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¡n this article, I argue that conservation science in its role of advocate for the natural world could profitably draw from site-speciflc histories that integrate huntan and natural histories. Both fields analyze the dynamic interaction of structure and process. In East Africa's Eastern Arc Mountains, where forests contain high levels of species endemism and biological diversity, the prevailing historical paradigm from conservation science represents today's forests as surviving fragments of much larger forests. This view builds upon a century-long tradition of scientific scholarship that has developed theories for the evolution of Eastern Arc forests that encompass geological time scales. However, the relatively brief millennialscale land-use history of the mountains, insofar as it is currently understood, suggests that human manipulation of forest biota involved periods of deforestation and regeneration, as well as the introduction of exotic plants.

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In August of 2003, 23 institutions submitted proposals to build closer ties between state and local public health departments and schools of public health in response to a solicitation from the Association of Schools of Public Health supported by the Centers for Disease Control and Prevention. This article describes the strategies proposed to build collaboration between public health academia and practice. Qualitative analysis discerned five principal approaches: the development of comprehensive planning processes; reform of the way practica are planned and implemented; the identification and nurturing of boundary-spanning individuals in academia and health agencies; the fostering of new approaches to joint research; and workforce development programs. Major themes that emerged included the importance of achieving a balance of power between academic and health department partners; the need to address cultural differences between institutions; a conviction that efforts at institutional change require both strong leadership and the cultivation of boundary spanners farther down the chain of command; and the idea that prospects for success may be improved if faculty and practitioners have tangible incentives to collaborate.