Lab 11. Pre-Lab
This lab is about arguing for your Conservation Priory Area in a semi-formal debate-style format. You'll begin by learning about the important role ecology can and should play in conservation and management decisions, as well as brief history of the environmental movement in the United States. Then, using all the data and research you have analyzed and collected in the past week, you will conference with your like-minded peers to create a cohesive argument for the Priority Area you believe deserves increase finding and attention. Following the debate you will reflect on your final opinions regarding management and conservation policy in Kentucky.
A history of ecology & conservation
"Insofar as ecology describes, classifies, hypothesizes, and tests hypotheses, it fits the classical mode of science as exemplified by physics and chemistry. However, because ecology extends to human interactions, including aesthetics, ethics, politics, and economics, it doesn’t fit that mold." The above quote is from the "Brief Introduction to the History of Ecology" written by Edward J. Kormondy. Please read over the article in the sidebar. Our project involving Priority Conservation Areas is intended to highlight both sides of this ecological coin. You've been provided the data and your existing knowledge on the scientific method and hypothesis testing are valuable tools to help you answer our question in the classic model of pure science. However, to complete the circle, ecological science needs to inform policy to make an impact in terms of conservation.
It's difficult to imagine that before the environmental movement of the 60s and 70s, environmental stewardship and conservation were not considered important components of planning, policy, or regulations. Two important events are often cited as triggers for a change in the way ecology can and should inform how we use our resources: Rachel Carson wrote Silent Spring, and the Cuyahoga River caught fire. The Wildlife Action Plan you learned about last week is a direct result of the environmental movement and environmental laws and policy. Best practice is for ecology to inform these resource decisions. You will participate in class debate on the potential for increased funding of one Tier I. Conservation Opportunity Areas. You'll explore the history of the environmental movement in the next tab. |
Click here for the article.
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Silent Spring
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The Cuyahoga Burned
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Ecological studies detailed in the book exposed DDT, an extremely popular pesticide, as the reason for the massive decline in the Bald Eagle population. DDT worked it's way up the food chain from insects to fish and caused a softening of eagle eggs, leading to massive nest-deaths across their range. Bald Eagles, our national bird, were facing extinction. The pesticide was banned and the book led to outrage which helped spark the environmental movement. Since then, Bald Eagle populations have recovered.
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Heavily industrialization zones lined both sides of much of the Cuyahoga River as it traveled through Cleveland, OH. Most of the waste produced by these factories was emptied into the river and the water itself became flammable. River fires were not uncommon before laws and policies regulated what could and could not be dumped into our watersheds. Ecological studies track and trace these pollutants and led to some of our earliest and most important environmental legislation following these disturbing events.
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A history of U.S. environmental lawsTo best understand how environmental policy is made, we first need to examine the history of such laws in the US.
The Most important Environmental Laws in the US: Summary of 7
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Click here for the basic steps of creating new environmental laws or regulations.
More complete list of laws from the 60s and 70s (source: Lamphere, Jenna & Shefner, Jon. (2015). Situating the Green Economy: Discourses, Cooptation, and State Change. 10.1108/S0278-120420150000034005).
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What will we do in lab?
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The Wildlife Action Plan you learned about last week is a direct result of the environmental movement and environmental laws and policy. Best practice is for ecology to inform these resource decisions. In Lab 11, you will participate in class debate on the potential for increased funding of one Tier I. Conservation Opportunity Areas.
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Seddon N, Mace GM, Naeem S, Tobias JA, Pigot AL, Cavanagh R, Mouillot D, Vause J, Walpole M. 2016. Biodiversity in the Anthropocene: prospects and policy. Proc Biol Sci. 14;283(1844)
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If you feel confident with this material, click the bridge icon below and navigate to Blackboard to take the LABridge for this week. Be ready to be tested on this material before you go to the quiz, and make sure you have your Lab Notebook Guide ready to submit as well.
Click here to get to WKU's blackboard to take your LABridge for this week.
Lab 11 Protocol.
Objectives. Following this lab you should be able to...
- Describe the environmental movement, its causes, and a few major environmental laws.
- Link the science of ecology with both conservation and environmental policy.
- Discuss the primary ecological factors that make an area valuable to conserve.
- Use ecological evidence, reasoning, and critical thinking to propose why some areas deserve priority.
- Exercise I. Management Conference
- Exercise II. Policy Debate
- Exercise II. Final Vote & Opinions
EXERCISE I. CONFERENCE WITH YOUR COLLEAGUES
Procedure. Three lobbying groups will be formed in lab, one for each Tier I Conservation Area for which there is support. You will be given 30m to discuss the evidence you gathered and frame your argument for increased funding. Decide on a representative or representatives who will present your case to the class. Each lobbying group will have 5-10 minutes to make their argument and 5-10 more minutes to answer questions posed by the audience. At the end of the debate, each group will post the top 3 most persuasive reasons their area should receive more funding, and then the class will vote.
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Appendix 4.26 - Overlapping Conservation Areas
for Mussels, Fishes & Lampreys, Mammals, Birds,
Reptiles & Amphibians
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Don't be nervous about this. This is informal. You should stand when speaking, just to ensure you can be heard, but you do not need to be perfect. Just make a rational argument using evidence.
Exercise iI. Class Debate
Procedure. The debate will be moderated by your TA and will follow the basic guidelines below: Estimated time = 35-40 minutes
- Presentation. You will have 5 minutes to present your case. You must use evidence from your research and be sure to cite your sources.
- Rebuttal. There will be a 10-15 minute rebuttal period in which each group can address specific points made by others or ask specific questions.
- Conclusions. Each group will be allotted 2 minutes to make their final case.
- Recording. Each group will list the 3 most important considerations in their argument on the board.
Exercise III. Vote for increased funding
Click here to vote.
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Complete this week's Lab Notebook Guide.
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Final Exam InfOrMation
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Bring YOUR DEVICE (iPad, laptop, etc.).
The Exam
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The biggest difference between a practical and a standard exam is that a practical exam will require you to show what you can do, not just what you know. Ask yourself these questions: Can you…
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The practical section will be entirely fill-in-the-blank. The standard part of the exam will be multiple choice, T/F, matching, short answer, and essay. The above list is not all inclusive but gives you a basic idea of what to expect!
Faculty Spotlight: Albert Meier & the WKU Green River Preserve
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