Emergency Wildlife Management Response to Protect Evidence Associated with the Terrorist Attack on the World Trade Center, New York City

At the request of the New York City Police Department, the PoIt Authority of New York and New Jersey, and the New York State Department of Environmental Conservation, a team of USDA APHIS Wildlife Services (WS) biologists mobilized in less than 24 hours to assist federal, state and local law enforcement officials in managing birds and rodents impacting the recovey of evidence as a result of the September 11, 2001 terrorist attacks on the World Trade Center. During the 10-month recovery effort fiom September 2001 to June 2002, more than 1.7 million tons of debris was shipped fiom Ground Zero in Manhatran to a high-security crime scene at the Fresh W s Landfill (FKL), Staten Island, New York Close to a billion pieces of debris were sorted by law enforcement officials to recover personal effects, human remains, and other evidence to document the crime and identlfy victims, as part of the largest forensic investigation in U.S. history. Within days of bringing debris to FKL, more than 2,600 gulls were on site, disrupting work of law enforcement officials and creating a concem that evidence would be lost to birds. Historically, FKL has been a feeding and loafmg site for over 100,000 gulls. To address this unprecedented wildlife damage management problem, WS implemented an integrated bud and rodent management program that involved 69 biologists from 23 states. The goal was to reduce the impact of pus, crows, house mice, and Norway rats on law enforcement personnel, equipment, and evidence collection including a zero-tolerance policy for gulls and crows landing on the working face. A combination of population surveys and direct management activities targeting gulls and crows was initiated 12-14 hours a day, 7 days a week using visual and noise deterrents including pyrotechnics, mylar tape, human and dead-bud effigies, lasers, paint ball guns, and lethal removal of a limited number of birds. In addition, commensal rodent surveys with snap traps were conducted twice monthly to document population trends and explore the need for rodent control on site. We deployed over 23,000 pyrotechnics and dispased over 172,000 gulls and 5,000 crows fiom the site. We removed 293 house mice and 46 Norway rats in 6,000 trapnights. \u27Ibe program was highly effective in preventing gulls and crows from feeding on remains and disrupting workers. We discuss other key lessons learned regarding an emergency response program to manage wildlife

Emergency Wildlife Management Response to Protect Evidence Associated with the Terrorist Attack on the World Trade Center, New York City

At the request of the New York City Police Department, the PoIt Authority of New York and New Jersey, and the New York State Department of Environmental Conservation, a team of USDA APHIS Wildlife Services (WS) biologists mobilized in less than 24 hours to assist federal, state and local law enforcement officials in managing birds and rodents impacting the recovey of evidence as a result of the September 11, 2001 terrorist attacks on the World Trade Center. During the 10-month recovery effort fiom September 2001 to June 2002, more than 1.7 million tons of debris was shipped fiom Ground Zero in Manhatran to a high-security crime scene at the Fresh W s Landfill (FKL), Staten Island, New York Close to a billion pieces of debris were sorted by law enforcement officials to recover personal effects, human remains, and other evidence to document the crime and identlfy victims, as part of the largest forensic investigation in U.S. history. Within days of bringing debris to FKL, more than 2,600 gulls were on site, disrupting work of law enforcement officials and creating a concem that evidence would be lost to birds. Historically, FKL has been a feeding and loafmg site for over 100,000 gulls. To address this unprecedented wildlife damage management problem, WS implemented an integrated bud and rodent management program that involved 69 biologists from 23 states. The goal was to reduce the impact of pus, crows, house mice, and Norway rats on law enforcement personnel, equipment, and evidence collection including a zero-tolerance policy for gulls and crows landing on the working face. A combination of population surveys and direct management activities targeting gulls and crows was initiated 12-14 hours a day, 7 days a week using visual and noise deterrents including pyrotechnics, mylar tape, human and dead-bud effigies, lasers, paint ball guns, and lethal removal of a limited number of birds. In addition, commensal rodent surveys with snap traps were conducted twice monthly to document population trends and explore the need for rodent control on site. We deployed over 23,000 pyrotechnics and dispased over 172,000 gulls and 5,000 crows fiom the site. We removed 293 house mice and 46 Norway rats in 6,000 trapnights. \u27Ibe program was highly effective in preventing gulls and crows from feeding on remains and disrupting workers. We discuss other key lessons learned regarding an emergency response program to manage wildlife

Emergency Wildlife Management Response to Protect Evidence Associated with the Terrorist Attack on the World Trade Center, New York City

At the request of the New York City Police Department, the PoIt Authority of New York and New Jersey, and the New York State Department of Environmental Conservation, a team of USDA APHIS Wildlife Services (WS) biologists mobilized in less than 24 hours to assist federal, state and local law enforcement officials in managing birds and rodents impacting the recovey of evidence as a result of the September 11, 2001 terrorist attacks on the World Trade Center. During the 10-month recovery effort fiom September 2001 to June 2002, more than 1.7 million tons of debris was shipped fiom Ground Zero in Manhatran to a high-security crime scene at the Fresh W s Landfill (FKL), Staten Island, New York Close to a billion pieces of debris were sorted by law enforcement officials to recover personal effects, human remains, and other evidence to document the crime and identlfy victims, as part of the largest forensic investigation in U.S. history. Within days of bringing debris to FKL, more than 2,600 gulls were on site, disrupting work of law enforcement officials and creating a concem that evidence would be lost to birds. Historically, FKL has been a feeding and loafmg site for over 100,000 gulls. To address this unprecedented wildlife damage management problem, WS implemented an integrated bud and rodent management program that involved 69 biologists from 23 states. The goal was to reduce the impact of pus, crows, house mice, and Norway rats on law enforcement personnel, equipment, and evidence collection including a zero-tolerance policy for gulls and crows landing on the working face. A combination of population surveys and direct management activities targeting gulls and crows was initiated 12-14 hours a day, 7 days a week using visual and noise deterrents including pyrotechnics, mylar tape, human and dead-bud effigies, lasers, paint ball guns, and lethal removal of a limited number of birds. In addition, commensal rodent surveys with snap traps were conducted twice monthly to document population trends and explore the need for rodent control on site. We deployed over 23,000 pyrotechnics and dispased over 172,000 gulls and 5,000 crows fiom the site. We removed 293 house mice and 46 Norway rats in 6,000 trapnights. \u27Ibe program was highly effective in preventing gulls and crows from feeding on remains and disrupting workers. We discuss other key lessons learned regarding an emergency response program to manage wildlife

Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning

We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups

Teaching the Process of Molecular Phylogeny and Systematics: A Multi-Part Inquiry-Based Exercise

Three approaches to molecular phylogenetics are demonstrated to biology students as they explore molecular data from Homo sapiens and four related primates. By analyzing DNA sequences, protein sequences, and chromosomal maps, students are repeatedly challenged to develop hypotheses regarding the ancestry of the five species. Although these exercises were designed to supplement and enhance classroom instruction on phylogeny, cladistics, and systematics in the context of a postsecondary majors-level introductory biology course, the activities themselves require very little prior student exposure to these topics. Thus, they are well suited for students in a wide range of educational levels, including a biology class at the secondary level. In implementing this exercise, we have observed measurable gains, both in student comprehension of molecular phylogeny and in their acceptance of modern evolutionary theory. By engaging students in modern phylogenetic activities, these students better understood how biologists are currently using molecular data to develop a more complete picture of the shared ancestry of all living things

The Genomics Education Partnership: Successful Integration of Research into Laboratory Classes at a Diverse Group of Undergraduate Institutions

Genomics is not only essential for students to understand biology but also provides unprecedented opportunities for undergraduate research. The goal of the Genomics Education Partnership (GEP), a collaboration between a growing number of colleges and universities around the country and the Department of Biology and Genome Center of Washington University in St. Louis, is to provide such research opportunities. Using a versatile curriculum that has been adapted to many different class settings, GEP undergraduates undertake projects to bring draft-quality genomic sequence up to high quality and/or participate in the annotation of these sequences. GEP undergraduates have improved more than 2 million bases of draft genomic sequence from several species of Drosophila and have produced hundreds of gene models using evidence-based manual annotation. Students appreciate their ability to make a contribution to ongoing research, and report increased independence and a more active learning approach after participation in GEP projects. They show knowledge gains on pre- and postcourse quizzes about genes and genomes and in bioinformatic analysis. Participating faculty also report professional gains, increased access to genomics-related technology, and an overall positive experience. We have found that using a genomics research project as the core of a laboratory course is rewarding for both faculty and students

Drosophila Muller F Elements Maintain a Distinct Set of Genomic Properties Over 40 Million Years of Evolution

The Muller F element (4.2 Mb, ~80 protein-coding genes) is an unusual autosome of Drosophila melanogaster; it is mostly heterochromatic with a low recombination rate. To investigate how these properties impact the evolution of repeats and genes, we manually improved the sequence and annotated the genes on the D. erecta, D. mojavensis, and D. grimshawi F elements and euchromatic domains from the Muller D element. We find that F elements have greater transposon density (25–50%) than euchromatic reference regions (3–11%). Among the F elements, D. grimshawi has the lowest transposon density (particularly DINE-1: 2% vs. 11–27%). F element genes have larger coding spans, more coding exons, larger introns, and lower codon bias. Comparison of the Effective Number of Codons with the Codon Adaptation Index shows that, in contrast to the other species, codon bias in D. grimshawi F element genes can be attributed primarily to selection instead of mutational biases, suggesting that density and types of transposons affect the degree of local heterochromatin formation. F element genes have lower estimated DNA melting temperatures than D element genes, potentially facilitating transcription through heterochromatin. Most F element genes (~90%) have remained on that element, but the F element has smaller syntenic blocks than genome averages (3.4–3.6 vs. 8.4–8.8 genes per block), indicating greater rates of inversion despite lower rates of recombination. Overall, the F element has maintained characteristics that are distinct from other autosomes in the Drosophila lineage, illuminating the constraints imposed by a heterochromatic milieu