DOCSLIB.ORG

What Is Conservation Biology? •An Overview “Crisis Discipline” Response To: •Biodiversity Loss

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
What Is Conservation Biology? •An Overview “Crisis Discipline” Response To: •Biodiversity Loss What is Conservation Biology? •An overview “Crisis Discipline” Response to: •Biodiversity loss Declining Biodiversity Examples •Steller’s Sea Cow •Lived in Bering Strait (Alaska) •Grew to 35 feet long, 3.5 tons •Slow-moving, docile •Hunted to extinction by 1768, less than 30 years after it was discovered. Declining Biodiversity Examples •Bachman’s Warbler •Neotropical migrant • Bred in southeastern US •Wintered in Cuban tropical forests •Deforestation in Cuba for cane fields caused major decline in numbers •Last seen 1989. Declining Biodiversity Examples •Franklin tree •Altamaha River, Georgia •Last seen in wild: 1803 •Maintained in gardens/arboreta. Declining Biodiversity Examples •Only parrot native to Eastern US •Lived in large flocks in the SE US •Foraged on grains/fruits •Declared a pest: killed in the thousands by hunters and farmers •Affected by deforestation as well •Extinct by 1920. Declining Biodiversity Examples •Abundant bird in eastern US (Canada to Gulf) •(estimates in billions of birds) •Flocks of billions of birds described (darkened sky) •Hunted heavily in 1800s •Forests destroyed •Extinct by 1914. Declining Biodiversity Examples •Xerces Blue Butterfly •Inhabited sand dunes near San Francisco, CA •First North American butterfly to become extinct due to human disturbance •Habitat destruction as city developed was main probable cause. “Crisis Discipline” Response to: •Disruption of ecosystem functions Ecosystem Disruption: The Gulf of Mexico “Dead Zone” •Runoff from agricultural fields fertilizers (and other sources) in Mississippi drainage contains nutrients •Excessive nutrients delivered by Mississippi River to Gulf cause algal bloom •Dead algae die, sink, decompose. The Gulf of Mexico “Dead Zone” •Oxygen levels drop (hypoxia: low oxygen) •Aerobic sea life (fish, shrimp, crabs, etc.) dies •Bottom area affected is size of New Jersey (7,700 sq miles). “Crisis Discipline” Response to: •Climate change Example: Bobolink •Breeds in summer in Northern US and Canada •Migrates to Argentina in winter. •Climate envelope Climate Change and Species Distributions Special Risk: “Island” species •Ex, Alpine “Islands” Special Risk: “Island” species Response to: •Invasive species Example: Brown Tree Snake •Accidentally introduced to Guam (between 1945 and 1952) Example: Brown Tree Snake •Accidentally introduced to Guam (between 1945 and 1952) •Snake population exploded •Extirpated by predation most native forest vertebrates •Shorted power grids •Human hazard of snake bite (mildly venomous: danger to small children). Example: Purple Loosestrife •Change from 1968 to 1978. Loosestrife crowds out other wetland plants (central NY). “Crisis Discipline” Overharvest of commercial species Overharvest of Atlantic Cod •Grand Banks Fishery off Newfoundland in North Atlantic •Overfishing and environmental fluctuation caused major population crash •Harvest declined from 800,000 tons in 1968 to 140,000 tons in 1978 •Area closed to fishing in 1992 •May never re-open. Pollution •May not be visible •Biomagnification may occur: concentration of pollutant increases up food chain •Ex, DDT. •Ex, DDT biomagnification •Caused eggshells to break, nest success dropped •Exs, bald eagle, peregrine falcon. •Bald eagle became federally threatened, peregrine falcon endangered •DDT use banned in U.S. •Recovery efforts have resulted in de-listing of peregrine falcon, proposed de-listing of eagle. “Crisis Discipline” Response to: •Biodiversity loss •Disruption of ecosystem functions •Climate change •Invasive species •Overharvest of commercial species •Pollution impacts on species/ecosystems •And, #1………..Human population growth! 3 Goals of Conservation Biology •Document biological diversity on Earth •Investigate human impacts on species, communities, and ecosystems •Develop ways to prevent extinction, maintain genetic diversity, and protect or restore communities and ecosystems. The New Field of Conservation Biology ConBio’s 5 Ethical Principles •Preserve diversity of species/communities •Prevent extinction of populations/species •Maintain ecological complexity •Allow evolution to continue •Recognize the intrinsic value of biological diversity. •Recognize the intrinsic value of biological diversity…... Biophilia (E.O. Wilson): genetic predisposition of humans to prefer and promote biological diversity. Some ConBio History •European view was anthropocentric •Nature created by God for humans to use •Resulted in massive exploitation for immediate profit/use •However, there were some surprisingly early conservation efforts!. •Poland 1564 •Reserve established to protect the last population of the aurochs •Ancestor of domestic cattle. •Went extinct anyway! •Breed re-created by German scientist from European domestic cattle. •But reserve did save wisent (European bison) from extinction!. American ConBio History •John Muir •Founder of Sierra Club •(US conservation organization) •Preservationist ethic: set aside areas from human impact and development •Emphasized value of wilderness for spiritual and artistic uses. • •Gifford Pinchot •First head of US Forest Service in early 1900s •Resource conservation ethic: use resources wisely for all society •Quote: “greatest good of the greatest number in the long run” •Legacy is “multiple use” philosophy for government lands. • •Aldo Leopold •Evolutionary-ecological land ethic: •Management should maintain ecological processes and ecosystem health •Humans part of ecosystems rather than apart from them •Proper management can enhance diversity even beyond that of natural communities. •Recent “spin” on this is “reconciliation ecology” (Rosenzweig 2001) •Seeks how to modify human-dominated habitats to allow humans to share our range with other species. ConBio Today •Well-established in science and government •Needs more attention by public •2001-2002 was International Biodiversity Observation Year •Needs more young and enthusiastic minds…yours?? .
Load more

Recommended publications
  • Conservation Biology Fisheries and Wildlife Program
    SCHOOL OF NATURAL RESOURCES Conservation Biology Fisheries and Wildlife Program From helping preserve habitat while improving economic opportunities to designing nature reserves, you can realize your career goals helping theatened and engangered species through our conservation biology option. Make an appointment to learn more about options in our fisheries and wildlife major. Contact Information Career Path Dr. Mark Pegg Conservation Geneticist, Research Biologist, Restoration Ecologist, Refuge Manager, Undergraduate Coordinator Endangered Species Manager, Park Ranger, Environmental Education, Zoo Animal Keeper 402 Hardin Hall School of Natural Resources Special Emphasis Courses University of Nebraska Lincoln, NE 68583-0974 Conservation Biology, Genetics, Wildlife Ecology and Management, Fishereis Biology, Phone: 402-472-6824 Wildlife Management Techniques, Biology of Wildlife Populations, Tropical Ecology, Ecology email: [email protected] of Southern Africa Elyse Watson Internships Available Recruitment Coordinator 102A Hardin Hall Our students have enjoyed internships with the Nature Conservancy, the National Park School of Natural Resources Service, Omaha’s Henry Doorly Zoo and Aquarium, the Tern and Plover Conservation University of Nebraska Partnership, the Platte River Whooping Crane Trust and other state and federal agencies. Lincoln, NE 68583-0981 Phone: 402-472-7472 email: [email protected] COLLEGE OF AGRICULTURAL SCIENCES AND NATURAL RESOURCES UNL does not discriminate based upon any protected status. See go.unl.edu/nondiscrimination. | snr.unl.edu | © 2015, The Board of Regents of the University of Nebraska. All rights reserved. 1503.054 Fisheries and Wildlife Major Requirements CONSERVATION BIOLOGY OPTION 2017-2018 Required Courses UNL College of Agricultural Sciences and Natural Resources Bolded credit hours indicate the number of credits needed for that subject area.
    [Show full text]
  • Introduction to Marine Conservation Biology
    Network of Conservation Educators & Practitioners Introduction to Marine Conservation Biology Author(s): Tundi Agardy Source: Lessons in Conservation, Vol. 1, pp. 5-43 Published by: Network of Conservation Educators and Practitioners, Center for Biodiversity and Conservation, American Museum of Natural History Stable URL: ncep.amnh.org/linc/ This article is featured in Lessons in Conservation, the official journal of the Network of Conservation Educators and Practitioners (NCEP). NCEP is a collaborative project of the American Museum of Natural History’s Center for Biodiversity and Conservation (CBC) and a number of institutions and individuals around the world. Lessons in Conservation is designed to introduce NCEP teaching and learning resources (or “modules”) to a broad audience. NCEP modules are designed for undergraduate and professional level education. These modules—and many more on a variety of conservation topics—are available for free download at our website, ncep.amnh.org. To learn more about NCEP, visit our website: ncep.amnh.org. All reproduction or distribution must provide full citation of the original work and provide a copyright notice as follows: “Copyright 2007, by the authors of the material and the Center for Biodiversity and Conservation of the American Museum of Natural History. All rights reserved.” Illustrations obtained from the American Museum of Natural History’s library: images.library.amnh.org/digital/ SYNTHESIS 5 Introduction to Marine Conservation Biology Tundi Agardy* *Sound Seas, Bethesda, MD, USA, email
    [Show full text]
  • The Sixth Great Extinction Donations Events "Soon a Millennium Will End
    The Rewilding Institute, Dave Foreman, continental conservation Home | Contact | The EcoWild Program | Around the Campfire About Us Fellows The Pleistocene-Holocene Event: Mission Vision The Sixth Great Extinction Donations Events "Soon a millennium will end. With it will pass four billion years of News evolutionary exuberance. Yes, some species will survive, particularly the smaller, tenacious ones living in places far too dry and cold for us to farm or graze. Yet we Resources must face the fact that the Cenozoic, the Age of Mammals which has been in retreat since the catastrophic extinctions of the late Pleistocene is over, and that the Anthropozoic or Catastrophozoic has begun." --Michael Soulè (1996) [Extinction is the gravest conservation problem of our era. Indeed, it is the gravest problem humans face. The following discussion is adapted from Chapters 1, 2, and 4 of Dave Foreman’s Rewilding North America.] Click Here For Full PDF Report... or read report below... Many of our reports are in Adobe Acrobat PDF Format. If you don't already have one, the free Acrobat Reader can be downloaded by clicking this link. The Crisis The most important—and gloomy—scientific discovery of the twentieth century was the extinction crisis. During the 1970s, field biologists grew more and more worried by population drops in thousands of species and by the loss of ecosystems of all kinds around the world. Tropical rainforests were falling to saw and torch. Wetlands were being drained for agriculture. Coral reefs were dying from god knows what. Ocean fish stocks were crashing. Elephants, rhinos, gorillas, tigers, polar bears, and other “charismatic megafauna” were being slaughtered.
    [Show full text]
  • Resilience to Global Catastrophe
    Resilience to Global Catastrophe Seth D. Baumi* Keywords: Resilience, catastrophe, global, collapse *Corresponding author: [email protected] Introduction The field of global catastrophic risk (GCR) studies the prospect of extreme harm to global human civilization, up to and including the possibility of human extinction. GCR has attracted substantial interest because the extreme severity of global catastrophe makes it an important class of risk, even if the probabilities are low. For example, in the 1990s, the US Congress and NASA established the Spaceguard Survey for detecting large asteroids and comets that could collide with Earth, even though the probability of such a collision was around one-in-500,000 per year (Morrison, 1992). Other notable GCRs include artificial intelligence, global warming, nuclear war, pandemic disease outbreaks, and supervolcano eruptions. While GCR has been defined in a variety of ways, Baum and Handoh (2014, p.17) define it as “the risk of crossing a large and damaging human system threshold”. This definition posits global catastrophe as an event that exceeds the resilience of global human civilization, potentially sending humanity into a fundamentally different state of existence, as in the notion of civilization collapse. Resilience in this context can be defined as a system’s capacity to withstand disturbances while remaining in the same general state. Over the course of human history, there have been several regional-scale civilization collapses, including the Akkadian Empire, the Old and New Kingdoms of Egypt, and the Mayan civilization (Butzer & Endfield, 2012). The historical collapses are believed to be generally due to a mix of social and environmental causes, though the empirical evidence is often limited due to the long time that has lapsed since these events.
    [Show full text]
  • What Is Landscape-Scale Conservation and How Does It Apply to Urban Regeneration?
    WHAT IS LANDSCAPE-SCALE CONSERVATION AND HOW DOES IT APPLY TO URBAN REGENERATION? A. V. Scott, P. James Research Institute for the Built and Human Environment and School of Environment and Life Sciences, The University of Salford, Greater Manchester, M5 4WT. E-mail: [email protected] ABSTRACT: Landscape-scale conservation is a recently derived concept which brings together principles of landscape ecology and biological conservation. The concept has significance in urban regeneration activities where the importance of green open space and green infrastructure are increasingly recognised within the contexts of global climate change, flood management, and the health of those who live and work in urban centres. The authors have conducted a systematic, critical literature review based on library databases, the ISI web of knowledge database and Elsevier Science Direct database using selected key words and phrases to find relevant books and journal articles. The results of the review show how complex the concept of landscape-scale conservation can be. From this critical literature review the authors define the concept of landscape-scale conservation in an understandable format, examine the key principles, and illustrate how the concept can be applied to urban regeneration with regards to social, economic and environmental factors. Keywords - Green infrastructure, landscape-scale conversation, Urban regenerisation. 1. INTRODUCTION In the UK, 80% of the population now live in urban areas (Office for National Statistics, 2005). As the population continues to grow the need for good quality housing and pleasant communities is also increasing. Barker (2004) suggested that between 70,000 and 120,000 new homes will have to be built each year in England to keep up with demand and maintain house prices at a low scale.
    [Show full text]
  • Intro to Conservation Biology Lecture 1
    Course web site: http://elphick.lab.uconn.edu/intro-to-conservation-biology/ EEB 2208: TOPIC 1 WHAT IS CONSERVATION BIOLOGY ALL ABOUT? Background for this topic Primack: Chapters 1 and 6 Sodhi and Ehlich: Chapter 1 1. Underlying goals and principles of the field A) BIODIVERSITY PROTECTION IS THE UNDERLYING GOAL i) Preventing extinctions (both local and global) is central to much conservation biology. ii) But species extinctions are not the only way in which biological diversity is being lost, so the field has a broader focus that includes preventing population declines, avoiding genetic impoverishment, maintaining ecosystem functions, etc. B) WHAT COUNTS (AND WHAT DOES NOT) AS CONSERVATION BIOLOGY? i) Conservation biology is a specific field that constitutes the subset of environmental science that relates to the protection of biological diversity. Consequently, many things that would be considered part of environmental science are not really a part of conservation biology. ii) Environmental issues that relate solely to humans are not a part of conservation biology. iii) Example: The loss of wetland habitat due to sea-level rise and consequent effects on wetland species is a focus of conservation biology. The flooding of human homes (although clearly an important concern for society) is not. iv) Example: The adverse effects of pollutants on biodiversity are within the field of conservation biology. But, the effects of the same pollutants on human health (though, again, important) are not. C) CONSERVATION BIOLOGY IS APPLIED, MULTIDISCIPLINARY, INEXACT, AND VALUE-DRIVEN i) Scientific knowledge from the fields of ecology, genetics, taxonomy, evolution, etc. underlies all of conservation biology.
    [Show full text]
  • Applied Landscape Scale Conservation Biology
    U.S Fish & Wildlife Service National Conservation Training Center Course Description Applied Landscape-Scale Conservation Biology CSP2101 Target Audience Curriculum Category Anyone who wants a core understanding of conservation biology and landscape Wildlife Biology and Field ecology and their application to conservation planning. Techniques Summary and Objectives Course Type This course provides participants with a foundation in the conservation biology Instructor Led and landscape ecology principles needed for designing sustainable landscapes. Tuition Participants will learn how to apply these principles at the landscape scale and $995 within a Strategic Habitat Conservation framework. Within the context of Instructional Hours landscape conservation and climate change, the course entails a variety of 36 exercises covering species diversity, genetic drift, effective population size, demographic and environmental stochasticity, single population and meta- Credits/ CEUs 3 population viability analyses, habitat fragmentation, and connectivity. College Credits Upon completion of this course, participants will be able to: 2 semester hours • Understand the principles of conservation biology and landscape ecology Course Contact and their application to conservation planning; Mark Cancellare: • Develop measurable biological objectives and monitoring programs for [email protected] adaptive management; Course Frequency • Conduct viability analyses for single populations and meta-populations; Once per year • Understand the implications of habitat fragmentation, such as edge effects, connectivity, and patch dynamics; and Registration Link DOI Talent • Learn to set priorities for designing sustainable landscapes and conservation planning. Schedule: Start Date End Date Location Session Contact MM/DD/YYYY MM/DD/YYYY City, State Contact name: contact email MM/DD/YYYY MM/DD/YYYY City, State Contact name: contact email .
    [Show full text]
  • Education, Science and Cooperation Between German Alumni for Sustainable Development and Biodiversity Conservation in Kenya
    International Summer School Patagonia, Argentina The role of science and education for nature conservation in the world of growing crisis and unpredictability. Dr. Jolanta Slowik International Summer School Brasil 14-27 September 2014 Prof. Klaus Töpfer was from 1998 to 2006 executive director of the United Nations Environment Programme (UNEP) and 2016, co-chairman of an Independent Team of Advisors on positioning the UN development system for the Sustainable Development Goals “Wissenschaftler leben davon, Lösungen für Probleme zu finden die frühere Wissenschaftler verursacht haben” “The scientist exist on finding solutions of problems that former scientists have produced” Prof. Claus Töpfer Humanity‘s predicaments and challenges 1. The Revolution in Information Technology (AI) Artificial intelligence 2. The Revolution in Biotechnology 3. Degradation of biosphere The Earth Overshoot Days were declared on the 29 July 2019 According to Global Footprint Network We currently need 1.7 planets to support all of humanity's demand on Earth's ecosystems. This fact demonstrates that humanity’s recent trend of consuming more resources than the Earth can produce. From 3 May, Germans is living on credit, ecologically—Germany’s Overshoot Day We need 3 planets if everyone is living like a resident of Germany The ANthropocene IGBP Global change 2015 Earth had recently crossed a threshold into a new epoch the Anthropocene - the Human Epoch. Anthropocene it is a proposed new era when human actions have a drastic effect on the Earth. The Anthropocene The planet is now dominated by human activities. Human changes to the Earth system are multiple, complex and interacting. They are often exponential in rate and globally significant in magnitude.
    [Show full text]
  • B. S. Zoology: Wildlife Biology & Conservation
    B. S. Zoology: Wildlife Biology & Conservation 2020-2021 Major Map for First Time College Student Sem. Min. Sem. Min. Course and Title Hours Grade Course and Title Hours Grade YEAR ONE – Semester 1 YEAR ONE – Semester 2 MATH 106 or 108, College Algebra 3.0 C ENGL 102, Composition II 3.0 C CHEM 200/201/202, Intro Chem Princ/Lab 5.0 C CHEM 210/211/212, Gen/Inorg Chem/Lab 5.0 BIOL 212, Intro Evolution & Ecology 4.0 C BIOL 213, Intro Organismal Form Function 4.0 C UNIV 101, Saluki Success 1.0 MATH 109, Trig & Analytic Geometry 3.0 C ENGL 101, English Composition I 3.0 C 16.0 15.0 YEAR TWO – Semester 1 YEAR TWO – Semester 2 BIOL 307, Principles of Ecology 3.0 C Supportive Skills Course1 3.0 ZOOL 215, Sophomore Seminar 1.0 ZOOL 220, Animal Diversity 5.0 C CMST 101, Intro to Oral Communication 3.0 BIOL 304, Evolution 3.0 BIOL 211, Intro Cell Biology & Genetics 4.0 C Select MATH Course2 3.0 UCC Humanities 3.0 14.0 14.0 YEAR THREE – Semester 1 YEAR THREE – Semester 2 BIOL 305, Principles of Genetics 3.0 C Management Course4 3.0 PHYS 203A/253A, College Physics/Lab 4.0 Wildlife Biology Course5 3.0 ZOOL 410, Conservation Biology 3.0 UCC Social Science 3.0 Policy Course3 3.0 Supportive Skills Course1 3.0 UCC Social Science 3.0 CSEM 240, Soil Science 4.0 16.0 16.0 YEAR FOUR – Semester 1 YEAR FOUR – Semester 2 ZOOL 468, Wildlife Biology Principles 3.0 ZOOL 482, Senior Seminar 1.0 Plant Systematics7 3.0 UCC Multicultural 3.0 Botany Course8 3.0 Wildlife Biology Course5 3.0 UCC Fine Arts 3.0 Zoology Course6 3.0 UCC Human Health 2.0 UCC Humanities 3.0 General Elective 2.0 14.0 15.0 Total Hours: 120 Academic policies as well as degree and major-specific requirements can be found at catalog.siu.edu.
    [Show full text]
  • Fall 2019 Bachelor of Science in Biology Specialization in Ecology & Conservation Biology
    Fall 2019 Bachelor of Science in Biology Specialization in Ecology & Conservation Biology 205 Administration Building • 419-372-2015 BG Perspective (BGP) Requirements Major Requirements (36-37 Hrs.) Core courses in Biology (16 hours) Must complete at least 1 course in each of the following: Hrs Grade English Composition and Oral Communication 1 BIOL 2000 Biology Today Course Credits 4 BIOL 2040 Concepts in Biology I 4 BIOL 2050 Concepts in Biology II 4 BIOL 3500 Genetics Quantitative Literacy 3 BIOL 3510 Evolution _____________________________ ________ Complete courses required for the Specialization and Biology electives. Ensure that you have at least 10 hours of courses at the 4000 level. Must Complete at least 2 courses in each of the following: Humanities and the Arts Ecology & Conservation Biology Specialization Courses required (6 hours) 3 BIOL 3540 Principles of Ecology 3 BIOL 4090 Conservation Biology OR Natural Sciences - at least one Lab Science required BIOL 4100 Conservation Biology in Practice* Electives - Complete 3 credit hours in each of the 4 groups, A-D Group A: Ecology & Conservation Social and Behavioral Sciences 3 BIOL 4090 Conservation Biology OR BIOL 4100 Conservation Biology in Practice* 3 BIOL 4160 Landscape Ecology 4 BIOL 4200 Animal Behavior Complete total required BGP credit hours by selecting courses from any 3 BIOL 4220 Restoration Ecology of the above categories: 3 BIOL 4250 Limnology 3 BIOL 4290 Evolutionary Ecology 3 BIOL 4450 Environmental Microbiology 3 BIOL 4710 Sensory Ecology 3 ENVS 4120 Great Lakes
    [Show full text]
  • Classifying Global Catastrophic Risks ⁎ Shahar Avin , Bonnie C
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Apollo Futures xxx (xxxx) xxx–xxx Contents lists available at ScienceDirect Futures journal homepage: www.elsevier.com/locate/futures Classifying global catastrophic risks ⁎ Shahar Avin , Bonnie C. Wintle, Julius Weitzdörfer, Seán S. Ó hÉigeartaigh, William J. Sutherland1, Martin J. Rees Centre for the Study of Existential Risk, University of Cambridge, UK ARTICLE INFO ABSTRACT Keywords: We present a novel classification framework for severe global catastrophic risk scenarios. Global catastrophic risk Extending beyond existing work that identifies individual risk scenarios, we propose analysing Existential risk global catastrophic risks along three dimensions: the critical systems affected, global spread Foresight mechanisms, and prevention and mitigation failures. The classification highlights areas of con- Planetary boundaries vergence between risk scenarios, which supports prioritisation of particular research and of Anthropogenic risk policy interventions. It also points to potential knowledge gaps regarding catastrophic risks, and Classification Interdisciplinary provides an interdisciplinary structure for mapping and tracking the multitude of factors that Risk assessment could contribute to global catastrophic risks. Prevention and mitigation 1. Introduction In our uncertain times it is good to have something we can all agree on: global catastrophes are undesirable. As our science advances we gain a better understanding of a broad class of global catastrophic risk (GCR)
    [Show full text]
  • Conservation Archaeogenomics: Ancient DNA and Biodiversity in The
    Review Conservation archaeogenomics: ancient DNA and biodiversity in the Anthropocene 1,2,3 2 3 Courtney A. Hofman , Torben C. Rick , Robert C. Fleischer , and 3,4 Jesu´ s E. Maldonado 1 Department of Anthropology, University of Maryland, College Park, MD 20742, USA 2 Program in Human Ecology and Archaeobiology, Department of Anthropology, National Museum of Natural History, Smithsonian Institution, Washington, DC 20013-7012, USA 3 Center for Conservation and Evolutionary Genetics, Smithsonian Conservation Biology Institute, National Zoological Park, Washington, DC 20013-7012, USA 4 Department of Vertebrate Zoology, National Museum of Natural History, Smithsonian Institution, Washington, DC 20013-7012, USA There is growing consensus that we have entered the have an important role in the Anthropocene debate (see Anthropocene, a geologic epoch characterized by hu- Glossary), which centers around whether we have entered man domination of the ecosystems of the Earth. With a new geologic epoch characterized by human domination the future uncertain, we are faced with understanding of Earth’s ecosystems [6–9]. While researchers debate if how global biodiversity will respond to anthropogenic and when the Anthropocene began, one thing that is clear perturbations. The archaeological record provides per- is that we need new data sets and approaches to help us spective on human–environment relations through time understand and transcend the major environmental chal- and across space. Ancient DNA (aDNA) analyses of lenges of our time, including climate change, loss of biodi- plant and animal remains from archaeological sites are versity through extinction, emerging infectious diseases, particularly useful for understanding past human– and a host of other issues.
    [Show full text]