A Framework for Simulating Ecosystem Effects in Data-Poor Small-Scale Fisheries Using Science-Based and Local Ecological Knowledge-Based Models

The constant demand for seafood products and the undeniable effects of fishing on marine ecosystems make it urgent to implement an ecosystem approach, even in data-poor scenarios such as small-scale fisheries. Understanding the impacts of fishing is essential for promoting management strategies that prevent irreversible damage to marine ecosystems. Thus, ecosystem quantitative science-based models have been frequently used to evaluate the effects of fishing, although fishers’ local ecological knowledge (LEK) can aid the implementation of qualitative models, particularly in data-poor conditions. Here, we present a framework for simulating and assessing the effects of fishing following two strategies: (1) for both types of models, we simulated species removal scenarios, and (2) for quantitative science-based models, we fitted time series to dynamically assessed impacts. The impacts were analyzed through ecological indicators commonly used for quantitative models, and because these indicators cannot be easily estimated for qualitative models, we propose the use of topological indicators in both types of models. The approach was applied to three case studies of small-scale finfish fisheries in northwestern Mexico. We found that the ecosystem response to species removal was different in each case study and that the target species can play an important role in ecosystems, but their removal does not generate abrupt changes in the ecosystem structure. The quantitative science-based models were able to reproduce the historical catch trends, which allowed us to reveal that changes in ecosystems are indeed influenced by fishing effort but also by underlying primary productivity. Furthermore, topological and ecological indicators showed similar trends in the quantitative models, which suggests that the former could be useful when data-poor conditions allow only qualitative models. This result confirms the relevance of the participation of fishers in generating qualitative models and their decisive role in the discussion of co-management strategies and risk scenarios in a better-informed manner.

Climate Change and Odawa Cultural Plants in Sleeping Bear Dunes National Lake Shore

Climate change has been observed for hundreds of years by plant specialists of three Odawa Tribes in the Upper Great Lakes along Lake Michigan. Sleeping Bear Dunes National Lakeshore is the focus of two National Park Service-funded studies of Odawa Traditional Ecological Knowledge (TEK) of plants and ecosystems and climate change impacts on these. Data collected during these ethnobotany studies were designed to contribute to a Plant Gathering Agreement between the tribes and the park. This essay provides an analysis of these observations derived from 95 ethnographic interviews conducted by University of Arizona anthropologists. Odawa people recognize in the park 288 plants and five habitats of traditional and contemporary concern. Tribal representatives explained how 115 of these traditional plants and all five habitats are known from multigenerational eyewitness accounts to have been impacted by climate change.

Regeneration Status and Role of Traditional Ecological Knowledge for Cloud Forest Ecosystem Restoration in Ecuador

The importance of forests for biodiversity conservation has been well recognized by the global community; as a result, conservation efforts have increased over the past two decades. In Ecuador, the lack of integrated information for defining and assessing the status of local ecosystems is a major challenge for designing conservation and restoration plans. Thus, the objectives of this study were (1) to examine the regeneration status of cloud forest remnants, some of which had experienced past human disturbance events, (2) to explore a local rural community’s traditional ecological knowledge (TEK) relevant for restoration and (3) to investigate the integration between TEK and ecological science-based approaches. A survey of regeneration status was conducted in four remnants of cloud forests (n = 16) in Cosanga, Napo Province, in the Andes of northeastern Ecuador. The species of young trees (0.5–5 m height) were identified over 0.16 ha. In-depth interviews of individuals from local communities (n = 48) were conducted to identify socio-ecologically important native species. The results showed significant differences (p < 0.001) in species richness and the stem density of seedlings and saplings in gaps. The stem density of Chusquea sp., a bamboo species, explained 63% of the variation in species richness and 48% of the variation in the abundance of seedlings and saplings between plots. Informants cited 32 socio-ecologically important species, of which 26 species were cited as sources of food and habitats for wildlife. The ranking of species based on a relative importance index and a cultural value index—taking into account both the spread of knowledge among local informants and the multiplicity of uses—revealed that Hyeromina duquei, Citharexylum montanum, Eugenia crassimarginata and Sapium contortum were traditionally the most valuable species for both humans and wildlife. Informants also recommended 27 species for future planting, of which 19 species were amongst the rarest species in the regeneration survey. In conclusion, the results demonstrate a synergy between TEK and ecological science-based approaches (regeneration survey) to natural ecosystem research. Thus, traditional ecological knowledge can provide insights into ecosystem–plant–animal interaction, and to identify native species useful for both humans and wildlife for forest restoration projects to reconnect isolated cloud forest fragments.

Integration of Environment and Content Knowledge into STEM Education

With a central focus on the research question: “What must be done to encourage people to become more E+STEM educated?” this research is based on a Systematic review on ecological knowledge, which is linked to teachers' career growth as well as Environmental Science, Technology, Engineering, and Mathematics (E+STEM) pedagogy. The aim is to identify what instructors must do to improve their experience and credentials as E+STEM-educated people in light of expert views. To disclose expert views, a "mixed method" research approach is utilized in this study, which includes both qualitative and quantitative techniques. The technique employed is exploratory study sequencing, which is a kind of mixed-method study. The Delphi study's initial stage is to gather qualitative data on teachers' professional growth. The quantitative methodology is featured for the phase two of the Delphi research once the data has been analyzed in the first step. Lastly, the ultimate quantitative formulation (third phase) is produced following the data evaluation in the second phase.

Environmental Knowledge of Participants’ Outdoor and Indoor Physical Education Lessons as an Example of Implementing Sustainable Development Strategies

(1) Background: The purpose of the study was to assess the impact of physical activity outdoors in nature as part of physical education in schools on the level of knowledge and ecological attitudes. (2) Material and methods: A total of 220 students took part in the study, with 103 of them in the treatment group, which usually practiced outdoor physical education classes, and 117 in the control group, which practiced mainly indoor. The project lasted 21 months, covering the last two years of primary school. The authors used the Children’s Environmental Attitude and Knowledge Scale CHEAKS in this study. The authors sought for an answer to the question of whether bringing a young person closer to nature by participating in a greater number of outdoor physical education lessons results in in-depth environmental knowledge. (3) Results: The appearance of seven statistically significant differences in ecological knowledge in the final study in favor of the group having outdoor physical education lessons proves the cognitively and visually stimulating role of a natural environment for physically active people. The location of physical education lessons turned out to be a much stronger condition for in-depth knowledge than gender, place of residence, parents’ education level, and subjective assessment of the financial satisfaction level. (4) Conclusion: These results are an incentive to further developing the young generation’s contact with nature through outdoor physical education lessons.

Nano-pesticides: the lunch-box principle—deadly goodies (semio-chemical functionalised nanoparticles that deliver pesticide only to target species)

Nature contains many examples of “fake promises” to attract “prey”, e.g., predatory spiders that emit the same sex-attractant-signals as moths to catch them at close range and male spiders that make empty silk-wrapped gifts in order to mate with a female. Nano-pesticides should ideally mimic nature by luring a target and killing it without harming other organisms/species. Here, we present such an approach, called the lunch-box or deadly-goodies approach. The lunch-box consists of three main elements (1) the lure (semio-chemicals anchored on the box), (2) the box (palatable nano-carrier), and (3) the kill (advanced targeted pesticide). To implement this approach, one needs to draw on the vast amount of chemical ecological knowledge available, combine this with recent nanomaterial techniques, and use novel advanced pesticides. Precision nano-pesticides can increase crop protection and food production whilst lowering environmental impacts. Graphical Abstract

Gender and Generational Differences in Local Knowledge and Preference for Food Trees in Central Uganda and Eastern Kenya

Food trees contribute substantially to the food and nutrition security of millions of rural households in Africa. Farming communities prioritize tree and shrub species on farms based on a combination of factors, including their knowledge of potential uses the species' economic potential and a range of constraints and opportunities that each farmer faces depending on their position within the community and the household, in cultivating, harvesting and processing tree products. Gender and age are strong determinants of such constraints and opportunities as well as ecological knowledge and use of tree resources. This study contributes to the understanding of gender and generational preferences for food tree species that determine their use, and which contribute to food and nutrition security in Central Uganda and Eastern Kenya. Sixteen gender and age segregated focus group discussions were conducted to assess food tree species preferences. A total of 61 food tree species were listed −46 in Uganda (including 16 indigenous species) and 44 in Kenya (21 indigenous species). Results showed knowledge on food tree species differed by gender and age, with differences across gender lines found more prevalently in Uganda, and across generational lines in Kenya. Age-related differences in knowledge and preferences were clear with regard to indigenous species, whereby older women and men were found to have the most knowledge in both countries. Among key challenges for food tree cultivation, farming households mentioned knowledge of tree management, the lack of planting materials, especially for improved varieties, prolonged droughts and scarcity of land. Some of these constraints were gendered and generational, with women mostly mentioning lack of knowledge about planting and management as well as cultural restrictions, such as only having access to land when married; whereas younger men indicated management challenges such as pests, limited markets, as well as scarcity and limited ownership of land. Overall findings suggest that consulting user preferences for food tree species and constraints experienced by gender and age group could be important in the design of interventions which involve a diversity of food trees.