Graduate Take-Home Exam

1. Generalizations about fires can be highly variable and are often problematic, particularly when trying to "restore" historic fire regimes. Explain, using the two types of shrublands we discussed in class as examples. [300 words or fewer; 10 points]

1. Compare and contrast the five historical drivers of southwestern ecosystems to the five contemporary drivers. [10 points]

2. Many semi-arid grasslands have been converted to woodlands, presumably as a result of livestock grazing and fire suppression. These woodlands cannot be converted back to grasslands without tremendous effort. Explain why not. [8 points]

3. Briefly explain the bumper sticker: "Saving species = saving spaces." [5 points]

4. Graph the relationship between overstory cover (i.e., woody plants) and understory biomass (i.e., herbaceous plants) on sites historically ungrazed by livestock and on sites historically grazed by livestock. [4 points] Explain why the relationship differs between sites. [6 points]

5. One of the candidates for a faculty position indicated s/he would teach only the commonly accepted beliefs about fire ecology in an undergraduate course, and would not teach controversial ideas. Do you agree or disagree with this approach? Why? [5 points]

6. Describe the paradigm shift regarding fire management that occurred coincident with the new millennium. Include a specific example of federal-level policy consistent with each paradigm. [6 points]

7. List the four general classes of plant control. [4 points] Select one of the classes and describe likely impacts on a site of your choosing (you will need to describe the site in some detail). [6 points]

8. This course has covered a broad scope of issues related to vegetation management, including topics that are important for natural-resource professionals. List and briefly describe three qualities mentioned during the panel discussion that relate to professional skills and professional development beyond vegetation management sensu stricto. [6 points]