Formicidae Biodiversity in Texas Vegetation

Formicidae Biodiversity in Texas Vegetation A COMPARISON OF FORMICIDAE BIODIVERSITY IN NATIVE AND NON-NATIVE VEGETATION IN SOUTH TEXAS A study to determine how ant communities in non-native vegetation, specifically in Cenchrus ciliaris, differ from native vegetation in south Texas. ABSTRACT When non-native grasses become invasive, they can alter plant communities and can therefore, potentially affect arthropods due to their relationships with the vegetation they reside on. Cenchrus ciliaris is a non-native grass to the United States and is commonly known as buffel grass. Its drought resistance and quick propagation has made buffel grass invasive and has changed the ecosystems they now reside. Ants will be sampled from patches in native vegetation and buffel grass in San Ygnacio for 12 months. This study seeks to determine how ant communities in predominantly Cenchrus ciliaris, differs from relatively undisturbed native vegetation in south Texas. I pursue to compare ant richness between native vegetation and buffel grass as well as compare richness and abundance between native ant species and non-native ant species. I expect the results to demonstrate lower ant richness and abundance in the locations with buffel grass and higher abundance of invasive species in buffel gr ass. Introduction The introduction and spread of invasive plants is a cause of concern worldwide (Blossey 1999; Didham 2005). The ability of humans to travel between different countries around the world has facilitated the introduction of non-native plants to new locations. These new environments usually lack the natural predators and other natural biological control factors, thus causing these plants to become invasive. (Keane Crawley 2002; Tallamy 2004). Invasive plants can also have characteristics that aid their establishment and survival. For example, some of these plants can have a higher tolerance to drought or can propagate more quickly. They can also create unfavorable conditions for native plants by altering soil litter and nutrients (Bakker Wilson 2001). Therefore, invasive plants can often out-compete native plants, resulting in lower vegetation diversity and abundance (Pimentel 1999; Bakker Wilson 2001). Many species of plants have been introduced into the United States, and although a relatively small percentage of these species negatively impact the ecosystems they invade, studies should be done on specific invasive plants to determine the negative impacts they may be causing to the environment. Buffel Grass Cenchrus ciliaris is a non-native grass to the United States and is commonly known as buffel grass. It is native to most of Africa, southern and southwestern Asia, and Italy, Sicily. Buffel grass was originally introduced to Texas (U.S.A.) and northern Mexico in the 1930s and 1940s to improve pasture in overgrazed habitats and to develop new rangelands (Cox et al. 1988). Its drought tolerance and high biomass productivity made it the most popular grass to use in these countries (Arriaga et al. 2004). Due to its commercial value and impact as a weed it is considered a contentious species. Although the agricultural benefit of buffel grass is controversial, buffel grasslands can be a threat to biodiversity because they are created by invading and removing native plants (Arriaga et al. 2004; Cox et al. 1988). The threat that buffel grass poses to the native vegetation and alteration of the ecosystem, can have an effect from birds to arthropods. Buffle grass appears to provide a less suit able habitat for breeding birds, especially bird species that forage on or near the ground (Bingham et al. 2006). While changes in plant litter can alter arthropod abundance (Wolkovich 2009).   Buffel grass is also associated with increased severity of fires by a buffel grass-initiated fire invasion feedback (Miller et.al 2010). Despite the serious environmental effects buffel grass may cause, there are no national strategies to manage it (Marshal et al. 2011).   Understanding the effects buffel grass has on biodiversity in south Texas can bring insights on whether there is a serious threat to other native vegetation and ecosystem functions. Arthropods: Formicidae Arthropods have many ecological roles within an ecosystem, functioning as prey resources for many taxa, as important predators, and as pollinators and seed dispersers (Isaacs et al. 2009). Recent studies document how plant invasions contribute to arthropod abundance (Wolkovich 2009). Changes in the vegetation cover can have an effect on arthropod diversity and are therefore used as indicators of negative effects on an environment. An important arthropod that is very diverse, does not fall into a single functional group, and can be classified as herbivores, predators, and detrivores, are ants (Triplehorn Johnson 2005). Ants (order Hymenoptera, family Formicidae) are relatively well-studied and easy to identify to the species level (Wolkovich et al. 2009). Structure and composition of ant communities can reflect the nature of the environments in which they reside on. Ants are also commonly used as bio-indicators in studies for fire management, pesticide contamination, and habitat dist urbance (Burbidge 1992).   Reduction in ant species abundance, diversity, and richness has been documented when alterations of ecosystems occur, for example, an increase of invasive plants (Burbidge 1992; Wolkovich et al. 2009). Therefore, this study will be measuring ant richness and abundance to determine how ant communities in non-native vegetation, specifically in Cenchrus ciliaris, differ from native vegetation in south, TX. This will further our understanding of the effects that buffel grass has on the ecosystem. METHODS Study Sites Study plot areas were selected in San Ygnacio, TX. The study area was comprised of a mixture of grasses and shrubs. Native grasses included knotroot bristle grass (Setaria parviflora), Texas Grama (Bouteloua rigidiseta), Common Curly Mesquite (Hilaria belangeri) and tanglehead (Heteropogon contortus). Predominant native shrubs included honey mesquite (Prosopis glandulosa), guajillo (Acacia berlandieri), and blackbrush (Acacia rigidula). The non-native grass was predominantly buffel grass. The soil in the study site was mostly sandy and dry. The native areas where traps will be placed were selected based on the abundance of native vegetation and lack of buffel grass, while the areas for the non-native traps will be placed where buffel grass is the most predominant plant. Sampling It was determined that surveying arthropods was a more cost-effective and accurate design for assessment of biodiversity (Oliver Beattie 1996) Direct sampling with pitfall traps seems to be the optimal collection method for surveying ants so it will be the method of collection that will be used in this study (Jaffe Romero 1989). There will be six pitfall traps placed in predominantly native vegetation and six pitfall traps in areas that are predominantly invaded with buffel grass. The pitfall traps will contain either propylene glycol or alcohol glycol for trapping and conservation of the arthropods. These traps will be place at ground level and will each be labeled accordingly; N for native and B for buffel grass. Each of these traps will have their GPS coordinates and the nearest vegetation to the traps recorded. They will be left out for a week and they will be collected by hand for a year. Ant Sorting and Identification After the traps are collected ants will be sorted into separate vials labeled with their respective trap number and date. All the other arthropods collected in the traps will be sorted to order. Ants will be identified down to species in Dr. Motts lab following a set of identification keys. The data collected will be recorded and data analysis will be performed. Species richness, abundance, and evenness will also be calculated. RESULTS DISCUSSION With this study, I expect to see a difference in biodiversity, richness and abundance between native vegetation and buffel grass. I expect a decrease of these in buffel grass. I also would like to analyze and compare the abundance and richness between native and non-native ants between native vegetation and buffel grass. This could bring insight on the effect buffel grass has on non-native species of ants and determine if it facilitates their settlement. If there is a difference in diversity more studies should be made on the impacts buffel grass has in the ecosystem to further understand the negative effects and determine management techniques. CONCLUSION Cenchrus ciliaris, buffel grass, is an invasive grass that can alter and cause negative effects to the ecosystems they invade. This study will provide insight to the effects this grass truly has on the environment and determine the ecological impact of buffel grass. This will be achieved by comparing ant biodiversity, richness and abundance in native vegetation and, buffel grass.   I expect the results of this study demonstrate a difference in ant diversity between native and non-native vegetation and that further studies can be made to determine buffel grass management. REFERENCES Arriaga, L., Castellanos, A. E., Moreno, E. and Alarcà ³n, J. (2004). Potential ecological distribution of alien invasive species and risk assessment: A case study of buffel grass in arid regions of Mexico. Conservation Biology 18:1504-1514. Bakker, J., and S. Wilson. 2001. Competitive abilities of introduced and native grasses. Plant Ecology 157:117-125. Bernays, E. M., and M. Graham. 1988. On the evolution of host specificity in phytophagous arthropods. Ecology 69:886-892. Bingham, R., Brennan, L., Flanders A. A., Fulbright, T., Kuvlesky, W., Ruthven, D., and R. Zaiglin, 2006. Effects of Invasive Exotic Grasses on South Texas Rangeland Breeding Birds (Efectos de Pastos Invasores Exà ³ticos en las Aves que Nidifican en los Campos de Pastoreo del Sur de Texas). The Auk 123: 171-182. Blossey, B. 1999. Before, during, and after: the need for long-term monitoring in invasive plant species management. Biological Invasions 1:301-311. Burbidge A. H., K. Leicester, S. McDavitt, J. D. Majer. 1992. Ants as indicators of disturbance at Yanchep National Park, Western Australia. Journal of the Royal Society of Western Australia 75: 89-95. Cord E.C. Changes in Arthropod Abundance and Diversity with Invasive Grasses. Texas AM Kingsville. Cox, J. R., M. H. Martin , F. A. Ibarra , J. H. Fourie , N. F. G. Rethman , and D. G. Wilcox . 1988. The influence of climates and soils in the distribution of four African grasses. Journal of Range Management 41: 127-139. Didham, R. K., J. M. Tylianakis, M. A. Hutchinson, R. M. Ewers, and N.J. Gemmel. 2005. Are invasive species drivers of ecological change? Trends in Ecology and Evolution 20:470-473. Isaacs, R., J. Tuell, A. Fiedler, M. Gardiner, and D. Landis. 2009. Maximizing arthropod mediated ecosystem services in agricultural landscapes: the role of native plants. Frontiers in Ecology and the Environment 7:196-203 Jaffe, K., and H. Romero. 1989. A Comparison of Methods of Sampling Ants (Hymenoptera, Formicidae) in Savannas. Biotropica 21:314-352 Keane, R. M., and M. J. Crawley. 2002. Exotic plant invasions and the enemy release hypothesis. Trends in Ecology and Evolution 17:164-170. Marshall N.A., M. Friedel, R.D. van Klinken, and A.C. Grice. 2011. Considering the social dimension of invasive species: the case of buffel grass. Environmental Science Policy 14: 327-338. Miller G., Friedel M., Adam P., and V. Chewings. 2010. Ecological impacts of buffel grass (Cenchrus ciliaris L.) invasion in central Australia does field evidence support a fire-invasion feedback?. The Rangeland Journal 32: 353-365. Oliver, I., A. Beattie. 1996. Designing a Cost-Effective Invertebrate Survey: A Test of Methods for Rapid Assessment of Biodiversity. Ecological Applications 6: 594-607. Pimental, D., L. Lach, R. Zuniga, and D. Morrison. 1999. Environmental and economic costs of nonindigenous species in the United States. BioScience 53:53-65. Steinberg, P. 2001. Prosopis glandulosa. U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, Fire Sciences Laboratory. Stromberg, J.C. 1993. Riparian mesquite forests: A review of their ecology, threats, and recovery potential. Journal of the Arizona-Nevada Academy of Science 27:111-124. Tallamy, D. W. 2004. Do alien plants reduce insect biomass? Conservation Biology 18:1689-1692. Tallamy, D. W., and K. J. Shropshire. 2009. Ranking lepidopteran use of native versus introduced plants. Conservation Biology 23:941-947. Triplehorn, C. A., and N. F. Johnson. 2005. Borror and DeLongà ¢Ã¢â€š ¬Ã… ¸s introduction to the study of insects: 7 th edition. Brooks/Cole, Belmont, California. Ueckert, D.N. 1974. Influence of Defoliation by the Cutworm Melipotis indomita on Control of Honey Mesquite with 2,4,5-T in West Texas. Journal of Range Management 27:153-155. Van Auken, O.W. 2000. Shrub invasions of North American semiarid grasslands. Annual Review of Ecology and Systematics 31:197-215. Ward, C.R., OBrein, C.W., OBrien, L.B., D. E. Foster, D.E. Huddleston E.W. 1977. Annotated checklist of New World insects associated with Prosopis (mesquite): Technical bulletin no. 1557. Agricultural Research Service, United States Department of Agriculture, Washington, D.C. Field Manual.

Cosmic Education

Rachael Jacobson Cosmic Education Exiled to India during World War II, Maria Montessori developed one of the basic tenets of her philosophy of education. This tenet is what she called cosmic education. In To Educate the Human Potential (ed 2007 p9) Montessori said that, â€Å"the stars, earth, stone, life of all kind form a whole in relation to each other, and so close is this relation that we cannot understand a stone without some understanding of the great sun†. This interconnectedness, the interconnectedness of every element of the universe, is at the heart of cosmic education.As Dr. Montessori explains, â€Å"all things are part of the universe, and are connected with each other to form one whole unity. The idea helps the mind of the child to become focused, to stop wandering in an aimless quest for knowledge. He is satisfied having found the universal center of himself with all things†. Montessori believed that children who received a cosmic education would grow to have a clearer understanding of themselves because they had a better understanding of the natural world and their place in it.She also believed that children are much closer to nature than adults. Therefore, the ideas of cosmic education can be impressed upon them more easily so that they can grow up with an appreciation and sense of wonder about the natural world and keep it as adults. An awareness of the interdependence between humans and the universe and the sense of gratitude that comes from that awareness are absolutely necessary if a child is to grow into a peaceful human being.Montessori believed that providing a cosmic education to children would be a means to this end because children who are exposed to all the elements and forces of nature gain a sense of importance, purpose, and responsibility, which they carry into their adult lives. It was her belief that the future was in the hands of children and that their education would determine whether or not the future humankin d was a peaceful or one fraught with destruction, violence, and war. Cosmic Education is held together by aâ€Å"glue† known as The Great Lessons. The Great Lessons introduce the overall scope of cosmic education .There are five Great Lessons. â€Å"Montessori believed that storytelling was an ideal way to introduce knowledge to elementary children, engaging both their imaginations and their developing powers of reason†. All of these lessons are accompanied by illustrations and charts, and many by scientific demonstrations. They are all told to the children in the first months of school, and are re-told each year to the returning children. They help children build a context for the knowledge that they will acquire throughout their years as EC, EI and E2 students. The Five Great Lessons are: 1.The Coming of the Universe: This lesson introduces scientific thought on the origins of the universe and our own planet. Using charts and experiments, this first Great Lesson desc ribes how minerals and chemicals formed the elements, how matter transforms to three states of solid, liquid, and gas, how particles joined together and formed the earth, how heavier particles sank to the earth's core and volcanoes erupted, and how mountains were formed and the atmosphere condensed into rain, creating oceans, lakes, and rivers. From this story, students are introduced to lessons in physics, astronomy, geology, and chemistry.For example, they learn about light, heat, convection currents, gravity, galaxies, planetary systems, the earth's crust, volcanoes, erosion, climate and physical geography. 2. The Coming of Life: This lesson represents the beginning of life on Earth from the simplest forms through the appearance of human beings. The second Great Lesson explains how single-cell and multi-cell forms of life became embedded in the bottom of the sea and formed fossils. It traces the Paleozoic, Mesozoic, and the Cenozoic periods, beginning with the kingdom of trilobit es and ending with human beings.The teacher indicates on a time line where vertebrates began, followed by fish and plants, then amphibians, reptiles, birds, and mammals. In this lesson students are introduced to the basics of zoology and botany. 3. The Coming of Human Beings: This lesson is an introduction to prehistory and history that continues the exploration of life on Earth, with an emphasis on the development of humans. The aim is for the children to imagine what life was like for early humans. This lesson is the basis for lessons in history and the development of ancient civilizations.They also learn how climate and topography influenced various civilizations. 4. The Story of Our Alphabet: This story is an introduction that follows the development of writing from its appearance in primitive cultures to its role in modern times. From this lesson, students use grammar materials, which help them examine how language is put together, and refine capitalization and punctuation. Stu dents are introduced to the study of the origin of English words from other languages, the meanings of prefixes and suffixes and different forms of writing such as poetry and prose. 5.The Story of Our Numerals: This story is an introduction that emphasizes how human beings needed a language for their inventions to convey measurement and how things were made. The story describes how number systems evolved throughout time and within different civilizations. This story is the basis for the children's learning of mathematics, which is integrated into all studies. The first three stories are what Duffy (2002 p30) calls â€Å"the story of our origin and past,† while the last two stories are illustrations of â€Å"human cultural accomplishments and the evolution of human ideas. Stoll Lillard (2005 p134) calls this â€Å"a core of impressionistic knowledge that is intended to inspire the child to learn more. † The Great Lessons simultaneously raise and answer questions. How d id the universe come to be? Our solar system? Our planet? Our oceans, lakes, mountains, forests, flowers, and animals? The Great Lessons helps children see how interrelated all things are. They instill in children the understanding that all people are one and that we must all be our brother’s keeper. Most importantly, The Great Lessons provide the child with a macro view of the world.Through the stories told in each of the five lessons, the child is introduced to â€Å"the big picture†. â€Å"Children become aware that the universe evolved over billions of years, and that it is based on the law and order through which all the plants, animals, and the rest of creation is maintained. From that point, students are introduced to increasing levels of detail and complexity within these broad areas and gradually understand that they are part of this order and are participants in the ongoing life of the universe.Thus, The Great Lessons provide a springboard of sorts from whic h children can develop their individual interests and shape their own learning. The Great Lessons allow the child to move between macro and micro levels of knowledge. The basic premise of cosmic education maintains that no subjects should be taught in isolation. Rather all elements of the curriculum are viewed as interdependent upon one another. The outcome of cosmic education allows children to become thankful for the world around them and an understanding of their place in it. They will begin to understand that they have been given many gifts from the past and present.They also develop wonder, gratitude, a sense of purpose, and a feeling of responsibility to others, to the earth, and to future generations. If young children grow up with love and respect and the knowledge that they matter, they have the best chance of growing up and meeting their full potential†¦no matter their circumstances. Duffy, M ; D (2002) Cosmic Education in the Montessori Elementary Classroom Parent Ch ild Press: Hollidaysburg. Montessori, M (ed 2007) To Educate the Human Potential The Montessori Series: Amsterdam. Stoll Lillard, A (2005) Montessori: The Science behind the Genius Oxford University Press: Oxford

Infidelity And Its Effects On The World Of Art And Literature

The institution of matrimony is the one which has to wade through many troubled waters and thereby is considered to be one of the most volatile and sensitive relationships which is quite often threatened by infidelity. For instance, in today’s world, we get to see marriages falling apart like a house of cards and the culprit of these mishaps are more often not the infidelity of one or both of the partners. It is quite natural for a married couple to lose interest in each other’s personalities which if often perceived to be the root cause of infidelity. The issue of infidelity has been present in our society since ancient times. There are many depiction of this kind of behavior in the world of art and literature. One can also find numerous literary works of renowned authors which have an underlying theme of infidelity. We are well acquainted with the fact that infidelity is primarily found in older people, who are old enough to be called adolescents at the least. 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What Is Unite The Right Attack - 1432 Words

On August 12, 2017, a â€Å"Unite the Right† rally was planned to protest the removal of a Statue of Robert E. Lee. This â€Å"Unite the Right† rally was the largest white supremacist rally in recent U.S history and caused a local state of emergency to be declared in Charlottesville and the County of Albemarle. ( â€Å"Charlottesville Attack: What†, 2017) This state of emergency caused local officials to be able to call the rally a â€Å"unlawful assembly †. Many accounts state that many of the alt-right protestors came geared up with batons, shields, guns and face masks (Yan, 2017). The peak of the protest hit when a speeding car rammed into a group of anti-racist protesters injuring 19 and killing one. 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There were many hardships that the United States had to go through for the human rights to start flourishing. There were wars and many political changes that lead to better opportunities in society for women and slaves. Many things happened between 1846 and the civil war in the early 1850’s woman