Conflicts over forests
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Transcript of Conflicts over forests
Conflicts over forests
KGA172 Space, Place and NaturePresented by Associate Professor Elaine StratfordSemester 2
LOOKING BACK, LOOKING FORWARD
Part 1
Revising Lecture 3.7
1. Describe various meanings of the term conflict and delineate why an understanding of conflict is important for people interested in geography and environmental studies.
2. In what ways might an understanding of the human ecosystem model assist in thinking through conflict over resources?
3. What are the commons? How does our understanding of these areas differ from that understanding related to private property? Why is this difference significant in terms of conceiving of conflict?
4. In relation to the commons, what is meant by non-excludable? How about rivalrous?
5. Describe the difference between open access and common ownership resources and refer to examples from fisheries to explain how these differences can lay foundations for conflict. Can they also lay foundations for collaboration?
6. What are some of the purposes that the commons serve?
7. Describe the main insights to be derived from Hardin’s Tragedy of the Commons. Auguste Rodin, A man thinking
Learning ObjectivesModule 3 Lecture 8• be able to
– describe the magnitude and causes of global deforestation
– understand how one might assess the role of logging in this process
– describe the ways in which logging takes place
– appreciate some of the environmental, social and cultural effects of logging
– comprehend the nature of the political debate over the future of natural forests
KGA172• Know and be able to (a) employ basic
geographical terminology and concepts, (b) find, evaluate, analyse and reference appropriate literature, (c) contribute to debates about development and sustainability
• Comprehend and be able to explain spatial patterns, generate basic maps, field sketches and graphs, and communicate in written and graphical forms
• Apply key academic skills and (a) engage in critical thinking, discussion and listening, and in self-reflection and reflection upon the viewpoints of others and (b) research, plan and conduct fieldwork to collect data
• Analyse and interpret basic spatial, numerical and qualitative information
• Synthesize and integrate knowledge of social and Earth systems
Textbook Reading
Middleton, N. (2003). The Global Casino. Arnold, London, Chapter 4
Kirkpatrick, J.B. (1999). A Continent Transformed. OUP, Melbourne, Chapter 5.
Critical reading1.What is the author’s purpose?2.What key questions or problems does the author raise?3.What information, data and evidence does the author present?4.What key concepts does the author use to organize this information, this evidence?5.What key conclusions is the author coming to? Are those conclusions justified? 6.What are the author’s primary assumptions?7.What viewpoints is the author writing from?8.What are the implications of the author’s reasoning?[from Foundation for Critical Thinking]
A man in a library
FORESTSPart 2
8,000 BC – 2,000 AD: 5 billion to 3.9 billion ha
Nick Middleton The Global Casino
Annual forest loss 1990-2000: c14 million ha
Nick Middleton The Global Casino
Projected logged areas in the Amazon basin in the year 2050 for high value (light green), medium value (yellow), and low
value timber (pink)
19th century
Images from Frawley and Semple Australia’s Ever-Changing Forests
FORESTRYPart 3
Logging technologies – the clearfell coupe
Logging in Tasmania
Silvicultural systems – clearfelling, the ecological basis
Remove all merchantable trees
Burn
Photos: Dick Chuter
Sow seed
Photo: Pep Turner
Kill browsers
Photo: A. Zacharek
Wait
Photo: E. Pharo
Group selection –
the ecological basis
The group selection silvicultural system
IMPACTSPart 4
Graph from Attiwill and Leeper Forest Soils and Nutrient Cycles
Water yield
Impacts of logging I
Graph from Attiwill and Leeper Forest Soils and Nutrient Cycles
Water quality
Impacts of logging II
Nutrient losses and gainsImpacts of logging III
Graph from Attiwill and Leeper Forest Soils and Nutrient Cycles
Erosion and mass movementImpacts of logging III
Impacts of snig tracks loading bays and bark dumps
Problems with fire escapes
Photos: E. Pharo
Regeneration failures
Structural change
Weed and pathogen introduction
Photos: T. Lee
Climatic effects
VALUES AND CONFLICTSPart 5
Sustained yield
Logging for what?
Graph from Attiwill and Leeper Forest Soils and Nutrient Cycles
Multiple use
Illegal logging, Kalimantan
Learning how to log Trying to stop it
Arguments for and against logging - jobs
Old growth forests and greenhouse Useful products produced sustainably
Value-based arguments against logging:existence rights, ecocentrism
Biodiversity maintenance