DOCSLIB.ORG

Rhythms of the Refuge a Guide for Educators

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Rhythms of the Refuge a Guide for Educators U.S. Fish & Wildlife Service Rhythms of the Refuge A Guide for Educators Arthur R. Marshall Loxahatchee National Wildlife Refuge 1 U.S. Fish & Wildlife Service Rhythms of the Refuge A Guide for Educators Arthur R. Marshall Loxahatchee National Wildlife Refuge Table of Contents Dedication .........................................................................................4 3. Objectives ..........................................................................24 Welcome Educators ............................................................................5 4. Methodology .....................................................................25 Acknowledgments ..............................................................................6 E. Standards/Activities/Lessons Chapter I: Introduction to 1. Standards ......................................................................... 25 Established Conservation Systems .................................................7 2. Lessons/Activities ........................................................... 25 A. U.S. Fish and Wildlife Service ................................................7 a. Fire Adaptations ...................................................... 25 1. Mission ................................................................................7 b. Fire and the Carbon Cycle ..................................... 26 2. Programs and Activities ....................................................7 c. Using Art to Show Understanding ....................... 31 B. National Wildlife Refuge System ............................................7 Chapter III: Water is Our Treasure for the Balance of Life ..... 32 1. Map ......................................................................................8 A. Water and the Refuge ............................................................ 32 2. Presence in Florida and Map of Refuges .......................9 1. Quality ............................................................................. 32 3. History ..............................................................................10 2. The Water Quality Problem.......................................... 33 4. Mission ..............................................................................10 3. The Solution .................................................................... 33 5. Waterfowl Production Areas ..........................................11 4. What Can You Do to Help ............................................. 34 6. Wildlife Management ......................................................11 5. What the Future Holds ................................................. 34 7. Recreation .........................................................................11 B. Standards/Activities/ Lessons 8. The Blue Goose ................................................................11 1. Standards ......................................................................... 34 9. Rachel Carson ..................................................................11 2. Lessons/Activities ........................................................... 34 10. Timeline .............................................................................12 a. Water Quality Testing ............................................. 34 C. Standards/Activities/Lessons b. Plants vs. Pollutants “Run-off” Race .................... 35 1. Standards ..........................................................................13 Chapter IV: Everglades Ecosystem ............................................. 36 2. Activities/Lessons – Timeline .........................................13 A. Cypress Swamp ...................................................................... 36 3. Activities/Lessons – USFWS Emblem Design ............14 1. What is a Swamp ............................................................. 36 4. Activities/Lessons – Conservation Jeopardy ...............14 2. Why is it called a Cypress Swamp ................................ 36 Chapter II: Arthur R. Marshall Loxahatchee NWR ...................15 3. History and Conservation ............................................. 37 A. Everglades History.................................................................15 4. Plants of the Cypress Swamp ....................................... 37 B. Historical Dates Affecting the Refuge .................................16 5. Wildlife of the Cypress Swamp ..................................... 40 1. Culture and Archeology ..................................................17 B. Sawgrass Communities ......................................................... 43 a. Native Americans .....................................................17 1. What is Sawgrass? .......................................................... 43 b. Homesteading and Pioneers ...................................19 2. How does the Sawgrass Community Develop?........... 44 2. Influences ..........................................................................20 3. Plants of the Sawgrass Communities ........................... 44 a. Location .....................................................................20 4. Wildlife of the Sawgrass Communities ........................ 45 b. Geology ......................................................................20 C. Tree Islands ............................................................................ 46 c. Climate and Weather................................................20 1. What comprises a Tree Island? ..................................... 46 C. Management ............................................................................21 2. Why are Tree Islands Significant? ................................ 47 1. Environmental and Wildlife Management ...................21 3. How did Tree Islands Begin? ........................................ 47 2. Human Management .......................................................21 4. Plants of Tree Islands .................................................... 47 3. Fire ....................................................................................21 5. Wildlife of Tree Islands .................................................. 49 4. Map of Refuge ..................................................................23 D. Wet Prairies ............................................................................ 52 D. Environmental Education ......................................................24 1. What is a Wet Prairie?.................................................... 52 1. Theme ................................................................................24 2. Two Types of Wet Prairie ............................................... 53 2. Topics .................................................................................24 3. What are the Holes In Wet Prairies? ........................... 53 2 U.S. Fish & Wildlife Service 4. Plants of Wet Prairies .................................................... 53 3. Ease of Dispersal Due to 5. Wildlife of Wet Prairies .................................................. 54 Continuous Disturbance of Habitats ............................ 71 E. Sloughs .................................................................................... 57 a. Solutions and Management ....................................... 71 1. What is a Slough? ............................................................ 57 b. Monitoring ................................................................... 72 2. What Does a Slough Look Like? .................................. 57 c. Mapping ........................................................................ 72 3. Plants of the Slough ........................................................ 58 d. Treatment .................................................................... 72 4. Wildlife of the Slough ..................................................... 59 e. What Can You Do to Help with Exotics? ................. 72 F. Standards/Activities/Lessons ............................................... 61 D. Impacts of Exotic Wildlife .................................................... 73 1. Wetland Metaphors ........................................................ 61 1. Injuries Due to Exotic Wildlife ..................................... 73 2. Animal Olympics ............................................................. 61 2. Direct Impacts on the Arthur R. Marshall 3. Patterns in Nature .......................................................... 62 Loxahatchee National Wildlife Refuge .......................... 74 E. Activities/Lessons .................................................................. 74 Chapter V: Endangered Species ................................................... 63 1. Plants on Trial ................................................................. 74 A. What Does it Mean to Be Endangered? ............................. 63 2. Oh Deer! ........................................................................... 75 1. Federal Endangered and Threatened Species ........... 63 2. Florida Numerical Summary of Species ...................... 63 Chapter VII: Human Connection .................................................. 76 3. Endangered and Threatened Species A. Symbiosis Defined .................................................................. 76 Specific to ARM Loxahatchee NWR ............................ 63 1. Health Defined as Relationship between Humans B. Factors of Species Endangerment ....................................... 65 and Environments ...........................................................
Load more

Recommended publications
  • March 30 2018 Seminole Tribune
    BC cattle steer into Brooke Simpson relives time Heritage’s Stubbs sisters the past on “The Voice” win state title COMMUNITY v 7A Arts & Entertainment v 4B SPORTS v 1C Volume XLII • Number 3 March 30, 2018 National Folk Museum 7,000-year-old of Korea researches burial site found Seminole dolls in Manasota Key BY LI COHEN Duggins said. Copy Editor Paul Backhouse, director of the Ah-Tah- Thi-Ki Museum, found out about the site about six months ago. He said that nobody BY LI COHEN About two years ago, a diver looking for Copy Editor expected such historical artifacts to turn up in shark teeth bit off a little more than he could the Gulf of Mexico and he, along with many chew in Manasota Key. About a quarter-mile others, were surprised by the discovery. HOLLYWOOD — An honored Native off the key, local diver Joshua Frank found a “We have not had a situation where American tradition is moving beyond the human jaw. there’s organic material present in underwater horizon of the U.S. On March 14, a team of After eventually realizing that he had context in the Gulf of Mexico,” Backhouse researchers from the National Folk Museum a skeletal centerpiece sitting on his kitchen said. “Having 7,000-year-old organic material of Korea visited the Hollywood Reservation table, Frank notified the Florida Bureau of surviving in salt water is very surprising and to learn about the history and culture Archaeological Research. From analyzing that surprise turned to concern because our surrounding Seminole dolls.
    [Show full text]
  • Florida Forever Work Plan
    South Florida Water Management District Florida Forever Work Plan December 13, 2001 Florida Forever Work Plan Contributors South Florida Water Management District Florida Forever Work Plan November 2001 Contributors Susan Coughanour Bill Helfferich Jenni Hiscock Lewis Hornung Blair Littlejohn Victor Lopez Gregg Mallinger Victor Mullen Agnes Ramsey Wanda Caffie-Simpson Paul Whalen i Florida Forever Work Plan Contributors ii Florida Forever Work Plan Executive Summary EXECUTIVE SUMMARY In 1999, the Florida Forever program was created, which authorized the issuance of bonds in an amount not to exceed $3 billion for acquisitions of land and water areas. This revenue is to be used for the purposes of restoration, conservation, recreation, water resource development, historical preservation and capital improvements to such land and water areas. This program is intended to accomplish environmental restoration, enhance public access and recreational enjoyment, promote long-term management goals, and facilitate water resource development. The requirements for developing The Florida Forever Water Management District Work Plan are contained in Section (s.) 373.199, Florida Statutes (F.S). The provision states that the water management districts are to create a five-year plan that identifies projects meeting specific criteria. In developing their project lists, each district is to integrate its surface water improvement and management plans, Save Our Rivers (SOR) land acquisition lists, stormwater management projects, proposed water resource development projects, proposed water body restoration projects, and other properties or activities that would assist in meeting the goals of Florida Forever. The initial plan was submitted on June 1, 2001 to the President of the Senate, Speaker of the House of Representatives, and Secretary of the Department of Environmental Protection (FDEP).
    [Show full text]
  • Biscayne Aquifer, Florida Groundwater Provides Nearly 50 Percent of the Nation’S Drinking Water
    National Water Quality Program National Water-Quality Assessment Project Groundwater Quality in the Biscayne Aquifer, Florida Groundwater provides nearly 50 percent of the Nation’s drinking water. To help protect this vital resource, the U.S. Geological Survey - (USGS) National Water-Quality Assessment (NAWQA) Project assesses groundwater quality in aquifers that are important sources of drinking water (Burow and Belitz, 2014). The Biscayne aquifer constitutes one of the important aquifers being evaluated. Background Overview of Water Quality The Biscayne aquifer underlies an area of about 4,000 square miles in southeastern Florida. About 4 million people live in this area, and the Biscayne aquifer is the primary source of drinking water with about 700 million gallons per day (Mgal/d) withdrawn for public supply in 2000 Inorganic Organic (Maupin and Barber, 2005; Arnold and others, 2020a). The study area for the Biscayne aquifer constituents constituents underlies much of Broward and Miami-Dade Counties in southeastern Florida and includes 3 the cities of Miami and Fort Lauderdale. Most of the area overlying the aquifer is developed 5 and consists of about 63 percent urban and 9 percent agricultural land use. The remaining area 17 (28 percent) is undeveloped (Homer and others, 2015). The Biscayne aquifer is an unconfined, surficial aquifer made up of shallow, highly 80 95 permeable limestone as well as some sandstone units (Miller, 1990). Because of the shallow depth of the units that make up this aquifer, the connection to surface water is an important aspect of the hydrogeology of the Biscayne aquifer (Miller, 1990). A system of canals and levees are used to manage the freshwater resources of southern Florida.
    [Show full text]
  • Evidence from Rio De Janeiro's Favelas
    Drug Battles and School Achievement: Evidence from Rio de Janeiro's Favelas Joana Monteiro and Rudi Rocha∗ July 2013 Abstract This paper examines the effects of armed conflicts between drug gangs in Rio de Janeiro's favelas on student achievement. We explore variation in violence that occurs across time and space when gangs battle over territo- ries. Within-school estimates indicate that students from schools exposed to violence score less in math exams. Our findings suggest that the effect of vio- lence increases with conflict intensity, duration, and proximity to exam dates; and decreases with the distance between the school and the conflict location. Finally, we find that school supply is an important mechanism driving the achievement results; armed conflicts are associated with higher teacher absen- teeism, principal turnover, and temporary school closings. JEL: I25, K42, O12 Key words: slum, violence, drug gangs, student achievement. ∗Monteiro: Brazilian Institute of Economics, Get´ulioVargas Foundation (IBRE/FGV), Rio de Janeiro, Brazil ([email protected]). Rocha: Institute of Economics, Federal University of Rio de Janeiro (IE/UFRJ), Rio de Janeiro, Brazil ([email protected]). We thank Filipe Campante, Ign´acioCano, Melissa Dell, Claudio Ferraz, S´ergioFerreira, Asim Khwaja, Horacio Larreguy, Joana Naritomi, Rohini Pande, Dan Posner, Heather Schofield, Rodrigo Soares, David Yanagizawa-Drott and seminar participants at the 2012 NEUDC, MIT Political Economy Breakfast, the 33rd Meeting of the Brazilian Econometric Society, the 1st Meeting of AL CAPONE-Lacea, PUC-Rio, and Harvard Development Lunch for helpful comments. We are extremely grateful to Paulo Ferraz for his support over the project and Disque-Den´unciafor providing access to data.
    [Show full text]
  • Development of Environmental Measures for Assessing Effects of Water Level Changes on Lakes and Wetlands in the Central Florida Water Initiative Area
    Development of Environmental Measures for Assessing Effects of Water Level Changes on Lakes and Wetlands in the Central Florida Water Initiative Area Central Florida Water Initiative’s Environmental Measures Team Final Report November, 2013 Attachments A‐H Environmental Measures Team Final Report Attachment A – Land Development Index (LDI) and Cross‐Walk of Florida Land Use Cover and Classification System (FLUCCS) Codes to LDI Values November, 2013 Environmental Measures Team Final Report Attachment A – Land Development Index (LDI) Tony Janicki, Ph.D. Janicki Environmental, Inc. Land Use and the Land Development Index The Land Development Index (LDI) (Brown et al. 2003) was estimated for each of the EMT study sites using land use data and a development intensity measure derived from energy use per unit area. The LDI is an estimate of the potential impacts from human‐dominated activities that are experienced by ecological systems within those watersheds. Initially, each of the wetland sites was overlain on the ECFT model grid. Then, the land uses (i.e., FLUCCS codes) within the ECFT model grid were identified and the contributing areas enumerated. Each of the land uses was assigned an LDI coefficient (Table A‐1). The overall LDI ranking was calculated as an area weighted average. Using the GIS, total area and percent of total area occupied by each of the land uses were determined and then the LDI was calculated as follows: LDITotal = Σ %LUi * LDIi Where: LDItotal = LDI ranking for wetland site, %LUi= percent of the total area of influence in land use I, and LDIi = landscape development intensity coefficient for land use i.
    [Show full text]
  • Call the Seminole Tribune Hamilton, MT
    Seminole Grass Dancers honored at Fair, see special section. Tribe gives Broward Commisioners framed Seminole Heritage Celebration poster. Shark attack, page 10. Bulk Rate U.S. Postage Paid Lake Placid FL Permit No. 128 TheSEMINOLE TRIBUNE “Voice of the Unconquered” 50c www.seminoletribe.com Volume XXI Number 3 March 3, 2000 Hunting Gator By Colin Kenny BIG CYPRESS — Jay Young has handled many a gator on his father’s alligator farm for the last 13 years. He has done it all, from wrestling the surly reptiles in front of gaping spectators and rais- ing the mega-lizards from birth to nursing some really sickly saurians back Colorado Gator Farmers to health. Unlike many alligator wrestlers, though, Jay has yet to have a close encounter with the scaly beastie in its natural habitat. But then again, one doesn’t encounter too many wild gators — in Colorado. As the main alligator wrangler out west, it was Jay who got the call to bring one to New Mexico last November. The caller was Seminole Chief Jim Billie who wanted to bring a live gator on stage with him at the Native American Music Awards (NAMA) in Albuquerque, N.M. A few hours after the Chief called, Jay, 25, and Paul Wertz, 28, of Colorado Gators were carry- ing an eight-foot gator to the stage while the Chief performed his signature song “Big Alligator” to a frenzied, sold out Popejoy Hall crowd at the University of New Mexico. Chief Billie returned the favor last week by having the two young men, Jay’s pregnant wife, Cathy, and Paul’s fiancée, Fawn, flown to Big Cypress, Florida for some real live gator huntin.’ Chief Billie — along with experienced gator-men Joe Don Billie, Danny Johns, and Roscoe Coon — took the Coloradoans down Snake Road to a spot near the Seminole/Miccosukee reservation line where a fairly large gator had been spotted ear- lier on the bank of the canal.
    [Show full text]
  • Ah-Tah-Thi-Ki Activity Book
    Ah-Tah-Thi-Ki Activity Book Seminole people have a long history and a rich culture. Today they honor tradition as they thrive in a modern world. Discover more about Seminole life in the past and present with coloring pages, mazes, and more! Color in the Museum’s original logo! Word Search Find the words below that are connected to Seminole art and culture. Ah Tah Thi Ki Canoe Everglades Red Barn Alligator Carving Osceola Seminole Bandolier Bag Chickee Patchwork Sofkee Basket Crawdad Pottery Traditions A H T H K I R E B C A O E B A S K E T P O Y T E R Y A R B P O T T E R Y C A N O E C R A N A D A R R E M E D B T E S V E C L D W G L A A E I D E A C Z C H I A C O D K E E D W Q B U D H O E V E R G L A D E S I S C A L O W T O S C V E I D A O L T A P R I L O A L L G I A E T D O I I V X N T I R S A N O N A R H B S E O G C R R E K O B I L G L B Y R C F N A H R A R S K P A I S H A M O E S S C I E I E O F L A L L I G A T O R O G C Y D A H T A H T H I K I E Y S O F K E E L S E X I N O L E G I A N J U E M P E T E O U I R I S M P B A L K E T D M U S E M I N O L E I C W R E T S L I T U R S T F A M O E B A S K E T Q Red Barn Seminoles have herded cattle for hundreds of years! Red Barn, on the Brighton Reservation, is an important reminder of this history.
    [Show full text]
  • Incongruous Surrealism Within Narrative Animated Film
    University of Central Florida STARS Electronic Theses and Dissertations, 2020- 2021 Incongruous Surrealism within Narrative Animated Film Daniel McCabe University of Central Florida Part of the Film and Media Studies Commons Find similar works at: https://stars.library.ucf.edu/etd2020 University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2020- by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation McCabe, Daniel, "Incongruous Surrealism within Narrative Animated Film" (2021). Electronic Theses and Dissertations, 2020-. 529. https://stars.library.ucf.edu/etd2020/529 INCONGRUOUS SURREALISM WITHIN NARRATIVE ANIMATED FILM by DANIEL MCCABE B.A. University of Central Florida, 2018 B.S.B.A. University of Central Florida, 2018 A thesis submitted in partial fulfillment of the requirements for the degree of Masters of Fine Arts in the School of Visual Arts and Design in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Spring Term 2021 © Daniel Francis McCabe 2021 ii ABSTRACT A pop music video is a form of media containing incongruous surrealistic imagery with a narrative structure supplied by song lyrics. The lyrics’ presence allows filmmakers to digress from sequential imagery through introduction of nonlinear visual elements. I will analyze these surrealist film elements through several post-modern philosophies to better understand how this animated audio-visual synthesis resides in the larger world of art theory and its relationship to the popular music video.
    [Show full text]
  • Everglades Ecosystem Assessment: Water Management and Quality, Eutrophication, Mercury Contamination, Soils and Habitat
    United States Region 4 Science & Ecosystem EPA 904-R-07-001 Environmental Protection Support Division and Water August 2007 Agency Management Division EPA Everglades Ecosystem Assessment: Water Management and Quality, Eutrophication, Mercury Contamination, Soils and Habitat Monitoring for Adaptive Management: A R-EMAP Status Report The Everglades Ecosystem Assessment Program is being conducted by the United States Environmental Protection Agency Region 4 Science and Ecosystem Support Division, with the Region 4 Water Management Division cooperating. Many entities have contributed to this Program, including the National Park Service, United States Army Corps of Engineers, Florida Department of Environmental Protection, United States Fish and Wildlife Service, Florida International University, University of Georgia, Battelle Marine Sciences Laboratory, FTN Associates Incorporated, United States Geological Survey, South Florida Water Management District, and Florida Fish and Wildlife Conservation Commission. The Miccosukee Tribe of Indians of Florida and the Seminole Tribe of Indians allowed sampling to take place on their federal reservations within the Everglades. EPA 904-R-07-001 August 2007 EVERGLADES ECOSYSTEM ASSESSMENT Water Management and Quality, Eutrophication, Mercury Contamination, Soils and Habitat Monitoring for Adaptive Management A R-EMAP Status Report U.S. Environmental Protection Agency Region 4 Science and Ecosystem Support Division Athens, Georgia This document is available on the Internet for browsing or download at: <http://www.epa.gov/region4/sesd/sesdpub_completed.html> Everglades R-EMAP is a program of the United States Environmental Protection Agency’s Region 4 Laboratory [the Science and Ecosystem Support Division (SESD) in Athens, Georgia], with the Region 4 Water Management Division (WMD) cooperating. Everglades R-EMAP is managed by Peter Kalla of SESD.
    [Show full text]
  • Understanding Music Past and Present
    Understanding Music Past and Present N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD Understanding Music Past and Present N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD Dahlonega, GA Understanding Music: Past and Present is licensed under a Creative Commons Attribu- tion-ShareAlike 4.0 International License. This license allows you to remix, tweak, and build upon this work, even commercially, as long as you credit this original source for the creation and license the new creation under identical terms. If you reuse this content elsewhere, in order to comply with the attribution requirements of the license please attribute the original source to the University System of Georgia. NOTE: The above copyright license which University System of Georgia uses for their original content does not extend to or include content which was accessed and incorpo- rated, and which is licensed under various other CC Licenses, such as ND licenses. Nor does it extend to or include any Special Permissions which were granted to us by the rightsholders for our use of their content. Image Disclaimer: All images and figures in this book are believed to be (after a rea- sonable investigation) either public domain or carry a compatible Creative Commons license. If you are the copyright owner of images in this book and you have not authorized the use of your work under these terms, please contact the University of North Georgia Press at [email protected] to have the content removed. ISBN: 978-1-940771-33-5 Produced by: University System of Georgia Published by: University of North Georgia Press Dahlonega, Georgia Cover Design and Layout Design: Corey Parson For more information, please visit http://ung.edu/university-press Or email [email protected] TABLE OF C ONTENTS MUSIC FUNDAMENTALS 1 N.
    [Show full text]
  • South Florida Water Management District GOVERNING BOARD MONTHLY MEETING AGENDA
    South Florida Water Management District GOVERNING BOARD MONTHLY MEETING AGENDA September 13, 2018 9:00 AM District Headquarters - B-1 Auditorium 3301 Gun Club Road West Palm Beach, FL 33406 FINAL 1. Call to Order - Federico E. Fernandez, Chairman, Governing Board 2. Pledge of Allegiance - Federico E. Fernandez, Chairman, Governing Board 3. Employee Recognitions - Presented by Ernie Marks Employee of the Month: Henry Chiquito, Tech Support Consultant-Specialist 4. Agenda Revisions - Tia Barnett 5. Agenda Item Abstentions by Board Members 6. Big Cypress Basin Board Report - Frederick Barber, Chairman 7. Water Resources Analysis Coalition (WRAC) Report - Brandon Tucker, Facilitator 8. Consider Approval of the Minutes for the August 9th Meeting Consent Agenda 9. Public Comment on Consent Agenda Items 10. Move Consent Agenda Items to Discussion Agenda 11. Board Comment on the Consent Agenda 12. Regulatory Consent Agenda (Staff contact, Jill Creech, ext. 6814) 1 Governing Board Meeting Agenda of the South Florida Water Management District – September 13, 2018 Conservation Easements and Releases A. Agenda Item Background: Broward County Lennar Homes, LLC requests a full release of 2.50 acres of a conservation easement for a project known as Palomino Lake in Broward County. Mitigation is provided through the purchase of 2.70 mitigation bank credits. Recommended Action: Approve a full release of a conservation easement for a project known as Palomino Lake. (Application No. 180405- 444, Permit No. 06-05958-P) B. Agenda Item Background: Osceola County Sedona Owners Association Phase 1 requests a partial release of 0.05 acres, part of a 51.89 acre conservation easement. The area to be released was recorded in error and no mitigation is required.
    [Show full text]
  • Patsy West. the Enduring Seminoles: from Alligator Wrestling to Ecotourism
    Ethnic Studies Review Volume 21 example, the book makes reference to the existence of many liquor stores in African-American neighborhoods without con­ sidering the unemployment rate. 4. Since most of the exercises are excellent tools for universi­ ty as well as on©line and K-1 2 classrooms, it would be invalu­ able if the book would offer suggestions on how to adapt the exercises for these various possibilities. For example, the authors of Chapter Eighteen suggest the "Label Game" devel­ oped by Ponterotto and Pederson (1 993). To experience the pain of being stereotyped, students in an on-line classroom could be asked to visit an on-line chatroom under a different identity and students in the K-1 2 classroom could have the labels (even pictures) taped on party-hats rather than on the back of a person. 5. Since technology is here to stay, Chapter Three is indispen­ sable in its discussion of the implementation of technology in the classroom. However, the chapter fails to address the pro­ liferation of racist web-sites, such as those of the Ku Kux Klan or the Aryan Nations. 6. Since the book is a resource guide rather than cover-to­ cover reading it would be helpful if each of the four parts had a title and even a brief synopses. Seate Baltes National University Patsy West. The Enduring Seminoles: From Alligator Wrestling to Ecotourism. (Gainesville: University Press of Florida, 1998). xvi, 150 pp., $24.95 cloth. Patsy West, long the archivist of photographs for the Seminole and Miccosukee Native nations of Florida, has writ­ ten an exceptional book in her first full-length work, The Enduring Seminoles: From Alligator Wrestling to Ecotourism.
    [Show full text]