The Handbook of Vegetation Science is growing. After the first volumes und er my editorship have appeared the interest of the scientific community has been revived and many new volume editors have started their work. The present volume wasjointly designed by Drs. J. White and W. Beeftink. Due to unforseen developments Dr. White signs now as the sole editor. The development of this volume within the series had a special history as Dr. White pointsout in his preface. Adding to this I need only to state that I found it essential to include the topic of this volume into a Hand book of Vegetation Science. lt was included therefore in my first revised Iist of topics to be included in the Handbook when I took over from Dr. Tüxen. It is a great pleasure for me to see this volume appear. Having read through the many contributions to this volume I can certainly congratu late Drs. White and Beeftink for their success in generating so much interest in this volume among their colleagues. The cooperation on this volume is forme the first sign that the new concept of the Handbook has been understood by the generation of scientists which I have to address. The influence this volume will have on the field ofplant population studies only time can teil. It appears to me, however, that this volume will become a standard resource for some future. Dr. White asked me to have this volume dedicated to Dr. Rabotnov.

Black & white print. Concepts of Biology is designed for the typical introductory biology course for nonmajors, covering standard scope and sequence requirements. The text includes interesting applications and conveys the major themes of biology, with content that is meaningful and easy to understand. The book is designed to demonstrate biology concepts and to promote scientific literacy.

This technical reference applies to monitoring situations involving a single plant species, such as an indicator species, key species, or weed. It was originally developed for monitoring special status plants, which have some recognized status at the Federal, State, or agency level because of their rarity or vulnerability. Most examples and discussions in this technical reference focus on these special status species, but the methods described are also applicable to any single-species monitoring and even some community monitoring situations.We thus hope wildlife biologists, range conservationists, botanists, and ecologists will all find this technical reference helpful.

Habitat fragmentation and global climate change are the two major environmental threats to the persistence of species and ecosystems. The probability of a species surviving such changes is strongly dependent on its ability to track shifts in the environmental, either by moving between patches of habitat or by rapidly adapting to local condition. These 'solutions' to problems posed by environmental change depend on dispersal propensity, motivating our desire to better understand this important behavior. This book is a comprehensive overview of the new developments in the study of dispersal and the state-of-the-art research on the evolution of this trait. The causes, mechanisms, and consequences of dispersal at the individual , population, and species levels are considered. The promise of new techniques and models for studying dispersal, drawn from molecular biology and demography is explored. Perspectives on the study of dispersal are offered from evolution, conservation biology, and genetics. Throughout the book, theoretical approaches are combined with empirical data, and examples are included from as wide a range of species as possible.

This second of two volumes on Plant Genome Diversity provides, in 20 chapters, insights into the structural evolution of plant genomes with all its variations. Starting with an outline of plant phylogeny and its reconstruction, the second part of the volume describes the architecture and dynamics of the plant cell nucleus, the third examines the evolution and diversity of the karyotype in various lineages, including angiosperms, gymnosperms and monilophytes. The fourth part presents the mechanisms of polyploidization and its biological consequences and significance for land plant evolution. The fifth part deals with genome size evolution and its biological significance. Together with Volume I, this comprehensive book on the plant genome is intended for students and professionals in all fields of plant science, offering as it does a convenient entry into a burgeoning literature in a fast-moving field.

A plethora of different theories, models, and concepts make up the field of community ecology. Amid this vast body of work, is it possible to build one general theory of ecological communities? What other scientific areas might serve as a guiding framework? As it turns out, the core focus of community ecology—understanding patterns of diversity and composition of biological variants across space and time—is shared by evolutionary biology and its very coherent conceptual framework, population genetics theory. The Theory of Ecological Communities takes this as a starting point to pull together community ecology's various perspectives into a more unified whole. Mark Vellend builds a theory of ecological communities based on four overarching processes: selection among species, drift, dispersal, and speciation. These are analogues of the four central processes in population genetics theory—selection within species, drift, gene flow, and mutation—and together they subsume almost all of the many dozens of more specific models built to describe the dynamics of communities of interacting species. The result is a theory that allows the effects of many low-level processes, such as competition, facilitation, predation, disturbance, stress, succession, colonization, and local extinction to be understood as the underpinnings of high-level processes with widely applicable consequences for ecological communities. Reframing the numerous existing ideas in community ecology, The Theory of Ecological Communities provides a new way for thinking about biological composition and diversity.

With one volume each year, this series keeps scientists and advanced students informed of the latest developments and results in all areas of the plant sciences. The present volume includes reviews on genetics, cell biology, and vegetation science.

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.