What is Conservation Biology?What is Conservation Biology?

An integrative approach to the protection and management of biodiversity that uses appropriate principles and experiences from basic biological field such as genetics and ecology; from natural resource management fields such as fisheries and wildlife; and from social sciences such as anthropology, sociology, philosophy, and economics. ( ff )(Meffe et al. 1997)

From Groom, Meffe, and Carroll 2006

BiodiversityThe variety of life and its processes; it y p ;includes the variety of living organisms, the genetic differences among them, the g g ,communities and ecosystems in which they occur, and the ecological and evolutionary g yprocesses that keep them functioning, yet ever changing and adapting. g g p g

Conservation Biology, a publication of the Society for Conservation Biology, recently released an analysis of the 25 most cited papers inof the 25 most cited papers in that journal and determined that Paton’s 1994 paper, “The effect of edge on avian nesteffect of edge on avian nest success—how strong is the evidence?” was cited 363 times.

MESM: Conservation BiologyMESM: Conservation Biology

• This specialization prepares students forThis specialization prepares students for professional positions in the science and management of the earth's biologicalmanagement of the earth s biological diversity. They may concentrate studies in ecological aspects of applied conservationecological aspects of applied conservation biology, management of biodiversity, or economics and policy aspects ofeconomics and policy aspects of conservation biology.

Employment opportunitiesEmployment opportunities

• Graduates find employment with federalGraduates find employment with federal and state resource management and regulatory agencies nongovernmentalregulatory agencies, nongovernmental conservation organizations, and private environmental consulting firmsenvironmental consulting firms.

Wildlife Biologist GS-486 series:h i inon-research positions

• At least 9 semester hours in wildlife:mammalogy, ornithology, animal ecology, wildlife management, or wildlife biology; andA l 12 t h i l l• At least 12 semester hours in zoology: general zoology, invertebrate zoology, vertebrate zoology comparative anatomy physiologyzoology, comparative anatomy, physiology, genetics, ecology, cellular biology, parasitology, entomology, and

• At least 9 semester hours in botany or the related plant sciences.

Wildlife Biologist GS-486 series:h i iresearch positions

• At least 9 semester hours in wildlife: mammalogy, gyornithology, animal ecology, wildlife management, or wildlife biology; and

• At least 12 semester hours in zoology: generalAt least 12 semester hours in zoology: general zoology, invertebrate zoology, vertebrate zoology, comparative anatomy, physiology, genetics, ecology, cellular biology parasitology entomology andcellular biology, parasitology, entomology, and

• At least 9 semester hours in botany or the related plant sciences.At l t 15 t h f t i i i• At least 15 semester hours of training in any combination of two or more of the following: chemistry, physics, mathematics, statistics, soils, and/or geology.

Core courses (21-25 credits)Core courses (21 25 credits),

• Natural Sciences (12-16 credits)Natural Sciences (12 16 credits) - Plant & Animal Biology (at least 3 credits) - Ecology (at least 3 credits)Ecology (at least 3 credits) - Biodiversity Analysis & Management (at

least 3 credits)least 3 credits) Social Sciences (6 credits) Quantitative Methods (3 credits)Quantitative Methods (3 credits)

• Natural Sciences (12-16 credits) Pl t & A i l Bi l ( t l t 3 dit )- Plant & Animal Biology (at least 3 credits)

• NRS 591 Ornithology• BIO 467 – biology of algae

- Ecology (at least 3 credits) • NRS 423 – wetland ecology• BIO 455 – marine ecologygy- Biodiversity Analysis & Management (at least 3 credits)

NRS 406 – Wetland WildlifeNRS 407 Nongame/endangered sppNRS 407 – Nongame/endangered spp.

Social Sciences (6 credits) • CPL 539 Environmental Law

CPL 511 Pl /N t E S t• CPL 511 Plan/Nat. Env. SystemQuantitative Methods (3 credits)

• STA 412 Statistical methods in Research• NRS 520 – Quantitative tech. in Nat. Res. research

Other requirementsOther requirements

• Elective courses (6-10 credits) up to youElective courses (6 10 credits) up to you• Independent study (3 credits: EVS 598)

i d d t h j t th tan independent research project that culminates in a substantial, high-quality,

itt t (I’ll b k t thi )written report. (I’ll come back to this)• Graduate seminar (2 credits)• Written comprehensive examination on

coursework.

Faculty interested n Conservation Biology

P t P t NRS bi d / hibi• Peter Paton, NRS, birds/amphibians• Tom Husband, NRS, mammals• Peter August, NRS landscape ecology• Graham Forrester, NRS, marine protectedGraham Forrester, NRS, marine protected

areas

Internship opportunitiesInternship opportunities

• US Fish and Wildlife ServiceUS Fish and Wildlife Service• US Environmental Protection Agency

N t l R C ti S i• Natural Resources Conservation Service• RI DEM• The Nature Conservancy• Rhode Island Natural History SurveyRhode Island Natural History Survey• Audubon Society of Rhode Island

Linda Vanderveer – consulting firmLinda Vanderveer consulting firm

Population trends of American WoodcockIn Maryland

TIMBERLAND AREA BY STAND-SIZE CLASSAND PERCENT OF TOTAL BY INVENTORY YEARAND PERCENT OF TOTAL BY INVENTORY YEAR

in RI

Effects of Early Successional habitat restoration yon avian populations in RI With RI DEM and NRCS

Christine Caron – NEIWPCC @ RI DEM@

Population trends and habitat use of Harlequin Ducks in Rhode IslandHarlequin Ducks in Rhode Island

Sachuest Point NWRNWR

Beavertail

Christmas bird count data

USFWS census dataUSFWS census data

RI Feral Cat Working Group

Wild Cat Foundation hasWild Cat Foundation has trapped, neutered and returned (TNR) more than 7 550 !7,550 cats!

Save the Cats Arizona, nature reserve,40 free-roaming cats - $150/month food6 volunteers

Manager -doesn’t have a lot evidenceCats are killing birds.

Alley Cat AlliesAlley Cat Allies• “Humans are the cause of wildlife depletion.p

Studies show that the overwhelming cause of wildlife depletion is destruction of natural habitat due to manmade structures, chemical pollution, pesticides, and p pdrought — not feral cats. “

• “Catch and kill doesn’t work• Catch and kill doesn t work.Animal control’s endless, cruel cycle is extremely costly to taxpayers. Cats choose to reside in locations for two reasons: there is a food source (intended or not) andreasons: there is a food source—(intended or not)—and shelter. When cats are removed from a location, survivors breed to capacity or new cats move in. This vacuum effect is well documented “vacuum effect is well documented.

In 1997, American Bird Conservancy (ABC) launched the Cats Indoors!

-77 million pet cats in the United States, only 35% are kept exclusivelyIndoors

-Domesticated in Egypt more than 4,000 yearsago

-Estimated 60-100 million homeless cats

free-roaming domestic cats kill more than 100 animalseach year, One well-fed cat that roamed a wildlife experimentstation was recorded to have killed more than 1,600 animals( tl ll l ) 18 th(mostly small mammals) over 18 months

-free-roaming cat densities reach 114 cats per mile2,outnumbering all similar-sized native predatorsoutnumbering all similar sized native predators

The goal of this proposal is to develop a humane, h i i b d l lcomprehensive science-based management plan to control

feral cat colonies in Rhode Island.

This goal will be achieved with the following objectives:Tier 1: To quantify the spatial distribution and population size of feral cat colonies in urban suburban and rural communities inferal cat colonies in urban, suburban and rural communities in Rhode Island as a function of population management strategies;Ti 2 T l t d th ff ti f tTier 2: To evaluate and compare the effectiveness of current management strategies by monitoring population trends of colonies over time;;Tier 3: To apply what is learned from this study to recommendations guiding the development of a comprehensive evidence-based management plan for feral cat colonies inevidence-based management plan for feral cat colonies in Rhode Island.

RI Ocean Special Area pManagement Plan (SAMP)• Working to define use zones for

Rhode Island’s ocean waters through a research and planning process that integrates the best available science with open public input and involvement

Altamont Pass Wind Resource Area,Public Perception of Wind Farms and Birds

Altamont Pass Wind Resource Area, CA: 5000 wind turbines

On going legal battle:Replace older 100 kw worst 500 turbinesReplace older 100 kw, worst 500 turbineswith larger 1-3 MW turbines

Erickson et al. 2005. USDA Forest Service Gen. Tech. Rep. PWS-GTR-191

Barnacle goose (Branta leucopsis )

Common eider (Somateria mollissima)

Key Findings•Waterbird collisions with wind turbines are rare at offshore wind farms.

Common eider (Somateria mollissima)

•At Nysted of 235,000 Common Eider migrating through area in autumn; 41-48 individuals were predicted to collide with turbines.

A i f d t d t bi th t it d th t bi bl d•An infrared camera mounted on a turbine that monitored the turbine blades for 2,400 hours had no documented Common Eider collisions.

Key Findings•Wind turbines result in habitat loss in and around the wind farm. 

Pre-construction Post-constructionNote shift away from SE of wind farm

Avian studies for RI Ocean SAMP• Goal: Assess current spatial and temporal patterns of avian abundance and movement ecology withinavian abundance and movement ecology within Ocean SAMP study area boundaries

• Primary Objectives:1) Compile and review historical avian datasets. 

2) Assess temporal variation in avian spatial distribution and abundance of birds in Ocean SAMP study area.

3) Quantify flight behavior of birds in Ocean SAMP3) Quantify flight behavior of birds in Ocean SAMP study area

1

11/28/09 to 2/22/10

21 30

6-910-1314-1617-20

12-5

21-3031-45

101-125

46-6566-100

126 250126-250

All individuals regardless of species detected during aerialAll individuals, regardless of species, detected during aerial surveys from 28 Nov 2009 to 22 Feb 2010-Raw Data Plotted From 3 Snapshots of the 24 Transects From 11/28/09 to 2/22/10.

11/28/09 to 12/8/09

Common Loon

11/28/09 to 12/8/09

1/11/10 to 1/27/10

12 5

21-30

6-910-1314-1617-20

31-45

2-5

31-45

101-1251

46-6566-100

126-250

-Raw Data Plotted From 2 Snapshots of the 24 Transects From 11/28/09 to 1/27/10. Note: Data plotted between line 4 and 5 from western end of study area is due to a flight error. We flew from the bottom of line 5 to the top of line 4 (Red circles). Also note that on some lines only one side of the plane is plotted due to heavy glare making viewing impossible for the observer sitting on the “sunny” side of the plane.

AES proposal: Marion Gold and Peter PatonAssess knowledge and attitudes regarding issues surrounding near and offshore wind farms and migrating water fowl

Use results of assessment to design an ExtensionUse results of assessment to design an Extension outreach program to increase the awareness on the part of public and decision-makers regarding key issuesissues

Promote the adoption of management practices by state and federal regulatory agencies that will minimize the impacts of wind farms on migrating scoter populationspopu at o s