The South American temperate and sub-Antarctic forests cover the longest latitudinal range in the Southern Hemisphere and include the world's southernmost forests. However, until now, this unique biome has been absent from global ecosystem research and monitoring networks. Moreover, the latitudinal range of between 40 degrees (°) south (S) and 60° S constitutes a conspicuous gap in the International Long-Term Ecological Research (ILTER) and other international networks. We first identify 10 globally salient attributes of biological and cultural diversity in southwestern South America. We then present the nascent Chilean Long-Term Socio-Ecological Research (LTSER) network, which will incorporate a new biome into ILTER. Finally, we introduce the field environmental philosophy methodology, developed by the Chilean LTSER network to integrate ecological sciences and environmental ethics into graduate education and biocultural conservation. This approach broadens the prevailing economic spectrum of social dimensions considered by LTSER programs and helps foster bioculturally diverse forms of Earth stewardship.

The succession of vegetation, soil development, water quality changes, and carbon and nitrogen dynamics are summarized in this article for a pair of 1-hectare flow-through-created riverine wetlands for their first 15 years. Wetland plant richness increased from 13 originally planted species to 116 species overall after 15 years, with most of the increase occurring in the first 5 years. The planted wetland had a higher plant community diversity index for 15 years, whereas the unplanted wetland was more productive. Wetland soils turned hydric within a few years; soil organic carbon doubled in 10 years and almost tripled in 15 years. Nutrient removal was similar in the two wetlands in most years, with a trend of decreased removal over 15 years for phosphorus. Denitrification accounted for a small percentage of the nitrogen reduction in the wetlands. The wetlands were effective carbon sinks with retention rates of 1800–2700 kilograms of carbon per hectare per year, higher than in comparable reference wetlands and more commonly studied boreal peatlands. Methane emission rates are low enough to create little concern that the wetlands are net sources of climate change radiative forcing. Planting appears to have influenced carbon accumulation, methane emissions, and macrophyte community diversity.

Environmentalists generally argue that ecological damage will (eventually) lead to declines in human well-being. From this perspective, the recent introduction of the “environmentalist's paradox” in BioScience by Raudsepp-Hearne and colleagues (2010) is particularly significant. In essence, Raudsepp-Hearne and colleagues (2010) claimed that although ecosystem services have been degraded, human well-being—paradoxically—has increased. In this article, we show that this debate is in fact rooted in a broader discussion on weak sustainability versus strong sustainability (the substitutability of human-made capital for natural capital). We warn against the reductive nature of focusing only on a stock—flow framework in which a natural-capital stock produces ecosystem services. Concretely, we recommend a holistic approach in which the complexity, irreversibility, uncertainty, and ethical predicaments intrinsic to the natural environment and its connections to humanity are also considered.

The world's zoogeographical regions were historically defined on an intuitive basis, with no or a limited amount of analytical testing. Here, we aimed (a) to compare analytically defined global zoogeographical clusters for the herpetofauna, birds, mammals, and all these groups taken together (tetrapod vertebrates); (b) to use commonalities among these groups to propose an updated global zoogeographical regionalization; and (c) to describe the resulting regions in terms of vertebrate diversity and characteristic taxa. The clusters were remarkably uniform across taxa and similar to previous intuitively defined regions. Eleven vertebrate-rich (Nearctic, Caribbean, Neotropical, Andean, Palearctic, Afrotropical, Madagascan, Indo-Malaysian, Wallacean, New Guinean, Australian) and three vertebrate-poor (Arctic, Antarctic, Polynesian) zoogeographical regions were derived; the Neotropical, Afrotropical, and Australian had the highest numbers of characteristic tetrapod genera. This updated regionalization provides analytically accurate divisions of the world, relevant to conservation, biogeographical research, and geography education.

Nonprofit organizations play a critical role in efforts to conserve biodiversity. Their success in this regard will be determined in part by how effectively individual nonprofits and the sector as a whole are structured. One of the most fundamental questions about an organization's structure is how large it should be, with the logical counterpart being how concentrated the whole sector should be. We review empirical patterns in the size, concentration, and growth of over 1700 biodiversity-conservation nonprofits registered for tax purposes in the United States within the context of relevant economic theory. Conservation-nonprofit sizes vary by six to seven orders of magnitude and are positively skewed. Larger nonprofits access more revenue streams and hold more of their assets in land and buildings than smaller or midsized nonprofits do. The size of conservation nonprofits varies with the ecological focus of the organization, but the growth rates of nonprofits do not.

The US National Science Foundation Research Coordination Network (RCN) program broke new ground in funding the development of new research communities of practice. This assessment of RCN supports the conclusion that networking activity was increased for a sample set of projects relative to a comparison group. Journal articles resulting from RCN support are scored as highly interdisciplinary. Moreover, those articles appear as notably influential, being published in high-impact journals and being highly cited. The RCN program does indeed seem to be fostering new biological science research networks.

The recent loss of Arctic sea ice provides humans unprecedented access to the region. Marine mammals rely on sound as a primary sensory modality, and the noise associated with increasing human activities offshore can interfere with vital life functions. Many coastal communities rely on marine mammals for food and cultural identity, and subsistence hunters have expressed strong concerns that underwater sound from human activities negatively affects both the animals and hunting success. Federal regulations require scientists and oil and gas operators to acquire incidental harassment authorizations for activities that may disturb marine mammals. Currently, authorization requests are focused on the impacts of sound from activities considered in isolation of one another, and this precludes any possibility of a meaningful analysis of the cumulative impacts from multiple sources. We propose a new assessment framework that is based on the acoustic habitats that constitute the aggregate sound field from multiple sources, compiled at spatial and temporal scales consistent with the ecology of Arctic marine mammals.

Environmental challenges are often global in scope and require solutions that integrate knowledge across disciplines, cultures, and organizations. Solutions to these challenges will come from diverse teams and not from individuals or single academic disciplines; therefore, graduate students must be trained to work in these diverse teams. In this article, we review the literature on training graduate students to cross these borders. We then present a National Science Foundation Integrative Graduate Education and Research Traineeship Program at the University of Washington as a model of border-crossing graduate training focused on interdisciplinary, international, and interorganizational (I³) collaborations on environmental challenges. Finally, we offer recommendations from this program to those considering similar I³ training programs, including strategies for maintaining faculty buy-in, for scaffolding student training to cross borders, and for conducting focused group trips that give the students structured experience crossing all three borders simultaneously.