EFFECTS OF IMPLEMENTING EPA'S ENDANGERED SPECIES PROTECTION PROGRAM ON NATIONAL FOREST SYSTEM LANDS

In 1986, the U.S. Environmental Protection Agency (EPA) initiated an effort to comply more fully with the Endangered Species Act. This effort became their "Endangered Species Protection Program." The possibility of such a program was forecast in 1982 when Donald A. Spencer gave a presentation to the Tenth Vertebrate Pest Conference on "Vertebrate Pest Management and Changing Times." This paper focuses on current plans for implementing the EPA's Endangered Species Protection Program as it relates to the USDA Forest Service. It analyzes the potential effects this program will have on the agency, using the pocket gopher (Thomomys spp.), strychnine, and the grizzly bear (Ursus arctos horribilis) as examples of an affected pest, pesticide, and predator.

RELATED LAWS ON EXOTIC AND NATIVE WILD ANIMALS

This paper is submitted in an effort to acquaint the personnel of allied State agencies with related laws which control the public and private possession of live exotic and native wild animals. The need for this common knowledge of related laws by agencies with law enforcement responsibility is readily apparent when the annual number and related problems from imported or resident wild animals in California are examined. In addition to resident wild animal populations, millions of fish and thousands of mammals, birds, and reptiles enter California each year through the utilization of most methods of transportation. Most of these imported animals are exotic species from foreign lands which cannot be readily identified and pose various degrees of potential and actual threat to native wild life, agriculture, and public health if they are introduced into the wilds of this State. For the purpose of this report, a general picture of imported exotic animals is presented in an introduction, and specific animals with related laws are treated individu-ally under the headings of current laws and future regulations.

African American and Teaching in Higher Education IS a Course on Race and Culture

Using theoretical applications, the authors present an overview of theories that highlight approaches for teaching culturally sensitive content, personal experiences as educator and colleague in a predominantly white college campus and strategies for addressing culturally insensitive experiences in and outside the classroom. Presenters focus on the recruitment and retention of people of color and stress the need for today's predominantly white institutions to become more knowledgeable, tolerant and sensitive about their environments in an effort to make them more accepting.