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Biodiversity Threats in General Flashcards

1
Q

introduced keystone species in 1969

A

Robert T. Paine

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2
Q

Two basic criteria of keystone species have been
proposed by

A

Mills et al.

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3
Q

Two basic criteria of keystone species

A

i. The presence of keystone species is crucial in
maintaining the organization and diversity of their
ecological communities.

ii. These species are exceptional, relative to the rest of the community, in their importance.

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4
Q

The leading examples of keystone species are: (8)

A
  1. sea otters (Enhydra lutris)
  2. Fire ants (Solenopsis geminate)
  3. Humming bird pollinators
  4. palm nuts, figs and nectars
  5. North American beavers (Caster canadensis)
  6. Brazilian termites (Cornitermes cumulans)
  7. Sea urchins
  8. Pocket gophers (Thomomys bottae)
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5
Q

regulates the Strongylocentrotus spp. (sea urchins) density which feed over kelps, the giant algae

A

sea otters (Enhydra lutris)

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6
Q

exclusion of ______ increases the number of arthropods which are harmful to agriculture

A

Fire ants (Solenopsis geminate)

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7
Q

_________ proposed the ______________ as keystone resources because of their extreme significance for fruit and nectar eating species of tropical forest like the primates, squirrels, rodents, and many birds.

A

Terborgh
palm nuts, figs and nectars

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8
Q

_________ make dams which can change hydrological and biogeochemical factors of the region to alter the productivity.

A

North American beavers (Caster canadensis)

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9
Q

_________ make bulky, rich and distinctively designed mounds which has wide range of obligate users.

A

Brazilian termites (Cornitermes cumulans)

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10
Q

_________ grazing prevents the transition from encrusting algae dominated community to a large, fleshy algae dominated one.

A

Sea urchins

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11
Q

________ maintain mountain meadow communities

A

Pocket gophers (Thomomys bottae)

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12
Q

Threats to Biodiversity (3)

A

Escalating Extinction Rate

Irreversible Loss

Climate Change as a Threat

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13
Q

Common groups that assess threats to biodiversity (3)

A

International Union for Conservation of Nature

Millenium Ecosystem Assessment

United Nations Environmental Programme

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14
Q

Introduced a threat classification system to standardize terminology for threats to biodiversity, making it easier to compare and generalize data across ecosystems. It includes threats from alien species, genetic material, and interactions among native species.

A

IUCN (International Union for Conservation of Nature)

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15
Q

The IUCN classification distinguishes between ________, such as geological events, climate changes, and severe weather, and direct threats to biodiversity.

A

abiotic threats

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16
Q

proposed a classification of stresses that contribute to biodiversity loss, defining stresses as degraded conditions resulting from direct threats

A

World Conservation Union - Conservation measures Partnership (IUCN-CMP)

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17
Q

Biodiversity faces severe threats from a combination of anthropogenic and natural factors.

A

Multifactorial Threats

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18
Q

A comprehensive classification of direct threats to biodiversity proposed by ___: (10)

A

by Salfasky et al.

  1. Residential and Commercial Development
  2. Agriculture and Aquaculture
  3. Energy Production and Mining
  4. Transportation and Service Corridors
  5. Biological Resource Use
  6. Human Intrusions and Disturbance
  7. Natural System Modifications
  8. Invasive and Problematic Species and Genes
  9. Pollution
  10. Geological Events and Climate Change and Severe Weather
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19
Q

evaluated tens of thousands of species worldwide and categorized them as threatened with extinction. This included species classified as critically endangered, endangered, and vulnerable.

A

2012 IUCN Red List

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20
Q

The stress classification for biodiversity proposed by Salafsky et al. (8)

A
  1. Ecosystem / Community stresses
  2. Ecosystem Conservation
  3. Ecosystem Degradation
  4. Indirect Ecosystem Effects
  5. Species stresses
  6. Species mortality
  7. Species disturbance
  8. Indirect species effects
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21
Q

Threats to global biodiversity (10)

A
  1. Habitat loss through degradation and fragmentation
  2. Population growth and poverty
  3. Overexploitation of natural resources
  4. Invasive species
  5. Climate changes and Pollution
  6. Disease
  7. Weak enforcement of law
  8. Background extinction
  9. Stochastic events and hunting for food
  10. Conversion to agriculture and housing
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22
Q

No reasonable doubt that the last individual has died

A

Extinct

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23
Q

Known only to survive in captivity or as a neutralized population outside its historic habitat

A

Extinct in the wild

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24
Q

Facing high risk of extinction in the wild in immediate future

A

Critically endangered

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25
facing very high risk of extinction in the wild in near future
Endangered
26
facing very high risk of endangered in the wild in near future
Vulnerable
27
likely to become endangered in near future
Near to threat
28
taxon with lowest risk and are the **widespread** and **abundant** taxa
least concern
29
there is inadequate information to make any direct or indirect assessment of its risk of extinction
Data deficient
30
when it has not yet been assessed against the above criteria.
Not evaluated
31
Conservation strategies are broadly classified into two categories:
1. in-situ conservation 2. ex-situ conservation
32
conserving species in their natural habitats
in-situ conservation
33
conserving species outside their natural habitats
ex-situ conservation
34
in-situ conservation example (3)
1. national parks and wildlife sanctuaries 2. biosphere Reserves 3. Sacred Groves
35
In 1969 IUCN has declared some defining characteristics of a ______ which were further expanded in 1971 to make the concept of it more clearly defined. More than _____ of this have been established throughout the world, out of which nearly _____ is confined to Asia. India also accommodates about _____ animal sanctuaries which are called as ________. (___ for tigers ___ for elephants)
National Park 3000 one-third 515 Wildlife Sanctuaries (41 tigers, 11 elephants)
36
Some Leading National Parks and Sanctuaries:
The Dachigam Wildlife Sanctuary Jim Corbett National Park The Sunerbans Wildlife Sanctuary Manas Wildlife Sanctuary Kaziranga National Park Ranthambore National Park The Keoladeo Ghana Bird Sanctuary The Sasan Gir National Park Kanha National Park Periyar Wildlife Sanctuary
37
The concept of _____ was launched in 1975 as part of the ____ programme. They have the following components: (3)
Biosphere reserves UNESCO’s Man and Biosphere (MAB) Programme 1. Core Zone 2. Buffer Zone 3. Transition Zone
38
Fully protected natural areas which is least influenced by human activities. Destructive sampling is not allowed.
Core Zone
39
Surrounds the key areas which keeps a wide range of resource use strategies, and activities related to research and education.
Buffer Zone
40
Outermost region characterized by active involvement
Transition Zone
41
______ generally used to **safeguard populations potentially under threat** and need to be collected and conserved in gene banks in form of **seeds, live plants, tissues and or DNA materials**. Principal aim of this is to maintain seeds and other ___ materials alive as long as possible and to reduce the frequency of ____ that may cause the loss of genetic diversity
Ex-situ conservation germplasm regeneration
42
Ex-situ conservation examples (3)
1. Botanical gardens and Zoological parks 2. Gene banks and Seed Banks 3. Molecular or DNA Level Conservation of Germplasm (Biotechnology)
43
place where plants are grown and displayed for the purposes of research and education. Specialized in trees are also called as ____.
Botanical garden Arboreta
44
Objectives of **botanical gardens** are: ____ and propagation of important threatened plant species; Serve as a centre of _____, research and training; Build ____ through education on plant diversity and need for conservation
Ex-situ conservation excellence for conservation public awareness
45
are essential for ex-situ conservation and preservation of genetic resources.
Gene banks
46
____ located in New Delhi, plays a crucial role in preeserving seeds of both wild species and cultivated plant varieties ___located in Lucknow, Uttar Pradesh, this institution maintains stocks of genetic material for various fish species.
National Bureau of Plant Genetic Resources National Bureau of Fish Genetic Resources
47
______ involve storing dried seeds at low temperatures. The longevity of seeds is influenced by factors like **temperature**, **seed moisture content**, and **relative humidity**.
Seed preservation techniques
48
- bearing plants and those that are **clonally propagated** are conserved as live plants in field gene banks. - Some plants produce these seeds but cannot be stored using traditional seed banking methods.
Recalcitrant seed
49
a technique that involves preserving living tissues at extremely low temperatures, typically around -____C, using liquid nitrogen. Suspends mitotic and metabolic activities in the preserved tissues
Cryopreservation 196 C
50
Benefits of Cryopreservation:
provide greater security for the **long-term** and **cost-effective conservation** of plant genetic resources.
51
has been successfully applied to various plant components, including **meristem**, **zygotic** and **somatic embryos**, **pollen**, **protoplast cells**, and **suspension cultures**.
Cryopreservation
52
This technique has proven effective in preserving a wide range of plant species.
Cryopreservation
53
Species with difficult-to-store seeds or those that can only be clonally propagated can be conserved through **biotechnological methods**, as suggested by ____ and __________.
Engelmann and Engels
54
- is a critical step and a major challenge in gene bank management. - during this process that there is the highest probability of genetic erosion.
Regeneration
55
can be monitored by collecting information on genetic composition and spatial genetic structure.
Genetic erosion
56
_____ and ______ efforts aimed at improving understanding, skills, and influencing behavior related to conservation
Education and awareness
57
Education and Awareness (4)
Formal Education Training Awareness and Communications Law and Policy
58
LEGISLATION (3)
State/Provincial legislation Local legislation Tribal legislation
59
Involves enhancing the knowledge and skills of students in formal degree programs.
Formal Education
60
Focuses on enhancing knowledge, skills, and information exchange for practitioners, stakeholders, and relevant individuals.
Training
61
Raising environmental awareness and providing information to the public through various media.
Awareness and Communications
62
Actions aimed at developing, changing, influencing, and implementing formal legislation, regulations, and voluntary standards related to conservation.
Law and Policy
63
Involvement in ballot initiatives related to conservation. Providing data and information to policy makers to inform decision-making.
State/Provincial legislation
64
- Development of zoning regulations to ensure responsible land use. - Implementation of countryside laws and species protection laws to safeguard local flora and fauna.
Local legislation
65
Creation of laws specific to indigenous ocmmunities to protect natural resources and biodiversity on tribal lands.
Tribal legislation
66
Using economic and other incentives to influence behavior in favor of conservation efforts. Incentives can be designed to benefit livelihoods and promote responsible practices.
Compliance and Enforcement

BDV (8 decks)

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