12 research outputs found

    Species Richness and Trophic Diversity Increase Decomposition in a Co-Evolved Food Web

    Get PDF
    Ecological communities show great variation in species richness, composition and food web structure across similar and diverse ecosystems. Knowledge of how this biodiversity relates to ecosystem functioning is important for understanding the maintenance of diversity and the potential effects of species losses and gains on ecosystems. While research often focuses on how variation in species richness influences ecosystem processes, assessing species richness in a food web context can provide further insight into the relationship between diversity and ecosystem functioning and elucidate potential mechanisms underpinning this relationship. Here, we assessed how species richness and trophic diversity affect decomposition rates in a complete aquatic food web: the five trophic level web that occurs within water-filled leaves of the northern pitcher plant, Sarracenia purpurea. We identified a trophic cascade in which top-predators — larvae of the pitcher-plant mosquito — indirectly increased bacterial decomposition by preying on bactivorous protozoa. Our data also revealed a facultative relationship in which larvae of the pitcher-plant midge increased bacterial decomposition by shredding detritus. These important interactions occur only in food webs with high trophic diversity, which in turn only occur in food webs with high species richness. We show that species richness and trophic diversity underlie strong linkages between food web structure and dynamics that influence ecosystem functioning. The importance of trophic diversity and species interactions in determining how biodiversity relates to ecosystem functioning suggests that simply focusing on species richness does not give a complete picture as to how ecosystems may change with the loss or gain of species

    Propagule Pressure: A Null Model for Biological Invasions

    Full text link
    null model, propagule pressure Invasion ecology has been criticised for its lack of general principles. To explore this criticism, we con-ducted a meta-analysis that examined characteristics of invasiveness (i.e. the ability of species to establish in, spread to, or become abundant in novel communities) and invasibility (i.e. the susceptibility of habitats to the establishment or proliferation of invaders). There were few consistencies among invasiveness char-acteristics (3 of 13): established and abundant invaders generally occupy similar habitats as native species, while abundant species tend to be less affected by enemies; germination success and reproductive output were significantly positively associated with invasiveness when results from both stages (establishment/ spread and abundance/impact) were combined. Two of six invasibility characteristics were also significant: communities experiencing more disturbance and with higher resource availability sustained greater establishment and proliferation of invaders. We also found that even though ‘propagule pressure ’ was considered in only 29 % of studies, it was a significant predictor of both invasiveness and invasibility (55 of 64 total cases). Given that nonindigenous species are likely introduced non-randomly, we contend that ‘propagule biases ’ may confound current paradigms in invasion ecology. Examples of patterns that could be confounded by propagule biases include characteristics of good invaders and susceptible habitats, release from enemies, evolution of ‘invasiveness’, and invasional meltdown. We conclude that propagule pressure should serve as the basis of a null model for studies of biological invasions when inferring process from patterns of invasion

    Strong fragmentation and coagulation with power-law rates

    Get PDF
    Existence of global classical solutions to fragmentation and coagulation equations with unbounded coagulation rates has been recently proved for initial conditions with finite higher order moments. These results cannot be directly generalized to the most natural space of solutions with finite mass and number of particles due to the lack of precise characterization of the domain of the generator of the fragmentation semigroup. In this paper we show that such a generalization is possible in the case when both fragmentation and coagulation are described by power-law rates which are commonly used in the engineering practice. This is achieved through direct estimates of the resolvent of the fragmentation operator, which in this case is explicitly known, proving that it is sectorial and carefully intertwining the corresponding intermediate spaces with appropriate weighted L1 spaces

    Stop the Deficit : Preparing Pre-service Teachers to Work with Bilingual Students in the United States

    No full text
    This chapter explores the education of bilingual students from an American teacher education perspective. Bilingual students in the United States are often diminished to their student status of “English Language Learner” (ELL). Not only does this ELL designation assume a onesize-fits-all approach to education for and understanding of bilingual children, but the label itself implores a deficit perspective which neither captures nor values bilingual children in the United States. Driven by the goal to model and introduce assets-based pedagogies to our pre-service English as Second Language (ESL) teachers, the main question guiding our work was, as teacher educators, how can we challenge pre-service teachers to not only acknowledge but act against ingrained deficit perspectives for working with bilingual students? To address this question we first synthesize relevant approaches in the areas of bilingualism and teacher education, focusing on funds of knowledge, translanguaging, and challenging deficit language. We then present key moments from our own work as teacher educators that illustrate the complexity of pre-service teachers shifting or attempting to shift towards assets-based pedagogical practices. The chapter concludes with recommendations for teachers and teacher educators about how to not only acknowledge but integrate and actively support bilingual students in American public schools.peerReviewe

    Structure and development of the potato plant

    No full text
    corecore