Developing A Wildlife Teaching Collection
Wed, 12/06/2017 - 13:14
Abstract: Wildlife specimens hold significant scientific and educational value at Paul Smith’s College through the preservation of essential biological information. Specimens allow for the better understanding of the past and present conditions of a species, and are a valuable teaching tool for all-inclusive wildlife education. However important, it is apparent that the accumulation of wildlife specimens is insufficient due to a lack of education surrounding the preservation of specimens and methods pertaining to the development of a specimen collection. In response, the procedural framework surrounding standard specimen preparation practices was analyzed and adjusted in order meet the specific needs of the institution. A comprehensive procedural manual was created with the intention of making specimen preparation a more approachable task for interested students, as well as to ensure continual growth of the wildlife teaching collection at Paul Smith’s College.
Literary Rights: On
Major: Environmental Sciences
File Attachments: Developing A Wildlife Teaching Collection - Report and Manual
Wildfire Probability of Paul Smith’s College Lands
Tue, 12/05/2017 - 13:07
Abstract: For centuries, wildfires have been seen as devastating natural disasters burning homes, property and forests. For many years, man has tried to fight these fires to mitigate the damage that they do. In recent years, climate change has increased both the number of fires and the intensity at which they burn. We have developed a GIS model that incorporates factors such as slope, aspect, and land cover to determine what areas of Paul Smith’s College lands are prone to wildfires. Our goal was to find areas within the Paul Smiths College land that have a high probability for an intense wildland fire. We gathered our GIS data from online resources such as Cugir, NYS Clearing House and Earth Explorer. We then reclassified each of the data layers based on criteria determined from other scholarly papers to then use that criteria to develop our model. After running the model, we found twenty-two areas of interest also known as hot spots. We then proceeded to check five of the twenty-two hot spot areas to double-check that the characteristics that our model depicted were true hazardous areas.
Literary Rights: On
Major: Natural Resources Management and Policy
File Attachments: CapstonePaper.pdf