River Management & Restoration
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Geomorphic Classification of Rivers
9.36 Geomorphic Classification of Rivers JM Buffington, U.S. Forest Service, Boise, ID, USA DR Montgomery, University of Washington, Seattle, WA, USA Published by Elsevier Inc. 9.36.1 Introduction 730 9.36.2 Purpose of Classification 730 9.36.3 Types of Channel Classification 731 9.36.3.1 Stream Order 731 9.36.3.2 Process Domains 732 9.36.3.3 Channel Pattern 732 9.36.3.4 Channel–Floodplain Interactions 735 9.36.3.5 Bed Material and Mobility 737 9.36.3.6 Channel Units 739 9.36.3.7 Hierarchical Classifications 739 9.36.3.8 Statistical Classifications 745 9.36.4 Use and Compatibility of Channel Classifications 745 9.36.5 The Rise and Fall of Classifications: Why Are Some Channel Classifications More Used Than Others? 747 9.36.6 Future Needs and Directions 753 9.36.6.1 Standardization and Sample Size 753 9.36.6.2 Remote Sensing 754 9.36.7 Conclusion 755 Acknowledgements 756 References 756 Appendix 762 9.36.1 Introduction 9.36.2 Purpose of Classification Over the last several decades, environmental legislation and a A basic tenet in geomorphology is that ‘form implies process.’As growing awareness of historical human disturbance to rivers such, numerous geomorphic classifications have been de- worldwide (Schumm, 1977; Collins et al., 2003; Surian and veloped for landscapes (Davis, 1899), hillslopes (Varnes, 1958), Rinaldi, 2003; Nilsson et al., 2005; Chin, 2006; Walter and and rivers (Section 9.36.3). The form–process paradigm is a Merritts, 2008) have fostered unprecedented collaboration potentially powerful tool for conducting quantitative geo- among scientists, land managers, and stakeholders to better morphic investigations. -
Coastal and Marine Ecological Classification Standard (2012)
FGDC-STD-018-2012 Coastal and Marine Ecological Classification Standard Marine and Coastal Spatial Data Subcommittee Federal Geographic Data Committee June, 2012 Federal Geographic Data Committee FGDC-STD-018-2012 Coastal and Marine Ecological Classification Standard, June 2012 ______________________________________________________________________________________ CONTENTS PAGE 1. Introduction ..................................................................................................................... 1 1.1 Objectives ................................................................................................................ 1 1.2 Need ......................................................................................................................... 2 1.3 Scope ........................................................................................................................ 2 1.4 Application ............................................................................................................... 3 1.5 Relationship to Previous FGDC Standards .............................................................. 4 1.6 Development Procedures ......................................................................................... 5 1.7 Guiding Principles ................................................................................................... 7 1.7.1 Build a Scientifically Sound Ecological Classification .................................... 7 1.7.2 Meet the Needs of a Wide Range of Users ...................................................... -
Keystone Exam Biology Item and Scoring Sampler
Pennsylvania Keystone Exams Biology Item and Scoring Sampler 2019 Pennsylvania Department of Education Bureau of Curriculum, Assessment and Instruction—September 2019 TABLE OF CONTENTS INFORMATION ABOUT BIOLOGY Introduction . 1 About the Keystone Exams . 1 Alignment . 1 Depth of Knowledge . 2 Exam Format . 2 Item and Scoring Sampler Format . 3 Biology Exam Directions . 4 General Description of Scoring Guidelines for Biology . 5 BIOLOGY MODULE 1 Multiple-Choice Questions . 6 Constructed-Response Item . 22 Item-Specific Scoring Guideline . 24 Constructed-Response Item . 34 Item-Specific Scoring Guideline . 36 Biology Module 1—Summary Data . .46 BIOLOGY MODULE 2 Multiple-Choice Questions . .48 Constructed-Response Item . 66 Item-Specific Scoring Guideline . 68 Constructed-Response Item . 82 Item-Specific Scoring Guideline . 84 Biology Module 2—Summary Data . .100 Pennsylvania Keystone Biology Item and Scoring Sampler—September 2019 ii INFORMATION ABOUT BIOLOGY INTRODUCTION The Pennsylvania Department of Education (PDE) provides districts and schools with tools to assist in delivering focused instructional programs aligned to the Pennsylvania Core Standards. These tools include the standards, Assessment Anchor documents, Keystone Exams Test Definition, Classroom Diagnostic Tool, Standards Aligned System, and content-based item and scoring samplers. This 2019 Biology Item and Scoring Sampler is a useful tool for Pennsylvania educators in preparing students for the Keystone Exams. This Item and Scoring Sampler contains released operational multiple-choice and constructed-response items that have appeared on previously administered Keystone Exams. These items will not appear on any future Keystone Exams. Released items provide an idea of the types of items that have appeared on operational exams and that will appear on future operational Keystone Exams. -
Cbd Convention on Biological Diversity
CBD Distr. CONVENTION ON GENERAL BIOLOGICAL DIVERSITY ENGLISH ONLY ADDIS ABABA PRINCIPLES AND GUIDELINES FOR THE SUSTAINABLE USE OF BIODIVERSITY INTRODUCTION The Annex to this document contains the Addis Ababa Principles and Guidelines for the Sustainable Use of Biodiversity, as adopted in Addis Ababa, Ethiopia, from 6 to 8 May 2003. The Addis Ababa workshop synthesized the outcomes of the three previous workshops on the issue of sustainable use, integrating different views and regional differences, and developing a set of practical principles and operational guidelines for the sustainable use of biological diversity. The resulting Guidelines are still considered to be in draft format until adoption by the seventh meeting of the Conference of the Parties. /… For reaso ns of economy, this document is printed in a limited number. Delegates are kindly requested to bring their copies to meetings and not to request additional copies Annex Addis Ababa Principles and Guidelines for the Sustainable Use of Biodiversity I. BACKGROUND A. Explanation of the mandate 1. In recent decades, biodiversity components have been used in a way leading to loss of species, degradation of habitats and erosion of genetic diversity, thus jeopardizing present and future livelihoods. Sustainable use of components of biodiversity, one of the three objectives of the Convention, is a key to achieving the broader goal of sustainable development and is a cross-cutting issue relevant to all biological resources. It entails the application of methods and processes in the utilization of biodiversity to maintain its potential to meet current and future human needs and aspirations and to prevent its long-term decline. -
Marine Ecosystem Services
Marine Ecosystem Services Marine ecosystem services in Nordic marine waters and the Baltic Sea – possibilities for valuation Marine Ecosystem Services Marine ecosystem services in Nordic marine waters and the Baltic Sea – possibilities for valuation Berit Hasler, Heini Ahtiainen, Linus Hasselström, Anna‐Stiina Heiskanen, Åsa Soutukorva and Louise Martinsen TemaNord 2016:501 Marine Ecosystem Services Marine ecosystem services in Nordic marine waters and the Baltic Sea – possibilities for valuation Berit Hasler, Heini Ahtiainen, Linus Hasselström, Anna‐Stiina Heiskanen, Åsa Soutukorva and Louise Martinsen ISBN 978‐92‐893‐4444‐9 (PRINT) ISBN 978‐92‐893‐4445‐6 (PDF) ISBN 978‐92‐893‐4446‐3 (EPUB) http://dx.doi.org/10.6027/TN2016‐501 TemaNord 2016:501 ISSN 0908‐6692 © Nordic Council of Ministers 2016 Layout: Hanne Lebech Cover photo: ImageSelect Print: Rosendahls‐Schultz Grafisk Printed in Denmark This publication has been published with financial support by the Nordic Council of Ministers. However, the contents of this publication do not necessarily reflect the views, policies or recom‐ mendations of the Nordic Council of Ministers. www.norden.org/nordpub Nordic co‐operation Nordic co‐operation is one of the world’s most extensive forms of regional collaboration, involv‐ ing Denmark, Finland, Iceland, Norway, Sweden, and the Faroe Islands, Greenland, and Åland. Nordic co‐operation has firm traditions in politics, the economy, and culture. It plays an im‐ portant role in European and international collaboration, and aims at creating a strong Nordic community in a strong Europe. Nordic co‐operation seeks to safeguard Nordic and regional interests and principles in the global community. Common Nordic values help the region solidify its position as one of the world’s most innovative and competitive. -
Ecosystems and Biodiversity
Unit 2: Ecosystem An organism is always in the state of perfect balance with the environment. The environment literally means the surroundings. The environment refers to the things and conditions around the organisms which directly or indirectly influence the life and development of the organisms and their populations. “Ecosystem is a complex in which habitat, plants and animals are considered as one interesting unit, the materials and energy of one passing in and out of the others” – Woodbury. Organisms and environment are two non-separable factors. Organisms interact with each other and also with the physical conditions that are present in their habitats. ―The organisms and the physical features of the habitat form an ecological complex or more briefly an ecosystem.‖ (Clarke, 1954). The concept of ecosystem was first put forth by A.G. Tansley (1935). Ecosystem is the major ecological unit. It has both structure and functions. The structure is related to species diversity. The more complex is the structure the greater is the diversity of the species in the ecosystem. The functions of ecosystem are related to the flow of energy and cycling of materials through structural components of the ecosystem. According to Woodbury (1954), ecosystem is a complex in which habitat, plants and animals are considered as one interesting unit, the materials and energy of one passing in and out of the others. According to E.P. Odum, the ecosystem is the basic functional unit of organisms and their environment interacting with each other and with their own components. An ecosystem may be conceived and studied in the habitats of various sizes, e.g., one square metre of grassland, a pool, a large lake, a large tract of forest, balanced aquarium, a certain area of river and ocean. -
Recent History of Large-Scale Ecosystem Disturbances in North America Derived from the AVHRR Satellite Record
Ecosystems (2005) 8: 808-824 DOI: 10.1007/~10021-005-0041-6 Recent History of Large-Scale Ecosystem Disturbances in North America Derived from the AVHRR Satellite Record Christopher potter,'" Pang-Ning d an,' Vipin ~umar,'Chris ~ucharik,~ Steven ~looster; Vanessa ~enovese,~Warren ohe en,^ and Sean ~eale~~ 'NASA Ames Research Center, Moffett Field, California 94035, USA;2~niversity of Minnesota, Minneapolis, Minnesota 55415, USA; 3~niversityof Wisconsin, Madison, Wisconsin 53706, USA; *~aliforniaState University Monterey Bay, Seaside 93955, California, USA; USDA Forest Service, Corvallis, Oregon 97331, USA Ecosystem structure and function are strongly af- over i9 years, areas potentially influenced by ma- fected by disturbance events, many of which in jor ecosystem disturbances (one FPAR-LO event North America are associated with seasonal tem- over the period 1982-2000) total to more than perature extremes, wildfires, and tropical storms. 766,000 km2.The periods of highest detection fre- This study was conducted to evaluate patterns in a quency were 1987-1989, 1995-1 997, and 1999. 19-year record of global satellite observations of Sub-continental regions of the Pacific Northwest, vegetation phenology from the advanced very high Alaska, and Central Canada had the highest pro- resolution radiometer (AVHRR) as a means to portion (>90%) of FPAR-LO pixels detected in characterize major ecosystem disturbance events forests, tundra shrublands, and wetland areas. The and regimes. The fraction absorbed of photosyn- Great Lakes region showed the highest proportion thetically active radiation (FPAR) by vegetation (39%) of FPAR-LO pixels detected in cropland canopies worldwide has been computed at a areas, whereas the western United States showed monthly time interval from 1982 to 2000 and the highest proportion f 16% ) of FPAR-LO pixels gridded at a spatial resolution of 8-krn globally. -
Fish Glossary (NOAA June 2006)
NOAAFISHERIES Glossary Revised Edition, June 2006 U.S. DEPARTMENT OF COMMERCE National Oceanic and Atmospheric Administration UNITED STATES DEPARTMENT OF COMMERCE NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION NOAA FISHERIESISHERIES Glossary NOAA TECHNICAL MEMORANDUM NMFS-F/SPO-69 OCTOBER 2005 REVISED EDITION, JUNE 2006 K. Blackhart, D. G. Stanton, and A. M. Shimada Offi ce of Science and Technology National Marine Fisheries Service, NOAA 1315 East West Highway Silver Spring, MD 20910 An on-line version of this glossary is available at: http://www.st.nmfs.gov/st4/documents/F_Glossary.pdf Cover Photo of Yellowfi n Tuna by William L. High, NMFS This revised and updated edition has a correction to the Bmsy determination of Minimum Stock Size Threshold on page 29. Contents A 1 B 3 C 5 D 9 E 11 F 14 G 19 H 21 I 22 J 24 K 24 L 24 M 26 N 30 O 33 P 35 Q 39 R 39 S 43 T 53 U 57 V 58 W 59 X – Y 60 Z 60 OAA’s National Marine Fisheries Service (NOAA N Fisheries Service) is dedicated to the stewardship of the Nation’s living marine resources and their habitat. As a leading voice for the economic benefi ts that can be derived from sustainable use and conservation of our Nation’s living marine resources, NOAA scientists and resource managers work to ensure the continued productivity and abundance of these resources and a bright future for the people dependent upon them. To meet these goals and better serve its constituents and the general public, NOAA strives to develop and maintain effective communications and educational resources. -
Ecology Worksheets
» Ecology Worksheets Principles of Ecology ● Lesson : The Science of Ecology ● Lesson : Flow of Energy ● Lesson : Recycling Matter The Science of Ecology True or False Name___________________ Class_______ Date_____ Write true if the statement is true and false if the statement is false. ______ 1. Ecology is usually considered to be a branch of biology. ______ 2. The environment of an organism includes only nonliving physical factors. ______ 3. The biosphere extends from sea level to about 11,000 meters above sea level. ______ 4. An important ecological issue is the rapid growth of the human population. ______ 5. A community is the biotic component of an ecosystem. ______ 6. An ecosystem is always closed in terms of energy. ______ 7. An ecosystem depends on continuous inputs of matter from outside the system. ______ 8. Organisms that depend on different food sources have different niches. ______ 9. Mammals that live in very cold habitats must have insulation to help them stay warm. ______ 10. Different species cannot occupy the same niche in the same geographic area for very long. ______ 11. Field studies refer to the collection of data in a field, meadow, or other open area. ______ 12. Ecologists use inferential statistics to describe the data they collect. Critical Reading Name___________________ Class_______ Date_____ Read this passage from the lesson and answer the questions that follow. Ecosystem An ecosystem is a natural unit consisting of all the living organisms in an area functioning together with all the nonliving physical factors of the environment. The concept of an ecosystem can apply to units of different sizes. -
Structural Equation Modelling Reveals That Nutrients and Physicochemistry Act Additively on the Dynamics of a Microcosm-Based Biotic Community
biology Article Structural Equation Modelling Reveals That Nutrients and Physicochemistry Act Additively on the Dynamics of a Microcosm-Based Biotic Community 1, , 1 2 1, David A. Russo * y , Andrew Ferguson , Andrew P. Beckerman and Jagroop Pandhal * 1 Department of Chemical and Biological Engineering, University of Sheffield, Mappin Street, Sheffield S1 3JD, UK; andrew.ferguson@sheffield.ac.uk 2 Department of Animal and Plant Sciences, University of Sheffield, Alfred Denny Building, Western Bank, Sheffield S10 2TN, UK; a.beckerman@sheffield.ac.uk * Correspondence: [email protected] (D.A.R.); j.pandhal@sheffield.ac.uk (J.P.) Current address: Institute for Inorganic and Analytical Chemistry, Bioorganic Analytics, y Friedrich Schiller University Jena, Jena, Germany. Received: 23 August 2019; Accepted: 8 November 2019; Published: 14 November 2019 Abstract: Anthropogenic eutrophication has caused widespread environmental problems in freshwater lakes, reducing biodiversity and disrupting the classic pelagic food chain. Increasing our understanding of the exact role of nutrients and physicochemical variables on microbial dynamics, and subsequent microalgal and cyanobacterial blooms, has involved numerous studies ranging from replicate microcosm-based studies through to temporal studies of real lake data. In a previous experimental microcosm study, we utilised metaproteomics to investigate the functional changes of a microalgal-bacterial community under oligotrophic and eutrophic nutrient levels. Here, we analyse the time series data from this experiment with a combination of typically used univariate analyses and a more modern multivariate approach, structural equation modelling. Our aim was to test, using these modern methods, whether physicochemical variables and nutrient dynamics acted additively, synergistically, or antagonistically on the specific biotic community used in the microcosms. -
Multidisciplinary Nature of Environmental Studies: Environmental Studies Deals with Every Issue Thataffects an Organism
1 Multidisciplinary nature of environmental studies: Environmental studies deals with every issue thataffects an organism. It is essentially a multidisciplinary approach that brings about an appreciation of our natural world and human impacts on its integrity. It is an applied science as its seeks practical answers to making human civilization sustainable on the earth’s finite resources. Its components include biology, geology, chemistry, physics, engineering, sociology, health, anthropology, economics, statistics, computers and philosophy. `The industrial development and intensive agriculture that provides the goods for our increasingly consumer oriented society uses up large amounts of natural resources such as water, minerals, petroleum products, wood, etc. Nonrenewable resources, such as minerals and oil are those which will be exhausted in the future if we continue to extract these without a thought for subsequent generations. Renewable resources, such as timber and water, are those which can be used but can be regenerated by natural processes such as re-growth or rainfall. But these too will be depleted if we continue to use them faster than nature can replace them. For example, if the removal of timber and firewood from a forest is faster than the re-growth and regeneration of trees, it cannot replenish the supply. And loss of forest covers not only depletes the forest of its resources, such as timber and other non-wood products, but affects our water resources because an intact natural forest acts like a sponge which holds water and releases it slowly. Deforestation leads to floods in the monsoon and dry rivers once the rains are over. -
An Introduction to the River Styles Framework
AN INTRODUCTION TO THE RIVER STYLES FRAMEWORK Prof. Gary Brierley1 and A/Prof. Kirstie Fryirs2 1 School of Environment 2 Department of Environmental Sciences University of Auckland Macquarie University Auckland, New Zealand North Ryde, NSW 2109, Australia Email: [email protected] [email protected] Website: www.riverstyles.com Thursday 16th November, 2017 Auckland, New Zealand Squamish River, British Columbia Cooper Creek, western Qld ISBN 978-1-74138-411-6 Macquarie University 2016 1 Schedule for the workshop Time Topic 8.30‐8.45 Registration 8.45‐9.00 Introductions and welcome 9.00‐9.30 Presentation 1: Underlying principles and applications of the River Styles Framework 9.30‐10.30 Presentation 2: Stage One of the River Styles Framework: River character, behaviour, pattern and controls. 10.30‐11.00 MORNING TEA 11.00‐11.15 Exercise 1: River Styles Quiz 11.15‐12.30 Exercise 2: Mapping geomorphic units and interpreting river behaviour, and determining boundaries between river reaches (50 mins for exercises, 25 mins for discussion of answers). 12.30‐13.30 LUNCH 13.30‐13.50 Presentation 3: Stage Two of the River Styles Framework: Catchment framed assessment of geomorphic river condition 13.50‐14.15 Exercise 3: Selecting appropriate geoindicators of condition for different River Styles. 14.15‐14.35 Presentation 4: Stage Three of the River Styles Framework: Assessing the evolutionary trajectory and geomorphic recovery potential of rivers 14.35‐15.00 Exercise 4: Scenario building and assessing river recovery potential 15.00‐15.30 AFTERNOON TEA 15.30‐16.15 Presentation 5: Stage Four of the River Styles Framework: Implications for river management (setting geomorphic visions, identifying target conditions for river management, prioritisation based on geomorphic river condition and recovery potential, monitoring and auditing improvement in condition) and uses of information bases derived from using the River Styles Framework.