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MONASH
BIOLOGICAL SCIENCES
BIO2030: FOOD SECURITY IN A CHANGING WORLD
Prof Ros Gleadow
School of Biological Sciences
Monash University, br>Melbourne, Australia
@rosgleadow
Week 12
Revision and Exam instructions
Question of the week: What is the future of food?
2Today’s program
1. Overview of Unit assessment
2. Overview of the eExam
3. Overview of the Unit content and structure including some example questions
4. Open Question and Answer session
Providing feedback with SETU
Block to top right of your Moodle page
Student Evaluation of Teaching
and Units (SETU)
4Workflow and study schedule –see Moodle for details
Theme Date Wk Topic number Question of week Lecture topic Prac / workshop Assessment
Due dates /
return TBC Value
Fo
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26-Jul 1 1: food security -RG
Is it possible to have both
food security &
sustainability?
Food security and
sustainability
World distribution of crops,
sustainability, food security.
Reflection 1: food
security and
sustainability
Submit Fri 31 Jul 5%
2-Aug 2 2: plant growth and food production -RG
What do most people eat and
is it enough?
getting biomass into
the parts we eat
First harvest. Document Morphology
Project groups form (return reflection 1)
9-Aug 3 2: plant growth and food production- RG
How will rising CO2 affect
crop production?
climate change :Co2 Measure dry weights, Calculate growth
indices ; Measure physiology
16-Aug 4 2: plant growth and food production -RG
How will climate change
affect food availability?
climate change :
aridity Microscopy -online activity plus Zoom
Assignment 1: Project:
growth analysis Submit Fri 20 Aug 10%
23-Aug 5 2: plant growth and food production- RG
How much fertiliser do you
need? pests and diseases
Optimising farm
management
Final harvest Measure physiology,
morphology
Reflection 2: crop
production Submit Fri 27 Aug 5%
30-Aug 6 3. Genetic resources: GW
Where do new varieties of
plants/animals come from?
genetic resources
Dry mass of plants, Measure
physiology, Discuss projects
(return Reflection 2)
(return Ass 1)
6-Sep 7 3. Genetic resources: GW
How can useful information
be extracted from large
datasets?
genetic resources workshop on genetic diversity
Assignment 2: Poster:
Design breeding
program
Submit Fri 17th Sept 10%
13-Sep 8 4.Nutrition; MP, RT
Why is it better to eat at
the bottom of the food
chain ?
evology of food
PCR Prac: environmental DNA,
genotyping
20-Sep 9 4.Nutrition; MP, RT
Does changing food
composition alter growth
and health outcomes?
nutrition and animals
Discussion of results, presentation
skills
Assignment 3: PROJECT
report
Submit Fri 24 Sept
(return Ass 2) 20%
27-Sep SEMESTER BREAK
4-Oct 10 4.Nutrition; MP, RT
How does food composition
change health &
behaviour?
presentations Presentations : Matt Piper and Reid Tingly
Assignment 4: Oral
presentation: DNA
report.
Reflection 3: Nutrition
Asst 3: in class
(return Ass 3).
Submit reflectiion
Sunday 10 Oct
10%.
11-Oct 11 1. Food security RG Is organic food better? Debate on food and agriculture Return eflection 3 (return Ass 4) 5%
18-Oct 12 1. Food security RG What is the future for
food?
Reflection 4 : future of
food Submit 22nd Oct 5%
Exam Exam (return reflection 4) 30%
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Intensive prac day!
5To meet demand for food a higher annual rate of increase in production is required.
annually, which has led to environmental impacts,
such as increased water pollution, and the emis-
sion of greenhouse gases, such as nitrous oxide.
Nitrogen inputs are increasingly being managed
by legislation that limits fertilizer use in agricul-
ture. Furthermore, rising energy costs means that
fertilizers are now commonly the highest input
cost for farmers. New crop varieties will need to
be more efficient in their use of reduced nitrogen
than current varieties are (7). Therefore, it is im-
portant that breeding programs develop strate-
gies to select for yield and quality with lower
nitrogen inputs.
Current Approaches to Crop Improvement
Arguably, increased yield in conditions of abi-
otic stresses, such as drought and salinity, could
be best achieved by selecting for increased yield
under optimal production conditions: Plants with
higher yields in good conditions are more like-
ly to have higher yields in stressed conditions
(8). Such an approach will also increase yield in
high-yield environments. However, it is becom-
ing increasingly apparent that specific selection
strategies are needed to enhance yield in low-
yield (stressed) environments. Given that aver-
age global yields of wheat are less than 3 metric
tons/ha (Fig. 1) and given there are many areas
with yields as high as 10 metric tons/ha, the ma-
jority of land cropped to wheat delivers yields
below 3 metric tons/ha. Therefore, by virtue of
the much larger areas of low-yielding land glob-
ally, low-yielding environments offer the greatest
opportunity for substantial increases in global food
production. Increasing yield by 1metric ton/ha in
a low-yielding area delivers a much higher rel-
ative increase than does the same increase in
high-yielding environments. This increase can
be achieved by tackling major limitations on
yield in poor environments (termed yield stabil-
ity); for example, by protecting plants and yield
from factors such as salinity and heat or drought
periods. The local social benefits of supporting
farmers on low-yielding lands would also be
great.
It is often thought that concentration on yield
stability may come at the expense of high yields
in good years; however, yield penalties in more
favorable conditions do not necessarily accom-
pany drought tolerance (Fig. 2).
Yield stability is harder to select
for than improved yield is, be-
cause selection in breeding pro-
grams requires many years and
many sites for evaluation. How-
ever, there is evidence for a ge-
netic basis for yield stability and,
hence, an opportunity for gain
(9). Transgenic approaches are
also likely to improve yield sta-
bility (10). There are several clear
examples where single genes
have been able to substantially
increase yield, notably to drive
domestication (to control tiller
number, branching, and seed
number) and the green revolu-
tion (for dwarfing). Initial results
suggest that a gene conferring
increased drought tolerance may
also have a widespread impact
on yield (10).
This is not to say that efforts
to maintain yield should be re-
duced. In particular, maintaining resistance to
rapidly evolving pests and pathogens is an
essential mainstay of breeding programs. Inter-
actions between breeders, pathologists, and ag-
ronomists must be maintained to ensure that
crops and cropping systems change coordinately.
No-till farming, in which plowing of the soil is
avoided, for example, has changed the spectrum
of diseases and pests attacking crops, to the extent
that a change in breeding targets was needed. The
development of multiple cropping systems will
also demand interactions between agronomists
1970 1980 1990 2000
2030 2050
2000
1500
1000
500
0
4000
To
ta
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lo
ba
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er
ea
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ro
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(m
illi
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Past production Future needs
Developing
countries
To
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er
ea
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ro
du
ct
io
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(m
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s t
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s)
Industrial
countries
Transition
countries
Year
19
61
19
70
19
79
19
88
19
97
20
06
20
15
20
24
20
33
20
42
3000
2000
1000
0
214 606 2.8Wheat
Maize 158
156
792
660
5.0
4.2Rice
Area (x106 ha)2007
Data
Production
(x106 tons)
Yield
(t/ha)
Fig. 1. Cereal production targets. (Left) Global cereal production has
risen from 877 million metric tons in 1961 to 2351 million metric tons in
2007 (blue). However, to meet predicted demands (3), production will
need to rise to over 4000 million metric tons by 2050 (red). The rate of
yield increase must move from the blue trend line (32 million metric tons
per year) to the red dotted line (44 million metric tons per year) to meet
this demand, an increase of 37%. The inset table shows the 2007 data
for the three major cereals. Data are from the FAO: http://faostat.fao.org/.
(Right) The greatest demand for yield increases will be from countries in
the developing world. [Based on FAO data (26)].
Fig. 2. Yield under severe drought stress. Shown are differences in
maintenance of yield with lower water supply for three lines of
Australian bread wheat. Low-yielding environments are water-limited
fields in southern Australia. The yield for each of the three lines is
plotted relative to the average yield for that site of at least 50
independent genotypes. The lines were evaluated in 25 environments
(multiple sites for several years).
www.sciencemag.org SCIENCE VOL 327 12 FEBRUARY 2010 819
SPECIALSECTION

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Tester and Langridge 2010 Feeding the W rld
6Assessment Schedule
§ Reflections 4 x 5% = 20%
– To contextualise your learning
– Food Security and Sustainability, Crop production, Nutrition and energetics, The Future of Food (due Friday)
§ Assignment 1 – Growth Analysis Figure = 10%
– Aimed is to give feedback for use in main project report, and reduce the weight for the main report
§ Assignment 2 – Design a breeding program (poster) = 10%
– Opportunity for group work and to develop skills in visual presentations
§ Assignment 3 – Main project report = 20%
– Aimed is link all the workshops together, individual. Focus on science and professional writing
§ Assignment 4 – Oral presentations on PCR prac/nutrition talk = 10%
– group work, learn from each other, develop skills in oral presentations
§ Exam – 30%
– allows you to bring together everything at one time, consolidates learning, more likely that the work is your own;
gives importance to learning not specifically covered in other assessment, suits a different type of student
7Reflection 4: The future of food
§ Type of agriculture and their effectiveness in producing food
– (Week 11 workshop)
§ What is the future for our food systems?
§ 200 words
– What are you reflecting on?
– How does this relate to something you already know (leant in BIO2030 or
elsewhere)?
– What action do you want to take to learn me/precipitate change?
eExams – BIO2030
Semester 2, 2021
This semester, your final assessment for BIO2030 will be
conducted via the eAssessment platform (using your own
device in your own home). These are known as eExams.
➢ Your final assessment WILL HAVE ONLINE
SUPERVISION
➢ This is a CLOSED BOOK exam
Semester two, 2021
eExam Questions
Not sure what an eExam looks like? Try out our
general knowledge practice eExam.
• Exam is 130 minutes (includes 10 minutes reading time)
• Marked out of 110
• 1 mark per minute (approx.)
• Length of question and marks is indicator of how long to
dedicate to each section
• Questions approx. equivalent to the number of weeks
covered by the topic
BIO2030 Exam
Exam consists of four sections:
● Part A - Multiple choice Questions /10 marks.
● Part B - Short Answer Questions /24 marks.
Note: Hints are provided for some questions to help with the
automatic marking of questions.
● Part C - Fill in the Blanks by Choosing the Correct Answer /57
marks.
● Part D - Long Answer Questions /21 marks.
Note: Answer according to the allocated marks.
BIO2030 eExam structure
❖ Your BIO2030 final eExam (check: on 2nd Nov) is worth 30% of your overall
mark.
❖ Accessing your exam on the day:➢ Go to https://eassessment.monash.edu/,➢ Navigate to your unit’s eExam.
You may not be able to see your eExam in the platform until two business days before your scheduled
exam.
❖ IT Support
➢ Whether you're sitting a supervised or unsupervised eExam, if you experience any difficulties on
the day (technical or otherwise), contact the eSolutions Service Desk +61 3 9903 2777 (for
immediate help select option 9). They'll make sure you get the help you need.
➢ If your internet connection drops out during your eExam, don’t panic – your eExam responses
are automatically saved every 30 seconds!
Your eExam details: recheck your exam timetable
monash.edu/e-exams
● email me ([email protected])
● post a message on Moodle
● check out the eExams website
● if you have a medical condition and require alternative assessment
arrangements, contact Disability Support Services.
Questions about the exam?
15
Today’s program
1. Overview of the eExam
2. Overview of the Unit content and structure including some example questions
3. Questions?
16
BIO2030: Learning objectives
1. List the sustainable development goals and discuss how they relate to and interconnect with
food security. –Ros Weeks 1, 2, 11; Workshop 1,11
2. Outline the ways in which plants detect and respond to changes in the environment and how
this affects crop yield. –Ros Weeks 3,4,5 and Pracs/Workshops 2-6
3. Analyse and compare the environmental, economic and social value of different types of
agricultural practice. –Ros Week 11
4. Discuss how innovations in digital agriculture and biotechnology may impact future food
production– Greg Weeks 6, 7, Workshop 7; Ros Workshop 11
5. Understand how changing food composition alters behavioural, growth and health outcomes in
consumers. – Matthew and Reid Weeks 8, 9, 10 (lectures and workshops)
17
How we teach you at Monash
§ Workload: University guidelines
– 144 set study over the semester (not including assessments)
• Traditional University teaching
• 6 hours face to face (3 lectures/ 3 hour prac) plus 1 hour self
study per each hour face to face = 12 hours per week
§ Flipped learning
• 1 lecture with 1 hour pre- and post- class activities/self study
• 2-3 hour pracs/workshops
§ Assignments
18
How we teach you in BIO2030
§ Preclass work (examinable)
§ Weekly lecture (pre-recorded)
§ Workshop or Pracs
§ Post week work
– Something to Read (examinable)
– Something to Do (examinable)
– Something to think about (not examined)
§ Assignments
Intensive prac day ~ ? December!
19
What is a good way to study?
§ Revise learning objectives for lectures, practicals and workshops
– Turn them into questions
§ Make a list of the themes and main points in each
§ Be familiar with the pre- and post- class work. (mostly develops and supports what was
delivered in lectures)
20
Weekly question : Is it possible to have both food security and sustainability?
• What is food security and where it is a problem?
§ Is COVID-19 affecting food security?
§ What was the green revolution?
§ Do we need another green revolution?
This lecture focusses on the food security part of the weekly question.
- discuss the impact of global challenges on food security and strategies to increase food production
Addresses Unit Objective 1:
List the sustainable development goals and discuss how they
relate to and interconnect with food security.
21
Official definition of food security : 1996 World Food Summit
Food security is defined by the Food and
Agriculture Organization (FAO) as:
§ when all people, at all times, have
physical, social and economic
access to sufficient, safe and
nutritious food that meets their
dietary needs and food preferences
for an active and healthy life
https://aifsc.aciar.gov.au/food-security-and-why-it-matters.html
22
What were the drivers of the Green Revolution?
(1) Dwarf varieties of crops plants
– e.g. wheat, rice: Biomass partitioning
(2) Fertilizers: N, P, K
(3) Irrigation
(4) Pesticides
(5) Other improvements in agronomy
– e.g. weed management, tillage
23
Questions from Week 1: How do you measure crop production?
§ Crop yield: mass per unit area (e.g. tonnes/hectare)
§ Total global production (mass) or per region
§ ‘crop per drop’: Yield per unit volume of water (water use efficiency)
§ Yield per unit fertiliser: Nitrogen use efficiency
§ Yield per plant is amount on a single plant
§ Harvest index – mass of product per mass of plant
24
Week 2: Plant growth and biomass partitioning
A. Productivity: how do plants grow?
– Historical perspective
– Photosynthesis
– Plants in Space
B. Measuring productivity
– Relative growth rate
C. Turning biomass into food
– Biomass partitioning
– Harvest Index
Addresses Unit Objective 2:
Outline the ways in which plants detect and respond to changes
in the environment and how this affects crop yield.
25
Photosynthesis and Productivity
Photosynthesis: Fixation of CO2
CO2 from
atmosphere
O2
from water
sugars
LIGHT
Water Water+ + +
Rubisco
RGR = LAR ´ NAR
the rate of increase in biomass per unit leaf area
Leafiness varies with species
Leafiness varies over time
Growth analysis
26
Week 3 Learning outcomes
The aim of this lecture is to understand how carbon is moved into, around and stored in plants and
the implications of this for food production
After this lecture students should be able to:
1. List the types of evidence for anthropomorphic increases in atmospheric carbon dioxide
2. Discuss the concepts of ‘source’ and ‘sink’
3. Outline the principles of photosynthesis and how it is affected by CO2
4. Describe the phloem and its role in translocation of carbohydrates
5. Compare the impact of rising CO2 on crop yields
How will climate change affect food availability?
27
This lecture in three parts
§ Evidence for changes in Global Atmospheric CO2
§ Sources and sinks of CO2
– Carbon fixation
– Carbon transport
– Carbon storage
§ Impact of rising CO2 on crop yields
– The CO2 fertilisation effect
– Impact on root crops versus grain crops
– Why?
28
CO2 fertilisation effect on yield is not as great as expected (acclimation)
Ainsworth & Long 2005 New Phytologist 165: 351–372
Summary of many studies of growing plant experimentally at high CO2:
0.2
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1.8
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gains
losses
Instantaneous increase in CO2
GROW at elevated CO2
29
Self-test questions from Lecture 3
1. What is the name of the vascular tissue used to transport sugars around the plant?
2. Describe what is meant by ‘source’ and ‘sink’ in plants.
3. Discuss the effect of elevated CO2 on (a) instantaneous photosynthetic rates and (b) biomass
accumulation and yield in wheat and cassava.
4. Why are plants enriched in the carbon-12 isotope? How does this information support the
conclusion that the rise in CO2 is largely from burning fossil fuels?
5. Outline the types of evidence showing that the concentration of atmospheric CO2 is rising.
30
Workshop Week 3 - cell types and growth (examinable)
https://www.digitalatlasofancientlife.org/learn/embryophytes/tracheophytes/
Zone of cell division
Leaf primordium
31
Week 4 Learning outcomes
The aim of this lecture is to understand the impact of changing patterns of rainfall on food
production. To do this you need to know something of how plants take up, transport and then lose
water.
After this lecture students should be able to:
1. Describe the movement of water through a plant;
2. Outline how plants regulate water loss;
3. Discuss how drought may impact food production;
CAN PLANTS GROW AND PROVIDE FOOD IN DRY PLACES?
32
This lecture in three parts
1. Global climate change and water distribution
§ Patterns of rainfall
§ Evaporation
2. How water moves through a plant;
§ Water uptake and transport systems
§ Controlling water loss
3. Impact of drought on food production
§ Crop distribution
§ Improving crop per drop
© 2013 American Society of Plant Biologists
Water moves from the soil, into the
outer layers of the root , then into the
vascular cylinder and xylem
Water is pulled through the
hollow xylem by tension
developed at evaporative
sites in the leaves
In the leaf, water evaporates out of
the xylem into the intracellular
spaces, and then through the
stomata into the atmosphere
Stomate
Outer root
layer
Endodermis
Vascular
cylinder
Water uptake and movement in vascular plants
34
Agricultural yields in most countries are likely to decrease by 2050
World Development Report 2010
35
Self-test questions
1. Outline the evidence that precipitation patterns are changing in response to rising CO2.
2. Describe the system in plants used to transport water.
3. List the factors that enable plants to survive in dry conditions and the impact on crop yiels.
4. Describe some of the features of plants that make them able to grow in dry conditions places
and comment on their effect on growth.
5. Discuss why predicted changes in rainfall are expected to have different effects on different
crops and in different regions.
36
Weekly 5 : How much fertiliser do you need? (for what?)
Learning outcomes
After this lecture and associated activities students should be able to:
1. List the 9 macro and 7 micronutrients required for plant growth
2. Explain how microorganisms can help plants obtain nutrients
3. Outline how rising CO2 may alter the uptake and storage of nutrients
4. Discuss how changes in CO2 and climate may affect the nutritional value of plants
This lecture focusses on nutritional requirements and the nutritional value of plants , and how
these may be affected by climate change
37
What happens if nutrients are missing?
§ Deficiency symptoms may occur depending on
– Availability of nutrient in soil
– Mobility of nutrient
– How it’s transported
– Age of tissue
§ Without the right nutrients then growth will be retarded
§ Add fertilisers
– Animal manure
– Chemical fertilisers
38
What are the main types of symbioses in crop plants?
Legume – N fixing
VAM
Mycorrhizae – P uptake
Effect of CO2 on symbiosis?
nodulation
39
Lecture 5 summary
§ Part A: Nutritional requirement of plants
– Plants have an absolute requirement for macro and micronutrients
– These are taken up in the water from the soil
– Plants that do not have enough of any one nutrient exhibits deficiency symptoms
– Plants respond more to elevated CO2 if they also have enough N and P
§ Part B: The role of microorganisms can help plants obtain nutrients
– Plants form symbiotic relationships with Mycorrhizae and bacteria that improve N and P uptake
– This comes at some cost to the plant and at elevated CO2 plants may change these relationships
§ Part C: Nutritional impact of rising CO2
– Hidden hunger refers to the lack of essential nutrients in the human diet that may reduce health
and growth, including brain development
– Plants grown at elevated CO2 mostly have lower concentrations of protein and micronutrients
– Alternatives are needed, such biofortification, if human health is not to be compromised in the
future
40
Weeks 6- 7 question: Where do new varieties of plants and animals come from?
• Why do we need new varieties?
• How can we generate genetic diversity?
• What are the techniques used to generate new varieties?
• Are the safety and health properties of new varieties monitored?
Addresses Unit Objective 4:
Discuss how innovations in digital agriculture and biotechnology may
impact future food production.
41
Study questions from Weeks 6 and 7 from Greg Walter
§ How does speed breeding help crop development?
§ What is the benefit of Bt cotton?
§ What approaches are used to increase genetic diversity in crop systems?
§ How can wild relatives help?
§ What is the benefit of GxE in crop improvement?
§ What is the office that regulates genetic modification?
§ - How is CRISPR used to improve crops?
42
Week 8-10 : Nutrition, phenotypic plasticity & food security
§ Matthew Piper
§ Reid Tingley
Addresses Unit learning objective 5.
Understand how changing food composition alters behavioural, growth and health outcomes
in consumers.
lectures, prac and workshop
43
Week 8: Why eat at the bottom of the food chain ?
§ Dr Reid Tingley
https://www.npr.org/sections/thesalt/2013/12/0
8/249227181/between-pigs-and-anchovies-where-
humans-rank-on-the-food-chain
§ Describe how energy is acquired and lost
through the food chain
§ Explain the environmental reasons why
humans should strive to eat at the bottom
of the food chain
1. All organisms have an evolutionary history in which nutrition has been
central
2. Consumers have behavioural and physiological adaptations to optimise
fitness in the face of a changeable environment
3. These adaptations have implications for food security in multiple ways
(from crop protection to human obesity)
Week 9 Nutrition, phenotypic plasticity & food security
What are the consequences of
nutritional (im)balance on food security?
The crickets are on a forced
march to find protein.
1. Threats to crop security:
• Undertsanding cricket plagues as a function of nutrition
• Discovering susceptibility of pests to insecticides
2. Threat to human health:
• understanding obesity to address the causes
46
Week 11: Is organic food better?
Learning outcomes
After this lecture and associated activities students should be able to:
1. Outline the main environmental impacts of agriculture;
2. Outline links between sustainability and human health;
3. Discuss the concept of ‘the tragedy of the commons”;
4. Outline the concept of environmental ethics and its relevance to sustainable agriculture;
5. Evaluate the contribution of different farming systems to sustainable food production
(workshop)
This aim of the lecture is to introduce possible pathways for sustainable food production
Addresses Unit Learning Objective 3:
Analyse and compare the environmental, economic and social value of different
types of agricultural practice.
47
Lecture overview
§ Part A: Environmental impact of agriculture
– Contributions to greenhouse gas emissions
– Use of global resources
§ Part B: Sustainability and human health
– Principles of sustainability
– Zoonosis and environmental degradation
– Conservation of crop wild relatives
– e.g. Cassava and climate change
§ Part C: Ethics of food security
– The tragedy of the commons
– Environmental ethics
– e.g. Robo-bees

49
Environmental Ethics
§ Anthropocentric: Humans are more important and must be saved at all costs
– Humans rights are paramount
– Does this include future generations?
– What if that food production results in increase disease or climate change?
§ We must look after the environment because it provides ecosystem services
– What are ecosystem services?
– Still Anthropocentric
– Puts a monetary value on what the environment provides to humans
– ‘stewardship’ included in this
§ The environment has intrinsic worth
– Non-anthropocentric
– Value is independent of humans
– Does not necessarily mean all beings are sentient
50
Lecture in a slide
§ Agriculture has a huge impact on the world.
§ Agriculture is responsible for approx. 26% global greenhouse gas emissions, uses 50% of the global habitable land, 70%
of the freshwater, 78% of ocean and freshwater population and 94% mammal biomass.
§ Sustainability is the processes and actions through which humankind avoids the depletion of natural resources.
§ The three pillars of sustainability are profit, people and planet (economic, social and environmental).
§ Humans are a part of the environment and interconnected with it. Climate change is associated with increased risk of
pandemics and decreased food supply and food safety, e.g COVID-19, cyanide in cassava.
§ Environmental ethics can be viewed from an Anthropocentric or biocentric perspective.
§ Anthropocentric views consider human rights are paramount; this could extend to seeing the environment in terms of
ecosystem services (monetary or other value).
§ Biocentric views consider that the environment and organisms in it have intrinsic worth. It does not require organisms to be
sentient.
§ The tragedy of the commons is when individuals exploit a shared resource to the extent that demand overwhelms supply
and the resource becomes unavailable to some or all.
§ Engineering solutions to environmental problems need to be evaluated in an ethical context.
§ Robo-bees are a really bad idea from an environmental and economic perspective.
51
Another crazy year!
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What then, is the prospect for food security in a changing world?
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Don’t despair. There are still things we can do
§ “BIODIVERSITY EQUALS STABILITY AND STABILITY IS WHAT WE NEED MOST OF ALL.”
— ATTENBOROUGH
https://www.brightvibes.com/2017/en/sir-david-attenborough-shares-5-ways-we-can-help-save-our-planet
5 Ways we can help save our planet
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