Ecosystems for the Future

Ecosystems for the Future

Ecosystems for theFuture

DIVISION OF CONTINUING STUDIES- UNIVERSITY OF VICTORIA

Ecosystems for the Future by Division of Continuing Studies, University ofVictoria is licensed under a Creative Commons Attribution 4.0 InternationalLicense, except where otherwise noted.

“Ecosystems for the Future” by Division of Continuing Studies,University of Victoria, is licensed under CC BY 4.0 except for the videos,which are licensed under CC BY-NC-ND 4.0 and other resources whereindicated. For external links to resources, review the rights andpermission details.

This book was produced with Pressbooks (https://pressbooks.com) andrendered with Prince.

Contents

Intro to the Adaptation Learning Network vii

Unit 1: Introduction to the course 1

Unit 2: First Nations Perspectives on FutureEcosystems

3

Unit 3: Principles and Objectives of EcologicalRestoration

5

Unit 4: Ecological Complexity and Biodiversityin B.C.

10

Unit 5: Climate Change Models Now and in theFuture

14

Unit 6: Drivers of Ecosystem Change 19

Unit 7: Historic/Hybrid/Novel EcosystemsConcepts

24

Unit 8: Applying Ecological RestorationPrinciples to Different Disciplines

28

Intro to the AdaptationLearning Network

Welcome to the AdaptationLearning Network (ALN). Thiscourse is one of tencourses developed forworking professionals. Thesecourses are designed forpeople who are addressingclimate adaptation risks andimpacts in theircommunities and jobs.

WHY DOES THIS MATTER?

Climate change adaptation requires expertise from manyperspectives. The ALN is committed to connecting people,professional interests, and regions to advance skills, knowledgeand solutions.

JOIN THE NETWORK

To join the network, sign up for our monthly newsletter here,and follow us on social media (Twitter, LinkedIn) to getadaptation news and hear about our latest course offeringsand events.

Intro to the Adaptation LearningNetwork | vii

LEARN MORE

To learn more about the Adaptation Learning Networkread this 5-minute introduction.

viii | Intro to the Adaptation Learning Network

Unit 1: Introduction tothe course

Introduction to Unit 1

How often have you heard in the past five years the expression“I have never seen a ….fire/flood/drought/rainstorm/insectinfestation/sea level rise…of this magnitude, ever.”? The world’sclimate is out of balance, and in this state, is driving ecosystemchanges that few of us have seen in our lifetimes. What is thescale of these changes now and into the future? How can weadapt or adjust?

The practice of ecological restoration can point the way topositive actions at the ground level that can ameliorate someof these ecosystem changes and provide a means forprofessionals to be involved. The United Nations GeneralAssembly has proclaimed 2021–2030 as the Decade onEcosystem Restoration, following a proposal for action by over70 countries from all latitudes. The UN Decade positions therestoration of ecosystems as a major nature-based solutiontowards meeting a wide range of global development goalsand national priorities.

This course will bring into focus the practice of restorationof ecosystems at the local, regional level in British Columbia.First, First Nations’ perspectives on how the local ecosystemsare changing will set the stage. The theory and practice ofecological restoration will be explored, and how ecologicalrestoration can be used to begin the process of recovery fornaturally or humanly disturbed ecosystems. This will befollowed by a discussion of the basic drivers of change inecosystems – concepts such as climate change, nitrogen

Unit 1: Introduction to thecourse | 1

deposition, the arrival of invasive species, and human impactsof land conversion. The complexity of biodiverse ecosystems inBritish Columbia will highlight the challenge of dealing withthese issues. Climate change models in BC will focus on whatthe future scale of change might be for the atmosphere, thehydrosphere, the lithosphere, the biosphere and thesociosphere – humans. Historic, hybrid and novel ecosystemswill be examined to understand the range of ecosystems typesthat might be addressed by ecological restoration.

Finally, interviews with professionals working in land useplanning, climate change, landscape architecture andethnobotany will show how ecological restoration is being usedin these fields. The importance of integrating the naturalenvironment into professional practices will assist courseparticipants in their own work.

Participants will take away an understanding of the FirstNations role in ecological restoration, of ecosystem functioning,of ecosystem changes being experienced, and of practices ofcultural and ecological restoration that can produce a positiveimpact in their fields of discipline.

2 | Unit 1: Introduction to the course

Unit 2: First NationsPerspectives on FutureEcosystems


Understanding the cultural context of southern VancouverIsland is best learned through meeting and hearing from FirstNations peoples who have lived here since time immemorial.For example, what was life like among the different culturaltribes that lived and visited southern Vancouver Island?

• What was and is their relationship to the natural world?• How has that relationship changed since the arrival of

European explorers and settlers over 200 years ago?• How have First Nations people seen the natural world here

change in relation to European settlement and climatechange in past decades?

• What do the First Nations people think of the future of thenatural world here?

It is important for course participants to understand thiscultural and ecological context, which predates our arrival here, because it can inform us about what strategies might be usedto survive into the future in light of climate change, arrival ofinvasive species, and arrival of more settlers here.

Learning Objectives

Unit 2: First Nations Perspectiveson Future Ecosystems | 3

After successfully completing this introductory unit,you will be able to:

• Recognize local First Nations cultural andecological context on the Saanich Peninsula

• Relate to significance of First Nationsrelationship to their traditional territories and itsplant and animal species

4 | Unit 2: First Nations Perspectives on Future Ecosystems

Unit 3: Principles andObjectives ofEcological Restoration


In this unit we will be listening to a presentation by DavePolster, a plant ecologist with over 40 years of experience invegetation studies, ecological restoration and invasive speciesmanagement.

The purpose of this unit is to understand the importance ofecological restoration and be able to look for answers to thefollowing questions:

• What is ecological restoration practice?• What is the importance of a “reference ecosystem”?• What are the common mistakes restorationists make?• What should we look for?

Learning Objectives

After successfully completing this unit, you will beable to:

• Describe and explain the purpose of ecological

Unit 3: Principles and Objectives ofEcological Restoration | 5

restoration• Recognize importance of UN Declaration of

Decade of Ecological Restoration

As you watch and listen to the presentation, think about howecological restoration impacts, or could impact, your work nowand in the future. While some of the case studies may notpertain to the work you do now, the principles behind thepractice are fundamental and inform work on all scales.

A YouTube element has been excluded from this version

of the text. You can view it online here:

https://pressbooks.bccampus.ca/ecosystemsfuture/?p=26

6 | Unit 3: Principles and Objectives of Ecological Restoration

Video attribution: “Let Nature Do the Work” is licensed under CC BY-NC-ND 4.0.

Summary of key points

What is Ecological Restoration Practice?

Ecological restoration is the process of assisting inthe recovery of an ecosystem that has been degraded,damaged, or destroyed. (SER 2004). A fundamentaldistinction between ecological restoration and otherforms of ecosystem repair is that ecological restorationseeks to ‘assist recovery’ of a natural or semi-naturalecosystem rather than impose a new direction or formupon it. That is, the activity of restoration places anecosystem on a trajectory of recovery so that it canpersist and its species can adapt and evolve. (SER2016).

What is the importance of a “referenceecosystem”?

A fundamental principle of ecological restoration isthe identification of an appropriate reference model,commonly called a ‘reference ecosystem’, takingenvironmental change into account. The referenceecosystem is meant to represent the site’s ecosystemas it would have been had degradation or damage notoccurred, while incorporating the capacity for theecosystem to adapt to existing and anticipated

Unit 3: Principles and Objectives of Ecological Restoration | 7

environmental or climatic change. The referenceecosystem serves as a target for a restoration project, atarget based on analysis of local plant and animalspecies and other biotic and abiotic conditions. Ashared vision of restoration targets and specificecological attributes of the restoration site provides thebasis for setting goals and objectives and monitoringand assessing restoration outcomes over time.

What are the common mistakes?

A common mistake in selecting a referenceecosystem is to look at a later successional stageecosystem and its species, and to then plant speciesfrom that late successional stage. Referenceecosystems did not start out with the species that existthere now – those species evolved over time and manygenerations. To properly take the first steps ofecological restoration, look at starting with the earlysuccessional species first, and plan to work toward thelater successional species and ecosystems over time.

What should we look for?

Nature has been restoring itself on drasticallydisturbed sites for millennia, and can show us a naturalpath or trajectory of ecosystem recovery over time.Observe on a disturbed site the following processes:what pioneering species are arriving, and through whatmeans? What may be preventing natural ecologicalrecovery? What natural processes are assisting in the

8 | Unit 3: Principles and Objectives of Ecological Restoration

recovery? The next steps are to remove impedimentsto natural recovery, and to assist (if necessary) inestablishing the pioneer species that will start theecosystem trajectory into recover over time. And allowtime and patience to be present, and be open tounexpected positive change

The United Nations Decade on EcosystemRestoration 2021-2030

The United Nations Decade on EcosystemRestoration 2021–2030 was conceived as a means ofhighlighting the need for greatly increased globalcooperation to restore degraded anddestroyed ecosystems, contributing to efforts tocombat climate change and safeguard biodiversity,food security, and water supply. How can First Nationspeoples, citizens and professionals working around theglobe become involved with the goals and objectives ofthe upcoming UN Decade on Ecological Restoration?

Unit 3: Principles and Objectives of Ecological Restoration | 9

Unit 4: EcologicalComplexity andBiodiversity in B.C.


In this unit we will be listening to a presentation by Dr. BrianStarzomski, of University of Victoria School of EnvironmentalStudies.

Learning Objectives

After successfully completing this introductory unit,you will be able to:

• Understand the unique situation of BritishColumbia re biodiversity

• Understand the complexity of biodiversity inlocal and regional ecosystems

Context

Of all the Canadian provinces and territories, BritishColumbia is home to the richest diversity of vascular plants,mosses, mammals, butterflies and breeding birds, and the

10 | Unit 4: Ecological Complexityand Biodiversity in B.C.

largest number of species of reptiles, tiger beetles andamphibians found only in one province or territory. Thisspecies richness is exemplified by the complex BiogeoclimaticZone system, which divides the province into 14 separate BECzones. A biogeoclimatic zone is defined as “a geographic areahaving similar patterns of energy flow, vegetation and soils as aresult of a broadly homogenous macroclimate.” The BEC zonesare further broken down into subzones for relative moistureand temperature levels.

Although the reasons for the existence of this richassemblage of species can be attributed largely to topographicand climatic diversity, other factors are in British Columbia’sfavour as well. The intricate topography of the provincejuxtaposes mountains, alpine plateaus, valleys and coastalplains with their associated lakes, rivers and wetlands to forma myriad of complex and varied ecosystems. Many species ofplants and animals are endemic to BC, meaning that they arefound nowhere else in the world. Despite this uniqueness, B.C.has more species at risk than any other province and is one ofonly three provinces that lack stand-alone legislation toprotect endangered species.

The situation on southern and eastern Vancouver Island isone of the most unique: here winter rainfall is considerably lessand the summer drought longer and hotter (i.e. Mediterraneanconditions). The resulting natural forest is a mixture of opensavanna with Garry Oak, Arbutus and Douglas-fir trees. Thishabitat, largely disturbed by two centuries of Europeancolonization, is one of the most endangered ecosystems inCanada. Because so much habitat has been lost or degraded,more than 100 species of plants, mammals, reptiles, birds,butterflies and other insects are officially listed as “at risk” inthese ecosystems.

Less than 5% of the original Coastal Douglas-fir and GarryOak ecosystems remain undisturbed in our local area,stretching from Victoria north to the Comox Valley. Efforts to

Unit 4: Ecological Complexity and Biodiversity in B.C. | 11

protect and restore these ecosystems have been ongoing formore than 30 years, however the relentless pressures of landuse change, human population increase, arrival of invasivespecies, and more extreme climatic cycles have madeprotection and restoration very challenging. The Garry OakEcosystem Recovery Team (GOERT) led these protection andrestoration efforts for many years; now volunteers andenvironmental non-profit groups and private landowners havetaken up the torch to protect the small amount of CoastalDouglas-fir ecosystem still intact.




12 | Unit 4: Ecological Complexity and Biodiversity in B.C.

Video attribution: “biodiv RestoCourse Starzom2020V2 video” is licensed under CCBY-NC-ND 4.0.

Summary of Key Points

• Scientists distinguish three different types ofbiodiversity: alpha/beta/gamma;

• Biodiversity extinction on the planet is affectingmainly gamma biodiversity – the number ofspecies on the entire planet

• Many species exist in the world which have notbeen described, especially insects and bacteria;

• British Columbia holds almost half of thediverse number of species in Canada, due to:landscape diversity; climate diversity; elevationdiversity; geology variation; glacial history; andperipheral habitats (northern ranges of habitats).

• The Coastal Douglas-fir Biogeoclimatic Zone isone of the most heavily impacted ecosystemtypes in the province;

• The main threats to biodiversity are: land usechange; climate change; introduced and invasivespecies; overexploitation of species; and nitrogendeposition.

• All these threats combine as cumulativeimpacts to change ecosystems.

Unit 4: Ecological Complexity and Biodiversity in B.C. | 13

Unit 5: Climate ChangeModels Now and in theFuture


In this unit we will be listening to a presentation by RichardHebda, who served as Curator (Botany and Earth History) atthe Royal British Columbia Museum for 38 years and adjunctfaculty at the University of Victoria for 33 years.

The purpose of this unit is to understand…

• The complexity of the climate in BC and how it ischanging

• How the climate is influencing your work• Ways that you can assist in adapting to the impacts of

climate change

Learning Objectives


• Understand changing climate situation in BC• Predict what will happen with ecosystem

14 | Unit 5: Climate ChangeModels Now and in the Future

change response




Video attribution: “Hebda 2020 Dynamic Ecosystems compressed” is licensedunder CC BY-NC-ND 4.0.


Unit 5: Climate Change Models Now and in the Future | 15

Over the next century, plants and animals on land inBC might be in for a wild and ultimately devastatingride. Warming temperatures, changing precipitationpatterns, and extreme weather and climate events arelikely to increase at a rate and magnitude not seen inmore than 65 million years. Global surfacetemperatures have risen about twice as fast over landas they have over the ocean, a trend likely to continueinto the next century. Based on current emissionstrajectories, temperatures are projected to rise as muchas 90 F over much of the Earth’s land. The last timethat the Earth warmed that much was around 55million years ago, and it did so over a period of 10,000years. The projected change over the next centuryprovides a small window in which life on Earth,including humans, will need to adapt to a similarchange in temperatures.

The global climatic system is a series of connectionsbetween the atmosphere, the hydrosphere, thelithosphere, the biosphere and the sociosphere – ushumans. This global climatic system has beendisrupted through huge impacts by humans, and is nolonger in equilibrium. This dis-equilibrium is nowcausing the extreme weather and climate events thatare the subject of evening news stories around theglobe. For example, in the past 6 months in BritishColumbia, we have experienced the driest Novemberon record, the wettest January on record, the fifthdriest March on record and the driest April on record.Ecosystems and the species that compose them arenow subjected to dramatic swings away from ‘normal’

16 | Unit 5: Climate Change Models Now and in the Future

climatic conditions and are in the process ofadaptation. The changing climatic conditions willfavour some plant and animal species and discourageothers; some plant and animal species will be able toexpand and occupy newly favourable habitats, whileothers will not have that ability, and may disappear.

The relationship between ecosystems and climate inBC is a complicated one, because BC has the highestlevel of ecological biodiversity in the country. Theclimate models that are being developed for theprovince cannot easily predict the impacts of changingclimatic conditions on the wide range of biodiversityhere. How can citizens respond to this complexity in aproductive and positive way at the local level?

By gaining a basic understanding of ecologicalrestoration principles, of ecological mitigation and ofecological adaptation, citizens can learn importanttools to respond to the changing climatic conditions.We know that the globe is connected ecologically, andthat the global climatic system affects ecosystemsdown to the local level. The rate of these changes isnow unprecedented. However, by applying ecologicalprinciples and concepts on the ground, through directlocal actions such as invasive plant removal, re-establishment of local native species, and protectionand enhancement of rare plants, animals andecosystems, the effects of climate change can bereduced. Citizens can learn about their localecosystems, and adapt and restore as a learningopportunity. Local ecological actions can help toovercome the sense of helplessness that occurs in theface of the scale of global climatic changes.

Unit 5: Climate Change Models Now and in the Future | 17

Essential Points

• Widespread climate change is alreadyunderway;

• Ecosystem change is now underway;• Past climate changes will foster widespread

ecosystem changes in the future;• Natural ecosystem change takes place at the

species level from within, through immigration,and through local species loss;

• Ecosystem change lags behind climate changeand may not be gradual (could be sudden);

• Amplitude and rate of ecosystem change havefew recent precedents;

• Ecosystem instability is likely to occur for manydecades/centuries;

• General features of future ecosystems can beprojected but composition and structure andtrajectory of change is difficult to foresee;

• Restoration from preservation to activemanipulation provides adaptive strategies butcannot stop widespread ecosystem change;

• Support assisted migration of species now,without delaying because of moral uncertainty.

18 | Unit 5: Climate Change Models Now and in the Future

Unit 6: Drivers ofEcosystem Change


In this unit we will be listening to a presentation by Dr. NancyShackelford, Director of the Restoration of Natural SystemsPrograms and ES Faculty at UVic.

The purpose of this unit is to understand:

• The many different influences of natural ecosystemsaround the globe

• How these ecosystems are responding to these influences

Learning Objectives


• Examine complexity of ecosystem responses tochange agents.

• Determine how individuals might assist in therecovery of ecosystems in their areas.

As you watch and listen to the presentation, think about thefollowing questions:

Unit 6: Drivers of EcosystemChange | 19

• What are the primary goals of management in your site?• What are the social, ecological, or environmental changes

you expect will influence these goals in the next year? Fiveyears? Twenty?

• At what scales are these changes occurring? Within yoursite? In the surrounding landscape? Regionally orglobally?

• What are the possible actions that you could take, as amanager, to mitigate the impact of these changes on yourgoals? Are there even ways to incorporate these changesinto your goals?




20 | Unit 6: Drivers of Ecosystem Change

Video attribution: “Drivers of Ecosystem Change” is licensed under CC BY-NC-ND4.0.


Major ecosystem drivers globally:

1. Habitat loss and fragmentation2. Edge effects on altered ecosystems3. Invasion by introduced species4. Global climate change5. Human population increases

Key Points

• Restoration projects must consider the impactsof these key drivers on ecosystems at thelandscape and site levels

• SER describes (8) key principles of ecologicalrestoration

• Ecological restoration process can be treated asan ecosystem risk analysis: strengths/weaknesses/opportunities/threats on each restoration site

• Landscape scale and site scale factors shouldbe assessed for each restoration project

• New examples of planning tools to apply toecological restoration, such as Miradi

• Adaptive management involves active learning,data collection and monitoring

Unit 6: Drivers of Ecosystem Change | 21

In Summary

Several major forces are at play in driving ecological changearound the globe – the movement of invasive species; humanland use patterns; habitat loss; and climate change. Incombination, these drivers of ecological change aretransforming the world as we know it.

Terrestrial ecosystem function is governed largely by thecomposition and physical structure of vegetationcommunities, and climate change impacts on vegetation canpotentially cause disruption of ecosystem services and loss ofbiodiversity. Ecosystem transformation generally involves thereplacement of dominant plant species or functional types byother species, whether recruited locally or migrating from afar.Climate change is interacting with movement of invasivespecies, changing fire regimes, changing land use, andincreases in CO2 to drive vegetation changes in many regionsof the globe.

Vegetation composition and structure are sensitive tochanges in mean annual temperature (and precipitation) andvegetation transformations will become increasingly extensiveas temperatures increase. Although many ecologicalresponses (species migration, colonization and succession) willlag behind climate changes, ecosystem transformations will beaccelerated by the other drivers of ecological change – changesin land use, movement of invasive species, and climaticdisturbance events. Without reduced CO2 levels, terrestrialvegetation over the entire planet is at risk of majorcompositional and structural changes. Emerging ecosystemsmay be novel in composition, structure and function, and theremay be replacement of dominant or keystone species, changesin trophic levels and changes in species interactions. Speciesbiodiversity, habitats and resource use may change drastically(Nolan et.al, 2018, Science 361, 920-923).

What can be done from a resource managers’ perspective

22 | Unit 6: Drivers of Ecosystem Change

to respond to or adapt to these proposed changes? There isa need to maintain and enhance ecosystem biodiversity andcomplexity by protecting key ecological processes, diversity ofspecies, and diversity of cultural practices. Managementshould be done at multiple scales to ensure this protection.Managers should look beyond species-specific prescriptionsand practices, to ensure that ecosystem processes andfunctions are protected and enhanced. Without ecosystemfunctions and processes in place, no ecosystem services orproducts will result. Ecosystem resilience will be maintainedby protecting the widest range of species possible, andconnections between habitats and across landscapes, to allowthese species to move and adapt to climate changes (Harris,et.al. 2006, Restoration Ecology 14, No. 2, 170-176.)

At the local level, citizens, volunteers and resource managerscan take similar forward-thinking actions: protect and restoresites of rare and endangered species, and build ecologicalconnections between these sites to enhance geneticmovement. Protect not just species per se, but the processesand functions that produce these species, to ensure that thesites can become self-sustaining as ecological changescontinue in light of climate change and other ecologicaldrivers.

Unit 6: Drivers of Ecosystem Change | 23

Unit 7: Historic/Hybrid/Novel EcosystemsConcepts


In this unit there is a presentation by Dr. Eric Higgs, faculty,and Sonia Voicescu, PhD Candidate, School of EnvironmentalStudies, UVic. [Note: this presentation is unavailable in theCreative Commons licensed version of this course]

The purpose of this unit is to understand:

• What types of ecosystems you encounter in your daily life,and:

• What are the characteristics of these ecosystems and howdoes climate change affect them?

Learning Objectives


• Differentiate between different ecosystemtypes

• Recognize local examples of ecosystem types

24 | Unit 7: Historic/Hybrid/NovelEcosystems Concepts

• Identify your role in assisting their recovery.

As you watch and listen to the presentation, think about theecosystems you encounter every day and what you could do toassist in their recovery. [Note: this presentation is unavailable inthe Creative Commons licensed version of this course]


There is an increasing consensus that global climatechange occurs and that potential changes in climateare likely to have important regional consequences forbiota and ecosystems. Ecological restoration, including(re)-afforestation and rehabilitation of degraded land, isincluded in the array of potential human responses toclimate change. However, the implications of climatechange for the broader practice of ecologicalrestoration must be considered. In particular, theusefulness of historical ecosystem conditions as targetsand references must be set against the likelihood thatrestoring these historic ecosystems is unlikely to beeasy, or even possible, in the changed biophysicalconditions of the future. (Harris et.al. 2006).

Within the next 100 years, and much sooner in someregions, prescribing restorations using purely historicalreferences will prove increasingly challenging at best,and at worst lead to failure, due to changes in climatic

Unit 7: Historic/Hybrid/Novel Ecosystems Concepts | 25

conditions. In addition to potential changes in climate,there are also increasingly changed species mixesavailable to colonize disturbed or stressed sites.

The combination of novel species mixes and alteredbiophysical settings is resulting in the development ofa range of novel or emerging ecosystems that haveunknown functional characteristics and that may bedifficult or impossible to return to a prior condition(Harris et.al. 2006).

Many landscapes now consist of a diverse array ofecosystems with varying characteristics andmanagement emphases, all of which provide variousecosystem services. Accelerating rates of climate andland-use change and species invasions result in rapidlyevolving spatial dynamics among multiple landscapepatches. These patches have differing sets of servicesand management challenges, and accounting forthese complex dynamics and attributes is essential foreffective conservation and restoration planning (Hobbset. al. 2014).

A range of options is available for the managementof ecosystems identified as historical, hybrid, and novel.The options depend on the goals selected, which mayinclude the protection of biodiversity, conservation ofecosystem functioning and services, maintenance ofhistorical continuity, and provision of natural resourcesfor local human livelihoods. Regardless of terminologyused – novel, emerging, recombinant, no-analog –ecosystems that challenge conventional conservationand restoration are a present reality. Managing for thewhole landscape – mosaics of historical, hybrid, andnovel ecosystems – allows for a comprehensive and

26 | Unit 7: Historic/Hybrid/Novel Ecosystems Concepts

transparent approach to managing for a range of goals(Hobbs et.al. 2014).

Unit 7: Historic/Hybrid/Novel Ecosystems Concepts | 27

Unit 8: ApplyingEcological RestorationPrinciples to DifferentDisciplines


In this unit we will be listening to a series of interviews withprofessionals working in the fields of planning, climate action,landscape planning and ethnobotany, who will discuss theirrelationships with the natural world and the application ofecological restoration to their professions.

The purpose of this unit is to understand how ecologicalrestoration can be applied to different disciplines, to assist withcombatting climate change and in assisting ecosystems thathave been degraded, damaged and destroyed to return towarda healthy state.

As you watch and listen to the presentation, thinkabout your own discipline:

• Is there a possibility to use and apply ecological restorationto your work?

• What could be the role of First Nations peoples in assistingwith your work?

• How can cultural and ecological diversity be incorporatedinto your discipline and its practices?

28 | Unit 8: Applying EcologicalRestoration Principles to DifferentDisciplines

Learning Objectives

After successfully completing this final unit, you willbe able to:

• Identify how ecological restoration can beapplied to different disciplines that work with thenatural world

• Explain how cultural diversity is important as acomponent of ecological restoration work

Unit 8: Applying Ecological Restoration Principles to DifferentDisciplines | 29

Adriane Pollard




30 | Unit 8: Applying Ecological Restoration Principles to DifferentDisciplines

Video attribution: “Adriane Pollard v2” is licensed under CC BY-NC-ND 4.0.

Judith Lyn Arney





Video attribution: “Judith Lyn Arney compressed” is licensed under CC BY-NC-ND4.0.

Bev Windjack




32 | Unit 8: Applying Ecological Restoration Principles to DifferentDisciplines

Video attribution: “Bev Windjack Final compressed” is licensed under CCBY-NC-ND 4.0.

Chris Krasowski




Video attribution: “Chris Krasowski V2 compressed2” is licensed under CCBY-NC-ND 4.0.


Documents

Ecosystems for the Future