Working and impacting local communities as establishing the start of a conservation initiative: American Society of Primatology conservation committee webinar.

Nonhuman primate species currently face human-induced pressures and will continue to face them in the modern landscape. These pressures require conservation projects in primate habitat countries to aid in protection, preservation, and conservation. Though there are several examples of primate conservation projects, starting up an initiative can be a daunting task. The American Society of Primatology (ASP) Conservation Committee hosted a video webinar presenting on the first steps of developing, running and continuing a primate conservation program. Dr. Christopher Shaffer, Rahayu Oktaviani, and Dr. Jill Pruetz presented their early program experiences establishing wild primate conservation projects to educate primatologists around the world. The running themes of the presentations included establishing community, working locally, impacting locally and preparing for the future.

Best practices are never best: Evaluating primate conservation education programs (PCEPs) with a decolonial perspective.

Who do we aim to educate with primate conservation education programs (PCEPs)? In a commentary published in a recent AJP, Annette Lanjouw suggested that many efforts to "educate" habitat-country communities can be neocolonial in their approaches. Forest destruction and habitat loss are a result of global consumption and expansion. We therefore need to approach conservation education from many angles including local stakeholders, policy makers, government officials, and the humans living in industrialized nations who are major consumers of the items that shrink primate habitats. In this review, we investigate PCEPs to determine if the conservation education goals, education methods, and assessment processes are proceeding within a neocolonial context. We reviewed the last 20 years of primate conservation literature and looked for publications that were focused on education programs. We found that in 50 of 52 publications published between 2001 and 2021, the education programs take place in habitat-country local communities. We also reviewed primate field researcher and field site websites, and in most cases, education programs were also focused on educating local communities living near or in nonhuman primate habitats. Exceptions were student clubs, zoo programs, and a high school outreach program. Many PCEP providers presented a list of "lessons learned" and we compiled their wisdom in combination with our experience to provide a framework for moving forward. We conclude that as conservation primatologists, we must think beyond our field sites to create opportunities for educational outreach. We can reach global consumers by linking to zoos, television/motion picture, print media, social media, and working with schools on curricula. Primatologists can engage our undergraduates to establish clubs and create meaningful assignments that reach beyond the classroom. We encourage primatologists from the Global North to consider their positionality and the history of conservation exclusion in their attempts to conserve primates.

The benefits of contributing to the citizen science platform iNaturalist as an identifier.

As the number of observations submitted to the citizen science platform iNaturalist continues to grow, it is increasingly important that these observations can be identified to the finest taxonomic level, maximizing their value for biodiversity research. Here, we explore the benefits of acting as an identifier on iNaturalist.

Do Javan gibbons (Hylobates moloch) use fruiting synchrony as a foraging strategy?

Tropical rainforests are characterized by a high diversity of plant species. Each plant species presents with differential phenological patterns in fruit production. In some species, all individual trees produce fruit simultaneously within clustered periods; whereas in others, each individual tree fruits at irregular time intervals. By observing this pattern, some primate species use the presence of fruits in one tree as a cue to find fruit in other trees of the same synchronously fruiting tree species. Here, we investigated whether the highly frugivorous Javan gibbons (Hylobates moloch) in Gunung Halimun-Salak National Park in Indonesia have knowledge of synchronous characteristics of fruiting trees and whether they can further distinguish fruit species with different synchrony levels, that is, tree species with highly synchronous fruiting patterns versus tree species with less synchronous fruiting patterns. Across 12 months we collected biweekly phenological data on 250 trees from 10 fruit species and observed Javan gibbons' visits to those species. We found that a fruit discovery in the beginning of fruiting seasons triggered gibbons to visit trees of the same fruit species. However, gibbons' visit rates did not differ between highly synchronous and asynchronous species. Our results suggest that Javan gibbons have knowledge of synchronous characteristics of fruiting trees in general, but they do not differentiate highly synchronous versus asynchronous fruit species. We speculate that Javan gibbons, who live in relatively small ranges with very low tree density of preferred fruit species, are likely able to track and remember fruiting states of individual trees without needing to distinguish fruit species with different synchrony levels. Moreover, gibbons may make little benefit of distinguishing highly synchronous versus asynchronous fruit species, probably due to gibbons' heavy use of asynchronous figs. Our study provides an insight into how gibbon's foraging strategies may have been shaped in response to their ecological environment.