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MEET LHAKA DEM



Join me on my journey of action and impact here.

A former Environmental Officer/Manager pursuing a Master of Environment at Griffith University, specialising in Climate Change Adaptation.

 

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 © 2024 by Lhaka Dem. Proudly created with Wix.com

ABOUT ME

CONTEXT (C): My academic journey at Griffith University encompassed a diverse curriculum within the Environment and Sustainability field, emphasising transdisciplinary approach. Courses that I undertook such as Environmental Economics, Geographic Information Systems, Environment and Development, Environmental Management Systems, Environmental Pollution, Environmental Systems and Climate Change, Exploring the Literature, Policymaking an Planning for Climate Change, Research Design and Methods and Urban Futures: Delivering Water Sensitive Cities provided a comprehensive foundation that bridges various disciplines to address the intricate environmental challenges. This broad educational framework is essential for addressing the "wicked" problems of sustainability and environmental management.

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EARLY LIFE

​My connection to the environment has been deeply personal from a young age. Growing up in Bhutan,  I spent my formative years foraging for mushrooms, playing in the forest, and sliding down dry pine leaves in the winter. These experiences weren't just moments of fun, they were moments that shaped my appreciation for nature. As I look back, I see how much of that world has been lost to development and electrification, and it makes me even more passionate about protecting what's left. Without hesitation, I pursued a degree in Environmental Management because it felt like the most natural way to honor the connection I've always had with the mother earth. My journey has been shaped by the desire to protect the environments I grew up with, and that personal connection drives everything I do. 

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​ACADEMIC JOURNEY

My academic journey while pursuing a Bachelor of Science in Environmental Management opened up a world of opportunities, allowing me to build a strong foundation in my field. One of the most transformative experiences was the 2017, "Weaving Strands of Knowledge" project. Collaborating with peers, we blended cultural insights with scientific research on climate change, conducting field work in both rural Bhutan and New England, USA. This project broadened my perspective and reinforced my belief in the power of storytelling to advocate for environmental protection. It showed me how narratives grounded in both cultural identify and science can inspire meaningful change. 

 

Another significant milestone was my undergraduate in research of Bhutan's wetland ecosystems. This research led to the publication of my first academic paper where my peers and I classified high-altitude wetlands.   This achievement not only marked a pivotal point in my academic career but also strengthened my passion for wetlands conservation. 

 

​PROFESSIONAL JOURNEY 

My professional journey in environmental management began at the National Environment Commission Secretariat, Bhutan, where I secured my first job after completing my bachelors degree. 

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At the National Environment Commission Secretariat, I was able to gain valuable hands-on experience by reviewing Environmental Impact Assessment (EIA) reports for a wide range of projects. These ranged from small-scale manufacturing industries to large projects with significant environmental impacts, including mines, hydropower plants, and steel and ferrosilicon manufacturing units. This work allowed me to engage deeply with the environmental implications of diverse industries, honing my skills in evaluating the potential effects of development on Bhutan's ecosystems. Each project presented its own challenges, but the experience strengthened my understanding of how to balance economic development with environmental sustainability. 

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​WORK INTEGRATED LEARNING

My journey as a master's student at the Griffith University has been deeply inter-wined with my passion for environmental protection and conservation. One of the most transformative experiences has been the Work Integrated Learning (WIL) program, which I chose as a way to bridge theory with practical, hands-on work while living and studying in Brisbane. 

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My first WIL placement was with the Institute of Urban Indigenous Health.  This experience opened my eyes to Indigenous perspectives on living in harmony with nature. Learning about their unique ways of being and doing offered me a profound understanding of what it means to truly co-exist with the environment. I didn't  just learn from them, though. I also has the privilege of contributing to the their efforts to mitigate the impacts of climate change by developing a tool to measure their carbon footprint. The project allowed me to combine my passion for environmental protection with a meaningful cause, and I was proud to generate a report outlining the importance of such a tool. 

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Following that, my placement with the Wetlands Team at the Department of Environment, Science and Innovation further cemented my dedication to environmental conservation. As a Project Officer, I was tasked with auditing a wide range of past and current wetlands-related citizen science projects. It was an eye-opening experience to dig into the data, uncover gaps and identify opportunities that could guide future wetlands management strategies. By raising these findings with the team, I contributed to shaping more informed, adaptive planning for wetlands conservation. ​​

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Philosophy and Drive

Inspired by Rachel Carson's belief that, "In Nature, Nothing Exists Alone", I am driven to promote an interconnected approach to environmental conservation. I am convinced that embedding sustainable practices into business operations is essential not only for environmental health but also for long-term business sustainability. 

Skills and Contributions

My professional journey is marked by a comprehensive skill set that includes environmental auditing, regulatory compliance, and effective stakeholder negotiation. Noteworthy achievements include the development of the National Environmental Standards for Bhutan in 2020 and facilitating the approval of Bhutan's second international airport, emphasising sustainable development principles.

Looking

Forward

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With my experience and deep passion for environmental conservation, I am seeking a role specifically dedicated to environmental protection, one that thoroughly addresses the challenges posed by climate change. I am eager to find a position where I can not only apply my academic knowledge and previous experience but also gain hands-on experience in the field. This opportunity would allow me to directly observe and contribute to the positive impacts of our conversation efforts on the natural world. 

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Click on the icon below to view the video of my Weaving Strands of Knowledge project

More About Me
Hiking and Exploring Outdoors Is My Favourite Thing To Do

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RESUME

To further learn about my professional contributions, please check my resume below.

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2022-2024

Griffith University 

Master of Environment

Climate Change Adaptation

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During my Work Integrated Learning (WIL) placement at the Institute for Urban Indigenous Health (IUIH), I had the unique opportunity to contribute to the "Caring for Country" project, a critical initiative aimed at decarbonising healthcare services for Aboriginal and Torres Strait Islander communities. As Australia's largest Aboriginal and Torres Strait Islander Community Controlled Health organisation, IUIH provides comprehensive healthcare through its 19 clinics in Southeast Queensland. The organisation recognises the importance of sustainability in healthcare, especially considering the challenges posed by climate change. This initiative sought to develop a climate benchmarking tool to measure and asses IUIH's environmental and social performance across its network, with the ultimate goal of driving continuous improvement in climate-related outcomes and inspiring innovative solutions that align with IUIH's broader mission of sustainability and health equity. 

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As a graduate student with a background in environmental management, I played a pivotal role in this project. My contribution focused on addressing the disproportionate impacts of climate change on Indigenous communities, particularly within the healthcare sector. Aboriginal and Torres Strait Islander communities are more vulnerable to the effects of climate change, facing a unique set of challenges related to health disparities, housing insecurity, and disruptions to cultural practices. These vulnerabilities underscored the need for urgent action and the development of tools that can help mitigate these effects in a culturally appropriate manner.

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One of my key responsibilities was conducting a comprehensive literature review on existing tools and strategies employed by Aboriginal and Torres Strait Islander Community Controlled Organisations for environmental monitoring and sustainability. This research formed the foundation for the development of a climate benchmarking tool tailored specifically to the needs of IUIH. My literature review focused on a wide range of resources, including academic papers, governmental reports, and case studies of similar organisations that had successfully implemented environmental performance measures. By analysing existing tools, I was able to identify best practices that could be adapted to fit the specific cultural and operational needs of IUIH.

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Collaboration was essential to the success of this project. I worked closely with both Public Health and Service Development teams at IUIH who provided critical insights into the organisation's operational framework and the specific needs of the communities it serves. Together, we developed a bench marking tool that would measure various environmental performance metrics, such as energy consumption, transportation strategies, water usage, and sustainable building designs. One of the key elements of the tool was the incorporation of solar passive design principles, which emphasise the use of natural resources such as sunlight and airflow to reduce energy consumption. This not only reduced the carbon footprint of IUIH's facilities but also aligned with the cultural values of Aboriginal and Torres Strait Islander communities, who place a strong emphasis on living in harmony with nature. 

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Another important aspect of the tool's design was ensuring its scalability. IUIH operates across a vast geographic region with 19 clinics, each with different operational needs and environmental challenges. The tool needed to be flexible enough to accomodate these differences while still providing a standardised framework for measuring and improving environmental performance. By developing the tool in an excel-based format, we were able to create a friendly, customisable  platform that could be easily implemented across entire IUIH network. The tool incorporated formulas, charts and visualisations that allowed users to track key climate performance metrics over time, identify areas for improvement, and benchmark their progress against industry standards. 

 

​The development of the benchmarking tool followed a structured, multi-step approach. After completing the initial literature review, I visited several IUIH clinics to assess their operational layouts and gather data on their environmental performance. This fieldwork was crucial in understanding the unique challenges each clinic faced, such as differences in energy consumption patterns, building designs, and access to renewable energy.

 

The outcomes of my placement were significant. I helped develop a culturally sensitive comprehensive benchmarking tool that enabled IUIH to measure its environmental impact and align with its responsibilities to the community.  The tool offered a roadmap for improving climate resilience and reducing the organisations to improve IUIH's environmental performance, such as adopting renewable energy sources and more sustainable building designs. This work culminated into a final report that detailed the tool's need and development process. 

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Beyond the project itself, this placement offered me invaluable professional experience. It enhanced my understanding of the intersection between healthcare and climate change, particularly within indigenous communities. I gained critical insights into the specific vulnerabilities faced by these communities and developed my communication and problem-solving skills through close collaboration with multiple departments. This experience solidified my ability to balance technical expertise with cultural sensitivity, ensuring that solutions are both effective and meaningful. 

 

Figure: Working Desk at IUIH

Figure: Assessment of Caboolture (top) and Red Cliff (botton) clinics in the first site visit 

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Click below to access the benchmarking tool

What Have I Learnt:

During my placement with IUIH, I deepened my understanding of the social and cultural vulnerability to climate change impacts, particularly for Aboriginal and Torres Strait Islander communities. While climate change will affect everyone globally this experience highlighted how it will disproportionally impact these communities. This insight reinforced the importance of collective action, as climate change cannot be tackled in isolation; addressing these impacts requires societal-wide efforts. Moreover, I learned that organisations focused on Aboriginal and Torres Strait Islander well-being, like IUIH, can lead the way in addressing these impacts. By making internal changes, IUIH is already taking proactive steps in mitigating the effects of climate change, setting and example for others to follow.

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Skills Developed:

Through this placement, I developed two of the four key threshold learning outcomes for environment and sustainability graduates. The first pertains to transdisciplinary knowledge, where I gained broad and coherent knowledge about the environment at different scales. I developed a deeper understanding of how Aboriginal and Torres Strait Islander peoples revere and live in harmony with their environment, contrasting with the materialistic views dominant in many other societies. This skill is critical as it informs the need for sustainable, culturally respectful decision-making that values environmental preservation, particularly in development projects that may come at the expense of natural ecosystems. 

 

The second skill I developed falls within the domain of cognitive, technical and communication skills for environment and sustainability. My work on the benchmarking tool required addressing research questions by identifying, synthesising , and applying knowledge from diverse sources. This involved thinking critically and creatively to envision and design alternatives for a sustainable future, including incorporation of Indigenous approaches. I conducted a thorough literature review and collaborated closely with various key persons to gather necessary data for the benchmarking tool. I also learned to think strategically about the future impacts of climate change on Queensland and how to integrate renewable energy considerations into the tool, particularly focusing on solar energy. 

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How My Scientific Education Supported My WIL Experience:

My scientific education, particularly in research, literature review, and technical reporting, greatly contributed to the successful development of the benchmarking tool. The research skills I honed at Griffith University allowed me to efficiently navigate peer-reviewed journals and quickly extract the information I needed. I was able to critically assess and select high-quality literature sources for my project, which improved the quality of the benchmarking tool. Although the association between healthcare and climate change were relatively new to me, my training enabled me to grasp the technical language with ease. This allowed me to digest complex information and use it effectively in the development of the tool. The research and writing skills I gained throughout my education proved invaluable in ensuring that I delivered a comprehensive and well-informed project during my WIL placement. 

Figure: Cover Page of the Report

Figure: Reporting Format in the Benchmarking Tool

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Click below to access the full report

During my placement at IUIH, I had two critical deliverables that were key to the organisation's sustainability efforts. The first was the development of a benchmarking tool designed to measure and track the greenhouse gas (GHG) emissions of the IUIH's operations. This tool provided the organisation with the ability to effectively monitor their environmental impact, allowing them to take informed measures to reduce their carbon footprint. The report also includes guidance on where to obtain emission-related data within the facility, a clear explanation of the technical jargon used in the tool, and a dedicated section for brainstorming future actions to enhance their emission mitigation efforts. 

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This deliverable is particularly important for IUIH as it demonstrated their ongoing dedication to "Caring for Country", a core principle of Aboriginal and Torres Strait Islander peoples. Implementing such sustainability measures within their organisation reinforced their connection to these communities, showing that IUIH was not only delivering healthcare but also taking responsibility for protecting the environment. The tool showcased IUIH's commitment to go beyond their organisational mission, actively contributing to the well-being of both the land and the people, which is integral to the values of the First Nations peoples they serve.

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The second critical deliverable of my placement was a comprehensive report justified the necessity of the benchmarking tool for IUIH. The report provided detailed research on how healthcare facilities contribute significantly to global greenhouse gases emissions, highlighting the role that each clinic plays in the broader context of climate change. By outlining the sources of emissions specific to healthcare clinics, the report emphasised the need for systematic efforts to reduce these emissions as a core strategy for climate mitigation. It underscored the urgency for IUIH to adopt the tool, explaining how it would help them identify, measure, and manage their emissions effectively. The report also provided a rationale for implementing the tool, demonstrating how it would support IUIH's long-term sustainability goals. Ultimately, it will serve as a resource to guide IUIH in staying informed about the tool's relevance and necessity, while helping them understand the specific sources of their emissions and the importance of curbing them to contribute to global climate change mitigation efforts. 

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Figure: An Excerpt from the Report 

Figure: Scopes of Emission Used in the Report

Figure: Cover Page of the Summary Report of the Inventory

​During my WIL placement with the Department of Environment, Science and Innovation (DESI) in Queensland, I served as the Project Officer for the Wetlands Citizen Science Project. This role was instrumental in contributing to the broader vision of environmental sustainability, particularly in the context of wetland conservation and the Great Barrier Reef (GBR). As part of DESI's Environment and Heritage Policy and Programs (EHPP) division, my work revolved around assessing citizen science activities related to wetlands in Queensland.

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Overview of DESI and It Role in Environmental Management

DESI is a key arm of the Queensland Government, working towards fulfilling ​the state's environmental goals through the protection, restoration, and sustainable management of natural heritage. The department, with over 2, 958 employees, has a broad remit to manage and protect Queensland's environment while ensuing the prosperity of current and future generations. With headquarters located in Brisbane City at 400 George Street, DESI plays a vital role in leading efforts for climate mitigation, heritage protection, and sustainable environmental practices. 

 

The Wetlands Unit, a division within the EHPP, is directly involved in managing the wetlands-related projects, one of the which is closely linked to the conservation of the GBR. The GBR is a UNESCO World Heritage Site and one of the world's most vulnerable ecosystems, particularly to the impacts of climate change. Therefore, DESI's Wetlands Unit is not only focused on local wetland preservation but also  plays a significant part in contributing to the overarching Reef 2050 Long-Term Sustainability Plan. My work in the Wetlands Citizen Project was part of this strategy.

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Context of the Wetlands Citizen Science Project

The Wetlands Citizen Science Project is central to DESI's efforts to involve the public in the preservation of wetlands. As part of the Reef 2050 Wetlands Strategy, this project focuses on developing an inventory of wetlands-related citizen science activities across Queensland. This inventory is essential for two reasons; first for the Wetlands Team to evaluate the current level of engagement and knowledge of citizen science in protecting wetlands, and second to redirect and empower these efforts to better align with the broader goals of the Reef 2050 Wetlands Strategy.

The Reef 2050 Plan is a joint commitment by the Australian and Queensland Governments in response to the World Heritage Committee's recommendation for a long-term plan to protect the GBR. Within this plan, the Reef 2050 Wetlands 2050 Strategy serves as the guiding document for wetland science, planning coordination, and management in the GBR catchments. The strategy's evaluation identified citizen science as a crucial area for improvement, acknowledging the need for more structured and effective public participation in wetland conservation. 

 

The Importance of Citizen Science in Wetlands Management

Citizen science has been recognised as a valuable tool in achieving the goals of the Reef 2050 Plan. Citizen scientists contribute to the data collection, monitoring, and research, which is critical for understanding the ecological health of wetlands and implementing effective conservation measures. However, a review of the previous version of the Reef 2050 Wetlands Strategy highlighted gaps in the use of citizen science for wetlands management. My work was aimed at addressing these gaps by identifying ongoing citizen science initiatives, examining their contribution, and suggesting ways to enhance their impact on wetland conservation efforts. 

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The Wetlands Citizen Science Project was designed to build a detailed understanding of where efforts are citizen science projects are currently focused, which organisations are involved and how these could be used or improved for wetlands management. The ultimate aim was to use this data to inform future planning and strategy development for wetlands management in Queensland, ensuring that citizen science can play a more significant role in achieving the goals of the Reef 2050 Plan. 

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Deliverables and Key Objectives of the Wetlands Citizen Science Project

As a Project Officer, my primary deliverable was to produce a comprehensive inventory of wetlands-related citizen science projects in Queensland. This inventory was based on the natural resource management (NRM) regions within the state, with a focus on identifying the most prevalent citizen science activities and the specific areas (wetland types) they addressed. Key objectives of this project included: 

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1. Identifying prevalent activities: understanding the most common citizen science activities related wetlands and the key environmental concerns they addressed such as water quality monitoring, wildlife surveys, and habitat restoration.

 

2. Mapping organisations and groups: Developing a list of organisations and groups involved in wetlands-related citizen science, including those specifically focused on wetlands ecosystems. This list would help highlight active players in the field and opportunities for future collaboration.

 

3. Exploring potential citizen science programs: Identifying programs where wetlands-related citizen science could be incorporated or enhanced, further empowering citizen scientists to contribute to wetland conservation.

 

4. Recognising gaps and opportunities: Identifying areas where citizen science efforts could be expanded, including potential subjects or regions that are currently underrepresented in wetland conservation efforts.

 

5. Providing safety guidelines: Since wetlands-related citizen science often involves working environments with potential risks, such as open water bodies or encounters with wildlife, a crucial part of my deliverable was to include guidelines for safe working practices in these environments. 

 

Contribution to the Reef 2050 Wetlands Strategy

The work I conducted for the Wetlands Citizen Science Project was crucial in supporting DESI's contribution to the Reef 2050 Wetlands Strategy. By developing an inventory of current citizen science activities and identifying gaps and opportunities, this project provided DESI with the information needed to better align citizen science efforts with the goals of the Reef 2050 plan. The project's emphasis on increasing public participation in wetland conservation also supports the broader objectives of sustainable environmental management in the GBR region.

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Moreover, the inclusion of safety guidelines for citizen science participants addressed an often overlooked aspect of such initiatives. Wetland environments, while valuable ecosystems, can present significant risks to those working in them, including exposure open water, insects, and potentially dangerous wildlife such as crocodiles. Providing clear safety protocols ensures that citizen scientists can contribute to wetlands management in the GBR region. 

  

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Click on the icon below to access the WIL synopsis video

Figure: Wetlands-related Citizen Science in Different NRM Regions (Excerpt from the report).

Figure: Citizen Science Projects by Wetland Types

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Figure: Picture With The Team On My Last Day (October 08, 2024)

During my WIL placement at the DESI, I had the unique opportunity to immerse myself in the world of environmental management, particularly through the lens of citizen science. As a Project Officer for the Wetlands Citizen Science Project, my role was centred around the creation of a comprehensive inventory of wetlands-related citizen science activities across Queensland, contributing directly to the Reef 2050 Wetlands Strategy, which plays a critical role in the conservation of the GBR. This experience allowed me to grow both professionally and academically, as I developed a deeper understanding of environmental conservation strategies, gained new skills and applied my academic background to a real-world context.

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What I learnt:

One of the most significant lessons I learned during my placement was the importance of integrating citizen science into broader environmental conservation strategies. Citizen science, where members of the public contribute to data collection and research, has the potential to empower local communities and improve conservation outcomes. Throughout the project, I gained insight into how citizen science can be used to monitor and protect critical ecosystems, like wetlands, and how it can be aligned with broader strategic goals, such as those outlined in the Reef 2050 Plan. This experience made it clear that public engagement is not just a supplementary activity but a vital component in achieving long-term conservation goals. 

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Moreover, I learned about the unique challenges and opportunities associated with managing wetlands and the GBR, one of the world's most iconic ecosystems. The GBR is highly vulnerable to climate change, and its protection requires a unique, comprehensive, multifaceted approach. Through this project, I developed an appreciation for the complexities of managing such a large and fragile ecosystem, which is subject to numerous environmental pressures, including water quality issues, habitat loss, and the impacts of climate change. 

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Working on the Wetlands Citizen Science Project also helped me understand the practical implications of environmental policies and strategies. I became familiar with the intricacies of implementing a large-scale strategy like the Reef 2050 Wetlands Strategy and how government agencies, non-profit and, the public must work collaboratively to achieve common environmental goals. I also learned that conservation is not one-size-fits-all solution; it requires tailored strategies that consider the specific needs and characteristic of each ecosystem and community involved. 

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Another key learning outcome from this experience was the role of data in conservation in efforts. I discovered how important it is to collect, a organise and analyse data to make informed decisions about environmental management. Citizen science plays a critical role in this data collection process, offering valuable insights that would otherwise be difficult or costly to obtain. By engaging citizens in the monitoring and protection of wetlands, DESI can gather a wealth of information that supports evidence-based decision-making and improves the effectiveness of conservation strategies. 

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Skills Developed:

Throughout my placement, I developed a wide range of skills that are essential for a successful career in environmental management. These skills spanned several key areas, including research analysis, communication, and project management, all of which contributed to the successful delivery of the Wetlands Citizen Science Project.

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One of the most significant skills I developed was in research and analysis. As part of my role, I was responsible for conducting a thorough review of existing citizen science initiatives in Queensland and compiling this information into a comprehensive inventory. This required me to synthesise information from a variety of sources, including academic literature, government reports, and data from citizen science organisations. By identifying gaps and opportunities in current citizen science efforts, I was able to make informed recommendations that could enhance the effectiveness of citizen science in wetland conservation.

 

I also developed my communication skills, both in written and verbal forms.  This was particularly importance as I worked closely with various stakeholders, including Natural Resource Management (NRM) groups, government agencies and citizen science organisations. Ensuring that the inventory was comprehensive and accurate required clear and effective communication with these stakeholders, as I needed to gather information, verify data, and maintain ongoing engagement throughout the project. I also had the opportunity to practice public speaking and presentation skills, as I was involved in discussing the project with teams and stakeholders, explaining the objectives and presenting my findings. 

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In addition to research and communication skills, I gained valuable experience in project management. Coordinating the Wetland Citizen Science Project required me to balance multiple tasks, manage timelines, and ensure that all deliverables were met according to the project plan. This experience taught me the importance of organisation, time management, and attention to detail, all of which are crucial in delivering successful environmental management projects. 

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One of the more specialised skills I developed was the ability to think critically and creatively about environmental issues. For example, in developing the inventory of citizen science activities, I had to think beyond just the data collection process and consider how citizen science could be integrated more effectively into future wetlands management strategies. This required creative problem-solving and critical thinking as I analysed exisiting initiatives, identified potential areas for improvement, and proposed innovative solutions to address gaps in public engagement and data collection. 

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How My Scientific Education and Training Supported My WIL Experience

My academic background in environmental science and management played a pivotal role in supporting my work during this placement. The theoretical knowledge and research skills I developed during my studies provided my a strong foundation for the practical tasks I undertook at DESI. In particular, my education in environmental sustainability, ecosystem management and climate change allowed me to understand the broader context of my work and apply scientific principles to real-world conservation challenges. 

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One of the key aspects of my academic training that proved valuable during this placement was my experience in conducting literature reviews and analysing scientific data. Throughout my degree, I had developed the ability to critically evaluate academic sources, identify relevant information, and synthesise findings into clear, and concise reports. This skill was essential when compiling the inventory of citizen science initiatives, as it required me to review a wide range of sources and distill the key findings into a comprehensive, actionable document. The ability to conduct a thorough and efficient research allowed me to contribute meaningfully to the project and ensure that my recommendation were backed by solid evidence. 

 

In addition to my research skills, my education in environmental science equipped me with the technical knowledge needed to understand the specific challenges faced by wetlands and the GBR. Courses on climate change, environmental policy, and ecosystems management gave me the scientific foundation to analyse the impacts of human activities on these ecosystems and propose appropriate conservation strategies. This background knowledge was crucial when assessing the effectiveness of current citizen science initiatives and identifying areas where more targeted efforts were needed to address key environmental threats.

 

My scientific education also emphasised the importance of interdisciplinary approaches to environmental management, a principle that was reflected in my work at DESI. In my academic studies, I learned that successful conservation strategies require collaboration between various stakeholders, including scientists, policymakers, and local communities. This was directly applicable to my work on the Wetlands Citizen Science Project, where I collaborated with NRM groups, citizen scientists and government agencies to gather data, share insights, and work towards common conservation goals. My understanding of the need for interdisciplinary collaboration allowed me to navigate these partnerships effectively and ensure that the project was well coordinated and aligned with the broader goals of the Reef 2050 Wetlands Strategy.

 

Furthermore, my training in technical writing and report development was critical to my ability to communicate the findings of the project. As part of my academic experience, I had developed the ability to write clear, concise, and well-structured reports, a skill that was invaluable when producing the final inventory of citizen science activities. This report not only summarised the current state of citizen science in Queensland but also included recommendations for future management, making it a key tool for guiding DESI's ongoing efforts in wetland conservation. My ability to effectively communicate complex information in a way that is accessible to both technical and non-technical audiences ensured that the report could be used to inform decision-making and guide future policy development. 

 

Conclusion 

​In conclusion, my WIL placement at DESI was an invaluable learning experience that allowed me apply my academic knowledge to real-world conservation challenges. Through the Wetlands Citizen Science Project, I gained a deeper understanding of the importance of public participation in environmental conservation and how citizen science can be used to monitor and protect critical ecosystems like wetlands. I also developed a range of practical skills, including research, communication, project management, and creative problem-solving, all of which will be essential as I continue my career in environmental management.

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My scientific education and training provided a strong foundation for this work, equipping me with the knowledge, skills and critical thinking abilities needed to contribute effectively to the project. This placement not only reinforced my commitment to environmental protection but also inspired me to continue pursing innovative, community-driven solutions to the environmental challenges we face today.   As I move forward in my career, I am grateful for the opportunity to have worked on such an important project and for the invaluable experience I gained during my time at DESI. 

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Figure: Reference Book For My Project

Figure: Outside View Of DESI

Figure: Picture On the Last Day Of My Placement

Figure: My Lunch Spot At Work

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Click on the icon below to view my final report

I had two main deliverables that were crucial to supporting their wetlands management and citizen science. The first deliverable was the development of a comprehensive inventory that detailed all wetlands-related citizen science initiatives across Queensland. This inventory included an exhaustive list of projects, programs and activities currently happening in various types of wetlands. By identifying the nature of these activities and the specific wetlands they addressed, the inventory provided a clear overview of where citizen efforts were concentrated and highlighted the types of data being collected by citizen scientists in these regions. 

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The second deliverable was a detailed report that summarised the findings from the inventory. This report went beyond simply listing the initiatives by identifying gaps in existing citizen science efforts and outlining opportunities for improvement. It included recommendations for how future wetlands management activities could better be integrated with current programs. For example, some programs might be expanded to include more rigorous data collection on water quality or biodiversity, while others could focus on increasing public participation in underrepresented regions. The report provided actionable steps that could guide DESI in developing a more cohesive strategy for incorporating citizen science into broader wetlands conservation goals. 

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These deliverables were highly beneficial to my industry supervisor at DESI because they provided a structured understanding of the current landscape of citizen science in wetlands across Queensland. By consolidating this information into one comprehensive inventory, DESI could identify which projects were working well, where there were overlaps, and where there were gaps in coverage. This understanding is critical for strategic planning and decision-making, allowing DESI to allocate resources more effectively and ensure that citizen science initiatives are aligned with the broader objectives of the Reef 2050 Wetlands Strategy.

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Moreover, the reports' recommendations provided DESI with clear direction for future actions. By identifying gaps and suggesting how existing programs could be integrated into new wetlands management strategies, the report offered DESI a roadmap for enhancing the role of citizen science in the protection and restoration of wetlands. This not only helped the organisation improve the efficiency and impact of its conservation efforts but also ensured that they remained responsive to emerging challenges, such as climate change and biodiversity loss, which are particularly pressing in the context of wetlands and the GBR

Figure: Title Page Of My End Of Placement Presentation

Figure: Introduction of Citizen Science And Recommendations

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Click on the icon below to view my inventory of wetlands-related citizen science projects in Queensland

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"Those who contemplate the beauty of the earth find reserves of strength that will endure as long as life lasts." 

Rachel Carson, Silent Spring

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