Planning for Biodiversity: the Role of Ecological Impact Assessment

Abstract:  Environmental impact assessment (EIA) is the process of identifying potential environmental effects of proposed development and the required mitigation measures. It is one of the most widely used planning tools today, but its ability to promote biodiversity conservation is largely unexplored. We studied the ecological component of the Israeli EIA system by reviewing a representative sample of 52 environmental impact statements (EISs) produced since 1995 and their corresponding guidelines issued by the Ministry of the Environment. Quality of both EISs and guidelines was determined using a simple scoring approach. Lack of quantitative data, meaningful analyses, and ecosystem perspective was apparent throughout. Many EISs failed to perform field surveys and their qualitative nature hampered meaningful impact prediction. Most EISs concentrated on aesthetic mitigation measures and did not assess their feasibility and likely success. Most of these flaws reflect poor standards rather than true scientific limitations. Guideline quality scores were the most important factor determining the quality of EISs; second was the involvement of an ecological consultant in preparing the EIS. We found a decreasing trend of EIS quality scores over time. Improvements in EIA procedures, particularly in ecological guidelines and the incorporation of ecological consultation, are important for upgrading ecological impact assessment so that the potential of EIA to advance biodiversity conservation can be realized.     

Reliability of a Higher-Taxon Approach to Richness, Rarity, and Composition Assessments at the Local Scale

Abstract:  A promising shortcut for quantifying species patterns is to use genera and families as surrogates of species. At large spatial scales, concurrence between patterns of richness, rarity, and composition of species and higher taxa is generally high. Only a few researchers, however, have examined this relationship at the local scale, which is frequently the relevant scale in land-use conflicts. We investigated the reliability of the higher-taxon approach in assessing patterns of species richness, rarity, and composition at the local scale. We studied diversity patterns of three commonly used surrogate taxa: vascular plants, ground-dwelling beetles, and moths. We conducted year-round field surveys for these taxa in the Jerusalem Mountains and the Judean foothills, Israel. Richness and composition of species were highly correlated with richness and composition of genera for all taxa. At the family level, correlations with richness and composition of species were much lower. Excluding monotypic genera and families did not affect these relations. Rarity representation based on higher taxa varied considerably depending on the taxon, and rarity scale and was weaker compared with richness and composition representation. Cumulative richness curves of species and genera showed similar patterns, leveling off at equivalent sampling efforts. Genus-level assessments were a reliable surrogate for local patterns of species richness, rarity, and composition, but family-level assessments performed poorly. The advantage of using coarse taxonomic scales in local diversity surveys is that it may decrease identification time and the need for experts, but it will not reduce sampling effort.     

Taking the Conservation Biology Perspective to Secondary School Classrooms

Abstract: The influence of conservation biology can be enhanced greatly if it reaches beyond undergraduate biology to students at the middle and high school levels. If a conservation perspective were taught in secondary schools, students who are not interested in biology could be influenced to pursue careers or live lifestyles that would reduce the negative impact of humans on the world. We use what we call the ecology‐disrupted approach to transform the topics of conservation biology research into environmental‐issue and ecology topics, the major themes of secondary school courses in environmental science. In this model, students learn about the importance and complexity of normal ecological processes by studying what goes wrong when people disrupt them (environmental issues). Many studies published in Conservation Biology are related in some way to the ecological principles being taught in secondary schools. Describing research in conservation biology in the language of ecology curricula in secondary schools can help bring these science stories to the classroom and give them a context in which they can be understood by students. Without this context in the curriculum, a science story can devolve into just another environmental issue that has no immediate effect on the daily lives of students. Nevertheless, if the research is placed in the context of larger ecological processes that are being taught, students can gain a better understanding of ecology and a better understanding of their effect on the world.