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Grassland Ecosystems in British Columbia
Grassland Ecosystems in British Columbia © Grasslands Conservation Council of BC 1 The Grasslands Conservation Council of British Columbia’s mission is to: • Foster understanding and appreciation for the ecological, social, economic, and cultural importance of BC grasslands. • Promote stewardship and sustainable management practices to ensure the long-term health of BC grasslands. • Promote the conservation of representative grassland ecosystems, species at risk, and their habitats. &/OR Acknowledgements for original author and illustrator &/OR Another message that it makes sense to include. Maybe the mission in simple language. Grasslands Conservation Council of British Columbia. (Year). Grassland Ecosystems in British Columbia. Kamloops, BC: Author. © Grasslands Conservation Council of BC 2 Grassland Ecosystems Ecological systems (ecosystems) consist of all the living organisms in an area and their physical environment (soil, water, air). Ecosystems are influenced over time by the local climate, the parent material under the plants, variations in the local landscape, disturbances such as fire and floods, and by the organisms that live in them. Grassland ecosystems in British Columbia generally occur in areas where the climate is hot and dry in summer and cool to cold and dry in winter. The parent material is often composed of fine sediments, and grasslands are most often in valley or plateau landscapes. The organisms that live in them include plants and animals that have adapted to the dry climatic conditions in a variety of ways. Differences in elevation, climate, soils, aspect, and their position in relation to mountain ranges have resulted in many variations in the grassland ecosystems of British Columbia. The mosaics of ecosystems found in our grasslands, including wetlands, riparian areas, aspen stands and rocky cliffs, allow for a rich diversity of species. -
The Health and Social Benefits of Nature and Biodiversity Protection
The Health and Social Benefits of Nature and Biodiversity Protection Executive Summary Patrick ten Brink, Konar Mutafoglu, Jean-Pierre Schweitzer, Marianne Kettunen, Clare Twigger-Ross, Yoline Kuipers, Manon Emonts, Liisa Tyrväinen, Teppo Hujala, Ann Ojala A project funded by the European Commission (ENV.B.3/ETU/2014/0039) Funded by the European Commission, DG Environment (ENV.B.3/ETU/2014/0039) Legal notice The contents and views contained in this report are those of the authors, and do not necessarily represent those of the European Commission. Cite this report: ten Brink P., Mutafoglu K., Schweitzer J.-P., Kettunen M., Twigger-Ross C., Kuipers Y., Emonts M., Tyrväinen L., Hujala T., Ojala A. (2016) The Health and Social Benefits of Nature and Biodiversity Protection – Executive summary. A report for the European Commission (ENV.B.3/ETU/2014/0039), Institute for European Environmental Policy, London / Brussels. Corresponding author: Patrick ten Brink – [email protected] Acknowledgements: This executive summary by the core author team builds on and benefits from the inputs by the wider study team – including Owen White and Jonathan Baker (Collingwood Environmental Planning), Irene Lucius and Magdalena Peneva (WWF Danube-Carpathian Programme), Holger Robrecht, Pamela Mühlmann and Elisa Kerschbaumer (ICLEI Europe), Rudolf de Groot (Wageningen University), the extensive literature cited, and the case studies, presentations and discussions at a stakeholder workshop held on the 27th and 28th of January 2016 in Brussels. A summary of the workshop and the presentations are available here. For the workshop, we would like to thank Roby Biwer, Carsten Brauns, and Martine Lartigue at the Committee of the Regions and the contributing participants. -
Assessing Predicted Isolation Effects from the General Dynamic Model of Island Biogeography with an Eco‐Evolutionary Model for Plants
Received: 4 January 2017 | Revised: 27 March 2019 | Accepted: 6 April 2019 DOI: 10.1111/jbi.13603 RESEARCH PAPER Assessing predicted isolation effects from the general dynamic model of island biogeography with an eco‐evolutionary model for plants Juliano Sarmento Cabral1,2,3 | Robert J. Whittaker4,5 | Kerstin Wiegand6 | Holger Kreft2 1Ecosystem Modeling, Center of Computation and Theoretical Abstract Biology, University of Würzburg, Würzburg, Aims: The general dynamic model (GDM) of oceanic island biogeography predicts Germany how biogeographical rates, species richness and endemism vary with island age, area 2Biodiversity, Macroecology & Biogeography, University of Göttingen, and isolation. Here, we used a simulation model to assess whether the isolation‐re‐ Göttingen, Germany lated predictions of the GDM may arise from low‐level process at the level of indi‐ 3Synthesis Centre of the German Centre for Integrative Biodiversity Research (iDiv), viduals and populations. Leipzig, Germany Location: Hypothetical volcanic oceanic islands. 4 Conservation Biogeography and Methods: Our model considers (a) an idealized island ontogeny, (b) metabolic con‐ Macroecology Group, School of Geography and the Environment, University of Oxford, straints and (c) stochastic, spatially explicit and niche‐based processes at the level Oxford, UK of individuals and populations (plant demography, dispersal, competition, mutation 5Center for Macroecology, Evolution and speciation). Isolation scenarios involved varying the distance to mainland and the and Climate, Natural History Museum of Denmark, University of Copenhagen, dispersal ability of the species pool. Copenhagen Ø, Denmark Results: For all isolation scenarios, we obtained humped temporal trends for species 6Ecosystem Modelling, Büsgen‐Institute, University of Göttingen, Göttingen, richness, endemic richness, proportion of endemic species derived from within‐is‐ Germany land radiation, number of radiating lineages, number of species per radiating lineage Correspondence and biogeographical rates. -
Students' Understanding of Connections Between Human
International Journal Journal of Environmental of Environmental & Science & Educat Scienceion Education Vol. 5, No. 4, October 2010, 407-433 Vol. 3, No. 3, July 2008, xx-xx Students’ understanding of connections between human engineered and natural environmental systems Blakely K. Tsurusaki, Charles W. Anderson Received 23 July 2009; Accepted 30 April 2010 This research draws on developments in educational research where learning progressions are emerging as a strategy for synthesizing research on science learning and applying that research to policy and practice, and advances in the natural sciences, where interdisciplinary research on coupled human and natural systems has become increasingly important. It focuses on the human systems that supply all of our essential goods and services (i.e., food, water, transportation), which begin and end in the earth‘s natural systems. In order to investigate what students know about how human actions affect environmental systems, we developed assessments focusing on supply and waste disposal chains. In addition, students were asked about a major environmental issue – global warming. Assessments were administered to elementary, middle, and high school students from rural, suburban, and urban schools. Results from this study provide insight into how student knowledge of connections between human-engineered and natural systems varies across grade level and context, which is essential if we are to teach students to be responsible citizens and stewards of our environment. Keywords: connected natural -
Ecosystems and Biodiversity
Unit 2: Ecosystem An organism is always in the state of perfect balance with the environment. The environment literally means the surroundings. The environment refers to the things and conditions around the organisms which directly or indirectly influence the life and development of the organisms and their populations. “Ecosystem is a complex in which habitat, plants and animals are considered as one interesting unit, the materials and energy of one passing in and out of the others” – Woodbury. Organisms and environment are two non-separable factors. Organisms interact with each other and also with the physical conditions that are present in their habitats. ―The organisms and the physical features of the habitat form an ecological complex or more briefly an ecosystem.‖ (Clarke, 1954). The concept of ecosystem was first put forth by A.G. Tansley (1935). Ecosystem is the major ecological unit. It has both structure and functions. The structure is related to species diversity. The more complex is the structure the greater is the diversity of the species in the ecosystem. The functions of ecosystem are related to the flow of energy and cycling of materials through structural components of the ecosystem. According to Woodbury (1954), ecosystem is a complex in which habitat, plants and animals are considered as one interesting unit, the materials and energy of one passing in and out of the others. According to E.P. Odum, the ecosystem is the basic functional unit of organisms and their environment interacting with each other and with their own components. An ecosystem may be conceived and studied in the habitats of various sizes, e.g., one square metre of grassland, a pool, a large lake, a large tract of forest, balanced aquarium, a certain area of river and ocean. -
Ecology Intro
www.logannature.org 2969 East Highway 89 P.O. Box 4204 Logan, UT 84323 Phone: 435.755.3239 Introduction to Ecology Objectives Students will understand the difference between an individual, a population, a community, and an ecosystem. Method Students will use shapes to depict individuals. They will start the activity as individuals and progress towards becoming an ecosystem. Materials At least 8-10 different shapes (multiple pieces of each shape should be cut out of paper or other material), paper and pencils for each student, a ball of yarn. Background Ecology is the study of ecosystems. But first, we have to understand what an ecosystem is. An ecosystem is a community of living organisms interacting with their abiotic environment. To best explain this to students, it is important that they understand the components you must have to make an ecosystem. The first is the individual. An individual is a single member of a species; a population is many members of the same species living in a specific habitat; a community is a group of interdependent organisms of different species growing or living together in a specified habitat. This brings us to the ecosystem where the community of living organisms interacts with the non-living components of the environment. Procedure 1. Each student will receive a single shape. This shape represents an individual of a species. 2. Each student must find at least 9 more individuals of the same species (They can find these shapes in buckets around the room). This creates a population. 3. Each student should find two more students with different species and combine their shapes to create a community of organisms. -
Biodiversity and the Natural Environment
Biodiversity and the Natural QQI Level 5 (Component Award) Environment About the Course The Teagasc college at the National Botanic Gardens, Glasnevin are offering a QQI Level 5 component award in Biodiversity and the Natural Environment which will equip the learner with the knowledge, skills and competence to value the natural environment as a sustainable resource. The course will lead to a minor award at NFQ level 5 in Biodiversity and the Natural Environment. Who should Apply? This course is designed for people who are currently pursuing careers in Horticulture or other similar disciplines. This subject is worth 15 credits which can be counted towards further studies at Level 5. By taking other Level 5 modules, students may be able to build towards a full major award of QQI Level 5 Certificate in Horticulture. Module Content On completion of this module, students will be able to: • Explain environmental terminology. • Describe the role of water quality. • Describe the effects of human activity on the environment. • Explain the role of biodiversity. • Review the Wildlife Act. • Describe a habitat using tools • Prepare an environmental survey Course Structure The course will be offered in a one day session over a 10 week period from January to March. Each session will comprise of lectures and hands-on practical / demonstration exercises. Skills learned throughout the year will be assessed at regular intervals. Students will be supplied with appropriate PPE (Personal Protection Equipment) but they will be required to have safety boots and appropriate work trousers for each of the practical / demonstration sessions. Please contact the college of your choice for precise details on the course structure, delivery and current fees. -
Impact of Trace Elements in the Natural Environment and Public Health: a Medical Geology Perspective
Central Annals of Public Health and Research Short Communication *Corresponding author Emmanuel Arhin, Department of Earth and Environmental Science, University for Development Impact of Trace Elements in the Studies, Faculty of Applied Sciences, P. O. Box 24, Navrongo, Ghana, Tel: 233 24 2280826; Email: Natural Environment and Public Submitted: 07 July 2016 Accepted: 17 November 2016 Health: A Medical Geology Published: 19 November 2016 Copyright Perspective © 2016 Arhin al. OPEN ACCESS Emmanuel Arhin* and MS Zango Department of Earth and Environmental Science, University for Development Studies, Keywords Ghana • Trace elements • Datoko-Shega • Deficiency Abstract • Adverse health The distributions and concentrations of trace elements in the environment exposed • Potentially toxic elements to biological materials including humans can affect life depending on the exposure and degree of concentrations. Whilst the essential trace elements impacts on human development the potential toxic elements will have adverse health consequences on humans and in animals. As observed from the study both lives threatening and life supporting trace elements all coexist in the environment. Clinical reviews on trace elements suggest that human bodies require some amounts of them at all times and their deficiencies adversely impact on human health. Mineral supplementation had always been the recommendation for people with deficiency of some trace elements as a prescription drug. In this study X-ray fluorescence analytical technique was used to measure the trace elements in the sediment samples whereas ICP-MS was used for the soil samples. The trace elements in sediments and in soils at the study areas showed Zn, V, Mo, and Ni depletions in both areas. -
Environmental Science
Environmental Science Performance Expectation and Louisiana Connectors HS-EVS1-1 Analyze and interpret data to identify the factors that affect sustainable development and natural resource management in Louisiana. LC-HS-EVS1-1a Identify factors (e.g., human activity, population size, types of crops grown) that affect sustainable development in Louisiana. LC-HS-EVS1-1b Identify factors (e.g., human activity, population size, types of crops grown) that affect natural resource management in Louisiana. Science and Engineering Practice Disciplinary Core Idea Crosscutting Concept Analyzing and interpreting data: LOUISIANA’S NATURAL RESOURCES STABILITY AND CHANGE Analyzing data in 9-12 builds on K-8 Ecosystem capital can be characterized as goods (removable products) and services such as Change and rates of experiences and progresses to the functions and values of wetlands. (HS.EVS1A.a) change can be introducing more detailed statistical quantified and modeled analysis, the comparison of data Ecosystem attributes or services are important to value. over very short or very sets for consistency, and the use of Ecosystem capital are the resources or benefits provided by ecosystems that are needed for long periods of time. models to generate and analyze economic development. Some system changes data. Ecosystems provide different goods or removable products such as timber, food, medicines, are irreversible. • Analyze data using tools, and fuel. technologies, and/or models (e.g., Ecosystems serve important functions for human and wildlife (e.g., natural water filtration, Change and rates of computational, mathematical) in control of floods by absorbing extra runoff from heavy rains, providing animal habitats). change can be order to make valid and reliable Ecosystems provide social and cultural services such as recreation. -
Who Speaks for the Future of Earth? How Critical Social Science Can Extend the Conversation on the Anthropocene
http://www.diva-portal.org This is the published version of a paper published in Global Environmental Change. Citation for the original published paper (version of record): Lövbrand, E., Beck, S., Chilvers, J., Forsyth, T., Hedrén, J. et al. (2015) Who speaks for the future of Earth?: how critical social science can extend the conversation on the Anthropocene. Global Environmental Change, 32: 211-218 http://dx.doi.org/10.1016/j.gloenvcha.2015.03.012 Access to the published version may require subscription. N.B. When citing this work, cite the original published paper. Permanent link to this version: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-43841 Global Environmental Change 32 (2015) 211–218 Contents lists available at ScienceDirect Global Environmental Change jo urnal homepage: www.elsevier.com/locate/gloenvcha Who speaks for the future of Earth? How critical social science can extend the conversation on the Anthropocene a, b c d a e Eva Lo¨vbrand *, Silke Beck , Jason Chilvers , Tim Forsyth , Johan Hedre´n , Mike Hulme , f g Rolf Lidskog , Eleftheria Vasileiadou a Department of Thematic Studies – Environmental Change, Linko¨ping University, 58183 Linko¨ping, Sweden b Department of Environmental Politics, Helmholtz Centre for Environmental Research – UFZ, Permoserstraße 15, 04318 Leipzig, Germany c School of Environmental Sciences, University of East Anglia, Norwich Research Park, Norwich NR4 7TJ, UK d Department of International Development, London School of Economics and Political Science, Houghton Street, London WC2A 2AE, UK e Department of Geography, King’s College London, K4L.07, King’s Building, Strand Campus, London WC2R 2LS, UK f Environmental Sociology Section, O¨rebro University, 701 82 O¨rebro, Sweden g Department of Industrial Engineering & Innovation Sciences, Technische Universiteit Eindhoven, P.O. -
Human-Induced Alteration Negatively Impacts Perceived Naturalness and Preferences for Natural Environments Ethan A
Western Oregon University Digital Commons@WOU Faculty Research Publications (All Departments) Faculty Research 3-2016 Nature with a Human Touch: Human-Induced Alteration Negatively Impacts Perceived Naturalness and Preferences for Natural Environments Ethan A. McMahan Western Oregon University, [email protected] Jaime M. Cloud Western Oregon University Patrick Josh Western Oregon University Michaell Scott Western Oregon University Follow this and additional works at: https://digitalcommons.wou.edu/fac_pubs Part of the Psychology Commons Recommended Citation McMahan, E. A., Cloud, J. M., Josh, P., & Scott, M. (2016). Nature with a Human Touch: Human-Induced Alteration Negatively Impacts Perceived Naturalness and Preferences for Natural Environments. Ecopsychology, 8 (1). http://dx.doi.org/10.1089/ eco.2015.0068 This Article is brought to you for free and open access by the Faculty Research at Digital Commons@WOU. It has been accepted for inclusion in Faculty Research Publications (All Departments) by an authorized administrator of Digital Commons@WOU. For more information, please contact [email protected]. Running head: HUMAN ALTERATION, NATURALNESS, AND PREFERENCE 1 Nature with a Human Touch: Human-Induced Alteration Negatively Impacts Perceived Naturalness and Preferences for Natural Environments Ethan A. McMahana, Jaime M. Clouda, Patrick Josha, and Michaell Scotta a Department of Psychological Sciences, Western Oregon University, Monmouth, Oregon Correspondence regarding this article should be sent to Ethan McMahan, Department of Psychological Sciences, Western Oregon University, 345 N. Monmouth Ave., Monmouth, Oregon 97361. Email: [email protected]. HUMAN ALTERATION, NATURALNESS, AND PREFERENCE 2 Abstract Natural environments vary in the degree to which humans have altered them; some environments, like wilderness areas, are relatively untouched, while others, like urban green spaces, are heavily manicured. -
Enviroatlas Educational Curriculum Connecting Ecosystems and Human Health
ENVIROATLAS EDUCATIONAL CURRICULUM CONNECTING ECOSYSTEMS AND HUMAN HEALTH MODULE DESIGNED FOR 4TH-12TH GRADERS Created by Jenna M. Hartley ASPPH (Association of Schools and Programs of Public Health) Environmental Health Fellow hosted by National Health and Environmental Effects Research Laboratory Office of Research and Development U.S. Environmental Protection Agency Research Triangle Park, NC EPA Mentor Laura Jackson Created with assistance from Jennifer Cypra Kenan Fellows Program Participant (Summer 2017) EPA Report #EPA/600/R-18/186 Overview of EnviroAtlas Connecting Ecosystems & Human Health Lesson PREFACE The following lesson plan module was created as part of a larger curriculum of activities for educational use to introduce students to EnviroAtlas and the concepts of watersheds, pollution, connections between the environment and human health, greenways, and using maps in decision-making. This lesson plan specifically addresses human health, ecosystem services, ecosystems, and the environment. Additional lesson plan modules are available and forthcoming to address a variety of other topics directed at a range of grade-levels and ages. There is also an Educational Overview document that outlines some of the tools in EnviroAtlas for educators who wish to design their own lesson plans around the available EnviroAtlas tools. We encourage you to look over the Educational Overview document to determine how EnviroAtlas can best meet your needs. All Educational materials can be found here: https://www.epagov/enviroatlas/enviroatlas-educational-materials For questions regarding this case study and supplemental materials, please contact the EnviroAtlas Team at [email protected]. While this document has been reviewed and approved by the U.S. Environmental Protection Agency, its contents do not necessarily reflect the views and policies of the Agency.