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Freshwater Ecosystems and Biodiversity
Network of Conservation Educators & Practitioners Freshwater Ecosystems and Biodiversity Author(s): Nathaniel P. Hitt, Lisa K. Bonneau, Kunjuraman V. Jayachandran, and Michael P. Marchetti Source: Lessons in Conservation, Vol. 5, pp. 5-16 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 2015, 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 Freshwater Ecosystems and Biodiversity Nathaniel P. Hitt1, Lisa K. Bonneau2, Kunjuraman V. Jayachandran3, and Michael P. Marchetti4 1U.S. Geological Survey, Leetown Science Center, USA, 2Metropolitan Community College-Blue River, USA, 3Kerala Agricultural University, India, 4School of Science, St. -
Water on Earth (Pages 392–395) Key Concept
Name Date Class Fresh Water ■ Adapted Reading and Study Water on Earth (pages 392–395) The Water Cycle (pages 392–393) Key Concept: In the water cycle, water moves from bodies of water, land, and living things on Earth’s surface to the atmosphere and back to Earth’s surface. • The water cycle is how water moves from Earth’s surface to the atmosphere and back again. The water cycle never stops. It has no beginning or end. • The sun is the source of energy for the water cycle. • Water evaporates from Earth’s surface. Water is always evaporating from oceans and lakes. Water is given off by plants as water vapor. • When water vapor in the air cools, it condenses. The result of this condensation is clouds. • From clouds, water falls back to Earth as precipitation. Precipitation is water that falls to Earth as rain, snow, hail, or sleet. • If the precipitation falls on land, it may soak into the soil. Or, it may run off into rivers and lakes. Answer the following questions. Use your textbook and the ideas above. 1. The process by which water moves from Earth’s surface to the atmosphere and back again is the . 2. Water that falls to Earth as rain, snow, hail, or Fresh Water Fresh sleet is called . © Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved. 185 Name Date Class Fresh Water ■ Adapted Reading and Study 3. Circle the letter of each sentence that is true about the water cycle. a. The water cycle begins with the formation of clouds. -
Environmental Systems the Atmosphere and Hydrosphere
Environmental Systems The atmosphere and hydrosphere THE ATMOSPHERE The atmosphere, the gaseous layer that surrounds the earth, formed over four billion years ago. During the evolution of the solid earth, volcanic eruptions released gases into the developing atmosphere. Assuming the outgassing was similar to that of modern volcanoes, the gases released included: water vapor (H2O), carbon monoxide (CO), carbon dioxide (CO2), hydrochloric acid (HCl), methane (CH4), ammonia (NH3), nitrogen (N2) and sulfur gases. The atmosphere was reducing because there was no free oxygen. Most of the hydrogen and helium that outgassed would have eventually escaped into outer space due to the inability of the earth's gravity to hold on to their small masses. There may have also been significant contributions of volatiles from the massive meteoritic bombardments known to have occurred early in the earth's history. Water vapor in the atmosphere condensed and rained down, of radiant energy in the atmosphere. The sun's radiation spans the eventually forming lakes and oceans. The oceans provided homes infrared, visible and ultraviolet light regions, while the earth's for the earliest organisms which were probably similar to radiation is mostly infrared. cyanobacteria. Oxygen was released into the atmosphere by these early organisms, and carbon became sequestered in sedimentary The vertical temperature profile of the atmosphere is variable and rocks. This led to our current oxidizing atmosphere, which is mostly depends upon the types of radiation that affect each atmospheric comprised of nitrogen (roughly 71 percent) and oxygen (roughly 28 layer. This, in turn, depends upon the chemical composition of that percent). -
Earth Systems and Interactions
The Earth System Earth Systems and Interactions Key Concepts • How do Earth systems What do you think? Read the three statements below and decide interact in the carbon whether you agree or disagree with them. Place an A in the Before column cycle? if you agree with the statement or a D if you disagree. After you’ve read • How do Earth systems this lesson, reread the statements to see if you have changed your mind. interact in the phosphorus Before Statement After cycle? 1. The amount of water on Earth remains constant over time. 2. Hydrogen makes up the hydrosphere. 3. Most carbon on Earth is in the atmosphere. 3TUDY#OACH Earth Systems Make a Table Contrast the carbon cycle and the Your body contains many systems. These systems work phosphorus cycle in a two- together and make one big system—your body. Earth is a column table. Label one system, too. Like you, Earth has smaller systems that work column Carbon Cycle and together, or interact, and make the larger Earth system. Four the other column Phosphorus of these smaller systems are the atmosphere, the Cycle. Complete the table hydrosphere, the geosphere, and the biosphere. as you read this lesson. The Atmosphere Reading Check The outermost Earth system is a mixture of gases and 1. Identify What systems particles of matter called the atmosphere. It forms a layer make up the larger Earth around the other Earth systems. The atmosphere is mainly system? nitrogen and oxygen. Gases in the atmosphere move freely, helping transport matter and energy among Earth systems. -
The Conservation and Sustainable Use of Freshwater Resources in West Asia, Central Asia and North Africa
IUCN-WESCANA Water Publication The Conservation and Sustainable Use of Freshwater Resources in West Asia, Central Asia and North Africa The 3rd IUCN World Conservation Congress Bangkok, Kingdom of Thailand, November 17-25, 2004 IUCN Regional Office for West/Central Asia and North Africa Kuwait Foundation For The Advancement of Sciences The World Conservation Union 1 2 3 The Conservation and Sustainable Use of Freshwater Resources in West Asia, Central Asia and North Africa The 3rd IUCN World Conservation Congress Bangkok, Kingdom of Thailand, November 17-25, 2004 IUCN Regional Office for West/Central Asia and North Africa Kuwait Foundation 2 For The Advancement of Sciences The World Conservation Union 3 4 5 Table of Contents The demand for freshwater resources and the role of indigenous people in the conservation of wetland biodiversity Mehran Niazi.................................................................................. 8 Managing water ecosystems for sustainability and productivity in North Africa Chedly Rais................................................................................... 17 Market role in the conservation of freshwater biodiversity in West Asia Abdul Majeed..................................................................... 20 Water-ecological problems of the Syrdarya river delta V.A. Dukhovny, N.K. Kipshakbaev,I.B. Ruziev, T.I. Budnikova, and V.G. Prikhodko............................................... 26 Fresh water biodiversity conservation: The case of the Aral Sea E. Kreuzberg-Mukhina, N. Gorelkin, A. Kreuzberg V. Talskykh, E. Bykova, V. Aparin, I. Mirabdullaev, and R. Toryannikova............................................. 32 Water scarcity in the WESCANA Region: Threat or prospect for peace? Odeh Al-Jayyousi ......................................................................... 48 4 5 6 7 Summary The IUCN-WESCANA Water Publication – The Conservation and Sustainable Use Of Freshwater Resources in West Asia, Central Asia and North Africa - is the first publication of the IUCN-WESCANA Office, Amman-Jordan. -
Study and Development of Village As a Smart Village
International Journal of Scientific & Engineering Research, Volume 7, Issue 6, June-2016 395 ISSN 2229-5518 Study and development of village as a smart village Rutuja Somwanshi, Utkarsha Shindepatil, Deepali Tule, Archana Mankar, Namdev Ingle Guided By- Dr. V. S. Rajamanya, Prof. A. Deshmukh M.B.E.S. College Of Engineering Of Ambajogai, Faculty Of Civil Engineering, Dr. Babasaheb Ambedkar Marathwada University Aurangabad, Maharashtra, India. Abstract – This project report deals with study and development of village as a smart village. We define smart village as bundle of services of which are delivered to its residence and businesses in an effective and efficient manner. “ Smart Village” is that modern energy access acts as a catalyst for development in education , health, security, productive enterprise, environment that in turns support further improvement in energy access. In this report we focuses on improved resource use efficiency, local self-governance, access to assure basic amenities and responsible individual and community behavior to build happy society. We making smart village by taking smart decisions using smart technologies and services. Index term – Introduction, concept, services, requirement, benefits, awareness program, information of javalgao village, preparation of report, total cost, photogallery. —————————— —————————— 1. INTRODUCTION The fast urbanization has become already a main characteristic of socio-economic transition in China. This paper points In India there are 6,00,000 villages out of them 1,25,000 out the characteristics and the problems of villages in Beijing villages are backward so there is a need for designing and building the metropolitan region. The paper also explores the role of villages in the village as a smart village. -
Freshwater Resources
3 Freshwater Resources Coordinating Lead Authors: Blanca E. Jiménez Cisneros (Mexico), Taikan Oki (Japan) Lead Authors: Nigel W. Arnell (UK), Gerardo Benito (Spain), J. Graham Cogley (Canada), Petra Döll (Germany), Tong Jiang (China), Shadrack S. Mwakalila (Tanzania) Contributing Authors: Thomas Fischer (Germany), Dieter Gerten (Germany), Regine Hock (Canada), Shinjiro Kanae (Japan), Xixi Lu (Singapore), Luis José Mata (Venezuela), Claudia Pahl-Wostl (Germany), Kenneth M. Strzepek (USA), Buda Su (China), B. van den Hurk (Netherlands) Review Editor: Zbigniew Kundzewicz (Poland) Volunteer Chapter Scientist: Asako Nishijima (Japan) This chapter should be cited as: Jiménez Cisneros , B.E., T. Oki, N.W. Arnell, G. Benito, J.G. Cogley, P. Döll, T. Jiang, and S.S. Mwakalila, 2014: Freshwater resources. In: Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part A: Global and Sectoral Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Field, C.B., V.R. Barros, D.J. Dokken, K.J. Mach, M.D. Mastrandrea, T.E. Bilir, M. Chatterjee, K.L. Ebi, Y.O. Estrada, R.C. Genova, B. Girma, E.S. Kissel, A.N. Levy, S. MacCracken, P.R. Mastrandrea, and L.L. White (eds.)]. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA, pp. 229-269. 229 Table of Contents Executive Summary ............................................................................................................................................................ 232 3.1. Introduction ........................................................................................................................................................... -
Reversing Biodiversity Loss – the Case for Urgent Action This Statement Has Been Created by the Science Academies of the Group of Seven (G7) Nations
31 MARCH 2021 Reversing biodiversity loss – the case for urgent action This statement has been created by the Science Academies of the Group of Seven (G7) nations. It represents the Academies’ view on the magnitude of biodiversity decline and the urgent action required to halt and reverse this trend. The Academies call on G7 nations to work collaboratively to integrate the multiple values of biodiversity into decision-making, and to pursue cross-sectoral solutions that address the biodiversity, climate and other linked crises in a coordinated manner. At its simplest, biodiversity describes life on Earth – the • Despite clear and growing evidence, and despite ambitious different genes, species and ecosystems that comprise the global targets, our responses to biodiversity decline at the biosphere and the varying habitats, landscapes and regions global and national levels have been woefully insufficient. in which they exist. The 2020 Global Biodiversity Outlook3 reported that none of the 20 Aichi Biodiversity Targets, set out in the Strategic Plan Biodiversity matters. for Biodiversity 2011 – 2020, had been fully achieved. Since the ratification of the UN Convention on Biological Diversity • Humans emerged within the biosphere and are both (UN CBD) in 1992, more than a quarter of the tropical forests inseparable from it and fully dependent on it. Biodiversity that were standing then have been cut down. has its own intrinsic value distinct from the value it provides to human life. For all species, it provides food, But there is hope for a better way forward. water shelter and the functioning of the whole Earth system. For humans, it is also an integral part of spiritual, • To halt and reverse biodiversity loss by 2030, nothing cultural, psychological and artistic wellbeing1. -
Integrated Water Cycle Management Strategy and Strategic Business Plan
Eurobodalla Shire Council Integrated Water Cycle Management Strategy and Strategic Business Plan FINAL November 2016 EUROBODALLA SHIRE COUNCIL – IWCM STRATEGY AND SBP Eurobodalla Shire Council IWCM Strategy and Strategic Business Plan Prepared on behalf of Eurobodalla Shire Council by Hydrosphere Consulting. Suite 6, 26-54 River Street PO Box 7059, BALLINA NSW 2478 Telephone: 02 6686 0006 Facsimile: 02 6686 0078 © Copyright 2016 Hydrosphere Consulting Cover images: Deep Creek Dam (Eurobodalla Shire Council), Moruya River (http://www.warrenwindsports.com.au/) and Batemans Bay (Eurobodalla Shire Council). PROJECT 12-050 – EUROBODALLA IWCM STRATEGY AND SBP REV DESCRIPTION AUTHOR REVIEW APPROVAL DATE 0 Draft for Council review R. Campbell M. Howland M. Howland 26/4/16 1 Updated with water supply data R. Campbell M. Howland M. Howland 2/6/16 2 Minor edits R. Campbell R. Campbell 10/6/16 3 Minor edits R. Campbell R. Campbell 17/6/16 4 Updated financial plan R. Campbell R. Campbell 25/11/16 EUROBODALLA SHIRE COUNCIL – IWCM STRATEGY AND SBP DOCUMENT STRUCTURE Eurobodalla Shire Council has reviewed and updated its Integrated Water Cycle Management (IWCM) Strategy and Strategic Business Plan (SBP). This document addresses the requirements for both the IWCM Strategy and SBP. Part A of this document provides the information required for the IWCM Strategy development as listed in the Integrated Water Cycle Management Strategy Check List – July 2014 (NSW Office of Water, 2014a). Background data are provided in the IWCM Issues Paper (Hydrosphere Consulting, 2016). Part B of this document provides further detail on IWCM options and scenarios. Part C and Part D provide the additional information required for the SBP and financial plan development as listed in the Water Supply and Sewerage Strategic Business Planning and Financial Planning Check List – July 2014 (NSW Office of Water, 2014b). -
Land Use, Climate, and Water Resources—Global Stages of Interaction
water Editorial Land Use, Climate, and Water Resources—Global Stages of Interaction Sujay S. Kaushal 1,*, Arthur J. Gold 2 ID and Paul M. Mayer 3 1 Department of Geology & Earth System Science Interdisciplinary Center, University of Maryland, College Park, MD 20740, USA 2 Department of Natural Resources Science, University of Rhode Island, Kingston, RI 02881, USA; [email protected] 3 National Health and Environmental Effects Research Lab, Western Ecology Division, US Environmental Protection Agency, 200 SW 35th Street, Corvallis, OR 97333, USA; [email protected] * Correspondence: [email protected]; Tel.: +1-301-405-7048 Received: 13 September 2017; Accepted: 19 October 2017; Published: 24 October 2017 Abstract: Land use and climate change can accelerate the depletion of freshwater resources that support humans and ecosystem services on a global scale. Here, we briefly review studies from around the world, and highlight those in this special issue. We identify stages that characterize increasing interaction between land use and climate change. During the first stage, hydrologic modifications and the built environment amplify overland flow via processes associated with runoff-dominated ecosystems (e.g., soil compaction, impervious surface cover, drainage, and channelization). During the second stage, changes in water storage impact the capacity of ecosystems to buffer extremes in water quantity and quality (e.g., either losses in snowpack, wetlands, and groundwater recharge or gains in water and nutrient storage behind dams in reservoirs). During the third stage, extremes in water quantity and quality contribute to losses in ecosystem services and water security (e.g., clean drinking water, flood mitigation, and habitat availability). -
Water We Doing Here? (5Th Grade)
Water We Doing Here? 5th Grade Field Trip to Red Rock Canyon National Conservation Area Las Vegas, Nevada Water We Doing Here? Overview: Students extend their learning about Earth’s systems by defining terminology, making place- based observations of the Earth’s systems and the water cycle, and describing how the Earth’s systems interact using the Red Springs trail at Red Rock Canyon National Conservation Area. Duration: 45-minute session for pre-activity 1 day for field trip and reflection 45-minute session for post-activity Grade: Fifth Next Generation Science Standards: Field Trip Theme: Red Rock Canyon National Conservation Area’s topography creates a specialized water cycle that is important to the interaction of Earth’s systems. Objectives: Students will: . Define and give examples of the major Earth’s systems . Name the phases of the water cycle . Name two plants and two animals that live in or depend on Red Rock Canyon National Conservation Area water cycle to survive . Describe how the water cycle at Red Rock Canyon National Conservation Area works . Describe the importance of the water cycle to plants and animals . Simulate the paths that water takes in the water cycle . Investigate and explain that water can be a liquid or a solid and can go back and forth from one form to another . Create a model of the Earth’s systems for the Red Springs trail at Red Rock Canyon . Describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact Background Information: The water cycle describes the constant movement and ever changing states of water (hydrosphere) on, in and above the Earth. -
Hydrosphere Investigation [PDF]
ECO-SCHOOLS PATHWAYS TO SUSTAINABILITY ALIGNMENT TO THE GLOBE PROGRAM HYDROSPHERE INVESTIGATION Water participates in many important natural chemical reactions and is a good solvent. GLOBE students provide valuable data to help fill these gaps and improve our understanding of Earth’s natural waters. Students and scientists investigate hydrology through the collection of data using measurement protocols and by using instruments that meet specific specifications. ECO-SCHOOLS USA PATHWAY GUIDING QUESTIONS TO SUPPORT INTEGRATION BIODIVERSITY How does waterway health impact the flora and fauna in and around our Investigate and increase biodiversity at school and within the school community? community. CLIMATE CHANGE Over time, how has climate change modified water chemistry or altered Find meaningful lasting ways to reduce the school’s carbon water temperature, and how have these changes impacted the wildlife footprint. that call the habitat home? CONSUMPTION AND WASTE Is there a relationship between litter found in waterways and their Analyze and address the full life cycle of a school’s products health? Has this had an impact on local vegetation or on overall including what teachers, staff and students consume. ecosystem health? Questions? [email protected] HYDROSPHERE INVESTIGATION, PAGE 2 OF 4 Water participates in many important natural chemical reactions and is a good solvent. GLOBE students provide valuable data to help fill these gaps and improve our understanding of Earth’s natural waters. Students and scientists investigate hydrology through the collection of data using measurement protocols and by using instruments that meet specific specifications. ECO-SCHOOLS USA PATHWAY GUIDING QUESTIONS TO SUPPORT INTEGRATION ENERGY What is the quality of water within 100 yards/91 meters of our local Investigate energy habits, the school and states fuel mix and power plant? ways to conserve energy.