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i <br /> <br /> <br /> <br /> <br />Subtleties Of Statistical Comparisons <br />Because the Curren[ regulatory procedures for evaluating revegetation suc- <br />cess rely heavily on statistics, it is also important to understand the real <br />effects of statistical analyses. For example, although a single-tailed t test <br />will minimize the sample size required and. reduce sampling costs, i[ will <br />result in increasing the stringency of the test of success. In other words; it <br />will result in disproving success sooner than will a two-tailed analysis. <br />Another point to be realized is [hat although the 80: confidence level speci- <br />fied for testing for shrublands intuitively seems less stringent than a 90% <br />test, i[ is in fact more stringent. For example, one may be 90% certain the <br />true mean occurs between 8 and 12, but only 80% certain it falls between 9 and <br />11. In this case, an estimate of the mean equal to 8.5 could not 6e rejected <br />as falling outside the expected bounds of estimating error with 90% confidence, <br />but could be rejected with 80% confidence. <br /> mplifyino the Solution <br />Si <br />• _ <br />Probably our most difficult <br />problem to overcame in developing <br />an efficient <br /> and effective system for proving success of revegetation on mined lands is the <br /> professional biases we hold from traditional ways of doing things. Traditional <br /> ways of evaluating vegetation were never intended to demonstrate success or <br /> failure of reclaimed lands. They were developed instead to be mana gement tools <br /> to indicate animal carrying capac ities and the influence of animal use on range <br /> condition and trend largely by a trial and error process. <br />Certainly some objective and quantifiable standard for testing success is <br />necessary to protect operators and regulatory authorities alike. Current regu- <br />latory approaches, however, require detailed and intensive ecological studies <br />of reclaimed sites without recognition of the problems associated with collect- <br />1 <br />it <br />i <br />~. <br /> <br />-10- <br />4 -' <br />