We review the uses of fossil insects, particularly Coleoptera (beetles) and Chironomidae (non-biting midges) from ancient deposits to inform the study of wetland ecosystems and their ecological and restoration processes. In particular, we focus on two contrasting ecosystems, drawing upon research undertaken by us on British raised mire peats and shallow lake systems, one an essentially terrestrial ecosystem, the other aquatic, but in which wetland insects play an important and integral part. The study of raised mire peats suggests that faunal stability is a characteristic of these wetland systems, over what appear to be extensive periods of time (up to several millennia), whilst studies of shallow lake ecosystems over recent timescales indicates that faunal instability appears to be more common, usually driven by increasing eutrophication. Drawing upon a series of fossil Coleoptera records spanning several thousand years from HatWeld Moors, south Yorkshire, we reconstruct in some detail the mire's ontogeny and Xuctuations in site hydrology and vegetation cover, illustrating the intimate association between substrate, topography and peat development. A comparison between fossil and modern beetle populations indicates that the faunal characteristics of this mire and its adjacent neighbour, Thorne Moors, become established during the early phases of peat development, including its rare endemics, and that the faunal biodiversity on the sites today is dictated by complex site histories. The over-riding characteristic of these faunas is of stability over several thousand years, which has important implications for the restoration of degraded sites, especially those where refugial areas are limited. In contrast, analyses of fossil Chironomidae from shallow 1 C lakes allow researchers to track changes in limnological status and while attempts have been made to reconstruct changes in nutrient levels quantitatively, the chironomids respond indirectly to such changes, typically mediated through complex ecosystem dynamics such as changes in Wsh and/or macrophyte communities. These changes are illustrated via historic chironomid stratigraphies and diversity indices from a range of shallow lakes located across Britain: Slapton Ley, Frensham Great Pond, Fleet Pond, Kyre Pool and Barnes Loch. These sites have shown varying degrees of eutrophication over recent timescales which tends to be associated with a decline in chironomid diversity. While complex functional processes exist within these ecosystems, our evidence suggests that one of the key drivers in the loss of shallow lake chironomid diversity appears to be the loss of aquatic macrophytes. Overall, while chironomids do show a clear response to altered nutrient regimes, multi-proxy reconstructions are recommended for a clear interpretation of past change. We conclude that if we are to have a better understanding of biota at the ecosystem level we need to know more of the complex interactions between diVerent insect groups as well as with other animal and plant communities....
This book is a very welcome entry into the status of subject knowledge in contemporary schools not only in England but also internationally. By building its theoretical background on the 'powerful knowledge' and the capability approach, it beautifully highlights the role of subject teachers as professional curriculum makers. The book shows how geography as a school subject can develop students' capabilities and enhance their wellbeing."-Professor Sirpa Tani, University of Helsinki, Finland "This book has inspired new curriculum thinking about the broader purposes and values of geography in schools. This book expertly demonstrates how concepts of powerful knowledge, capabilities, and teacher leadership intertwine to support a geography curriculum that develops human potential and freedoms.It offers a road map to improving the relevance, appeal, and applicability of geography as a fundamental and essential subject in education." -Dr Michael Solem, Co-Director, National Center for Research in Geography Education, USA "This is an important book. The ideas in the book enable school leaders and teachers to really focus on why their subject expertise matters in education and how a focus on this can benefit the education of young people. For schools this can be significant as it ensures knowledge development is at the heart of a good school, something so often taken for granted and lost in the push for results and league table positioning." -Andrew McCleave, Headmaster and teacher of geography,
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