In documenting biological responses to climate change, the Intergovernmental Panel on Climate Change has used phenology studies from many parts of the world, hut data from the high latitudes of North America are missing. In the present article, we evaluate climate trends and the corresponding changes in sequential bloom times for seven plant species in the central parklands of Alberta, Canada (latitude 52°–57° north). For the study period of 71 years (1936–2006), we found a substantial warming signal, which ranged from an increase of 5.3 degrees Celsius CC) in the mean monthly temperatures for February to an increase of 1.5°C in those for May. The earliest-blooming species' (Populus tremuloides and Anemone patens) bloom dates advanced by two weeks during the seven decades, whereas the later-blooming species' bloom dates advanced between zero and six days. The early-blooming species' bloom dates advanced faster than was predicted by thermal time models, which we attribute to decreased diurnal temperature fluctuations. This unexpectedly sensitive response results in an increased exposure to late-spring frosts.

The great lakes of the world represent a global heritage of surface freshwater and aquatic biodiversity. Species lists for 14 of the world's largest lakes reveal that 15% of the global diversity (the total number of species) of freshwater fishes, 9% of noninsect freshwater invertebrate diversity, and 2% of aquatic insect diversity live in this handful of lakes. The vast majority (more than 93%) of species inhabit the shallow, nearshore littoral zone, and 72% are completely restricted to the littoral zone, even though littoral habitats are a small fraction of total lake areas. Most fish species exploit benthic resources, which increases food web complexity. Moreover, littoral zones are both more negatively affected by human activity and less intensively studied than offshore waters. Conservation of the remarkable biodiversity and biotic integrity of large lakes will require better integration of littoral zones into our understanding of lake ecosystem functioning and focused efforts to alleviate human impacts along the shoreline.

Species status assessments are often hindered by a paucity of demographic, abundance, or distributional data. Although extinction-risk correlates have been identified, their wide applicability may be compromised by differences in the variables examined, modeling technique, and phylogenetic or distributional scale. Here, we apply a common analytical approach to examine 14 possible extinction-risk correlates for mammals, fishes, and birds throughout Canada. Among mammals, risk is positively and strongly correlated with road density and age at maturity for land animals and weakly with body size for sea dwellers. Delayed maturity is of primary importance to predicting risk status in fishes, with small body size of secondary importance in freshwater environments. For birds, road density is the dominant correlate of risk. Logistic regression in a multimo del framework offers an instructive means of identifying risk correlates and of applying them in a practicable, empirically defensible manner, thus enhancing support for species-independent risk criteria.

Professional development (PD) workshops designed to help faculty move from teacher- to learner-centered science courses for undergraduates are typically evaluated with self-reported surveys that address faculty's satisfaction with a workshop, what they learned, and what they applied in the classroom. Professional development outcomes are seldom evaluated through analysis of observed teaching practices. We analyzed videotapes of biology faculty teaching following PD to address three questions: (1) How learner centered was their teaching? (2) Did self-reported data about faculty teaching differ from the data from independent observers? (3) What variables predict teaching practices by faculty? Following PD, 89% of the respondents stated that they made changes in their courses that included active, learner-centered instruction. In contrast, observational data showed that participation in PD did not result in learner-centered teaching. The majority of faculty (75%) used lecture-based, teacher-centered pedagogy, showing a clear disconnect between faculty's perceptions of their teaching and their actual practices.

The world's wealth of plant genetic resources has much value for world food security, but these resources are under considerable threat. Crop improvement, particularly under climate change, depends on the genetic diversity of our plant genetic resources, which are arguably inadequately conserved and poorly used. There is wide recognition that the Convention on Biological Diversity's 2010 targets to reduce the loss of biodiversity have not been met. Biodiversity is at risk from multiple threats, including climate change, and the genetic diversity contained within plant genetic resources, particularly of species that are wild relatives of our crops, faces similar threats but is essential to our ability to respond to the new stresses in the agricultural environment resulting from climate change. It is important to consider the genetic value of these crop wild relatives, how they may be conserved, and what new technologies can be implemented to enhance their use.