Citizen Science as a Tool for Mosquito Control.

In this paper, we share our findings from a 2-year citizen science program called Mosquito Stoppers. This pest-oriented citizen science project is part of a larger coupled natural-human systems project seeking to understand the fundamental drivers of mosquito population density and spatial variability in potential exposure to mosquito-borne pathogens in a matrix of human construction, urban renewal, and individual behaviors. Focusing on residents in West Baltimore, participants were recruited through neighborhood workshops and festivals. Citizen scientists participated in yard surveys of potential mosquito habitat and in evaluating mosquito nuisance. We found that citizen scientists, with minimal education and training, were able to accurately collect data that reflect trends found in a comparable researcher-generated database.

Evaluating the performance of volunteers in mapping invasive plants in public conservation lands.

Citizen science programs are touted as useful tools for engaging the public in science and for collecting important data for scientists and resource managers. To accomplish the latter, it must be shown that data collected by volunteers is sufficiently accurate and reliable. We engaged 119 volunteers over three years to map and estimate abundance of invasive plants in New York and New Jersey parklands. We tested their accuracy via collected pressed samples and by subsampling their transect points. We also compared the performances of volunteers and botanical experts. Our results support the notion that volunteer participation can enhance the data generated by scientists alone. We found that the quality of data collected might be affected by the environment in which the data are collected. We suggest that giving consideration to how people learn can not only help to achieve educational goals but can also help to produce more data to be used in scientific study.

Knowledge gain and behavioral change in citizen-science programs.

Citizen-science programs are often touted as useful for advancing conservation literacy, scientific knowledge, and increasing scientific-reasoning skills among the public. Guidelines for collaboration among scientists and the public are lacking and the extent to which these citizen-science initiatives change behavior is relatively unstudied. Over two years, we studied 82 participants in a three-day program that included education about non-native invasive plants and collection of data on the occurrence of those plants. Volunteers were given background knowledge about invasive plant ecology and trained on a specific protocol for collecting invasive plant data. They then collected data and later gathered as a group to analyze data and discuss responsible environmental behavior with respect to invasive plants. We tested whether participants without experience in plant identification and with little knowledge of invasive plants increased their knowledge of invasive species ecology, participation increased knowledge of scientific methods, and participation affected behavior. Knowledge of invasive plants increased on average 24%, but participation was insufficient to increase understanding of how scientific research is conducted. Participants reported increased ability to recognize invasive plants and increased awareness of effects of invasive plants on the environment, but this translated into little change in behavior regarding invasive plants. Potential conflicts between scientific goals, educational goals, and the motivation of participants must be considered during program design.

Resumen: Los programas de ciencia-ciudadana a menudo son vendidos como útiles para que el público avance en sus conocimientos sobre conservación, en su conocimiento científico y en el incremento de las habilidades de razonamiento científico. No existen directrices para la colaboración entre científicos y el público y casi no se ha estudiado el grado en que estas iniciativas ciudadanos-ciencia cambian el comportamiento. Durante dos años estudiamos a 82 participantes en un programa de 3 días que incluía educación sobre plantas invasoras no nativas y la recolección de datos sobre la ocurrencia de estas plantas. A los voluntarios se les proporcionó conocimiento básico sobre la ecología de plantas invasoras y fueron entrenados en un protocolo específico para la recolección de datos de plantas invasoras. Posteriormente recolectaron datos y se reunieron para analizarlos y discutir sobre comportamiento ambiental responsable en relación con plantas invasoras. Probamos si los participantes sin experiencia en la identificación de plantas y con poco conocimiento de plantas invasoras incrementaron su conocimiento de ecología de especies invasoras, si la participación incrementó su conocimiento de métodos científicos y si la participación afectó su comportamiento. El conocimiento de plantas invasoras incrementó 24% en promedio, pero la participación no fue suficiente para incrementar el entendimiento de cómo se lleva a cabo la investigación científica. Los participantes reportaron incremento en su habilidad para reconocer plantas invasoras e incremento en la conciencia sobre el efecto de las plantas invasoras sobre el ambiente, pero esto se tradujo en pocos cambios en el comportamiento respecto a las plantas invasoras. Los potenciales conflictos entre las metas científicas, las metas educativas y la motivación de participantes deben ser considerados durante el diseño del programa.

Adaptive molecular evolution in the opsin genes of rapidly speciating cichlid species.

Cichlid fish inhabit a diverse range of environments that vary in the spectral content of light available for vision. These differences should result in adaptive selective pressure on the genes involved in visual sensitivity, the opsin genes. This study examines the evidence for differential adaptive molecular evolution in East African cichlid opsin genes due to gross differences in environmental light conditions. First, we characterize the selective regime experienced by cichlid opsin genes using a likelihood ratio test format, comparing likelihood models with different constraints on the relative rates of amino acid substitution, across sites. Second, we compare turbid and clear lineages to determine if there is evidence of differences in relative rates of substitution. Third, we present evidence of functional diversification and its relationship to the photic environment among cichlid opsin genes. We report statistical evidence of positive selection in all cichlid opsin genes, except short wavelength-sensitive 1 and short wavelength-sensitive 2b. In all genes predicted to be under positive selection, except short wavelength-sensitive 2a, we find differences in selective pressure between turbid and clear lineages. Potential spectral tuning sites are variable among all cichlid opsin genes; however, patterns of substitution consistent with photic environment-driven evolution of opsin genes are observed only for short wavelength-sensitive 1 opsin genes. This study identifies a number of promising candidate-tuning sites for future study by site-directed mutagenesis. This work also begins to demonstrate the molecular evolutionary dynamics of cichlid visual sensitivity and its relationship to the photic environment.