Biological Resources and Biodiversity
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Resource Advisor Guide
A publication of the National Wildfire Coordinating Group Resource Advisor Guide PMS 313 AUGUST 2017 Resource Advisor Guide August 2017 PMS 313 The Resource Advisor Guide establishes NWCG standards for Resource Advisors to enable interagency consistency among Resource Advisors, who provide professional knowledge and expertise toward the protection of natural, cultural, and other resources on wildland fires and all-hazard incidents. The guide provides detailed information on decision-making, authorities, safety, preparedness, and rehabilitation concerns for Resource Advisors as well as considerations for interacting with all levels of incident management. Additionally, the guide standardizes the forms, plans, and systems used by Resource Advisors for all land management agencies. The National Wildfire Coordinating Group (NWCG) provides national leadership to enable interoperable wildland fire operations among federal, state, tribal, territorial, and local partners. NWCG operations standards are interagency by design; they are developed with the intent of universal adoption by the member agencies. However, the decision to adopt and utilize them is made independently by the individual member agencies and communicated through their respective directives systems. Table of Contents Section One: Resource Advisor Defined ...................................................................................................................1 Introduction ............................................................................................................................................................1 -
Wilderness Character Resource Brief
WILDERNESS CHARACTER National Park Service U.S. Department of the Interior Resource Brief Wilderness Stewardship Division Background The National Park Service (NPS) is responsible for the stewardship of 61 designated wilderness areas. Per agency policy, the NPS also manages eligible, proposed, recommended, and potential wilderness. In total, over 80 percent of all NPS lands are managed as wilderness, from Alaska to Florida. Preserving Wilderness Character The 1964 Wilderness Act’s Statement of Policy, Section 2(a) states that wilderness areas “shall be administered... so as to provide for the protection of these areas, the preservation of their wilderness character.” This affrmative legal mandate to preserve wilderness character, and related NPS policy, applies to all NPS wilderness. Wilderness character is a holistic concept based on the interaction of biophysical environments, personal experiences, and symbolic meanings. This includes intangible qualities like a sense of adventure and challenge or refuge and inspiration. Wilderness character also includes fve tangible qualities associated with the biophysical environment: • Natural - Wilderness ecological systems are Monitoring Wilderness Character substantially free from the effects of modern civilization How do NPS managers preserve wilderness character? Wilderness character monitoring helps address this • Untrammeled - Wilderness is essentially free from question by 1) assessing how management decisions the intentional actions of modern human control and actions may affect individual -
Ecosystem Services and Natural Resources
ECOSYSTEM SERVICES AND NATURAL RESOURCES Porter Hoagland1*, Hauke Kite-Powell1, Di Jin1, and Charlie Colgan2 1Marine Policy Center Woods Hole Oceanographic Institution Woods Hole, MA 02543 2Center for the Blue Economy Middlebury Institute of International Studies at Monterey Monterey, CA 93940 *Corresponding author. This working paper is a preliminary draft for discussion by participants at the Mid-Atlantic Blue Ocean Economy 2030 meeting. Comments and suggestions are wel- come. Please do not quote or cite without the permission of the authors. 1. Introduction All natural resources, wherever they are found, comprise physical features of the Earth that have economic value when they are in short supply. The supply status of natural resources can be the result of natural occurrences or affected by human degradation or restoration, new scientific in- sights or technological advances, or regulation. The economic value of natural resources can ex- pand or contract with varying environmental conditions, shifting human uses and preferences, and purposeful investments, depletions, or depreciation. It has now become common to characterize flows of goods and services from natural resources, referred to as “ecosystem” (or sometimes “environmental”) services (ESs). The values of ES flows can arise through direct, indirect, or passive uses of natural resources, in markets or as public goods, and a variety of methodologies have been developed to measure and estimate these values. Often the values of ES flows are underestimated or even ignored, and the resulting im- plicit subsidies may lead to the overuse or degradation of the relevant resources or even the broader environment (Fenichel et al. 2016). Where competing uses of resources are potentially mutually exclusive in specific locations or over time, it is helpful to be able to assess—through explicit tradeoffs—the values of ES flows that may be gained or lost when one or more uses are assigned or gain preferential treatment over others. -
ECOSYSTEM SERVICES: a GUIDE for DECISION MAKERS Acknowledgments
JANET RANGANATHAN CIARA RAUDSEPP-HEARNE NICOLAS LUCAS FRANCES IRWIN MONIKA ZUREK KAREN BENNETT NEVILLE ASH PAUL WEST ECOSYSTEM SERVICES A Guide for Decision Makers PLUS The Decision: A fictional story about a community facing ecosystem change ECOSYSTEM SERVICES A Guide for Decision Makers JANET RANGANATHAN CIARA RAUDSEPP-HEARNE NICOLAS LUCAS FRANCES IRWIN MONIKA ZUREK KAREN BENNETT NEVILLE ASH PAUL WEST Each World Resources Institute report represents a timely, scholarly treatment of a subject of public concern. WRI takes responsibility for choosing the study topics and guaranteeing its authors and researchers freedom of inquiry. It also solicits and responds to the guidance of advisory panels and expert reviewers. Unless otherwise stated, however, all the interpretation and fi ndings set forth in WRI publications are those of the authors, and do not necessarily refl ect the views of WRI or the collaborating organizations. Copyright © 2008 World Resources Institute. All rights reserved. ISBN 978-1-56973-669-2 Library of Congress Control Number: 2007941147 Cover and title page images by Getty Images and Hisashi Arakawa (www.emerald.st) Table of Contents FOREWORD i ACKNOWLEDGMENTS iii SUMMARY iv CHAPTER 1: Introduction 1 Ecosystem services and development 3 Condition and trends of ecosystem services 6 Entry points for mainstreaming ecosystem services 8 About this guide 9 The Decision: Where the Secretary connects ecosystems and human well-being 11 CHAPTER 2: Framing the Link between Development and Ecosystem Services 13 Make the connections -
Theory of Ecosystem Services
Seminar 2 Theory of Ecosystem Services Speaker Dr. Stephen Polasky Valuing Nature: Economics, Ecosystem Services, and Decision-Making by Dr. Stephen Polasky, University of Minnesota INTRODUCTION The past hundred years have seen major transformations in human and ecological systems. There has been a rapid rise in economic activity, with a tenfold increase in the real value of global gross domestic product (GDP) (DeLong 2003). At the same time, the Millennium Ecosystem Assessment found many negative environmental trends leading to declines in a majority of ecosystem services (Millennium Ecosystem Assessment 2005). A major reason for the rapid increase in the production of goods and services in the economy and deterioration in the provision of many ecosystem services is the fact that market economic systems reward production of commodities that are sold in markets and accounted for in GDP, but does not penalize anyone directly for environmental degradation that leads to a reduction in ecosystem services. As Kinzig et al. (2011) recently wrote about ecosystem services: “you get what you pay for” (or, alternatively, you don’t get what you don’t pay for). Ecosystems provide a wide array of goods and services of value to people, called ecosystem services. Though ecosystem services are valuable, most often no one actually pays for their provision. Ecosystem services often are invisible to decision-makers whose decisions have important impacts on the environment. Because of this, decision-makers tend to ignore the impact of their decisions on the provision of ecosystem services. Such distortions in decision-making can result in excessive degradation of ecosystem functions and reductions in the provision of ecosystem services, making human society and the environment poorer as a consequence. -
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. -
SACSCOC Resource Manual for Principles of Accreditation
RESOURCE MANUAL for The Principles of Accreditation: Foundations for Quality Enhancement Southern Association of Colleges and Schools Commission on Colleges 2020 Edition RESOURCE MANUAL for The Principles of Accreditation: Foundations for Quality Enhancement 1866 Southern Lane Decatur, GA 30033-4097 www.sacscoc.org SACSCOC Southern Association of Colleges and Schools Commission on Colleges Third Edition Published: 2020 Statement on Fair Use The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) recognizes that for purposes of compliance with its standards, institutions and their representatives find it necessary from time to time to quote, copy, or otherwise reproduce short portions of its handbooks, manuals, Principles of Accreditation, and other publications for which SACSCOC has protection under the Copyright Statute. An express application of the Copyright Statute would require these institutions to seek advance permission for the use of these materials unless the use is deemed to be a “fair use” pursuant to 17 USC §107. This statement provides guidelines to institutions and their representatives as to what uses of these materials SACSCOC considers to be “fair use” so as not to require advance permission. SACSCOC considers quotation, copying, or other reproduction (including electronic reproduction) of short portions (not to exceed 250 words) of its handbooks, manuals, Principles of Accreditation, and other publications by institutions of higher education and their representatives for the purpose of compliance with SACSCOC’s standards to be fair use and not to require advance permission from SACSCOC. The number of copies of these quotations must be limited to 10. Representatives of institutions shall include employees of the institutions as well as independent contractors, such as attorneys, accountants, and consultants, advising the institution concerning compliance with SACSCOC’s standards. -
Limits of Acceptable Change System for Wilderness Planning Handbook
United States Department of Agriculture The Limits of Forest Service Intermountain Acceptable Change Forest and Range Experiment Station Ogden, UT 84401 (LAC) System for General Technical Report INT-176 Wilderness Planning January 1985 George H. Stankey David N. Cole Robert C. Lucas Margaret E. Petersen Sidney S. Frissell i THE AUTHORS GEORGE H. STANKEY is a research social scientist with the Wilderness Management Research Work Unit at the Intermountain Station's Forestry Sciences Laboratory in Missoula, Mont. He received his Ph.D. in geography from Michigan State University in 1970. He is the author of a number of publications on wilderness and recreation management. DAVID N. COLE is a research ecologist with Systems for Environmental Management, P.O. Box 3776, Missoula, Mont. He is working cooperatively with the Intermountain Station's Wilderness Management Research Work Unit at the Forestry Sciences Laboratory in Missoula. Dr. Cole received his Ph.D. in geography from the University of Oregon in 1977. He has written several papers on wilderness campsite impacts and their management. ROBERT C. LUCAS is principal research social scientist and project leader of the Intermountain Station's Wilderness Management Research Work Unit at the Forestry Sciences Laboratory in Missoula. He has been with the Station since 1967. Dr. Lucas received his B.S., M.A., and Ph.D. from the University of Minnesota in 1957, 1959, and 1962, respectively. He also studied at the Free University of West Berlin, Germany, and at the University of Chicago. He has authored numerous publications dealing with wilderness management. MARGARET E. PETERSEN is a research forester at the Intermountain Station's Forestry Sciences Laboratory in Missoula. -
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.