Edward A. Johnson – författare

Even before the myth of Prometheus, fire played a crucial ecological role around the world. Numerous plant communities depend on fire to generate species diversity in both time and space. Without fire such ecosystems would become sterile monocultures. Recent efforts to prohibit fire in fire dependent communities have contributed to more intense and more damaging fires. For these reasons, foresters, ecologists, land managers, geographers, and environmental scientists are interested in the behavior and ecological effects of fires. This book will be the first to focus on the chemistry and physics of fire as it relates to the ways in which fire behaves and the impacts it has on ecosystem function. Leading international contributors have been recruited by the editors to prepare a didactic text/reference that will appeal to both advanced students and practicing professionals.

Disturbance ecology continues to be an active area of research, having undergone advances in many areas in recent years. One emerging direction is the increased coupling of physical and ecological processes, in which disturbances are increasingly traced back to mechanisms that cause the disturbances themselves, such as earth surface processes, mesoscale, and larger meteorological processes, and the ecological effects of interest are increasingly physiological.

Plant Disturbance Ecology, 2nd Edition encourages movement away from the informal, conceptual approach traditionally used in defining natural disturbances and clearly presents how scientists can use a multitude of approaches in plant disturbance ecology. This edition includes nine revised chapters from the first edition, as well new, more comprehensive chapters on fire disturbance and beaver disturbance. Edited by leading experts in the field, Plant Disturbance Ecology, 2nd Edition is an essential resource for scientists interested in understanding plant disturbance and ecological processes.

Advances understanding of natural disturbances by combining geophysical and ecological processes Provides a framework for collaboration between geophysical scientists and ecologists studying natural disturbances Includes fully updated research with 5 new chapters and revision of 11 chapters from the first edition

Environmental education has often blurred the distinction between ecological science and environmental advocacy. Growing public awareness of environmental problems and desire for action may be contributing to this blurring. There is a need to clarify the distinction between the role of ecological science and the role of social and political values for the environment within environmental education. This book addresses this need by examining the changing perspectives of ecology in education and the changing perspectives of education in environmental education. Guidelines are provided for assessing the science and education perspectives within environmental education, along with suggested frameworks for development of programs and resources that integrate current science, education and action. This book will be of interest to environmental educators, ecologists interested in environmental education, and curriculum and resource developers.

It is almost dogma that the boreal forest in North America is a fire-dependent forest, yet ecologists often do not consider in any technical detail how forest fires produce effects on individual plants and on plant populations. Consequently, the causal connection between the behaviour of fire and its ecological consequences is poorly understood. This book sets out to correct this deficiency by assembling the relevant studies of fire intensity, rate of spread, fuel consumption, fire frequency and fire weather in the North American boreal forest. The central thesis is that the North American boreal forest has at least four wildfire characteristics that are important in understanding the dynamics of its plant populations: the large size of the burns with respect to dispersal distances, the short recurrence time of fire with respect to tree lifespans, the high mortality of plants due to the predominance of crown fires, and a good germination surface due to the large area of the forest floor which is covered by ash.

It is almost dogma that the boreal forest in North America is a fire-dependent forest, yet ecologists often do not consider in any technical detail how forest fires produce effects on individual plants and on plant populations. Consequently, the causal connection between the behaviour of fire and its ecological consequences is poorly understood. This book sets out to correct this deficiency by assembling the relevant studies of fire intensity, rate of spread, fuel consumption, fire frequency and fire weather in the North American boreal forest. The central thesis is that the North American boreal forest has at least four wildfire characteristics that are important in understanding the dynamics of its plant populations: the large size of the burns with respect to dispersal distances, the short recurrence time of fire with respect to tree lifespans, the high mortality of plants due to the predominance of crown fires, and a good germination surface due to the large area of the forest floor which is covered by ash.

Environmental education has often blurred the distinction between ecological science and environmental advocacy. Growing public awareness of environmental problems and desire for action may be contributing to this blurring. There is a need to clarify the distinction between the role of ecological science and the role of social and political values for the environment within environmental education. This book addresses this need by examining the changing perspectives of ecology in education and the changing perspectives of education in environmental education. Guidelines are provided for assessing the science and education perspectives within environmental education, along with suggested frameworks for development of programs and resources that integrate current science, education and action. This book will be of interest to environmental educators, ecologists interested in environmental education, and curriculum and resource developers.

How do we combine the areas of intersection between science and indigenous knowledge, but without losing the totality of both? This book's objective is to consider how Indigenous populations have lived and managed the landscape. Specifically, how their footprint was a result of the combination of their empirical knowledge and their culture. The chapters are divided into four groups: The first deals with reintegrating cultures and natural landscapes and the role of kinship and oral tradition. The second group approaches the landscape as a living university of learning and managing, discussing the ethnobotany of how to grow more responsibly, and assess and project the harvest. The third group deals with the managing of fire in an anthropogenic plant community and how to integrate indigenous agriculture in hydrology and dry regions. The fourth group consists of studies of how science and indigenous knowledge can be taught in schools using land-based studies.

Biogeoscience is a rapidly growing interdisciplinary field that aims to bring together biological and geophysical processes. This book builds an enhanced understanding of ecosystems by focusing on the integrative connections between ecological processes and the geosphere, hydrosphere and atmosphere. Each chapter provides studies by researchers who have contributed to the biogeoscience synthesis, presenting the latest research on the relationships between ecological processes, such as conservation laws and heat and transport processes, and geophysical processes, such as hillslope, fluvial and aeolian geomorphology, and hydrology. Highlighting the value of biogeoscience as an approach to understand ecosystems, this is an ideal resource for researchers and students in both ecology and the physical sciences.

This brief, practical guide to clinical supervision uniquely addresses supervisor and supervisee together. The purpose of the book is to help the supervisory dyad collaborate effectively to meet the goals of supervision: to ensure client welfare, educate and evaluate the supervisee, and help the supervisee cope with the emotional challenges of doing psychotherapy. To do so, the book provides guidance on how to implement evidence-based and best-practice recommendations at each stage of supervision: preparation, beginning, middle, conclusion of active supervision, and the post supervision relationship.The emphasis throughout is on developing and maintaining a positive, collaborative supervisory relationship. Establishing this requires that the members of the dyad understand and agree on their respective roles and responsibilities, trust each other to carry them out, and feel safe enough to discuss the process.This book facilitates this by describing these complementary roles and responsibilities, and by providing activities that help the dyad establish mutual understanding, set goals, and complete necessary tasks. The book also illustrates better and worse ways these roles can be fulfilled from the author's experience.Other value-added features include sections devoted to: common problems in supervision and how to prevent or manage them, the competencies that supervisors and supervisees require to be prepared for their roles, how to incorporate diversity into supervision, and how to complete supervision contracts and evaluations.Written in an inviting, often conversational, tone the book is an invaluable aid to supervisors and supervisees of all levels of experience.