GTI Reader - Theoretical courses<h2>Background</h2>
<h3>What is the GTI?</h3>
<p>The Global Taxonomy Initiative was started by governments, under the Convention on Biological Diversity (CBD), and is implemented by many actors including governments, non-government and international organisations, as well as taxonomists and the institutions where they work. Taxonomy is important for all types of ecosystems, and therefore the initiative is a cross-cutting issue applicable to all of the work under the Convention.</p>
<h3>Why the GTI?</h3>
<p>Taxonomy is the science that detects, describes, names and, through the application of the theory of evolution, classifies all organisms. Through this process taxonomists have achieved far-going causal understanding of past and present biodiversity. Although in the framework of the CBD only extant organisms are considered, taxonomists also study extinct life forms, including so-called neo-extinctions that result from human interference, either directly (e.g. hunting to the very last individual, cf. the dodo) or indirectly (e.g. habitat perturbation by pollution, cf. the Chinese dolphin or baiji).</p>
<p>Without taxonomy, none of the three objectives of the CBD can be met, not proximally at the national echelon, not ultimately at the global level. How can one adequately conserve biodiversity if one does not know its composing organisms? How can one sustainably use the components of biodiversity if one does not know unambiguously what these components are? How can one fairly and equitably share the genetic resources that arise from the diversity of life if one cannot characterise/differentiate the distinctive bearers of those resources?<br /> In short, the CBD craves for taxonomic data and expertise because the CBD needs:</p>
<ul>
<li>unique scientific names that denominate the components of biodiversity,</li>
<li>the identifiers that underscore these names (e.g. characters and their states, gene sequences, distribution patterns etc.) and,</li>
<li>the tools that taxonomy delivers to recognise the diversity of life (e.g. identification keys, barcodes, databases with taxonomic information, etc.).</li>
</ul>
<p>Unfortunately, knowledge gaps in the taxonomy of many taxa continue to exist and the taxonomic workforce needed to cure these gaps is largely missing, especially in the mega-diverse countries of the developing world. A problem that the CBD has recognised as ‘the taxonomic impediment'. In order to resolve this taxonomic impediment, the Global Taxonomy Initiative (GTI) was set up under the Convention on Biological Diversity (CBD). Its overacting objectives are:</p>
<ul>
<li>adequately assess the global and the local taxonomic needs;</li>
<li>swiftly develop a satisfying amount of human and infrastructural capacity so that taxonomic research will speed up;</li>
<li>improve the access to taxonomic know-how and information and, thereby improve decision-making in biological conservation.</li>
</ul>
<p>More information on why taxonomy matters is available on <a href="/gti_test/url/bionet-international" target="_blank" title="Link to BioNET INTERNATIONAL">the site of BioNET INTERNATIONAL</a>.</p>
<h3>How does the GTI operate?</h3>
<p>Since the sixth Conference of the Parties (COP-6) an operational programme of work (PoW) for the GTI has been endorsed (Decision VI/8). This PoW set the following 5 operational objectives:</p>
<p><br /> Operational objective 1- Assess taxonomic needs and capacities at national, regional and global levels for the implementation of the Convention.<br /> Operational objective 2 - Provide focus to help build and maintain the human resources, systems and infrastructure needed to obtain, collate and curate the biological specimens that are the basis for taxonomic knowledge.<br /> Operational objective 3 - Facilitate an improved and effective infrastructure/system for access to taxonomic information; with priority on ensuring that countries of origin gain access to information concerning elements of their biodiversity.<br /> Operational objective 4 - Within the major thematic work programmes of the Convention include key taxonomic objectives to generate information needed for decision-making in conservation and sustainable use of biological diversity and its components.<br /> Operational objective 5 - Within the work on cross-cutting issues of the Convention, include key taxonomic objectives to generate information needed for decision-making in conservation and sustainable use of biological diversity and its components.</p>
<p>At its eighth meeting, the COP carried out an in depth revision of the PoW and made some amendments and additions in Decision VIII/3. Most eye-catching was the request to: (i) develop specific taxonomic, outcome-oriented and timed deliverables for each of the planned activities of the PoW, (ii) establish a widely accessible checklist of known species names and, (iii) set on track a special fund for the GTI.</p>
<p>Arising from Decision VIII/3, Decision IX/22 endorsed the identified set of outcome-oriented deliverables, and emphasised that continuing capacity-building activities in taxonomy (including taxonomic training) would be needed to implement them. Decision IX/22 can safely be considered an important step forward for the GTI as it resonates the call for effective taxonomic work louder then ever and, more important, sets specific and timed targets for taxonomic output. Some of these targets are very clear (e.g. keys to the bee genera of the world by 2012; produce a guide to the major groups of marine algae by 2012,...), others remain more vague (e.g. complete taxonomic needs assessments for at least two thematic areas or cross-cutting issues of the CBD by the end of 2009), others mere repetition of work already in progress (e.g. checklist of known species names).</p>2014-11-25T16:21:32Ztag:www.taxonomy.be,2014-11-25:/gti_course/theoretical_courseshttp://www.taxonomy.be/gti_course/misc_/CHM2/Site.gifNFP-GTIGTI ReaderThe Convention on Biological Diversitytag:www.taxonomy.be,2012-12-03:/gti_course/theoretical_courses/cbd2012-12-03T16:03:02Zhdekoeijerkvrancken<h2>What is the Convention on Biological Diversity?</h2>
<p>
The Convention on Biological Diversity is the most broadly subscribed international environmental treaty in the world. Opened for signature at the Earth Summit in Rio de Janeiro Brazil in 1992, it currently (October 2009) has 193 Parties -192 States and the European Community - who have committed themselves to its three overall goals:
</p>
<ul>
<li>the conservation of biodiversity;</li>
<li>the sustainable use of its components and;</li>
<li>the equitable sharing of the benefits arising out of the utilization of genetic resources.</li>
</ul>
<p> </p>
<p>
As the Convention is legally binding; member parties are obliged to implement all of its provisions.
</p>
<p> </p>
<p>
Importantly, the Convention emphasizes that the development of human societies worldwide goes hand in hand with sustainable usage of the products and services that biological diversity provide. This humanistic point of view has ensured that the conservation of biodiversity is now seen as a ‘common concern of humankind'. The Convention further explicitly sets principles for the fair and equitable sharing of the benefits arising from the use of genetic resources, notably those destined for commercial use. It also covers the rapidly expanding field of biotechnology, addressing technology development and transfer, benefit-sharing and biosafety.<br />
<br />
The Secretariat of the Convention is located in Montreal.
</p>
<p> </p>
<h2>Why is taxonomy important to the Convention on Biological Diversity?</h2>
<p>
Governments that have signed and ratified the CBD are legally obliged to conserve and sustainably use biodiversity. To achieve these ends they develop national biodiversity strategies and action plans, which should rime national economic development and environmental protection.
</p>
<p> </p>
<p>
Key issues that are addressed in this process include the inventory, monitoring and safeguarding of biodiversity. The latter is achieved through the establishment of protected areas, the restoration of degraded ecosystems, the control of invasive alien species species, the control of genetic pollution caused by biotechnological processes, etc. It is the science of taxonomy - actively engaged in the detection, description and classification of organisms - that provides the baseline data to attend to these issues.
</p>
<p> </p>
<h2>How does the Convention on Biological Diversity function?</h2>
<p>
The Conference of the Parties (COP) has established seven thematic programmes of work (i.e. Agricultural Biodiversity, Dry andSub-humid Lands Biodiversity, Forest Biodiversity, InlandWaters Biodiversity, Island Biodiversity, Marine and CoastalBiodiversity, Mountain Biodiversity.listed below) which correspond to some of the major biomes on the planet. Each programme establishes a vision for, and basic principles to guide future work. They also set out key issues for consideration, identify potential outputs, and suggest a timetable and means for achieving these. Implementation of the work programmes depends on contributions from Parties, the Secretariat, relevant intergovernmental and other organizations, but especially from motivated individuals. Periodically, the COP and its open-ended intergovernmental scientific advisory body known as the Subsidiary Body on Scientific, Technical and Technological Advice (SBSTTA) review the state of implementation of the work programmes.
</p>
<p> </p>
<p>
The COP has also initiated work on key matters of relevance to all thematic areas. These cross-cutting issues correspond to the issues addressed in the Convention's substantive provisions in Articles 6-20, and provide bridges and links between the thematic programmes. Some cross cutting initiatives directly support work under thematic programmes, for example, the work on indicators provides information on the status and trends of biodiversity for all biomes. Others develop discrete products quite separate from the thematic programmes. The work done for these cross-cutting issues has led to a number of principles, guidelines, and other tools to facilitate the implementation of the CBD. The Global Taxonomy Initiative is one of the 17 cross-cutting issues.
</p>
<p> </p>
<h2>Course</h2>
<p>
<a href="/gti_course/theoretical_courses/cbd/course/CBD-EN.pdf" target="_new"><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Biodiversity internationally - Key organisations and political agreements</a>.
</p>
<p> </p>
<h2>References</h2>
<ul>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Adams, W.M. 2006. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Adams_2006.pdf" target="_blank" title="PDF">The Future of Sustainability: Re-thinking Environment and Development in the Twenty-first Century</a>. Report of the IUCN Renowned Thinkers Meeting, 29-31 JAnuary 2006 1-19.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Adams W.M., brockington D., Dyson J., Vira B. 2003. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Adams_etal_2003.pdf" target="_blank" title="PDF">Managing Tragedies: Understanding Conflict over Common Pool Resources.</a> Science 302: 1915-1916. (web resources)</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Anon 2005. <a href="/gti/gti_course/theoretical_courses/cbd/read-more2/reprints/Anon_2005.pdf" target="_blank">Bridging the gulf</a>. Nature 437: 595.</li>
<li><img src="/getContentTypePicture?id=text/plain" alt="TXT" /> Balmford, A., Clegg, L., Coulson, T. & Taylor, J. 2002. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Balmford_et_al__2002.txt" target="_blank" title="TXT">Why Conservationists Should Heed Pokemon.</a> Science 295: 2367b. (Txt)</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Balmford, A. & Bond, W., 2005.<a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Balmfor___Bond_2005.pdf" target="_blank" title="PDF"> Trends in the state of nature and their implications for human well-being.</a> Ecology Letters 8: 1218-1234.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Balmford A., et al. 2005. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Baum_et_al_2005.pdf" target="_blank" title="PDF">The Convention on Biological Diversity's 2010 Target.</a> Science 307: 212-213. (supplement)</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Bloom, D.E. 1995. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Bloom_1995.pdf" target="_blank" title="PDF">International Public Opinion on the Environment.</a> Science 269: 354-358.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Carpenter, S.R., DeFries, R., Dietz, T., Mooney, H.A., Polasky, S., Reid, W.V. & Scholes, R.J. 2006. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Carpenter_et_al_2006.pdf" target="_blank" title="PDF">Millenium Ecosystem Assessment: Research Needs.</a> Science 314: 257-258.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Causey, D., Janzen, D. H., Townsend Peterson, A., Vieglais, D., Krishtalka, L., Beach, J. H. & Wiley, E. O. 2004. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Causey_et_al_2004.pdf" target="_blank" title="PDF">Museum collections and taxonomy.</a> Science 305: 1106-1107.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Diaz, S., Fargione, J., Chapin III, F. S. & Tilman, D. 2006. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Diaz_et_al_2006.pdf" target="_blank" title="PDF">Biodiversity loss Threatens Human Well-Being.</a> PLOS Biology 4: 1300-1305.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Dillehay, T. D., Ramirez, C., Pino, M., Collins, M. B., Rossen, J. & Pino-Navarro, J. D. 2008. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Dillehay_et_al_2008.pdf" target="_blank" title="PDF">Monte Verde: Seaweed, Food, Medicine and the Peopling of South America.</a> Science 320: 784-786.</li>
<li>Ehrlich P.R., Wilson E.O. 1991. Biodiversity Studies: Science and Politics<a href="mailto:" target="_blank" title="PDF">.</a> Science 253: 758-762.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Esquinas-Alcazar, J. 2005. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Esquinas-Alcazar_2005.pdf" target="_blank" title="PDF">Protecting crop genetic diversity for food security: political, ethical and technical challenges.</a> Nature Reviews, Genetics 6: 946-953.</li>
<li>Franklin, A. 2001. Convention sur la diversité biologique: le rôle de l'Institut royal des Sciences naturelles dans le Centre d'échange belge et le partenariat. Ambassades et Consulats 10-12.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Geeta R., Levy A., Hoch, M., Mark M. 2004. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Geeta_et_al_2004.pdf" target="_blank" title="PDF">Taxonomists and the CBD.</a> Science 305:1105.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Gilbert, N. 2009. <a href="/gti_course/theoretical_courses/cbd/gti_course/theoretical_courses/cbd/read-more2/reprints/Gilbert_2009.pdf" target="_new">Efforts to sustain biodiversity fall short</a>. Nature 462: 263</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Gilbert, N. 2010. <a href="/gti_course/theoretical_courses/cbd/gti_course/theoretical_courses/cbd/read-more2/reprints/Gilbert_2010.pdf" target="_new">Biodiversity law could stymie research</a>. Nature 463: 598.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Huang H., Han X., Kang L. Raven P., Jackson P.W., Chen Y. 2002. <a href="/gti/gti_course/theoretical_courses/cbd/read-more2/reprints/Huang_etal_2002.pdf" target="_blank">Conserving Native Plants in China</a>. Science 297: 935-936.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Lyal C.H.C., Weitzman A.L. 2004. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Lyal___Weitzman_2004.pdf" target="_blank" title="PDF">Taxonomy: Exploring the Impediment.</a> Science 305:1106.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Mace, G. et al. 2010. <a href="/gti_course/theoretical_courses/cbd/theoretical_courses/cbd/read-more2/reprints/mace-et-al_2010.pdf">Biodiversity targets after 2010</a>. COSUST, 6 pp.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Pethiyagoda, R. 2004. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Pethiyagoda_2004.pdf" target="_blank" title="PDF">Biodiversity law has some unintended effects.</a> Nature 429: 129.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Pinton, V. & Franklin A. 2009. <a href="/gti/gti_course/theoretical_courses/cbd/read-more2/reprints/Pinton_Franklin_2009.pdf" target="_blank">Biodiversité, richesse de la Nature et des Hommes</a>. Dimension 3 1:20-21.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Sachs, J. D. & Reid, W. V. 2006. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Sachs_Reid_2006.pdf" target="_blank" title="PDF">Investments Toward Sustainable Development.</a> Science 312: 1002.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Sala, O. E. et al. 2000. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Sala_et_al_2000.pdf" target="_blank" title="PDF">Global Biodiversity Scenarios for the Year 2100.</a> Science 287: 1770-1774.</li>
<li>Secretariat of the Convention on Biological Diversity. 2006. Guidance for promoting synergy among activities addressing biological diversity, desertification, land degradation and climate change. CBD Technical Series 1-4</li>
<li>Scholes, R.J. et al. 2008. Towards a Global Biodiversity Observing System. Science 321: 1044-1045.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Secretariat of the Convention on Biological Diversity. 2004. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/SCBD_2004.pdf" target="_blank" title="PDF">Addis Ababa Principles and Guidelines for the Sustainable Use of Biodiversity (CBD Guidelines</a>) Montreal: Secretariat of the Convention on Biological Diversity 21 p.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Silva M. 2004. <a href="/gti/gti_course/theoretical_courses/cbd/read-more2/reprints/Silva_2004.pdf" target="_blank">Bioinformatics, the Clearing-house Mechanism, and the Convention on Biological Diversity</a>. Biodiversity Informatics. 1: 23-29.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Stokstad E. 2005. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Stokstad_2005.pdf" target="_blank" title="PDF">Taking the Pulse of Earth’s Life-Support Systems.</a> Science 308: 41-43.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Stone R. 1994. <a href="/gti/gti_course/theoretical_courses/cbd/read-more2/reprints/Stone_1994.pdf" target="_blank">Proposed Global Network for Ecology Data Stirs Debate</a>. Science 266: 1155.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Tallis, H. & Kareiva, P. 2005. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/Tallis___Kareiva_2005.pdf" target="_blank" title="PDF">Ecosystem services.</a> Current Biology 15: 746-748.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Tallis H.M., Kareiva P. 2006. <a href="/gti/gti_course/theoretical_courses/cbd/read-more2/reprints/Tallis___Kareiva_2006.pdf" target="_blank">Shaping global environmental decisions using socio-ecological models</a>. TRENDS in Ecology and Evolution 21: 562-568.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> ten Kate K. 2002. <a href="/gti_course/theoretical_courses/gti/gti_course/gti_course/theoretical_courses/cbd/read-more2/reprints/ten_Kate_2002.pdf" target="_blank" title="PDF">Science and the Convention on Biological Diversity.</a> Science 295: 2371-2372.</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Urho, N. 2009. <a href="/gti/gti_course/theoretical_courses/cbd/read-more2/reprints/Uhro_2009.pdf" target="_blank" title="PDF">Possibilities of enhancing co-operation and co-ordination among MEAs in the biodiversity cluster</a>. TemaNord 537: 87 pp.</li>
<li>Van Goethem, J. 1999. Het Verdrag inzake biologische diversiteit en de opvolging ervan in België. Biol. Jaarb. Dodonnea 66: 49-88 (in Dutch with English abstract).</li>
<li><img src="/gti_course/theoretical_courses/cbd/getContentTypePicture?id=application/pdf" alt="¨PDF" /> Vitousek, P. M., Mooney, H. A., Lubchenco J. & Melillo J.M. 1997. <a href="/gti/gti_course/theoretical_courses/cbd/read-more2/reprints/Vitousek_et_al_1997.pdf" target="_blank">Human Domination of Earth's Ecosystems</a>. Science 277: 494-499.</li>
</ul>
<p> </p>
<p>
Additional information is available in the <a href="/gti/gti_course/theoretical_courses/cbd/read-more2">Learn more folder</a>.
</p>Taxonomy and the GTItag:www.taxonomy.be,2012-12-03:/gti_course/theoretical_courses/taxonomy_gti2012-12-03T16:54:41Zhdekoeijerkvrancken<h2>What is the GTI?</h2>
<p><span style="font-size: small;"> The Global Taxonomy Initiative was started by governments, under the Convention on Biological Diversity (CBD), and is implemented by many actors including governments, non-government and international organisations, as well as taxonomists and the institutions where they work. Taxonomy is important for all types of ecosystems, and therefore the initiative is a cross-cutting issue applicable to all of the work under the Convention. </span></p>
<p> </p>
<h2>Why the GTI?</h2>
<p><span style="font-size: small;">Taxonomy is the science that detects, describes, names and, through the application of the theory of evolution, classifies all organisms. Through this process taxonomists have achieved far-going causal understanding of past and present biodiversity. Although in the framework of the CBD only extant organisms are considered, taxonomists also study extinct life forms, including so-called neo-extinctions that result from human interference, either directly (e.g. hunting to the very last individual, cf. the dodo) or indirectly (<em>e.g.</em> habitat perturbation by pollution, cf. the Chinese dolphin or baije).</span></p>
<p><span style="font-size: small;">Without taxonomy, none of the three objectives of the CBD can be met, not proximally at the national echelon, not ultimately at the global level. How can one adequately conserve biodiversity if one does not know its composing organisms? How can one sustainably use the components of biodiversity if one does not know unambiguously what these components are? How can one fairly and equitably share the genetic resources that arise from the diversity of life if one cannot characterise/differentiate the distinctive bearers of those resources? </span></p>
<p><span style="font-size: small;">In short, the CBD craves for taxonomic data and expertise because the CBD needs:</span></p>
<p><span style="font-size: small;"><br /></span></p>
<ul>
<li><span style="font-size: small;">unique scientific names that denominate the components of biodiversity,</span></li>
<li><span style="font-size: small;">the identifiers that underscore these names (<em>e.g.</em> characters and their states, gene sequences, distribution patterns etc.) and,</span></li>
<li><span style="font-size: small;">the tools that taxonomy delivers to recognise the diversity of life (<em>e.g.</em> identification keys, barcodes, databases with taxonomic information, etc.).</span></li>
</ul>
<p><span style="font-size: small;"><br /></span></p>
<p><span style="font-size: small;">Unfortunately, knowledge gaps in the taxonomy of many taxa continue to exist and the taxonomic workforce needed to cure these gaps is largely missing, especially in the mega-diverse countries of the developing world. A problem that the CBD has recognised as ‘the taxonomic impediment'. In order to resolve this taxonomic impediment, the Global Taxonomy Initiative (GTI) was set up under the Convention on Biological Diversity (CBD). Its overacting objectives are:</span></p>
<p><span style="font-size: small;"><br /></span></p>
<ul>
<li><span style="font-size: small;">adequately assess the global and the local taxonomic needs;</span></li>
<li><span style="font-size: small;">swiftly develop a satisfying amount of human and infrastructural capacity so that taxonomic research will speed up;</span></li>
<li><span style="font-size: small;">improve the access to taxonomic know-how and information and, thereby improve decision-making in biological conservation.</span></li>
</ul>
<p><span style="font-size: small;"><br /></span></p>
<p><span style="font-size: small;">More information on why taxonomy matters is available on the site of BioNET INTERNATIONAL.</span></p>
<p> </p>
<h2>How the GTI operates?</h2>
<p><span style="font-size: small;">Since the sixth Conference of the Parties (COP-6) an operational programme of work (PoW) for the GTI has been endorsed (Decision VI/8). This PoW set the following 5 operational objectives:</span></p>
<p><span style="font-size: small;"><br /></span></p>
<ul>
<li><span style="font-size: small;">Operational objective 1 - Assess taxonomic needs and capacities at national, regional and global levels for the implementation of the Convention.</span></li>
<li><span style="font-size: small;">Operational objective 2 - Provide focus to help build and maintain the human resources, systems and infrastructure needed to obtain, collate and curate the biological specimens that are the basis for taxonomic knowledge.</span></li>
<li><span style="font-size: small;">Operational objective 3 - Facilitate an improved and effective infrastructure/system for access to taxonomic information; with priority on ensuring that countries of origin gain access to information concerning elements of their biodiversity.</span></li>
<li><span style="font-size: small;">Operational objective 4 - Within the major thematic work programmes of the Convention include key taxonomic objectives to generate information needed for decision-making in conservation and sustainable use of biological diversity and its components.</span></li>
<li><span style="font-size: small;">Operational objective 5 - Within the work on cross-cutting issues of the Convention, include key taxonomic objectives to generate information needed for decision-making in conservation and sustainable use of biological diversity and its components.</span></li>
</ul>
<p><span style="font-size: small;"><br /></span></p>
<p><span style="font-size: small;">At its eighth meeting, the COP carried out an in depth revision of the PoW and made some amendments and additions in Decision VIII/3. Most eye-catching was the request to: (i) develop specific taxonomic, outcome-oriented and timed deliverables for each of the planned activities of the PoW, (ii) establish a widely accessible checklist of known species names and, (iii) set on track a special fund for the GTI.</span></p>
<p><span style="font-size: small;">Arising from Decision VIII/3, Decision IX/22 endorsed the identified set of outcome-oriented deliverables, and emphasised that continuing capacity-building activities in taxonomy (including taxonomic training) would be needed to implement them. Decision IX/22 can safely be considered an important step forward for the GTI as it resonates the call for effective taxonomic work louder then ever and, more important, sets specific and timed targets for taxonomic output. Some of these targets are very clear (e.g. keys to the bee genera of the world by 2012; produce a guide to the major groups of marine algae by 2012,...), others remain more vague (e.g. complete taxonomic needs assessments for at least two thematic areas or cross-cutting issues of the CBD by the end of 2009), others mere repetition of work already in progress (e.g. checklist of known species names).</span></p>
<p> </p>
<h2>Course</h2>
<ul>
<li><span style="font-size: small;"><span class="Apple-style-span" style="font-family: verdana,geneva;"><a href="/gti/gti_course/theoretical_courses/taxonomy_gti/courses/module1-en.pdf">Taxonomy and the Belgian National Focal Point to the GTI (pdf format, </a></span><a href="/gti/gti_course/theoretical_courses/taxonomy_gti/courses/module1-en.pdf"><img src="/++resource++naaya.mime_icons/pdf.png" alt="¨PDF" /></a><span class="Apple-style-span" style="font-family: verdana,geneva;"><a href="/gti/gti_course/theoretical_courses/taxonomy_gti/courses/module1-en.pdf">)</a></span></span></li>
<li><span style="font-size: small;"><a href="/gti/gti_course/theoretical_courses/taxonomy_gti/courses/module1-fr.pdf">Taxonomie et le Point focal belge pour l'ITM (format pdf, <img src="/++resource++naaya.mime_icons/pdf.png" alt="¨PDF" />)</a></span></li>
</ul>
<p> </p>
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</ul>
<p> </p>
<p>More information is available in the <a href="/gti/gti_course/theoretical_courses/taxonomy_gti/read-more">Learn more folder</a>.</p>Biodiversitytag:www.taxonomy.be,2012-12-03:/gti_course/theoretical_courses/biodiversity2012-12-03T16:03:02Zhdekoeijerkvrancken<p>This module has three parts:</p>
<p> </p>
<ul>
<li><strong>Submodule one</strong> on the <a href="/gti_course/theoretical_courses/biodiversity/definition">definition of biodiversity</a>.</li>
<li><strong>Submodule two</strong> on the <a href="/gti_course/theoretical_courses/biodiversity/conservation">essentials of conservation biology</a>.</li>
<li><strong>Submodule three</strong> on the <a href="/gti_course/theoretical_courses/biodiversity/measurement">basics of measurement of biodiversity</a>.</li>
</ul>Species conceptstag:www.taxonomy.be,2012-12-03:/gti_course/theoretical_courses/species_concepts2012-12-03T16:03:02Zhdekoeijerkvrancken<h2>What type of species concepts exist? </h2>
<p>To date, more then 20 different species concepts have been proposed. It can be difficult to differentiate between these concepts. However, they key out in three larger groups:</p>
<ul>
<li>concepts that require some sort of overall similarity and/or gaps in character distribution. </li>
<li>concepts committed to understanding evolution. </li>
<li>concepts based on phylogenetics.</li>
</ul>
<h2>Why are there different species concepts?</h2>
<p>Species concepts have and continue to be central tenets in biological science. From the earliest days of biological thinking until well after Darwin’s (1859) <span class="Apple-style-span" style="font-style: italic;">On the Origin of Species</span>, species concepts were essentially of a typological nature. This was the consequence of the rather general belief that all species were created by God and thus were fixed and immutable. As intraspecific variation remained unrecognized, geographical variants and different morphs within and between populations were considered different species.</p>
<p>But, when the causal theory of evolution gained momentum, it became increasingly clear that the idea of fixed created units had to be abandoned. The recognition that species occur as reproductively isolated units gave rise to the biological species concept (BSC) that embraced the dynamical nature of life and its entities. By the 1940’s it seemed that the debate was at its terminus.</p>
<p>However, the fact that the BSC applied only to biparental sexually reproducing organisms and not to asexual and/or extinct species, together with the desire to apply cladistic techniques at the species level, led to the rapid development of phylogenetic species concepts. With phylogeny as a guide; species concepts have become synonyms of diagnosable clades. The debate has been re-opened.</p>
<h2>How to use species concepts wisely?</h2>
<p>A silver bullet species concept that attends to the biologist’s perceived needs does not exist. Some species concepts have a large theoretical value (e.g. BSC) but are only narrowly applicable in practice. Others are more practical (e.g. the morphological SC) but fail to explain intra- and interspecific variation.</p>
<p>The viewpoint that species represent branches (terminal ones for extant species) of different evolutionary lineages seems to be accepted, in one or another form, by most contemporary taxonomists. The phylogenetic species concept is therefore increasingly used.</p>
<h2>Course</h2>
<p> </p>
<p><a href="/gti/gti_course/theoretical_courses/species_concepts/course/Species_concepts.pdf" target="_blank">Sense and nonsense of species concepts</a> (pdf format <img src="/gti/gti_course/theoretical_courses/species_concepts/getContentTypePicture?id=application/pdf" alt="PDF" />, English) </p>
<h2>References</h2>
<ul>
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<p> </p>
<p> </p>
<p>More information is available in the <a href="/gti/gti_course/theoretical_courses/species_concepts/gti/gti_course/theoretical_courses/species_concepts/learn-more">Learn more</a> folder below. </p>Classificationtag:www.taxonomy.be,2012-12-03:/gti_course/theoretical_courses/classification2012-12-03T16:03:02Zhdekoeijerkvrancken<h2>What is a classification?</h2>
<p>Classification is the ordering of similar entities (objects) in a hierarchical series of nested classes, in which each more inclusive higher-level class is subdivided comprehensively into less inclusive classes at the next lower leve</p>
<p>In biological classifications, the ordered grouping of organisms into classes accords to their similarities and is consistent with the evolutionary history of the organisms in the group. The latter is inferred from their taxonomic characters.</p>
<h2>Why do we need classification</h2>
<p>The complexity of the living world - be it at genetic, organism or ecosystem level - is so large that scientific explanations become possible only after the diversity is reduced to understandable, manageable groupings. This is achieved through the process of biological classification that has the following objectives:</p>
<p> </p>
<ul>
<li>it sorts similar and/or related taxa into groups and delimits these against other such groups; </li>
<li>it serves as the summary of the information contained in the groups; </li>
<li>it serves to retrieve information; </li>
<li>it serves as the basis for comparative research. </li>
</ul>
<p> </p>
<p>Biological classification is thus concerned with the hierarchical ordering of organisms into objective (principled) hierarchical groups.</p>
<h2>How are classifications made?</h2>
<p>Basically there exist two fundamentally different methods of biological classification: phenetics and cladistics. Prior to discussing the differences between both systematic approaches it is worthwhile to mention that both methods deal with as much characters (and their character states) as possible and thus are fundamentally different from the essentialistic/typological methods of the ancients that concentrated only on a limited number of key-characters.</p>
<p>Phenetics, also termed numerical taxonomy, departs from the philosophy that the phylogeny of organisms can never be known to satisfaction and that it thus cannot be used in biological classification. As such, pheneticists argue that grouping by overall similarity is the most objective option to achieve a natural classification. According to the phenetic approach such is possible by considering as much characters as possible and giving each the same weight (or importance). Multivariate statistics on the whole set of character states yields a hierarchical phenogram. It is the topology of that phenogram that dictates the hierarchical classification whereby arbitrary chosen similarity coefficients determine the ranks in the classification.</p>
<p>Cladistics departs from the fact that phylogenetic relationship is the only valid principle by which organisms can be classified. The three basic criterions of cladistics are: apomorphy, monophyly and parsimony. An apomorphy is a derived character state. Shared derived character states (=synapomorphies) define the taxa that are most closely related by common ancestry. Monophyly is the term used for a group of taxa that all share the same common ancestor, all the descendants of that ancestor must be included. Parsimony departs from the hypothesis that evolution is a rare phenomenon and that evolutionary pathway thus has to be as simple as possible, that is requiring the fewest number of steps. The branching diagrams produced with caldistic methods are called cladograms whereby each node represent a speciation event.</p>
<h2>Course</h2>
<p><em>(under construction)</em></p>
<h2>References </h2>
<p> </p>
<ul>
<li>Avise, J.C. & Wollenberg, K. 1997. Phylogenetics and the origin of species. PNAS 94: 7748-7755.</li>
<li>Backeljau, T. et al. 1996. Multiple UPGMA and Neigbor-joining Trees and the Performance of Some Computer Packages. Moecular Biology & Evolution 13: 309-313.</li>
<li>Bailenson, J.N. et al. 2002. A bird's eye view: biological categorization and reasoning within and across cultures. Cognition 84: 1-53.</li>
<li>Barraclough, T.G. & Nee, S. 2001. Phylogenetics and speciation. TRENDS in Ecology and Evolution 16: 391-399.</li>
<li>Baum, D.A., DeWitt, S. & Donovan, S.S.S. 2005. The Tree-Thinking Challenge. Science 310: 979-980.</li>
<li>Cunningham, C.W., Omland, K.E. & Oakley, T.H. 1998. Reconstructing ancestral character states: a critical reappraisal. TRENDS in Ecology and Evolution 13: 361-366.</li>
<li>Ereshefsky, M. 2001. Names, Numbers and Indentations: A Guide to Post-Linnean Taxonomy. Studies in History and Philosophy of Biological and Biomedical Science 32: 361-383.</li>
<li>Ereshefsky, M. 2001. Philosophy of Biological Classification. Encyclopedia of Life Sciences 3.</li>
<li>Fitzhugh, K. 2006. The 'requirement of total evidence' and its role in phylogenetic systematics. Biology and Philosophy 21: 309-351.</li>
<li>Hull, D.L. 2001. The role of Theories in Biological Systematics. Stud. Hist. Phil. Biol. & Biomed. Sci. 32 (2): 221-238.</li>
<li>Johnson, L.A.S. 2004. From species to supertrees: Popperian corroboration and some current controversies in systematics. Australian Systematics Botany 17: 1-16.</li>
<li>Lecointre, G. & Tillier, S. 2001. Il faut renouveler la systématique. Pour la Science 285: 7.</li>
<li>Lopéz, A. & Atran, S. 1997. The Tree of Life: Universal and Cultural Features of Folkbiological Taxonomies and Inductions. Cognitive Psychology 32: 251-295.</li>
<li>Mallatt, J. & Winchell, C.J. 2002. Testing the New Animal Phylogeny: First Use of Combined Large-Subunit and Small-Subunit rRNA Gene Sequences to Classify the Protostomes. Mol.Biol.Evol. 19: 289-301.</li>
<li>Marshall, E. 2005. Will DNA bar codes breathe life into classification? Science 307: 1037.</li>
<li>Mayr E., Bock W.J. 2002. Classifications and other ordering systems. J. Zool. Syst. Evol. Research 40: 169-194.</li>
<li>Minelli, A. 2002. Classification. Encyclopedia of Life Sciences, 5 pp.</li>
<li>Nixon, K.C. & Carpenter, J.M. 2000. On the Other "Phylogenetic Systematics". Cladistics 16: 298-318.</li>
<li>Page, R.D.M. & Charleston, M.A. 1998. Trees within trees: phylogeny and historical associations. TRENDS in Ecology and Evolution 13: 356-359.</li>
<li>Prance T. 2001. The Relevance of Systematics to the Twenty-first Century. Encyclopedia of Life Sciences, 7pp.</li>
<li>Rieppel, O. 2005. Proper names in twin worlds: Monophyly, paraphyly, and the world around us. Organisms, Diversity and Evolution 5: 89-100.</li>
<li>Sereno, P.C. 2005. The Logical Basis of Phylogenetic Taxonomy. Systematic Biology 54: 595-619.</li>
<li>Slowinski, J.B. & Page, R.D.M. 1999. How should species Phylogenies be inferred from sequence data? Syst.Biol. 48: 814-825. Sokal, R.R. 1966. Numerical Taxonomy. Scientific American 215 (6): 106-116.</li>
<li>Sokal, R.R. 1974. Classification: Purposes, Principles, Progress, Prospects. Science 185: 1115-1123.</li>
<li>Stevens, P.F. 2002. History of Taxonomy. Encyclopedia of Life Sciences 3.</li>
<li>Tautz, D. et al.. 2003. A plea for DNA taxonomy. TRENDS in Ecology and Evolution 18: 70-74.</li>
<li>Telford, M.J. 2006. Animal Phylogeny. Current Biology 16: 981-985.</li>
<li>Vernon, K. 1988. The Founding of Numerical Taxonomy. BJHS 21: 143-159.</li>
<li>Vernon, K. 1993. Desperately seeking status: Evolutionary Systematics and the taxonomists' search for respectability. BJHS 26: 207-227.</li>
<li>Vernon, K. 1993. Desperately seeking status: Evolutionary Systematics and the taxonomists' search for respectability. BJHS 26: 207-227.</li>
<li>Vernon, K. 2001. A Truly Taxonomic Revolution? Numerical taxonomy 1957-1970. Stud. Hist. Phil. Biol. & Biomed. Sci 32(2): 315-341.</li>
<li>Wilkinson, M. 2002. Cladistics. Encyclopedia of Life Sciences 4.</li>
<li>Winsor, M.P. 2000. Species, Demes, and the Omega Taxonomy: Gilmour and The New Systematics. Biology and Philosophy 15: 349-388.</li>
<li>Winsor, M.P. 2003. Non-essentialist methods in pre-Darwinian taxonomy. Biology and Philosophy 18: 387-400.</li>
<li>Wolff, P., Medin, D.L. & Pankratz, C. 1999. Evolution and devolution of folkbiological knowledge. Cognition 73: 177-204.</li>
</ul>
<p> </p>Phylogenetic analysistag:www.taxonomy.be,2012-12-03:/gti_course/theoretical_courses/phylogenetic_analysis2012-12-03T16:03:02Zhdekoeijerkvrancken<p><em>This module is still in preparation. Please come back later.</em></p>
<p> </p>
<p>Four submodules will be made:</p>
<p> </p>
<ul>
<li>Submodule one will explains the basics of distance methods</li>
<li>Submodule two will treat maximum likelihood methods</li>
<li>Submodule three will provide the <a href="/gti_course/theoretical_courses/phylogenetic_analysis/theoretical_courses/phylogenetic_analysis/parsimony_meth">essentials of parsimony methods</a></li>
<li>Submodule four will give an overview of the statistical accuracy achieved in phylogenetic analysis </li>
</ul>Evolutiontag:www.taxonomy.be,2013-06-17:/gti_course/theoretical_courses/evolution2013-06-17T16:37:29Zhdekoeijerkvrancken<p><em>This module is still in preparation. Please come back later.</em></p><p> </p><p>Two parts will be made available:</p><p> </p><ul> <li>The first submodule will give an overview of the history of evolutionary thought.</li> <li>The second second submodule will provide the essentials of the theory of evolution. </li></ul><p> </p>Nomenclaturetag:www.taxonomy.be,2012-12-03:/gti_course/theoretical_courses/nomenclature2012-12-03T16:03:02Zhdekoeijerkvrancken<p>
This module has two parts.
</p>
<p>
</p>
<ul>
<li>The first part gives an overview of the principles of <a href="/gti/gti_course/theoretical_courses/nomenclature/botanical" target="_blank">botanical nomenclature</a></li>
<li>The second part does the same for <a href="/gti/gti_course/theoretical_courses/nomenclature/zoological" target="_blank">zoological nomenclature</a></li>
</ul>
<br />
Additional information applicable for both parts is available in the <a href="/gti/gti_course/theoretical_courses/nomenclature/learn-more" target="_blank">Learn more folder</a>.
Scientific writingtag:www.taxonomy.be,2012-12-03:/gti_course/theoretical_courses/scientific_writing2012-12-03T16:03:02Zhdekoeijerkvrancken<p><em>This module is still under construction. Please come back later or visit <a href="http://www.nature.com/scitable/topic/scientific-communication-14121566">Nature's Scitable course on scientific communication</a><br /></em></p>
<p> </p>
<p>This module will have four parts:</p>
<p><strong>Submodule </strong><strong>1</strong> explains how a scientific article is written, in a particular one on taxonomic research</p>
<p><strong>Submodule 2</strong> provides good practices in writing poster and oral communications</p>
<p><strong>Submodule 3</strong> gives hints as to how a scientific project must be written</p>
<p><strong>Submodule 4</strong> explains the process of peer review and gives hints for good manuscript management </p>
<p> </p>Natural History collectionstag:www.taxonomy.be,2012-12-03:/gti_course/theoretical_courses/collections2012-12-03T16:03:02Zhdekoeijerkvrancken<p></p>
<p>Browse the folders below to learn more on:</p>
<p> </p>
<p> </p>Cybertaxonomytag:www.taxonomy.be,2012-12-03:/gti_course/theoretical_courses/cybertaxonomy2012-12-03T16:03:02Zhdekoeijerkvrancken<p><em>This module is still in preparation. Please come back later.</em></p>Additional resourcestag:www.taxonomy.be,2012-12-03:/gti_course/theoretical_courses/additional_resources2012-12-03T16:03:02Zhdekoeijerkvrancken<p><span class="Apple-style-span" style="font-family: Verdana, Helvetica, sans-serif; font-size: 12px;">
<h2>e-Courses</h2>
<p style="word-spacing: normal; margin: 0px;"> </p>
<p style="word-spacing: normal; margin: 0px;"><a href="http://cnx.org/">Connexions</a>: a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc.</p>
<p style="word-spacing: normal; margin: 0px;"> </p>
<p style="word-spacing: normal; margin: 0px;"><a href="/gti/urls/additional-resources/scitable" target="_blank">Scitable</a>: a free science library and personal learning tool brought to you by Nature Publishing Group, the world's leading publisher of science.</p>
<p style="word-spacing: normal; margin: 0px;"> </p>
<p style="word-spacing: normal; margin: 0px;"><a href="/gti/urls/additional-resources/visionlearning" target="_blank">Visionlearning</a>: a set of peer-reviewed materials for learning science including modular readings, interactive multimedia, and a glossary - all available for free on the web in both English and Spanish.</p>
<p style="word-spacing: normal; margin: 0px;"> </p>
<p style="word-spacing: normal; margin: 0px;"><a href="/gti/urls/additional-resources/worldwidescience" target="_blank">WorldWideScience</a>: a global science gateway connecting you to national and international scientific databases and portals</p>
</span></p>