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Patagonia        Volume 87, Number 2, April 2006

Cover Photo: Mark Bertness, Brown University, and Fernando Hidalgo, Universidad Nacional de la Patagonia San Juan Bosco, look over experimental transplants on one of the most physically harsh rocky intertidal environments ever studied in Patagonia, Argentina. The mussel Perumytilus purpuratus dominates this exposed point in dense, deep beds, creating moist interstitial habitat upon which almost all other intertidal organisms depend. Experimental sites are in Cabo dos Bahias National Park in Chubut Province, Argentina. Ecological patterns on these rocky shores are explored in, “The community structure of western Atlantic Patagonian rocky shores” by M. D. Bertness, C. M. Crain, B. R Silliman, M. V. Reyna, M. C. Bazterrica, F. Hildago, and J. M. Farina, to appear in Ecological Monographs 76(3), August 2006.

Visit the Photo Gallery for more photographs submitted by our scientific journal authors.


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Table of Contents
(click on a title to view that section)

Governing Board

ANNOUNCEMENTS
Society Notices
ESA Annual Meeting
Call for Student Award Judges
Forrest Shreve Desert Ecology Award and Robert Whittaker Travel Fellowship
Edward S. Deevey Award

Other Notices
Smithsonian Institution's Monitoring and Assessment of Biodiversity Training Course
Yodzis Colloquia in Fundamental Ecology, Guelph, Ontario
Nature Conservancy Hires Hydrologist

SOCIETY ACTIONS
Minutes of the 6–7 August 2005 Governing Board Meeting
Minutes of the 12 August 2005 Governing Board Meeting
Minutes of the 20–21 October 2005 Governing Board Meeting

PHOTO GALLERY
-- Images from articles in our scientific journals
Patagonian Rocky Shores. M. D. Bertness, C. M. Crain, B. R Silliman, M. V. Reyna, M. C. Bazterrica, F. Hildago, and J. M. Farina

Blossoms After Fire. N. A. Bourg, W. J. McShea, and D. E. Gill

Epiphytic Lichen. S. Werth, H. H. Wagner, F. Gugerli, R. Holderegger, D. Csencsics, J. M. Kalwij, and C. Scheidegger

Phenotypic Plasticity. Osamu Kishida, Yuuki Mizuta, and Kinya Nishimura

Nitrogen Critical Loads and Alpine Vegetation. W. D. Bowman, J. L. Gartner, K. Holland, and
M. Wiedermann


Out of the Cornfields and into the Mountains. Kathleen C. Weathers, Samuel M. Simkin, Gary M. Lovett, and Steven E. Lindberg

Highly Social Forager. J. A. van Gils, B. Spaans, A. Dekinga, and T. Piersma

Algal Refuge. Per R. Jonsson, Lena Granhag, Paula S. Moschella, Per Åberg, Stephen J. Hawkins, and Richard C. Thompson

CONTRIBUTIONS
Commentary
Report on the International Symposium on Wetland Restoration. M. R. Golinski

A History of the Ecological Sciences, Part 20. Richard Bradley, Entrepreneurial Naturalist. F. N Egerton

To Predate or Depredate: What’s the Word? T. Hanson

DEPARTMENTS
Public Affairs Perspective
Amicus Brief on Wetlands Regulations by ESA and Other Societies

Ecology 101
Interviewing for Academic Jobs. B. D. Inouye, N. Underwood, D. F. Doak, and P. Karieva

Forensic Environmental Science: Where Laws and Ecological Principles Meet. R. Cutting and L. Cahoon

Ecological Misconceptions, Survey III: The Challenge of Identifying Sophisticated Understanding. N. Stamp, M. Armstrong, and J. Bigler

Ecological Education: K–12
The EcoRaft Project: An Interdisciplinary Approach to Teaching lessons in Ecological Restoration. R. T. Pratt, F. L. Carpenter, and B. Tomlinson

Society Section and Chapter News
Southeastern Chapter Newsletter

MEETING REVIEW
Meeting Calendar
Symposium: Ecology and Management of Red Bromegrass Fine Fuels. Mesa, Arizona

ERRATUM
Erratum for "Tree Measurement
and Carbon Cycling: a Laboratory Exercise." P. Weihe

Instructions for Contributors


The BULLETIN OF THE ECOLOGICAL SOCIETY OF AMERICA (ISSN 0012-9623)
is published quarterly by the
Ecological Society of America, 1707 H Street, NW, Suite 400, Washington, DC 20006.
It is available online only, free of charge, at
http://www.esapubs.org/bulletin/current/current.htm›.
Issues published prior to January 2004 are available through
http://www.esapubs.org/esapubs/journals/bulletin_main.htm


Bulletin Editor-in-Chief E. A. Johnson

Bulletin of the Ecological Society of America, 1707 H Street, NW, Washington DC 20006
Phone (403) 220-7635, Fax (403) 289-9311,
E-mail: bulletin@esa.org

Associate Editor
David A. Gooding

ESA Publications Office,
127 W. State Street, Suite 301,
Ithaca, NY 14850-5427
E-mail: dag25@cornell.edu




Production Editor
Regina Przygocki
ESA Publications Office,
127 W. State Street, Suite 301,
Ithaca, NY 14850-5427
E-mail: esa_journals@cornell.edu

Section Editor, Ecology 101
H. Ornes
College of Sciences, SB310A, Southern Utah University
Cedar City, UT 84720 E-mail: ornes@ssu.edu



Section Editor, Public Affairs Perspective
N. Lymn
Director for Public Affairs, ESA Headquarters,
1707 H Street, NW, Suite 400,
Washington, DC 20036 E-mail: nadine@esa.org


Section Editors,
Emerging Technologies
D. W. Inouye
Department of Biology,
University of Maryland
College Park, MD 20742
E-mail: inouye@.umd.edu
and S. Scheiner
Div. of Environmental Biology
Natl. Science Foundation
4201 Wilson Blvd.
Arlington, VA 22230
E-mail: sscheine@nsf.gov

Section Editors,
Ecological Education: K–12

S. Barker

Dept. of Secondary Education
350 Education South,
University of Alberta
Edmonton, Alberta
T6G 2G5 Canada
E-mail: susan.barker@ualberta.ca
and C. W. Anderson
319A Erickson Hall, Michigan State University
East Lansing, MI 48824 USA.
E-mail: andya@msu.edu





The Ecological Society of America
GOVERNING BOARD FOR 2005–2006

President: Nancy B. Grimm, School of Life Sciences, Arizona State University, Tempe, AZ 85287-4501
President-Elect:
Alan Covich, Institute of Ecology, University of Georgia, Athens, GA 30602
Past-President:
Jerry M. Melillo, Marine Biological Laboratory, Woods Hole, MA 02543
Vice President for Science:
Gus R. Shaver, The Ecosystems Center, Marine Biological Laboratory, Woods Hole, MA 02543
Vice President for Finance:
Bill Parton, Natural Resource Ecology Laboratory, Colorado State University, Ft. Collins, CO 80523-1499
Vice President for Public Affairs:
Rich Pouyat, 3315 Hudson St., Baltimore, MD 21224
Vice President for Education and Human Resources:
Carol A. Brewer, Division of Biological Sciences, University of Montana, Missoula, MT 59812-0001
Secretary:
David W. Inouye, Department of Biology, University of Maryland, College Park, MD 20742-4415
Member-at-Large:
P. Dee Boersma, Department of Zoology, University of Washington, Seattle, WA 98195-1800
Member-at-Large:
Shahid Naeem, Department of EEEB, Columbia University, New York, NY 10027
Member-at-Large:
Dennis Ojima, Natural Resource Ecology Laboratory, Colorado State University, Ft. Collins, CO 80523-1499

AIMS

The Ecological Society of America was founded in 1915 for the purpose of unifying the sciences of ecology, stimulating research in all aspects of the discipline, encouraging communication among ecologists, and promoting the responsible application of ecological data and principles to the solution of environmental problems. Ecology is the scientific discipline that is concerned with the relationships between organisms and their past, present, and future environments. These relationships include physiological responses of individuals, structure and dynamics of populations, interactions among species, organization of biological communities, and processing of energy and matter in ecosystems.

MEMBERSHIP
Membership is open to persons who are interested in the advancement of ecology or its applications, and to those who are engaged in any aspect of the study of organisms in relation to environment. The classes of membership and their annual dues for 2006 are as follows:
Regular member: Income level Dues
  <$40,000 $50.00
  $40,000—60,000 $75.00
  >$60,000 $95.00
Student member:
  $25.00
Emeritus member:   Free
Life member:
Contact Member and Subscriber Services (see below)  


Subscriptions to the journals are not included in the dues.
Special membership rates are available for individuals in developing countries. Contact Member and Subscriber services (address below) for details.

PUBLICATIONS
The Society publishes a bulletin, three print journals, and an electronic data archive. The Bulletin of the Ecological Society of America, issued quarterly, contains announcements of meetings of the Society and related organizations, programs, awards, articles, and items of current interest to members. The journal Ecology, issued monthly, publishes essays and articles that report and interpret the results of original scientific research in basic and applied ecology. Ecological Monographs is a quarterly journal for longer ecological research articles. Ecological Applications, published six times per year, contains ecological research and discussion papers that have specific relevance to environmental management and policy. Frontiers in Ecology and the Environment, with 10 issues each year, focuses on current ecological issues and environmental challenges: it is international in scope and interdisciplinary in approach. Ecological Archives is published on the Internet at ‹http://esapubs.org/Archive› and contains supplemental material to ESA journal articles and data papers.
No responsibility for the views expressed by the authors in ESA publications is assumed by the editors or the publisher, the Ecological Society of America.
Subscriptions for 2006 are available to ESA members as follows:
Regular Student
Ecology $65.00 $50.00
B
ulletin of the Ecological Society of America Free to members
E
cological Monographs $30.00 $25.00

Ecological Applications $50.00 $40.00
Frontiers in Ecology Free to members
Ecological Archives
Free


Application blanks for membership may be obtained from the Ecological Society of America, Member and Subscriber Services, 1707 H Street, NW, Suite 400, Washington, DC 20006, to which all correspondence concerning membership should be addressed. Checks accompanying membership applications should be made payable to the Ecological Society of America.
For additional information on the Society and its publications, visit ESA's home page on the World Wide Web http://esa.org›.



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ANNOUNCEMENTS


Society Notices

ESA 91st Annual Meeting “Icons and Upstarts in Ecology,” Memphis,
Tennessee, 6–11 August 2006

The scientific sessions will be held in the newly renovated Cook Convention Center and at the Memphis Downtown Marriott Hotel, conveniently connected to the Convention Center via a skyway. The Convention Center will offer free wireless Internet access in several portions of the property. An outdoor terrace overlooking the mighty Mississippi provides a relaxing place for breaks.

The Program will include 24 Symposia, 14 Organized Oral Sessions, 26 Workshops (2-day, 1-day, half-day, lunchtime), 10 Special Sessions, 15 Evening Sessions, 14 Scientific Field Trips and Tours and over 2000 oral and poster presentations, as well as business meetings and mixers, brown bag lunch discussions, and ticketed social events.

Program Highlights

  • Sunday, 6 August. Kickoff Session featuring the Honorary Speaker; Welcome Mixer; and Opening of 2006 Exhibits
  • Monday, 7 August. Awards Ceremony and Keynote Address by Dr. Simon A. Levin, noted theoretical ecologist and 2005 winner of the Kyoto Prize in Basic Sciences
  • Tuesday, 8 August. Student Mixer; Evening Musical Session with ESA’s own ecologist-musicians
  • Wednesday, 9 August. Sunrise 5 km Fun Run/Walk
  • Thursday, 10 August. “Blues, Brews, and Barbecue” ESA Social at Central Station, Hudson Hall (a restored train station)
  • Friday, 11 August. Annual Meeting Summary Brunch with panelists Jim Brown, Alan Covich, Joan Ehrenfeld, Svata Louda, Steward Pickett, and Al Solomon. Newsworthy and Late-breaking Poster Sessions
  • Dedicated exhibit/poster presentation hours during Poster Pubs with sponsored snacks and cash bars Monday through Thursday and during the Posters and Pastries session on Friday

The 2006 Scientific Program includes 24 Symposia

Title

Organizers

Integrating ecosystem services into the policy realm

Robert Manson, Richard Pouyat

Ecological effects of Gulf Coast hurricanes: short-term impacts and long-term consequences

Colin Jackson, Gary Shaffer, Paul Keddy

Integrating microbial ecology into the general science of ecology: opportunities and challenges

Brendan Bohannan

Ecological and evolutionary processes in complex networks

Timothy Keitt, Bill Fagan

Linking ecology and environmental justice

George Middendorf, Charles Nilon, Leanne Jablonski

The detection of catastrophic thresholds: perspectives, definitions, and methods

Robert Washington-Allen, Lucinda Salo

Upstart perspectives on restoration icons

Daniel Larkin, Joy Zedler, Donald Falk

What makes an ecological icon?

Aaron Ellison, Paul Dayton

Exchange between channel and floodplain in large rivers

Cliff Hupp, Jack Grubaugh

Niche versus neutral: a look at an iconic idea in community ecology, its challenger, and the middle ground, Part I

Annette Ostling, Nathan Sanders, Jeffrey Lake

From upstart to icon: Geographic Information Systems in plant population ecology: historical perspective and innovative approaches in presentation, analysis, and dissemination of data

Summer Scobell, Carol Johnston

Beyond labeling: comparing the sustainability of conventional and certified alternative farming systems

Fabian Menalled, Andrew Hulting, Katie Monsen

Mucking through multifactor experiments: design and analysis of multifactor studies in global research change

Aimee Classen

The urban food web: how humans alter the state and interactions of trophic dynamics

Paige Warren, Chris Tripler, Chris Lepczyk, Jason Walker

Plant clonal growth: ecological implications

Scott Franklin, Vladimir Douhovnikoff, Paul Gagnon

Thermal physiology as a biogeographic determinant: historical and mechanistic perspectives

Sarah Gilman, Jonathon Stillman, Joshua Tewksbury

Biodiversity, ecosystem processes, and human health

Alan Townsend, Osvaldo Sala

Large-scale studies: challenges in experimental design and analysis

ShiLi Miao, Jamie Serino, Susan Carstenn

Integrated approaches for agroecosystem management in the 21st century

Patrick Bohlen, Laurie Drinkwater, Richard Lowrance

Multiple resource limitation in terrestrial and aquatic ecosystems

Adrien Finzi, Lars Hedin

Revisiting the "stability" icon: upstart approaches to modeling resilience

Donald DeAngelis, Steven Railsback, Volker Grimm, Uta Berger

Returning soils to restoration ecology: rethinking the trade of structure for function

Mac Callaham, Christine Hawkes

Species invasion and species saturation: reconciling patterns of change in biodiversity

Thomas Stohlgren, Sara Simonson, Dov Sax, David Tilman

The ecological consequences of genetic diversity

Marc Johnson, Randall Hughes

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The 2006 Scientific Program includes 14 Organized Oral Sessions

Title

Organizers

Designing, restoring, and managing ecosystems

Marty Matlock, W. Cully Hession

Alteration of North American forest communities by invasive invertebrates

Lee Frelich, David Foster

Functional roles of fine roots and mycorrhizal fungi in carbon and nutrient cycling

Erik Hobbie, John Hobbie

The modern paradigm in population ecology: stochastic, statistical, and inferential

Elizabeth Holmes, Chris Jordan, Brian Dennis

Climate change and timing in ecological communities

Abraham Miller-Rushing, Richard Primack, David Inouye

Ecology and poverty alleviation: bringing ecological knowledge to the forefront of development goals

Fabrice De Clerck, Cristina Rumbaitis del Rio, Jane Carter Ingram

When does fear matter? A road map to the implications of trait-mediated effects to ecology

Evan Preisser, Geoffrey Trussell, Earl Werner

Niche versues neutral: a look at an iconic idea in community ecology, its challenger, and the middle ground. , Part II

Annette Ostling, Nathan Sanders, Jeffrey Lake

The devil is in the detail: theory for empirical model systems

Ottar Bjornstad, Priyanga Amarasekare

Rhizosphere functioning in carbon and nitrogen cycles

Wendy Silk, Gretchen North

Bottomland hardwood forest restoration and management for wildlife

Randy Wilson, Daniel Twedt

Ecological stoichiometry of terrestrial animals

Adam Kay, Susan Bertram, John Schade

Phenology and ecosystem processes

Asko Noormets

Application of behavioral principles for ecosystem stewardship

Mark Brunson, Fred Provenza

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Field Trip and Tour Offerings include (but are not limited to):

  • Land between the Lakes National Recreation Area: Ecology Research and Management of Forest and Animal Communities, Soil, and Lakes
  • Cedar Glades and Barrens
  • Tributaries of the Mississippi
  • Ghost River Canoe Trip
  • Mississippi River Boat Trip
  • Neotropical Migrant Ecology
  • Memphis Zoo Conservation
  • Canoe the Wolf (students only)
  • Tour of the Waterways Experiment Station, U.S. Army Corps of Engineers
  • Toxic Tour of Memphis
  • The Memphis Historic Trail
  • In Search of the Ivorybill
  • Native American Cultures along the Mississippi
  • National Wetlands Sedimentary Lab

Register Early and Save

Registration will open in May. Register by the Early Bird deadline, 5 pm Eastern Daylight Time on Thursday, 15 June 2006, to take advantage of lowest fees offered.

More Ways to Save:

Save money on lodging: book through the ESA Housing Bureau (opening in May). Conference rates range from $109 to $136 per night plus tax at downtown economy, full service, and boutique hotels (all within walking distance of the Convention Center) or $29 per night (including shuttle transportation to the Convention Center) for a single dormitory room.

Discounts on airfare and car rentals will also be available through the official ESA travel agency. In addition, Memphis is served by bus service and taxis between the airport and downtown and cable cars within the downtown area.

Additional information about meeting schedule and amenities, as well as related forms, will appear on the official Annual Meeting web site ‹http://www.esa.org/memphis

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REQUEST FOR STUDENT AWARD JUDGES

Murray F. Buell Award
E. Lucy Braun Award

Judges are needed to evaluate candidates for the Murray F. Buell Award for the outstanding oral presentation by a student and the E. Lucy Braun Award for the outstanding poster presentation by a student at the Annual ESA Meeting at Memphis, Tennessee in 2006. We need to provide each candidate with at least four judges competent in the specific subject of the presentation. Each judge is asked to evaluate 3–5 papers and/or posters. Current graduate students are not eligible to judge. This is a great way to become involved in an important ESA activity. We desperately need your help!

Please complete and send this form by mail, fax, or e-mail to the Chair of the Student Awards Subcommittee: Christopher F. Sacchi, Department of Biology, Kutztown University, Kutztown, PA 19530 USA. Call (610) 683-4314; FAX: (610) 683-4854 or e-mail: sacchi@kutztown.edu

If you have judged in the past several years, this information is on file. If you do not have to update your information, simply send me an e-mail message, “Yes, I can judge this year.”

Name ______________________________________________________________________________________________
Current mailing address _______________________________________________________________________________
June/July mailing address _____________________________________________________________________________
Current telephone Summer telephone ____________________________________________________________________
E-mail Fax __________________________________________________________________________________________
Year M.S. received Year Ph.D received ______________________________________

Areas of expertise (check all that apply):
— Discipline Research approach (please rank) Organisms
— Botany Population ecology Vertebrates
— Zoology Community ecology Types:______________________________________________________________________
— Microbiology Ecosystem ecology Invertebrates
— Applied ecology Types:__________________________________________________________________________________
— Habitat Physiological ecology Plants
— Soil Behavioral ecology Types:____________________________________________________________________________
— Terrestrial Paleoecology Fungi
— Freshwater Theoretical ecology Microbes
— Marine Evolutionary ecology Types:_________________________________________________________________________

Provide a few key words or phrases that describe your interests and expertise: _________________________
________________________________________________________________________

________________________________________________________________________

 

 

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Forrest Shreve Desert Ecology Award and Robert Whittaker Travel Fellowship


The ESA Grants and Fellowships Committee would like to solicit applications for the Forrest Shreve Desert Ecology Award and the Robert Whittaker Travel Fellowship. Both applications should be submitted electronically by 15 May 2006 to ‹peekm@wpunj.edu› For details on application procedure and eligibility please see:
http://www.esa.org/aboutesa/awards/desertforrest.php
http://www.esa.org/aboutesa/awards/rwhittaker.php

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2005 Edward S. Deevey Award

Zoe V. Finkel

Edward S. Deevey, a founder of modern paleoecology, was a dedicated student advisor who mentored many investigators active in the field today. To honor his memory and encourage high-quality research by graduate students, the Paleoecology Section presents an award to the student or recent graduate making the best oral or poster presentation in paleoecology at the ESA Annual Meeting. Zoe V. Finkel, a recent Ph.D recipient from the Oceanography Department at Rutgers University, won the 2005 Deevey Award for her talk entitled Climatically driven macro-evolutionary change in the size of marine planktonic diatoms.Dr. Finkels presentation examined fossilized marine diatoms over the Cenozoic to determine a macro-evolutionary record of their size. She demonstrated that the marine diatom frustule decreased by ~2.5-fold over the last half of the Cenozoic, which was strongly correlated with the equator-to-pole and surface-to-deep-ocean thermal gradients. The correlation between average diatom frustule size and the oceanic thermal gradients suggests that climatic changes have shaped the size distribution of primary producers in the ocean, potentially altering the rate of carbon cycling there. The presentation synthesized results recently published in Proceedings of the National Academy of Sciences. The judges committee was particularly impressed with her careful consideration of alternate hypotheses and the important implication of her research for carbon cycling.

 
Dr. Finkel has a B.Sc. in Environmental Science from the University of Manitoba and an M.Sc. in Biology from Dalhousie University. Currently, she is an Assistant Professor of Environmental Science at Mount Allison University in Sackville, New Brunswick, Canada, where she is continuing her research on the interaction of organisms with their environment from the physiological to ecological evolutionary and biogeochemical scales.

 
Philip Higuera received honorable mention for his presentation entitled The relative importance of vegetational vs. climatic controls on post-glacial fire regimes in the southern Brooks Range, AK.Mr. Higuera is a Ph.D candidate in the College of Forest Resources at the University of Washington. Coauthors Linda B. Brubaker, Patricia Anderson, Feng Sheng Hu, Ben Clegg, and Tom Brown, assisted him with this research. The Paleoecology Section thanks students who competed for this years Deevey Award and encourages others to participate in the 2006 competition, to be held at the ESA Annual Meeting in Memphis, Tennessee. The Section also appreciates the efforts of the 2005 Deevey Award Selection Committee: Jason Lynch (Chair), Bob Booth, Dan Gavin, Jack Williams, and Jason McLachlan.

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Other Notices

The Smithsonian Institution's Monitoring and Assessment of Biodiversity Program (MAB)

The Smithsonian is offering two professional training courses for international scientists, resource managers, graduate students, and educators. Both courses will be held in Front Royal, Virginia, USA at the National Zoo's Conservation and Research Center.

The Biodiversity Assessment and Monitoring course will take place 14 May–3 June 2006. The cost is $3250 and topics include monitoring techniques for vegetation, mammals, and arthropods, as well as an introduction to project planning, GIS, and statistics.

The Smithsonian Environmental Leadership course will take place 17–29 September 2006. The cost is $2750 and topics include foundation skills for the environmental leader, determining mission and vision, negotiation and conflict resolution strategies, and impactful environmental communication.

The cost for both courses includes tuition, course materials, lodging and meals, and local transportation. For more information contact Melissa Bellman at bellmanm@si.edu or look online at ‹www.si.edu/simab

 

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The Nature Conservancy Hires Hydrology and Restoration Specialist to Support Sustainable Water Management Efforts

The Nature Conservancy announced today the addition of Jeff Opperman to its Sustainable Waters Program. Opperman, 34, will work out of Davis, California, as the program’s technical advisor for water management, a new position.

Opperman's hiring will enable the Conservancy's Sustainable Water Program to expand its relationship with the U.S. Army Corps of Engineers to define and implement environmental flows at dams owned and operated by the Corps.

Four years ago, the Conservancy's Sustainable Water Program and the Corps agreed to identify opportunities where freshwater ecosystems could be affected by modifying dam operations while still meeting human needs. The result of this historic partnership is that today the Conservancy and the Corps are either implementing or studying operational changes to 26 dams on 11 rivers.

Achieving flows that mimic nature's own rhythms can greatly benefit native plants and animals. The timing, magnitude, frequency, and duration of the flow of water sends cues that trigger fish to spawn or migrate. Such flows also provide access to important habitats for spawning and juvenile fish and influence plants and aquatic animals that need moving water to survive and flourish.

Opperman will provide site-specific technical, policy, and logistical support in identifying and implementing sustainable water management strategies. He will work closely with the Corps to identify additional opportunities at some of the more than 600 dams owned by the Corps.

The Conservancy’s Sustainable Water Program protects freshwater ecosystems in the United States and internationally by advancing water policies and practices that secure adequate water flows to rivers, lakes, and wetlands.

Opperman comes to the Conservancy after receiving his doctorate in ecosystem science from the University of California at Berkeley. He also studied floodplain restoration during a postdoctoral fellowship at the University of California at Davis. He previously worked as an environmental policy consultant and coordinated riparian and watershed restoration projects.

The Nature Conservancy is a leading international, nonprofit organization that preserves plants, animals, and natural communities representing the diversity of life on Earth by protecting the lands and waters they need to survive. To date, the Conservancy and its more than one million members have been responsible for the protection of more than 15 million acres in the United States, and have helped preserve more than 102 million acres in Latin America, the Caribbean, Asia, and the Pacific.

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SOCIETY ACTIONS


Minutes of the ESA Governing Board

Minutes of the ESA Governing Board

6–7 August 2005

Montreal, Canada

Members present:

Jerry Melillo (President), Nancy Grimm (President-Elect), Alan Covich (incoming President-Elect), Gus Shaver (Vice President for Science), Norm Christensen (Vice President for Finance), Carol Brewer (Vice President for Education and Human Resources), David Inouye (Secretary), Shahid Naeem, Margaret Palmer, and Dee Boersma (Members-at-Large), Richard Pouyat (incoming VP for Public Affairs), Bill Parton (incoming VP for Finance), Dennis Ojima (incoming Member-at-Large)

Staff present:

Katherine McCarter (Executive Director), Cliff Duke (Director of Science), Elizabeth Biggs (Director of Finance), Sue Silver (Editor), Jason Taylor (Director of Education), Nadine Lymn (Director of Public Affairs), David Baldwin (Managing Editor), David Gooding (Associate Managing Editor)

Guests:

Steve Chaplin, Bill Michener, Kiyoko Miyanishi, Paul Ringold

I. ROLL CALL (8:59 am)

A) The GB unanimously adopted the proposed agenda.

B) Minutes from the May 2005 Governing Board meeting were adopted with one editorial correction.

  • REPORTS

A) Report of the President (Melillo)

  • Plans for the Mexico meeting are falling into place, including major funding from the Ford Foundation.
  • Jerry has made initial contact with a regional foundation about the idea of a regional focus for the education campaign.

B) Report of the Executive Director (McCarter) and staff

Lots of good news.

  • We have just enrolled our 9000th member, in our 90th year.
  • Frontiers fund-raising has been proceeding well.
  • Mexico meeting plans are going well, including the financing.
  • Journals are doing well.
  • Registration numbers for this meeting will set a new record.
  • Success in all these areas is due to the staff’s outstanding efforts.

For more information, see the extensive Annual Reports in your folders for this meeting.

1) Report on publications (Baldwin)

Submissions to Ecological Applications have gone up significantly (about 10% in the past year); the number of pages is going to increase immediately, and the number of issues will increase from 6 to 8, possibly in 2007. The office is now caught up after the recent server crash.

2) Frontiers (Silver)

Frontiers was ranked by ISI for the first time: number 5 out of 134 in the Environmental Science category, and number 12out of 107 in the Ecology category. Eight papers have now arrived for next year’s special issue focusing on China. A special issue focusing on Mexico is in the works, and NSF has provided funding to underwrite it.

3) Public Affairs (Lymn)

About 10 out-of-town media people are here in Montreal for the meeting (including Science and Nature), as well as freelancers. A local publication has just put out an eight-page spread about the meeting.

4) Education (Taylor)

TIEE’s fourth volume was recently published, and a CD is for sale at this meeting. A fifth volume is in preparation. There are 35 SEEDS participants at this meeting (a record number). The Bioscience Education Network will likely receive NSF funding soon; ESA is providing the ecological component for the Science Digital Library that this program will support.

5) Administration (Biggs)

We’ll probably end with about 9200 members this year (8600 last year), and have jumped about 500/year for the past few years). The online database is working smoothly, both for membership and registration for this meeting.

There was some discussion about how to attract additional membership/funding from the nonacademic sector, particularly the corporate world. Hiring of a fundraiser might catalyze this.

6) SBI/Science (Duke)

There is a new program assistant, Devon Rothschild. Dr. Elizabeth (Bette) Stallman will be replacing Rhonda Kranz, who is leaving ESA to pursue new opportunities. Plans are proceeding for the National Agricultural Air Quality workshop in June 2006.

There may be a new Microbial Ecology Section applying for establishment soon.

C) ESA/BES Ecological Society presidents meeting (Melillo)

BES has significant funding they wish to use to help establish ecological societies in developing countries, particularly former Commonwealth countries. There will be representatives here from ecological societies from nine different countries.

D) Report of the Vice President for Finance (Christensen)

McCarter presented the fourth-quarter financial report; the financial picture is quite good (in striking contrast to several years ago), and hasn’t changed much since the May meeting. Fiscal soundness is key to our ability to raise additional funding, and the current reserve is being used to help generate income. We have in hand about half of the $2 million goal for a fiscal reserve to allow us to meet future challenges.

As of 2005 all unrestricted funds and about $500,000 of restricted funds (total about $1.4 million) have been moved to management by Townley Capital Management.

III. DISCUSSION/ACTION ITEMS

A) Fiscal Year 2005–2006 budget (McCarter)

The change in subscription prices is the biggest budget change. A Development/Fundraising staff position is included for the first time. Devon Rothschild will be a full-time employee in the Science office, and will take on some responsibilities that were previously contracted out.

Carol Brewer asks about the Millennium Fund. Some of it is going to the Development position, $30,000 to Board strategic initiatives. Total is about $86,000 now. There appears to be some confusion among Board members and the membership about the different endowments. A suggestion is made that the funds be pooled, perhaps with a renaming of funds. Norm will bring a proposal to the Board.

Carol asks the Board to consider some allocations from the Board strategic initiatives fund: Printing and distribution of the WAMIE II report ($2000–3000); analysis and report of the undergraduate education survey ($3000); translation of some of the Issues in Ecology into Spanish in time for the 2006 Mexico meeting (about $1000 each; total perhaps $3000).

1) Approval of the proposed budget. A motion is moved, seconded, and approved: The Board approves the proposed budget of $5,893,028.

2) Committee funds will be available for four meetings of seven people each receiving travel funds. Three standing committees (Science, Education and Human Resources, and Public Affairs) typically receive funding, with $5600 reserved for an additional meeting (possibly related to the Development position). All three VPs would like to reserve funding to have the option to meet during the coming year.

3) Long-Range Planning Grants: A subset of the Board (the three Members-at-Large) is appointed to review and approve proposals from the sections, chapters, and standing committees.

4) Discussion of the presentation of the budget to the Council

A motion is moved, seconded, and approved: The Board approves use of most of the uncommitted Millennium Fund funding ($5000) to print the WAMIE II report, and for analysis and publication of the undergraduate education survey. The Board also approves the process of having Board members make proposals at the May meeting for use of strategic initiative funding.

B) Biodiversity statement (Powers/Lymn)

This position statement is currently under review by the Public Affairs Committee. David Hooper will send it to Board members soon for approval.

 

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C) Nuclear energy statement (Melillo)

The Council of Scientific Society Presidents inquired of its member societies if they had a position on nuclear energy. There is consensus that this is an important and timely issue. Rich Pouyat will chair a longer-term effort to develop an ESA position statement about nuclear energy, and perhaps energy issues in general. Norm Christensen will help, and Rich is given suggestions of several people or groups who might be appropriate to help with this effort.

D) Regional Initiative concept (Melillo, Lymn, Taylor)

Nadine Lymn summarizes the concept paper for an ESA initiative to inform environmental decision-making at a regional level. We might want to have some ESA staff in place in any region where such an effort is going on. We want to be honest brokers of environmental concerns. Could we regionalize the rapid response teams? Can we use chapters for regional leadership, or the NEON groups? We may need to be careful about whom we partner with; e.g., many foundations may already have adopted advocacy positions. This effort may help to organize and energize the ESA.

E) Public Policy Priorities for the year (Lymn)

Priorities are not drastically different from the previous year; trying to predict what will be the important issues before policy makers this year. Invasive species, endangered species, forest management, marine issues, climate change, ecosystem services. Not meant to be an exhaustive list, as other hot topics may arise. Some discussion of the intelligent design/evolution controversy, and how ESA might be appropriately involved.

F) NEON update (Brewer, Palmer, Michener)

Michener presentation: They are halfway though the 20-month design process, and have held three meetings so far. Traceability matrices are shown for demonstrating linear connections between science and other areas. There will be both science and education missions. Twenty different climate regions have been identified. In most, an urban-to-wildlands gradient will be studied, with managed ecosystems in between, and new kinds of sensors and sensor arrays to be deployed among them. This will provide insights into coupling of human and natural systems. Terrabytes of data will be generated by these sensors, ranging from terrestrial to aquatic systems. One array will be present in each of the 20 climate regions, and another set will be mobile to take advantage of transient events. NEON Inc. will be incorporated as of January, high-level funding request will go to NSF in November, requests for prospectuses will come out next, with a panel to review them. Cyber infrastructure will be built first, with all nodes; then build-out will occur one at a time as sensor arrays become available. Node site selection will probably occur through NSF.

G) National Data Center (Grimm)

Could this piggyback on NEON? Will resources devoted to this then be lost from what was available for field work? Will research itself be discouraged by a requirement for data registry and archiving? Should we talk to NSF about funding a Center? The Board will vote on Friday on the Vision statement.

H) Mexico meeting update (Duke)

We’re within a few thousand dollars of the target goal for general meeting support. Ford Foundation has provided $100,000 for travel awards for students from Latin America. There will also be scholarship funds for U.S. students. Planning is proceeding well. Board members are encouraged to help recruit students, both national and international, to attend the meeting, and to attend themselves.

I) Annual meeting schedule (McCarter)

A quick review of meetings that Board members should attend this week.

Executive session followed, and ended about 6 pm.

Continuation of Board meeting on 7 August, 8:30 am. Paul Ringold and Kiyoko Miyanishi (current and next year’s Program Chairs) joined the meeting, as did Steve Chaplin.

J) Montreal meeting (Ringold)

There were 25% more abstract submissions this year than last year, which was itself a record. A significant change is the number of organized oral sessions. One of the most difficult organizational tasks was putting 1200 abstracts into 200 sessions.

K) Memphis meeting (Miyanishi)

Lord Robert May is suggested as a keynote speaker. The Board suggested some other possible speakers.

L) Future meetings (Chaplin)

Meetings in 2009 and 2010: the committee likes to work about 5 years ahead, as most other large societies also do, and this gives us the best chance at good rates and preferred dates. The size of the meeting is becoming a significant factor in restricting the number of possible cities. Pittsburgh and Albuquerque (site of 1997 meeting) are suggested.

A motion is moved, seconded, and approved: The Board approves the selection of Albuquerque for the 2009 meeting.A motion is moved, seconded and approved: The Board approves the selection of Pittsburgh for the 2010 meeting.

M) Motion to amend the By-laws (Christensen)

Norm suggested that we replace the Finance and Investments Committee with an Audit Committee (in part to satisfy the Sarbanes-Oxley requirements), and add a Development Committee. This proposal must go to the Council, which will have 2 months to consider it, and vote.

N) Talking points about the importance of having and growing operating reserves (Christensen)

Norm described some of the reasons why it is important for ESA to continue to develop its operating reserves. (Our current goal is $2 million.)

O) Publication program review (Baldwin)

David presented a brief history of ESA journals (e.g., Ecology began as a continuation of the Brooklyn Botanical Garden’s journal Plant World), and the revised mission statements for the publications in general and for each journal individually. ESA has been an early adopter of electronic publishing and access (e.g., online journals, participation in JSTOR, online submission/review, production innovations, PDF proofs and reprints). Issues for the near future include: pricing of library and individual subscriptions (print vs. online); pay per view or mini subscriptions; data registries and archives. Issues on the horizon: open access, the future of print, publication of volumes and issues (vs. individual papers), archiving (an ESA responsibility, or a library issue?). The “Brown Committee” report brought up some issues that could be reconsidered in the future, such as a preprint server, and making reviews and commentary publicly available. The future role of journals in the overall financial picture of the ESA needs to be monitored, including issues such as open access, the trend for declining subscriptions, and covering the costs of innovations such as Ecological Archives and the proposed Data Registry/Archive. Some of these topics will have to be considered in detail at future meetings.

Some data trends: submissions are up (300% since the mid-1980s); acceptances are down (acceptance levels 22–25%); paper lengths are down (the Don Strong effect); pages published are going up; 41% of manuscripts are rejected without review; mean time to first decision is under 2 months. Some papers are being published within 6 months of submission, and most reports are being published in less than a year.

A question for the Board that would help to provide guidance to editors and the Publications Office: In the face of increasing submissions, do we want to continue to become more selective, or publish more papers?

P) New business

Brewer – do we want to pursue translation of some Issues in Ecology to Spanish before the Mexico meeting? Board members are asked to bring suggestions for particular issues to the meeting on Friday. Nancy Grimm reminds Board members about the November meeting in China that at least three Board members will attend. An issue from yesterday’s Executive Session: redesign of the ESA web page should be a priority for the coming year.

Q) Thanks to departing Board members Norm Christensen, Margaret Palmer, Sunny Power, and Bill Schlesinger.

Meeting was adjourned at 12:30 pm.


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Minutes of the ESA Governing Board

12 August 2005

Montreal, Canada

Members present:

Nancy Grimm (President), Jerry Melillo (Past-President), Alan Covich (President-Elect), Gus Shaver (Vice President for Science), Bill Parton (Vice President for Finance), David Inouye (Secretary), Shahid Naeem, Dee Boersma, and Dennis Ojima (Members-at-Large), Richard Pouyat (Vice President for Public Affairs)

Staff present:

Katherine McCarter (Executive Director), Cliff Duke (Director of Science), Elizabeth Biggs (Director of Finance), Sue Silver (Editor), Jason Taylor (Director of Education), Nadine Lymn (Director of Public Affairs), David Baldwin (Managing Editor)

Guests: Matt Jones and Jim Reichman

  • INFORMATION

A) Welcome by President Nancy Grimm

Thanks to the staff (especially Ellen) for the successful meeting.

B) Organizing for the year

What’s going well that we want to keep pursuing? The field of ecology is entering an era characterized by larger, more collaborative and interdisciplinary research with outreach efforts. So what should ESA’s role be in this context? We can provide support for such research with the Annual Meeting and other efforts to foster communication. Another role is to play a big part in helping to build and represent the community of ecologists. Nancy would like to see progress this year on:

1) The regional communication initiative: identify a pilot region and establish a structure for it.

2) International outreach: e.g., hosting people at the Annual Meeting, and meetings in other countries.

3) Hiring a development officer.

In addition, several new or recently initiated projects should receive attention:

1) Continue development of plans for a national data archive (beyond registry).

2) Find ways to support existing community development efforts, e.g., NEON.

3) Revitalize the sustainability science issue; devote some time at the October Governing Board meeting to revisiting the priorities identified from comparison of the Visions report with other long-range ideas previous Boards have had. Explore possibilities for outreach to other disciplines.

4) Charge the Professional Ethics and Appeals Committee with re-examining the code of ethics. Maybe have a session at the next Annual Meeting on ethics in ecology.

 

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5) Revamp the ESA web site. The Publications Committee will be asked to help with this task.

Jerry Melillo suggested that the Federation of the Americas initiative will need continued attention. The Merida meeting will help in this regard, but we should continue to nurture this effort.

A couple of Board members have heard feedback at this meeting that some ESA members are concerned about the potential for NEON to draw funding away from smaller-scale research. What will be transformational about NEON? The network structure? Development and deployment of new kinds of sensors and instruments? How can we help educate the membership about the potential benefits to ecological science of NEON? How can we contribute to ensuring that NEON does not result in a reduction of resources for basic ecological science?

C) 2005–2006 meeting dates

A date of 20–21 October 2005 in Washington, D.C., was chosen; new Board members will have an orientation beginning at noon on the 19th. Board members will be polled about dates for the May 2006 meeting.

  • DISCUSSION ITEMS

A) Data registry. Presentation by Jim Reichman of results of discussion of the Publications Committee, with a presentation by Matt Jones.

This is a project of the Knowledge Network for Biocomplexity (KNB; ‹http://knb.ecoinformatics.org›, a national network intended to facilitate ecological and environmental research on biocomplexity. Data will be archived in two places. Reviewing entries for acceptability will probably require about 1 person-month/year.

A motion tabled from the May 2005 meeting is revived. The ESA has approved the data registry at NCEAS and strongly encourages all authors of papers accepted in ESA journals to use this or another ESA-approved registry for data in their papers. Data registration will become a requirement for papers submitted for ESA journals beginning in 2006. The motion is amended: The Governing Board has approved an ESA data registry and strongly encourages all authors of papers accepted in ESA journals to use this registry for data in their papers. Data registration is encouraged on a voluntary basis as of January 2006, and will become mandatory in the future. Seconded, and approved unanimously.

B) Translations of Issues in Ecology

Water in a Changing World, Biodiversity and Ecosystem Function, and Human Alteration of the Global Nitrogen Cycle are suggested as the top three priorities for translation into Spanish. We will look for volunteers, but may have to pay something.

C) Feedback

The number of people registered for the meeting was 4493 (based on present data). There were many student activities this year. The only negative comment received concerned scheduling the Opening/Awards Ceremony opposite regular sessions. This should be avoided in future.

The meeting was adjourned at 10:48 am.

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Minutes of the ESA Governing Board

20–21 October 2005

Washington, D.C.

Members present: Nancy Grimm (President), Jerry Melillo (Past-President), Alan Covich (President-Elect), Gus Shaver (Vice President for Science), Bill Parton (Vice President for Finance), David Inouye (Secretary), Richard Pouyat (Vice President for Public Affairs), Dee Boersma, Dennis Ojima (Members-at-Large). Carol Brewer, (Vice President for Education and Human Resources) joins the meeting in the afternoon.

Staff present:

Katherine McCarter (Executive Director), Cliff Duke (Director of Science), Elizabeth Biggs (Director of Finance), Sue Silver (Editor), Nadine Lymn (Director of Public Affairs), Jason Taylor (Director of Education)

I. ROLL CALL AND AGENDA (9:01 am)

A) Adopt Agenda—adopted unanimously.

B) Minutes from the August Governing Board Meeting—approved unanimously.

II. REPORTS

A) Report of the President (Grimm)

President Grimm and staff drafted a letter for release after the Pennsylvania court decision about evolution and intelligent design, and to be used as appropriate in other situations.

The Keystone Center (Colorado) has been charged by several Senators to help move the Endangered Species Act revision process forward; Barry Noon is one of the 25 facilitators (and is the only ecologist from a nonacademic setting). A letter was sent encouraging the addition of one or two independent ecologists to the panel.

Board members were encouraged to send letters about the January meeting in Merida on to colleagues in Latin America who might be interested; registration is now open. Grimm is also developing a workshop for the Mexico meeting.

The Code of Ethics for the ESA is mostly directed at publication and certification, and there are probably other areas that need to be considered; a group of members has been asked to work on this.

ESA established a web site to help with ecologists who were victims of hurricane Katrina, and a rapid response team was set up to respond to press and policy maker inquiries. There will be a briefing for congressional staff, and Robert Twilley (LSU) will represent ESA to highlight ecological issues related to reconstruction (e.g., of wetlands).

President Grimm and others spent two hours with the new Head of Biological Sciences (Jim Collins) at NSF prior to the Board meeting to make a start at developing a close working relationship.

Grimm has also worked on the upcoming China meeting (1–4 November); there is a lot of interest and activity there now in the area of sustainability and a circular economy.

B) Report of the Executive Director (McCarter)

McCarter noted that written staff reports were provided. David Baldwin had to miss this meeting (the first in many years) and sends his regrets. Jason Taylor is going to the LTER planning meeting tomorrow to work on collaboration between SEEDS and LTER. Carol Brewer may be able to join the meeting tomorrow, and Shahid Naeem is unable to come.

The first advertisement for the new development officer did not draw a lot of applications, but the second advertisement brought in more. Five candidates will be interviewed next month. Alan Covich, Dee Boersma, and Bill Parton have volunteered to help with phone interviews of promising candidates. SEEDS, the regional initiative, and the Frontiers business plan will be focal projects for the new staff member.

Electronic voting for ESA offices opened last week; this is the first electronic vote we have done.

The Federation of the Americas will have a business meeting during the Merida meeting.

C) Education (Taylor)

There is an upcoming field trip next month for 25 students and 4 faculty members to the Sevilleta LTER site. There will also be students going to the Mexico meeting (15 of 35 applicants were selected). A professional development meeting will take place in March. A grant proposal to CCLI (NSF) related to TIEE is being prepared for January, in partnership with Hampshire College. ESA is also collaborating on the digital library project. Jason and Nadine have been working on the regional initiative. A program assessment for SEEDS will begin in a few weeks, with particular attention to tracking previous participants.

D) Administration (Biggs)

Fiscal year 2005 closed with 9265 members. In 2006 all subscribing institutions will be getting print + online access to ESA journals (no more print-only option); reception from librarians has been wonderful. In China 900 institutions will be given electronic access to all our journals, as of 17 October. Environment Canada is requesting access for all 17 of their libraries, and other similar kinds of multisite requests are coming in. The Board is enthusiastic about the idea of pursuing electronic access for ecologists from developing countries.

Michele Horton has been hired as ESA's new Meeting Manager. She has spent the past 20 years working for nonprofits in the meetings field. Final figures are not in yet for the Montreal meeting, but we will certainly meet revenue targets. It is likely that next year’s meeting will be much smaller; the number of symposium proposals was about half that for Montreal. It is suggested that we look into pushing back the deadline for symposium proposals (early September is difficult).

The annual audit will occur early in November.

E) Frontiers (Silver)

Three special issues are coming along: China, paleoecology, and Mexico. Charlesworth is developing a web site to advertise individual subscriptions for ESA journals in China. In August Frontiers made a change to 100% recycled paper.

It was suggested that a hurricane-related special issue might be of interest. Apparently Ecological Applications is going to do something like this. Editor-in-Chief Silver will investigate.

F) Public Affairs (Lymn)

A hurricane briefing will occur next week on Capitol Hill, along with the official announcement of the Rapid Response Teams (mugs will be given out with the contact information). Annie Drinkard is working on the Annual Report highlighting 90 years of ESA. The endangered species RRT (Stan Temple, Barry Noon, Virginia Dale) met with Senator Chaffee’s office for two hours last week. Laura Lipps plans a quarterly newsletter about RRT activities.

G) Science (Duke)

Dr. Elizabeth (Bette) Stallman has joined the Science Office as a Program Manager for science (replacing Rhonda Kranz), overseeing the National Park Fellowship program, and air quality workshop. Update on Mexico: received 370 abstracts and will accommodate most of them. Of 180 applications for the Ford Foundation travel grants, about two-thirds will be funded (120; $500 for Mexican students, $1000 for others). Out of 36 applicants for the NSF travel funds, about 30 will be funded. There will be 20 workshops. Support for the meeting has come in from a large variety of sponsors. Bruce Babbitt will open the plenary session.

H) Report of the Vice President for Finance

1) First quarter financials (McCarter)

We appear to be on track with the planned budget. Estimate for income from the Montreal meeting is $160,000 ($140,000 was budgeted). After the audit is completed we may move additional surplus operating funds to the Townley account.

Board Initiative Funds.—The Board has $30,000 for “Board Initiatives” in the current budget. A proposal was made to utilize these funds for the regional initiative, the Federation of the America’s society presidents to attend the Mexico meeting , and web site redesign. In August the Board authorized $5000 of Millennium Funds for printing the WAMIE report ($2000) and analyzing the survey of undergraduate education ($3000). After discussion it was decided to allocate $19,000 for the regional initiative, $1000 for a dinner for the Federation during the Mexico Meeting, and $10,000 for the web site redesign effort. In addition the Board allocated the remaining $5600 in committee funds for the web site redesign committee. Other funds raised for the Mexico meeting will be used to support the travel of Federation of Americas presidents to Merida.

2) Investment update (Parton)

In the last three months we gained about $30,000 from the Townley account ($947,000); these are award funds, life memberships, and Board-designated funds ($300,000). The additional reserve funds will go here soon ($300,000 now at Merrill Lynch). We budget $50,000/yr for the reserve.

III. DISCUSSION/ACTION ITEMS

A) Audit Committee

A motion is moved, seconded, and approved: If the Audit Committee is approved by the ESA Council, the three-person committee will be composed of Vice Presidents and Members-at-Large (at least one of each). Gus Shaver, Rich Pouyat, and Dee Boersma (a one-year term) will constitute the Committee this year.

B) Report on yesterday’s meeting with NSF

James Collins, Michael Willig, and Joann Roskoski from NSF; Grimm, Covich, Melillo, and Shaver from the Board; and Duke, Taylor, McCarter, and Lymn from the staff, attended the 2-hour meeting. ESA would like to be a conduit to the ecological community, and provide advice as requested. We will produce a prospectus outlining ways in which we think we can assist NSF.

C) Regional initiative

The Gulf Coast will be the first region, because of interest in recent ecological damage from hurricanes. A tentative committee and meeting date have been set (Baton Rouge in December). There was discussion of whether this is the right region to start with, how many regions there should be in all, and how many we can work on simultaneously. By May, we want to have a timeline and list of ideas. ESA should solicit Chapters to help with this effort. A motion is moved, seconded, and approved: ESA will continue with the process as started, focusing on the Gulf Coast. ESA will also appoint an ad-hoc committee to develop a focused national perspective. Melillo agrees to chair the Board committee. President Grimm will appoint the other members.

D) Public Affairs Program Review (Lymn, Pouyat)

Vice President for Public Affairs Pouyat and Director of Public Affairs Lymn reviewed the history of the ESA’s Public Affairs Committee. Established in 1954, it was the Society’s first foray into the policy arena. By the 1960s this activity was recognized as valuable, as was the need to call on the membership for expertise. In the 1970s the PAC pushed for a national policy on population, formation of a Council of Ecological Advisors in the Executive Office, and recommended that the ESA produce position papers. 1980s: PAC recommended establishment of a corporate award, the Society hired its first staff person (half-time, Public Affairs Director), and the Society worked closely with advocacy groups (e.g., Sierra Club, NRDC, WWF). 1990s: PAC recommended establishment of a public plenary at Annual Meetings, members began to participate in Hill visits to advocate for science funding.

1) Staff history

1983 Elliott Norse begins half-time position, established an Ecological Information Network, wrote an ESA Bulletin column (“From the Washington Office”), and advocates positions on behalf of the Society until 1987.

1987–1993, Marge Holland was full-time Public Affairs Director, and the Society moved from an advocacy role to a facilitator role.

1995–present: Nadine has been PAO Director.

2) Milestones and expansion

1980s: Ecological Information Network, ESA Newsletter, Biotech Hill briefing.

1990s: Press operations commence, ESA testimony on wetlands; Madison meeting in 1993 attracts local TV station (downside—ESA members flee when approached by PAO staff to be interviewed). Multiple, in-depth news releases (Good Morning America calls). PAO position commences; Science and Environmental Policy updates, media training and policy sessions during Snowbird meeting, commence annual analysis of President’s budget proposal for AAAS biological sciences chapter. Half-time education position is created. First ESA Congressional Fellow (Pouyat) serves Patrick Moynihan. ESA starts participating in Congressional Visits Day. First series of congressional meetings with ESA Board members. Press releases on ESA journals commence. ESA starts sponsoring science booth at Hill exhibition. Media contacts reach 500. Community outreach event during the Annual Meeting. Public Plenary added to the Annual Meeting. Office begins averaging three Hill briefings/year.

2000s: Education position becomes full time. ESA cosponsors two town hall meetings (science and technology) for the first time. Twenty Hill and Executive Branch meetings/year. Biological/Ecological Sciences Coalition established. Separate Education Office is created. Boost in international media coverage. ESA creates policy analyst position. Hill staffer is hosted at the Annual Meeting. Second ESA Congressional Fellow serves Senator Harkin (2003–2004). Office begins averaging 10 ESA statements/letters per year. Spearheaded peer review statement endorsed by 14 other societies. Launched Rapid Response Teams. Media hits are 1344 in one month for April Ecology press release.

3) Trends in ESA Public Affairs

Early 1980s focused on environmental policy together with advocacy groups.

Late 1980s shifted toward facilitator role and began also to address science funding; served as Society’s presence in D.C.

Creation of ESA Headquarters in 1990s freed PAO up to focus more on policy/media per se.

Evolving PAC–PAO relationships.

More education component in the late 1990s.

 

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Teaming up with other science organizations with lots of attention to science funding.

More joint efforts with Science Office.

Hill activities standard part of operation.

Early 2000s saw greater devotion to environmental policy with Policy Analyst position and Rapid Response Teams.

4) Current portfolio

Mission: to work with media to convey ecological knowledge, inform national environmental policy, foster federal support for ecology research and education.

Media outreach (Annie Drinkard): press releases, media inquiries, services to ESA members, such as communications training.

Federal support of ecology, including research and education.

Budget analysis.

Congressional visits (spring and fall).

Participate in coalitions (USGS, NSF, Biological Ecological Sciences).

Environmental and science policy (Laura Lipps).

Policy news, Action Alerts, position statements, Hill briefings, RRTs.

5) Public Affairs Committee

Review abstracts for media outreach.

Public plenary at the Annual Meeting.

Review ESA statements and papers.

Participate in Hill visits for science funding.

6) Proposed new PAC initiatives

Gulf Coast Regional Initiative.

International (maybe something for the International Section to do).

PAC “slots”: student, industry, Mexican, Canadian.

Congressional Fellow (2-year intervals).

Community outreach at the Annual Meeting.

EHRC/PAC event?

Prominent ESA member speaks at a public forum.

Rethink the public plenary.

Public policy awards.

Member, policy maker, media.

ESA Handbook.

Joint efforts with other committees?

Encyclopedia of analogies and metaphors (begin with an evening session).

After the presentation, the Board discussed some ideas for future directions. The idea of a summer camp for Congressional staff members was brought up; Melillo was involved in such a program, and OTS had one for tropical ecology. The Board also discussed the AAAS Congressional Fellow program (how often, how to fund). Another suggestion was the idea of an award for a governmental entity or member who has been supportive of responsible use of science in decision making.

The PAC will present some ideas about how to streamline the process of creating position papers.

The International Relations Committee should be reconstituted and reactivated.

E) Biodiversity position statement

Both position statements (which can be initiated by staff members) and position papers (written by ESA members) must be approved by the Board. Position papers are also reviewed by the PAC. The Board asked David Hooper to develop a response to the long article in Issues in Ecology (No. 4, 1999) that caused some controversy (e.g., letters in the ESA Bulletin), on Biodiversity and ecosystem functioning. This position statement is unusual because it was the author who proposed it. It’s been reviewed and seems to present a consensus view on the topic. A motion is moved, seconded, and approved: The Board approves the position statement on “Effects of biodiversity on ecosystem processes: Implications for ecosystem management,” (Hooper et al.) as recommended by the Public Affairs Committee.

F) Invasive species position paper

A motion is moved, seconded, and then tabled: The Board approves the position paper on “Biological invasions: recommendations for U.S. policy and management” (Lodge et al.), as recommended by the Public Affairs Committee. Pouyat is asked to convey a variety of comments from the Board back to the authors. Revisions will be distributed by e-mail, and the Board will then vote.

G) Update on pending new position statements (Lymn)

Nothing new on these yet, but work will begin again soon.

H) Carbon-free meetings

The Meetings Committee asked the Board to endorse an optional carbon offset activity. Annual Meeting registrants would be invited to calculate the carbon emissions produced when they flew or drove to the Annual Meeting and the equivalent dollar cost to offset these emissions. They would be asked to make a voluntary donation to offset the emissions to organizations verified as “credible and secure.” The Meetings Committee is asked to do some research into organizations that ESA would be willing to list on its web site as appropriate places to make donations to offset carbon dioxide generation associated with travel to the Annual Meeting and to report back to the Governing Board by March 2006.

IV. EXECUTIVE SESSION

III . DISCUSSION /ACTION ITEMS continued

I) Visions recommendations review

1) The broad goal of communicating the importance of ecological science has focused on the regional outreach efforts.

2) The development of international outreach and communication is connected with electronic publication of ESA journals, Frontiers and the ESA Bulletin.

3) Enhancement of the web site with more updated information will also help achieve both goals. Web site collaboratories discussed at NSF would also benefit these priorities.

4) Data-sharing goals are very broadly distributed and ESA needs to coordinate activities with NEON, NCEAS. We can continue to develop strong links with NEON planning.

5) Consider how to develop panel discussions at upcoming Annual Meetings to continue to highlight the Visions report recommendations.

6) Communicating with staffers via “summer camp” (5.3) and associated internships, IGERT Fellow from UC Davis, contact recipients of agency fellowships (e.g., NOAA). Develop a list of internships available to students. ESA did have a 1-day excursion.

7) These internships could complement the planning of AAAS Congressional Fellows.

8) In consideration of 1.5: Translate ESA Issues, (three done, three more this year), etc. into other languages and support students to participate in international events such as the Merida meeting, encourage the ILTER activities for students to participate in international activities.

9) British Ecological Society has a long-term interest in African activities that might be related to ESA participants. Some international exchange? Contact John Lawton to see if BES is interested. Carol Brewer is invited into a BES meeting to discuss international education.

10) We have a full list of goals and priorities; a periodic fall review of the list is needed to keep on track and to integrate milestones to measure progress on achieving results. What progress have we made? What new ideas for changing the list? Changing the priorities? Develop the SUMMARY for publication in Frontiers.

11) ESA was on a 3-year Strategic Plan that incorporates ALL components of the membership. We need to develop mechanisms for reaching out to a more diverse array of sources. Visions List is not the same as a Strategic Plan but a request to the Board. Perhaps every 5 years there needs to be a new Visions Committee.

12) Some of the aspects covered in Visions List are outside the ESA’s direct control.

We need to focus on the three major priorities that are within ESA’s direct control.

13) The Board agreed that a 5-year time frame seems appropriate for review, progress assessment, etc.

J) Web site plan (Biggs)

ESA Director of Finance Biggs described the plan for the web site review:

1) Form a representative committee. Goal is to have ESA members work with staff to review redesign by May 2006.

2) What “functions” are needed? Streamline functions such as Board calendar and coordination. Shahid Naeem is interested in helping with outlining the overall design and other members were suggested for inclusion on the committee.

3) Highlighting the RRT and the letters to congressional contacts would be helpful (in responding and coordinating responses (e.g., to Endangered Species Act).

4) Some currently available staff from outside ESA might be brought into the committee) to consider how information should be organized. Define what needs to be included.

5) Has AIBS developed a working group to develop web sites that is effective? See if AIBS staff might be interested.

6) It would be useful to consult with some NCEAS contacts. Jim Reichman might be willing to help or to provide someone from his staff.

We want a highly effect web site and realize that the “design” will be personal. It needs to be used as a modern web site. The design needs to be widely understood by members and thus the committee needs to have wide representation.

K) Microbial Ecology Petition

The Board reviewed a petition to establish a Microbial Ecology Section. The Board is requested to approve the proposal and then have the proposal discussed and approved by the Council by e-mail so that the new section could participate in the Memphis meeting.

The section appears to have a strong program and will likely grow rapidly. The sections and chapters are self-funded. They provide some guidance to the Program Committee by endorsing proposals for symposia.

The motion was made and unanimously adopted to recommend establishment of the Microbial Ecology Section to the ESA Council.

The Board noted in additional discussion that the ESA By-laws provide a mechanism to create or to disband sections and chapters. The regionalization plans will likely stimulate interest in regional activities.

L) Publications issues

1) Pay -per -view/“mini” subscriptions

ESA presented a proposal to establish a “pay-per-view” system for ESA journals, and “mini” subscriptions (access to a number of ESA articles per year.) The costs need to reflect a strategic view of overall subscription rates and recruit new members from developing countries.

The Board moved to go forward to establish a fee structure for a pay-per-view and mini-subscription. Approval was unanimous.

The Board asked the VP for Science Gus Shaver to contact the Publications Committee and to propose a plan for a forward-looking review regarding how our journals will evolve in the future.

Issues include ongoing discussions of open access, complete costs of publication, and tracking what other societies are doing. The issues associated with professional societies’ publications and open access cut across a large number of groups. In the near term we should evaluate what various groups (e.g., ASLO’s options for authors to pay for open access) are currently doing. The last major review of publications was in 2000. Jim Reichman will be contacted to prepare a proposal for planning a long-term program review and to outline the major issues.

The Board briefly discussed the “open access publishing” debate. Sue Silver has a report that covers the costs and benefits (e.g., PLOS). There is not currently a general model that works and is sustainable. Small steps are being taken by various groups and need to be examined and tracked. The costs for these open access journals is a very wide discussion. Currently NSF has no policy on open access publishing. We are in a waiting period during which more data on costs and sources of funding will be developed by NSF and many other groups. It is important to keep up and avoid any “surprises” with decisions as they are made.

2) Help for non-English speaking authors.

David Baldwin had suggested that previously authors submitting to ESA journals have sought help from English-speaking colleagues. A Call for Volunteers in the ESA Bulletin was also mentioned as one way to compile a list of helpers as well as a list of other means to advise authors. A broader connection by e-mail, on ECOLOG, and the web site could be explored.

M) New business

The Board discussed a rumored policy at NSF regarding grant awards. ESA will investigate and take appropriate action.

Meeting adjourned.

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Photo Gallery


Patagonian Rock Shores

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Mark Bertness, Brown University, and Fernando Hidalgo, Universidad Nacional de la Patagonia San Juan Bosco, look over experimental transplants on one of the most physically harsh rocky intertidal environments ever studied in Patagonia, Argentina. The mussel Perumytilus purpuratus dominates this exposed point in dense, deep beds, creating moist interstitial habitat upon which almost all other intertidal organisms depend. Experimental sites are in Cabo dos Bahias National Park in Chubut Province, Argentina.

Ecological patterns on these rocky shores are explored in, "The community structure of western Atlantic Patagonian rocky shores" by M. D. Bertness, C. M. Crain, B. R Silliman, M. V. Reyna, M. C. Bazterrica, F. Hildago, and J. M. Farina, scheduled to appear in Ecological Monographs 76(3), August 2006.

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Blossoms After Fire

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Turkeybeard (Xerophyllum asphodeloides) mass flowering 2 years after a wildfire in Shenandoah National Park, Virginia, June 2001. It is the eastern United States congener of the western beargrass (X. tenax); both species are largely self-incompatible and flower at only low levels in undisturbed forest. Mass flowering was documented in response to fire in Shenandoah National Park and on the George Washington National Forest.

A GIS-based predictive habitat model for X. asphodeloides appears in, “Putting a CART before the search: successful habitat prediction for a rare forest herb,” by N. A. Bourg, W. J. McShea, and D. E. Gill, Ecology 86(10): 2793–2804, October 2005.

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Epiphytic Lichen

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A deme of our study organism, Lobaria pulmonaria, is seen in a pasture woodland in the Swiss Jura Mountains. This epiphytic lichen occurs on scattered sycamore trees (Acerpseudoplatanus) in a Picea abies-dominated landscape. As the photograph shows, L. pulmonaria co-occurs with the foliose lichens Nephroma sp. (brown) and Parmelia sulcata (grey). In the pasture woodland, clonal propagation of L. pulmonaria predominates, and few distinct genotypes are found on a tree.

The article, by S. Werth, H. H. Wagner, F. Gugerli, R. Holderegger, D. Csencsics, J. M. Kalwij, and C. Scheidegger, “Quantifying dispersal and establishment limitation in a population of an epiphytic lichen,” is scheduled to appear in Ecology 87(7), July 2006. The photograph was taken by Dr. Helene H. Wagner.

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Phenotypic Plasticity

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(Left photo) Rana pirica frogs and Hynobius retardatus salamanders spawn in small ponds formed by melting snow in early spring in Hokkaido, Japan. After eggs hatch, the predator–prey interaction between the two species of amphibian larvae is frequently very intense. When the density of R. pirica tadpoles is high, predatory H. retardatus larvae are induced to develop a highly predacious morphology, called the predacious phenotype (right), which is characterized by large gape sizes, and allows them to swallow large prey (i.e., on the left is a H. retardatus larva of the typical, nonpredacious phenotype).

(Right photo) Conversely, when R. pirica tadpoles are exposed to predation risk from the salamander larvae, they are induced to develop the bulgy-bodied phenotype (right), which allows them to deter predation by gape-limited H. retardatus larvae. (At the left is a typical nondefensive phenotype of the R. pirica tadpole.). In this predator–prey interaction system with antagonistic morphological responses, an arms-race-like reciprocal phenotypic plasticity may be a primary determinant of morphology in R. pirica tadpoles. The predacious H. retardatus larvae, rather than the typical larvae, induce the bulgier body in R. pirica tadpoles.

 

The photographs were taken in connection with the article “Reciprocal phenotypic plasticity in a predator–prey interaction between larval amphibians,” by Osamu Kishida, Yuuki Mizuta, and Kinya Nishimura scheduled to be published in Ecology 87(6), June 2006.

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Nitrogen Critical Loads and Alpine Vegetation

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(Left) Study plots on the slopes of Niwot Ridge, Colorado, overlooking the Indian Peaks wilderness. Empirical determination of the nitrogen critical loads for alpine vegetation response, along with long-term monitoring plots, indicate current rates of nitrogen deposition are changing plant species composition in the alpine habitat of the Colorado Front Range.

(Right) Upslope winds during a summer storm bring pollutant-laden air from the Denver urban corridor to the Front Range of the Colorado Rockies. Results of the “critical load” experiment described in the article indicate that vegetation changes will precede detectable changes in soil inorganic N concentrations (and in fact, buffer them to a degree) and N cycling (and eventually may be the cause for such changes), and thus monitoring vegetation, or other sensitive biota, may be the preferred metric for determining ecological responses to N deposition.

 

The photographs illustrate an article by W. D. Bowman, J. L. Gartner, K. Holland, and M. Wiedermann, “Nitrogen critical loads for alpine vegetation and terrestrial ecosystem response: Are we there yet?” scheduled to appear in the June 2006 issue of Ecological Applications 16(3).


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Out of the Cornfields and into the Mountains

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Atmospheric deposition is an important source of pollutants and nutrients to ecosystems. The need for reliable, spatially explicit estimates of total atmospheric deposition (wet + dry + cloud) is central, not only to air pollution effects researchers, but also for calculation of input–output budgets, and to decision makers faced with the challenge of finding effective policy initiatives related to deposition. Although atmospheric deposition continues to represent a critical environmental and scientific issue, current estimates of total deposition are most accurate for regions that are flat and have homogeneous canopies (cornfields, for example). There are large uncertainties, particularly across diverse landscapes such as montane regions. In their Ecological Applications paper, Kathleen C. Weathers and her colleagues describe a modeling approach to identify total deposition, as well as hot and cold spots of deposition, across highly heterogeneous landscapes (e.g., Acadia National Park, Maine, USA).

The new approach is spatially explict and combines statistical models based on empirical data and GIS data layers to create sulfur and nitrogen deposition models (LANDMod) for Acadia and Great Smoky Mountains National Parks. Hot spots of deposition were up to six times higher than cold spots across the landscapes.

 

The article by Kathleen C. Weathers, Samuel M. Simkin, Gary M. Lovett, and Steven E. Lindberg, “Empirical modeling of atmospheric deposition in mountainous landscapes,” is scheduled to appear in Ecological Applications 16(3), June 2006. The photographer was David N. Lewis.

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Highly Social Forager

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Red Knots (Calidris canutus) mainly feed on hard-shelled bivalves, which they ingest whole. As bivalves live buried in the sediment, knots need to actually feed in order to “get a feel” for prey density. Nevertheless, as can be derived from the birds’ foraging behavior (patch selection, foraging intensity, and energy stores), the study shows that knots are very well informed about the spatial distribution of their food. As a highly social forager, these birds may have access to many forms of public information. However, knots do not always occupy the best patches, since, like all animals, they must bear the cost of traveling. We therefore conclude that Red Knots can be characterized as “ideal, nonfree foragers.” (Photo copyright Jan van de Kam.)

For more details see the paper “Foraging in a tidally structured environment by Red Knots (Calidris canutus): ideal, but not free,” by J. A. van Gils, B. Spaans, A. Dekinga, and T. Piersma, to be published in Ecology 87(5), May 2006.

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Algal Refuge


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A limpet (Patella vulgata) with Ulva sp., a green alga, growing on the top of its shell. Intense grazing by limpets on wave-exposed shores keeps the rock almost bare; the only refuge for algae is on the ungrazed limpet shells. Wave action and grazing by limpets may limit the distribution of canopy-forming macroalgae, a key organism group on temperate rocky shores. Observations and field experiments were carried out on a series of over-topped breakwaters that provided a nearly uninterrupted gradient in wave exposure. In a biomechanical analysis we showed that breaking waves on exposed sites (flow velocity 7–8 m/s) could completely dislodge or prune macroalgae (Fucus spp.) larger than ~10 cm, while the chance of being dislodged on sheltered sites (flow velocity <2 m/s) was highly unlikely for all sizes.

Experimental transplantation of macroalgae supported the biomechanical analysis. Experimental removal of the limpet Patella vulgata, which was the principal grazer, allowed for recruitment of macroalgae on the exposed sites. In a model of limpet grazing we show that limpet densities exceeding 5–20 individuals/m 2 can explain the absence of macroalgal recruitment, while wave action >2 m/s reduces reproduction and persistence through dislodgment and battering. In a conceptual model we further propose that recruitment and survival of juvenile macroalgae are controlled indirectly by wave exposure, as the result of higher limpet densities at exposed locations. This model predicts that climate change, and in particular an increased frequency of storm events in the northeast Atlantic, will restrict canopy-forming algae to more sheltered locations.

The paper, by Per R. Jonsson, Lena Granhag, Paula S. Moschella, Per Åberg, Stephen J. Hawkins, and Richard C. Thompson, “Interactions between wave action and grazing control the distribution of intertidal macroalgae,” is scheduled to be published in Ecology 87(5), May 2006.

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Contributions


Commentary

Report on the International Symposium on Wetland Restoration 2006

The International Symposium on Wetland Restoration 2006 was held at Otsu, Shiga Prefecture in Japan, on 28 and 29 January 2006. Approximately 800 participants from around the world, including citizens, experts, NGO members, and government officials participated in the 3-day event, including the related programs, such as the Technical Seminar on Wetland Restoration (on 27 January) and the field trip to the Hyazaki–naiko restoration experiment site. Over 100 presentations, oral and poster, were made and intense discussions followed. At the end of the Symposium the participants adopted the “Lake Biwa Declaration on Wetland Restoration.”

The expected goal of the symposium

The goal of the symposium was to promote the implementation of wetland restoration and creation throughout the world based upon the r ecognition of the importance of wetland restoration in addressing the serious trend toward wetland disappearance around the world.

Outcome

  • It was recognized that wetlands are among the most valuable and productive ecosystems on earth.
  • It was recognized that it is strongly recommended that conservation and wise use be broadened and accelerated to include wetland restoration and creation because by the latter half of the last century more than half of the world’s wetlands had disappeared after being drained and filled for agriculture and urban development.
  • It was recognized that activities and research on wetlands for exploring the multiple functions, values, and uses of wetlands should be promoted.
  • The “Lake Biwa Declaration on Wetland Restoration” was adopted at the historic large symposium with the participation of 800 people from 15 countries.

Organizers

The Organizing Committee of the Symposium on Wetland Restoration 2006

The Committee members:

Ministry of Agriculture, Forestry and Fisheries of Japan, Ministry of Land Infrastructure and Transport of Japan, Ministry of the Environment of Japan, Shiga Prefectural Government of Japan, National Institute for Environmental Studies of Japan, Foundation for Riverfront Improvement and Restoration, Foundation for River and Watershed Environment Management, Japan Water Agency, Wetlands International Japan, Ramsar Center Japan, UNEP International Environmental Technology Centre, International Lake Environment Committee, Ohmi Environment Conservation Foundation, Hayazakinaiko R estoration Association, Lake Biwa Museum, Lake Biwa Environmental Research Institute, Lake Biwa Basin Network Committee

Participants: Eight hundred from 15 countries including China, Bangladesh, Korea, Uganda, India, Malaysia, Kenya, Brazil, Guatemala, Syria, Ghana, USA, Switzerland, Germany, and Japan.

Planning committee

Atsusi Makino (Lake Biwa Museum), Atsushi Ookuma ( Fisheries Agency), Etsuji Hamahata ( Lake Biwa Environmental Research Institute ), Guangchun Lei (Ramsar Bureau), Hiroji Isozaki ( Meiji Gakuin University), Hiroya Kawanabe (Lake Biwa Museum), Izumi Washitani (The University of Tokyo), Kimi Sasaki (Wetlands International Japan), Kiyoshi Yamada ( Ritsumeikan University), Koji Yamada ( Foundation for River and Watershed Environment Management), Machiko Nishino ( Lake Biwa Environmental Research Institute ), Masanori Seta ( Foundation for Riverfront Improvement and Restoration), Masato Yoshida ( Nature Conservation Society of Japan ), Motoichi Ando (Tokyo University of Agriculture), Munetsugu Kawashima (Shiga University), Noriko Takamura (National Institute for Environmental Studies), Osamu Mitamura ( University of Shiga Prefecture) , Reiko Nakamura (Ramsar Center Japan), Satoru Murakami ( Ramsar convention's group for Lake Biwa), Seiji Ozawa ( Ministry of the Environment), Takehiro Izumida (Japan Water Agency), Toshihiro Hayashi (Natec), Vicente Santiago (UN Environment Program), W. J. Mitsch (Ohio State University), Yasuro Kadono (Kobe University), Yoshiaki Yamanaka (Shiga Prefectural Government), Yoshihiro Kurahashi ( Hayazakinaiko Restoration Association), Yoshinori Kamikoshi ( Ministry of Agriculture, Forestry and Fisheries), Youkou Nishizawa (Ministry of Land Infrastructure and Transport), Yukihiro Morimoto (Kyoto University), Yukihiro Shimatani (Kyushu University)

Secretariat: Lake Biwa and Environmental Policy Division, Shiga Prefecturral Government

4-1-1 Kyomachi, Otsu, Shiga, 520-8577, Japan
Tel: +81-77-528-3355 Fax: +81-77-528-4833 E-mail: dc0003@pref.shiga.lg.jp

Web site: ‹http://www.pref.shiga.jp/d/biwako/

 

Lake Biwa Declaration on Wetland Restoration

International Symposium on Wetland Restoration 2006

Otsu, Shiga, Japan, 28–29 January 2006

We, the 800 participants from 15 countries participating in the International Symposium on Wetland Restoration 2006, declare the following :

Wetlands are among the most valuable and productive ecosystems on earth. They are rich in biodiversity, sustain wildlife, supply natural products to us including fishery products, improve water quality, mitigate natural disasters, control floods, provide opportunities for recreation, and ease our bodies and minds. However, u ntil the latter half of the last century wetlands were considered useless and were drained and filled for agriculture and urban development. More than half of the world’s wetlands are estimated to have disappeared.

Thirty-five years have passed since the Ramsar Convention was inaugurated for the conservation of wetlands. Wetlands continue to be lost on a global scale, as revealed by the Millennium Ecosystem Assessment. The Convention was developed as a comprehensive framework for the wise use of wetlands, recognizing their many functions and values. It is strongly recommended that conservation and wise use be broadened and accelerated to include wetland restoration and creation. This should be addressed based on the idea of “ adapting human activities within the capacity limits of nature ” advocated in “Agenda 21.”

Restoration of lost or degraded wetlands must especially be encouraged hereafter, in addition to conservation of existing wetlands. Moreover, responding to the global advancement of urbanization, wetlands are recommended to be incorporated because of their multi-functionality. Wetlands are symbols of the harmonious coexistence between humans and nature. Restoring wetlands is expected to take the lead in building a sound relationship between humans and nature in the future.

Exploration of the functions of wetlands will be advanced through wise use of and research on wetlands. Consequently, awareness of wetland restoration by all the stakeholders, from citizen to decision makers, should be encouraged; this will lead to strong links among wise use, conservation, and restoration of wetlands. These actions will contribute to accomplishment of the UN Millennium Development Goals related to poverty reduction, human health, and environmental sustainability and biodiversity conservation.

Recognizing the importance of the wetland management mentioned above, we should work together as follows:

  • Promote activities and research on wetlands for exploring the multiple functions, values, and uses of wetlands;
  • Promote education and information sharing for advancing public awareness of the importance of wetlands;
  • Enhance partnerships among wetland restoration and creation activities around the world;
  • Promote and facilitate capacity building and empowerment of stakeholders involved in the restoration of wetlands;
  • Promote wise use of wetlands from the standpoint of developing subsistence and industries such as agriculture, fisheries, and tourism;
  • Evaluate and cherish the culture and spiritual wealth, comfort, and recreation that wetlands provide;
  • Develop the technology and improve legal and financial systems in order to enhance wetland restoration and creation;
  • Incorporate wetlands as key components for sustainable development throughout the world by evaluating the multi-functionality of wetlands;
  • Make an effort to follow the progress and success of the implementation of wetland restoration throughout the world.


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Commentary

A History of the Ecological Sciences, Part 20: Richard Bradley, Entrepreneurial Naturalist

Richard Bradley (1688?–1732) was an Englishman of limited means, who nevertheless devoted his life to botany, horticulture, and natural history. Much of what concerned him we now call ecological subjects. His publications were numerous, often innovative, and popular (Henrey 1975, II:424–454, III:14–18, Edmondson 2002), and they were essential to his livelihood. An example of his innovation is his invention about 1717 of the kaleidoscope, as an aid to formal garden design (Edmondson 2002:187, 204).

Of his early years we only know he had a childhood interest in gardening and that he lived in the vicinity of London (Egerton 2004a), a city having many amateur naturalists (Allen 1976:Chapters 1–2). Our earliest evidence of him is a six-page prospectus for a Treatise of Succulent Plants (1710, reprinted in Bradley 1964), which he hoped to publish for subscribers; two illustrations included were probably drawn by him. Having no established reputation, he was unable to obtain enough subscribers to publish the book. Yet he clearly made a good first impression, as he attracted several influential patrons. By his time, it would have been very unusual for the Royal Society of London to admit to membership anyone lacking a university education, but there is no evidence he had such an education; nevertheless, Robert Balle proposed him for membership in November 1712, and he was elected a Fellow in December. There is no extant portrait of him; the one Lisney (1960:83) mistakenly published is of a later Richard Bradley.

Bradley’s patrons included the affluent apothecary and insatiable collector in all fields of natural history, James Petiver (1663–1718), whom we met in Part 18 (Egerton 2005:309) as John Ray’s friend. Petiver had traveled in the Netherlands in 1711 (Allen 2004), and he helped arrange for Bradley to follow his route in 1714, to tour botanical gardens, meet naturalists, and arrange the exchange of biological specimens between collectors in London and Amsterdam. Without Petiver’s letter of introduction, it is unlikely that Leeuwenhoek would have seen him when he arrived on 9 May (Egerton 1970a:57). Bradley’s hope to support himself entirely by exchanging biological specimens between collectors was overly optimistic, and since people who met him assumed he was a physician, he supplemented his income during his 5 months abroad by practicing medicine. He even wrote to Petiver for recipes for medicines for his patients, and Petiver obliged him (Egerton 1970a). Bradley also supplemented his income from his Amsterdam trip by drawing insect specimens from Amboina, East Indies, Surinam, and Curaçao, which he saw on display. He sold the drawings after his return to London to another insatiable collector of natural history items, Sir Hans Sloane (1660–1753), whose collections, after his death, became the foundation for the British Museum (MacGregor 1998). Sloane was a royal physician, who became president of the Royal Society after its previous president, Sir Isaac Newton, died in 1727 (De Beer 1975); after Petiver died, Sloane was Bradley’s most important patron (Egerton 1970b). In 1716 Bradley published two brief articles in the Royal Society’s Philosophical Transactions. The first was on the anatomy and physiology of an apple tree twig. He did not refer to the publications of the later 1600s on plant anatomy by Marcello Malpighi or Nehemiah Grew. He did clear up a confusion that he said some people had about whether bark is alive, pointing out that outer layers are not and can be removed without killing the tree, but inner layers (= cambium) are alive, containing vessels, and the tree dies if those layers are cut around the tree. He also commented that “The Seasons of Motion in Plants are the same with those Animals which sleep during the Winter. An Artificial Heat will give Motion to either of these in the Coldest time.” (Bradley 1716a). His second article (Bradley 1716b) described the progression of life on the inner part of a half melon after 4 days: several spots of moldiness appeared and grew every hour for 5 days, when the whole half-melon was covered with green and also a paler-colored vegetation. The green kind appeared to be a fungus with caps filled with ~500 “seeds.” The other kind had grass-like leaves and resembled a sort of bullrush that also produced great quantities of “seeds.” After 6 days of being covered with mold, the vegetation declined, and disappeared in two more days, leaving stinking water that soon contained small maggots, which grew for 6 days and then laid up in bags for 2 days before becoming flies (Fig. 1). Although Bradley’s discussion of mold is briefer and his illustration is less detailed than Robert Hooke’s in Micrographia (1665:122–131, 1961), Bradley at least found the “seeds” of mold that had eluded Hooke. But here again Bradley failed to cite the book of a predecessor.

Fig. 1. Illustration for Bradley’s 1716 articles: his Fig. 1 is an enlarged section of an apple twig (for 1716a); his Fig. 2 is green mold, Fig. 3 is pale bull-rush like vegetation, Fig. 4 shows maggots, and Fig. 5 is a fly (for 1716b).

These articles bolstered Bradley’s reputation and helped pave the way for publication of his History of Succulent Plants, which appeared in five installments or “decades” (1716–1727), with 10 accounts and illustrations in each decade (all reprinted in Bradley 1964). He copied one illustration from Commelin and Commelin’s Horti Medici Amstelodamensis (1697–1701) but probably drew the rest himself, from live plants (see Fig. 2). This was the first treatise on succulent plants, and the world journal on succulents plants is now named Bradlea (Rowley 1983). That publication was Bradley’s only contribution to descriptive botany.

Fig. 2. Pinpillow, or Minion Prickley Pear (Opuntia curassavica), Bradley 1716–1727, No. 4, 1964. This was also one of the illustrations in his 1710 prospectus.

He was more interested in the life of plants than their descriptions. For example, he was interested in the sexuality of plants, which Nehemiah Grew, when discussing flowers, had suggested in The Anatomy of Plants (Grew 1682:171, Roberts 1929:62–64). In 1694, Professor Rudolph Jakob Camerer at the University of Tübingen conducted experiments to demonstrate this, and reported it in De Sexu Plantarum Epistola (Roberts 1929:12–15). Bradley learned of this discovery from Robert Balle, who had sponsored his admission into the Royal Society. Bradley conducted experiments on tulips to confirm it, and in the first edition of New Improvements of Planting and Gardening (Bradley 1719–1720:22–23, Zirkle 1935:115) he reported the accidental hybridization of yellow and black auriculas in a garden. In 1719 he reported the first intentional hybridization, done by Thomas Fairchild, who crossed a carnation (Dianthus caryophyllus) and a sweet william (Dianthus barbatus) (Bradley 1719–1720, Roberts 1939:62–65). Bradley also speculated that if two “vermicules” (sperm) entered a plant ovum, “we shall find two foetus under the same covering, or else a monstrous double foetus joined together.” (Bradley 1721:106). Ritterbush (1964:97) commented that this conjecture “indicated a rare insight into questions of generation and a promise which Bradley fulfilled by the virtuosity of his speculations on plant generation.”

The fact that Bradley’s History of Succulent Plants came out in separate “decades” during several years may have given him the idea of establishing the first British horticultural periodical (Roberts 1939), A General Treatise of Husbandry and Gardening (Fifteen issues, 1721–1723 and collected into three volumes, 1721–1724). In the second issue, he published a report from a Dr. Bury of Compton, who asserted that moors or heaths could be improved by first burning the land and then adding salt and lime (Bradley 1721–1724, I:100–101). The item following Bury’s report was an abstract from the Royal Society’s Philosophical Transactions of experiments conducted by de la Prime, which found that seeds soaked in various kinds of salts did not usually germinate as quickly or as consistently as seeds that had not been soaked. Bradley apparently felt more confident about de la Prime’s conclusions than about Bury’s, because in the next issue he cautioned that land flooded with salt water needed to be cleansed before planting. Bradley knew that although many crops deplete land fertility, clover improves it (Bradley 1721–1724, II:50), and he remarked upon the luxuriant crops grown upon land that formerly held a rabbit warren (see below).

Bradley seems to have agreed with two of his correspondents, B. S. and S. C., that (in the words of S. C.)

Plants have a considerable Share of Nourishment, which they draw from the Air, by way of their Leaves and Bark, as well as from the Earth and Water by means of their Roots (Bradley 1721–1724, III:50).

B. S. reached his similar conclusion after carrying out, at Bradley’s suggestion, Jean Baptiste Van Helmont’s classical growth experiment (Bradley 1721–1724, I:35–40; on Van Helmont’s experiment, see Egerton 2004b:209). A prominent agricultural author, Jethro Tull (1674–1740), blamed Bradley for “being the chief, if not only Author, who has publish’d this phantasie” of plants deriving some nourishment from air (Tull 1733:22).

In Bradley’s book, The Gentleman and Gardeners Kalendar, Directing What Is to Be Done Every Month (1718; third edition 1720), he summarized the usual climate for each month over several decades, but in his General Treatise he summarized the weather for the past month only. This is his report for October 1721 (Bradley 1721–1724, II:54).

The Wind for the greatest Part of the Month was Westerly, and the Weather generally fair in the Day time, but frequent Rains in the Night; towards the End we had pinching Frosts, which discharged the Trees of their Leaves.

An unseasonably cold night in late spring, or an unusually long drought, might be the main factor in explaining why a certain species produced few flowers or fruit during a year. Bradley also recognized the desirability of collecting precise data on weather, and for 2–7 June 1721 he published data collected at 3-hour intervals (excepting midnight until 9:00 am) from a barometer, hygrometer, and thermometer, along with indications of weather (clear, rainy, cloudy) (Bradley 1721–1724, I:260). He gave instructions for constructing barometers and thermometers at a time when these instruments were still novel and not standardized (Bradley 1721–1724, I:217–219, 246–254). His own came from John Patrick, a prominent manufacturer of such instruments (Middleton 1964:112, 120, 355, 376, and 1966:60–61).

Following the severe winter of 1728–1729, Bradley wrote a book on it. He reported that a mole-catcher had predicted the winter’s severity from finding moles buried a foot deeper in the ground than usual. Bradley postulated that moles had buried deeper to find earthworms, which might be sensitive to impending weather conditions because of their “Structure and tender Disposition” (Bradley 1729:9). He may not have realized that moles hibernate, but he did discuss hibernation of tortoises. The severe weather forced Ruffs to winter as far south as London (normally not south of Norfolk and Suffolk) and snipe and geese south to Essex, Bedfordshire, and Buckinghamshire; sheep and cattle died late in the winter; plants from South Carolina died, and others flowered 4–6 weeks later than usual (Bradley 1729:10–21). Bradley published a number of articles on how to grow plants in artificially heated conditions, including how to build and use greenhouses (Bradley 1721–1724, I:176–183; III:133, 142). He gave instructions on how to raise Pineapple, among other species, in a greenhouse, describing how much water and light were needed to produce flowers and fruit.

Fig. 3. Pineapple (Ananas sativus). Bradley 1721–1724, III:206. He copied the main figure from Commelin and Commelin (1697–1791, Plate 57), and added figures C and D.

Bradley provided several discussions on the quantity, value, and rate of agricultural production, which resemble our modern concept of ecological productivity. The modern concept focuses on three factors: (1) standing crop (biomass), (2) production rate, and (3) material removed. Bradley addressed the second of these in his New Improvements of Planting and Gardening (1719–1720:59–71), where he urged his countrymen to raise more trees because England’s forests were seriously depleted. He explained what he thought was the most profitable way to manage forest land, including when to remove timber, and he charted expenditures and profits for the 9th, 17th, and 25th years after planting. In A Philosophical Account of the Works of Nature (1721) he discussed elm seed production and oak weight increase. His inspiration here was an article by Denis Dodart (1634–1707), “Sur la multiplication des corps vivans considerée dans la fecondité des plantes” (1703), which Bradley translated fairly completely. Dodart used the phrase “une progression géometrique croissante,” which Bradley translated as “A Geometrical Progression of Growth” (Bradley 1721:110). But one of Bradley’s readers, R. Bosworth, was dissatisfied with his account and requested further clarification of the rate at which trees grow. After further reading and pondering, Bradley concluded that the rate of growth would be about the same as the rate of money invested at 5% annually (Bradley 1721–1724, II:71), which is a compound interest rate of increase, a reasonable estimate (Blackman 1919, Egerton 1969:396–401). Bradley addressed the first and third factors in our modern concept of ecological productivity (standing crop and material removed) in articles on family vegetable gardens and vineyards. In both cases, his concern was how close the plants should be planted in order to conserve space and yet maximize yield, and he cautioned: “The Neglecting to contrive a due Succession of Crops [is a mistake ]; for in that Case, we may lose half the Profit of our Ground, which ought never to lie idle.” (Bradley 1721–1724, III:6).

He also discussed the productivity of cattle, sheep, rabbits, poultry, and fish, and he generalized on the quality of different foods (Bradley 1719–1720, Part 1:29):

I am of Opinion that the Salts . . . in Flesh, Fruit and Herbs are the same, only differing in the Proportions of their Quantities; that is, one Pound Weight of Flesh may perhaps contain twice as many Salts as the like Weight of Grain or Seed, and one Pound of Grain twice the Salts as may be found in a Pound of Herbs or Grass.

The word “salt” had no precise chemical meaning at the time, but he clearly thought that meat has more food value than grain, and grain more than herbs or grass.

He quoted letters to him from farmers, for example, on how many cows were raised per acre and how much milk they produced, but he received the most information on raising rabbits. He discussed achieving maximum production in both small-scale and large-scale rabbit warrens. In a small warren, shelters had to be provided, males had to be chained to prevent them from destroying the young, and the rabbits had to be fed with imported food. He calculated that during a year, two males, twenty females, and their offspring would consume 48 bushels of bran @ 3 pence per bushel, 12 bushels of oats @ 16 shillings per quarter, and 6 trusses of hay @ 1 shilling per truss. In addition to bought feed, “The rude Cabbage Leaves, the Turnep-tops, the Carot-tops, and the Weeds which too frequently annoy a Garden, will make up to them what is necessary” (Bradley 1721–1724, II:355). The returns upon this investment were at least six broods per year, but at Hammersmith, breeders achieved nine or ten broods per year by only allowing a doe to raise five young. However, he calculated that 20 females breeding six times a year and raising five young per brood, would produce 600 young, which could be sold when a month old for sixpence each. Deducting the two pounds and two shillings for the bought food, this left a profit of 12 pounds and 18 shillings. Besides which, “Intrails of the Rabbets will always be of Use to your Fish” (Bradley 1721–1724, II:356).

The large-scale warren he described was 700 acres, and the summer food grew in the warren itself. Although William Gilbert’s North Wiltshire land was considered some of the most barren in England, after the warren was removed and it was plowed, it produced some of the most luxuriant grain in England. Bradley attributed this unusual fertility to “the Soil being render’d fine by the working of the Rabbets, and also from the large Share of Vegetative Salts, proceeding from the Dung and Urine which by plowing were regularly mix’d, and thereby render’d fruitful.” (Bradley 1721–1724, III:30–31). However, Bradley neglected to consider that the importation of hay and hazel twigs for winter food was rather similar to adding fertilizer to the soil. This warren was stocked with 8000 rabbits, which Gilbert thought produced about 24,000 offspring annually. There was some loss due to accidents, poachers, weasels, polecats, foxes, and diseases, but Bradley provided no data on the extent of the loss.

His information on fish productivity included an informal controlled experiment. A friend stocked three ponds with small carp. One pond was at the bottom of a hill, and its fish grew half again larger than those in the other two ponds, apparently due to what washed off the hill into the pond during rains. The two remaining ponds had different bottoms, and the fish in the pond with a clay bottom grew larger than those in the pond with a gravel bottom (Bradley 1721–1724, II:92–93). Bradley himself raised fish in pans (natural depressions), and he gained some insight into which fish could be raised together and which could not. He saw eels, flounders, and silver pence bury in the mud at the bottom and snatch young fish swimming by, and eels, flounders, and perch were the only fish that could survive with pike (Bradley 1721–1724, II:349–350). Although pike and eels ate frogs, he warned (Bradley 1721–1724, II:345):

In the Spring Season, when Frogs and Toads begin to appear, suffer as few as possible in your Carp Ponds, but destroy them before they spawn, so that they and their Generation perish at once; for whether these horrid Animals do Mischief or not to the Carps, by poisoning of them, as is reported, they certainly rob the Carps of great Part of their Food.

If one raised pike and perch, the pond should contain roach and dace for their food, and water weeds “for their Shelter and Nourishment; for where there are Water-weeds, there will also be Water-Insects, which help the Feed of Fish” (Bradley 1721–1724, II:351). On a pond with large pike, however, one could not also raise ducks, because pike eat ducklings. According to Bradley’s calculations, fish ponds yield a very good yearly profit.

Despite Bradley’s advice to kill frogs so they do not “rob” carp of food, he did believe in the balance of nature (the concept remained unnamed until Linnaeus [Egerton 1973]). When a plague of caterpillars erupted on farms west of London, “Some Farmers imagin’d that the Birds which were there in great Flocks had eaten the Leaves of their Turneps, and [farmers] contriv’d all Means possible to destroy” the birds. However, Bradley convinced them that “the Birds were rather Friends than Enemies, and came there to feed upon the Caterpillars, which were in such great Numbers, that each Turnep-Plant had not less than a thousand upon it…”(Bradley 1719–1720, Part 3:58). Some ancient farmers had already known this (Aelianus, Book 3, Chapter 12). In APhilosophical Account of the Works of Nature (1721:159), Bradley generalized that “all Bodies have some Dependance upon one another; and that every distinct Part of Nature’s Works is necessary for the Support of the Rest; and that if any one was wanting, all the Rest must be out of Order.” On 13 August 1723, Bradley’s correspondent, S. C., provided data supporting Bradley’s earlier assertion that birds help farmers by eating insects (Bradley 1721–1724, III:87):

I lately observ’d a couple of Sparrows who had Young Ones, and made twenty [feeding] Turns each per Hour; and reckoning but 12 Hours per Day, let us compute what a number of those Vermin were destroy’d by that Nest alone.

40 Caterpillars per Hour.

12 Hours of feeding per Day.

480 Caterpillars destroy’d per Day.

7 Days suppos’d between Hatching and Flight.

3360 Caterpillars destroy’d by one Nest alone in one Week.

S. C. felt this was a conservative estimate, since he thought most birds feed young 14 or 15 hours per day. He further observed that the amount of fruit harvested was greater in regions where birds were not molested, and that birds thought to be eating blossoms and buds were actually searching for insects.

In A Philosophical Account of the Works of Nature, Bradley (1721) estimated that a codfish’s roe contains about 1,000,000 eggs, and following the example of Aristotle (Historia Animalium, 567b:1–3) and Matthew Hale (1677:208), he speculated on the time needed for cod to increase to a volume equivalent to the size of the earth—about 1000 years. Since this never happens, he concluded that (Bradley 1721:60)

…the more Enemies a Fish has to itself and its Encrease, so Nature has taken Care to provide it with such a Capacity of encreasing, or propagating its Species, that there is a due Allowance to make good all Losses that may happen.

Fig. 4. Bradley 1721a, plate 25. Although Bradley sought connections between plants and animals in the text of A Philosophical Account of the Works of Nature, he did not present plants and animals in the same illustrations. His FIG. I, bull-beetle; FIG. II, animalcula in semine masculine; FIG. III, adult gnat; FIG. IV, centipede from the West Indies; FIG. V, monoculus found in Thames water, with microscope.

Another aspect of the balance of nature is what we call ecological diversity. We have seen previously that John Ray gave examples of insects eating only one species of plant, and that William Derham carried this idea to such an extreme that he overlooked the possibility of competition between species (Egerton 2005). Bradley, on the one hand, cited examples of flexibility in animal diets—horses’ normal diet is grass but they eat grain, dogs eat meat, but will eat fruit, and snails seem to eat any plant (Bradley 1719–1720, Part 1:29; Part 3:71)—but on the other hand, he cited many examples of insects that specialize in eating only one plant (Bradley 1719–1720, Part 3:58–74). He was also aware of insects that feed on plants having ichneumon fly parasites. He generalized (Bradley 1719–1720, Part 3:60–61):

it may be these Insects which prey upon others, are not without some others of lesser Rank to feed upon them likewise, and so to Infinity; for that there are Beings subsisting, which are not commonly visible may be easily demonstrated…in a Microscope.

This last thought was one of several that led Bradley to support the idea of animate contagion as a cause of disease (Williamson 1955:45–51). We saw in Part 12 (Egerton 2004b) that Girolamo Fracastoro had defended the idea of contagious germs (1546), but for him the germs were chemical atoms. Neither Fracastoro nor anyone else had established a contagion theory, and by 1720 the idea had few supporters (Winslow 1943:Chapter 8). Bradley noticed that easterly winds were frequent in March and that (Bradley 1719–1720, Part 3:54):

Caterpillars generally attend these Winds, chiefly infecting some one sort of Tree more than another … from which Observations I think we may draw the following Inferences, either that the Eggs of those Insects are brought to us by the Easterly Winds; or that the Temperature of the Air, when the Easterly Winds blow, is necessary to hatch those Creatures, supposing their Eggs were already laid upon those infested Parts of the Trees the preceding Year.

To the objection that east winds were not warm enough to hatch insects, he replied that the existence of insects in Norway, Iceland, and other cold regions showed that insects do not necessarily need much heat to hatch. Meanwhile, plague, which had wandered through Europe in fits and starts since 1347, struck Marseilles, France in 1721. Bradley responded with a little book, The Plague at Marseilles Considered, in which he reported that by 20 October, about 60,000 had died of it there (Bradley 1721b:3). Reasoning that winds that blow insect infestation might do the same for plague, and using data from previous London plagues, he predicted that the Marseilles plague would subside in the winter (Bradley 1721b:xii), and since insects are specific in their food, he suspected that diseases that attack one race of people might not attack other races (Bradley 1719–1720, Part 3:93). Bradley also knew that the streaked condition in tulips could be transmitted by grafting, and the Rev. John Laurence (or Lawrence), another horticultural author (Gilmour 1965), had found the same condition in jasmines: when a bud from a yellow jasmine was grafted onto a plain jasmine, after several years the whole tree would have leaves striped with yellow. Laurence spoke of grafting as “inoculation”(Laurence 1714:41). Bradley argued that the situation was analogous to giving a smallpox inoculation, and that the striped effect in tulips and the yellow effect in jasmines was due to the spread of a distemper from the infected plant material through the healthy plant (Bradley 1721–1724, I:202–203 and III:98). We now know that the striped effect in tulips is caused by a virus (Hall 1929:104–106). However, Bradley did not believe all diseases were caused by living beings; for example, he attributed an epidemic among chickens to poor ventilation of their coop (Bradley 1721–1724, III:68–69).

In 1724 Bradley became the first professor of botany at Cambridge University (Walters 1981:15–29), but since the position carried no salary, he was too busy publishing his books to do much teaching. He did not manage to publish “A Course of Botanical Lectures Explaining Principles of Vegetation,” (1725) which still exists in manuscript in the Cambridge Botany School Library, but he reworked the material for his Ten practical discourses concerning Earth and Water, Fire and Air, as They Relate to the Growth of Plants (1727). He did publish A Course of Lectures upon the Materia Medica, Ancient and Modern (1730), in which he discussed the need for a physic garden at Cambridge. His rival and successor as professor of botany at Cambridge, John Martyn, wrote a facetious review of it, saying it was “obliging” of Bradley to publish the book since only three or four students had heard the lectures (Williamson 1961:365).

Bradley lived a precarious economic existence and died in his mid-40s. At a time when many naturalists were content to name, describe, and classify species, he was an enterprising, open-minded naturalist who succeeded in disseminating his many and diverse thoughts on how plants and animals live and interact. His writings contain some vagueness and mistakes, but as a whole, his contributions advanced natural history in a direction that ultimately led to ecology.

Literature cited

Allen, D. E. 1976. The naturalist in Britain: a social history. Allen Lane, London, UK.

Allen, D. E. 2004. James Petiver (1663–1718), botanist and entomologist. Oxford. Dictionary of National Biography 43:894–896.

Aelianus, C. 1958–1959. On the characteristics of animals. In Greek with translation by A. F. Schofield. Three volumes. Harvard University Press, Cambridge, Massachusetts, USA.

Aristotle. 1965–1991. Historia animalium. In Greek with translation by A. L. Peck (Volumes 1 and 2) and D. M. Balme (Volume 3). Harvard University Press, Cambridge, Massachusetts, USA.

Blackman, V. H. 1919. The compound interest law and plant growth.Annals of Botany 33:353–360.

Bradley, R. 1716a. Observations and experiments relating to the motion of sap in vegetables. Royal Society of London Philosophical Transactions 29:486–490.

Bradley, R. 1716b. Some microscopical observations, and curious remarks on the vegetation, and exceeding quick propagation of moldiness, on the substance of a melon. Royal Society of London Philosophical Transactions 29:490–492.

Bradley, R. 1716–1727. The history of succulent plants. Five decades. Bradley, London, UK.

Bradley, R. 1719–1720. New improvements of planting and gardening, both philosophical and practical. Edition 3, three parts. W. Mears, London, UK.

Bradley, R. 1721a. A philosophical account of the works of nature, endeavouring to set forth the several gradations remarkable in the mineral, vegetable, and animal parts of creation. W. Mears, London, UK.

Bradley, R. 1721b. The plague at Marseilles consider’d; with remarks upon the plague in general, shewing its cause and nature of infection, with necessary precautions to prevent the spreading of that direful distemper. W. Mears, London, UK.

Bradley, R. 1721–1724. A general treatise of husbandry and gardening, containing such observations and experiments as are new and useful for the improvement of land. 15 issues, and in three volumes, 1721–1724. J. Peele and T. Woodward, London, UK.

Bradley, R. 1729. A philosophical enquiry into the late severe winter, the scarcity and dearness of provisions, and the occasion of the distemper raging in several remote parts of England. J. Roberts and R. Montagu, London, UK.

Bradley, R. 1964. Collected writings on succulent plants. Compiled and introduced by G. D. Rowley. Gregg Press, London, UK.

Commelin, J., and C. Commelin.1697–1791. Horti medici Amstelodamensis rariorum plantarum descripto et icons. Two volumes. P. and J. Blaeu and Abraham à Someren, Amsterdam, The Netherlands.

De Beer, G. R. 1975. Sir Hans Sloane (1660–1753). Dictionary of Scientific Biography 12:456–459.

Dodart, D. 1703. Sur la multiplication des corps vivans considerée dans la fecondité des Plantes. Second edition, 1719. Mémoires de l’Academie des Sciences 1700:136–160.

Edmondson, J. 2002. Richard Bradley (c.1688–1732): an annotated bibliography, 1710–1818. Archives of Natural History 29:177–212.

Egerton, F. N. 1969. Richard Bradley’s understanding of biological productivity: a study of eighteenth-century ecological ideas. Journal of the History of Biology 2:391–410.

Egerton, F. N. 1970a. Richard Bradley’s illicit excursion into medical practice in 1714. Medical History 14:53–62.

Egerton, F. N. 1970b. Richard Bradley’s relationship with Sir Hans Sloane. Notes and Records of the Royal Society of London 25:59–77.

Egerton, F.N. 1973. Changing concepts of the balance of nature. Quarterly Review of Biology 48:322–350.

Egerton, F. N. 2004a. Richard Bradley (1688?–1732), botanist and writer. Oxford Dictionary of National Biography 7:221.

Egerton, F. N. 2004b. A history of the ecological sciences, part 14: plant growth studies in the 1600s. ESA Bulletin 85:208–213.

Egerton, F. N. 2005. John Ray and his associates Francis Willughby and William Derham. ESA Bulletin 86:301–313.

Gilmour, J. S. L. 1965. The Rev. John Laurence (1668–1732): the man and his books. Huntia 2:117–137.

Hale, M. 1677. The primitive origination of mankind, considered and examined according to the light of nature. William Shrowsberry, London, UK.

Hall, A. D. 1929. The book of the tulip. Martin Hopkinson, London, UK.

Henrey, B. 1975. British botanical and horticultural literature before 1800. Three volumes. Oxford University Press, Oxford, UK.

Hooke, R. 1665. Micrographia: or some physiological descriptions of minute bodies made by magnifying glasses. Jo. Martyn and Ja. Allestry, London, UK.

Hooke, R. 1961. Micrographia: or some physiological descriptions of minute bodies made by magnifying glasses. Dover, New York, New York, USA.

Laurence, J. 1714. The clergy-man’s recreation: shewing the pleasure and profit of the art of gardening. Bernard Lintott, London, UK.

Lisney, A. A. 1960. A bibliography of British Lepidoptera, 1608–1799. Chiswick Press, London, UK.

MacGregor, A., editor. 1998. Sir Hans Sloane: collector, scientist, antiquary, founder of the British Museum. British Museum Press, London, UK.

Middleton, W. E. 1964. The history of the barometer. Johns Hopkins Press, Baltimore, Maryland, USA.

Middleton, W. E. 1966. A history of the thermometer and its use in meteorology. Johns Hopkins Press, Baltimore, Maryland, USA.

Ritterbush, P. C. 1964. Overtures to biology: the speculations of eighteenth-century naturalists. Yale University Press, New Haven, Connecticut, USA.

Roberts, W. 1939. R. Bradley, pioneer garden journalist. Royal Horticultural Society Journal 64:164–174.

Rowley, G. D. 1983. Dedication to Richard Bradley, F.R.S. Bradlea 1:1–2.

Tull, J. 1733. The horse-hoeing husbandry: or, an essay on the principles of tillage and vegetation. R. Gunne, Dublin, Ireland.

Walters, S. M. 1981. The shaping of Cambridge botany. Cambridge University Press, Cambridge, UK.

Williamson, R. 1955. The germ theory of disease: neglected precursors of Louis Pasteur (Richard Bradley, Benjamin Martin, Jean-Baptiste Goiffon). Annals of Science 11:44–57.

Williamson, R. 1961. John Martyn and the Grub-Street Journal, with particular reference to his attacks on Richard Bentley, Richard Bradley and William Cheselden. Medical History 5:361–374.

Winslow, C. E. A. 1943. The conquest of epidemic disease: a chapter in the history of ideas. Princeton University Press, Princeton, New Jersey, USA.

Acknowledgments

For their assistance, I thank Bénédicte Bilodeau, Centre Alexandre Koyré, Paris, and John Edmondson, Sciences, National Museums Liverpool, Liverpool, UK.

Frank N. Egerton

Department of History

University of Wisconsin-Parkside

Kenosha, WI 53141

E-mail: frank.egerton@uwp.edu

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Commentary

To Predate or Depredate: What’s the Word?

Ecologists love a good fight. Though we strive for objectivity in our research, we also form strong scientific opinions and defend them with territorial vigor. Debates crop up on a range of topics, from lofty ideas to minor nuances of theory. They play out continuously in the literature, at conferences, and in the constant parry and thrust of peer review. Even questions of diction can provoke a response, like the ongoing controversy over the proper way to describe predator–prey interactions. Though “predation” is the generally accepted noun, ecologists cannot agree on the best verb to describe the process, nor the adjective to characterize its result. To “predate” or to “depredate,” that is the question at hand.

Having studied seed predation and nest predation, I’ve encountered the adamant and often contrary opinions of various editors, reviewers, and co-authors. As a result, my artificial bird eggs in Tanzania were depredated, while Costa Rican rodents are currently predating my tree seeds (pending review). Those who favor the term depredate argue that predate is a malapropism in this context, interpreting its definition as to “pre-date,” or occur previously in time. Predate proponents, however, feel that their term is the intuitive extension of predation, and contend that depredate is needlessly abstruse. Others prefer the alternate and noncontroversial phrasing “to prey upon.”

In 2004, a posting to ESA’s ECOLOG-L list-serve garnered more than 30 responses to the question of predation semantics. Though the moderator asked which noun was preferred, depredation and predation, many responders included their opinion on verbs and were sharply divided between the various forms. The full text of these exchanges is available online in the ECOLOG-L archives ‹https://listserv.umd.edu/archives/ecolog-l.html

To assess the actual usage of each term in current literature, I performed a search for predation-related articles in six popular ecological journals: Ecology, Ecological Monographs, Ecological Applications, Conservation Biology, The Journal of Ecology and The Journal of Applied Ecology. Using the archival search engine JSTOR ‹http://www.jstor.org/›, I identified articles containing the word “predation” in their title, abstract, or caption. Searches were limited to the year 2000, the most recent year for which all journal articles were available in Adobe Portable Document Format (PDF). Any relevant article was considered, including reviews, research articles and essays. Within each PDF file, I used Adobe Acrobat 7.0.3 software (1984–2004, Adobe Systems Inc.) to search for the words “predate” and “depredate” used as present or past tense verbs, or as adjectives (e.g., “depredated seeds”). I also searched for verb phrases using the word prey (e.g., “prey on,” “preyed upon”). Each article was scored for the presence or absence of these terms in any context excluding references, and the scores were grouped by root word. Predate and predated were scored together, for example, as were all variations of “prey upon.” A summary of the data, sorted by journal, is presented in Table 1. Because some articles used more than one of the terms in question, the total number of root-word scores exceeds the total number of articles.

Table 1. Number of predation-related articles using variations of the terms “predate,” “depredate,” and “prey upon” in a survey of six ecological journals for the year 2000 (n = number of articles per journal).

Journal

n

Predate/

predated

Depredate/

depredated

Prey upon/

prey on

None

Ecology

38

0

6

8

24

Ecological Applications

5

0

2

1

2

Ecological Monographs

7

0

1

2

4

Journal of Ecology

6

3

1

1

2

Journal of Applied Ecology

8

4

0

3

2

Conservation Biology

12

0

0

3

9

Total

76

7

10

18

43


Of the 76 articles identified in my search, the majority (43) did not employ any predation-based verbs or adjectives, avoiding controversy altogether. The remaining articles showed a preference for variations of “prey upon” (18), while comparably fewer authors used depredate (10) or predate (7). There is also evidence of editorial bias. While “prey upon” variants appeared in all publications, certain journals used depredate but not predate (Ecology, Ecological Applications, Ecological Monographs), while The Journal of Applied Ecology showed the opposite trend. Only The Journal of Ecology printed articles using both predate and depredate, where they appeared once together in the same piece. Articles in Conservation Biology used only “prey upon” variants.

These results suggest that all sides accept the validity of “prey upon,” but the predate/depredate controversy remains unresolved. With both terms in common usage, the essential question remains: “Who is correct?” For an answer I turned to the ultimate arbiter of diction in our language, the Oxford English Dictionary (OED). To the uninitiated, the OED is a trove of information whose 20 heavy volumes can do far more than press plant specimens (though they’re quite good for that as well). The format and ambitious scale of the OED set it apart from other dictionaries. Rather than relying solely upon its authors’ opinions for its definitions, the OED provides detailed usage data on each of its >600,000 entries. Hundreds of readers comb historical and current literature, documenting the earliest usage of nearly every word in the idiom. In this way the OED is a scientist’s dictionary: its definitions are supported by data. The result is an historical treatise, an ongoing record of the development of the language through time. Only two complete editions of the OED have ever been published, though updates and additions are now posted regularly to its online edition. All of the subsequent information in this essay is taken from the current online edition.

From the venerable pages of the OED we learn that both sides of our debate are correct. Predate and depredate are equally suitable terms to describe a predator/prey interaction, though their histories differ considerably. Both words share the Latin root præd, to plunder. The nouns predation and depredation first appeared in the 15th century (Fig. 1), used in relation to plundering, pillaging, and robbery. Derivative words appeared in the following decades, with depredate arriving in 1651. It is defined as “to prey upon, to make a prey of; to plunder, pillage” (OED 2005). Depredate appears to have remained the sole relevant verb until the 20th century, when the advent of modern zoological studies triggered a cascade of new terms, definitions, and phrases (Fig. 1).

 

Fig. 1. A timeline of predation-related terms, indicating their first documented use in the English language. Citations are adapted from the Oxford English Dictionary (OED 2005).

Predator first appeared in a 1922 volume on insect behavior and is defined as “an animal that preys upon another” (OED 2005). The phrase predator–prey showed up in 1946, soon after a new, zoological-specific definition for predation: “the action of one animal preying upon another” (OED 2005). These terms appear to have laid the groundwork for predate, which came along in a 1974 article about trout farming, and is defined as “to seek prey” or “of a predator: to prey on, eat” (OED 2005). Predate is listed as a back-formation of predation, meaning that while it appears to be a root, it actually formed recently from the truncation of the earlier word. This is a fairly common way for new words to form in English (e.g., scavenge from scavenger; emote from emotion).

The confusion over predate lies in another word of the same spelling but wholly different origins. Deriving from the suffix “pre-” and the verb “date,” predate is defined as “to date before the actual time; to antedate,” or “to precede in date; to date before” (OED 2005). This word appeared in Noah Webster’s 1864 American Dictionary, more than a century before its predation-derived double would arrive to crowd the field. It remains the only definition for predate in many abridged dictionaries, including Merriam-Webster’s Collegiate Dictionary (Mish 2003) and The American Heritage Dictionary (Pickett 2000).

This foray into etymology shows that the controversy over predation semantics has been a nonissue all along (or at least since 1974). The words can be used interchangeably without violating any precepts of proper English diction. Those who favor depredate can take comfort in knowing that their word has been in use for more than three centuries, while proponents of predate can be satisfied that their term developed specifically to address predator–prey interactions. And for those who have used “prey upon,” they can continue to wonder what in the world all the fuss was about.

Acknowledgments

The author gratefully acknowledges the support of NSF-IGERT Grant No. 0114304.

Literature cited

Mish, F. C., editor. 2003. Merriam-Webster’s collegiate dictionary. Eleventh edition. Merriam-Webster, Springfield, Ohio, USA.

OED Online. 14 December 2005. Oxford University Press. ‹http://dictionary.oed.com/

Pickett, J. P., editor. 2000. The American heritage dictionary of the English language. Fourth edition. Houghton Mifflin Company, Boston, Massachusetts, USA.

Thor Hanson
Department of Forest Resources
University of Idaho
P.O. Box 441133
Moscow, ID 83844
E-mail: thor@rockisland.com

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Amicus Brief on Wetlands Regulations by ESA and Other Societies

 

TABLE OF AUTHORITIES

Cases: Page

Carabell v. United States, 391 F.3d 704,

(6 th Cir. 2004)……………………………………… 19

United States v. Deaton, 332 F.3d 698,

(4 th Cir. 2003)……………………………………… 20

 

 

 

 

United States v. Rapanos,

376 F.3d 629, (6 th Cir. 2004)………………………. 18

United States v. Riverside Bayview Homes,

Inc. 474 U.S. 121, (1985)………………………….. 3

S tatutes:

33 U.S.C. § 1251……………………………………. 3, 4, 21

33 U.S.C. § 1330………………………………...….. 12

Regulations:

33 C.F.R. § 328.3(a)(7)…………………………….. 17, 19

33 C.F.R. § 328.3(b)…………………......…….…..... 6

33 C.F.R. § 328.3(c)………………………….…….... 17

40 C.F.R. § 230.3(b)…………………….………….... 17

40 C.F.R. § 230.3(s)(7)………………………………. 17, 19

R.L. Delany & M.R. Craig, LongitudinalChanges

in Mississippi River Floodplain Structure

(U.S. Geological Survey 1997)………………. 17 

Gerald J. Gonthier, Ground-water-flowConditions

Within a Bottomland Hardwood Wetland,

Eastern Arkansas,16 Wetlands 334-46 (1996)…. 15, 18

TABLE OF AUTHORITIES---Continued

Legislative Material: Page

H. Rep. No. 92-911, p. 76 (1972)………….………... 4

S. Rep. No. 92-414, p. 77 (1972)………..………….. 4

M iscellaneous:

D. Albert, Borne of the Wind: An Introduction to the

Ecology of Michigan’s Sand Dunes

(Michigan Natural Features Inventory 2000)………. 15, 18

 

M.M. Brinson, A hydrogeomorphic

classification for wetlands, Technical

Report WRP-DE-4, (U.S. Army Engineer

Waterways Experiment Station,

Vicksburg, MS, 1993)……………………………… 11

Carpenter, et al., Nonpoint Pollution of Surface

Water with Phosphorus and Nitrogen ,

3 Issues in Ecology 1-12 (1998)……………… 13

Table of Authorities----Continued

M iscellaneous Page

D.A. Goolsby, et al., Flux and Sources of Nutrients

in the Mississippi – AtchafalagaRiver Basin:

Topic 3 Report for the Integrated Assessment on

Hypoxia in the Gulf of Mexico ,

(U.S. Dep’t of Commerce, Nat’l Oceanic and

Atmospheric Admin.(1999)),

http://www.nos.noaa.gov/

Products/hypox_t3final.pdf………………… 14

R. Howarth, et al., Nutrient Pollution of Coastal

Rivers, Bays, and Seas , 7 Issues in Ecology 

 

1-15 (2000)……………..................................... 13

R.W. Howarth, et al.,  Sources of Nitrogen

Pollution to Coastal Watersof the United States ,

25 Estuaries  656-676 (2002)……………………. 7

Kelley, Relations Among River Stage, Rainfall,

Ground Water Levels, and Stage at Two

Missouri River Flood-Plain Wetlands…. 16

T.R. Labbe & K.D. Fausch, Dynamics of

Intermittent Stream Habitat Regulate

Persistence of a Threatened Fish at

Multiple Scales , 10(6)

Ecological Applications 1774-1791 (2000)……. 10

Table of Authorities----Continued

M iscellaneous: Page

J.L. Meyer & J.B. Wallace, Lost Llinkages and

Lotic Ecology: Rediscovering Small Streams ,

Ecology: Achievement and Challenge 302

(M.C. Press et al. eds., 2001)………..……………… 11

W.J. Mitsch, et al., Reducing Nutrient Loads,

Especially Nitrate-Nitrogen, to Surface Water,

Ground Water, and the Gulf of Mexico ,

Topic 5 Report for the Integrated Assessment

on Hypoxia in the Gulf of Mexico 84

(U.S. Dep’t of Commerce, Nat’l Oceanic and

Atmospheric Admin. (1999),

http://oceanservice.noaa.gov/

products/pubs_hypox.t5final.pdf …………… 14

W.J. Mitsch & J.G. Gosselink,

317-351 Wetlands (1986)………………… 15, 18

Nat’l Research Council, Nat’l Academy Of

Sciences, Clean Coastal Waters: 

Understanding and Reducing the Effects

of Nutrient Pollution (2000)……………. 7, 8, 13, 16

Nat’l Research Council, Nat’l Academy of

Sciences, Comm. on Characterization

of Wetlands, Wetlands: Characteristics

and Boundaries (1995)………………………….. 6

Nat’l Research Council, Nat’l Academy of

sciences, Compensating for Wetland Losses

Under the Clean Water Act (2001)…………… 7

Table of Authorities----Continued

M iscellaneous: Page

Nat’l Research Council, Nat’l Academy of

Sciences, Riparian Areas, Functions and

Strategies for Management (2002)…………. 15

W.R. Osterkamp, et al., Economic Considerations

of a Continental Sediment-Monitoring Program , 13

International Journal of Sediment Research

No. 4: 12-24 (1998)……………………………… 10

M.N. Paller, Relationships Between Fish Assemblage

Structure and Stream Order in South Carolina

Coastal Plain Streams , 123 Transactions of the

American Fisheries Society 150-161 (1994)... 10

Peterson, et al., Control of Nitrogen Export

From
Watersheds by Headwater Streams,

 

292 Science 86-90 (2001)………………………. 9

N.N. Rabalais, et al., Characterization of Hypoxia,

Topic 1 Report for the Integrated Assessment of

Hypoxia in the Gulf of Mexico (U.S. Dep’t. of

Commerce, Nat’l Oceanic and Atmospheric

Admin. (1999)),h ttp://oceanservice.noaa.gov/

products/pubs_hypox_t1final.pdf……………….. 13

I.J. Schlosser, Critical Landscape Attributes That

Influence Fish Population Dynamics in

Headwater Streams, 303

Hydrobiologia 71-81 (1995)………………… 10

U.S. Envt’l Protection Agency,

National Water Inventory Report

( 2000) (Report to Congress) ……………... 10

Table of Authorities----Continued

M iscellaneous: Page

U.S. Fish & Wildlife Service, Status and

Trends of Wetlands in the Conterminous

United States 1986-1997, (2000)…………….. 5

Van Breemen, et al., Where Did All the Nitrogen Go? 

Fate of Nitrogen Inputs to Large Watersheds in

the Northeastern USA , 57&58 

Biogeochemistry 267-293 (2002)…………….. 7

D.F. Whigham, et al., Impacts of Freshwater

Wetlands on Water Quality: A Landscape

Perspective, Environmental Management,

663-671 (1988)…………………………..… 9

S.L. Whitmire & S.K. Hamilton, Rapid Removal of

Nitrate and Sulfate in Freshwater Wetland

Sediments, 34 J. Environ. Quality 2062,

(2005)……………………………………….. 8

T.C. Winter, U.S. Geological Survey Circular

1139, Groundwater and Surface Water:

A Single Resource , (1999)………………….. 7

The Ecological Society of America, Society of Wetland Scientists, American Society of Limnology and Oceanography, and Estuarine Research Federation, as amici curiae, respectfully submit this brief in support of Respondents United States Army Corps of Engineers and the United States Environmental Protection Agency.1

INTERESTS OF THE AMICI CURIAE

Amici are the leading professional associations of wetland and aquatic scientists in the United States. The Ecological Society of America (ESA) is an organization of scientists founded in 1915 to promote ecological science by improving communication among ecologists, raise the public’s level of awareness of the importance of ecological science, and ensure the appropriate use of ecological science in environmental decision making by enhancing communication between the ecological community and policy-makers. Ecology is the scientific discipline that is concerned with the relationships between organisms and their past, present, and future environments. ESA has published the scientific journal Ecology since 1920. The Society’s Aquatic Ecology Section is its largest section.

The Society of Wetland Scientists (SWS) is an international organization formed in 1980 to further scientific and educational objectives related to wetland science and to encourage and strengthen professional standards in all activities related to wetlands science. SWS has 4200 members and publishes a quarterly journal Wetlands concerned with all aspects of wetlands biology, ecology, hydrology, water chemistry, soil and sediment characteristics, and management. SWS established a Professional Certification Program to serve the public’s need to identify qualified individuals in the practice of wetland science.

The American Society of Limnology and Oceanography (ASLO) is a professional organization formed in 1948 for researchers and educators in the field of aquatic science. Limnology is the scientific study of the physical, chemical, hydrological, and biological aspects of inland water bodies. ASLO promotes integration and communication of knowledge across the full spectrum of aquatic science and the scientific stewardship of aquatic resources for the public interest. ASLO publishes the scientific journal Limnology and Oceanography.

The Estuarine Research Federation(ERF) is a professional organization founded in 1971 to promote research on estuaries and coastal waters and to provide information and advice on matters concerning estuaries and the coastal zone. ERF publishes the scientific journal Estuaries and Coasts.

Amici support the use of the best available scientific information in making decisions on the use and management of wetlands and aquatic resources.

INTRODUCTION AND SUMMARY OF ARGUMENT

In United States v. Riverside Bayview Homes, Inc., this Court upheld Clean Water Act regulation of wetlands adjacent to open waters and other waters of the United States because such wetlands are “inseparably bound up” with those waters and Congress intended to enact a comprehensive program to control water pollution at its source. 474 U.S. 121, 134 (1985) (“Riverside Bayview”).

The Rapanos petitioners challenge the essential holding of Riverside Bayview and contend Clean Water Act regulation is limited to wetlands that directly abut large navigable water bodies, excluding from regulation tributaries and associated wetlands. The Carabell petitioners contend that wetlands separated from a tributary by a narrow earthern berm are not regulated. Each of the petitioners effectively challenges the validity of federal regulations defining “adjacent” wetlands as “waters of the United States.”

As developed below, the definition in question has a firm scientific foundation. Wetlands adjacent to tributaries are inseparably bound up with those and other downstream waters, and because of that connection serve functions essential to maintenance of water quality in the nation’s navigable waters. Because adjacent wetlands form the primary interface between terrestrial systems and downstream waters, they exert a powerful influence on downstream water quantity and quality. For example, adjacent wetlands in the upper Mississippi River watershed remove nutrients such as nitrogen – which plays a large role in the hypoxic “dead zone” in the Gulf of Mexico – from water and prevents the pollutants from flowing downstream. It follows that the failure to protect wetlands adjacent to tributaries will have significant adverse effects on water quality and the aquatic ecosystem and will undermine achievement of the legislated goal of the Clean Water Act “to restore and maintain the chemical, physical and biological integrity of the nation’s waters.” 33 U.S.C.1251.

ARGUMENT

I. BECAUSE WETLANDS ADJACENT TO TRIBUTARIES PERFORM FUNCTIONS ESSENTIAL TO MAINTENANCE OF WATER QUALITY AND THE AQUATIC ECOSYSTEM, THEY ARE “INSEPARABLY BOUND UP” WITH THE INTEGRITY OF ADJACENT AND DOWNSTREAM WATERS.

In upholding regulation of wetlands in Riverside Bayview, the Court relied upon Congressional findings that pollution must be controlled at the source in order to achieve the Act’s goals “to restore and maintain the chemical, physical, and biological integrity of the Nation’s waters.” 33 U.S.C. § 1251. Congress recognized that water “moves in hydrologic cycles” such that “it is essential that discharge of pollutants be controlled at the source.” S. Rep. No. 92-414, p. 77 (1972). The “integrity” sought to be restored and maintained, 33 U.S.C. § 1251, “refers to a condition in which the natural structure and function of ecosystems [are] maintained.” H. Rep. No. 92-911, p. 76 (1972).

Science validates the understanding of Congress, the Corps, and this Court. It demonstrates that the failure to protect and maintain wetlands adjacent to “non navigable tributaries” will result in degradation of not only millions of miles of these important waters but also degradation of traditional navigable waters to which these tributaries contribute their flow. To date, fortunately, regulation of wetlands under the Act has done much to minimize their destruction and the attendant degradation of water quality and diminishment of aquatic integrity. The rate of loss of the nation’s wetlands has declined from 458,000 acres per year during the two decades preceding enactment of the Clean Water Act to 58,500 acres per year during the most recent assessment period.2 Most of the substantial reduction in wetland loss can only be attributed to enactment and implementation of the wetland protection provisions of the Clean Water Act.

Below, we document four related scientific points. First, adjacent wetlands are a well-defined component of the aquatic environment with highly distinctive hydrologic features. Second, these distinctive features give rise to a unique suite of functions that directly contribute to the quality of other waters. Third, and most critically, science demonstrates that these wetlands help maintain water quality not just in nearby tributaries, but in navigable waters downstream. Fourth, it is reasonable to conclude adjacent wetlands separated from other waters by a man-made berm perform functions important to maintenance of water quality in the adjacent and downstream waters.

A. Adjacent Wetlands Are Distinct Features on the Landscape With Water Quality Functions Broadly Recognized in Science.

Adjacent wetlands lie at the interface between other surface waters, such as rivers and lakes, and terrestrial or upland systems. Wetland hydrology, or patterns of inundation or saturation by water, is the driving force that defines a wetland and controls its distinctive soil characteristics and plants. Hydrology is the key factor in the federal regulatory definition of a wetland:

The term wetlands means those areas that are inundated or saturated by surface or ground water at a frequency and duration sufficient to support, and that under normal circumstances do support, a prevalence of vegetation typically adapted for life in saturated soil conditions.

33 C.F.R. § 328.3(b).3 The recurrent inundation or saturation at or near the surface creates the unique environmental conditions that result in the important functions wetlands provide in the aquatic ecosystem – functions that scientific literature has linked to maintaining water quality in adjacent and downstream waters. These are not, in other words, occasional wet spots.

As concluded by the National Research Council of the National Academy of Sciences, “[w]etlands have strong connections to adjacent uplands and deepwater environments. The interdependence between wetlands and associated aquatic ecosystems provides strong scientific justification for policies that make a connection between clean water and the protection of wetlands.”4

B. Adjacent Wetlands Have Critical Water Quality

and Ecological Functions.

Adjacent wetlands perform several functions essential to maintenance of water quality and the chemical, physical and biological integrity of the aquatic ecosystem, including water storage, nutrient transformation and removal, sediment trapping, and provision of habitat for aquatic organisms.

1.Water Storage and Flow Moderation.

Wetlands store surface water following precipitation events and moderate the flow of adjacent and downstream waters. Short-term surface water storage in wetlands reduces downstream flood peaks following precipitation events. Excessive flood peaks result in destructive scouring of stream beds and channels which can harm aquatic life. In the northeastern United States, watersheds with 4% or greater wetlands had peak flows that were 50% lower than watersheds with no remaining wetlands.5 Long-term surface water storage in wetlands maintains the base flow and seasonal flow distribution in adjacent streams. Wetlands in the adjacent landscape slowly release stored water through surface and sub-surface connections and “recharge” the streams maintaining flow during periods of low precipitation.6

2. Nutrient Transformation and Removal.

Wetlands play a critical role in limiting excessive nutrients in water because they intercept, transform, and accumulate nutrients (nitrogen and phosphorus) that would otherwise be delivered directly to streams or other waters by precipitation and runoff. All scientific studies conclude that wetlands are a major sink of pollutant nitrogen in the landscape, and some recent studies suggest that wetlands may be the most important sink.7

A recent study of five wetlands (size 0.4-3.1 hectares) in southwestern Michigan found even these relatively small wetlands removed nitrate and sulfate from introduced water containing those pollutants at a rapid rate: “The rapid rates of [nitrate and sulfate] removal demonstrate how very small areas of wetland sediment are capable of improving water quality, and such areas often occur at critical points of water flow between surface and groundwater reservoirs.”8

Wetlands reduce nitrogen pollution in surface waters by converting polluting forms of nitrogen into harmless gaseous form in a process called denitrification. It is the hydrology, or recurrent saturation or inundation, of a wetland that creates the conditions that make wetlands ideal for denitrification. Denitrification occurs under anoxic (without oxygen) soil conditions, but oxic (with oxygen) soils may be important in processing nitrogen first! Inundation or saturation of the soil with water limits oxygen except in the upper level of the soil and along some plant roots, creating an interface of oxic and anoxic soil conditions ideal for denitrification. Since some forms of nitrogen are highly mobile in groundwater, wetlands that do not have a surface hydrologic connectivity but have a subsurface groundwater connection can be important to reducing nitrogen pollution to nearby surface waters.9 While other ecosystems provide some denitrification, only wetlands have this tremendous capacity to intercept and remove nitrogen, thus maintaining the water quality of adjacent and downstream waters.

In fact, scientists believe that wetlands adjacent to smaller tributaries in the upper reaches of watersheds “may be the most important regulating water chemistry in large drainages because their large surface-to-volume ratios favor rapid nitrogen uptake and processing.”10 Once water reaches larger rivers, the nitrogen in the water is less likely to come into contact with soils and vegetation, so it is critical to water quality that excessive nitrogen be filtered in wetlands adjacent to smaller tributaries.11 In a given watershed, smaller tributaries and associated wetlands may process more nitrogen and retain more large sediment particles while wetland floodplains associated with larger downstream rivers retain phosphorous and trap fine particles. Wetlands thus may be needed both upstream and downstream to fully address problems of nitrogen and phosphorus in surface waters.

3. Sediment Trapping.

Wetlands adjacent to streams and other waters are generally depositional areas on the landscape. Soil erodes from the adjacent upland areas “downhill” into the wetland. Adjacent wetlands intercept and trap eroding soil and sediment from uplands preventing delivery to the stream or other water body. Sediment adversely affects water quality by smothering streambeds and destroying or degrading aquatic habitat.12 In addition, toxic materials including pesticides, industrial wastes, and metals can be bound to sediment and carried into water bodies.13 States report that sedimentation is one of the most widespread pollutants of streams and rivers and impairs 12% of assessed stream miles and 31% of the impaired stream miles.14

4. Habitat for Aquatic Organisms.

Wetlands provide the only habitat for numerous organisms and are important to the overall maintenance of biodiversity and the aquatic ecosystem. Similarly, tributaries provide different physical habitat for different kinds of aquatic species and different lifestages of certain fish species. Most fish require different physical habitats for each life stage, so that connectivity of diverse habitats including perennial, intermittent, ephemeral, and headwater streams is important to the fish finding suitable habitats during reproduction and each critical life stage.15 ,16 ,17

Headwaters are essential breeding habitat for some species of fish.18

C. Wetlands Adjacent to Tributaries Have Functions

Important to Maintaining Water Quality in

Traditionally Navigable Water Bodies.

Numerous scientific studies have documented and described the functions of wetlands in relation to adjacent waters and downstream waters. Functions of a wetland are associated with its landscape position.19 Most of a surface water drainage network’s interface with the land occurs in streams and associated wetlands at the most upper or “headwater” extent of the watershed. In most landscapes, approximately 75% percent of the stream length of a surface water drainage network consists of first order streams (no tributaries) and second order streams (where two first order streams join). These headwater tributaries and adjacent wetlands are “first responders” to the discharge of pollutants generated by activities in uplands. The most obvious reason even small tributaries and adjacent wetlands play a critical water quality function is that the great majority of water passes through them on the way downstream.

While first and second order tributaries constitute most of a surface drainage system, no generalizations can be made about proximity of first or second order tributaries to navigable waters. In some cases, first order tributaries may be many miles from the nearest navigable water. In other cases, first order tributaries may empty directly into navigable waters. Consequently, no generalizations can be made about the relative function of first or second order tributaries and associated wetlands with respect to downstream water quality based on their proximity to the downstream waters.

The Carabell wetlands are adjacent to a ditch excavated in wetlands. Ditches are typically excavated to modify the natural drainage characteristics of a site to increase the rate of flow from the site by decreasing surface and subsurface water retention. A large percentage of the nation’s streams and wetlands have been channelized or ditched. Ditches connected to other waters function as tributaries by conveying water, and any pollutants contained in that water, to downstream water bodies.

The water quality maintenance functions of wetlands adjacent to tributaries extend hundreds of miles downstream to the larger waters to which the tributaries contribute flow. Nutrient control provides a paradigmatic example. Pollution from excessive nutrients is a significant problem in coastal waters including Chesapeake Bay, Albemarle and Pamlico Sounds in North Carolina, and the Gulf of Mexico.20 Large additions of nutrients, including nitrogen, into such waters causes an overgrowth of algae and subsequent depletion of oxygen in the water, a process called eutrophication. “Eutrophication accounts for about half of the impaired lake area and 60% of the impaired river reaches in the U.S. and is also the most widespread pollution problem of U.S. estuaries.”21 Much of the excessive nutrient loading of coastal waters and estuaries is delivered by upstream tributaries from sources in watersheds that can be long distances from the coastal zone.22

The notorious “dead zone” in the Gulf of Mexico illustrates just how serious the problem can become, and how wetlands are integral to solving it. Nutrient laden waters from the Mississippi River seasonally create a large area of oxygen-depleted water, referred to as hypoxia, in the Gulf of Mexico on the Louisiana continental shelf. Excessive nutrients contribute to algal production which in turn leads to increased availability of organic carbon and depletion of oxygen in the water column. Most aquatic species cannot survive in oxygen depleted water – yet this hypoxia occurs in the middle of the most important commercial and recreational fisheries in the conterminous United States.23 Significantly for present purposes, some eighty-six percent of nitrogen arriving at the hypoxic zone originates in the upper Mississippi River basin above the confluence with the Ohio

River.24 The National Oceanic and Atmospheric Administration has identified restoration of wetlands in the Mississippi River watershed as a strategy to address hypoxia in the Gulf based on the nutrient removal functions wetlands provide in the upper Mississippi River tributaries.25 Although its watershed is located hundreds of miles from the Gulf, “the Illinois River basin, with 7% of its watershed converted to wetland, could reduce about 50% of the 144,000 metric tons/yr of nutrients it generates, or about 5% of the entire nitrogen load to the gulf of Mexico.”26

D. Wetlands Neighboring, Bordering, or Contiguous to Other Waters Usually Have Significant Functional Relationships to the Adjacent Waters Notwithstanding Natural or Man-Made Berms or Similar Barriers.

The water quality and other functions of adjacent wetlands for downstream water bodies are only partially removed, if removed at all, by construction of levees or berms. Natural river levees are formed on most large meandering rivers and consist of linear elevated lands along the river bank often separating the river from wetland areas or “backswamps.” These levees are formed by the deposition of sediment during flood stage as sediment laden water leaves the river channel, slows and spreads out, and drops its sediment load along the immediate river shoreline. The levee does not isolate the backswamp from the river as the levee is periodically overtopped by the river during flood stage such that backswamp wetland absorbs floodwaters, attenuates flows and receives pollutants such as sediment that would otherwise travel immediately downstream.27 Similar man-made dikes or barriers usually do not isolate a wetland from all surface connection with adjacent waters. If water levels rise and overtop the dike or barrier, it results in a direct surface connection with the adjacent wetland.

Subsurface connections also can exist between wetlands and adjacent waters even where “separated” by surface features such as berms, dikes, or dunes. For example, studies show that beach dunes do not completely isolate a wetland from adjacent waters. Wetland dune swales along the immediate shoreline of the Great Lakes have direct subsurface hydrological connectivity to the adjacent lake and water tables in the wetland are controlled by lake levels.28 E xchange of water between adjacent wetlands and a river is often through shallow groundwater, in both directions.29 Indeed, even where man-made levees are in place, hydrologic connectivity between wetlands and adjacent waterways persists.30

The direct subsurface connections between wetlands and adjacent waters can affect water quality despite surface features. As discussed above in I.B.2., excessive nitrogen is a major pollutant of surface waters. Because nitrogen is mobile in groundwater, wetlands separated from waters by dikes or berms may still perform important functions by reducing nitrogen conveyed to the adjacent water by subsurface connections.31

Failure to include wetlands as “adjacent” where immediate at-grade abutment is interrupted by natural or man-made landforms will eliminate federal protection over large expanses of wetland function. The U.S. Geological Survey has calculated that over ninety-percent (93%) of the lower Mississippi River floodplain has been modified by the presence of levees.32  Many of the remaining wetlands are landward of those levees.

II. THE FEDERAL DEFINITION OF “ADJACENT” WETLANDS ACCURATELY REFLECTS THE CONNECTION TO ADJACENT AND DOWNSTREAM NAVIGABLE WATERS, AND THAT DEFINITION ENCOMPASSES THE RAPANOS AND CARABELL WETLANDS.

Given the demonstrated physical interconnections between wetlands, adjacent tributaries and navigable waters, Clean Water Act jurisdiction over wetlands adjacent to tributaries will serve to protect the biological, chemical and physical integrity of traditional navigable waters. The federal “adjacent” wetlands definition accurately reflects the known interrelation of such wetlands with navigable waters and thus further the aim of the Clean Water Act. Further, information in the record of these cases supports the conclusion that the Rapanos and Carabell wetlands qualify as regulated adjacent wetlands.

The federal regulation applied in these cases defines waters of the United States to include wetlands that are “adjacent” to traditional navigable waters or their tributaries. 33 C.F.R. § 328.3(a)(7); 40 C.F.R. § 230.3(s)(7). The term “adjacent” is defined to mean “bordering, contiguous, or neighboring,” id., with the further provision that “[w]etlands separated from other waters of the United States by man-made dikes or barriers, natural river berms, beach dunes and the like are ‘adjacent wetlands.’” 33 C.F.R. § 328.3(c); 40 C.F.R. § 230.3(b). As discussed in Section I, supra at 14-17, numerous studies demonstrate that wetlands bordering, contiguous, or neighboring tributaries have hydrological interconnections with those water bodies and with waters downstream, such that the water quality functions of those wetlands are effectively transmitted to navigable waters. The regulatory definition of adjacent wetlands accurately encompasses wetlands that are important to maintaining and protecting the integrity of waters of the United States.

Scientific understanding also supports the regulation’s effective presumption that “man-made dikes or barriers, natural river berms, beach dunes and the like” do not operate to defeat the rationale for extending jurisdiction to wetlands that are “bordering, contiguous, or neighboring” to other waters, including tributaries. Wetlands and neighboring surface waters can interact through a variety of means, including surface flows caused by local wet weather events (e.g., rainwater causing overflow from a wetland into a tributary); surface flows caused by remote wet weather (e.g., upstream precipitation causing a tributary to flood into a wetland); and by flows that travel at least temporarily through the ground before discharging into the tributary.33 Thus, even though adjacent wetlands may lack constant, obvious, or contiguous surface water connection to a nearby tributary, they can still possess significant hydrologic connectivity and functional linkage.34

Turning to application of the regulation, the Rapanos property includes three wetland areas, all with surface water connections through tributaries to traditionally navigable waters. United States v. Rapanos, 376 F.3d 629, 642-643 (6 th Cir. 2004). As the Rapanos do not dispute that their wetlands have direct connections to tributaries, those wetlands fall within the definition of adjacent wetlands. 33 C.F.R. § 328.3(a)(7); 40 C.F.R. § 230.3(s)(7).

The 19.6 acre Carabell property includes approximately 16 acres of forested wetlands that are a remnant of the once more expansive Lake St. Clair, which lies about one mile southeast of the tract. Carabell v. United States, 391 F.3d 704, 705 (6 th Cir. 2004). At some time in the past, a ditch was excavated from the wetland and the spoil material cast along both sides of the ditch, creating a berm. 391 F.3d at 705. The ditch connects with the Sutherland-Oemig Drain which flows into Auvase Creek, which in turn flows into Lake St. Clair, a traditionally navigable water that connects to Lake Erie. JA Vol. 4 at 847 (Magistrate’s Report and Recommendation).

The administrative record supports the conclusion that the Carabell wetlands are “adjacent” under federal regulation. The ditch was excavated out of wetlands contiguous to the delineated wetlands on the site, with removed wetland materials “sidecast” along the ditch to form the berm. JA Vol. 3 at 532. The record contains little clarifying information about this sidecast berm’s manner or mode of construction, its size, or its actual demonstrated performance as a hydrological barrier between the wetlands, ditch, and drain, particularly during wet-weather events. Based on what was before it, however, the Corps concluded that the ditch remained adjacent to the wetlands from which it was dug for the purposes of its regulatory jurisdiction. JA Vol. 3 at 516, 523, 531-534. While the frequency and extent of surface water connection between the wetland and the neighboring tributaries is not clear from this record, what does appear clear is the fact that a periodic surface water connection exists.35 The record also presents evidence of subsurface connection between the wetlands and ditch.36 The hydrologic connectivity between the Carabell wetlands and nearby tributaries supports the Corps’ conclusion that water quality functions could be lost if these wetlands were destroyed. Compare JA Vol. 3 at 519 (Corps determination stating wetlands on site provide “valuable seasonal habitat for aquatic organisms” and “water storage functions that, if destroyed, could result in an increased risk of erosion and degradation of water quality in the Sutherland-Oemig Drain, Auvase Creek, and Lake St. Clair.”) with Section I, supra at 6-11 (discussing water storage, pollution reduction and biological habitat values of wetlands for navigable waters).

CONCLUSION

Peer-reviewed scientific studies demonstrate that wetlands adjacent to tributaries are functionally interrelated with, and physically interconnected to traditionally navigable waters, and play an important role in restoring and maintaining “ the chemical, physical, and biological integrity of the Nation's waters.” 33 U.S.C. § 1251. Federal regulations defining waters of the United States to include those wetlands accordingly have a sound foundation in science. Those regulations, applied to the wetlands in this case, support federal jurisdiction in both Carabell and Rapanos. The decisions below should be affirmed.

Respectfully submitted.

James Blanding Holman, IV*

Derb S. Carter, Jr.
Southern Environmental Law Center
200 W. Franklin Street, St. 330
Chapel Hill, NC 27516
(919) 967-1450

*Counsel of Record


 

1All parties have consented to the filing of this brief. Pursuant to this Court’s Rule 37.6, Amici state that no counsel for any party in this case authored this brief in whole or in part, and no person or entity other than the Amici and their counsel have made a monetary contribution to the preparation and submission of this brief.

2 U.S. Fish & Wildlife Service, Status and Trends of Wetlands in the Conterminous United States 1986-1997 , 9 (2000).

3Hydrology is also the primary factor in the definition of “wetland” proposed by the National Research Council of the National Academy of Sciences in 1995. Nat’l Research Council, Nat’l Academy of Sciences, Comm. on Characterization of Wetlands, Wetlands: Characteristics and Boundaries 3 (1995).

4Id. at 34.

5 Nat’l Research Council, Nat’l Academy of sciences, Compensating for Wetland Losses Under the Clean Water Act 48 (2001).

6 T.C. Winter, U.S. Geological Survey Circular, Groundwater and Surface Water: A Single Resource , 1139 (1999).

7 Nat’l Research Council, Nat’l Academy Of Sciences, Clean Coastal Waters:  Understanding and Reducing the Effects of Nutrient Pollution (2000); R.W. Howarth, et al.,  Sources of Nitrogen Pollution to Coastal Waters of the United States, 25 Estuaries  656-676 (2002); Van Breemen, et al., Where Did All the Nitrogen Go?  Fate of Nitrogen Inputs to Large Watersheds in the Northeastern USA, 57&58  Biogeochemistry 267-293 (2002).

8 S.L. Whitmire & S.K. Hamilton, Rapid Removal of Nitrate and Sulfate in Freshwater Wetland Sediments, 34 J. Environ. Quality 2062, 2070 (2005).

9 Nat’l Research Council, supra note 7.

10 Peterson, et al., Control of Nitrogen Export From Watersheds by Headwater Streams, 292 Science 86-90 (2001).

11 D.F. Whigham, et al., Impacts of Freshwater Wetlands on Water Quality: A Landscape Perspective, Environmental Management, 663-671 (1988).

12 U.S. Envt’l Protection Agency, National Water Inventory Report 13 ( 2000) (Report to Congress).

13 W.R. Osterkamp, et al., Economic Considerations of a Continental Sediment-Monitoring Program, 13 International Journal of Sediment Research No. 4: 12-24 (1998).

14 U.S. Envt’l Protection Agency, supra note 12, at 12.

15 T.R. Labbe & K.D. Fausch, Dynamics of Intermittent Stream Habitat Regulate Persistence of a Threatened Fish at Multiple Scales, 10(6) Ecological Applications 1774-1791 (2000).

16 M.N. Paller, Relationships Between Fish Assemblage Structure and Stream Order in South Carolina Coastal Plain Streams, 123 Transactions of the American Fisheries Society 150-161 (1994).

17 I.J. Schlosser, Critical Landscape Attributes That Influence Fish Population Dynamics in Headwater Streams, 303 Hydrobiologia 71-81 (1995).

18 J.L. Meyer & J.B. Wallace, Lost Linkages and Lotic Ecology: Rediscovering Small Streams, Ecology: Achievement and Challenge 302 (M.C. Press et al. eds., 2001).

19 See M.M. Brinson, A hydrogeomorphic classification for wetlands, Technical Report WRP-DE-4, (U.S. Army Engineer Waterways Experiment Station, Vicksburg, MS, 1993).

20 The degradation of coastal estuaries prompted Congress to amend the Clean Water Act to establish a national estuary program to develop comprehensive conservation and management plans to implement corrective actions to address pollution of estuaries. See 33 U.S.C. 1330.

21 Carpenter, et al., Nonpoint Pollution of Surface Water with Phosphorus and Nitrogen, 3 Issues in Ecology 1-12 (1998).

22 N at’l Research Council, supra note 7; R. Howarth, et al., Nutrient Pollution of Coastal Rivers, Bays, and Seas, 7 Issues in Ecology 1-15 (2000).

23 See N.N. Rabalais, et al., Characterization of Hypoxia, Topic 1 Report for the Integrated Assessment of Hypoxia in the Gulf of Mexico (U.S. Dep’t. of Commerce, Nat’l Oceanic and Atmospheric Admin. (1999)), http://oceanservice.noaa.gov/products/pubs_hypox_t1final.pdf

24 D.A. Goolsby, et al., Flux and Sources of Nutrients in the Mississippi – Atchafalaga River Basin: Topic 3 Report for the Integrated Assessment on Hypoxia in the Gulf of Mexico, (U.S. Dep’t of Commerce, Nat’l Oceanic and Atmospheric Admin.(1999)), http://www.nos.noaa.gov/Products/hypox_t3final.pdf.

25 W.J. Mitsch, et al., Reducing Nutrient Loads, Especially Nitrate-Nitrogen, to Surface Water, Ground Water, and the Gulf of Mexico, Topic 5 Report for the Integrated Assessment on Hypoxia in the Gulf of Mexico 84 (U.S. Dep’t of Commerce, Nat’l Oceanic and Atmospheric Admin. (1999), http://oceanservice.noaa.gov/products/pubs_hypox.t5final.pdf

26Id.

27 W.J. Mitsch & J.G. Gosselink, 317-351 Wetlands (1986).

28 D. Albert, Borne of the Wind: An Introduction to the Ecology of Michigan’s Sand Dunes (Michigan Natural Features Inventory 2000).

29 See Nat’l Research Council, Nat’l Academy of Sciences, Riparian Areas, Functions and Strategies for Management 33 (2002)  (“Because floodplains are porous and contain aquifers that are closely linked to and controlled by the channel system, waterbodies and their riparian areas are linked longitudinally, vertically and horizontally); id. at 34 (Figure 1-4 and legend describing how in most “alluvial river corridors” river water moves rapidly through surficial alluvia in a hyporheic zone immediately underlying the stream bed and adjacent areas).

http://www.nap.edu/books/0309082951/html/33.htm l; Gerald J. Gonthier, Ground-water-flow Conditions Within a Bottomland Hardwood Wetland, Eastern Arkansas, 16 Wetlands 334-46 (1996) (describing groundwater flow from wetland adjacent to Cache River in Arkansas to and from river).

30 See, e.g., Kelley, Relations Among River Stage, Rainfall, Ground Water Levels, and Stage at Two Missouri River Flood-Plain Wetlands (U.S. Geological Survey 2001) (describing water levels in floodplain wetlands separated from Missouri River by levees rising and falling as river heights (stages) varied).

31 Nat’l Research Council, supra note 7.

32 R.L. Delany & M.R. Craig, Longitudinal Changes in Mississippi River Floodplain Structure (U.S. Geological Survey 1997). 

33 See Gonthier, supra note 29 (describing flow of water from wetland into local aquifer and then into river).

34 See id.; Albert, supra note 34; Mitsch, supra note 27.

35 The Carabells’ attorney stated that “at least” three “lateral cuts, drainage cuts that run through the berm,” through which rainwater could “go over,” JA Vol. 3 at 639, while another Carabell consultant objected to the proposition that the existing wetlands were essentially “offline” with “no outflow,” stating that a three-and-a-half-inch rain would result in “some overflow.” JA Vol. 3 at 639.

36 The Carabells’ consultant stated that that the Sutherland-Oemig “drain dropped the water table three, four feet, so it has been a long slow drying out process, and I’m not so sure that that process isn’t continuing today.” JA Vol. 3 at 629 (statement of Mr. Leighton). And the Corps’ site inspector, addressing the question of “Site Hydrology” and the nearest water receiving runoff from the site, answered “perhaps drain, perhaps groundwater discharge.” JA Vol. 3 at 487. See alsoUnited States v. Deaton, 332 F.3d 698, 702-703 (4 th Cir. 2003) (discussing drainage ditch dug in wetlands with sidecasting as increasing drainage with a purpose to “destroy wetland characteristics”).

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Ecology 101

Note: Dr. Harold Ornes is the editor of Ecology 101. Anyone wishing to contribute articles or reviews to this section should contact him at the Office of the Dean, College of Science, Southern Utah University, 351 W. Center, Cedar City, UT 84720; (435) 586-7921; Fax: (435) 865-8550; E-mail: ornes@suu.edu.

We are fortunate to have several stimulating articles for this issue. Let’s start off with an uplifting and demoralizing accumulation of questions asked by both job interviewers and interviewees. Depending on your feedback, there may be enough good, bad, and ugly job interview scenarios to start a new ESA Bulletin column, “Interviewing 10.” (I hope I’m just kidding.) Thanks to Brian D. Inouye and Nora Underwood (Florida State), Dan F. Doak (UC Santa Cruz), and Peter Kareiva (The Nature Conservancy, Seattle); sorry you had to endure some of these questions.


Interviewing for Academic Jobs

 

The interview process for academic jobs is a bit different than that for other kinds of jobs, and the types of questions that get asked of ecologists are not what one would find in the hundreds of books written on interview preparation. As part of our own process of interviewing for jobs, and later to help graduate students and postdoctoral fellows prepare for their interviews, we compiled a list of questions actually asked of candidates during interviews. Job candidates need to evaluate their fit with potential employers as well, so we have also compiled a list of questions that you may well want to ask of the faculty, students, and administrators with whom you meet. These questions may be especially useful for job candidates who aren’t as familiar with cultural norms at colleges and universities in the United States. The questions on these lists are not given in any particular order, although they are grouped thematically. They are all, no matter how preposterous some of them seem, questions that were actually asked of multiple candidates as part of interviews for academic jobs in Ecology.

We suggest that job candidates consider both how they might answer questions asked of them, and how they can use questions to show themselves to best advantage. In order to keep this list concise (so that it can fit in a pocket while you’re on an interview) we have pared the questions down to their essence. However, by embellishing on these questions, candidates should be able to use questions to explain (again!) why they are so wonderful. For example, if you want to ask the question, “What support is there for teaching courses?” you might phrase it as, “If I teach a special field ecology course, can I purchase modest pieces of equipment such as field balances, GPS units, etc., which could serve the course and student researchers for years?” Of course, the correct way to phrase a question depends on the kind of institution where you are interviewing (e.g., a major university, small liberal arts school, or a research foundation), and some of these questions may not be relevant for some jobs. Special job situations, such as the “two-body problem,” are not covered here, but also entail certain questions that are likely to come up at every interview.

There is much that goes into a successful interview beyond thinking ahead of time about coherent answers to the questions you are likely to be asked, such as preparing a good job seminar. Nonetheless, a bit of time considering these questions may help candidates come to a clearer picture of their goals and avoid moments of flustered silence and awkward conversation stoppers.

Questions that a job candidate should be prepared to answer

 

Research and funding

So, what do you do? [Many faculty, and most students, will not have read your application.]

How does your work fit into the “big picture” -- what major questions does it address?

How do you differentiate your work from your Ph.D or postdoctoral advisors’ work?

What new research will you do when you get here / in the next 5 years?

What grants do you plan to write in the next year or two?

Which external funding agencies will support the kind of work you do?

What makes you think that you can get an NSF award?

Where do you think your work will be going over the next 15 years?

Where will you do your research—is your field work going to be local?

What space / equipment will you need?

How much start-up money do you need or expect?

 

Teaching and graduate training

What teaching experience do you have?

What courses would you want to teach right away?

What is your philosophy of graduate / undergraduate teaching?

How do you feel about doing research with undergraduates?

How do graduate / undergraduate students fit into your research plans for the next 5 years?

What is your philosophy of graduate student training?

What will your graduate students work on?

How do you feel about advising students who work on systems that are different from yours?

How many students do you want to have in your lab?

How will you support your graduate students?

 

Character of institution

Why do you want this job—why would you want to join this department?

What can you contribute to the department (what strengths do you complement)?

What do you see as the department weaknesses (and how do you fix them)?

What do you want to know about this college / university?

What do you want to know about the area / students / faculty?

How would your career be different at a small college vs. a research university?

How do you feel about public/community service?

Miscellaneous

What is the best idea you ever had? [A real question, verbatim]

What is the most important question in your subfield?

What are the most important questions in ecology or biology?

  • Why is your subfield worth studying when everything can really be explained by the work of the brilliant person asking you the question?

What do you see as your own weaknesses, as a scientist and teacher?

  • Are you married and do you have or plan to have children? [While these questions are illegal to ask during the interview process, two of the authors of this note were asked these questions on virtually every interview. You should be prepared to either answer or politely avoid them.]

Top of Next Column

Questions that a job candidate should ask of faculty, students, and administrators

Research

What office and lab space could I expect to have—can I see it?

How much startup money should I expect?

When does the startup account expire and is its use restricted?

Will lab renovations and office furniture be charged to my startup money?

Is there office space for graduate students other than inside my lab?

What are common local field sites? How long does it take to get to them?

Where is the greenhouse space, and is there enough of it? Is there any greenhouse staff?

What shared research facilities does the department have?

Is there institutional research funding available for pilot projects?

Is there money available to pay for trips to meetings?

Is there any prejudice against funding that does not come from NSF or NIH?

Is the library adequate? Is there good on-line journal access?

What kind of computer facilities do you have?

Is there money to buy new computers, and staff to help with computer problems?

Do you have a list of software packages with institutional site-licenses?

Teaching and graduate training

What is the teaching load for this position?

Is the teaching flexible, so I can accommodate field seasons?

Are there specific courses the department needs taught for this position?

What is the usual class size? How much TA support is there?

Are there opportunities to develop specialized / smaller classes?

Do undergraduates get involved in research in most labs here?

Are there small grants to help support undergraduate research projects?

Is there funding for course “extras” like field trips, or outside speakers for a seminar?

Is there teaching credit (or service credit) given for mentoring undergraduate / graduate students?

What are the department philosophies about teaching vs. research, and graduate vs. undergraduate teaching?

How are most graduate students supported—is this support adequate?

What resources or opportunities are available for recruiting top-notch graduate students?

Do new faculty get special help in recruiting students?

What are graduate student teaching loads—do they have time for their research?

How are TAs assigned?

Is there any TA training?

How are graduate students recruited? If I wanted to accept several students in one year, could I?

Where do most of the graduate and undergraduate students come from?

What is the mix of masters vs. doctoral students in most labs?

Character of institution

How well do faculty get along? Is there much interaction among different disciplines?

Is the department a participant, or are members of the department participants, in any large interdisciplinary grants?

Is any new hiring planned in the next 5 years (will there be new colleagues)?

What types of grants do most faculty have?

What seminar series/discussion groups are there?

What are main frustrations of faculty, and of graduate students?

Are the health and retirement benefits good?

What is the cost of living in this area?

What are the local opportunities for recreation?

Tenure

What are the requirements for tenure, and what is the tenure rate in this department?

What is the normal schedule for promotions and raises?

What are sabbatical schedules like?

Is it possible to stop the tenure clock for family leave?

Is the chair a rotating position or permanent?

After reviewing these questions you may feel that interviewing is an insurmountable hurtle. Not so; preparation is mostly a matter of common sense. For most of the questions listed above, there is an obvious, implied “right” answer; for the rest the important thing is having any answer, rather than just fumbling when you are asked the question. Furthermore, doing well in the question game is only about increasing your odds—you can screw up many parts of an interview and still get the job. Maintaining a sense of fun is especially important, because looking as if you are enjoying yourself is a big part of “shining,” and it is hard to fake.

Acknowledgments

Earlier versions of this article and a more thorough, less politically correct, and more entertaining “Magic Guide to Interviewing” have circulated for years among various lab groups. We thank many friends who have shared notes about their job interview experiences and encouraged us to share some of these experiences with a broader audience.

Brian D. Inouye (author for correspondence)
Biological Science
Florida State University
Tallahassee, FL 32306-1100
E-mail: binouye@bio.fsu.edu

Nora Underwood
Biological Science
Florida State University
Tallahassee, FL 32306-1100

Dan F. Doak
Earth and Marine Sciences
University of California
Santa Cruz, Santa Cruz, CA 95064

Peter Kareiva
The Nature Conservancy
Seattle, WA 98105

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Ecology 101

Our second article is by Robert Cutting and Lawrence Cahoon (UNC Wilmington) who have collaborated in creating a course that blends Law and applied Ecology (Environmental Science). While not exactly the television program “CSI,” the course does deal with the intricacies related to investigating and presenting a legal case involving crimes against the environment and the need for investigators to understand ecological principles.

Forensic Environmental Science: Where Laws and Ecological Principles Meet

Introduction

The field of “forensic science ” has become popular nationwide, in part because of the “CSI” television series. Investigations of environmental crime, however, rarely receive such television attention. Such investigations require the same techniques, skills, and tools as other criminal investigations, but environmental investigators, including regulatory staff, scientists, employees, or volunteers with environmental organizations, and regular citizens, typically acquire these skills, if at all, “on the job.” In our experience, Science majors may understand the ecological principles of environmental crimes, but are often at a disadvantage, since many never take a course in the American political and legal systems, or even public speaking.

Since 1997 we have taught a course annually entitled “Forensic Environmental Science.” At that time we could find no other in the nation. The course involves: (1) introduction to basic legal concepts and procedures, (2) use of ecological science in the legal system, and (3) the tools to craft a convincing scientific presentation in any forum.

Target audience

Our primary focus has been on senior-level undergraduates, and our student population consists primarily of science majors and environmental studies (B.A .or B.S.) students. Because forensics is popular and we have a new Forensics minor at UNC Wilmington, we also get a smattering of Criminology, Sociology, Political Science, and other pre-law students. We have also had a number of graduate students, but have not offered a graduate-level course. Based on a survey of our spring 2005 class, we found that most had not had even a basic political science class in college, and had correspondingly little understanding of how our system of environmental laws and regulations functions. Although about half (13 of 25) knew that the legislative branch writes environmental laws, only 4 of 25 knew that the executive branch writes environmental regulations. Most had limited contact with the legal system as witnesses, plaintiffs, defendants, or victims, and indicated only poor-to-moderate confidence in their abilities as jurors, investigators, or witnesses. Despite the popularity of televised crime shows, only 4 of 25 understood “chain of custody.” The class rated its knowledge of quality assurance/quality control procedures as none to poor. The class rated its ability to recognize an environmental violation as moderate, but none knew the microbiological standard for drinking water. Thus, there were significant gaps in effective knowledge, which we sought to remedy in this course.

Course objectives

The course objectives are fairly straightforward, although they involve a mix of disciplines that is somewhat unusual for a traditional university curriculum.

A) Appreciation of the legal system: The course addresses (1) the organization of American government/politics, (2) the legal system, including organization and procedure as well as fundamental research skills; (3) the administrative process; and (4) an introduction to environmental laws, both common-law (e.g., nuisance and trespass) and statutory law (the Clean Water Act, etc.).

B) Understanding the role of ecological science in environmental law, we attempt to demonstrate (1) the use of sound ecological science in the formulation and administration of law and regulations, (2) weaving understandable and accurate ecological science into presentations of all types.

C) Specific skill sets: (1) presentation skills, including verbal and written skills; (2) investigative techniques of all types, including web-based search techniques; (3) interview skills; (4) data collection, including photographic, technical instrumentation, and quality assurance/quality control procedures; and (5) documentation.

We cover this wide range of topics in a format that emphasizes real case examples, guest speakers from the various disciplines, and interactive learning. Guest speakers help set the tone and provide real-world context, and have included representatives from the legal system, such as prosecutors, investigators, environmental agency representatives, and representatives of the regulated communities and NGOs. The web now offers incredible opportunities for assignments in legal research. Originally, we addressed the legal system and the scientific issues simultaneously, covering science and law topics in the same 3-hour lecture session. However, because many of the students have so little grounding in the legal and political issues, we now focus on the legal system first.

A) Legal system

The lectures set the framework, based on a good environmental law text as a discrete unit, with an exam at the end of the section. We have used Powell (1998), occasionally Valente and Valente (1995), and Salzman and Thompson (2003) is worth considering. We are now using Kubasek and Silverman (2005).

Extensive web materials illustrate the basic concepts ‹http://www.uncw.edu/evs/cutting/CLASS488/bio488coursemat.html›. Assignments emphasize application of legal principles, as many of these students will have to do in a government, corporate, or consulting business: (1) research of state and federal statutes, regulations and cases, (2) environmental reporting and data sources, for example, EPA‘s Envirofacts, and Environmental Defense’s Scorecard, and (3) specific agency processes, for example, the permit application procedure for NPDES permits within a state.

Specific topic areas include those below.

1) Organization of government. Often some state or national election or appointment of a Supreme Court justice provides a focal point to highlight the law-making process from the legislative and executive branches of government. Assignments typically include identifying and communicating with the students’ legislators, and researching legislative and regulatory proposals and history.

2) Organization of the legal system, including a discussion of the differences between and interaction among Anglo-American common law, the constitutions of the United States and the states, the statutes, cases, regulations, and executive orders.

3) Legal process and procedure. Dispute resolution mechanisms, including Civil, Administrative, and Criminal systems, as well as alternative dispute resolution mechanisms are studied. We emphasize preparation as the key to resolution of any case. The discovery process is a focal point since that is where much of the action in law cases occurs, and we discuss concepts of evidence so students can better understand how facts and opinions are classified and utilized within the legal system, especially expert testimony. We emphasize criminal procedure since we think that if students can prepare a criminal case, they can prepare almost any presentation well. We explore search warrants and investigative search warrants so students learn about “probable cause” and “chain of custody.” Finally, we look at jury instructions, so the students have a grasp of what it is that actually must be proved to the satisfaction of the “twelve good and true,” just as real prosecutors do. (For this exercise, we conducted a survey of states’ attorneys general and compiled a fairly extensive catalog of forms ‹http://www.uncw.edu/evs/cutting/CLASS488/bio488coursemat.html, Jury Instructions›)

4) Agencies and Enforcement Issues: Because much of environmental law is really administrative (agency) law, we look at the origins, composition, and functions of administrative agencies. Topics include policy-making, political oversight, the mechanics of rule-making, technical assistance, environmental education, and enforcement functions. Typically, each student is assigned a state to research and report on the air or water-quality permit processes.

(5) Specific environmental laws: The Clean Air Act, Clean Water Act, NEPA, RCRA, CERCLA, and other “alphabet soup” acts are covered. We have compiled original source materials on the UNCW EVS Environmental Law Research Module site ‹http://www.uncwil.edu/evs/module/index.html› for easy reference. We tend to focus on the Clean Water Act, since one author of this paper works mainly with surface water quality, and on RCRA and CERCLA, because so much litigation and inquiry involves hazardous/toxic materials.

B) Ecology and environmental science

1) Scientific basis for laws and regulations. We review briefly some of the history of scientific engagement with the policy process, starting with Dr. Snow’s investigation of the source of cholera infections in London, and including the controversy about pesticide applications stirred by Rachel Carson’s Silent Spring, and continuing through discussions of mercury, dioxins, and microbiological hazards. The dual concerns of human health and ecosystem health are emphasized. The elements of risk assessment are presented, and the statistical relationships between measured parameters and impacts are discussed so that students understand where statistical uncertainty enters consideration in terms of detection limits and safety threshold arguments. The distinction between correlation and causation is drawn carefully. The importance of emerging issues is discussed, as these are likely to engage students in their early careers.

The application of science in making policy is discussed with the unavoidable uncertainties kept in mind. (See, for example, Oliver Houck, Tales From A Troubled Marriage: Science and Law in Environmental Policy, 302 Sci. 1926 [2003]). We point out that environmental management is a work in progress, with different approaches used by different persons. Management techniques discussed include discharge standards, limits and permits, ambient standards, Best Management Practices, nonpoint source management practices, Total Maximum Daily Loads (TMDL), emissions trading programs, basin-wide management plans, and international treaties, such as the Montreal Protocol.

2) Scientific parameters and methods. A comprehensive discussion of the variables one might measure for purposes of ecosystem orenvironmental monitoring or directed investigation is beyond the scope of the course, so we describe categories of measurement techniques. These include: (a) immediately sensible properties, such as odors, noise, and visible impacts (which lend themselves to photography), (b) instrumental methods, such as use of DO meters, multiprobes, and specialized field instruments, (c) “wet chemistry” techniques that require sampling and laboratory analysis, including gas chromatography and mass spectrometry, (d) methods for pathogens, including standard microbiological assays and newer molecular techniques, and (e) biological indicators, such as toxicity testing and population and community assessment techniques. Students are assigned to select one such method from the American Public Health Association’s Standard Methods manual and write a description of “what, why, and how,” as if for a jury. We also do a demonstration of each instrument and technique we employ later in the course, and allow the students to get some “hands-on” experience with the devices and the data they produce. Knowing what good data look like is critical.

3) Quality assurance and quality control (QA/QC). The preliminary course survey showed that students initially had a poor understanding of the proper strategies and procedures for handling samples (= evidence) and analyzing them to yield trustworthy results and interpretations. One lecture covers the elements of quality assurance, the development of a quality control plan, and both internal and external quality control procedures, since data quality must ultimately be defensible in any academic or applied setting. (Implementation of QA/QC plans and procedures was an element of the subsequent group projects assigned to the class.)

4) Quantitative reasoning. The ability to interpret the meaning of numerical information is critically important in science in general, and of course, in environmental regulation and management, but many students exhibit “math anxiety” that inhibits their performance. Humans transmit information through imagery, words, and numbers, apparently in decreasing order of effectiveness when math anxiety is a factor, so we emphasize the translation of numerical information into interpretive words and imagery, including tables and graphs.

5) Interpreting agency data. Once students understand the parameters involved, they can interpret the compliance and enforcement data supplied to regulatory agencies and available to the public. Students are provided actual Daily Monitoring Reports (DMRs) from local NPDES permit holders and asked to analyze patterns of performance in the data sets, including violations, and to present these in a format easily understandable to a lay audience, i.e., a jury.

C) General skill sets

Since this is both a theoretical and practical course, we spend considerable time working through the skills necessary to construct a winning case. These inquiries also break up the lectures and are usually fun for all involved.

1) Presentations: verbal presentations plus writing and PowerPoint assignments. We consistently hear from graduate schools and employers that students need more experience in verbal and written communications. We offer several opportunities to build skills, such as exercises to investigate an assigned state’s NPDES or air permit program, and to create a four-slide presentation to demonstrate how to secure a permit that gets the student in front of a friendly audience.

2) Research: both legal issues and scientific methods. The legal research component is essential, because once in the field, students will be confronted with the need to research legal issues in each jurisdiction they encounter. There are exercises to find and discuss statutes, regulations, and cases, such as U.S. Supreme Court cases on the environment. At other times, students research statutory language (usually the CWA or RCRA/CERCLA), and sift through the EPA docket to learn of impending rules changes. Similarly, we usually randomly assign research related to states for the same purposes. The utility of starting with the appropriate agency and learning the agency’s view (if possible) is stressed, which can be a short cut to the primary and secondary materials.
3) Investigative and interview techniques. We usually have some fun with interview techniques, discussing everything from the “Good Cop/Bad Cop”approach to the need to secure the hard drives on a subject’s computers. The emphasis is on building good listening skills and using the “open-ended” question so the subject will talk. In one exercise, we have a volunteer (dressed up in a disguise) run into the classroom during a lecture and grab some object we have placed in the room. There is usually a rollicking discussion after each student has recorded his/her “observations”—and a wide range of opinion on key details! In another, we provide scripted roles for the students, who role-play regulatory personnel, percipient witnesses, and possible polluters. The students then break into small groups and videotape each other as they harangue and cajole to try to get information from resistant colleagues. We then critique the videos so students learn both interview skills and video skills at once. Frequently, we have guest speakers from regulatory agencies, or investigators from law enforcement, talk about methodology. The students apply these skills during the final exercise when they can talk with real people who are part of the regulated community.

4) GPS, GIS, and map skills. Critical to most investigations is good situational awareness, but our preliminary survey showed that students had minimal knowledge of geographic information techniques. We usually start with exercises that require students to locate aerial, topographic, and satellite images of target locations, through Terraserver, Google Earth, Google Maps, NOAA, and our county GIS section. (OPIS: ‹http://www.csc.noaa.gov/opis/›) Finally, we have several GPS devices available, from hand-held devices to integrated units for laptops and PDAs, and encourage the students to work with each.

5) Use of multimedia. The medium is often the message in forensics. Thus, we emphasize utilizing photography, video, and chart/graph depictions to manage complicated information for easy digestion by the target audience. Students also have “hands-on” experience with digital cameras, digital video, and related software. Use of the photographic equipment is the subject of a lecture segment on basic techniques and considerations (such as lighting, focus, film vs. digital); another exercise is for students to transfer video they have shot into a PowerPoint presentation using Windows Media

D) Final project

The course is geared to a final project that counts as 40% of the grade. The objective is to apply the skill sets and to learn to work with all the foibles of a team. The first issue is to locate a suitable site. While sending students off to roam around until they find an environmental problem would be realistic, but it would also entail risks, so we aim for more controlled circumstances. Classes have analyzed and sampled a “package” wastewater treatment facility for leachate from our county landfill, as well as an experimental “artificial wetland” created by county staff as a future treatment alternative. Recently, the class analyzed Wilmington’s Wastewater Treatment Plant for compliance. The advantages of using a regulated facility are several, including the controlled conditions, the availability of trained staff to conduct an initial tour, and NPDES standards and records to be used as benchmarks. The charge is to conduct a review of the facility as an environmental consultant to the facility itself, and to prepare a presentation to the management of the facility. We must agree to confidentiality in order to have access to the sites, so even if violations are discovered (and they are), the teams act as advisors.

1) Preparation. Generally, formation of teams early is desirable so students get to know each other and their skills. The teams can plan both for research about the site and for tasks to be performed while at the site. Students secure the documentation on the facility, then write a work plan for the site visit. In the process, students must familiarize themselves with the testing to be accomplished, and ready the equipment for field use.

2) Field exercise. The first stage of the field exercise is to tour the facility. Often, this is the first time students are exposed to the sounds and sights of a large industrial facility. The function of the facility as well as the requirements of the regulatory agencies are discussed. The students then break into their teams to conduct sampling. Usually, teams must share at least some of the equipment. All teams are charged with photographic documentation, and usually share photos because of technical difficulties they encounter under field conditions. The test results are then recorded. Some equipment provides direct readings that must be recorded in real time. Some record data over time directly into a laptop or PDA, or remotely collected data can later be downloaded from the calculator-sized basic unit. When the class was smaller, students performed their own “wet-chemistry” for some parameters such as Total Suspended Solids or phosphate, but with larger classes, this has become somewhat impractical. Students do learn to work with labs, because we usually have the university labs analyze student BOD samples, which are collected and handled with true “chain-of-custody” documentation.

3) Presentation. The presentation is always an eye-opening experience for our groups. First, there is the thrill of the group experience with the occasional no-show and laggard. Then, there are assorted technical difficulties—and we have had almost all of them. The film cameras don’t work, the digital cameras suffer some malfunction, or the video is unusable for some reason. The sampling almost always is adequate, because with some exceptions, even the wet chemistry can be performed on site. Beyond the site-gathered data, students must secure plant diagrams, aerial photos, plot plans, plant documentation, and other background data from other sources. Groups often add slides with explanations of technical terms or processes. A sample of the student presentations can be viewed at: ‹http://www.uncw.edu/evs/cutting/CLASS488/bio488coursemat.html› under the pull-down menu for PowerPoint Presentations.

The teams then present their findings. Each member of the group must participate in the presentation. Teams adopt different approaches, from humorous to ominous. Typically, the presentations last 15–20 minutes, with questions from the instructors and other classmates following each.

E) Measures

The group presentation forms the backbone of the coursework, but there are several other kinds of graded components. First, there are graded and ungraded homework assignments (Appendix A). There are also traditional exams, of course. We currently use a major “quiz” after the introductory legal materials, and another that covers the scientific materials immediately prior to the presentations. The final exam is cumulative for the course. The format is always short-answer essay so the students have an opportunity to write and to make their case. Often, we will allow students to select a specified number of questions from a larger list (Appendix B). The most interesting grading project is the presentation, but it is the most difficult to grade. A standardized performance evaluation has been created (Table 1).

F) Final survey results

A final self-evaluation of students’ perceptions of how their knowledge and abilities changed as a result of this course was conducted in the spring semester of 2005. There were marked improvements in their understanding of the basic civics questions about environmental law, regulation, investigation, standards of proof, differences between common and statutory law, and chain of custody. Students’ confidence in their ability to recognize, document, and report environmental violations improved. They felt better able to serve as jurors, expert witnesses, and team members. They reported better understanding of how to find and interpret environmental information, including permits and monitoring data. They rated their ability to conduct actual investigations, use testing procedures, comprehend and explain their results as improved. Interestingly, their only ambivalence was about their ability to serve as a witness (lay, not expert) in a trial, a task at which they expected to be about average. These survey results indicated that most students perceived they had learned significant portions of the course material, although final grades spanned a range of over 30% for the class

G) Outtakes, missteps, and conclusions

The conclusion we have reached after 7 years with this course is that undergraduates can absorb the diverse materials and can perform on a par with many professionals in the field. The students who have had environmental law generally have an easier time at the outset, because they have spent a semester with the legal system and environmental laws. The science students do manage to get up to speed, however, and non-science types (a B.A. in Environmental Studies, for example), may have to scramble on some of the ecological science topics.

Things to consider

1) If possible, have a prerequisite of environmental law or political science.

2) Block classes. We have done a 3-hour marathon once a week to allow for schedules and the field exercise, but students tire in this format. Two sessions per week would be more ideal for learning, but might present scheduling issues since a 3–4 hour block for the field exercise is necessary at least once a semester.

3) Have sufficient equipment. It is axiomatic that in a course like this, equipment adequate to the numbers of students is required. We expanded our course rapidly and had to scramble for additional grant money to purchase photo, instrument, and computer resources. Consult with others on campus, as we did with our Watson School of Education. Many times if an ecology or environmental education course is offered, there will be equipment available that is not always in use.

Conclusion

A course in Forensic Environmental Science has proven to be popular and a real stimulus both for students and for the instructors. Best of all, it seems to have equipped our students for much more than just presentation in an adversarial setting: they can communicate more effectively, even with their workplace supervisors, after taking this class.

Literature cited

Carson, R. 1962. Silent spring. Houton Mifflin, Boston, Massachussetts, USA.

Clifford, M. 1998. Environmental crime. Aspen, Gaithersburg, Maryland, USA.

Drielak, S. C. 1998. Environmental crime: evidence gathering and investigative techniques. Charles C. Thomas, Springfield, Illinois, USA.

Houck, O. 2003. Tales from a troubled marriage: science and law in environmental policy. Science 302:1926–1929.

Kubasek, N. K., and G. S. Silverman. 2005. Environmental law. Fifth edition. Prentice-Hall, Upper Saddle River, New Jersey, USA.

Powell, F. M. 1998. Law and the environment. Thomson/West, Eagan, Minnesota, USA.

Salzman, J., and B. H. Thompson. 2003. Environmental law and policy. Foundation Press, New York, New York, USA.

Valente, C. M., and W. D. Valente. 1995. Introduction to environmental law and policy: protecting the environment through law. West, Minneapolis, Minnesota, USA.

Internet resources

Environmental Defense, Scorecard: ‹http://www.scorecard.org/

U.S. Environmental Protection Agency Envirofacts: ‹http://www.epa.gov/epahome/commsearch.htm

University of North Carolina at Wilmington, Department of Environmental Studies course materials: ‹http://www.uncw.edu/evs/cutting/CLASS488/bio488coursemat.html

University of North Carolina at Wilmington, Department of Environmental Studies Environmental Law Research Module: ‹http://www.uncwil.edu/evs/module/index.html

Robert Cutting, J.D.
Department of Environmental Studies
UNC Wilmington
Wilmington, NC 28403
(910) 962-3140
E-mail: cuttingr@uncw.edu

Lawrence Cahoon, Ph.D.
Department of Biology and Marine Biology
UNC Wilmington
Wilmington, NC 28403
(910) 962-3706
E-mail: Cahoon@uncw.edu

APPENDIX A

The graded homework assignments include both law and scientific topics, such as:

1) View a movie (on reserve) or read a book about environmental investigations, justice, etc., and write a brief review following guidelines we prescribe.

2) Select a scientific measurement method from an APHA manual on reserve in the library and write a one-page description as if for a jury about how the method works, what it tells you, and why you would use it.

3) Visit the OPIS web site, identify a set of permittees in the coastal area, then view the enforcement data web site and find out if any of the selected set have been cited for a violation in a selected 12-month period.

4) Use a handout of 12 months’ of DMR data for a local utility and illustrate as if for a jury if and how often they violated their NPDES permit for a selected parameter.

5) Go forth with a camera and photograph using proper forensic technique something you perceive to be an environmental violation, e.g. littering. Submit a set of digital images with factual description of the imagery.

Ungraded homework assignments include learning skill sets such as:

1) Visit the EPA Scorecard site and for a zip code of your choice, review and print out one page that relates to air quality, water or toxic releases.

2) You will be assigned a state. Visit the environmental agency website and print out one page from the instructions on how to obtain an NPDES permit to discharge to surface waters.

3) Visit the U.S. Supreme Court website. Use the index to review either a pending case that has to do with the environment or a case since 1990 and write a 2-3 paragraph reaction paper.

4) Visit the TOXMAP site (http://toxmap.nlm.nih.gov/toxmap/main/index.jsp) and identify the toxic release closest to your home; describe what is released, by whom, and how much.

5) Visit either GOOGLE EARTH (http://earth.google.com) or Microsoft Terraserver
(http://terraserver.microsoft.com) and locate any site of a water body. Print out the depiction (Google is more difficult to print); print out the topographic map if you use Terraserver.

APPENDIX B

Sample questions from past exams:

1) Discuss the rationale behind the Enforcement Pyramid used by the NC Division of Water Quality, as discussed by Mr. Shiver. Provide the “pyramid” and discuss briefly why each option is selected.

2) Briefly discuss the operation of RCRA as it affects landfills

3) If the legislature of State Green does not like the actions of the state’s environmental agency, what action could the legislature take?

4) What kinds of considerations might cause a regulatory agency to consider filing criminal charges? What considerations make criminal prosecutions difficult?

5) As a manager for a corporation that proposes to discharge liquid effluent to the surface waters of State Purple, what remedies could you employ if your proposed discharge meets EPA standards, but the addition of even that discharge will cause the water quality of the receiving waters to degrade below standard?

6) Describe two different ways in which we regulate pollution.

7) Discuss the two major functions of Trial Courts.

8) What two functions do trial courts serve?

9) If an inspector for the Air Pollution Control District is denied entry by the plant manager into a factory that has a stack and emissions are visible, what should that inspector do?

10. What is the overall organization of the federal–state partnership created under the Clean Water Act?

11. Discuss BRIEFLY the tests used to determine if a federal court has jurisdiction over a case.


Table 1.

BIO 488 FORENSIC ENVIRONMENTAL SCIENCE

TEAM PROJECT GRADE SHEET

Team _____________________________________________

Criteria Score Comments

Persuasiveness

Organization

Content

Clarity

Graphics

Photos

Graphs

Tables

Accuracy

Scientific Basis

Overall Impact

Back to Table of Contents

Ecology 101 Our third article is about the relationship of seeing, hearing, reading, comprehending, and doing ecology (in an education setting) to the genuine understanding of ecology. Our thanks to authors Nancy Stamp, Michael Armstrong, and Jacqueline Biger from the Department of Biological Sciences, Binghamton University, SUNY, Binghamton, New York, for a very thought-provoking study. Our third article is about the relationship of seeing, hearing, reading, comprehending, and doing ecology (in an education setting) to the genuine understanding of ecology. Our thanks to authors Nancy Stamp, Michael Armstrong, and Jacqueline Biger from the Department of Biological Sciences, Binghamton University, SUNY, Binghamton, New York, for a very thought-provoking study.

Ecological Misconceptions, Survey III: the Challenge of Identifying Sophisticated Understanding

Research on science education indicates that students’ understanding of new material depends on prior knowledge, which may include misconceptions of core concepts that hinder assimilation of new information and concepts (Bransford et al. 1999). Furthermore, a simple correction of the misconceptions by instructors seldom works. Research shows that: (1) misconceptions must be identified before they can be replaced with better understanding, and (2) then the misconceptions have to be challenged (often repeatedly) in a way that makes students reconstruct their understanding.

It is clear that students can enter and leave ecology courses with naïve understanding of ecology (Munson 1994). For instance, many studies indicate that students do not understand the complexity of food webs, and thus, the implications for population dynamics, energy flow, and nutrient cycling. A review of research on ecological misconceptions reported studies of misconceptions related to the topics of food webs, ecological adaptations, carrying capacity, ecosystem, and niche (Munson 1994). Other articles that have reported misconceptions included the topics of climate, energy flow, photosynthesis and respiration, species interactions, nutrient cycling, and pollution (Hogan and Fisherkeller 1996, Eyster and Tashiro 1997, Jeffries et al. 2001, D’Avanzo 2003). Challenging the misconceptions is crucial because the misconceptions “strike at the heart of a general understanding of ecology” and bolster resistance to addressing environmental problems (Munson 1994).

We wanted a relatively short pre- and postassessment of ecological misconceptions that we could use for a large-enrollment sophomore-level ecology course. We wanted to use the results as a guide as to how much course time and in what ways to address the most prevalent misconceptions. Prior to the third version of thepilot study that we report here, we piloted two other versions of a misconception survey. In the first one we used multiple-choice questions based on misconceptions reported in the literature. For example, one question examined the misconception that seasons are caused by distance from the Sun. Many people, even college-educated people in the USA, believe seasons are caused by distance from the Sun (despite the fact that, during the Northern Hemisphere winter, the Earth is actually at its closest to the Sun) (Wilson 2001). Some students chose the best answer, in this case that the tilt of the Earth on its axis rather than distance from the Sun explains seasons, but when asked to explain their answer, said the tilt created a greater or lesser distance from the Sun (so winter or summer). When these students were asked how they arrived at their answer, some said they figured it out logically (e.g., tilt away from Sun should increase the distance, which it does but the effect is infinitesimal), and others said that they chose tilt because they learned it from a book or a past instructor. Tilt is right only if the student understands that it results in little or no spread of the Sun’s rays in some places (summer) and considerable spread in others (winter). This concept is central to understanding how differential heating of the Earth’s surface sets up the Hadley circulation cells, which in turn sets up the major precipitation patterns, and so is the major factor in the distribution of biomes.

In the second version of the survey, the conceptions (or misconceptions) were presented as short statements, with a five-choice Likert scale ranging from strong agreement to strong disagreement. Some examples of the misconceptions in short form are: “energy is not lost in trophic transfers” (with the implication that energy accumulates in food webs), “plants are weak” (implying that plants cannot defend against herbivory), “competition drives ecology” (thus, mutualism is not important), and “systems are stable” (with the implication that communities change little over time) (see D’Avanzo 2003 for a compiled list). But again, we were dissatisfied with the results because written responses and discussion with students indicated to us that some students agreed with a misconception statement because they were reading other things into the short statement. Others chose the conception but without understanding. We realized that trying to use short statements, as is commonly used for misconception surveys in other sciences, did not allow us to ascertain the level of sophistication that we wanted our students to have.

One of the problems was that students in ecology courses, having heard simple statements of ecological principles (e.g., food chain, balance of nature) in previous courses and the media, think that they understand what these statements mean when they don’t. That is, the statement means one thing to them but something different, and often much more, to an ecologist. For example, the statement that competition plays a major role in shaping the species composition of biotic communities is often interpreted by students to mean that competitive exclusion resulting in extinction is the primary mechanism. Yet ecologists realize that competition functions as a selective pressure, with the result that over time species may exhibit a shift in functional niches, and thus competition is more likely to lead to greater biodiversity (Odum 1992). Studies indicate that familiarity fools students into thinking they know more than they do, especially if they recognize key words (Willingham 2004). Likewise, when students can recall part of the material or closely related information, they tend to feel that they know the answer (or will soon remember it). Believing that they know the material, students shift their attention elsewhere. Later, when tested, they either manage to guess correctly without real understanding of the material, or are confused about why they did poorly. Others found similar problems with textbooks presenting evolutionary concepts in too simplistic or abstract form, and with instructors verbally or in writing taking “linguistic shortcuts” (Anderson et al. 2002).

That short or simple statements of ecological misconceptions do not work is not surprising given what ecology encompasses. In complex systems, such as an organism (composed of trillions of atoms), populations, communities, ecosystems and biosphere, we cannot provide enough evolutionary and ecological detail to describe outcomes mathematically, as one can in the physical sciences. Instead, in ecology, our predictions are often in terms of probabilities. Consequently, an ecological statement of the kind used, for instance, in physics (e.g., Newton’s laws of motion applied to our experiences on Earth) is too simplistic. Furthermore, attaching qualifiers to a statement may make it too specific, and consequently, of less value in determining whether students have sufficient understanding, with the likelihood of correct application to a new situation.

These realizations led us to develop a third version of the survey that differed from the others in two ways. (1) Philosophically it was based on a summary of ecological “great ideas” developed by Odum (1992), which provided a more sophisticated presentation of ecological concepts. (2) It presented each pair, conception and misconception, as a continuum, so students could choose “strongly agree” or “agree” for either the conception or the misconception, or could choose “don’t know.” One of the advantages that this approach provided was to present these more sophisticated statements of the conception and misconception side by side, and allow students to “qualify” their response by how much they agreed with one or the other statement. We added a set of evolution conceptions–misconceptions that related to the course material, but which we did not directly address in the course. The set of evolution concepts served as a control. That is, we did not expect to see a change between the pre- and postsurvey responses, because research on misconceptions indicates that students tend to retain misconceptions unless they are directly challenged (Nazario et al. 2002), and textbooks seldom provide the mental head-on collision necessary to force students to rethink their views (Smith et al. 1993).

The third version was used as a pre- and postassessment in a sophomore lecture-only ecology course with an enrollment of 175. The first third of the course was designed specifically to address ecological misconceptions, using the 5E teaching cycle (Engage, Explore, Explain, Elaborate, Evaluate [Bybee 1993, Ebert-May et al. 1997]) and the “power of story” (Stamp and Armstrong 2005). For example, students drew concept maps of both web dynamics and population dynamics of focal organisms in Northeastern deciduous forest, and they re-drew the maps as they gained more information and understanding.

Assessment

Of the six paired statements about food webs, all were directly addressed in the classroom via examples. For all paired statements, there was a shift over the course from the incorrect and “don’t know” categories to the correct category (Q1 through Q6 in Table 1 and Fig. 1). For instance, 79% of the students chose at the outset of the course: “Species in a food chain that don’t interact directly can indirectly benefit each other.” By the end of the course the percentage increased to 91%, the result of a shift from the incorrect and “don’t know” categories. At the outset, 71% knew that “available energy decreases with each progression up a food web”; by the end of the course that increased to 87%. At the outset, 81% knew that “energy relationships reflect complex web linking of species within an ecosystem, as opposed to food webs being sets of simple food chains.” By the end of the course, 99% of the respondents agreed with the statement. In three paired statements, there was also a shift within the correct answers from the “agree” to the “strongly agree” category.

Of the five paired statements about populations and interactions, all were directly addressed in the classroom via examples, but only two paired statements had a shift from the incorrect and “don’t know” categories to the correct category (Q9 and Q11 in Table 1 and Fig. 1). At the outset of the course, 53% of the students knew that “as the intensity of per capita use of resources increases, the number of individuals that can be supported decreases,” and by the end of the course that increased to 68%, with 12% fewer “don’t knows.” At the outset, 43% knew that “the evolution of mutualism increases when resources become scarce, as opposed to increasing when resources are at least moderately abundant, so that cooperation between species is easier.” By the end of the course, 64% recognized the link between mutualism and scarce resources. The other three paired statements had a shift in the correct category from “agree” to “strongly agree.” At the outset, 25% of the students who knew that “populations exist in a state of dynamic equilibrium” chose “strongly agree” and by the end of the course the proportion was 47%. At the outset, 27% who said “species have a unique niche but interact in dynamic ways, as opposed to species coexist because of their compatible needs and behaviors” chose “strongly agree,” and by the end that increased to 44%.

Of the nine paired statements about ecosystems, five were directly addressed in the classroom via examples. Only one of those had a shift from the incorrect and “don’t know” categories to the correct category (Q17 in Table 1 and Fig. 1). At the outset of the course, 88% of the students knew that “biotic and abiotic factors in an ecosystem are limited and affect carrying capacity of populations,” and by the end that increased to 96%, mainly due to a reduction in “don’t knows.” Three of the paired statements showed a shift in the correct category from “agree” to “strongly agree.” For instance, at the outset, 53% who said “varying the population size of a species affects an entire ecosystem, as opposed to only affecting other species that are directly connected through a food chain” chose “strongly agree,” and by the end, that increased to 74%. For the four paired statements that were not addressed directly in the classroom, there was no shift over the course.

For the nine paired statements about evolution (Table 1), we deliberately did not address these in the classroom. Our students typically have had 2–3 weeks of classroom time and 2–3 chapters of textbook readings about evolutionary processes in an introductory biology course. In the ecology course, the classroom and textbook material reinforced evolutionary concepts, but not specifically. Nonetheless, based on the difficulty in establishing understanding of concepts and eliminating misconceptions without methodically challenging them (Nazario et al. 2002), especially relative to evolution (Bishop and Anderson 1990), we did not expect shifts in student response over the course. For eight of the paired statements, there was no shift over the course from the incorrect and “don’t know” categories to the correct category. The shift that did occur was for the concept, “random mutation followed by natural selection can account for the evolution of any biological trait.” At the outset, 69% of the students chose that and by the end of the course that increased to 79%, with a large reduction in “don’t knows.” Interestingly, for three of the paired statements, there was a shift in the correct category from “agree” to “strongly agree.” For instance, at the outset, 38% of the students “strongly agreed” that “natural selection affects the increase or decrease in prevalence of traits in a population, as opposed to the idea that traits are passed on by bigger, stronger organisms that replace smaller, weaker ones”; by the end the proportion increased to 57%.

Overall, in comparison of the preassessment and postassessment, we found that when there were statistically significant shifts by individuals, it was from incorrect to correct answers. For example, all six of the questions concerning food webs (Q1-Q6 in Table 1) had a greater number of individuals who answered the question incorrectly for the preassessment but then correctly on the postassessment than vice versa. Consequently, there was a net gain of students toward the correct answers from pre- to postassessment.

Discussion and conclusions

Addressing misconceptions and obtaining sophisticated understanding

The greatest change in response between the pre- and postassessments was for conceptions that were directly addressed in class, in particular the food web conceptions. Part of the change was probably due to repeated exposure to concepts in interesting ways (Stamp and Armstrong 2005). For example, the idea of food webs was discussed beginning on the first day of class, but without formal introduction, and later, after the food web lecture, references to food web concepts were still made throughout the course. In addition to simply spending class time on major concepts, key demonstrations or activities probably also contributed to the change in response. For instance, for food webs, students in front of the class held ends of string linked to other students and, when the instructor manipulated the food web, it provided a visual image of how all the players in an ecosystem can affect one another directly or indirectly. It also showed that some populations are affected more than others when the ecosystem is disturbed. As one student said after the course, “At least for me, this was an incredibly meaningful activity that contributed to overcoming misconceptions and internalization of the subsequent lecture material.”

College students increasingly enter the classroom without experience and expertise in application and synthesis; furthermore, a common learning disorder is incomplete comprehension, or difficulty understanding concepts, terminology, issues, and procedures (Levene 2005). For the four paired statements about ecosystems that were not addressed directly in the classroom, there was no shift in response over the course. In these cases, with application and synthesis of classroom and textbook material, we thought a shift could occur, especially because the first third of the course was set up specifically to encourage application and synthesis. That a shift didn’t occur for those paired statements indicated to us the importance of being more explicit with students about how to apply and synthesize classroom and textbook material. We concluded that we needed to demonstrate the process of application and synthesis many times.

Since all of the ecological concepts in the survey were addressed in the textbook, although in some cases subtly, our results suggest that the classroom material, which did not repeat textbook material, was what the students relied upon. This is problematic because there is no point in repeating the textbook material in class, especially when we need to use that time to develop students’ skills in assimilating material into long-term memory, so that they can retrieve it appropriately (Handelsman et al. 2004). Furthermore, students don’t want the textbook material repeated in the classroom (Light 2001). Typically instructors assume that if students read the textbook they will be able to make the connections between the textbook material and different material presented in the classroom. Yet students do not seem to integrate readily material from the textbooks into the material provided in the classroom; students have to be taught the metacognitive skills needed to do that (D’Avanzo 2003). When students cannot or do not integrate textbook and lecture period materials, it is much more difficult to challenge and replace misconceptions.

Learning problems such as those described above can be addressed explicitly through a framework for fostering “intellectual character,” or conglomeration of habits of mind, patterns of thought, and general dispositions toward thinking that not only direct but also motivate one’s thinking-oriented pursuits (Ritchhart 2002). Students of ecology need precisely these skills to tackle complex global issues, such as global warming, nitrogen saturation in soils, and invasive species. By combining two approaches, the power of story (Wilson 2002) and the 5E teaching cycle (Bybee 1993, Ebert-May et al. 1997), we have tested with good results a unit on Northeastern deciduous forest in the United States that addresses those learning problems and many of the ecological misconceptions (Stamp and Armstrong 2005).

The assessment instrument

Because a short conceptual statement often cannot capture the variation in ecological systems that are expressed with probabilities, assessment of misconceptions is difficult. A survey that presents more elaborate, and thus sophisticated, statements of the conception and misconception side by side and allows students to qualify their response by how much they agree with one or the other statement can provide a more meaningful assessment.

However, we noticed that during exams students often asked for definitions of nonecological words that we assumed were in their vocabulary, such as “alleviate,” “dynamic,” “indiscriminate,” “premise,” “qualitative,” and “ultimate.” Therefore, for five of the paired statements about ecosystems, some words or terms, such as “thermodynamically,” “source and sink,” “oscillatory,” “feedback,” “set-point,” “stochastic,” and “self-organized,” may not have been understood by the students. Although commonly used to describe ecological processes, these words were not used in the textbook, and we did not make a deliberate effort to use them in lectures. Although our undergraduates score well on national standardized tests (e.g., SAT average is 1250, or 250 above the national average), 30% of the students have English as a second language or parents with English as a second language, and thus, perhaps some of the students have a smaller “working” English vocabulary than we expected, at least as it may be used in ecology courses. Another explanation may be that students can do well on standardized exams because they study for them and have experience with those kinds of exams. But at least as a reflective intellectual activity, today’s students (the Net generation) seem to be reading less (Oblinger and Oblinger 2005), and so many of the current students may have poorer literacy (e.g., a smaller “working” vocabulary) than we assumed (Sum et al. 2002).

Lastly, to develop a valid and reliable survey requires a complex iterative process (Anderson et al. 2002). We are still developing this survey. We hope this report will stimulate others to try to address the problem of developing a sophisticated understanding of ecological (and biological) principles among students. Such an understanding can be developed by crafting statements of conception and misconception and instructional materials that facilitate development of the conceptions, and challenge (and thus eliminate) the misconceptions. We also hope that these results will help authors of ecology textbooks. In combination with other work (Stamp 2004, 2005, Stamp and Armstrong 2005), these results suggest that neither the “great ideas of ecology,” nor the current sophisticated understanding that ecologists have, is presented in textbooks in a way that the “net generation” will assimilate readily.

Acknowledgments

This material is based on work that was supported by National Science Foundation grant DUE-0226897 to Nancy Stamp and Matthew Parker. We thank Matthew Parker and Weixing Zhu for comments on the manuscript. For details about our project, see ‹http://ecomisconceptions.binghamton.edu/index.htm

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Munson, B. H. 1994. Ecological misconceptions. Journal of Environmental Education 25:30–34.

Nazario, G. M., P. A. Burrowes, and J. Rodriguez. 2002. Persisting misconceptions: using pre- and post-tests to identify biological misconceptions. Journal of College Science Teaching 31:292–296.

Oblinger, D., and J. Oblinger. 2005. Is it age or IT: First steps toward understanding the net generation. Pages 2.1- 2.20 in D. Oblinger and J. Oblinger, editors. Educating the Net generation. EDUCAUSE ‹www.educause.edu/educatingthenetgen/

Odum, E. P. 1992. Great ideas in ecology for the 1990s. BioScience 42:542–545.

Ritchhart, R. 2002. Intellectual character: what it is, why it matters, and how to get it. Jossey-Bass, San Francisco, California, USA.

Smith, E. L., T. D. Blakesle, and C. W. Anderson. 1993. Teaching strategies associated with conceptual change learning in science. Journal of Research in Science Teaching 30:111–126.

Stamp, N. 2004. Misconceptions about plant–herbivore interactions, especially plant defenses. ESA Bulletin 85:201–205.

Stamp, N. 2005. The problem with the messages of plant–herbivore interactions in ecology textbooks. ESA Bulletin 86:27–31.

Stamp, N., and M. Armstrong. 2005. Using “the power of story” to overcome ecological misconceptions and build sophisticated understanding. Bulletin of the Ecological Society of America 86(3):177–183.

Sum, A., I. Kirsch, and R. Taggart. 2002. The twin challenges of mediocrity and inequality: literacy in the U.S. from an international perspective. [Based on International Adult Literacy Survey (IALS) 1994–98 at National Institute for Literacy http://www.nifl.gov/nifl/facts/facts_overview.html] Educational Testing Service, Princeton, New Jersey, USA.

Willingham, D. T. 2004. Why students think they understand—when they don’t. American Educator (Winter 03–04).‹http://www.aft.org/american_educator/winter03-04/cognitive.html

Wilson, E. O. 2002. The power of story. American Educator 28 (Spring):8–11.

Wilson, J. A. 2001. Pseudoscientific beliefs among college students. Report of the National Center for Science Education 21:9–13.

Nancy Stamp, Michael Armstrong, and Jacqueline Biger
Department of Biological Sciences
Binghamton University, State University of New York
Binghamton, NY 13902-6000 USA



Table 1. Table of statements used in the assessment.

Concept: food webs

1) If a food chain occurs in a food web, species at each end of a trophic series do not interact directly but may indirectly benefit each other. 1

2) The numbers of individuals in the population of any species decreases with each step up the trophic levels because the available energy decreases, while body size generally increases with progression up a food web. 2

3) Varying the population size of a species affects an entire ecosystem. 2

4) Available energy decreases with progression up a food web. 2

5) Species higher in a food web feed on some species lower in the food web. 2

6) Food/energy relationships must be viewed as a complex web linking species within an ecosystem. 2

Concept: populations and interactions

7) Populations exist in a state of dynamic equilibrium, fluctuating in numbers around an average population size. 2

8) Competition may lead to greater species diversity rather than extinction. 1

9) Evolution of mutualism increases when resources become scarce. 1

10) Species in an ecosystem each have a unique niche, but may interact in dynamic ways. 2

11) As the intensity of per capita use of resources increases, the number of individuals that can be supported decreases. 1

Concept: Ecosystems

12) Varying the population size of a species affects an entire ecosystem. 2

13) An ecosystem is a thermodynamically open, far from equilibrium, system. 1

14) One area or population exports to another area or population, such that there is a source–sink effect. 1

15) Short-term interactions (as between species) tend to be oscillatory or cyclic, whereas large, complex systems (such as soil, large forests, oceans, atmosphere) tend to go from randomness to order. 1

16) Feedback in an ecosystem is internal and has no fixed set-point. 1

17) Biotic and abiotic factors in an ecosystem are limited and affect the carrying capacity for any given species. 2

18) Most species modify the environment in ways that are beneficial to life on Earth in general. 1

19) Earlier or pioneer stages of succession tend to be stochastic, but later stages tend to be more self-organized. 1

20) Each species has unique needs from and effects on an ecosystem. 2

Concept: Evolution

21) Traits appear as a result of random processes. 2

22) The initial appearance of a trait is determined by mutations occurring at random, and is thus not affected by whether the trait is needed for survival. 3

23) The order in the universe and the adaptations of organisms to their environments are a result of blind natural processes that took place without any plan or intelligent design. 2

24) Traits appear as a result of random processes. 2

25) Natural selection favors adaptations that benefit individual organisms; any benefits to the species as a whole are incidental. 3

26) Evolution is supported by a vast body of evidence and is one of the most well-verified scientific concepts. 4

27) Random mutation followed by natural selection of favorable variants can in principle account of the evolution of any biological trait. 3

28) Traits are the properties of individuals and vary within a population. 2

29) Natural selection influences the increasing or decreasing prevalence of traits in a population. 3

Notes: This table provides statements that were categorized “correct” in the pre- and postassessments. Students were provided with a correct and incorrect statement and asked to choose whether they “Strongly agree” or “Agree” with one of the statements of each pair or “Don’t know.” The incorrect statement in each pair was a negative form of the correct statement. Statement syntax followed the style of (1) Odum 1992, (2) Munson 1994, (3) Bishop and Anderson 1990, and (4) Wilson 2001. In the assessment, Q3 and Q12, and Q21 and Q24 had different negative forms of the correct statements.



Fig. 1. Pre- versus postassessment, with the change in the percentage of students that responded correctly to questions Q1–Q6, Q9, Q11, and Q17 (refer to Table 1 for a complete list of questions). Chi-square analyses were conducted, and all comparisons had P < 0.01, which is equivalent to the alpha required due to the number of multiple tests conducted. N (total correct and incorrect): Q1=151, Q2=151, Q3=150, Q4=149, Q5=150, Q6=151, Q9=150, Q11=150, and Q17=151. For the analyses shown here, “Agree” and “Strongly agree” for the correct answers were pooled, and “Agree” and “Strongly agree” for the incorrect answers were pooled.

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Ecological Education: K–12

With rapidly changing technology we are seeing a number of innovative ways emerging that can engage young people and help them understand some of the complexities of ecology. In the following example submitted by Riley Pratt and colleagues at the University California, Irvine, we see how fruitful collaboration between ecologists and computer scientists can be within the field of ecological education.

Susan Barker
Department of Secondary Education
350 Education South, University of Alberta
Edmonton, Alberta, Canada, T6G 2G5
E-mail: susan.barker@ualberta.ca
(780) 492 5415
Fax: (780) 492 9402

The EcoRaft Project: An Interdisciplinary Approach to Teaching Lessons in Ecological Restoration

Introduction

A major challenge for ecological scientists is to effectively communicat e ing knowledge to a non-scientific lay audience. Successfully reaching nonscientists is important for numerous reasons, from informing policy makers on issues of conservation, to educating students and future scientists. Perhaps the most difficult challenging group to reach is children, , for three as reasons. First, children they often lack the specialized scientific vocabulary needed to make sense of scientific discussions. In addition, Second, their brief limited life experience makes it difficult for young people them to understand the larger implications of scientific discoveries. For example, the discovery that habitat fragmentation tends to reduce biodiversity has broad implications on all our lives, and th us at are is meaningful to even nonscientist adults (Wilson 1988:81). Finally, Traditional, passive lecture-based methods of science education do not engage young audiences well. In a society where youth clamor over quick, visual, interactive sources of information (e.g., the Internet and video games), it is not surprising that complex ecological processes operating over long time scales (e.g., restoration) seem dull to 8- to 12-year-olds young people.

One way to overcome these hurdles challenges is to attach the scientific principles we want young people to learn engage with, to a format that already draws their attention. An interdisciplinary group of computer scientists and ecologists at the University of California, Irvine used this approach to construct EcoRaft, a novel teaching tool designed to educate 8–12 year olds about ecology and restoration.

Specifically, the goals of EcoRaft are communication of the following themes in restoration:

  • biological communities may be easier to destroy than to rebuild
  • restoration requires an understanding of the local ecology
  • conservation of native species and their habitats is important to restoration
  • restoration is a collaborative effort and
  • humans can have both negative and positive impacts on ecosystems.

This paper describes the EcoRaft Project, assesses its goals, and reports results from preliminary evaluations of the project.

What is EcoRaft?

EcoRaft is an interactive, animated, computer- based ecosystem. The virtual world of EcoRaft is composed of three flat-panel monitors separated in physical space (Fig. 1). Monitors are arranged in the shape of a triangle, with a monitor at each corner and the screens facing toward the center. The area inside the triangle is large enough for up to 15 children to stand and walk comfortably.

The monitors represent different "islands" or patches of tropical forest in various states of ecosystem health. Two of the islands are outfitted with “deforest buttons,” which when pushed transform the island from its existing ecological state to a desolate landscape. The button symbolizes potentially destructive forces, such as deforestation followed by over-grazing. The third island is an aesthetically pleasing, diverse “National Park” and acts as a biological preserve and repository for native plant seeds and animals that can provide propagules to aid the restoration of the two disturbed islands. The restoration process is initiated by transferring seeds of early-, intermediate-, and late-successional plant species, as well as four ecologically distinct species of hummingbirds, from one island to another. Although a completely degraded island may require a seed from the National Park to initiate its restoration, the newly emerged plant can in turn produce seeds that can be introduced to any of the other islands. This transfer is accomplished via tablet PCs—mobile devices that serve as “virtual collecting boxes” or “virtual rafts”—which people can use to move species between any of the islands (Fig. 2). Onscreen text bubbles help the children achieve the restoration process by providing background information on the different species and their unique roles in the ecosystem.

In order to recreate thriving ecosystems on disturbed islands, participants not only have to introduce species, they have to discover which species are appropriate for introduction at each stage in the recovery process. For example, an attempt to transfer a seed of Heliconia from the National Park to a completely deforested island will be unsuccessful because of insufficient amounts of shade and nitrogen, which Heliconia prefers. Only by first introducing the nitrogen-fixing legume tree Erythrina will a seed of Heliconia grow. In addition, introducing a hummingbird before introducing a plant with hummingbird flowers results in the wandering and eventual disappearance of the bird. In doing so, participants learn about important ecological concepts like pollination, mutualism, and succession.

The virtual forest of EcoRaft is modeled after tropical wet forest in Costa Rica, where the ecologists involved with the project currently conduct restoration research. As such, all species in EcoRaft and many of the interactions among them have been observed firsthand in the region of the field site. Integrating these ecological data with published information and theory into the virtual ecosystem is a critical aspect of the project. This process consisted of selecting an important ecological concept or behavior, determining the appropriate set of circumstances or behaviors that exist across the range of potential interactions, designing a computer model that depicts these circumstances or behaviors, and incorporating, graphics, animation, sound, and text to illustrate the concept.

For example, the behavior of an individual hummingbird is the product of a suite of ecologically relevant variables that include its unique natural history, the availability of food resources, and the time since it was last fed. (To enhance interaction between user and system, the amount of human activity in front of the display screen also influences hummingbird behavior. This is accomplished by equipping monitors with motion sensors that detect the presence of a nearby observer. Detection causes the hummingbird to approach the screen, creating the illusion that the hummingbird is aware and curious about the observer.) Time spent doing various activities such as feeding and perching correspond to time budgets recorded and published in the scientific literature (Stiles 1975). The result is a dynamic, engaging, and biologically realistic simulated environment.

Challenges and tradeoffs

A major challenge for us was to create a tool that was both visually engaging and biologically accurate. For this reason, we chose species that are commonly used in restoration, and are also aesthetically pleasing. For example, Erythrina was chosen, not only because it grows well in full sun and fixes nitrogen, but also because it produces beautiful red flowers that are visited by hummingbirds. Similarly, hummingbirds were chosen because they are important pollinators, and because their quick movements and charismatic behaviors would appeal to young people.

Explaining the ecology in a way that was easy for children to understand was another challenge and required simplified explanations. For example, our explanation for the effect of Erythrina on the ecosystem is that the tree increases nitrogen in the soil, and that the nitrogen in turn helps nearby plants grow. In this case, we don’t include the actual mechanism by which Erythrina facilitates the growth of Heliconia. Although an explanation of the symbiosis between Erythrina and nitrogen-fixing bacteria Rhizobium would be more precise, we felt it would only confuse and distract children from the broader lessons we wanted to teach.

The requirements for successful restoration have also been simplified and idealized. For example, our decision not to allow Heliconia seeds to grow without the presence of Erythrina in EcoRaft obviously does not reflect the natural variation in the species. However, showing consistent cause-and-effect relationships between species and the environment more clearly illustrates their different ecological roles and simplifies a user’s choice of species for each step in the restoration process.

We have also simplified the ecology by limiting the number of species that constitute a biodiverse ecosystem. Again, we felt that having ecological niches or functions (e.g., nitrogen fixation) filled by only one species would help users discriminate among species, in comparison to a more biologically diverse system where the functional roles of species may overlap. That aside, the technology itself constrained the sophistication of the virtual ecosystem. The modeling of the appearance of each species and its behaviors required weeks of digital artwork, software engineering, and programming. Furthermore, the programming effort required to implement the interactions among species increased rapidly as we increased the number of species in the system. As a result, the number of species constituting a biodiverse system had to be limited.

Goals and their assessment

EcoRaft has several goals. One is to communicate that ecosystems are usually easier to destroy than to rebuild. In the game, pressing a button quickly wipes out the diversity and beauty of the biological community. In contrast, recreating these qualities requires multiple sequential steps. Not only do species have to be introduced in a specific order based on their own natural history, but players have to contend with the encroachment of the weedy species Brachiaria and other users hitting the “deforest button.”

Secondly, we hope to illustrate the close connection between conservation and restoration. Relatively intact ecosystems, like National Parks, can serve as reservoirs of species necessary to restore degraded areas. Given enough time and protection, restored habitats can in turn become additional sources of propagules for restoration, reducing the burden on conserved areas for maintaining rare and ecologically important species.

Third, EcoRaft seeks to persuade children that cooperation, not competition, is a more effective way to restore an ecosystem. Each tablet PC carries a different species; therefore, the ecosystem can be restored more quickly when many users are collecting and transferring different species at the same time. In addition, delegating one person to guard the “deforest button” reduces the risk of someone else pushing it.

Finally, EcoRaft seeks to demonstrate that humans can have profound impacts, both negative and positive, on the ecosystems. Although our dependence on ecosystems for food and other resources have led to their degradation, our understanding of ecology can be used to positively influence both the direction and pace of restoration (Carpenter et al. 2004).

To evaluate whether these goals were met, we observed over 3000 children and adult users at several public demonstrations. Locations for demonstrations included the Discovery Science Center (DSC) of Orange County, the Emerging Technologies program at the 2005 ACM SIGGRAPH Conference in Los Angeles, California, and a research laboratory on the campus of UCI. In addition, 40 adults and children ages 7–15 were interviewed about their interactions with the system. Answers to prepared, open-ended questions were tape recorded and analyzed (Tomlinson et al. 2006). To see a copy of the questionnaire, please visit http://orchid.calit2.uci.edu/EcoRaft/exhibit.html (coming soon, not online yet).

After the demonstration, the trial users generally agreed that the purpose of the game was to restore a tropical rain forest. They also clearly recognized that the order of species introductions was important to successful restoration. According to one participant, the exhibit was about “dependencies between environments and creatures that live in them.” These results suggest that users made the connection between success at restoration and knowledge of the local ecology. However, it was not clear if users made the connection that conserved areas (e.g., National Parks) and their propagules are needed to initiate restoration elsewhere.

Cooperation among participants was strong. Children were often observed interacting with one another, both playing and instructing new users about the principles of the game. In addition to describing procedures, such as where to point the tablet PC’s at the monitor to get a seed to transfer, adults and children alike were often observed sharing biological explanations of why species would not establish in the ecosystem. This is an important lesson, because forest restoration often requires the cooperation of many people, including landowners, governments, and scientists. During the interviews, many participants commented on the collaborative aspects of the installation. One interviewee at SIGGRAPH stated that the main concept was “communally helping to grow these ecosystems … sharing the process of this growth with other people.” Also, one of the children at DSC said she “was working with [her] dad and a couple of kids.” This topic of collaboration emerged from interviews with both children and adults, suggesting that EcoRaft is effective at conveying the necessarily collaborative nature of restoration.

Another theme we tried to convey, but which was rarely discussed by users, is that people have significant control over the fate of an ecosystem. Because EcoRaft is still in the design stage and has not been made available to a widespread audience, it is premature to assess fully how well we have met our project goals. We do know that we have been successful at engaging our target age group in this activity and educating them about some of its biological principles. We will continue to measure our success as we have more opportunities to present this educational tool to children and gain their valuable feedback.

Future directions

Although we are excited about the progress made so far, there are several ways in which we feel EcoRaft can be improved and its impact heightened. First, we need to continue to improve the realism of the ecosystem. While some characteristics of the hummingbirds have been incorporated into the models, they still do not behave like hummingbirds in the wild. Currently, the programming team is integrating defensive behaviors into territorial hummingbird species (Dearborn 1998) and foraging habits of trapline species (Tiebout 1991). The hope is that an observant child will notice the subtle but important behavioral differences among species; that certain hummingbird species defend territories while others do not, and that each species feeds only from the flowers of certain plant species (Wolf et al. 1976).

Currently, failure to take the appropriate steps in the recovery process halts restoration but does not cause further degradation. Instead, future systems will spiral back toward a degraded state when children make poor choices. For example, failure to introduce a hummingbird (i.e., a pollinator) quickly into a newly established plant community will lead to the shrinking of that community and the encroachment of the invasive weed Brachiaria. Creating forces of opposition to restoration not only adds realism; it will make the process more challenging and engaging to users.

One frequent criticism of the project by even lay audiences is that the ecosystem is too simple . Time and limited capacity of the technology, however, precluded the addition of more species. As the technology improves and the modelers and animators learn more efficient ways to construct a virtual ecosystem, we will add species. Including animals like a large cat or monkeys would not only improve EcoRaft’s visual appeal, the presence of herbivores and a predator would fill substantial functional voids in the current ecosystem.

Future versions will also incorporate more lessons from the ongoing restoration work in Costa Rica (Carpenter et al. 2004). Currently, three members of our lab team are investigating the possibility that the early successional tree species Vochysia guatemalensis alleviates soil aluminum toxicity for neighboring, later successional species. Vochysia guatemalensis has been shown to accumulate high amounts of aluminum in its tissues, perhaps reducing the concentration of toxic forms of this element in the surrounding soil. If we show that V. guatemalensis indeed reduces soil aluminum and facilitates the growth and survival of neighboring native plant species, we could then include V. guatemalensis as an early successional tree in the EcoRaft plant community. Its inclusion would also represent a novel way to communicate current academic research outside of traditional academic journals.

The project also seeks to develop a series of exhibits for several science centers and museums. Although the current model deals with tropical wet forest in Costa Rica, future exhibits will feature regionally relevant environments and sets of ecological issues. In this manner, participants learn about their local ecosystems and the relevance of conservation to their own lives. This process, however, requires the interdisciplinary collaboration of creative computer scientists and locally knowledgeable ecologists.

Creating awareness of ecological principles among young people is important, as it has a lasting impact on values and habits ( Hart 1978) and is a prerequisite to sound decision making (Mappin and Johnson 2005). Hopefully, researchers and policy makers concerned about the environmental education of future generations will see the value of funding and pursuing innovative teaching tools that communicate the messages of ecologists and restoration biologists.

More information about the EcoRaft Project can be found at our web site, ‹http://orchid.calit2.uci.edu/EcoRaft . For information about the technology contact Bill Tomlinson at wmt@uci.edu. For information about the ecology contact Lynn Carpenter at flcarpen@uci.edu.

Acknowledgments

We would like to thank CalIt 2 and the Nicholas Foundation for financial support, and all the members of the EcoRaft group: Grace Chiang, Andrew Gee, Sara Goetz, Bryant Hornick, Stefan Marinov, Calen May-Tobin, Uel McMahan, Robert Moodey, Ed Niecikowski, Erika Ramos, Martin Schmidt, Man Lok Yau, Craig Yoho, and Kristin Young.

Literature cited

Carpenter, F. L., J. D. Nichols, R. T. Pratt, and K. C. Young. 2004. Methods of facilitating reforestation of tropical degraded land with the native timber tree, Terminalia amazonia. Forest Ecology and Management 202:281–291.

Dearborn, D. C. 1998. Territoriality by a rufous-tailed hummingbird (Amazilia tzacatl): effects of intruder size and resource value. Biotropica30(2):306–313.

Hart, E. P. 1978. Examination of BSCS biology and nonbiology students’ ecology comprehension, environmental information level, and environmental attitude. Journal of Research in Science Teaching 15:73–78.

Linhart, Y. 1978. Ecological and behavioral determinants of pollen dispersal in hummingbird pollinated Heliconia. American Naturalist 107:511–523.

Mappin, M., and E. A. Johnson. 2005. Changing perspectives of ecology and education in environmental education. Chapter 1 in E. A. Johnson and M. Mappin, editors. 2005. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge University Press, Cambridge, UK.

Stiles, F. G. 1975. Ecology, flowering phenology, and hummingbird pollination of some Costa Rican Heliconia species. Ecology 56:285–301.

Tiebout, H. M. 1991. Daytime energy management by tropical hummingbirds—responses to foraging constraint. Ecology 72:839–851.

Tomlinson, B., M. L. Yau, E. Baumer, S. Goetz, L. Carpenter, R. Pratt, K. Young, and C. May-Tobin. 2006. The EcoRaft Project: a multi-device interactive graphical exhibit for learning about restoration ecology. In ACM Conference On Human Factors In Computing Systems (CHI 2006), Work in Progress. Montreal, Canada. ACM, New York, New York, USA, in press.

Wilson, E. O. 1988. Biodiversity. National Academy Press, Washington, D.C., USA.

Wolf, L. L., F. G. Stiles, and F. R Hainsworth. 1976. Ecological organization of a tropical highland community. Journal of Animal Ecology 45(2):349–379.

Riley T. Pratt
Ecology and Evolution
University of California, Irvine
Irvine, CA 92697
(949) 824-2556
E-mail: prattr@uci.ed

F. Lynn Carpenter
Ecology and Evolution
University of California, Irvine
Irvine, CA 92697
(949) 824-2556
E-mail: flcarpen@uci.edu

Bill Tomlinson
Department of Informatics
University of California, Irvine
Irvine, CA 92697
(949) 824-9333
E-mail: wmt@uci.edu

Fig. 1. The layout of the EcoRaft installation. Participants may enter from any side to move from one island to another. The exhibit works adequately with only one participant, but works best with 4 to 8 simultaneous participants.

Fig. 2. Children transferring a hummingbird from the collecting box (i.e., tablet PC) to a virtual island.

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Society Section and Chapter News

Southeastern Chapter Newsletter

Chapter officers
Chair: James Luken (2004–2006)
JoLuken@coastal.edu
Vice-Chair: Neil Billington (2005–2007)
askdrb@troy.edu
Secretary/Treasurer: Nicole Turrill Welch (2004–2006) ‹nwelch@mtsu.edu
Web-Master: Mark Mackenzie
mackenzi@forestry.auburn.edu
Chapter Home page: ‹http://www.auburn.edu/seesa/

Note: This report was submitted on 15 February 2006. Much will have occurred by the time it appears in the April issue of the ESA Bulletin ! Please refer to the July 2006 ESA Bulletin for more details from the ASB Meeting and about the ESA Annual Meeting.

2006 ASB Meeting

The 67th Annual Meeting of the Association of Southeastern Biologists was held 29–31 March 2006 in Gatlinburg, Tennessee, hosted by the University of Tennessee. Our chapter sponsored and awarded the Elsie Quarterman–Catherine Keever Award for best student poster and the Eugene P. Odum Award for best student paper. Drs. Frank Gilliam and Nicole Turrill Welch, respectively, chaired these awards committees and thank those who served on the committees and judged the posters and papers. Winners of the awards will be announced in the July issue of the ESA Bulletin .

The SE-ESA Chapter Luncheon was held on 31 March 2006, in Gatlinburg, Tennessee. Minutes of the business meeting will appear in the July issue of the ESA Bulletin .

2006 ESA Annual Meeting

The 91st Annual Meeting of the Ecological Society of America will be held 6–11 August 2006, in Memphis, Tennessee. Check the July issue of the ESA Bulletin for date, time, and location of our Chapter's Brown Bag Lunch.

Membership renewal and award support

Please remember to renew your membership in the Southeastern chapter when you renew your ESA membership. Your donations to the Quarterman-Keever Fund and the Eugene P. Odum Fund support the student awards mentioned above.

Keeping in touch

Check the Chapter Home page: ‹http://www.auburn.edu/seesa/› for updates and additional information. Join the Southeastern Chapter of ESA LISTSERVER. To join the listserver, send a message to ‹majordomo@mail.auburn.edu› with “subscribe scesa” in the body of the message. Please send news or announcements to ‹scesa@mail.auburn.edu› for distribution to the listserver, or to ‹nwelch@mtsu.edu› for inclusion in the next quarterly newsletter.

Respectfully submitted,
Nicole Turrill Welch
Secretary/Treasurer
E-mail: ‹nwelch@mtsu.edu

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MEETINGS



Meeting Calendar

Symposium on Ecology and Management of Red Bromegrass Fine Fuels
in Southwest Deserts

The symposium will be held on 16–17 May 2006 at Arizona State University, Mesa, Arizona. The purpose of the Symposium is to discuss and develop better ways to control or prevent establishment of red bromegrass. Red bromegrass is the primary culprit in fueling wildfires that are devastating plant communities in large areas of the Sonoran Desert, specifically, and other parts of the Southwest. Presentations and discussions will include: Climate, Fire, Origin, Entry and History of Red Brome, Population dynamics, Red Brome distribution, and Management (fire, chemical control, prescribed grazing, and biological control). A major component of the symposium will be creative discussions about research possibilities in Bio-control, Genetics, Pathology, Molecular biology, Microbiology, Soil Science, Ecology, and any other discipline that might help prevent and control red bromegrass in the wildlands of the Southwest. Contact, e-mail: john.brock@asu.ed

 

 

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Erratum



In ESA Bulletin 78(2):142–143 (1997), the article in Ecology 101, “Tree measurement and carbon cycling: a laboratory exercise,” contains a numerical error. In the appendix of the article is a formula for the amount of carbon in each liter of gasoline. The correct value is 591 g C/L of gasoline. (The value originally printed was 49.3 g C/L.)

Paul Weihe
Associate Professor of Biology
Central College
Pella, IA 50219
E-mail: weihep@central.edu


Instructions for Contributors

DEADLINES: Contributions for publication in the Bulletin must reach the Editor’s office by the deadlines shown below to be published in a particular issue:

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Deadline
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Please note that all material for publication in the Bulletin must be sent to the Bulletin Editor. Materials sent to any address except that of the Editor, given below, must then be forwarded to the Editor, resulting in delay in action on the manuscripts. Send all contributions, except those for Emerging Technologies, Ecology 101, Ecological education K–12, and Obituaries/Resolutions of Respect (see addresses below), to E .A. Johnson, Bulletin Editor-in-Chief, Department of Biological Sciences, University of Calgary, Calgary, Albert, T2N 1N4 Canada. Phone (403) 220-7635, Fax (403) 289-9311, E-mail: bulletin@esa.org.MANUSCRIPT PREPARATION: The manuscript should be submitted as a WordPerfect or Microsoft Word (for Mac or DOS) manuscript, preferably as an e-mail message attachment to bulletin@esa.org. E-mailed photographs and diagrams must be in .tiff or .eps format. Other forms of electronic copy (text embedded in e-mail messages, diskettes sent by post) or hard copy can be submitted if absolutely necessary. If formatting could be troublesome (e.g., tables, European alphabet characters, etc.), hard copy also should be sent via fax to E. A. Johnson at (403) 289-9311, or via post. Hard-copy manuscripts should be double-spaced, with ample margins. Plain formatting must be used on hard-copy and electronic manuscripts. PLAIN FORMATTING consists of a single font of a single size, left justification throughout, line spacing the same throughout, and up to three different weights of headings. Other formats will not be accepted for publication. The author should THOROUGHLY PROOF the manuscript for accuracy, paying special attention to phone and fax numbers and web site and e-mail addresses, which are frequently incorrect.COVER PHOTOGRAPHS: The photo should illustrate ecological processes or an ecological research design. The cover of the July, 2004 issue is a good example. It helps if the colors in the photo are bright, although black and white photos are considered if they are well composed with good contrast.

If you would like to submit a digital file, submissions can be small jpegs (72 dpi) but if the image is selected for a cover the final image must be 300 dpi and at least 7 inches wide and 5 inches high. Email the file as an attachment to the Editor of the ESA Bulletin at bulletin@esa.org. Or send a single 5 x 7 or 8 x 10 photo to the Bulletin. On an accompanying photocopy, give your name, address, a photo legend up to 100 words, and, if the photo describes a paper in ESA or in another journal, the literature citation or title of the accepted manuscript. If you wish unused photos to be returned please include a self-addressed return envelope.LETTERS TO THE EDITOR AND COMMENTARIES: Please indicate if letters are intended for publication as this is not always obvious. The Bulletin publishes letters, longer commentaries, and philosophical and methodological items related to the science of Ecology. There are no page limits but authors may be asked to edit their submissions for clarity and precision. Previously published items from other sources can be republished in the Bulletin if the contributor obtains permission of the author and the copyright holder, and clearly identifies the original publication.MEETING ANNOUNCEMENTS: Submit a brief prose description of the upcoming meeting, including title, a short paragraph on objectives and content, dates, location, registration requirements, and meeting contact person’s name, street address, and phone/fax/e-mail address. Please do not submit meeting brochures in the expectation that the Editor will write the prose description; he won’t. Compare the publication deadlines above with the meeting deadlines to be sure the announcement will appear in time.

MEETING REVIEWS: The Bulletin publishes reviews of symposia and workshops at the annual ESA meeting, as well as important and appropriate meetings that are unrelated to the annual ESA meeting. The reviewer should strive for a synthetic view of the meeting or symposium outcome, i.e., how the various presentations fit or conflict with each other and with current scientific thought on the topic. Review length is open, although about four double-spaced pages should be enough to capture the essence of most meetings.

 
The following advisory items are provided to help focus your review.
a) Meeting title, organizer, location, sponsoring organizations?
b) What were the meeting objectives, i.e., what scientific problems was the meeting organized to solve? Who cares (i.e., what was the relevance of this scientific problem to related ones under examination)?
c) How well did the meeting meet the objectives? Were there specific papers delivered or roundtables/discussion groups that were exemplary in reaching the objectives? You may concentrate the review on only the outstanding papers to the exclusion of all others, or give a comprehensive view of all presentations/meeting activities, or examine a selection of papers that neither describes all, nor focuses on a very few.
d) What new was discussed? What previously weak hypotheses were strengthened, confirmed or supported? Were any breakthroughs, or new or innovative hypotheses presented, that forced participants to rethink current concepts?
e) Was there anything else important that the meeting accomplished that may not have been part of its explicit objectives?
f) What subjects relevant to the meeting objectives were missing or left out? Did the scientific components of the problem that were included produce a strong slant or serious void by virtue of blind spots by the organizers, failure of invitees to appear, or similar difficulties?
g) Are there plans for a proceedings issue or meeting summary document, and if so who is editing it, who is publishing it, and when is it planned to appear (i.e., where can interested folks learn more about the meeting?)

EMERGING TECHNOLOGIES: Submissions for this section should be sent to the Section Editors in charge of the section: Dr. David Inouye, Department of Biology, University of Maryland, College Park, MD 20742. E-mail: inouye@.umd.edu; or Dr. Sam Scheiner, Div. of Environmental Biology, Natl. Science Foundation, 4201 Wilson Blvd., Arlington, VA 22230. E-mail: sscheine@nsf.govECOLOGY 101: Submissions should be sent to the Section Editor in charge of this section: Dr. Harold Ornes, College of Sciences, SB 310A, Southern Utah University, Cedar City, UT 84720. E-mail: ornes@suu.eduECOLOGICAL EDUCATION K–12: Correspondence and discussions about submissions to this section should be sent to Susan Barker, Department of Secondary Education, 350 Education South,, University of Alberta, Edmonton, Alberta T6G 2G5 Canada. E-mail: susan.barker@ualberta.ca
(780) 492 5415 Fax: (780) 492 9402
or
Charles W. (Andy) Anderson, 319A Erickson Hall, Michigan State University, East Lansing, MI 48824 USA. E-mail: andya@msu.edu
(517) 432-4648 Fax: (517) 432-5092FOCUS ON FIELD STATIONS: Correspondence and discussions about submissions to this section should be sent to E. A. Johnson, Bulletin Editor-in-Chief, Department of Biological Sciences, University of Calgary, Calgary, Albert, T2N 1N4 Canada. Phone (403) 220-7635, Fax (403) 289-9311, E-mail: bulletin@esa.org.OBITUARIES AND RESOLUTIONS OF RESPECT: Details of ESA policy are published in the Bulletin, Volume 72(2):157–158, June 1991, and are abstracted below. The death of any deceased member will be acknowledged by the Bulletin in an Obituary upon submission of the information by a colleague to the Historical Records Committee. The Obituary should include a few sentences describing the person’s history (date and place of birth, professional address and title) and professional accomplishments. Longer Resolutions of Respect, up to three printed pages, will be solicited for all former ESA officers and winners of major awards, or for other ecologists on approval by the President. Solicited Resolutions of Respect will take precedence over unsolicited contributions, and either must be submitted to the Historical Records Committee (see ESA website) before publication in the Bulletin.


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