fisheries’ groups and other community groups and will use this time to
emphasize the benefits of wise resource husbandry and the mutual need for sustainable
development.
A-Z Booklet: The student/Counterpart will be encouraged to produce a booklet of the
coastal zone of wildlife in the target area to provide schools and school children with
supplementary materials and resources to reinforce their interest in conservation.
70
71
C. Monitoring Plan
GOAL: To conserve the Palau's sea turtles for future generations
Monitoring Strategy: Measure changes in turtle populations over time in the Republic of Palau
What
(indicators)
Nesting turtles
How (Method &
Tasks)
Counts
ƒ
Comparative
counts of
nesting
turtles
When
Annually
Who
Koror Marine
Law
Enforcement,
PCS and Palau
International
Coral Reef
Center.
Where
Nesting
beaches
throughout
Palau
Comments
Comparative data
available
The Executive Director of the PCS cautions:
We need to look critically at Palau's capacity to monitor the status of its sea turtle population. At present
there is no monitoring framework. Koror State was collecting information through its rangers but the data
was never tabulated and collection has subsequently been discontinued. The "Uel Consortium" needs to
look critically at a monitoring methodology that will tell us as well as the public if Palau is making progress
toward the overall goal. This will be particularly critical if a short-term "bul" will be determined by the
status of the population at the end of the period. If the bul/legislation contains a clear target number that
can be agreed on as representing "recovery for sustainable harvest" and a clear monitoring methodology
so that everyone will know when the goal has been achieved.
Objective 1: a: By the end of the project at least 51 % of students in the Republic of Palau will
understand the importance of conserving Palau's sea turtles and can give 3 reasons for doing so.
And, b: By May 31st 2002, 75 % of Palau’s 4000 Elementary and High School Children will have
signed a petition in support of a moratorium on the prohibition of taking sea turtles and that this
petition will have been presented to the State and National leadership.
Monitoring Strategy: Measure changes of children's knowledge in school, over time.
What
(indicators)
percentage of
school children
who demonstrate
knowledge of the
importance of
conserving
Palau's sea
turtles
How
(Method & Tasks)
Survey:
Passage of
Moratorium
Who
Where
Comments
By month
7
CEC
counterpart
The 8 states
mentioned
have beaches
By month
10
CEC
counterpart/
teacher in
target school
Kayangel,
Ngaraard,
Ngiwal,
Melekeok,
Peleliu,
Angaur,
Sonsorl and
Tobi states
-Develop and pretest questionnaire
-Administer
questionnaire to 2 %
children in target
school
-Compare with initial
survey
Number & % of
children signing
petition
When
By month
11
CEC
counterpart
Signing of petition
May 2002
Children
Signing and
presenting petition
May2002
May-August
2002
72
Republic of
Palau
Schools
Activities for Objective 01:
• School visit
• Puppet show
• Comic book
• Costume
• Art and essay competition
• Sea turtles booklet
• School song
• Badges
• Teacher training course and workshop on puppet
• Environmental news sheet
Objective 2: By May 31st 2002, meetings will have been held, and outreach conducted to all major
fisherman’s, community and other key stakeholder groups throughout the 16 States of Palau to
solicit support for a turtle-taking Moratorium and the passage of traditional and contemporary
legislation. As result, evidence of poaching and illegal hunting should be reduced from 20 times
to 10 times per year.
Monitoring Strategy: Passage of legislation supporting a moratorium on the commercial taking of turtles
What
(indicators)
Moratorium
Passed
How (Method &
Tasks)
Documentary
evidence
Cessation of
shipping turtles
on Govt boat
from SW Islands
Govt pronouncement
Illegal poaching
reduction
Checking annual
data base on Illegal
Hunting and
poaching in Rock
Island during
moratorium
Compare with data
before CEC project
When
Who
Where
MayAugust
2002
MayAugust
2002
Community
members
Republic of
Palau
Govt boats
From SW
islands
By Month
10
CEC
counterpart/
PCS staff
Ngerukewid
Islands
Wildlife
Preserve
CEC
counterpart
PCS,
Republic of
Palau
By month
11
Activities for Objective 2:
• Village visit
• Poster
• Popular song
• Sermon sheet
• Bill board
• Environmental news sheet
• Legislation booklet
• Bumper sticker
• Stamp
73
Comments
Illegal cases
database
available at
PCS and
update
Objective 3: By April 3rd 2002, there will be a voluntary agreement by leading gift shop operators
to halt the sale of turtle products.
Monitoring Strategy: Existence of an agreement to halt production of new toluk.
What
(indicators)
Agreement
passed
How (Method &
Tasks)
Documentary
evidence
When
Who
Where
MayAugust
2002
Bilung Group
Republic of
Palau
Comments
Activities for Objective 3:
•
Participation in Annual Women’s meeting
Objective 4: In March 2002 (during the annual Palau Women’s Conference) the CEC counterpart
will present a plea to the group to draft and pass resolution to halt the production on new toluk
and to recycle old ones.
Monitoring Strategy: Existence of an agreement to halt sale of turtle shell.
What
(indicators)
Agreement
passed
How (Method &
Tasks)
Documentary
evidence
When
Who
Where
MayAugust
2002
Bilung Group
Republic of
Palau
Comments
ACTIVITIES
Stakeholder Meetings: To prepare a Concept Model of the site and to involve key
stakeholders in the project development process, as well as to design project goals and
SMART objectives.
Questionnaire Distribution and Analysis: In order to gauge existing levels of
knowledge and awareness about conservation and the threats facing the target area, as
well as to monitor change over the course of the Project, the student/Counterpart will
carry out and analyze pre-and post-campaign questionnaires randomly sampling at
least 1 % of the population found living in the target area.
Posters: The student/Counterpart will organize and oversee the distribution of colorful
posters in communities throughout the target area -being placed in prominent sites such
as stores, schools, health centers and government buildings. Here they will advertise
the conservation message.
Puppet Show: Puppets are seen as a way of encouraging younger children to
participate in the campaign. Puppets are fun to make and use. The student/Counterpart
will work with local teachers to develop puppet shows of their own. It is hoped that such
shows will be used widely in the school system.
74
75
PROJECT TIMELINE
Project/Activities
Project preparation:
Stakeholder meeting
Community survey
Project Plan
Project implementation:
Fact sheet preparation
Poster preparation
Poster distribution
Badge preparation
Preparing school visit lecture material
School song production
Costume production
Puppet show production
Puppet theatre show
Monitor puppet show
School visit
Art Competition
Production of Wildlife booklet
Distribution of Wildlife booklet for students
Environmental Newssheet/comic production
Environmental Newssheet/comic distribution
Sermon sheet production
Distribute sermon sheet
76
Pre-campaign Month 1 Mo 2
July'
01/
Sept' 01 Oct' 01
Aug'01
Mo 3
Nov' 01
Mo 4
Mo 5
Dec'01 Jan'02
Mo 6
Feb' 02
Mo 7
Mo 8
Mo 9
Mo 10
March'02 April' 02 May' 02 June' 02
Mo 11
July' 02
Project/Activities
Legislation leaflet production
Local media: radio, TV, other community
forums
Education authorities outreach
Women conference outreach
Jewelry shop outreach
Business outreach
Popular song production
Popular song recording
Popular song airing
Billboard production
Billboard placement
Post project assessment & reporting:
Post project questionnaire design &
distribution
Post project questionnaire analysis
Post project stakeholder meeting
Final report
77
Pre-campaign Month 1 Mo 2
Mo 3
July'
01/
Sept' 01 Oct' 01 Nov' 01
Aug'01
Mo 4
Mo 5
Dec'01 Jan'02
Mo 6
Feb' 02
Mo 7
Mo 8
Mo 9
Mo 10
March'02 April' 02 May' 02 June' 02
Mo 11
July' 02
e. School Visits
Our hope is pinned largely on the younger generations. Our future rests on the
school children of Palau. The power of information can have an impact on their
attitude and behavior that will play an important part in their lives and their
environment.
The school visit component of the Conservation Education Campaign (CEC)
aims to visit all the schools of Palau. All primary and secondary students are the
target audience. Although only a small percentage of students were interviewed,
all of them felt that turtle population depends on our actions today.
In Palau there are 21 primary schools and 6 secondary schools. The primary
school level start at age 6 and ends at age 13-14. Secondary level begins right
after primary, and ends at age 17-18. Apart from the regular school curriculum
there are other school programs and visits such as Education Awareness Week,
Regional Physical Examination Week, Dental Hygiene Visit, Tourism Awareness
Week, Tobacco Awareness and Conservation Education Campaign.
Schools like the J.F.K. Elementary School in Kayangel State, an atoll in the
northern archipelago, Ngarchelong, Ngeremlengui, Ngarrard and Ngiwal
Elementary Schools in Babeldaob, the big island, and Peleliu and Angaur
Elementary Schools on two separate limestone islands are accessible by boats
only. The rest of the schools are accessible by cars.
Yalap established a Conservation Education team, which also included:
♥
♥
♥
♥
♥
♥
♥
♥
Ms. Robin Putney, Peace Corps, Palau International Coral Reef Center
Ms. Sherry Ngirmeriil, Palau International Coral Reef Center
Ms. Anu Gupta, Peace Corps, Environmental Quality Protection Board
Ms. Evelyn Oiterong, Division of Marine Resources
Mr. Nate Leedy, Peace Corps, PCS
Ms. Gina Piazza, Volunteer, PCS
Mr. Ian Lundgren, Peace Corps, The Nature Conservancy
Mr. John Tellei, PCS
All team members are involved in the planning and logistics for all school visits
before departure.
78
School activities
The CEC component for school visits is separated into 3 main activities. Initially,
the first activity is puppet show for grade levels 1, 2, 3, 4 & 5. Now it is being
conducted to all primary grades. All primary level of students seems to be
enjoying puppets regardless of age.
In total, 4,000 schools participated in the Conservation Education Campaign.
The second activity is the presentation of costume flagship species aided with
fact sheets, badges, stickers, posters and song. The third activity is a power point
presentation with pictures of habitat, nesting, diet, life cycle and threats for older
children.
Key Messages
Turtle stocks are declining
The future of these endangered species worldwide is not bright
School children of Palau hold the key for the survival of Palau’s sea turtles
Turtles need your help
Feedback from Schools
One way to know if the presentation during the school visit works is to get
comments from school officials. A school evaluation form is given to the principal
or the vice principal or whoever is recommended by the principal to comment on,
and evaluate the presentation. This way we will know how we did, and to learn
from the errors and also know how to perfect the program as we go along.
79
Preparation
In July 2001, an initial letter from Judy Otto, Executive Director, PCS was sent to
the Ministry of Education asking for PCS’ CEC to be included in the school
calendar for year 2001-2002. An attachment was included with a schedule for
school visits starting in October and ending in February. A consortium of
collaborating agencies consisting of ten NGO’s and government agencies pulled
together and created a team for school visits.
Poster
There were 2,000 posters printed. It was designed to be attractive to the school
children of Palau as another target audience. Margo Viteralli and Simeon Adelbai
were 2 local artists who competed for the job. Margo’s rendition was a bit more
positive while Simeon had a turtle with tears running down its eyes. The
committee decided not to use Simeon’s version. Both artists painted with
watercolor that we thought was best for a poster for young school students.
Margo’s first rendition did not have turtle hatchlings and we asked her to include
a nest with hatchlings crawling down the beach to have more connection to kids.
Kids like baby animals and that was the connection. The young couple sailing
represents the adult generation. The moon and blue sea represent the flag of
Palau.
The posters have been very popular with tourists. Distribution is limited to local
population because they were the target audience. Posters cost about $2 each.
They will be up for sale to generate revenue towards continuation of education
campaign.
The theme was designed for the whole campaign. It was found out later that it
was viewed as a little humorous by the older generations who look at turtles
primarily as food. Considering turtles as friends does not make sense to them.
There have been some negative comments during community visits indicating
that adults are not comfortable with the theme. It has turned into more of a joke
amongst older generations who exchange sarcastic remarks after they have had
a little too much drink. However, the theme will remain the same for the next few
years of campaign. Continuity will strengthen the importance of saving turtles
from their plight to extinction. The reason why the campaign for saving sea turtles
has not reached everybody in Palau. There are people who still do not
understand reasons for conserving turtles. This is all the more reason to
continue. A good example is a bus driver from the Ministry of Education who
refused to fill out the post questionnaire survey forms. As the Ministry of
Education is a part of this campaign and its associates still do not know much
about it, there is all the more reason to continue. This is especially important for
all the associates of all the agencies involved. In-house education was
overlooked at the very beginning.
80
The poster was given to two local artists with the team’s approved message to
compete for the best one for the campaign. The poster from Margo Viteralli was
selected because it depicted positive image.
The message created by the team is as follows:
“A Uel a Sechelid”
de kaingeseu el
mekurulii
mekereuii
sebecheklii
(Turtles are Our Friends)
(let us help)
(let it grow)
(care for it)
(protect it)
I had 50 posters framed by Palau High School Carpentry Shop. Twenty seven of
them will be distributed to all schools of Palau.
The rest will be distributed among the 10 collaborating agencies including the
offices of the President, Vice President, Division of Wildlife and Conservation,
Koror Rangers and Law Enforcement and the Public Safety Station and others.
Lesson learned
•
It is important to engage in education for all members of the committee, at
the outset. It will also help along the way. Associates of all committee
members will have the connection and feel part of the campaign.
Badges & Bumper Sticker
The badges and bumper stickers are images of the mother turtle from the poster
ordered from off-island since it could not be printed locally. There were 5,000
badges ordered and 4,000 bumper stickers (below). The same artwork was used,
as in the poster.
81
Costumes
There are two turtle costumes created by Judy, Emma and myself. Later Morei
Fashion Shop did the finishing job.
Puppet
Most of the animal puppets were ordered from the states. I made three human
puppets, 1 Ranger, 1 Poacher and 1 student. Anu and I wrote the script.
Puppet Theater
The puppet theater from the Biib Campaign was recovered from Airai Elementary
School. New curtains and backdrop depicting the poster made locally.
Puppet Show
Because access between schools in the remote out islands is not easy, it was
the team’s collective idea that they should present the puppets show and move it
between schools, rather than rely on the children moving it themselves (as in
manual). Also, from experience in the schools in Koror, it is best we let the
students play and wear costumes and then we move it to the next school. The
team felt the theater was too much work for the schools to put up together or
better yet move it around. Practice was arranged after school. Different schools
require different number of days to practice.
Fact Sheet
The fact sheet was made way back in September 2001. It has been modified to
raise awareness based on the survey with information on ecology, culture and
photographic pictures. It was printed in Palau.
The fact sheet was developed twice. The first one was the standard PCS style on
both sides of an 8.5” x 11” size of thick paper with Palau designs as borders.
They come in both English and Palauan versions. The committee thought better
to change it from being a little bit too bold and decided to make a different
version by producing a 3 fold, 2 sided version with professional color pictures. It
featured all the existing local laws and regulations as well as turtle biology
information such as long maturity period, low survival rate and low birth rate. It
looked great, and made a bright change to the distribution shelf. There were
4,500 produced at the very beginning for all students and teachers in all schools.
As we moved to the community visits, production was lowered but was still
82
ongoing. The fact sheet is very important. It helps show the vulnerability of sea
turtles and the ineffectiveness of the present laws and situation. Color pictures in
the fact sheets are very good visual aid in promoting understanding turtle life
cycle, its biology and conservation. The success of the fact sheet lies within the
younger generation who can read both English and Palauan. The Power Point
presentation was perfect for old people who would rather listen because of
inability to read and prefer to look at big letters on screen because of poor
eyesight.
Fact sheet summary
•
•
•
•
•
•
It was written for high school children and the more senior primary school
children (ages 7,8 and 9).
A Palauan version was also produced (50 % of each were produced).
Good pictures, different to usual CS fact sheets. Colorful, small, attractive,
very handy and informative.
The second version – produced approx. 6,000 in batches of 2,000. More
were ordered as needed.
Most photographs for this brochure were provided free of charge by
professional photographer, Kevin Davidson. In addition, one popular
photograph of a baby turtle was generously provided by Mandy Etpison.
Color printing in Palau is very expensive. It cost $1 per fact-sheet. They
were re-used where possible and wastage was minimized.
Teachers’ Manual
A Teacher’s Manual was compiled by all
the collaborating agencies. Judy made
lots of input and modification and put it
altogether. It contains facts and materials
that are useful for both primary and
secondary schools. Five hundred copies
were distributed.
Satellite Transmitter
Through the efforts of The Nature
Conservancy and the United States’
National Oceanographic Atmospheric
Administration, the Koror State
Department of Marine Law Enforcement
participated in the Pacific Region Training
Workshop on the use of Satellite
83
Transmitters and the Argos System to track Post-Nesting Migration of Hawksbill
Turtle in July 2001. The Southwest Fisheries Science Center of the Marine Turtle
Research Program of the National Marine Fisheries Service of Honolulu, Hawaii
was the main sponsor.
A small watertight transmitter with sufficient battery reserve is safely attached to
the back of a turtle, at the nesting time. When the turtle returns to the water and
surfaces to breathe, data transmissions are sent to sensitive receivers aboard
polar-orbiting satellites. This information is relayed to ground processing stations
that calculate the turtle’s location with varying levels of accuracy. The results are
then sent to the researcher over the internet on a daily basis for evaluation and
mapping.
On September 2, 2001 PCS and Koror Rangers tagged and released a nesting
hawksbill turtle on the Ngerukeuid Islands Preserve. For four months we were
able to receive satellite coordinates that showed the turtle’s movements and
published them to the public by local newspapers. We named her Ms.
Ngerukeuid and the public was intrigued by her. School children were given
updates and a map, so they could track her and learn about her movements.
Two more satellite transmitters will be coming to Palau for green turtles. One will
be for Kayangel state in April and a second one will be for Helen’s Reef in the
Southwest Islands in July.
This is the first time Palau has ever been involved with satellite transmitters for
turtles. It is the CEC team’s hope, that this added program will assist Palauans
understand education and research of sea turtles leading into sustainable
practice and lead into conservation of Palau’s sea turtles with a moratorium.
Sea Turtles Mysteries, Myths and Modern Realities
Two presentations by Dr. Nicolas Pilcher, a Marine Biology PhD and a turtle
expert had been made to the traditional leadership of Palau and the 6th Koror
State Legislators. This is another injection to the CEC as I gave an overview of
the school visits after Dr. Pilcher's presentations. PCS hosted these two
programs. These presentations were to prepare the leaderships to receive the
community outreach programs. They were essential tools to convene villages
during meetings to supplement school visits. Sermons, billboards, women’s
meetings, will also take place.
84
School Visit Format
A week before the school visit I would call the school principal to confirm date,
time, venue, number of students, teachers, classrooms, seating arrangements,
electricity in the rural schools and if a screen or white wall for power point
projection was available. I would always ask for 10 a.m. to allow us time to travel
on 4 wheel drives or boat, depending on the weather if the water is rough or the
tide is right or driving is better.
All the school principals knew about our visit because we obtained permission
from the Ministry of Education back in July 2001. Our schedule is in the school
year calendar; however, we got behind schedule due to bad weather that led to
conflict with other school activities. But altogether, all schools have been
welcoming and receptive of our visits.
Duration:
45 minutes
I. Introduction (10 minutes):
The school principal would start by introducing me from PCS. I would always pick
up after the principal by starting with a salutation. Students would respond
appropriately but mostly with low volume. I would ask them to say it again, and
tell them that the children from the next village were very loud and “didn’t you
hear them last week when I visited them?” Instantly I would get a better
response. This I find would make the kids feel alive and they would be mostly
loud all throughout the presentation. I also pretend I have bad hearing so they
have to speak loud and clear.
Most of the visits are in the morning, although a few were in the afternoon. I
would ask from the second grades up, since last year they were first graders,
who remember me from last year and what friends did I bring and I would always
get a few correct answers. Then I’d introduce the Peace Corps volunteers from
the agencies that we collaborate with, namely Robin Putney from Palau
International Coral Reef Center, Anu Gupta from Environmental Quality
Protection Board, Nate Leedy, from PCS. Zina Piazza an independent volunteer
from PCS, John Tellei, a permanent employee from PCS and Evelyn Oiterong
from the Division of Marine Resources.
On behalf of everyone I would thank the students first, then the teachers and
staff and the principal and the Ministry of Education for the opportunity that they
have allowed us to visit.
Now I would tell the students that today, just like last year, I brought some more
friends. “These friends need your help! They need help from the students of
Palau. They have come to us to bring them to you all, the school children of
85
Palau, so you can help them. Do you know who they are?” Mostly lower grade
students would say “Biib” or “Mesekiu” as they were the flagship species last
year. By now the higher grades would already recognize from the posters and
props that we set up in the venue area what friends we are bringing to them.
Without much delay I would explain, “Today, I am bringing our turtle friends. But
before they come in, we have to shout three times saying, A Uel a Sechelid, A
Uel a Sechelid, A Uel a Sechelid! I will count 1, 2, 3 and we would all shout out
loud.” Then “1, 2, 3” all the students shout and in comes 2 costumed turtles to
their delight. The 2 costumes are a Green sea turtle and Hawksbill sea turtle. As
they come running in, the Ngasch is carrying the Palauan flag to symbolize
turtles of Palau. To make the students know there are turtle from Palau that
would be stressed later on in the presentation. The students are instructed to
listen carefully and raise their hand if they want to answer a question. Even if
they have a question themselves they can also raise their hands during the
course of the presentation.
Pointing to a poster from the National Oceanographic and Atmospheric
Administration with 8 turtles I would start by saying “there are 8 different kinds of
sea turtles worldwide. Five of them pass through Palau but only 2 nest on our
beaches. Who knows what sea turtles nest in Palau”? Mostly, I would get right
answers from this point. “I have rewards (badges) to give away for those who
answer correctly or even those who try and not being shy. I find this to be
amusing with kids who answer incorrectly with all their hearts, so I reward them
nonetheless.
II. Turtle Biology with power point presentation (15 minutes)
By now, the students are relaxed after all the giggling and sighs and the turtles
have made a complete round of the venue, usually a school cafeteria and would
be standing next to me in the front end. I would make the introduction of “Melob”
the green sea turtle and “Ngasch” the hawksbill turtle.
First slide: Our theme: “A Uel a Sechelid” Let all shout it out loud!
As I try to make the presentation to be more interactive and interesting I would
first ask who knows what part of the animal kingdom are sea turtles are members
of? Usually there would one or two students who would raise their hands and
answer correctly. Then I would ask what other members of the reptile family are.
From here on, I would see lots of hands and receive correct answers like snakes
and crocodiles.
Second slide: Flag of Palau with wordings: “Turtles are special!”
Because turtles born here would return 20 to 35 years later to nest on the same
beach they were born on, this means turtles born in Palau will return to Palau to
nest. They are Palauan turtles!
86
Third slide: Picture of toluk: “Turtles are special!”
Turtles are used in our culture. That’s why they are special.
Fourth slide: Pictures of Melob and Ngasch with words: “Turtles are important.”
Key point stressed for the second time because of their importance in tradition
and ecology to Palau’s marine ecosystem.
Fifth slide: Hawksbill Biology:
¾
¾
¾
¾
¾
Overlapping scutes
Two claws on flippers
Weigh up to 145 pounds
Males have longer tail than females
Pointed beak for coral reef crevices
Now getting closer to Ngasch who is still carrying the flag, I would say “For
Ngash they are truly special that’s why he carries the flag. They have sharp
pointed beak like a hawks’ beak. Who knows what hawks are”, I would ask.
Again, usually the higher grades would know.
I then continue on saying “ Ngasch are omnivores. They eat both plants like
algae and animals like crustaceans. Through time their beak has evolved into
pointed shape and sharp to allow them to get their food through rock crevices in
coral reefs. Their main habitat is the coral reefs. Ngasch meat has strong smell in
comparison with Melob. Mostly Palauans don’t like Ngasch meat but they like the
scutes from the carapace because they use them for what?”
I would leave the sentence open and a lot of them would know the answer but
would simultaneously shout “toluk” (traditional money). “Don’t forget to raise your
hand if you want a reward”, I would remind them.
Continuing on I would point out the “2 nails” on each flipper. “Once upon a time
they were land turtles and they have evolved to become sea turtles. The claws
have turned into flippers and the nails are the remnants of the past. Ngasch don’t
grow as big as Melob. Their carapace length can reach 3 feet in length but they
would weigh up to 145 pounds. They usually lay up to a 130 eggs, a little bit
more than Melob. They mostly nest on the beaches in the Rock Islands.”
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Sixth slide: Hawksbill Turtle Habitat:
¾
¾
Lives on coral reef
Eats coral, jellyfish, sponges, crustaceans, and sea grasses
Green Turtle Biology:
¾
¾
¾
¾
¾
¾
Herbivore
Fused scutes
One claw on flippers
Weigh up to 400 pounds
Flattened beak for grazing
Longer tail on males than females
“Melob are herbivores. Its main diet is sea grass and algae. That’s why its fat is
mostly green and thus the name.” Then I would ask, “Who among you has eaten
Melob or likes to eat turtles”? Always to my amazement most kids raise their
hands giggling at the same time. From the survey last August, turtle meat is
common in homes and people admit having had turtle meat frequently. It’s no
wonder kids like them and they admit it.
I then describe the turtle, “So starting from the beak where it is flat and serrated
for using it only to graze moving down its body to its flippers with one nail each.
Then the carapace where the “scutes are fused together. They are not good for
Palauan women money called toluk because they are thin. The carapace can
grow to a length of 3 feet and the turtle itself can weigh up to 400 pounds”. The
Melob costume would flex its muscles to the delight of the students. “They wait
until between the ages of 20 to 35 years before they can become parents. That’s
how slow they take to reproduce, not like us humans that can start at 14 or 15
years of ages”. This I would hear more giggling. “When they are ready to lay
eggs they usually return to the beach where they hatched to lay a cluster of 100
eggs. They return after 13 to 15 days to lay another cluster.”
I would ask who knows the Ngemelis legend but not many kids from northern
Palau would know the story. “Their gender can be identified by long tail for male
and short tail for female”. I would hear more giggling.
“They mostly nest in Kayangel State, few in Eastern coast of Babelaob where
there are beaches and Merir, Sonsorol, Pulo Ana and Tobi in the Southwest
Islands of Palau.
Eighth slide: Green Turtle Habitat
¾
¾
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Lives in sea grass beds
Eats sea grasses and algae
Ninth slide: Breathing
¾
¾
¾
Turtles need to breathe air
They surface every 20 minutes to an hour to breathe
Turtles drown when they get caught in fishing nets
Tenth slide: Breeding
¾
¾
¾
¾
Nesting Habitat
Hawksbill nests on Rock Islands
Green turtle nests on Kayangel, SW Islands, and Babeldaob
Turtles need clean beaches to nest!
Female turtles will always return to their birth beach to lay eggs. During the
nesting year, she will repeat the egg-laying cycle between every 13 to 15 day up
to 5 times.
Only ONE turtle will survive out of a 100 hatchlings. It is estimated that 1 to 10
out of a 1,000 hatchlings survives to adulthood. The majority are eaten by
predators such as birds, sharks, big fish and lizards. Baby turtles are most
attracted to lights that can mislead them away from the ocean toward inland.
They can get lost on land, dry up or run over by cars or crawl into fire. If you
(students) eat all the eggs, no one will survive.
Eleventh Slide: Eggs hatch and baby turtles move to the sea
This is when they are most vulnerable. Scientists believe that the magnetic field
from that certain beach will be registered in the hatchlings’ heads during the
crawling process and someday females will return to the same beach to nest.
The crawl from nest to ocean is the most important process of the hatchling.
Twelfth Slide: Satellite Tagging:
On September 2, 2001, PCS, Koror State Marine Law Enforcement, through
assistances from The Nature Conservancy and Marine Turtle Research Program
from the National Marine Fisheries Service in Hawaii, tagged a hawksbill in
Ngerukeuid Islands Preserve. The turtle was named Ms. Ngerukeuid. For 4
months she showed up all over Palau.
But she also showed up most of the time in Ngermeduu Bay Conservation Area
in front of Ngeremlengui State on the west coast. This showed that this area is a
particular post-nesting foraging ground for Hawksbill turtles.
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Thirteenth Slide: Status
ALL TURTLES ARE ENDANGERED!
¾
¾
¾
¾
¾
People kill too many turtles
Traditional hunting methods have changed
People bother nesting females
People pollute turtle habitats
People eat the eggs
Follow the laws!!!
¾
It is illegal to take turtles during a bul!
The students all shout out these words.
Fourteenth Slide: Follow the laws!!!
¾
¾
It is illegal to bother a nesting female!
It is illegal to take or eat the eggs!
Turtles cannot be taken too small.
¾
¾
Green turtles cannot be taken under the size of 34 inches carapace
length from top to bottom.
Hawksbill turtles cannot be taken under the size of 27 inches carapace
length from top to bottom
These words are also shouted out:
¾
Don’t kill turtles
¾
Don’t eat turtle meat
¾
Don’t eat turtle eggs
¾
Talk to your parents
¾
Clean up the beaches
¾
Don’t pollute
¾
Write to your politicians
Kids would shout out loud simultaneously
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Fifteenth Slide: School song
School Song
The song will be reviewed first one time, then everyone will sing together.
“A Uel a Sechelid”
By: Magrina Aderiano
I.
Momes momes ra uel
Ngikal soro’l sechelid
El mekreos a chelibel
II.
Momes momes ra uel
Rulii Belau meng tokubetsu
Ra siukang ra recheuodel el mei
III.
Momes momes ra uel
Ngikal soro’l sechelid
El mekreos a chelibel
(repeat 2nd time)
I.
Momes momes ra uel
Ngikal soro’l sechelid
El mekreos a chelibel
II.
Momes momes ra uel
Rulii Belau meng tokubetsu
Ra siukang ra recheuodel el mei
III.
Momes momes ra uel
Ngikal soro’l sechelid
El mekreos a chelibel
“Before we bid farewell, our turtle friends would like to give presents for those
who are celebrating their birthdays this month. Please come forward those of you
who celebrate their birthdays this month, and you have to be honest.” On
average there have been about 5 kids per school who receive posters for their
birthdays. Melob and Ngasch would give out the posters and hug the kids before
waving farewell.
“Now let’s bid farewell to our turtle friends. They need to get back to the water
before they get too dry and tired. Let’s all say together “mechikung e sechelid ra
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uel (good bye our turtle friends)”. Then I would count 1, 2, 3 and all the kids
would shout,” mechikung e sechelid ra uel”!
Again, on behalf of the consortium of collaborating agencies, I would like to thank
you all for your participation in the A Uel a Sechelid Turtle Conservation
Education Campaign.
Discussion of school visits
During the early part of the Conservation Education Campaign, my school visits
consisted of 2 turtle costumes, presentation with overhead projector with pretty
pictures, school song, stickers and teachers manual.
As I moved along I improved with the costumes to have masks, shoes and
covered hands. There is no skin to be seen. The overhead projector presentation
was changed to power point presentation. The power point presentation is much
better and understandable and easy to use.
Because the schools visits are still going on, it is difficult to provide an analysis of
their effect, but teachers and children are definitely enjoying and learning from
them (see commentary sheet and thanks letter, following pages).
At the end of the school visit, a Teachers Resource Package is given to the
teachers for them to use as follow up activities
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8. SURVEY RESULTS – POST-CAMPAIGN
Comparison between pre- and post-campaign surveys.
Prior to returning to Kent to complete the final academic phase of studies, I
conducted a 2nd questionnaire survey; and using Survey Pro software compared
pre-and post-survey results. In the pre-campaign survey, I sampled 357
respondents from throughout Palau representing a sample size of about 2.25%
of the entire population. The post-campaign sample size was approximately the
same (n=351).
Figure 21.
Home States
Pre-campaign
(n = 357)
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Figure 22.
Home States
Post-campaign
n = 351
In both surveys responses were weighted in favor of Koror, the Capital and most
populous state. Of the 16 States in the nation, both surveys sampled 15.
A major problem with analysing my post-campaign survey was the considerable
bias towards school children, and the differences in survey technique. In the precampaign survey, 3 paid enumerators, who read out the questions and then
noted respondent’s answers, distributed the questionnaires.
In the post-campaign survey, I sent out large numbers of surveys to various
elementary schools across Palau and solicited teachers’ and students’
assistance in compiling and returning the forms. This produced a bias toward
children and the strong possibility of significant differences in how the actual
survey was conducted. The fear being that children with little or no training may
have simply filled in the forms themselves or asked a non-random sample.
This can be seen in the graphs below:
Figure 23.
Age Groups
Pre-campaign
n = 357
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In the pre-campaign results above (n=357), children and youths aged 1-19 made
up only 11.8%, while in the post-campaign survey they comprised 59% of the
sample (see below).
Figure 24.
Age Groups
Post-campaign
n = 351
This bias is corroborated by the results of the question requesting employment
details, in which only 4.8% of the pre-campaign sample checked “None” as
compared to 52% in the post-campaign survey.
Figure 25.
Income Sources
Pre-campaign
n = 357
Figure 26.
Income Sources
Post-campaign
n = 351
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The bias described above means that it is essential that I re-do my postcampaign survey, so that a full and valid comparison can be conducted.
Having said this, some data collected appears to confirm pre-campaign results,
i.e. that there has, since the campaign’s beginning, been a widespread
knowledge of some aspects of turtle biology and legislation, but little regarding
specifics. In both the pre- and post-campaign surveys, respondents knew (or
guessed) that laws exist protecting Palau’s turtle population (92% pre-campaign
and 95.8% post-campaign).
Similarly, knowledge about laws pertaining to the take of female sea turtles is
widespread.
Figure 27.
Knowledge on law
protecting female
turtles
Pre-campaign
n = 357
Figure 28.
Knowledge on law
protecting female
turtles
Post-campaign
n = 351
Specifics in knowledge of legislation and biology remained either unchanged, or
in some cases lower in the post-campaign study. Again, the full ramifications of
this can only be assessed if a further survey is undertaken with more rigor and
using the same methodology as the first survey to ensure that the two data sets
are comparable and thus the results can be compared.
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One interesting change noted, that may or may not be due to bias, is the shift in
perception as to the main threats that turtles face. In the pre-campaign survey
31% stated don’t know, 43% hunting and 18% egg collecting.
Figure 29.
Perceptions on the
MAIN threat to
turtles.
Pre-campaign
n = 357
In the post-campaign survey only 14% stated “Don’t know” and 60% responded,
“hunting”.
Figure 30.
Perceptions on the
MAIN threat to
turtles.
Post-campaign
n = 357
When asked what the respondent thought should be done to conserve turtle
populations, 19% of pre-campaign respondents wrote “don’t know” or left the
open-ended answer blank, while 12% wrote “stop hunting” and 3% wrote
introduce “bul”. In the post-campaign survey, only 6% wrote “don’t” know” or left
the sheet blank, while 21% wrote “stop hunting” and 9% “introduce a bul” or
moratorium.
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Not surprisingly, most respondents in the post-campaign survey stated that they
got their information from school visits (52%). Word of mouth, TV, radio and
posters followed.
Figure 31.
Sources of
information on turtle
conservation.
Post-campaign
n = 357
Figure 32.
Support for
Moratorium on turtle
hunting.
Post-campaign
n = 357
There appears to be widespread post-campaign support for a “bul” or moratorium
on turtle-taking, with 48% asking for 20 years; 18% 10 years and less than 1%
wishing to see the status quo of no moratorium remain in effect.
When asked who should be responsible for implementing a bul or taking charge
of this effort, most felt that it should be a shared responsibility between
constitutional and traditional governments.
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Figure 33.
Views on
responsibility for a
moratorium.
Post-campaign
n = 357
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9.
THE FUTURE
a. Keep pushing decision-makers for changes to legislation
The Mechesil Belau (Traditional Women Leaders of Palau) in their 9th Annual
Women’s Conference in April this year passed a resolution calling among
themselves to place a 20 years moratorium on taking of sea turtles and halt
production of new “toluk” (see overleaf). It encourages women of Palau to
continue circulation of the toluk because production for new ones leads to killing
more turtles during the moratorium. The resolution has been introduced by
Delegate Joel Toribiong at the House of Delegates and is at the Committee on
Resources and Development waiting for public hearings.
Yalap P. Yalap at the annual Belau (Traditional Women Leaders of Palau) women’s meeting
On September 11, 2002 I met with the Council of Chiefs with Dr. Nicolas Pilcher
who made a presentation on sea turtles. Through the Office of the President the
chiefs will call for a 10 year “bul” / moratorium on sea turtles to support the
traditional women’s resolution. As the bul is being imposed a nesting monitoring
program will commence in Ngerukeuid Island Preserve, Kmekumer, Ngemelis,
Ulong, Bablomekang and Ioulomekang in the Rock Islands to monitor hawksbill
sea turtles nesting population. The bul will help the research find out during the
ten years tenure of approximately how many green and hawksbill sea turtles nest
in identified nesting areas in Palau. Another monitoring program will start in
Kayangel Islands including Ngaruangel Island Preserve.
Dr. Pilcher, Scientific Project Coordinator for Community Conservation
Network working on a conservation area in Helen Reef, Tobi has included green
turtle nesting monitoring in his program.
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b. Ten Year Strategy Plan
As the “Uel a Sechelid” campaign foundation has been laid, PCS recognizes that
it will continue to strive to achieve the goals and objectives. The main objective is
to get a moratorium through the traditional leadership. The continuation of this
project will be based within the 10 year overall strategy plan of PCS. It will have
to maintain focus with scientific assistance from Dr. Ian Bride, an ecology lecturer
from Durrell Institute for Conservation and Ecology at the University of Kent. A
Darwin Initiative and Earthwatch Institute support will be sought with matching
funds from PCS to develop monitoring programs as follows:
•
•
•
•
•
Monitor green turtle nesting at Helen Reef, Tobi;
Monitoring hawksbill nesting at Ngerukeuid, Kmekumer, Ngemelis, Ulong,
Omekang x 2 islands, Ngerchong, Mariar and Ngeruktabl group of islands
Monitor green and hawksbill nesting on the Rock Islands of Airai
Monitor green and hawksbill nesting on the east coast of Babeldaob which
include Melekeok, Ngiwal, Ngaraard and Ngarchelong (2 islands) states;
Monitor green and hawksbill nesting in Kayangel (3 islands) and
Ngaruangel
c. Continue Turtle Conservation Education Campaign
Incorporating lessons learned from the past year, the campaign will continue to
maintain momentum and increase existing levels of public understanding by
continuing to use the:
•
•
•
•
Media
Mechesil Belau on their 10th Annual Conference
Committee member program
Council of Chiefs
d. Biological Research
Carry out turtle research and monitoring projects with guidance of Dr.Ian Bride
from Durrell Institute of Conservation and Ecology (DICE) at the University of
Kent. Volunteer students working on appropriate master programs will be
recruited
e. Fundraising
Funding for this program will be from:
• Darwin Initiative
• Earthwatch Institute
• Matching funds from PCS
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10.
REFERENCES
Guilbeaux, Mike (2001), Uel Er Belau
Johanes, E.R (February 1986A) Review of Information on the Subsistence
Use of Green and Hawksbill sea turtles on Islands under United States
Jurisdiction in the Western Pacific Ocean.
Maragos, James (1992). Sea Turtle Conservation Plan for the Republic of
Palau. Conservation Science, The Nature Conservancy, Pacific Region.
Guilbeaux, Michael & Atkinson, Scott (1992) Ecology and Population Biology
of the Hawksbill Sea Turtle (Eretmochelys imbricata) Nesting in the Rock
Islands of the Republic of Palau.
The Nature Conservancy (1992). Pacific Region for the Bureau of Resources
and Development
Ian Lundgren (February 2002) Palaun Facts Peace Corps/The Nature
Conservancy.
Regional Marine Turtle Conservation Program, South Pacific Region
Environmental Program, National Marine Fisheries Service and U.S. Fish and
Wildlife Service (1998). 1995 – The Year of the sea turtle campaign.
National Marine Fisheries, Silver Spring, MD. Recovery Plan for U.S. Pacific
Populations of the Hawksbill Turtle (Eretmochelys imbricata).
The Basic of Sea Turtle Biology, Sea Turtle Mariculture (November 1994)
Palaun Conservation Society. Protecting Our World’s Wonder brochure.
Witzell, W.N (1983). Synopsis of Biological Data on the Hawksbill Turtle,
Eretmochelys imbricata. Food and Agriculture Organization of the United
Nations.
Marquez, Rene Sea Turtles of the World. Food and Agricultural Organization.
Species Catalogue, Vol. 11. Instituto Nacional de la Pesca, Centro de
Investigacion Pesquera, Manzanillo, Col. Mexico 28200.
Palau Domestic Fishing Laws (1998). Division of Marine Resources (DMR),
Republic of Palau and the Information Section of the Secretariat of the Pacific
Community (SPC).
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Thomas, P.E.J and Holthus, P.F. (1988) Management Plan - Ngerukewid
Islands Wildlife Preserve. South Pacific Regional Environment Program
(SPREP) and N. Idechong, Ministry of National Resources, Marine Resources
Division, P.O. Box 100, Koror, Republic of Palau
www.cccturtle.org/species-class.htm
Greenpeace Pacific Campaign for Conserving Wildlife Species and Fish
stocks (1991).
Pacific Sea Turtle Recovery Team for National Marine Fisheries Service,
Silver Spring, Maryland and Pacific Region U.S. Fish and Wildlife Service,
Portland, Oregon, January 12, 1998. Recovery Plan for U.S. Pacific
Populations of the Green Turtle (Chelonia mydas).
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11. ACKNOWLEDGEMENTS
I wish to thank all of the following agencies:
RARE Center for Tropical Conservation
Palau International Coral Reef Center, Government of the Republic of
Palau
Environmental Quality Protection Board, Government of the Republic of
Palau
Koror State Dept. of Marine and Law Enforcement, Koror State
Government
Bureau of Marine Resources, Government of the Republic of Palau
Ministry of Education, Government of the Republic of Palau
Council of Chiefs, Government of the Republic of Palau
The Nature Conservancy
U.S. National Oceanographic and Atmospheric Administration
My sincere acknowledgements go to Alma Ridep-Morrison, Youlsau Bells and
Evelyn Oiterong. Mesulang (thank you) from the bottom of my heart for
answering my numerous telephone calls, and for all the information that you
provided me. My heartfelt gratitude goes to Michael Guilbeaux for most of the
turtle facts of Palau that I gathered from his report to the Palauan Conservation
Society. Also to Dr. Nicolas J. Pilcher for his turtle picture slides, donation of
turtle books to PCS and for his time in accompanying our team during community
visits and traditional leadership presentations and for his relentless effort in
meetings to set up future programs.
To Paul Butler, Vice President, RARE Center for Tropical Conservation:
Thank you for creating this conservation education program. By teaching local
counterparts from developing countries is like planting a seed. They will be true
environmental conservation officers because they know their environment,
islands, countries and peoples.
To my counterparts for the Conservation Education Campaign, around the world:
Ni Putu Sarilani Wirawan Sundjaya, Conservation International Indonesia,
Palu Office, Togean Islands, Indonesia.
Kriengsak Chaturasuksakul, Superintendent, Huai Kum Wildlife
Conservation Development and Extension Center, Wildlife Conservation
Development and Extension Sub-division, Wildlife Conservation Division,
Natural Resources Conservation Office, Royal Forest Department of
Thailand.
Rodney Galama, Deptartment of Environment & Conservation,
Government of Papua New Guinea.
Christa Botha, Namaqualand, South Africa.
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