Difference between revisions of "Introduction to Conservation Biology"

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== EEB 208 (2208): Spring 2008 ==
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The web page for EEB 2208 has moved to a new site [http://elphick.lab.uconn.edu/intro-to-conservation-biology/ here].
 
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This course will provide an introduction to the discipline of conservation biology. The first two-thirds of the course, will focus on the biological aspects of the discipline. Topics covered will include patterns of biodiversity and extinction, causes of extinction and population declines, techniques used to restore populations, landscape level conservation planning, and the role of conservation in protecting ecosystem services. The final third will cover the practical aspects of implementing conservation actions and will include lectures on conservation economics and conservation law.
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== Basic course information ==
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'''Credits:''' 3
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'''Instructor:''' [http://hydrodictyon.eeb.uconn.edu/people/birdlab/elphick.html Chris Elphick] (office: 300A BioPharm, behind the elevator at the north end of the building)  ''Email: chris.elphick [ AT ] uconn.edu''
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'''Teaching assistant:''' [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Vanessa_Boukili Vanessa Boukili] (office: 219 BioPharm)  ''Email: vanessa.boukili [ AT ] uconn.edu''
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<font color= "#FF0000">'''Your emails to us must contain the phrase "EEB 208” in the subject line; emails received without that phrase, and especially those with a blank subject line, will probably get treated as SPAM and be deleted without being read.'''</font>
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'''Lecture:''' M, W 2:00-3:15 PM
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'''Location:''' Bio & Phys 131
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'''Text book:''' [http://www.sinauer.com/detail.php?id=7200 Essentials of Conservation Biology (R.B. Primack, 4th Edition, Sinauer)] is required reading.  On exams I will assume you have read this material and may ask questions (though not many) about topics that are not covered in lectures.
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'''Research paper readings:'''  In some lectures, I will provide supplemental readings from the primary research literature to augment the text book readings.  These readings will be the subject of class discussions and your participation in the discussions will be graded.  See the syllabus below for more information on when these discussions will occur and what is expected of you.
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'''Optional reading that might be helpful:'''  Other introductory textbooks that might be worth looking at for supplemental information are Fundamentals of Conservation Biology by Malcolm Hunter and Conservation Biology by Andrew Pullin.  If you are interested in more advanced information, then look at Principles of Conservation Biology by Groom, Meffe and Carroll.  Finally, if you are really interested in this topic, then you will be well served if you check out recent issues of the journal [http://www.blackwellpublishing.com/journal.asp?ref=0888-8892&site=1 Conservation Biology] (note that to read articles you will need to be connected to the UConn system).
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'''Questions:'''  Please ask lots of them!  Class is much more interesting (for me and you) when people ask questions.  If you send me questions over email, I will post them (anonymously) along with the answers on this web site, so that everyone can benefit from the answers.
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'''Office hours:'''  I do not have fixed office hours because they inevitably do not work for someone.  But, I will try to always be present for at least 15 minutes before and after each lecture to answer simple questions.  I’m also happy to meet at other times by appointment.  The best option is to email me, telling me (a) what you want to discuss and (b) when would be good times to meet (Mon, Tues, or Wed are best).
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TA is also available by email and by appointment.
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'''My course objectives:''' In general, my goal is to provide you with a basic understanding of the scientific field of conservation biology and the application of science to solving conservation problems.  If you are just taking this course out of general interest, then hopefully it will provide you with a sense of how the biological sciences can be applied and will give you a better understanding of the main issues in conservation biology.  For those of you wishing to pursue a career in conservation biology, I hope that this course will give you a solid foundation on which to build with future courses (e.g., EEB 310).  If this is your goal, I’d also encourage you to check out [http://hydrodictyon.eeb.uconn.edu/department/BSMS/ EEB’s joint BS/MS program in Biodiversity and Conservation Biology].  There are also links to good sites for finding internships and jobs (short-term and permanent) in conservation biology on the course web site.
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'''Overall teaching philosophy:'''  My primary goal is for you to learn and understand basic concepts and general ideas, rather than for you to learn lots of very specific facts (though to get an A, knowing the details is important too).  I will expect you to know examples relating to each major concept, so that you can relate the theory to practical, real-world situations.  I won’t expect you to know, for example, exactly how many species have gone extinct in the last 500 years (though I will expect you to know whether it is closer to 6 or 20,000).  The text book readings are intended to complement the lectures.  My lectures will not repeat verbatim what is in those readings, and I will often use different examples or cover somewhat different topics.  Both the lecture material and the readings, however, are important and could appear on exams.
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== Schedule of lectures and examinations (subject to change) ==
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<font color= "#FF0000">'''For a printable version of the syllabus click [http://hydrodictyon.eeb.uconn.edu/eebedia/images/d/d0/EEB208_syllabus_for_print.pdf here] (print double-sided to save paper!)'''</font>
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The schedule below describes the order in which we will cover material.  Not every topic fits nicely into the time set aside for a lecture, so be prepared for us to start some topics a lecture early, and for others to take longer than the syllabus suggests.
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For each lecture I will aim to post an outline ahead of time (linked to the topic titles in the syllabus below).  Reading these notes before each lecture should help you follow the material, and some people like to print them out so that they can spend more time listening and less time writing.  These outlines, however, ARE NOT a substitute for coming to class or doing the text book readings, and you should not expect them to include everything covered in class (e.g., none of the graphics will be in the web notes).  In exams, you will be expected to know about all the things I talked about, not just the information in the web notes.  Based on past experience, you can expect to drop a grade if you choose to rely only on the web notes.
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<font color= "#FF0000">'''**'''</font> Means that there is important supplemental reading from the primary literature that we will discuss in class (yes, you really do need to read it as I will be picking people in class to talk about the paper).  Links to the relevant papers can be accessed by clicking on the <font color= "#FF0000">'''**'''</font> below on the syllabus.  These links might not work if you are not using a computer that connects to the UConn network.  It is possible to connect your home computers to the network by going to [https://vpn.uconn.edu/dana-na/auth/url_default/welcome.cgi this site] and signing in using your netID.
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<font color= "#00B800"> In the syllabus I have also noted special lectures (in green) that will take place on campus this semester and that will help you to do well in this course. </font color>
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{| border="1" cellspacing="3" cellpadding="6" align="center"
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! Lecture
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! Date 
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! width="400"|Topic
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! Reading
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! Announcements
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|-
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| 1
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| 23 Jan
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| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/9/9d/EEB208_01_intro.pdf What is conservation biology?]
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| Chapter 1
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| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/b/b8/EEB208_Grading_Policies.pdf Grading policies]
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|-
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| 2
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| 28 Jan
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| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/6/68/EEB208_02_stats.pdf Interpreting statistics (when there’s an agenda)]
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| Chapter 6
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| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/8/85/EEB208_class_discussions.pdf Discussion papers]
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|-
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| 3
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| 30 Jan
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| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/9/93/EEB208_03_Global_change.pdf Global change]
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| pp. 205-212 [http://www.nature.com/nature/journal/v421/n6918/pdf/nature01333.pdf <font color= "#FF0000">'''**'''</font>]
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|
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|-
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| 4
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| 4 Feb
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| Forms of biological diversity
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| Chapter 2
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| Writing assignment (info to come)
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|-
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| 5
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| 6 Feb
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| Patterns of biodiversity
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| Chapter 3  [http://www.nature.com/nature/journal/v436/n7053/pdf/nature03850.pdf <font color= "#FF0000">'''**'''</font>]
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|
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|-
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|
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| <font color= "#00B800">7 Feb</font color>
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| <font color= "#00B800">TEALE LECTURE: Brewing biodiversity: the ecology of coffee farms in Chiapas, Mexico (Ivette Perfecto)</font color>
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|
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| <font color= "#00B800">4:00PM, Konover Auditorium, Dodd Center</font color>
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|-
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|6
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| 11 Feb
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| Extinction rates
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| Chapter 7
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|
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|-
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| 7
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| 13 Feb
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| Patterns of extinction
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| Chapter 8 [http://www.pnas.org/cgi/reprint/0509060102v1 <font color= "#FF0000">'''**'''</font>]
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|
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|-
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| 8
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| 18 Feb
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| Causes of population decline
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| Study lectures 1-8
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|
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|-
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|
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| 20 Feb
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| <font color= "#FF0000"> '''Exam 1''' </font>
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| Sample questions
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|
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|-
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| 9
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| 25 Feb
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| Habitat loss & degradation
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| Chapter 9
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|
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|-
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| 10
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| 27 Feb
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| Over-exploitation
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| Chapter 10 [http://limnology.wisc.edu/courses/zoo510/myers_cascade_scallops.pdf <font color= "#FF0000">'''**'''</font>]
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|
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|-
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| 11
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| 3 Mar
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| Invasive species
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| Chapter 10
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|
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|-
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| 12
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| 5 Mar
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| Disease
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| Chapter 10 [http://www.jstor.org/cgi-bin/jstor/printpage/15409295/ap070004/07a00220/0.pdf?backcontext=page&dowhat=Acrobat&config=jstor&userID=896358b7@uconn.edu/01c0a8346731117645c413c&0.pdf <font color= "#FF0000">'''**'''</font>]
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|
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|-
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|
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| 10 Mar
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| No Class: SPRING BREAK
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| Next discussion paper
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| .. which is long!
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|-
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|
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| 12 Mar
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| No Class: SPRING BREAK
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|
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|-
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| 13
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| 17 Mar
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| Small population conservation
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| Chapter 11 [http://www.jstor.org/view/00218790/ap990160/99a00010/0 <font color= "#FF0000">'''**'''</font>]
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|
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|-
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| 14
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| 19 Mar
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| Conservation genetics
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| Chapter 12
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|
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|-
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|
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| <font color= "#00B800">20 Mar</font color>
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| <font color= "#00B800">TEALE LECTURE: Hope in a dark time: The promises of religious environmentalism (Roger Gottlieb)</font color>
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|
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| <font color= "#00B800">4:00PM, Konover Auditorium, Dodd Center</font color>
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|-
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| 15
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| 24 Mar
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| Population viability analysis
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| Chapter 13
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|
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|-
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| 16
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| 26 Mar
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| Minimum population size
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| Chapter 14 [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4PC4F9X-3&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=1327b4dc19c6f87f8aeaaab0a3219f72 <font color= "#FF0000">'''**'''</font>]
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|-
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| 17
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| 31 Mar
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| Ex situ conservation, release programs
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| Study lectures 9-17
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|-
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| 2 Apr
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| <font color= "#FF0000"> '''Exam 2''' </font>
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| Sample questions
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|-
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| 18
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| 7 Apr
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| Conservation reserves
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| Chapter 15
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|-
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| 19
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| 9 Apr
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| Reserve networks; <font color= "#FF0000"> '''Papers due''' </font>
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| Chapter 16
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|
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|-
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| <font color= "#00B800">10 Apr</font color>
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| <font color= "#00B800">TEALE LECTURE: This Earth, Our Mother (Joseph Bruchac)</font color>
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|
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| <font color= "#00B800">4:00PM, Konover Auditorium, Dodd Center</font color>
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|-
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| 20
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| 14 Apr
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| Conservation in the matrix
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| Chapter 18 [http://www.pnas.org/cgi/reprint/104/47/18555 <font color= "#FF0000">'''**'''</font>]
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|
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|-
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| 21
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| 16 Apr
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| Management
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| Chapter 17
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|
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|-
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| 22
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| 21 Apr
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| Habitat restoration
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| Chapter 19 [http://www.eeb.cornell.edu/donlan/PDFS/Re-wildingNorthAmerica.pdf <font color= "#FF0000">'''**'''</font>]
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|-
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| 23
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| 23 Apr
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| Economics of conservation
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| Chapters 4, 5
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|-
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| 24
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| 28 Apr
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| Conservation law
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| Chapter 20 [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V5X-4PJ0C4C-3&_user=669286&_coverDate=10%2F31%2F2007&_rdoc=14&_fmt=full&_orig=browse&_srch=doc-info(%23toc%235798%232007%23998609996%23668328%23FLA%23display%23Volume)&_cdi=5798&_sort=d&_docanchor=&_ct=23&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=cbc89340742ee2fe1dcd101324fe3359 <font color= "#FF0000">'''**'''</font>]
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|
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|-
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| 25
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| 30 Apr
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| International legislation
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| Chapter 21, 22
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|
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|-
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|
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| <font color= "#FF0000"> '''Final exam''' </font>
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|
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| Cumulative
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|}
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Please note that these lecture notes are intended for students in EEB 208 at The University of Connecticut, and may not make sense in other contexts.  If, however, you are not a UConn student and they are useful to you, please use them - but kindly let me know first if you intend to use them for anything more than your own on-line reading.  If you find errors, please let me know that too.
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== Academic Rules/Conduct ==
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All students should be aware of the guidelines on academic integrity contained in the Student Conduct Code. The Conduct Code is available at http://www.dosa.uconn.edu/student_conduct.html.
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== Conservation Biology in the News ==
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I'll post here links to news articles relating to the course.
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[http://www.nytimes.com/2008/01/29/science/earth/29habi.html?ref=science 29 Jan. New York Times.  The Preservation Predicament.]
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== FAQs ==
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If people send me questions about things that affect everyone I will post the questions (anonymously) and my answers here.  Please check here before emailing me to make sure I haven't already posted an answer.
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'''Q: Are your PowerPoint presentations available on-line?'''
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A: No.
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'''Q: There's lots of stuff presented in the readings and lectures. How do I now what is most important?'''
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A: The simple (though, admittedly, not too helpful) answer is that it is all important.  If I didn't think it was important, I wouldn't include it in the class.  But, you can generally assume that things that are given more space in the readings or more time in lectures (e.g., things I go over more than once) are more important.  Also, terms that are highlighted (bold face) in the text or in my notes are terms that you should be able to define and (if appropriate) provide examples for. (CSE, 29 Jan)
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'''Q: I'm having trouble finding the link on our course website for the first discussion paper. What should I do?'''
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A: There is a red double asterisk just to the right of the listed reading for the lecture.  Just click on that and it will take you to the paper.  If you're not at a UConn machine you'll have to sign in through the VPN to get access.  Just above the syllabus there is a link to the site where you sign in (using your netID).  If you can't work out how to get in through the VPN, there is contact information for help on the site that my link takes you to. (CSE, 27 Jan)
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'''Q: Do you know how comparable the content is between the previous edition of the text book and the current?'''
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A: The editions are similar but a lot of things are updated in the 4th edition (it is a fast moving field), along with some bigger additions/changes.  You can probably do OK with the 3rd edition, but you might miss some details and find yourself a bit out of date.  The readings posted on the web site also will not match because the page layout has changed a lot.  My recommendation is that the 4th edition is better, but if money is tight you will not suffer badly with the 3rd edition (though you might suffer a bit). (CSE, 24 Jan)
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'''Q: How much of the text book do I really have to read?'''
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A: If your goal in this class is to really learn a lot about conservation biology, then reading the text book carefully is a very, very, good idea.  It is current and well written and students usually say that they like it and find it helpful.  It also covers things that I won’t have time for in lecture, and will help you understand the things I do cover. 
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If your goal is just to pass the course, you can probably get by without reading it all, but it will definitely hurt your grade if you take this approach.  On the exams I nearly always include a couple of questions that are only covered in the readings, so if you see something that doesn’t seem familiar from lectures, this would be why.  Likewise, on exams I often ask for examples of things, and the book is loaded with examples – so reading it will give you more options for answers to give in exams than if you just have the ones I mention in class.  (CSE, 24 Jan)
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'''Q: I have to miss a day when there is a discussion paper.  Can I make-up the written assignment?'''
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In almost all cases the answer is “no”.  The only exceptions are when you have a documented medical issue or bereavement, or if you meet the criteria laid out in the Provost’s Statement on Absences from Class, Missed Work, Student Activities (distributed 23 Jan 2008): “''Examples include participation in scholarly presentations, performing arts, and intercollegiate sports, when the participation is at the request of, or coordinated by, a University official. Students involved in such activities should inform their instructor in writing prior to the anticipated absence and take the initiative to make up missed work in a timely fashion.''”  But, you really must meet all of these criteria and you must also be able to provide independent (i.e., not written by you) documentation that you were asked to participate in the event on behalf of the university and that you actually attended the event. (CSE, 24 Jan)
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== Other information ==
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For information about EEB's Joint B.S./M.S. degree program in Biodiversity and Conservation Biology [http://hydrodictyon.eeb.uconn.edu/department/BSMS/ click here]
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For information about the Society for Conservation Biology [http://www.conbio.org/?CFID=6617594&CFTOKEN=86148795 click here]
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For information on jobs in conservation biology [http://www.conbio.org/resources/?CFID=6617594&CFTOKEN=86148795 click here]
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For information on jobs in wildlife biology [http://wfsc.tamu.edu/jobboard/index.htm click here]
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[[Category:EEB Courses]]
 
[[Category:EEB Courses]]

Latest revision as of 20:12, 16 January 2017

The web page for EEB 2208 has moved to a new site here.