How I became one of the world's top experts on fire research: despite all, when preparation meets opportunity, truth in science emerges

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The Little Prince is an ecologist

Stories shape the human experience. Fairy tales, fables, and historical stories from many peoples influence contemporary culture and science. The Little Prince is an excellent example of a short tale that highlights the relative importance of living with ecology and connectedness. It also clearly illuminates the absurdity that can emerge when one becomes isolated from even the simple processes associated with the functioning of other natural systems or from ecological interactions. This is one of many excellent stories that can be used in teaching science to frame theory for learners into different and larger novel contexts. This fairy tale provides morals for daily living too--tend to your garden, watch sunsets, and use nature to tame your absurd life and connect to others. We use humour, stories, and current cultural memes from television and movies in many publications and/or their titles and in classroom lessons. Looking more broadly for tales and stories from different cultures and times promotes justice and openness.

The third dimension: How fire-related research can advance ecology and evolutionary biology

Most of the Earth’s vegetated surface is fireprone but the relevance of fire in understanding how nature works is not always recognized. We aim to show that, by adding the fire dimension to observations on biological phenomena, interpretations can be im-proved; how fire-related research can be used to answer ‘fundamental’ questions in ecology; and how theories/models developed for fireprone ecosystems can be applied to advancing disturbance ecology, biogeography and evolutionary biology more generally. We compiled lists from the world-wide web of the most highly cited papers in fire ecology, and examined papers that had been approached from multiple viewpoints, including fire. We show that great advances over the last 20 years have been made in our understanding of the pivotal role of fire as a driver of many ecological processes and a powerful selective agent/evolutionary trigger among biota. We document 21 sets of observations originally interpreted in the context of the two traditional dimensions, prevailing environment and biotic interactions, but can also be shown to have a strong, if not dominant, historical link to fire. We note that fire-related research is able to address 55 of the 100 questions considered ‘fundamental’ in ecology and that many have already received some attention in fireprone ecosystems. We show how theories/ models that had their origins in fireprone systems can be applied to other disturbance-prone systems and thus have wide application in ecology and evolutionary biology. Fire and other disturbances should be included as variables in research about possible critical environmental and biotic constraints controlling ecosystem function in general. Adding this third dimension to research endeavours greatly enriches our understanding of how nature works at the global scale in an era where ecosystems are changing rapidly and novel species-environmental interactions are emerging.

A uniquely fire creature, a uniquely fire planet

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Teaching Post-Secondary Students in Ecology and Evolution: Strategies for Early-Career Researchers

Teaching can be a rewarding, yet challenging, experience for early career researchers (ECRs) in fields like ecology and evolution. Much of this challenge arises from the reality that ECRs in ecology and evolution typically receive little, if any, pedagogical training or advice on how to balance teaching, research (which can include extended field work), and other demands on their time. Here, we aim to provide accessible, pragmatic advice for ECRs in ecology and evolution who are given the opportunity to teach (as instructor of record). The advice is based on the authors’ collective experiences teaching in ecology and evolution as ECRs and is meant to help ECRs address two challenges: a) balancing the demands of teaching against one’s research, service, and personal life, and b) being effective in the classroom while doing so. The guidance we provide includes practical steps to take when teaching for the first time, including carefully refining the syllabus (course planning), adopting ‘non-traditional’ teaching methods, and taking advantage of free teaching resources. We also discuss a range of ‘soft skills’ to consider including guarding against imposter syndrome (i.e., self-doubt and fear of being exposed as a fraud), managing expectations, being empathetic, compassionate, authentic, and fostering an inclusive classroom. Lastly, we emphasize the need to focus on developing students’ critical thinking skills, integrating research and teaching where possible, and setting limits on class preparation time to maintain balance with your research and personal life. Collectively, we hope the examples provided herein offer a useful guide to ECRs new to teaching.

Have we already tested the aquatic ape hypothesis?

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A paradigm for the evolution of human features: Apes trapped on barren volcanic islands

The aquatic ape hypothesis for human evolution can account for all the traits that distinguish humans from chimpanzees. This scientific paradigm has been considered impossible. It would require that human ancestors maintained a semiaquatic lifestyle for millions of years, whereas hominin fossils indicate relatively dry terrestrial environments. Here I propose a marine aquatic evolution that is speculative, but compatible with all the fossil and genetic evidence. In this hypothesis, hominins evolved from chimpanzee-like apes that became stranded on proto-Bioko — new volcanic islands with no terrestrial foods available. The apes were forced to eat shellfish and seaweed. From wading in water on two legs to obtain food, their bodies evolved to become bipedal. Naked skin, blubber, and protruding noses were also aquatic adaptations. Brain-size increase resulted from marine fatty acid DHA. Some of these hominins escaped to mainland Africa and their bipedal descendants are recorded at the famous fossil sites. The volcanic islands grew and evolved into Bioko, and the hominins that remained there evolved into Homo sapiens. They gave up their marine diet and semiaquatic habitat after food became available on the evolving island. Then, during one of the low sea-level stands in the Pleistocene epoch, humans walked to the mainland on the emergent Bioko land bridge. Unlike earlier aquatic ape ideas, the Bioko scenario can be tested by DNA. If the human genome includes a retrovirus that is otherwise only found in endemic animals on Bioko, it would show that our ancestors came from there. Unfortunately, Bioko and west-central Africa are not interesting to traditional paleoanthropologists, because they do not contain fossils.

Discoveries and novel insights in ecology using structural equation modeling

As we enter the era of data science (Lortie 2018), quantitative analysis methodologies are proliferating rapidly, leaving ecologists with the task of choosing among many alternatives. The use of structural equation modeling (SEM) by ecologists has increased in recent years, prompting us to ask users questions about their experience with the methodology. Responses indicate an enthusiastic endorsement of SEM. Two major elements of respondent’s experiences seem to contribute to their positive response, (1) a sense that they are obtaining more accurate explanatory understanding through the use of SEM and (2) excitement generated by the discovery of novel insights into their systems. We elaborate here on the detection of indirect effects, offsetting effects, and suppressed effects, and demonstrate how discovering these effects can advance ecology.

Cliffs, trees, and ground-nesting raptors

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Stick supply to nests by cliff-nesting raptors as an evolutionary load of past tree-nesting

The supply of sticks to cliff nests by many European raptors has been explained only as a functional means of decreasing ectoparasite loads in nests and for signalling nest occupancy. We provide here a historical explanation of this behaviour as we consider it represents an evolutionary load of formerly tree-nesting species. Basically, from this perspective, facultative tree/cliff-nesting species reproduce the nests they used to build originally on top of trees, but on cliffs. Facultative species (likely evolved in forested areas) that supply their cliff nests with sticks include Pandion haliaetus, Haliaetus albicilla, Milvus migrans, Circaetus gallicus, Buteo buteo, Aquila fasciata, A. pennata, A. chrysaetos, A. heliaca, Gypaetus barbatus Gyps fulvus and Neophron percnopterus. On the contrary, the only Falco species that solely nests in cliffs (F. eleonorae)) and does not supply its nests with sticks and should be considered a true cliff-nester, likely evolved in non-forested areas. All other Falco species that do not supply their cliff nests with sticks but can make use of tree nests made by other non-raptorial species, should also be considered as true cliff-nesters, likely evolved in more forested areas or times. Milvus milvus, Elanus caeruleus, Accipiter nisus, A. gentilis, Pernis apivorus, Aquila adalberti, A. clanga, A. pomarina and Aegypius monachus are true tree nesters, likely evolved in forested areas, which did not evolve the plasticity to nest directly on cliffs.