Biosphere Reserves: Technical Notes
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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. -
Towards a New Relationship of Man and Nature in Temperate Lands Vers Un Nouveau Type De Relations Entre L'homme Et La Nature En Région Tempérée
IUCN Publications new series No 8 Tenth Technical Meeting / Dixième Réunion technique LUCERNE (SWITZERLAND - SUISSE) June / juin 1966 Proceedings and Papers / Procès-verbaux et rapports Towards a new Relationship of Man and Nature in Temperate Lands Vers un nouveau type de relations entre l'homme et la nature en région tempérée PART II Town and Country Planning Problems Problèmes d'aménagement du territoire Published with the assistance of UNESCO International Union Union Internationale for the Conservation of Nature pour la Conservation de la Nature and Natural Resources et de ses Ressources Morges, Switzerland 1967 The International Union for Conservation of Nature and Natural Resources (IUCN) was founded in 1948 and has its headquarters in Morges, Switzerland; it is an independent international body whose membership comprises states, irrespective of their political and social systems, government departments and private institutions as well as international organisations. It represents those who are concerned at man's modification of the natural environment through the rapidity of urban and industrial development and the excessive exploitation of the earth's natural resources, upon which rest the foundations of his survival. IUCN's main purpose is to promote or support action which will ensure the perpetuation of wild nature and natural resources on a world-wide basis, not only for their intrinsic cultural or scientific values but also for the long-term economical and social welfare of mankind. This objective can be achieved through active conservation pro- grammes for the wise use of natural resources in areas where the flora and fauna are of particular importance and where the landscape is especially beautiful or striking or of historical or cultural or scientific significance. -
The Teacher and the Forest: the Pennsylvania Forestry Association, George Perkins Marsh, and the Origins of Conservation Education
The Teacher and The ForesT: The Pennsylvania ForesTry associaTion, GeorGe Perkins Marsh, and The oriGins oF conservaTion educaTion Peter Linehan ennsylvania was named for its vast forests, which included well-stocked hardwood and softwood stands. This abundant Presource supported a large sawmill industry, provided hemlock bark for the tanning industry, and produced many rotations of small timber for charcoal for an extensive iron-smelting industry. By the 1880s, the condition of Pennsylvania’s forests was indeed grim. In the 1895 report of the legislatively cre- ated Forestry Commission, Dr. Joseph T. Rothrock described a multicounty area in northeast Pennsylvania where 970 square miles had become “waste areas” or “stripped lands.” Rothrock reported furthermore that similar conditions prevailed further west in north-central Pennsylvania.1 In a subsequent report for the newly created Division of Forestry, Rothrock reported that by 1896 nearly 180,000 acres of forest had been destroyed by fire for an estimated loss of $557,000, an immense sum in those days.2 Deforestation was also blamed for contributing to the pennsylvania history: a journal of mid-atlantic studies, vol. 79, no. 4, 2012. Copyright © 2012 The Pennsylvania Historical Association This content downloaded from 128.118.152.206 on Wed, 14 Mar 2018 16:19:01 UTC All use subject to http://about.jstor.org/terms PAH 79.4_16_Linehan.indd 520 26/09/12 12:51 PM the teacher and the forest number and severity of damaging floods. Rothrock reported that eight hard-hit counties paid more than $665,000 to repair bridges damaged from flooding in the preceding four years.3 At that time, Pennsylvania had few effective methods to encourage forest conservation. -
The Necessity to Change Man's Traditional View of Nature, 48 Neb
Nebraska Law Review Volume 48 | Issue 2 Article 3 1968 The ecesN sity to Change Man's Traditional View of Nature Earl Finbar Murphy Temple University School of Law Follow this and additional works at: https://digitalcommons.unl.edu/nlr Recommended Citation Earl Finbar Murphy, The Necessity to Change Man's Traditional View of Nature, 48 Neb. L. Rev. 299 (1969) Available at: https://digitalcommons.unl.edu/nlr/vol48/iss2/3 This Article is brought to you for free and open access by the Law, College of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Nebraska Law Review by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. CHANGING MAN'S VIEW OF NATURE THE NECESSITY TO CHANGE MAN'S TRADITIONAL VIEW OF NATURE Earl Finbar Murphy* I Reality exists for the individual thinker, not in terms of the objective world that stands round him at any particular time, but by the preconceptions he holds. How the objects about him are seen-indeed, whether or not they are seen at all-depends for nearly all men upon the preconceptions which are held concerning them. Beyond the task of perception, of course, there lies the far more abstract realm of inference, and between the human precon- ceptions in the process of perception and that of inference, theory and opinion tend to squeeze out the harder facts. As a result, man may not even know he is being distressed or wounded, much less why. And, needless to say, the job of avoiding or curing harms of which he is not even aware cannot materialize. -
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 -
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. -
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. -
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. -
SE 017 049 Tanner, R. Thomas the American And
DOCUMENT BISONS c ED 099 187 95 SE 017 049 AUTHOR Tanner, R. Thomas TITLE The American and HisEnvironment--A Social Sciences Course. Project Reports,Volume 2, The RachelCarson Project. INSTITUTION Corvallis School District509J, Oreg. SPONS AGENCY Office of Education(DREW), Washington, D.C.Office of Environmental Education. BUREAU NO BR-1-0839 PUB DATE Sep 72 GRANT OEG-0-71-4623 NOTE 73p.; Related documentsare SE 017 047-054 EDRS PRICE mr-80.75 HC-83.15 PLUSPOSTAGE DESCRIPTORS *Conservation Education;*Curriculum Guides; *Environmental Education;Instructional Materials; Irerdisciplinary Approach;Learning Activities; .0_:-.ural Resources;*Secondary Education; *Social tudies; TeachingGuides 31DENTIFIERS "Rachel Carson Project ABSTRACT This document isthe second ofseven volumes included in the Rachel CarsonProject. The projectattempts to introduce environmental lessons andunits into existing a high school rather than courses of study within to implement environmentaleducation through the introductionof new courses. This social science volume focuseson the area by emphasizing environmentthrough Stuart Udall's THE QUIET CRISIS. Theunit concludes witha study of participatory democracy in contemporary America with specificconservation organizations as examples.The volume includesTHE QUIET CRISIS unit; suggested methods ofinstruction includinggames, contemporary music, and projects; a studyof conservationorganizations; a discussion the meaning of "environmental on backlash"; and examplesof students' ideas solicited froman assignment regardinga land ethic for the future. (NLB) School District 5093 BEST COPT MAME Corvallis, Oregon97330 DEPARTMENT OF NEASTN. EDUCATION E WELFARE NATIONAL INSTITUTE OF EDUCATION TH:5 DOCuMENT HAS (SEEN REPRO DuCED ERACTLv AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ELTING tT POINTS OE vievroa °PINIONS STATED DO NOT NECESSARILY PEWEE SENT ocgicsAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY THE AMERICAN AND HIS ENVIRONMENT- A SOCIAL SCIENCES COURSE 4 PERMISSION TO REPADDLLE'PI'S COPY RIGHTED MATERIAL HAS REIN GRANTED DY R. -
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. -
Anthropocene Envisioning the Future of the Age of Humans
Perspectives Anthropocene Envisioning the Future of the Age of Humans Edited by HELMUTH TRISCHLER 2013 / 3 RCC Perspectives Anthropocene Envisioning the Future of the Age of Humans Edited by Helmuth Trischler 2013 / 3 Anthropocene 3 Contents 5 Introduction Helmuth Trischler 9 Assuming Responsibility for the Anthropocene: Challenges and Opportunities in Education Reinhold Leinfelder 29 Neurogeology: The Anthropocene’s Inspirational Power Christian Schwägerl 39 The Enjoyment of Complexity: A New Political Anthropology for the Anthropocene? Jens Kersten 57 Cur(at)ing the Planet—How to Exhibit the Anthropocene and Why Nina Möllers 67 Anthropocenic Poetics: Ethics and Aesthetics in a New Geological Age Sabine Wilke Anthropocene 5 Helmuth Trischler Introduction Who could have predicted that the concept of the Anthropocene would gain academic currency in such a short period of time? And who would have foreseen that only a dozen years after the term “Anthropocene” was popularized by biologist Eugene F. Sto- ermer and Nobel Prize-winning atmospheric chemist Paul J. Crutzen, a public campaign launched by the Berlin-based House of World Cultures (Haus der Kulturen der Welt) would literally paper Germany’s capital with giant posters featuring the Anthropocene? These posters—as well as an Anthropocene trailer shown in numerous Berlin movie theaters—feature such puzzling questions as “Is the Anthropocene beautiful?” “Is the Anthropocene just?” and “Is the Anthropocene human?” The campaign’s initiators hardly expected to find easy answers to these questions. On the contrary: The ques- tions were deliberately framed as broadly as possible. They aimed at stimulating cu- riosity about a term that today is still largely unknown to the public. -
Sustainable Management
Sustainable Management In the past century, environmental management practices have changed dramatically. Current philosophies lean toward a management system of ‘sustainable development’, but there is still a great deal of confusion over what this means and how to achieve it. Determining what is economically and technologically practical while being ecologically necessary and politically feasible is greatly based on perceptions, which vary among groups. Implicit in changing strategies are differing philosophies of human-nature relationships. Five systems of environmental management of human-nature relationships include frontier economics, deep ecology, environmental protection, resource management, and ‘eco-development’ have been identified. The progression of management styles involves increasing integration of economic, ecological, and social systems into the definition of development and the organization of human societies. Each perceives different evidence, imperatives, and problems, and prescribes different solutions, strategies, technologies, roles for economic sectors, culture, governments, and ethics, etc. The scope and scale of environmental problems has expanded considerably over the past three decades, from pollution issues at local, regional and then international levels, to deforestation, soil erosion, declining water tables, and other forms of natural resource depletion and degradation, to global concerns such as climate change and the ozone layer. This expansion has coincided with unprecedented growth in the scope and scale of human activities, and in many countries, improvements in human welfare. Frontier economics describes the approach that prevailed in most countries until at least the late 1960s. At its most basic, it treats nature as an infinite supply of physical resources (i.e., raw materials, energy, water, soil, and air) to be used for human benefit, and as an infinite sink for the by-products of the consumption of these benefits, in the form of various types of pollution and ecological degradation.