Evaluation of translocation as a tool for mitigating development threats to great crested newts (Triturus cristatus) in England, 1990-2001

Great crested newts (Triturus cristatus) are protected under European and UK legislation, but are frequently the subject of conflict between development and conservation in England. When this occurs, the developer is legally obliged to instigate a mitigation plan to reduce the impacts on the newts. This usually involves the translocation of newts coupled with habitat enhancement and creation. We reviewed mitigation projects carried out in England between 1990 and 2001 by (1) analysing licensing information collected by the governmental licensing authorities; and (2) a questionnaire survey of a sample of mitigation projects. Over half of the licensed projects on file contained no report of the work undertaken. There was an increase in the number of new translocation projects from less than 10 a year in the early 1990s to over 80 a year by 2000. This translates into about 1.5 million per year currently being spent on grew: crested newt mitigation projects. Most of these projects involved in situ translocations of newts to areas within or adjacent to the development site. The number of newts translocated per project declined over the same period, and was related to the total area of habitat destroyed and work effort. About 27% of great crested newt terrestrial habitat was destroyed during the developments along with about half of all ponds. Although the number of new ponds created compensated for the number of known great crested newt ponds lost, there was a net loss in terms of overall area of aquatic habitat. Where follow-up monitoring of translocations was conducted, there was evidence of breeding at most sites one-year post-development, but it is unclear whether these populations were sustainable in the long-term. (C) 2004 Elsevier Ltd. All rights reserved

VIDEO: Policy: Energy Justice

VIDEO: 1:30 p.m. - 3:00 p.m. Policy: Energy Justice Moderator: Sarah Krakoff, Professor of Law, University of Colorado Law School, Boulder, CO Speakers/Panelists: Ethics Framework: Marilyn Averill, Attorney and Doctoral Student in Environmental Studies, Center for Science and Technology Policy Research, University of Colorado, Boulder Intersection of Federal Energy Policies with Indian Trust & Sovereignty: Jennifer Turner, Attorney-Advisor, Division of Indian Affairs, Office of the Solicitor, U.S. Department of the Interior, Washington, D.C. Health and Environmental Justice Policies: Jim Martin, Regional Administrator, Region 8, U.S. Environmental Protection Agency, Denver, CO Commentator: Kim Craven, Senior Project Leader in the Integrated Applications Center, National Renewable Energy Laboratory (NREL), Golden, C

Temporal Links: Recording and Replaying Virtual Environments

Virtual reality currently lacks the kinds of sophisticated production technologies that are commonly available for established media such as video and audio. This paper introduces the idea of temporal links, which provide a flexible mechanism for replaying past or recent recordings of virtual environments within other real-time virtual environments. Their flexibility arises from a combination of temporal, spatial and presentational properties. Temporal properties determine the relationship between time in a live environment and time in a recording, including the apparent speed and direction of replay. Spatial properties determine the spatial relationship between the environment and the recording. Presentational properties determine the appearance of the recording within the environment. These properties may be fixed, dynamically varied by an application, or directly controlled in real-time by users. Consequently, temporal links have a wide variety of potential uses, including supporting post-production tools for virtual environments, post-exercise debriefing in training simulators, and asynchronous communication such as virtual reality (VR) email, as well as providing new forms of content for virtual worlds that refer to past activity. We define temporal links and their properties and describe their implementation in the MASSIVE-3 Collaborative Virtual Environment (CVE) system, focusing on the underlying record and replay mechanisms. We also demonstrate applications for adding new content to an existing virtual world, and a VR post-production editor. Keywords Collaborative virtual environments, temporal properties, recording and editing techniques, post-production technologies. 1

Workforce Skills Credentialing: Security Framework Report

The Credentialing Security Framework is designed to be used as a stand-alone guide or together with the efforts of other organizations (e.g. Connecting Credentials, the European Commission) to provide greater transparency regarding assessment-based workforce skills credentials

“How Many Earths?” (Semester Unknown) IPRO 332: HowManyEarthsIPRO332PosterSp09

The mission of “How Many Earths?” is to educate people on the issues of sustainability and energy needs, concerns, and sources. In doing this we look to expand on work that has been done in previous semesters in addition to developing modules for a wider age base. Previously the modules have been focused on High School and Middle School students; this semester, we look to develop a program for elementary school classrooms in addition to post-high school education.Deliverable

“How Many Earths?” (Semester Unknown) IPRO 332: HowManyEarthsIPRO332ProjectPlanSp09_redacted

The mission of “How Many Earths?” is to educate people on the issues of sustainability and energy needs, concerns, and sources. In doing this we look to expand on work that has been done in previous semesters in addition to developing modules for a wider age base. Previously the modules have been focused on High School and Middle School students; this semester, we look to develop a program for elementary school classrooms in addition to post-high school education.Deliverable

“How Many Earths?” (Semester Unknown) IPRO 332: HowManyEarthsIPRO332MidTermPresentationSp09

The mission of “How Many Earths?” is to educate people on the issues of sustainability and energy needs, concerns, and sources. In doing this we look to expand on work that has been done in previous semesters in addition to developing modules for a wider age base. Previously the modules have been focused on High School and Middle School students; this semester, we look to develop a program for elementary school classrooms in addition to post-high school education.Deliverable

“How Many Earths?” (Semester Unknown) IPRO 332: HowManyEarthsIPRO332AbstractSp09

The mission of “How Many Earths?” is to educate people on the issues of sustainability and energy needs, concerns, and sources. In doing this we look to expand on work that has been done in previous semesters in addition to developing modules for a wider age base. Previously the modules have been focused on High School and Middle School students; this semester, we look to develop a program for elementary school classrooms in addition to post-high school education.Deliverable