Introduction to Wildlife & Fisheries ConservationWFSC 304

InstructorDr. Thomas J. DeWittAuthority: Biodiversity at genetic and phenotypic levels,

ecosystem function, predation, freshwaterOffice: 110i Old Heep Lab Bldg.Office hours: “casual”

Course contentThis course covers major issues in environmental biology and presents discipliness that collectively make up the applied field of conservation biology. We explore the major conceptual paradigms associated with both wildlife and fisheries conservation. We examine current issues and perspectives relevant to modern conservation. The course includes graded, written and oral assignments that foster growth in creative and integrative ability and communication skills.

Instructor philosophy Unconnected facts are boring; they gain meaning through Synthesis Memorizing information is not learning in a meaningful sense Learning concepts (integration and organization of information) is meaningful Learning to reflect, to twist facts and concepts into new syntheses that solve problems… that is the goal This requires building a conceptual framework to accommodate interrelated information

(the larger the framework the more complete and useful it will be) Concept rotation / lateral thinking

you write a definition:

Learning goalsUnderstand the nature, magnitude and context of environmental problemsUnderstand the multidisciplinary framework of conservation biology

Ecology Genetics Toxicology Evolution Resource and land use Politics etc.

And more abstract skills…Learn to think conceptuallyLearn to think integratively (build conceptual framework with information from different domains)Learn to think creatively (come up with ideas no one else has thought)Learn to think thoroughly (carry through logical scenarios to distant yet probable ends)Learn to think about connectedness of disciplines and entities

(e.g. interactions of physics, ecology, infrastructure, stakeholder values)Learn to think globally/internationallyLearn to think quantitatively (e.g. understand research and modeling)Practice group communication (practice preparing and giving oral presentations; practice group work)Read scientific literature (gain information & facility in extracting information)Practice participation in scholarly oral discourseSpark and feed your sense of wonder about the worldNOT LEAST: Apply understanding and synthetic skills to solve problems in conservation and sustainability

organisms

WATER

AIRLAND

Why focus on the abstract skills?Because you think you are better at these things than employers think you are:

Source: Inside Higher Ed

Course structureWebsite: http://people.tamu.edu/~tdewitt/wfsc304/index.html

“The primary goal is to reduce suffering, and to do that one must understand the world.”—The Buddha

Mankind has done a fair job of discerning the nature, workings, and history of the physical world. Here’s what we have been able to piece together:

14 bya the universe was formed 4.5 bya our planet was formed contained key ingredients for emergence and maintenance of life photosynthesis changed the biogeochemistry at planetary scale life was mean for the first humans—disease and predators and climatological

vulnerability kept us down. But we were clever monkeys… masters of watero irrigation, water wheel, noria, sanitation, steam engine, seafaring…

Homo sapiens – 200,000 BP The earliest modern humans are from Omo, Africa and are dated to 195,000 years ago (YA) Molecular coalescence suggests the origin of humans 200,000 YA Humans are known in the Middle East from about 100,000 YA India 65,000 YA Australia 50,000 YA Europe 40,000 YA Siberia 30,000 YA North America 20 – 15,000 YA South America 14,000 KYA

Increased human population results in increased demands on earth.Humans have contributed to the decline and extinction of many species, the disruption of natural, hydrological, and chemical cycles. Consequently, biological diversity is rapidly declining (Barnosky et al. 2011, cited in your text).

Alemseged Z, Coppens Y, Geraads D (2002) Hominid cranium from Homo: Description and taxonomy of Homo-323-1976-896. Am J Phys Anthropol 117: 103–12.

Stoneking M, Soodyall H (1996) Human evolution and the mitochondrial genome. Current Opinion in Genetics & Development 6: 731–6.

From an older edition of your book—note the projection accuracy (blue lines added).How many humans are there now? (link)

Even now, the human population is unevenly distributed across the planet:

83% of the land surface is influenced by one or more of the following: human population density greater than 10/km2 agricultural land use urban/suburban areas access within 15 km of a road major river or coast night light enough to be picked up by satellite sensors

Resource use is not geographically homogeneous. Also not homogeneous per-capita:

This graph is about consumption. It shows the land area it takes to support a person from different countries.

Consider the US/India contrast. It would take 3 billion Indians to register the same impact as we the people of the US, 300 million strong.

The U.S. contains 4% of the world population, yet, it accounts for 30% of the world’s daily oil consumption (250 times as much as India).

It would take 4 Earths to support the world’s population at the level of consumption typical in the US.

An “ecological footprint” calculates how much land and water resources we consume to grow our food, support our lifestyles, and assimilate our wastes.

Our demands continue to increase for energy, food, and forests.

The obvious problem is…

The footprint of man’s “progress”, in terms of natural resource issues, includes Overexploitation Invasive Species Spread of Diseases Habitat Degradation Contamination/Pollution Deforestation/Desertification Habitat Loss/Fragmentation Extinctions/Extirpations

Thousands of species are threatened with extinction at present. 12% of all birds 12.5% of all plants 23% of all mammals 32% of all amphibians 34% of all fish 20% - 42% of all reptiles

If we do nothing, these numbers will get worse and reify.

If we act to conserve nature and its resources, the numbers could abate.

The root of most current conservation problems is of course (in case you missed it!) too many humans. Some governmental policies are effective in reducing population growth (e.g. demographic transitions, one-child policies). Perhaps water disparity will become limiting as well, opening the door to interaction with other forces like conflicts, disease, famine, etc. But it is a good bet we will hit 9 billion people and we have to plan for it.

demographic transitions:

one-child policies:

Consequences are rifeArguably the most dire:

EXTINCTIONS

One recent study (Burkhead M, 2012, Extinction rates in North American freshwater fishes, 1900–2010. Bioscience) USGS researchers examined contemporary (1900-2010) extinction rate for

freshwater fish in North America They compared contemporary extinction with rates derived from examination of

freshwater fish in the fossil record Fossil record showed approximately 1 extinction/3 million years The contemporary rate was 877 times higher Not surprising since NA wetlands are literally under human assault. In the US for

example 50% of our historic wetlands have been destroyed.

Humans are impacting the globe so drastically there is a massive campaign in effect to name a new geological era, the Anthropocene

Why so much green in Siberia and the arctic and N. Africa?

So this says it all.

The other instructors have a slide:

Reasons for optimism 1. World population growth has slowed substantially

Brazil in 1960 – birth rate of 6.4In 2010 – 1.9(compare to US at 2.0)

2. We all have the potential to change how much and what we consume

Let us accept these statements optimistically but cautiously. The Brazil scenario was cherry-picked before Brazil entered a new period of political turmoil. And although we all can decide about consumption, we always seem to choose more. More is better. Much better.

So assuming consumption will increase (it will), we should concern ourselves with sustainability and conservation as much as reducing consumption, perhaps more.

Contrast two views of natural resources (both actually from Pinchot, advisor to TR; ):1. "the art of producing from the forest whatever it can yield for the service of man"2. "the greatest good for the greatest number for the longest time"

Pinchot G (1914) The Training of a Forester. Philadelphia: JB Lippincott Co.

Can the two views reconcile?

Here are Pinchot’s core principles: Development: "the use of the natural resources now existing on this continent for the

benefit of the people who live here now. There may be just as much waste in neglecting the development and use of certain natural resources as there is in their destruction. … The development of our natural resources and the fullest use of them for the present generation is the first duty of this generation."

Conservation: "…the prevention of waste in all other directions is a simple matter of good business. The first duty of the human race is to control the earth it lives upon."

Protection of the public interests: "The natural resources must be developed and preserved for the benefit of the many, and not merely for the profit of a few."

 Pinchot, Gifford (1910). The Fight for Conservation.

Contrast discussion USFS v. NPS

Conservation BiologyThere is a famous article with this title from 1985 by Soule, and a followup 15 years later by Kareiva (I may post one or both). Another article argues there are so many definitions of Conbio there is no definition.

For purposes of being on the same page:Conservation biology is a response by the scientific community to the biodiversity crisis. (Environmentalism is the public’s response)

Conservation biology merges applied and theoretical biology and incorporates ideas and expertise from a broad range of fields outside the natural sciences, toward the goal of preserving biodiversity.

Conservation biology represents a synthesis of many basic sciences that provide principles and new approaches for the applied fields of resource management:

It applies principles of: Natural Science Social Science Policy and Governance Humanities (e.g. aesthetics, ethics…) It is becoming an increasingly applied (meaning utilitarian; not used) field

One attempt to put all this together is a highly successful program here at TAMU:

What is Biodiversity?The complete range of species and biological communities as well as the genetic variation within species and all ecosystem processes. This includes:

Species diversity Genetic diversity Phenotypic diversity? Community diversity Ecosystem diversity Both pattern and process***

Species diversity—Big picture

(ignore numbers in the pie chart except to contrast with the modern numbers below, and for the proportional representation of varied taxa)

The diversity of organisms and plentitude of species we see today have been and are being evolved. We will explore evolution later in the course but a brief definition is change in gene frequencies through time. This process is readily observed and happens at a rate that has shocked us (the scientific community).

Many processes create evolution but among the strongest driving forces is ecology and environmental change.

The goal of conservation biology is not to stop genetic change, nor to conserve the status quo, but rather to ensure that populations may persist by continuing to respond to environmental change in an adaptive manner.

Ecological systems are not in stable equilibria . A sort of stochastic-dynamic equilibrium, mixed with some chaos, is a better mental model. Therefore adaptability is needed by organisms.

Ecosystems consist of patches and mosaics of habitat types, not of uniform and clearly categorized communities. And patches change. Again, organisms must be able to persist by evolutionary or physiological adaptation and migration.

Humans are and will continue to be a part of both natural and degraded ecological systems. Their presence must be included in conservation planning.