猛禽触电:生态陷阱、汇和附加死亡率的案例研究

J. F. Dwyer
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引用次数: 8

摘要

人类对一些高营养级野生动物物种迫害的恢复,加上人类主导景观的不断扩大,导致城市环境中人类与野生动物的相互作用增加。尤其是迅猛龙,它们被潜在的巢穴和猎物资源高度集中的地方所吸引,它们在北美各地的城市都有殖民地。这些鸟类遇到了新的,有时甚至是危险的情况,例如暴露的架空电力系统,它可以作为生态陷阱,造成种群下沉,并导致死亡率增加。当动物用来评估栖息地质量的线索与环境的真实质量分离时,就会出现生态陷阱。汇发生在死亡率超过生产力的地区。当不依赖于密度的死亡因素随着数量的减少继续按比例运作时,可发生加性死亡率。在这里,我使用哈里斯的鹰(Parabuteo unicinctus)在亚利桑那州图森市殖民的情况,向大学生态学入门课程的学生说明这些概念。案例中故意包含了生态学的术语,并打算在课程的早期讲授,这样当学生探索案例和词汇时,他们的问题就能探究相关材料。因此,学生的兴趣和问题决定了内容传递的顺序,因为学生意识到并寻求扩展他们的知识边界。生态学很少是片面的,应该鼓励多种相互竞争的假设,以促进学生向更高层次的思维模式过渡。总之,这些方法将增加学生对生态学入门课程的典型课程的详细介绍的兴趣。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Raptor Electrocution: A Case Study on Ecological Traps, Sinks, and Additive Mortality
The recovery from human persecution of some upper trophic level wildlife species coupled with ongoing expansion of human-dominated landscapes is leading to increased human-wildlife interactions in urban environments. Raptors in particular are drawn to high resource concentrations of potential nest sites and prey, and are colonizing cities across North America. These birds are encountering novel and sometimes dangerous situations such as exposed overhead electric systems, which can operate as ecological traps, create population sinks, and lead to additive mortality. Ecological traps occur when the cues animals use to evaluate habitat quality are decoupled from the true quality of the environment. Sinks occur in areas where mortality exceeds productivity. Additive mortality can occur when mortality factors that are not density dependent continue to operate proportionally as numbers decrease. Herein, I use the situation of Harris's hawks (Parabuteo unicinctus) colonizing Tucson, AZ, to illustrate these concepts to students in an introductory college ecology course. The case is deliberately loaded with the terminology of ecology, and is intended to be delivered early in the course so that as students explore the case and the vocabulary, their questions probe related material. Student inter- est and questions thus dictate the order of content delivery as students realize and seek to expand the boundaries of their knowledge. Ecology is rarely one-sided and multiple competing hypotheses should be encouraged to facilitate student transitions to higher level modes of thinking. Together, these approaches will increase student interest in detailed cover- age of the typical curriculum of an introductory ecology course.
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