Adaptation of sea turtles to climate warming: Will phenological responses be sufficient to counteract changes in reproductive output?

Sea turtles are vulnerable to climate change since their reproductive output is influenced by incubating temperatures, with warmer temperatures causing lower hatching success and increased feminization of embryos. Their ability to cope with projected increases in ambient temperatures will depend on their capacity to adapt to shifts in climatic regimes. Here, we assessed the extent to which phenological shifts could mitigate impacts from increases in ambient temperatures (from 1.5 to 3°C in air temperatures and from 1.4 to 2.3°C in sea surface temperatures by 2100 at our sites) on four species of sea turtles, under a “middle of the road” scenario (SSP2-4.5). Sand temperatures at sea turtle nesting sites are projected to increase from 0.58 to 4.17°C by 2100 and expected shifts in nesting of 26–43 days earlier will not be sufficient to maintain current incubation temperatures at 7 (29%) of our sites, hatching success rates at 10 (42%) of our sites, with current trends in hatchling sex ratio being able to be maintained at half of the sites. We also calculated the phenological shifts that would be required (both backward for an earlier shift in nesting and forward for a later shift) to keep up with present-day incubation temperatures, hatching success rates, and sex ratios. The required shifts backward in nesting for incubation temperatures ranged from −20 to −191 days, whereas the required shifts forward ranged from +54 to +180 days. However, for half of the sites, no matter the shift the median incubation temperature will always be warmer than the 75th percentile of current ranges. Given that phenological shifts will not be able to ameliorate predicted changes in temperature, hatching success and sex ratio at most sites, turtles may need to use other adaptive responses and/or there is the need to enhance sea turtle resilience to climate warming.18 página

Catalyzing red list assessments of underrepresented Taxa through partner networks and student engagement

Global biodiversity decline is continuing largely unabated. The International Union for Conservation of Nature (IUCN) Red List of Threatened Species (hereafter, Red List) provides us with the gold standard for assessments, but taxonomic coverage, especially for invertebrates and fungi, remains very low. Many players contribute to the Red List knowledge base, especially IUCN Red List partners, IUCN-led assessment projects, and the Specialist Groups and Red List Authorities (RLA) of the IUCN Species Survival Commission. However, it is vital that we develop the next generation of contributors and bring in new, diverse voices to build capacity and to sustain the huge assessment effort required to fill data gaps. Here, we discuss a recently established partner network to build additional capacity for species assessments, by linking academia directly into the assessment processes run by Specialist Groups and RLAs. We aim to increase Red List “literacy” amongst potential future conservationists and help students to increase publication output, form professional networks, and develop writing and research skills. Professors can build Red List learning into their teaching and offer Red Listing opportunities to students as assignments or research projects that directly contribute to the Red List. We discuss the opportunities presented by the approach, especially for underrepresented species groups, and the challenges that remain