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Ecosystems - Nitrogen (N) from anthropogenic sources has dramatically increased in terrestrial ecosystems globally. Although belowground microbial processes and events that release N into the... 相似文献
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Hay Allison Riggins Christopher L. Heard Thomas Garoutte Collin Rodriguez Yeyetzi Fillipone Francesca Smith Kristy K. Menchaca Nick Williamson Janaye Perkin Joshuah S. 《Biological invasions》2022,24(10):3119-3131
Biological Invasions - Control of non-native, invasive species in groundwater-dependent ecosystems that are also inhabited by regionally endemic or at-risk species represents a key challenge in... 相似文献
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Bonnie M. McGill Madison J. Foster Abagael N. Pruitt Samantha Gabrielle Thomas Emily R. Arsenault Janaye Hanschu Kynser Wahwahsuck Evan Cortez Kaci Zarek Terrance D. Loecke Amy J. Burgin 《Ecology and evolution》2021,11(8):3636
As we build a more diverse, equitable, and inclusive culture in the ecological research community, we must work to support new ecologists by empowering them with the knowledge, tools, validation, and sense of belonging in ecology to succeed. Undergraduate research experiences (UREs) are critical for a student''s professional and interpersonal skill development and key for recruiting and retaining students from diverse groups to ecology. However, few resources exist that speak directly to an undergraduate researcher on the diversity, equity, and inclusion (DEI) dimensions of embarking on a first research experience. Here, we write primarily for undergraduate readers, though a broader audience of readers, especially URE mentors, will also find this useful. We explain many of the ways a URE benefits undergraduate researchers and describe how URE students from different positionalities can contribute to an inclusive research culture. We address three common sources of anxiety for URE students through a DEI lens: imposter syndrome, communicating with mentors, and safety in fieldwork. We discuss the benefits as well as the unique vulnerabilities and risks associated with fieldwork, including the potential for harassment and assault. Imposter syndrome and toxic field experiences are known to drive students, including students from underrepresented minority groups, out of STEM. Our goal is to encourage all students, including those from underrepresented groups, to apply for UREs, build awareness of their contributions to inclusion in ecology research, and provide strategies for overcoming known barriers. 相似文献
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In the lowland moist forest of Barro Colorado Island (BCI), Panama, larvae of four common species of odonates, a mosquito,
and a tadpole are the major predators in water-filled tree holes. Mosquito larvae are their most common prey. Holes colonized
naturally by predators and prey had lower densities of mosquitoes if odonates were present than if they were absent. Using
artificial tree holes placed in the field, we tested the effects of odonates on their mosquito prey while controlling for
the quantity and species of predator, hole volume, and nutrient input. In large and small holes with low nutrient input, odonates
depressed the number of mosquitoes present and the number that survived to pupation. Increasing nutrient input (and consequently,
mosquito abundance) to abnormally high levels dampened the effect of predation when odonates were relatively small. However,
the predators grew faster with higher nutrients, and large larvae in all three genera reduced the number of mosquitoes surviving
to pupation, even though the abundance of mosquito larvae remained high. Size-selective predation by the odonates is a likely
explanation for this result; large mosquito larvae were less abundant in the predator treatment than in the controls. Because
species assemblages were similar between natural and artificial tree holes, our results suggest that odonates are keystone
species in tree holes on BCI, where they are the most common large predators.
Received: 4 November 1996 / Accepted: 11 April 1997 相似文献
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