Lesson 12 - Alaska Geobotany Center

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The Braun-Blanquet viewIn Europe, during the 1930 s, Braun-Blanquetdeveloped a method of describing andclassifying vegetation into discreet units,that he called Associations.This method became the central concept ofthe Zurich-Montpellier School ofphytosociology. It gained wideacceptance throughout Europe and muchof the world. We will discuss this methodin some depth in another lesson.In North America, no single method ofclassifying vegetation ever developed.Braun-Blanquet
Clement s view• Clements, recognized discreet units. In1898 he wrote thePhytogeography ofNebraska, and later described much ofthe vegetation of North America, namingregional formations, associations andseral stages. He described climaxassociations, and wrote about thecauses of succession.• His views were immensely popularduring the 1930s and 1940s.• He metaphorically described plantassociations in terms of an organismwith a birth and death which occurred inthe process of succession. He used themetaphor, probably excessively, todescribe the interdependent nature of theassociated species.• Later ecologist have derided this“organismic” view.• There was somewhat of a revival of someClements ideas with the advent of theGaia hypothesis.Clements
Page 1 and 2: Lesson 12: Community concepts andat
Page 3 and 4: Flora vs. vegetation?
Page 5 and 6: Physiognomy• Physiognomic approac
Page 7 and 8: Dansereau s “lollipop diagrams”
Page 9 and 10: Raunkiaer s life forms based on pos
Page 11 and 12: Bioclimatic diagram showing distrib
Page 13 and 14: Plant Functional Types (PFTs)• It
Page 15 and 16: Plant Functional Types of Box (1981
Page 17 and 18: BIOME model (Prentice et al. 1992)
Page 19 and 20: Environmental constraints of the PF
Page 21 and 22: Vegetation redistribution of Europe
Page 23 and 24: Braun-Blanquet sorted Example table
Page 25 and 26: Simpson s and Shannon-Wiener s indi
Page 27 and 28: Alpha and Beta diversity• Whittak
Page 29 and 30: Phenology diagram for Acomastylis r
Page 31 and 32: Phenological diagrams ofin selected
Page 33 and 34: Productivity gradients• Fig. 8-7,
Page 35 and 36: Association Approach• Fig. 8-1, p
Page 37: Major proponents of the “discreet
Page 41 and 42: Major proponents of the continuumap
Page 43 and 44: A broader view of Gleason: Nicholso
Page 45 and 46: Whittaker s data of tree species oc
Page 47 and 48: European reaction to the “Anglo-A
Page 49 and 50: Summary• Some characteristics of

Lesson 12 - Alaska Geobotany Center

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