INBio is exploring how their program, Cyberhives Cibercolmenas in Spanish , can be expanded for use in other Central American countries. Cyber- hives is a methodology based on virtual communities of learning. They are developing a Chinese regional EOL to serve information and literature about Chinese species.https://levijumpnor.gq
CURRICULUM VITAE. Prof. Dr. rer. nat. Stefan Zerbe. Affiliation - PDF
EOL will continue to expand its global partnerships, which will increase its ability to deliver and receive biodiversity information and allow learning and edu- cational activities worldwide. Scanning and digitization: accessing biodiversity literature Accessibility to primary literature and accurate, detailed images are critical to sup- port educational activities across informal and formal science learning audiences.
More than , EOL species pages are linked to portions of these numerous texts. Celebrating the International Year of Biodiversity EOL looks forward to collaborating with institutions and individuals around the world to celebrate the International Year of Biodiversity in Through multiple efforts, EOL resources and tools to participate and access biodiversity content will continue to grow.
Please let us know about how you use EOL in your learning activities or what you need in order to get started. Please contact us at education eol. Science News 5. Ulbrich ufz. As their free time is taken up by computers, games, television and other multimedia, nature plays a minor role in daily life of the younger people.
Subjects related to nature education had low priority in school curricula for many years. Students often learn about a wide range of biological topics, from assimilation and digestion to the components of the nucleus, but biodiversity education is mostly lacking. We are facing the risk of bringing up a generation that does not care about the conservation of animals, plants, and landscapes. Scientists, teachers, and politicians have the duty to join forces in teaching young people to understand and appreciate biological diversity.
Biodiversity education should form an essential component of the education for sustainable development ESD. The importance of addressing the issues of natural resources must be highlighted as part of its broader agenda. We should realise that inaction inevitably will lead to a lack of interest in biodiversity conservation. Scientists have the responsibility to communicate the problem to politicians and policy makers to also initiate top-down processes.
On the other hand, bottom-up activities are nec- essary for which scientists and teachers should take the initiative to work together. There is no doubt that effective education is the basis for enabling future decision- makers to solve global problems. In this contribution we present the educational project PRONAS, where scientists are making efforts to share and transfer knowledge to school stu- dents and their teachers. Moreover, pupils, teachers, environmental educa- tors, and pedagogical scientists are intensively involved in the project Fig.
To do so, ALARM has integrated the research results of more than scientists of 68 in- stitutions from 35 countries. Research focused on assessment and forecast of changes particularly in biodiversity but also in structure, function, and dynamics of ecosystems. This related to ecosystem services and included the relationship between society, economy and biodiversity.
In particular, risks arising from climate change, en- vironmental chemicals, biological invasions and pollinator loss in the context of cur- rent and future European land use patterns have been assessed. There is an improved understanding on how these environmental risks subsequent to each of these impacts act individually and affect living systems. Indicators of Environmental impacts are on the genetic e. To quantify the impacts of the pressures ALARM used combined risk likelihood and risk consequences scores throughout to identify low, medium or high risks consequent on the respective pressure s.
This approach was used for single as well as multiple pressures. Scenarios have been applied to simulate future environmental threats and to quantify risks subse- quent on these Spangenberg ALARM provides coherent scenarios of socio-economic, climate, land use and other biodiversity-relevant trends, exploring the framework conditions for biodi- versity pressures. An innovative element will be the combination of long term trend and short term shock scenarios, allowing a sensitivity analysis of currently predominating trend projections.
Results of the different risk assessment approaches have been communicated to stakeholders as tested methods for broader application. In the context of ALARM large scale risk assessment refers to processes which have an impact on a large scale, but could affect biodiversity and ecosystems from a local to a continental scale.
This includes natural processes as well as an- thropogenically triggered change or direct impacts of socio-economic systems in the EU and globally. Results of the different risk assessment approaches have been and shall be communicated to stakeholders as tested methods for broader application — e. These methods and instruments are to be used to communicate risks to biodiversity to end users, and indicate policy options to mitigate such risks.
The education software PRONAS aims at improving biodiversity literacy among school students and their teachers, but also of the wide public. The main target group are students from 12 to 19 years. The overarching objective of PRONAS is to provide users an understanding of risks for biodiversity and the impacts of climate and land use. Students will gain core competencies and skills in the sense of Education for Sustainable Development. They will be enabled to derive and develop own activities for biodiversity conservation. Understanding of this basic principle should make the presented projections of future geographical distributions of selected species clear.
Simulation interfaces are available for this modelling approach. Through a series of exercises students achieve scores which help them to evaluate their learning success. Storyline: In this storyline, school students want to learn about biodiversity and how their environment will look like in 20 or 50 years.
The following sections describe the main chap- ters of the software. Introduction: Fundamental topics of biodiversity and ESD are described. Video clips show the beauty of nature and emphasize the threats endangering this beauty: Destruction and mitigation of habitats due to climate change and changes in land use. Scenarios: Managing change faces the challenge of the intrinsic uncertainties of future. Scenarios are alternative, dynamic stories that capture key ingredients of our uncertainty about the future of a study system.
Rather than predictive frames, scenarios are regarded as tools for preparing societal and individual responses to plausible futures. Deregulation with certain limits is a key means, and economic growth a key objective of politics actively pursued by governments. Policy decisions already made are im- plemented and enforced.
Internationally, there is free trade. Envi- ronmental policy is perceived as another technological challenge, tackled by innovation, market incentives and some legal regulation. The result is a rather mixed bag of market liberalism and socio-environmental sustainability policy. It includes attempts to enhance the sustainability of societal developments by integrating economic, social and en- vironment policies.
Aims actively pursued include a competitive economy, a healthy environment, social justice, gender equity and international coopera- tion. As a normative backcasting scenario, policies are derived from the im- perative of stabilising atmospheric Greenhouse gas concentrations and ending biodiversity loss.
Based on the scenarios, geographical distributions of species and species groups throughout Europe, but also of vegetation zones and land use types are presented. The projections demonstrate which area could be lost for a species as a consequence of climate change.
It is also shown which new regions could be occupied by the species in the case it is able to disperse there. Photo: Albert Vliegenthart, taken from Settele et al. Figure 3: Projected habitats for the Scarce Copper Lycaena virgaureae for the year Orange: occupied areas, grey: lost areas, brown: gained areas under the assumption of full dispersal. Source: Settele et al. Species gallery: For applications of the software, we have to select a reasonable number of species out of a data base which contains many hundreds of plants and animals. The highest ranked amphibian was the Fire Salamander Salamandra salamandra, the most popu- lar tree species was the German Oak Quercus robur.
Projects such as dendrochronology of pines and spruces are presented by the students themselves. They tell how they experi- enced that nature is far from boring after all and that the conservation of biodiver- sity is an important issue. PRONAS provides alternative learning approaches that can encourage a variety of young users — those who are open to new learning techniques and even those who may not respond well to traditional teaching formats. In this way, PRONAS offers an opportunity to better understand the effects of human activities, like land-use and climate change, impact biodiversity at local and global levels.
It increases the sensitivity of young people concerning their roles and responsibility in these processes. In: Settele, J. Ecology BioRisk 1, A software tool for design- ing cost-effective compensation payments for conservation measures. Textbooks and student workbooks found in our schools are often pub- lished some years ago and the changing conditions for man and nature can not be found.
Authentic texts written by students in different countries and societies show what is hot across the world and they are an important factor of motivation. These examples of original experience with monitoring nature, political and economic development are wonderful to motivate students. Last but not least stu- dents and teachers get inside information about moral and ethics across the world. In my experience students are also activated to use ICT video and audio clips reading examples from partners across the world Figure 1.
SAW provides communication techniques in a wide range of Languages and gives access to nearly teachers and their students in countries of our world. Figure 2. These are the most important constraints to enter topical communica- tion across the world. Help students with vocabulary 3. Strategies for supporting reading 4. Strategies for supporting listening 5. Strategies for supporting writing 6. Strategies for supporting student talk On the other hand, teachers and students in Humanities and Language lessons working on Science topics often need some support to understand the basics of Science topics Figure 3 and it is not always easy to ask the teacher of Figure 3.
Figure 4. Join the 7, teachers in countries where students are collaborating on school science topics.
Find out how and why and then join us now! School Science Review, September Informing people especially young people and giving them insight in the effects of their behaviour on the environment will stimulate them to use natural resources in a sustainable way. EC S is an initiative of the Flemish government, stimulating nursery, primary and secondary schools as well as higher education institutions to develop their own Environmental Care programme in a pedagogically way. The main objec- tive of this project was to assist local governments in designing their own nature protection policies by providing them with a provincial framework and a number of result oriented examples.
Every municipality was asked to adopt a plant or an animal species. Waste prevention , water, energy, mobility and nature. For each theme and educational level a number of manuals, magazines, practice books and theme kits are developed for the teachers. The children visit nature education centres or nature reserves. In this project the adopted species MALS-project were used as levers for developing sustainable Educational packets for the theme nature. In doing so, pupil participation, creation of a wide support base and introduction of environmentally sound behaviour in all segments of the school, have to be taken along.
A school can obtain a maximum of three EC S-logos. A lot of rare and endangered plant and animal species appear mainly or even exclusively in Limburg. Although the biodiversity in Limburg is still high, species and their habitat are under pressure. As in other parts of the world, open space is disappearing at an alarming rate. Species have less space to live in and occasionally disappear i.
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Sala- mandra salamandra, this species disappeared around in Limburg. Each municipality was asked to adopt a plant or animal species, which is typical of its territory. That could be a species which is the ambassador of the typical landscape of the municipality or it could be a species that can almost exclusively be found in that municipality. A spe- cies that emphasizes the character of the municipality and for which the municipal- ity wants to make special efforts. In June each of the 44 municipalities had adopted their own animal or plant.
For every municipality a ready-to-use action plan was written: Territory actions are the pivot around which everything turns, but the plan also contain guidelines on communication and education. The plan not only stimulates municipalities and citi- zens, but also schools in the municipality to take action for their adopted species. To this end the plans contain some general guidelines and a few examples demonstrating what a school can do for the adopted species. Some examples are: preparing a lecture; organizing a role play, have an expert give a presentation; make posters, drawings or songs about the adopted species or help count the animals or plants present in the municipality; visit an educational centre or a nature reserve.
Schools wanting to take up this subject under the theme nature need coaching. Neverthe- less we stimulated schools via EC S to take up this subject but coached them in designing their activities. They also planted six shrubs of orange eye Buddleja davidii in the school yard, where each classgroup was appointed stewardship of one shrub. One teacher of VIIO is willing to present a powerpoint presentation about the little owl in local primary schools. The local art school together with the local environmental movement Leefmilieu Tongeren organised a competition and art exhibition with the little owl as main theme.
This box contains tips and trips for lectures and a number of ready to use worksheets. But the real eyecatchers in the box are the games, for instance, an adapted Goose and Happy Family card game, featuring the Limburgian species. The pupils of the primary school Don Bosco in Gerdingen spent a whole afternoon studying the Limburgian species using this box.
The teachers invented a game, using the tools and games in the box in which groups of pupils received game assignments. If the assigment was performed well, the pupil received a card of the Happy Family cardgame. Aim of this game was to collect a complete family a set of four cards belonging to the same family as fast as possible. Some assign- ments were riddles, the answers of which could be found in an art exposition made by the pupils of the last two grades.
Each of these pupils was assigned one of the 44 adopted species and was asked to make an informative collage or powerpoint. To collect the necessary information they were allowed to access internet or to use the library on the previous Friday. The exposition was open for visitors, including parents, pupils from the nearby school from Bree. A local guide received these visitors and gave them a tour ex- plaining the ups and downs of the life of the adopted animals and plants.
These examples are illustrations of the interactive learning process. The con- cept biodiversity is explained from head knowledge based education to heart experience based education to hand hands-on education. The combination of these three formats guarantees that all students have an equal opportunity to mas- ter the concept, as not every person learns the same way nor reacts to the same stimuli.
We can distinguish four methods of learning, namely: copy, question, ex- perience, and associate. Every person can use all of these methods, but not neces- sarily in equal proportions. This contrasts with the classical approach formal learning , which aims at changing the attitude of the child only.
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We even advocate using children — our primary target — to change the attitudes of a much larger group of people. In addressing the children — in all their different functions — they become ambassadors for biodiversity in every community they belong to. To achieve this goal both the formal in school and the informal outside school circuit should be used.
The EC S-project is well suited to use the system approach, both via formal and informal learning. In school, education concen- trates on changing the attitude of the pupils by offering a new set of values i. The MALS-project offers another opportunity for using the informal learning circuit.
In doing so, the child is repeatedly confronted in a number of different ways with the concept of biodiversity. The adopted spe- cies act here as anchor point for the child, both at school and outside school. On each game card one of the adopted species is presented via an attractive picture and a text summarizing inter- esting facts of that species. The aim of the game is to bring youngsters and elderly people together and allow them to share their knowledge of the species. As most of the adopted animals and plants were still common several decades ago, they usually are well known by the elderly people, while children have often never seen them.
This way the degradation of the environment and the loss of species are made clear to both groups. When launching the game, announcements were placed in newspapers, region- al papers and the e-zones of the three Limburgian Regionale Landschappen. About drawings, stories and poems were received, which were shown to the public at an exhibition later on. Not only schools, but also retire- ment homes, scouts, environmental volunteers or cultural heritage group, as well as the different governmental levels, asked for the card game.
The popularity of this card game brought the 44 adopted species to larger public notice in a large part of the province, also to segments that were often only marginally involved in nature protection. This game thus proved to be a valuable tool in creating a support base. We used the EC S-project network as a stepping-stone.
The adoption-concept improves involvement, both of the children as pupils, but also as inhabitant of the municipality. Biodiversity education in and outside the classrooms in Limburg Belgium 97 Until recently nature and environmental education — biodiversity education be- ing one theme — was limited to a visit to a nature reserve or an educational centre, accompanied by one or more presentations. With our biodiversity education we like to go further. Children are not only addressed as pupils inside the school, also outside school the child and people living with this child — parents, grandparents, peers in the youth movement or other socio-cultural organisations to which the child belongs — are addressed.
This requires new communication methods and tools, as each group has its own requirements. Different children have different skills and interest. To reach as many children as possible, biodiversity education should be creative and versatile. All senses should be stimulated and hands-on playful techniques used to heighten the involvement. Boucneau, Hasselt Actieplan , J.
Stevens, Genk Milieu en Natuur , vol. A wide array of air pollutants including particles, liquids and gases are being emitted both from natural and anthropogenic sources. The schools ensure bilingual teaching, in Hungarian and in Romanian languages. Pupils participating in project are from primary and lower secondary level of 9 or 14 years old. They have elaborated essays and portfolios witch were presented in Power point and the well performed ones being rewarded with diplomas. Nature Needs Help! All ended by watching together a documentary about the life of the Gorillas by David Attenborough.
We have heard about the CO2n- nect campaign during a meeting between teachers, organized by them. After the meeting we signed up for the campaign and we presented the goals and activities of CO2nnect in our schools. Children completed a short online questionnaire on climate- and transport issues. We want fresh air! Our ac- tion was successful mainly because around students were with us.
We have studied the temperature, wind intensity and direction, the quantity of the fallen precipitation in year and Determining sampling points The schools involved in the project are located in different neighborhoods. The counting was made in three days of one week: Monday, Wednesday and Saturday, in and Sample collection: The soil samples were collected in and from a depth of 15 cm. The lichens Xanthoria parietina and the mosses Brachythecium sale- brosum, Eurhynchium hians and Hylocomium proliferum were investigated for potential use as bioindicators for heavy metals only in The collection of the samples was made in the same month of the two years, in March.
Each mode of transport has a different multiplier. Here are some of the CO2 multipliers: small car The concentration is given in ppm. Also the emitted CO2 concentration is higher today than in the year of Most important is that children have learned to collaborate and work in groups. Also they were encouraged to express their climate ideas. Children were aware that nature is in danger. Students have achieved new skills in ecological research, in investigation and in solving ecological problems. This project has contributed in the evolution of communication and children made a lot of new friends.
All the activities have pro- moted interdisciplinary learning. Children were surprised regarding to the results. Ac- cording to our calculations, teachers travelling to school by car emitted more CO2 than children using non-polluting transport modes. Even so the project has had success especially among the children but also locally, because the participating schools made popu- lar the events. Our collaboration with the schools and organizations will continue in the following years. Atmospheric Environ- ment CO2-Website. The amount of pupils is about aged and 12 teachers.
All our pupils come from the area around the school. Environmental education and strengthening the positive relationship between nature and child are some of the main interests in the school. We want to teach children good manners and a sense of responsibility. For that purpose we have been developing our school library and the nature school Timosenkoski to serve as learnscapes for our pupils.
ESD action plan is made every year as a part of the curriculum of the school. Students will have educational trips at grades 2, 3, 4 and 6. All the trips are closely connected with nature. Grade 2: Kids have night school in Timosenkoski Nature School. They have outdoor activities and plays in the forest Fig.
They stay there for one night. They have outdoor games in the surrounding nature for small groups Fig. Figure 1: Adventure at Figure 2: The group members need to work together. Timosenkoski Nature school. We use their camp centre in Taivalkoski, km from the school. They learn the importance of seeds and that a tree is old enough for cutting after 80 years. They also get a chance to make tar during the forest days. Grade 6: This is a wintertime camp school in Kuusamo, km from the school Fig.
The camp lasts four days. Pupils learn about nature and livelihoods of the eastern part of Finland. They visit a reindeer farm, Fish Processing centre and Nature centre. Winter high- lights are skiing to an old wilderness cottage and spending one day downhill skiing.
In the future we will want the students Figure 3: We go outdoors in any weather. That will give pupils a new way to look at nature and to learn about it. At the same time they will gain important media skills. One of our teachers works there and her students come from all the schools in Oulu. The activities vary according to the four seasons of the year. In autumn children may explore the nearby marsh- lands or collect and study water examples from the pond Huutilampi.
In winter they can do research work both on and under the snow. In spring bird watching is the most popular activity. The goal is to demonstrate the federative capacity of a group of teachers and researchers and help to create a dynamic networking capacity at national level , and increase their legitimacy in regard to their institutional au- thorities. It has become one of the com- munication aspects on them and one of their evaluation criteria. This project is one option to directly transfer questions from science, methods in use and progress in the knowledge being recorded.
Around scientists of various special- ties were involved to study terrestrial and marine biodiversity in a very rich environ- ment, as well as the consequences of human activities upon the environment. Each of these workshops represents a real research approach on questioning and assumptions, that requires tools and methods for sampling and collection adapted to the various environments. Once analyzed, the outputs of the expedition have progressively been published. This support took two different formats. A dozen of schools were involved graduate teacher training institutes aka.
IUFM, primary and secondary schools. Furthermore, three virtual communities associated to the training, namely sci- entists, trainers and teachers, shared a collaborative Internet website. This educational tool meant to spread a culture of observation and experimen- tation, allowed students to get acquainted with the world of research and perceive the main realization principles. For the year , 42 schools at the national level will implement this project in their classrooms. A few examples are listed in the appendix. It takes place over a full school year.
The Mozambique-Madagascar project is a perfect exam- ple. Sponsored by the Natural History Museum, the objective of this support is to develop a large set of educational tools around this expedition. This will allow them to design classroom activities for their students. This spin off process is now visible at both the national level in the sectors and the international level. Networks allow further thinking on a joint ap- proach between research and teaching.
Quaterly meeting within a sector and between sectors allow a deep sup- port to teachers. They are also meant to answer their expectations. Tutorials on the design of hyper-landscapes and numeric shared workspace are also proposed to the teachers. It allows the promotion of a complete collaborative work between education and research.
This creates special dynamics made of projects, interactions between classrooms and discussions with specialists. An analysis on the implementation and follow up of these projects is cur- rently taking place in order to translate the support approach into engineering and expertise terms. This will give to these actions a generality that could lead to their application to other operations of similar nature.
The workshop took place in the beautiful nature school and training centre of Fuldatal. We used the great hall, the library and ICT room. When a cooperation between scientists and school exists, then the school can undertake projects in which students get experiences in learning, visit laboratories at the University and prepare the students forum at the University. All this we could see at the workshop. Sabina was talking about a French project. It was great to listen to her.
Another excellent experience was to see and to listen to German students from the local High school. They gave an English presenattion about their comprehensive environmental project. They were very skilled in using a foreign language. It was great to see that they can take part in the international project to share their results to other countries. It can be found on www. We enjoyed that our school was in the database CO2 champaign. Our school project was highly recommended.
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