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First Lecture Slides & Papers
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Kim and John,
It is fine with me to mention (but not go into detail) on the meta-analysis.
I think that we should get students thinking of how they might approach the project early on, but don't need to get into the mechanics of how this might happen. -Stacy
It is fine with me to mention (but not go into detail) on the meta-analysis.
I think that we should get students thinking of how they might approach the project early on, but don't need to get into the mechanics of how this might happen. -Stacy
Hi Margie and Stacy,
Thanks for all your useful comments.
For everyone else, seriously, I have very thick skin, so you should feel free to HAVE AT IT. I'm not heavily invested in this particular set of slides, so no need to hold back if you're not comfortable with something. The way I see this working is that once we have settled on the content of the slides, I can add some notes to indicate the flow and/or details that are not on the slides which could be included in the lecture. Certainly, we can all put our own spin on it -- the students will all get the same basic info.
This is what I have done to address your comments in Version 3 (now available at a DGS website near you....).
"I was wondering if you could tell us what the red arrows on slide 30 specifically means? Is it that efforts to politically regulate these services are declining? or the biological regulation of them is declining? and where? are these global trends?"
Sorry, I had meant to add some notes for this one. In the process of looking up the wording for the legend in the MA, I decided to go with a different version of the same slide that has more info on it. It makes the slide more crowded, but is more self explanatory. But I have also added the official explanatory notes for the table in the "notes" section in PPT below the slide. This should help!
"lso I don't know enough about slides 37 - 39 to know how to lecture on them, could you give us a few sentences about them? In particular I don't understand slide 37 or 39."
I think Stacy's description really hits the nail on the head.
"Is 37 just the precursor to slide 38?"
Yes, 37 is just the set-up for 38 (these are from Shahid's lecture). He is making the point that there is scientific consensus that biodiversity is declining and even most would agree that as biodiversity decreases, so does ecosystem functioning (see the white circles indicating the direction of the relationship). BUT, the actual shape of the curve connecting these two circles is up to much debate. The rest is just as Stacy puts it. I didn't want to get into a lot of detail about what each of those lines actually MEANS -- if people are interested, I can throw up a paper that discusses them. The point is simply that we don't know EXACTLY the nature of the relationship between EF and biodiversity, but we can all agree that as one goes down, so does the other. And then, as Stacy says, our ability to understand this relationship is somewhat hindered by these external inputs/extractions that may alter the shape of the "true" curve that exists at any particular site. Does that make more sense? I'll take a look for a good explanatory paper on the topic and will post it or reference it in the final version of the slides.
" 1. I would suggest inserting a slide between 10 and 11 that has a broad definition of what an ecosystem service is. Right now, this comes a little later, but I think that we should give this definition before moving on to examples of the particular services."
I actually added this a bit earlier -- now it comes just before the history slide, which I think makes more sense. I used Daily's definition, but if someone has a preferred one, I'm happy to change it.
"2. I would move slides 16-17 before 15, at which time a general discussion of what the MA is and details would happen."
Done. This is how I had it originally (with all the MA slides together), but then I worried about the lack of integration. But now that I see it, I think your suggestion works better.
" 3. Slide 20. The assessment of 25% here seems low based on some other things that I've read. Not to say that the MA didn't research this... but an "
Yeah, I think the difference is likely 'arable' vs. 'terrestrial'; but I have added the number you quote to the slide. If only we had the same number for the "developed" world. If I have time, I can see if the MA provides any 'arable' land estimates.
" might be useful to includde a slide that lists what all of the themes actually are. This way students can get thinking about it right away. (perhaps after slide 4)."
Ok done. I had this idea of putting a picture of each of us on this page next to the theme that we are coordinating, but then it seemed like a lot of work and I couldn't see how to pull all the little pics from the website. But if people want to do this, they can e-mail me pictures....
"7. I don't get slide 40."
Perhaps Margie would have some insight into this one, as it was from the lecture that she gave. I really was just looking for a slide that related Ecosystem Function to Ecosystem Services and so I pulled this one. The gist, I think, is just to show the levels of feedback associated between all the different scales & functions. But now that I look at it more closely, I'm not sure how I would lecture on it. Help Margie???
"8. Also, perhaps we should add some more photos?"
Do you mean for decorative purposes? Or pictures of us? If decorative, maybe that is something that Ashley could help with, since she volunteered to make the slide presentations look nice for us.
And John....
"about on-farm vs. off-farm services and might make a good transition between
slide 14 and slides 16-17 that talk about scale."
I actually like this idea, so if you could just make the one slide, we could throw it in and see how it fits. I'm all for transitions....
Do you think we need more slides for the examples? I.e., word slides detailing methods? I was just very conscious of trying not to keep adding slides, but we could spend even more time on the examples and less time on the MA slides. Thoughts? Also, if people have better ideas for the examples, feel free to tell me. As I said, the more input the better.
Thanks!
Kim
Thanks for all your useful comments.
For everyone else, seriously, I have very thick skin, so you should feel free to HAVE AT IT. I'm not heavily invested in this particular set of slides, so no need to hold back if you're not comfortable with something. The way I see this working is that once we have settled on the content of the slides, I can add some notes to indicate the flow and/or details that are not on the slides which could be included in the lecture. Certainly, we can all put our own spin on it -- the students will all get the same basic info.
This is what I have done to address your comments in Version 3 (now available at a DGS website near you....).
"I was wondering if you could tell us what the red arrows on slide 30 specifically means? Is it that efforts to politically regulate these services are declining? or the biological regulation of them is declining? and where? are these global trends?"
Sorry, I had meant to add some notes for this one. In the process of looking up the wording for the legend in the MA, I decided to go with a different version of the same slide that has more info on it. It makes the slide more crowded, but is more self explanatory. But I have also added the official explanatory notes for the table in the "notes" section in PPT below the slide. This should help!
"lso I don't know enough about slides 37 - 39 to know how to lecture on them, could you give us a few sentences about them? In particular I don't understand slide 37 or 39."
I think Stacy's description really hits the nail on the head.
"Is 37 just the precursor to slide 38?"
Yes, 37 is just the set-up for 38 (these are from Shahid's lecture). He is making the point that there is scientific consensus that biodiversity is declining and even most would agree that as biodiversity decreases, so does ecosystem functioning (see the white circles indicating the direction of the relationship). BUT, the actual shape of the curve connecting these two circles is up to much debate. The rest is just as Stacy puts it. I didn't want to get into a lot of detail about what each of those lines actually MEANS -- if people are interested, I can throw up a paper that discusses them. The point is simply that we don't know EXACTLY the nature of the relationship between EF and biodiversity, but we can all agree that as one goes down, so does the other. And then, as Stacy says, our ability to understand this relationship is somewhat hindered by these external inputs/extractions that may alter the shape of the "true" curve that exists at any particular site. Does that make more sense? I'll take a look for a good explanatory paper on the topic and will post it or reference it in the final version of the slides.
" 1. I would suggest inserting a slide between 10 and 11 that has a broad definition of what an ecosystem service is. Right now, this comes a little later, but I think that we should give this definition before moving on to examples of the particular services."
I actually added this a bit earlier -- now it comes just before the history slide, which I think makes more sense. I used Daily's definition, but if someone has a preferred one, I'm happy to change it.
"2. I would move slides 16-17 before 15, at which time a general discussion of what the MA is and details would happen."
Done. This is how I had it originally (with all the MA slides together), but then I worried about the lack of integration. But now that I see it, I think your suggestion works better.
" 3. Slide 20. The assessment of 25% here seems low based on some other things that I've read. Not to say that the MA didn't research this... but an "
Yeah, I think the difference is likely 'arable' vs. 'terrestrial'; but I have added the number you quote to the slide. If only we had the same number for the "developed" world. If I have time, I can see if the MA provides any 'arable' land estimates.
" might be useful to includde a slide that lists what all of the themes actually are. This way students can get thinking about it right away. (perhaps after slide 4)."
Ok done. I had this idea of putting a picture of each of us on this page next to the theme that we are coordinating, but then it seemed like a lot of work and I couldn't see how to pull all the little pics from the website. But if people want to do this, they can e-mail me pictures....
"7. I don't get slide 40."
Perhaps Margie would have some insight into this one, as it was from the lecture that she gave. I really was just looking for a slide that related Ecosystem Function to Ecosystem Services and so I pulled this one. The gist, I think, is just to show the levels of feedback associated between all the different scales & functions. But now that I look at it more closely, I'm not sure how I would lecture on it. Help Margie???
"8. Also, perhaps we should add some more photos?"
Do you mean for decorative purposes? Or pictures of us? If decorative, maybe that is something that Ashley could help with, since she volunteered to make the slide presentations look nice for us.
And John....
"about on-farm vs. off-farm services and might make a good transition between
slide 14 and slides 16-17 that talk about scale."
I actually like this idea, so if you could just make the one slide, we could throw it in and see how it fits. I'm all for transitions....
Do you think we need more slides for the examples? I.e., word slides detailing methods? I was just very conscious of trying not to keep adding slides, but we could spend even more time on the examples and less time on the MA slides. Thoughts? Also, if people have better ideas for the examples, feel free to tell me. As I said, the more input the better.
Thanks!
Kim
Kim et al -
Thanks for all of that, I think that we are off to a good start. I am working on the Functional Diversity and Carbon slides today and should have them all to you guys soon. For the Meta-Analysis, I also agree that we should only mention it here as we have an entire lecture dedicated to the theme for the fourth week of the course.
Cheers,
Fabrice
Thanks for all of that, I think that we are off to a good start. I am working on the Functional Diversity and Carbon slides today and should have them all to you guys soon. For the Meta-Analysis, I also agree that we should only mention it here as we have an entire lecture dedicated to the theme for the fourth week of the course.
Cheers,
Fabrice
Hi Kim:
I made a slide that contrasts private and public goods. Now that I made it though, I'm not sure if it really fits, but see what you think. I posted it in the faculty folder.John.
Hi all,
Just as an FYI - I have uploaded into the "week 2" folder a 10 slide PES intro (don't fear I think it goes quickly) and notes that go with it. I also have included a paper - (Salzman, J. 2005. The promise and perils of Payments for ecosystem services. Int. J. Innovation & Sust. Dev. Vol. 1, Nos. 1/2. pp. 5-20. ) - that I think is a really great intro to the topic. There was mention of the Costanza et al. (1997) paper for this section and I would offer that I think the Costanza paper absolutely should be read as it gives a great (single metric) overview of how society might experience ecosystem goods and services – a concept worthy of the overall intro? It is, perhaps, less directly informative for the concept and structure of PES – although, it does shed light on a methodology the PES theme hopes to follow as well as a really important disconnect within most PES programming (see my notes for slide 10 of the PES intro for more info). So reading suggestions would be useful. Also please make suggestions regarding any of the PES slides and or notes.
Feel free to examine the PES folder and my personal folder – I have supplemental reading lists and other PP’s including one that summarizes Costanza et al.’s paper and their valuation database.
Anyway let me know what anybody thinks of all this. Thanks!!
Cheers,
john tyndall