The most important strategy for the conservation of biodiversity together with traditional human life is the establishment of

Defines 'botanical garden' as a scientifically planned collection of living plants from various parts of the world, suggesting a role in plant holding/propagation (an ex-situ approach).

A student could combine this with outside knowledge that ex-situ collections are often used for conservation and education to judge whether botanical gardens serve biodiversity conservation.

Gives a clear pattern/definition of in-situ conservation (biosphere reserves, national parks, sanctuaries) as protecting species in natural habitats, implicitly contrasting with other conservation methods.

A student could contrast in-situ examples here with the botanical garden definition to infer whether botanical gardens are an ex-situ complement to in-situ measures that might or might not integrate traditional human life.

States biodiversity conservation objectives include protection of natural resources and 'the culture and traditions of the respective societies', linking biodiversity goals to human/traditional life.

A student could use this to test whether botanical gardens' conservation activities also encompass cultural/traditional plant uses (ethnobotany) by checking if gardens maintain traditional crop/medicinal plant varieties.

Notes that financial and technical assistance is provided to many botanical gardens by the government, implying an institutional conservation role for such gardens.

A student could infer that government-supported gardens likely have conservation mandates and then look (outside these snippets) for whether those mandates include traditional human life aspects.

Describes the economic role of biodiversity (food, medicinal resources, crop diversity), highlighting links between biodiversity and day-to-day human needs/traditional varieties.

A student could extend this by asking whether botanical gardens conserve crop/medicinal diversity (agro-biodiversity) that sustains traditional human life.

Defines national parks as areas 'not being materially altered by human exploitation and occupation' reserved for plants, animals and research.

A student could combine this with basic knowledge of 'traditional human life' (settlement, grazing, cultivation) to suspect parks are intended to limit such activities rather than accommodate them.

Lists activities strictly prohibited in national parks, including grazing, cultivation and other human uses.

Using this prohibition list plus knowledge of typical traditional livelihoods (grazing, farming), one can infer parks often exclude those traditional practices.

Explicit comparison: national parks enjoy greater protection and 'grazing of livestock is prohibited', whereas sanctuaries allow some human interaction.

By contrasting parks with sanctuaries, a student can extend that areas allowing traditional human life are more likely to be sanctuaries than national parks.

States national parks are examples of in-situ conservation where species grow in their natural habitat, implying preservation of ecological processes.

A student could combine this with the idea that maintaining ecological integrity often requires limiting human alteration, suggesting parks prioritize biodiversity over ongoing traditional uses.

Lists 'culture and traditions of the respective societies' among objectives of biodiversity conservation.

A student might infer that some conservation frameworks aim to include cultural aspects, and could investigate whether this objective is implemented within national parks specifically or via other protected-area categories.