Facing Extinction: 9 Steps to Save Biodiversity
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Federal Register/Vol. 66, No. 27/Thursday, February 8, 2001/Proposed Rules
9540 Federal Register / Vol. 66, No. 27 / Thursday, February 8, 2001 / Proposed Rules impose a minimal burden on small regulatory effect of the critical habitat white to bluish-white, changing to a entities. designation does not extend beyond salmon, pinkish, or brownish color in those activities funded, permitted, or the central and beak cavity portions of E. Federal Rules That May Duplicate, carried out by Federal agencies. State or the shell; some specimens may be Overlap, or Conflict With the Proposed private actions, with no Federal marked with irregular brownish Rules involvement, are not affected. blotches (adapted from Clarke 1981). 37. None. Section 4 of the Act requires us to Clarke (1981) contains a detailed consider the economic and other description of the species’ shell, with Ordering Clauses relevant impacts of specifying any illustrations; Ortmann (1921) discussed 38. Pursuant to Sections 1, 3, 4, 201– particular area as critical habitat. We soft parts. 205, 251 of the Communications Act of solicit data and comments from the Distribution, Habitat, and Life History 1934, as amended, 47 U.S.C. 151, 153, public on all aspects of this proposal, 154, 201–205, and 251, this Second including data on the economic and The Appalachian elktoe is known Further Notice of Proposed Rulemaking other impacts of the designation. We only from the mountain streams of is hereby Adopted. may revise this proposal to incorporate western North Carolina and eastern 39. The Commission’s Consumer or address comments and other Tennessee. Although the complete Information Bureau, Reference information received during the historical range of the Appalachian Information Center, Shall Send a copy comment period. -
Rewilding Watersheds: Using Nature's Algorithms to Fix Our Broken Rivers
Marine and Freshwater Research © CSIRO 2021 https://doi.org/10.1071/MF20335_AC Supplementary material Rewilding watersheds: using nature’s algorithms to fix our broken rivers Natalie K. RideoutA,G,1, Bernhard WegscheiderB,1, Matilda KattilakoskiA, Katie M. McGeeC,D, Wendy A. MonkE, and Donald J. BairdF ACanadian Rivers Institute, Department of Biology, University of New Brunswick, 10 Bailey Drive, Fredericton, NB, E3B 5A3, Canada. BCanadian Rivers Institute, Faculty of Forestry and Environmental Management, University of New Brunswick, 2 Bailey Drive, Fredericton, NB, E3B 5A3, Canada. CEnvironment and Climate Change Canada, Canada Centre for Inland Waters, 867 Lakeshore Road, Burlington, ON, L7R 4A6, Canada. DCentre for Biodiversity Genomics and Department of Integrative Biology, University of Guelph, 50 Stone Road E., Guelph, ON, N1G 2W1, Canada. EEnvironment and Climate Change Canada @ Canadian Rivers Institute, Faculty of Forestry and Environmental Management, University of New Brunswick, 2 Bailey Drive, Fredericton, NB, E3B 5A3, Canada. FEnvironment and Climate Change Canada @ Canadian Rivers Institute, Department of Biology, University of New Brunswick, 10 Bailey Drive, Fredericton, NB, E3B 5A3, Canada. GCorresponding author. Email: [email protected] 1These authors contributed equally to the work. Page 1 of 49 Table S1. References linking ecosystem functions with rewilding goals, providing supporting evidence for Fig. 1 Restore natural flow Mitigate climate Restore riparian Re-introduce Improve water quality Reduce habitat and sediment regime warming vegetation extirpated species fragmentation 1 Metabolism Aristi et al. 2014 Song et al. 2008 Wassenaar et al. 2010 Huang et al. 2018 Jankowski and Schindler 2019 2 Decomposition Delong 2010 Perry et al. 2011 Delong 2010 Wenisch et al. -
Ecology: Biodiversity and Natural Resources Part 1
CK-12 FOUNDATION Ecology: Biodiversity and Natural Resources Part 1 Akre CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based collaborative model termed the “FlexBook,” CK-12 intends to pioneer the generation and distribution of high-quality educational content that will serve both as core text as well as provide an adaptive environment for learning. Copyright © 2010 CK-12 Foundation, www.ck12.org Except as otherwise noted, all CK-12 Content (including CK-12 Curriculum Material) is made available to Users in accordance with the Creative Commons Attribution/Non-Commercial/Share Alike 3.0 Un- ported (CC-by-NC-SA) License (http://creativecommons.org/licenses/by-nc-sa/3.0/), as amended and updated by Creative Commons from time to time (the “CC License”), which is incorporated herein by this reference. Specific details can be found at http://about.ck12.org/terms. Printed: October 11, 2010 Author Barbara Akre Contributor Jean Battinieri i www.ck12.org Contents 1 Ecology: Biodiversity and Natural Resources Part 1 1 1.1 Lesson 18.1: The Biodiversity Crisis ............................... 1 1.2 Lesson 18.2: Natural Resources .................................. 32 2 Ecology: Biodiversity and Natural Resources Part I 49 2.1 Chapter 18: Ecology and Human Actions ............................ 49 2.2 Lesson 18.1: The Biodiversity Crisis ............................... 49 2.3 Lesson 18.2: Natural Resources .................................. 53 www.ck12.org ii Chapter 1 Ecology: Biodiversity and Natural Resources Part 1 1.1 Lesson 18.1: The Biodiversity Crisis Lesson Objectives • Compare humans to other species in terms of resource needs and use, and ecosystem service benefits and effects. -
A Biosphere Reserve? a Biosphere Reserve (BR) Is an International Designation by UNESCO in the Man and Biosphere (MAB) Program
Appendix 1. The ES concept in the UNESCO Man and Biosphere (MAB) program What is a Biosphere Reserve? A biosphere reserve (BR) is an international designation by UNESCO in the Man And Biosphere (MAB) program. A BR includes one or several protected areas and their surrounding landscape to combine both biodiversity conservation and sustainable/wise use of natural resources. A BR is a place where local communities are involved in management through dialogue and concerted multi-stakeholder approaches. Through monitoring, research, education, and training, BRs aim to develop and demonstrate sound sustainable development practices and policies. In 2017, there are 669 BRs in 120 countries all over the world, connected through international, regional, and national networks promoting knowledge sharing and exchanges of experiences. How is the ES concept operationalized in Biosphere Reserves? Since 2013, the ES concept has been integrated in the requisite forms for BR creation or revision. Coordinators are requested to address the following: “- 12.1 If possible, identify the ecosystem services provided by each ecosystem of the biosphere reserve and the beneficiaries of these services. - 12.2 Specify whether indicators of ecosystem services are used to evaluate the three functions (conservation, development, and logistic) of biosphere reserves. If yes, which ones and give details. - 12.3 Describe biodiversity involved in the provision of ecosystems services in the biosphere reserve (e.g. species or groups of species involved). - 12.4 Specify whether any ecosystem services assessment has been done for the proposed biosphere reserve”. This requires inventory approaches, with objective ES assessments, rather than deliberations among people about ES management. -
Biosphere Introduction the Biosphere in Education
10/5/2016 Biosphere Encyclopedia of Earth AUTHOR LOGIN EOE PAGES BROWSE THE EOE Home Article Tools: Titles (AZ) About the EoE Authors Editorial Board Biosphere Topics International Advisory Board Topic Editors FAQs Lead Author: Erle Ellis (other articles) Content Partners EoE for Educators Article Topic: Geography Content Sources Contribute to the EoE This article has been reviewed and approved by the following Topic Editor: Leszek A. eBooks Bledzki (other articles) Support the EoE Classics Last Updated: January 8, 2009 Contact the EoE Collections Find Us Here RSS Reviews Table of Contents Awards and Honors Introduction 1 Introduction The biosphere is the biological component of earth systems, which 1.1 History of the Biosphere also include the lithosphere, hydrosphere, atmosphere and other Concept 2 The Biosphere in Education "spheres" (e.g. cryosphere, anthrosphere, etc.). The biosphere 3 Biosphere Research includes all living organisms on earth, together with the dead organic 4 The Future of the Biosphere matter produced by them. 5 More About the Biosphere 6 Further Reading The biosphere concept is common to many scientific disciplines including astronomy, SOLUTIONS JOURNAL geophysics, geology, hydrology, biogeography and evolution, and is a core concept in ecology, earth science and physical geography. A key component of earth systems, the biosphere interacts with and exchanges matter and energy with the other spheres, helping to drive the global biogeochemical cycling of carbon, nitrogen, phosphorus, sulfur and other elements. From an ecological point of view, the biosphere is the "global ecosystem", comprising the totality of biodiversity on earth and performing all manner of biological functions, including photosynthesis, respiration, decomposition, nitrogen fixation and denitrification. -
Atlas of the Freshwater Mussels (Unionidae)
1 Atlas of the Freshwater Mussels (Unionidae) (Class Bivalvia: Order Unionoida) Recorded at the Old Woman Creek National Estuarine Research Reserve & State Nature Preserve, Ohio and surrounding watersheds by Robert A. Krebs Department of Biological, Geological and Environmental Sciences Cleveland State University Cleveland, Ohio, USA 44115 September 2015 (Revised from 2009) 2 Atlas of the Freshwater Mussels (Unionidae) (Class Bivalvia: Order Unionoida) Recorded at the Old Woman Creek National Estuarine Research Reserve & State Nature Preserve, Ohio, and surrounding watersheds Acknowledgements I thank Dr. David Klarer for providing the stimulus for this project and Kristin Arend for a thorough review of the present revision. The Old Woman Creek National Estuarine Research Reserve provided housing and some equipment for local surveys while research support was provided by a Research Experiences for Undergraduates award from NSF (DBI 0243878) to B. Michael Walton, by an NOAA fellowship (NA07NOS4200018), and by an EFFRD award from Cleveland State University. Numerous students were instrumental in different aspects of the surveys: Mark Lyons, Trevor Prescott, Erin Steiner, Cal Borden, Louie Rundo, and John Hook. Specimens were collected under Ohio Scientific Collecting Permits 194 (2006), 141 (2007), and 11-101 (2008). The Old Woman Creek National Estuarine Research Reserve in Ohio is part of the National Estuarine Research Reserve System (NERRS), established by section 315 of the Coastal Zone Management Act, as amended. Additional information on these preserves and programs is available from the Estuarine Reserves Division, Office for Coastal Management, National Oceanic and Atmospheric Administration, U. S. Department of Commerce, 1305 East West Highway, Silver Spring, MD 20910. -
Scaleshell Mussel Recovery Plan
U.S. Fish and Wildlife Service Scaleshell Mussel Recovery Plan (Leptodea leptodon) February 2010 Department of the Interior United States Fish and Wildlife Service Great Lakes – Big Rivers Region (Region 3) Fort Snelling, MN Cover photo: Female scaleshell mussel (Leptodea leptodon), taken by Dr. M.C. Barnhart, Missouri State University Disclaimer This is the final scaleshell mussel (Leptodea leptodon) recovery plan. Recovery plans delineate reasonable actions believed required to recover and/or protect listed species. Plans are published by the U.S. Fish and Wildlife Service and sometimes prepared with the assistance of recovery teams, contractors, state agencies, and others. Objectives will be attained and any necessary funds made available subject to budgetary and other constraints affecting the parties involved, as well as the need to address other priorities. Recovery plans do not necessarily represent the views or the official positions or approval of any individuals or agencies involved in plan formulation, other than the U.S. Fish and Wildlife Service. They represent the official position of the U.S. Fish and Wildlife Service only after being signed by the Regional Director. Approved recovery plans are subject to modifications as dictated by new findings, changes in species status, and the completion of recovery actions. The plan will be revised as necessary, when more information on the species, its life history ecology, and management requirements are obtained. Literature citation: U.S. Fish and Wildlife Service. 2010. Scaleshell Mussel Recovery Plan (Leptodea leptodon). U.S. Fish and Wildlife Service, Fort Snelling, Minnesota. 118 pp. Recovery plans can be downloaded from the FWS website: http://endangered.fws.gov i ACKNOWLEDGMENTS Many individuals and organizations have contributed to our knowledge of the scaleshell mussel and work cooperatively to recover the species. -
Biological Resources and Biodiversity
Environment at a Glance Indicators – Biological resources and biodiversity Environment at a Glance Indicators Biological resources and biodiversity Context Issues at stake Biodiversity and ecosystem services are integral elements of natural capital. Biodiversity, which encompasses species, ecosystems, and genetic diversity, provides invaluable ecosystem services (including raw materials for many sectors of the economy) and plays an essential role in maintaining life-support systems and quality of life. The loss of biodiversity is a key concern nationally and globally. Pressures on biodiversity include changes in land cover and sea use, over-exploitation of natural resources, pollution, climate change and invasive alien species. Policy challenges The main challenge is to ensure effective conservation and sustainable use of biodiversity. This implies strengthening the degree of protection of species, habitats and terrestrial, marine and other aquatic ecosystems. Strategies include eliminating illegal exploitation and trade of endangered species, putting in place ambitious policies (covering regulatory approaches, economic instruments, and other information and voluntary approaches); and integrating biodiversity concerns into economic and sectoral policies. Biodiversity protection also requires reforming and removing environmentally harmful subsidies and strengthening the role of biodiversity-relevant taxes, fees and charges, as well as other economic instruments such as payments for ecosystem services, biodiversity offsets and tradable permits -
Protected Areas and Biodiversity Conservation I: Reserve Planning and Design
Network of Conservation Educators & Practitioners Protected Areas and Biodiversity Conservation I: Reserve Planning and Design Author(s): Eugenia Naro-Maciel, Eleanor J. Stering, and Madhu Rao Source: Lessons in Conservation, Vol. 2, pp. 19-49 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 2008, 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 19 Protected Areas and Biodiversity Conservation I: Reserve Planning and Design Eugenia Naro-Maciel,* Eleanor J. Stering, † and Madhu Rao ‡ * The American Museum of Natural History, New York, NY, U.S.A., email [email protected] † The American Museum of Natural History, New York, NY, U.S.A., email [email protected] ‡ Wildlife Conservation Society, New York, NY, U.S.A., email [email protected] Source: K. -
The Biodiversity–Ecosystem Function Debate in Ecology
Provided for non-commercial research and educational use only. Not for reproduction, distribution or commercial use. This chapter was originally published in the book Handbook of The Philosophy of Science: Philosophy of Ecology. The copy attached is provided by Elsevier for the author’s benefit and for the benefit of the author’s institution, for non-commercial research, and educational use. This includes without limitation use in instruction at your institution, distribution to specific colleagues, and providing a copy to your institution’s administrator. All other uses, reproduction and distribution, including without limitation commercial reprints, selling or licensing copies or access, or posting on open internet sites, your personal or institution’s website or repository, are prohibited. For exceptions, permission may be sought for such use through Elsevier's permissions site at: http://www.elsevier.com/locate/permissionusematerial From deLaplante Kevin, and Picasso Valentin, The Biodiversity-Ecosystem Function Debate in Ecology. In: Dov M. Gabbay, Paul Thagard and John Woods, editors, Handbook of The Philosophy of Science: Philosophy of Ecology. San Diego: North Holland, 2011, pp. 169-200. ISBN: 978-0-444-51673-2 © Copyright 2011 Elsevier B. V. North Holland. Author's personal copy THE BIODIVERSITY–ECOSYSTEM FUNCTION DEBATE IN ECOLOGY Kevin deLaplante and Valentin Picasso 1 INTRODUCTION Population/community ecology and ecosystem ecology present very different per- spectives on ecological phenomena. Over the course of the history of ecology there has been relatively little interaction between the two fields at a theoretical level, despite general acknowledgment that many ecosystem processes are both influ- enced by and constrain population- and community-level phenomena. -
Prospects for Rewilding with Camelids
Journal of Arid Environments 130 (2016) 54e61 Contents lists available at ScienceDirect Journal of Arid Environments journal homepage: www.elsevier.com/locate/jaridenv Prospects for rewilding with camelids Meredith Root-Bernstein a, b, *, Jens-Christian Svenning a a Section for Ecoinformatics & Biodiversity, Department of Bioscience, Aarhus University, Aarhus, Denmark b Institute for Ecology and Biodiversity, Santiago, Chile article info abstract Article history: The wild camelids wild Bactrian camel (Camelus ferus), guanaco (Lama guanicoe), and vicuna~ (Vicugna Received 12 August 2015 vicugna) as well as their domestic relatives llama (Lama glama), alpaca (Vicugna pacos), dromedary Received in revised form (Camelus dromedarius) and domestic Bactrian camel (Camelus bactrianus) may be good candidates for 20 November 2015 rewilding, either as proxy species for extinct camelids or other herbivores, or as reintroductions to their Accepted 23 March 2016 former ranges. Camels were among the first species recommended for Pleistocene rewilding. Camelids have been abundant and widely distributed since the mid-Cenozoic and were among the first species recommended for Pleistocene rewilding. They show a range of adaptations to dry and marginal habitats, keywords: Camelids and have been found in deserts, grasslands and savannas throughout paleohistory. Camelids have also Camel developed close relationships with pastoralist and farming cultures wherever they occur. We review the Guanaco evolutionary and paleoecological history of extinct and extant camelids, and then discuss their potential Llama ecological roles within rewilding projects for deserts, grasslands and savannas. The functional ecosystem Rewilding ecology of camelids has not been well researched, and we highlight functions that camelids are likely to Vicuna~ have, but which require further study. -
Climate Change and Biodiversity
CBD 1 What is Biodiversity? Biodiversity = Biological + Diversity The diversity of living organisms •Within species •Between species •Within / between ecosystems CBD Well to begin, I think it is important that we define what Biodiversity is. Biodiversity is actually a shortened way of saying Biological Diversity. What do you think this means? Well, biological = biology, which means living organisms. Diversity is the variety, or the many differences among things. So biological diversity would mean the variety of living things! This diversity, or these differences between living things, happens at different levels. First we see this variety within a species. For example, what are these pictures of? That’s right, butterflies….but are they all the same? What’s different about them? Size, shape of the wings, color, habitats, life cycles etc. (Can then give another example: Look around the room at your classmates? What do you see? I see a whole bunch of people, one species, but everyone looks just a little bit different. What are the differences you see? Hair color, eye color, shape, height, weight etc.) Then we have variety, or diversity between species. That’s a really easy one….how many mammals can you guys think of? (children will start naming all sorts of animals) That’s right, see, just within the mammals you can see that there are all sorts of different species. Then the last type of diversity we see is within ecosystems? Does anyone here know what an ecosystem is? An ecosystem is a specific area where we see the biotic, the living parts, and the abiotic, nonliving parts of the environment interact with and depend on each other.