Sub-Canopy Temperature Dynamics of a Native Tree Plantation from a Lowland Tropical Rainforest in Costa Rica

With urbanization encroaching upon forestlands, characterizing microclimates in secondary forests will be important for the sustainable management of microclimates in agroforestry systems. We used micro-sensors to characterize changes in temperature at different heights in the sub-canopy of both secondary forest and 15-year-old agroforestry plots. Results show that while agroforestry plots had different temperature profiles from the secondary forest, the monoculture plot (consisting of Pentaclethra macroloba) had temperatures similar to the profile found in the secondary forest. This suggests that the replication of temperature profiles in a secondary forest may be independent of the number of tree species in a plot (e.g. polyculture), but may instead depend on the density of a given trees species. These findings further suggest that characterizing temperature microclimates in secondary forests can serve to improve the ecological sustainability of agroforestry systems

The Gulf Stream Front, Its Role in Larval Fish Survival and Recruitment in Florida: Hydrographic Station and Plankton Data

The goal of this project was to develop a clearer understanding of the role that the Gulf Stream system plays in larval fish survival and recruitment in Florida waters. The specific objectives of this study were to: Determine whether the biomass of fish larva, other zooplankton, microzooplankton and phytoplankton is higher at the shoreward front of the Gulf Stream than on either side of it. Characterize the assemblages of fish larvae predators and prey both at the front and on either side of it. Determine if the composition, abundance and size frequency distribution of larval and juvenile fishes in the front is different from that in the coastal zone or in the Gulf Stream. Monitor the position of the Gulf Stream by continuous measurements of physical variables at moorings located in the Gulf Stream off Fort Lauderdale and within Port Everglades. This project was a first effort to characterize the coupling between physical and biological processes that may influence the early life histories of fishes in Florida\u27s coastal waters. This report contains the hydrographic and plankton data from the project. It is intended to facilitate data access by the scientific and management communities. Interpretations and detailed analyses of these data are being given in meeting presentations, peer-reviewed journal articles (Stone et al. draft manuscript, Braker et al. draft manuscript, Frazel et al. in preparation) and graduate theses (Stone 1993; Braker 1993)

Integrating tropical research into biology education is urgently needed

Understanding tropical biology is important for solving complex problems such as climate change, biodiversity loss, and zoonotic pandemics, but biology curricula view research mostly via a temperatezone lens. Integrating tropical research into biology education is urgently needed to tackle these issues. The tropics are engines of Earth systems that regulate global cycles of carbon and water, and are thus critical for management of greenhouse gases. Compared with higher-latitude areas, tropical regions contain a greater diversity of biomes, organisms, and complexity of biological interactions. The tropics house the majority of the world’s human population and provide important global commodities from species that originated there: coffee, chocolate, palm oil, and species that yield the cancer drugs vincristine and vinblastine. Tropical regions, especially biodiversity hotspots, harbor zoonoses, thereby having an important role in emerging infectious diseases amidst the complex interactions of global environmental change and wildlife migration [1]. These well-known roles are oversimplified, but serve to highlight the global biological importance of tropical systems. Despite the importance of tropical regions, biology curricula worldwide generally lack coverage of tropical research. Given logistical, economic, or other barriers, it is difficult for undergraduate biology instructors to provide their students with field-based experience in tropical biology research in a diverse range of settings, an issue exacerbated by the Coronavirus Disease 2019 (COVID-19) pandemic. Even in the tropics, field-based experience may be limited to home regions. When tropical biology is introduced in curricula, it is often through a temperate- zone lens that does not do justice to the distinct ecosystems, sociopolitical histories, and conservation issues that exist across tropical countries and regions [2]. The tropics are often caricatured as distant locations known for their remarkable biodiversity, complicated species interactions, and unchecked deforestation. This presentation, often originating from a colonial and culturally biased perspective, may fail to highlight the role of tropical ecosystems in global environmental and social challenges that accompany rising temperatures, worldwide biodiversity loss, zoonotic pandemics, and the environmental costs of ensuring food, water, and other ecosystem services for humans [3]