Advancing the Integration of History and Ecology for Conservation

Abstract: The important role of humans in the development of current ecosystems was recognized decades ago; however, the integration of history and ecology in order to inform conservation has been difficult. We identified four issues that hinder historical ecological research and considered possible solutions. First, differences in concepts and methods between the fields of ecology and history are thought to be large. However, most differences stem from miscommunication between ecologists and historians and are less substantial than is usually assumed. Cooperation can be achieved by focusing on the features ecology and history have in common and through understanding and acceptance of differing points of view. Second, historical ecological research is often hampered by differences in spatial and temporal scales between ecology and history. We argue that historical ecological research can only be conducted at extents for which sources in both disciplines have comparable resolutions. Researchers must begin by clearly defining the relevant scales for the given purpose. Third, periods for which quantitative historical sources are not easily accessible (before AD 1800) have been neglected in historical ecological research. Because data from periods before 1800 are as relevant to the current state of ecosystems as more recent data, we suggest that historical ecologists actively seek out data from before 1800 and apply analytic methods commonly used in ecology to these data. Fourth, humans are not usually considered an intrinsic ecological factor in current ecological research. In our view, human societies should be acknowledged as integral parts of ecosystems and societal processes should be recognized as driving forces of ecosystem change.     

Student and faculty issues in distance education occupational safety and health graduate programs

PROBLEM: There is increasing interest in delivering degree programs without requiring students to attend traditional classroom-based classes. There are many differences between classroom and distance courses that must be addressed to have effective distance programs. METHOD: Occupational safety and health faculty and occupational safety and health professionals were surveyed to determine the need for graduate occupational safety and health programs, delivered by means of distance education, and the best means to deliver the program from the perspective of faculty and working occupational safety and health professionals. RESULTS: Adequate time is the largest problem issue for potential students and the distance student's needs must be considered when developing program policies and procedures. Faculty must be sufficiently trained in pedagogy, technology, and communications so that they have the same comfort level with this method of instruction as they do for the more familiar classroom, and technical and instructional support personnel need to be readily available to work with the faculty and support course development. IMPACT ON INDUSTRY: Findings indicate that there is interest in a distance education-based program and it is believed that industry will be positively impacted as educational opportunities expand for working professionals.