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04 March 200522nd class meeting

(Miller Chapters 10, 6, SDCP, Biosphere Reserves)

Environmental BiologyECOL 206

University of Arizonaspring 2005

Kevin Bonine, Ph.D.Alona Bachi, Matthew Herron, Graduate TAs

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- SE Chapters 10, 6, 7, Batisse 1997- Push back the readings for food production (not on EXAM2)

(SE8, Levidow, Rifkin)

- 07 March Group Project (or Wed. 09 March)- 11 March Exam2- 11 March Lab Binder due (through this week’s lab)- 11 March current events

-Lab (in ECE 206)-No lab next week. Work on your group projects.-Thanks to Alona

Environmental Biology 206

206 Course Web Link:http://eebweb.arizona.edu/courses/Ecol206/206_Page2005.html

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2. Introduction and Literature Review (25 points)Due 07 March 2005 (deadline extended to 09 March 2005)

Now is your opportunity to explain in detail the environmental implications of the topic you have chosen. In a 5-7 page paper, you should explain the following:

•What are the ramifications of the current issue continuing on its course?•What does the literature say about the effects of this issue?•What are the biological, ecosystem, and economic costs and benefits associated with the issue?•Have there been other studies or solutions related to the problem you are addressing? What success stories can you draw from in creating a solution? •Tables and graphs of costs, benefits, effects on the environment, etc. are a useful addition here and are also very useful in the oral presentation.•Describe how the changes you recommend fit into the bigger picture. Where do the resources involved come from? Who is impacted? What costs are associated? For example, if I were recommending the University purchase vegetables from a local grower, instead of an international conglomerate, whose jobs would be impacted? How much more fossil fuel is burnt shipping from far away as opposed to from close to Tucson, etc.

Your literature cited section should include at least 10 sources. At least half of these should be from peer-reviewed and/or primary literature. Use the parenthetical citation format of Conservation Biology, which you can find by looking up this journal online (the citation format in your syllabus is very similar as well).

These websites can help you understand what meant by primary and peer-reviewed literature:http://www.lib.ecu.edu/Reference/workshop/primary.htmlhttp://www.bergen.cc.nj.us/Library/userguide/IV_A_prim_sec.htmlhttp://www.usd.edu/lhsl/ref/PublicationProcess.pdfhttp://www.library.jcu.edu.au/LibraryGuides/primsrcs.shtml

Saturday, March 05, 2005 -10 am - 4 pm

Researchers from the University of Arizona and community volunteers will unite on Saturday, March 5 to fight a foreign invader. The goal is to save Tumamoc Hill from buffelgrass.

Buffelgrass - brought here from Africa for cattle forage - has the potential to be the most destructive plant pest known in the Sonoran Desert, says Desert Lab researcher Travis Bean. Tumamoc Hill is overrun with buffelgrass, which not only out-competes native plants for water and soil nutrients, but increases the risk of brush fires to dangerous levels through increased fuel loads. Infestations create a grass-fire cycle that transforms picturesque saguaro landscapes into buffelgrass monocultures.

Tumamoc Hill on Tucson's west side is home to the historic Desert Laboratory and an 860-acre nature preserve. For more than 100 years the Desert Lab has been dedicated to studying plants, animals and the environment of North American deserts.

The mission of the Desert Lab has become even more important in recent years. Expanding populations in the Southwest have increased the stress on natural environments that surround its growing cities.

On eradication day, researchers will show how to recognize buffelgrass, and demonstrate approved techniques to remove it, including rock picks and herbicides.

The event is Saturday, March 5, 10 a.m. to 4 p.m. Parking is available at nearby St. Mary's Hospital. Winter in Tucson still means plenty of sunshine most days, so wear protective clothing, including sunscreen, a hat and gloves, and sturdy shoes to navigate the rugged hillside.

For more information, or to volunteer with the eradication project, call Travis Bean at the Desert Lab at 629-9455, or e-mail.

Buffelgrass Removal at Tumamoc Hill, 05 March 2005

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Plagiarize

1. To steal and pass off (the ideas or words of another) as one’s own

2. Use without crediting the source-(Webster’s Ninth New Collegiate Dictionary, 1986)

the UA Student Code of Conduct:http://studpubs.web.arizona.edu/policies/cofc.htm

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5-303 (R7-4-102) Prohibited ConductThe following misconduct is subject to disciplinary action: All forms of student academic dishonesty, including cheating, fabrication, facilitating academic dishonesty and plagiarism.

5-304(R7-4-103) SanctionsB.One or more of the following sanctions may be imposed for violation of the disciplinary regulations set forth in Section 5-303(R7-4-102): EXPULSION: Permanent separation of the person from the university. As applied to faculty and other university employees, expulsion may involve dismissal and termination of employment or non-renewal of an employment contract. An indication of expulsion will appear on the student's transcript or be maintained in the permanent file of the university employee. The person will also be barred from the university campus. SUSPENSION: Separation of the person from the university for a specified period of time. Permanent notification may appear on the student's transcript or in the file of the university employee. Except where any administrative decision under this Code indicates otherwise, a person suspended under this Code shall not participate in any university sponsored activity, may be barred from the university campus, and where such person is a faculty member or other university employee, any suspension shall be without pay or other benefits incidental to the person's employment position. PROBATION: This sanction shall be applicable to students only and may include forfeiture of campus privileges for a definite period of time. Additional restrictions or conditions may also be imposed. Appropriate university officials shall be notified of the imposition of such sanctions.

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ReduceReuseRecycle

ReservationRestorationReconciliation

http://www.epa.gov/epaoswer/non-hw/muncpl/reduce.htm8

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ESA (Endangered Species Act)

“Taking”Shoot, Shovel, Shut Up

Led to Habitat Conservation Planning (HCP)Incidental Take Permits (e.g., SDCP with mitigation)

San Bruno Mtns- negotiate, compromise, all parties involved

“No Surprises”MOAsSafe Harbor Agreements

Need to include and motivate private landowners

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Endangered Species Act of 1973, as Amended

• Section 3. Definitions

• Section 4. Determination of endangered species and threatened species (Listing)

• Section 5. Land acquisition• Section 6. Cooperation with States• Section 7. Interagency cooperation• Section 8. International cooperation• Section 8A. Convention implementation• Section 9. Prohibited Acts• Section 10. Exceptions• Section 11. Penalties and enforcement• Section 12. Endangered Plants

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Section 10

Exceptions10(a)(1)(A) – Recovery Permits10(a)(1)(B) - HCP

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Biological Basis of the Sonoran Desert Conservation Plan

Thanks to Bob Steidl and others… 14

SDCP Biological Goal

Ensure the long-term survival of the full spectrum of plants and animals that are indigenous to Pima County…

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Approach

• Select elements for planning• Establish quantifiable goals• Develop explicit rules for reserve design

process• Organize, synthesize, and acquire

information• Evaluate• Establish, Monitor, Manage

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Planning Alternatives

• Biotic elements– Vertebrates– Vegetation communities

• Abiotic elements– Land cover, land form, elevation, aspect, etc.

• Unique elements

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Select Species

• Regionally “vulnerable” species

• Short-list of 55 species

Species chosen should have little influence on ultimate reserve design

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Species List• 9 mammals 7 bats• 8 birds 6 riparian• 7 reptiles 3 riparian• 2 frogs all riparian• 6 fish all riparian• 16 invertebrates mostly snails• 7 plants 2 riparian

>60% of plants and vertebrates associated with riparian environments

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Species Information• Natural history accounts• Species-environment matrix• Decide best method by which to achieve

goals for each species• Less helpful if:

– either rare or common– on lands that are protected or off-limits– limited natural-history information

• Reduced from 55 to 44 species20

Land Cover

• Vegetation communities• Abiotic / physical• Urban, suburban, rural land-uses• Ownership and level of protection• Threats

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Land Cover

creosote-bursage urban

palo verde–mixed cacti

mixed grass-scrub

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Species Distributions

• Based on models rather than known locations or published distributions

• Developed to predict species distributions based on potential habitat

• Input and evaluation by experts– Habitat associations, known distribution

• Iterate• Combine to identify areas of high species

richness

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Species-Environment Matrix

Variable No. AttributesVegetation 29Urban 9Meso-riparian 9Xero-riparian 13Streams 8Shallow groundwater 1Springs 2Elevation 13Slope 9Aspect 8Landform 15Carbonates 3Geology 1

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Matrix Rank Scores

Western Yellow Bat (Lasiurus ega)

Elevation (m) Score195 - 600 2600 - 800 3800 -1200 3

1200 -1400 31400 -1800 21800 - 2000 ** mask **2000 - 2800 ** mask **

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Elevation Scores

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Hydrology Scores

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Vegetation Scores

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Generate Distribution

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Habitat Model

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Iterative Process

Species Potential Distribution

Baseline Species Data

Expert Input andAdjustments

Fill Species-Environmental Matrix

Refine Model Parameters

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Initial Model

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Intermediate Model

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Final Model + known locations

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Initial Model

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Intermediate Model

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Final Model + known locations

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Species Richness, 1 or more

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Species Richness, 2 or more

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Species Richness, 3 or more

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Species Richness, 4 or more

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Species Richness, 5 or more

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Design Principles

• Comprehensive conservation• Species richness as foundation• Contiguousness and Connectivity• Intactness• Opportunity and Realism

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Other Considerations

• Special elements• Areas needed to meet species goals• Landscape linkages• Recovery areas for endangered species• Areas identified by The Nature

Conservancy as significant for conservation

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Special Elements

Saguaro and Ironwood communitiesPygmy Owl Habitat

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Reserve Building

Species richness

Mesoriparian +important

xeroriparianPCA richnessSpecial

elements Recovery areasScientificresearch

areas

Reserve system boundaries

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Initial Reserve Boundary

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Conservation Lands System

• Biological Core• Multiple Use• Scientific Research• Recovery Areas• Agriculture Within Recovery Areas• Existing Development

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Species Richness, 5 or more

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Biological Core

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Species Richness – Expert Opinion

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Biologically Preferred

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Riparian as Foundation for Linkages

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Only Listed Species

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Monitoring and Adaptive Management

• Assess status and trends of representative organisms

• Information to assess land-management practices

• Careful and efficient design• Long-term financial commitment

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Biosphere Reserves (UN)

-Core-Buffer-Transition

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Where?Why?

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Organ Pipe Cactus National MonumentPinacate Biosphere ReserveGulf of California Biosphere Reserve

Sonoran Desert National Park?

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Organ Pipe Cactus National MonumentPinacate Biosphere ReserveGulf of California Biosphere Reserve