The Biodiversity–Ecosystem Function Debate in Ecology
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Science Georgia Standards of Excellence SCIENCE - Zoology
Science Georgia Standards of Excellence SCIENCE - Zoology The Science Georgia Standards of Excellence are designed to provide foundational knowledge and skills for all students to develop proficiency in science. The Project 2061’s Benchmarks for Science Literacy and the follow up work, A Framework for K-12 Science Education were used as the core of the standards to determine appropriate content and process skills for students. The Science Georgia Standards of Excellence focus on a limited number of core disciplinary ideas and crosscutting concepts which build from Kindergarten to high school. The standards are written with the core knowledge to be mastered integrated with the science and engineering practices needed to engage in scientific inquiry and engineering design. Crosscutting concepts are used to make connections across different science disciplines. The Science Georgia Standards of Excellence drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphasis of instruction. The standards are a required minimum set of expectations that show proficiency in science. However, instruction can extend beyond these minimum expectations to meet student needs. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, students need to possess sufficient understanding of fundamental science content knowledge, the ability to engage in the science and engineering practices, and to use scientific and technological information correctly. Technology should be infused into the curriculum and the safety of the student should always be foremost in instruction. In this course, students will recognize key features of the major body plans that have evolved in animals and how those body plans have changed over time resulting in the diversity of animals that are evident today. -
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. -
1 Restoring Scientific Integrity in Policy Making February 18, 2004
Restoring Scientific Integrity in Policy Making February 18, 2004 Science, like any field of endeavor, relies on freedom of inquiry; and one of the hallmarks of that freedom is objectivity. Now, more than ever, on issues ranging from climate change to AIDS research to genetic engineering to food additives, government relies on the impartial perspective of science for guidance. President George H.W. Bush, April 23, 1990 Successful application of science has played a large part in the policies that have made the United States of America the world’s most powerful nation and its citizens increasingly prosperous and healthy. Although scientific input to the government is rarely the only factor in public policy decisions, this input should always be weighed from an objective and impartial perspective to avoid perilous consequences. Indeed, this principle has long been adhered to by presidents and administrations of both parties in forming and implementing policies. The administration of George W. Bush has, however, disregarded this principle. When scientific knowledge has been found to be in conflict with its political goals, the administration has often manipulated the process through which science enters into its decisions. This has been done by placing people who are professionally unqualified or who have clear conflicts of interest in official posts and on scientific advisory committees; by disbanding existing advisory committees; by censoring and suppressing reports by the government’s own scientists; and by simply not seeking independent scientific advice. Other administrations have, on occasion, engaged in such practices, but not so systematically nor on so wide a front. Furthermore, in advocating policies that are not scientifically sound, the administration has sometimes misrepresented scientific knowledge and misled the public about the implications of its policies. -
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. -
Binbin Li Assistant Professor in Environmental Sciences, Duke Kunshan University
Binbin Li Assistant Professor in Environmental Sciences, Duke Kunshan University Phone: +8613810251904, Email: [email protected] EDUCATION Duke University, Nicholas School of the Environment (Durham, NC, USA) • Ph.D, Environment, Aug 2012 – May 2017. • Major Advisor: Stuart Pimm • Committee members: Jeff Vincent, Alex Pfaff, Jennifer Swenson University of Michigan, School of Natural Resources and Environment (Ann Arbor, MI, USA) • Master of Science, Natural Resources and Environment: Conservation biology and Environmental Informatics, Aug 2010 - April 2012 • Thesis: Effects of feral cats on the evolution of antipredator behaviors in the Aegean island lizard Podarcis erhardii. Peking University (Beijing, China) • Bachelor of Arts, Life Sciences with dual degree in Economics, Sep 2006 - Jul 2010 • Peking University Student Government, President of Dept. of International Communication Student Government of School of Environmental Sciences, President of Dept. of Activity, planning student orientation and social events • Thesis: Influence of Monoculture on Fauna diversity - Comparison of biodiversity in Japanese Larch (Larix kaempferi) monoculture and native secondary forest. WORK EXPERIENCE Duke Kunshan University, Environmental Research Center (Kunshan, Jiangsu, China) Assistant Professor of Environmental Sciences, Jul 2017-now • Responsible for teaching in Environmental Policy Master Program at Duke Kunshan University • Research on conservation biology AWARDS AND FUNDING • Young Conservation Leader, Birdlife International (2018) • Candidate -
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 -
Description of an Eyeless Species of the Ground Beetle Genus Trechus Clairville, 1806 (Coleoptera: Carabidae: Trechini)
Zootaxa 4083 (3): 431–443 ISSN 1175-5326 (print edition) http://www.mapress.com/j/zt/ Article ZOOTAXA Copyright © 2016 Magnolia Press ISSN 1175-5334 (online edition) http://doi.org/10.11646/zootaxa.4083.3.7 http://zoobank.org/urn:lsid:zoobank.org:pub:C999EBFD-4EAF-44E1-B7E9-95C9C63E556B Blind life in the Baltic amber forests: description of an eyeless species of the ground beetle genus Trechus Clairville, 1806 (Coleoptera: Carabidae: Trechini) JOACHIM SCHMIDT1, 2, HANNES HOFFMANN3 & PETER MICHALIK3 1University of Rostock, Institute of Biosciences, General and Systematic Zoology, Universitätsplatz 2, 18055 Rostock, Germany 2Lindenstraße 3a, 18211 Admannshagen, Germany. E-mail: [email protected] 3Zoological Institute and Museum, Ernst-Moritz-Arndt-University, Loitzer Str. 26, D-17489 Greifswald, Germany. E-mail: [email protected] Abstract The first eyeless beetle known from Baltic amber, Trechus eoanophthalmus sp. n., is described and imaged using light microscopy and X-ray micro-computed tomography. Based on external characters, the new species is most similar to spe- cies of the Palaearctic Trechus sensu stricto clade and seems to be closely related to the Baltic amber fossil T. balticus Schmidt & Faille, 2015. Due to the poor conservation of the internal parts of the body, no information on the genital char- acters can be provided. Therefore, the systematic position of this fossil within the megadiverse genus Trechus remains dubious. The occurrence of the blind and flightless T. eoanophthalmus sp. n. in the Baltic amber forests supports a previ- ous hypothesis that these forests were located in an area partly characterised by mountainous habitats with temperate cli- matic conditions. -
Laudatio Stuart Pimm
The Dr A.H. Heineken Prize for Environmental Sciences 2006 The work of Professor Stuart L. Pimm presented by Professor Gert Jan F. van Heijst, Chairperson of the Jury of the Dr A.H. Heineken Prize for Environmental Sciences Prize citation: for 'his research on species extinction and conservation' Professor Pimm, The jury of the Dr A.H. Heineken Prize for Environmental Sciences has unanimously decided to award you the prize for 2006 for your research on species extinction and conservation. You are one of the leading and most influential biologists working in the field of biodiversity and its preservation, which is evident from the enviable number of times your name is quoted in publications of interest to us scientists, such as New Scientist, Nature and Science. Even at an early stage in your career, you aroused controversy in your publication Food Webs, in which you explained that the extinction of species within an ecological system has repercussions for the preservation of other species in that system. Biodiversity consists overwhelmingly of organisms at the higher trophic levels. In the abundant group of insects, for example, over 95% have been found to be at the higher trophic levels, so that any loss at the lower trophic levels has very serious consequences for the higher, more specialised levels. In other words, if a species at the bottom of the food chain extincts, the repercussions are felt throughout the food web. It was you who coined the term 'food chain' and used it in scientific models that have gone on to inspire many scientists. -
Classification of Botany and Use of Plants
SECTION 1: CLASSIFICATION OF BOTANY AND USE OF PLANTS 1. Introduction Botany refers to the scientific study of the plant kingdom. As a branch of biology, it mainly accounts for the science of plants or ‘phytobiology’. The main objective of the this section is for participants, having completed their training, to be able to: 1. Identify and classify various types of herbs 2. Choose the appropriate categories and types of herbs for breeding and planting 1 2. Botany 2.1 Branches – Objectives – Usability Botany covers a wide range of scientific sub-disciplines that study the growth, reproduction, metabolism, morphogenesis, diseases, and evolution of plants. Subsequently, many subordinate fields are to appear, such as: Systematic Botany: its main purpose the classification of plants Plant morphology or phytomorphology, which can be further divided into the distinctive branches of Plant cytology, Plant histology, and Plant and Crop organography Botanical physiology, which examines the functions of the various organs of plants A more modern but equally significant field is Phytogeography, which associates with many complex objects of research and study. Similarly, other branches of applied botany have made their appearance, some of which are Phytopathology, Phytopharmacognosy, Forest Botany, and Agronomy Botany, among others. 2 Like all other life forms in biology, plant life can be studied at different levels, from the molecular, to the genetic and biochemical, through to the study of cellular organelles, cells, tissues, organs, individual plants, populations and communities of plants. At each of these levels a botanist can deal with the classification (taxonomy), structure (anatomy), or function (physiology) of plant life. -
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. -
Human Impacts on the Rates of Recent, Present, and Future Bird Extinctions
Human impacts on the rates of recent, present, and future bird extinctions Stuart Pimm*†, Peter Raven†‡, Alan Peterson§, Çag˘anH.S¸ ekerciog˘lu¶, and Paul R. Ehrlich¶ *Nicholas School of the Environment and Earth Sciences, Duke University, Box 90328, Durham, NC 27708; ‡Missouri Botanical Garden, P.O. Box 299, St. Louis, MO 63166; §P.O. Box 1999, Walla Walla, WA 99362; and ¶Center for Conservation Biology, Department of Biological Sciences, Stanford University, 371 Serra Mall, Stanford, CA 94305-5020 Contributed by Peter Raven, June 4, 2006 Unqualified, the statement that Ϸ1.3% of the Ϸ10,000 presently ‘‘missing in action,’’ not recently recorded in its native habitat known bird species have become extinct since A.D. 1500 yields an that human actions have largely destroyed. This assumption estimate of Ϸ26 extinctions per million species per year (or 26 prevents terminating conservation efforts prematurely, even as E͞MSY). This is higher than the benchmark rate of Ϸ1E͞MSY it again underestimates the total number of extinctions. Finally, before human impacts, but is a serious underestimate. First, rapidly declining species will lose most of their populations and Polynesian expansion across the Pacific also exterminated many thus their functional roles within ecosystems long before their species well before European explorations. Second, three factors actual demise (3, 4). increase the rate: (i) The number of known extinctions before 1800 We explore the often-unstated assumptions about extinction is increasing as taxonomists describe new species from skeletal numbers to understand the various estimates. Starting before remains. (ii) One should calculate extinction rates over the years 1500 and the period of first human contact with bird species, we since taxonomists described the species.