Forest History, Policy and Mgt
Run by School of Natural Sciences
20 Credits or 10 ECTS Credits
Organiser: Dr Alexander Dauncey
Overall aims and purpose
What forests do we want? How can governments help to provide them? Some of us have been involved in planting forests we now think should not have been planted, and have failed to protect forests which we now think should have been preserved. This module introduces the history of forests in different parts of the world, and many challenges of forest policy, and forest management. It explores how we can develop policies through which we might be able to bequeath appropriate forests to future generations. This module fits into degree programmes by setting the policy context in which silvicultural and forest design decisions are made.
The course starts with natural processes in forest history. Do we need foresters at all? Forests are, in fact, influenced by policy at many governance levels; global, regional, national, and local. Legislation, regulation, grant schemes, certification, and other incentives are put in place to control and influence what we do as foresters. The course explores a number of questions. How do forests change as a result of human activity at landscape scale? How do policy measures interact with natural processes in forests over time? How do circumstances vary between different countries and continents? What can the history of forest development and forestry policies teach us? How can government policy tools like grants and tax deliver intended policy goals? Do non governmental standards and certification deliver? How can they go wrong? How much should we plan and control?
Structure - the module is divided into three units.
Forests, Nature, and Human Interaction. This explores deforestation and regeneration of forests in different parts of the world. It moves on to look more at British forestry policy and the story of the British forest expansion of the 20th century, finishing with current up to the minute controversies.
Forestry Policy, Ends, Means and Errors. This unit explores the international policy framework, sustainable forest management and available policy tools. It ends by discussing current policy in the UK.
Plans, Management, and Problems. This explores the tools of certification and concepts of forest management planning.
This is a distance learning module. The module materials include guided reading materials and comprehensive reading list, short Panopto webcasts and interactive discussion forums.
Work covers the fundamentals of forestry policy and history, but is based mainly on material provided during the module, shows little evidence of supplementary reading or original information and lacks critical analysis. Equivalent mark: 50%+ or C
Work is reasonably well-argued, showing good understanding and knowledge of the topic, evidence of supplementary reading, original information and some critical thought. Equivalent mark: 60%+ or B
Work is very well-argued, showing excellent understanding and depth of knowledge of the topic, evidence of substantial supplementary reading, sound collection and use of original information, and much critical thought. Originality of ideas. Equivalent mark: 70%+ or A
Discuss forestry policies in the context of mindsets and approaches to nature and societies' needs.
Understand the history of human interactions with forests, using specific country-level examples.
Appraise the development of international initiatives to influence forest management and practice.
Evaluate the influence that global, regional, national and local policies and politics have upon forests and people.
Critically evaluate the limitations of management planning and certification as tools for achieving policy level aspirations.
|COURSEWORK||Compare and contrast / forest policy change.||
Long essay, or a short film, on policy comparison or policy change.
|EXAM||24 Hour online open book examination||40|
|CLASS PARTICIPATION||Participation in discussion forums and polls and surveys||
Marks awarded for joining class discussions and surveys on Blackboard, and for quality of contributions.
Teaching and Learning Strategy
The main teaching is by weekly podcasts and recorded lectures with some live interaction.
Contact - student initiated to seek guidance, by phone, email or conference media. Students can expect to receive a response from module organiser within 48 hours. Longer tutorial discussions are available to discuss specific learning issues.
The whole class is expected to participate in online discussions and polls and surveys. Contributions include: commenting on discussion points, contributing the results of individual research, and sharing experiences and local examples.
A guided reading handbooks sets out the reading and viewing for each week of the module. There is a comprehensive reading list and all material is available online. There are a number of short podcasts and field videos relating to different aspects of the subject. Students are invited to explore examples of forests near to their locations and learn from these.
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
- Recognize and apply appropriate theories and concepts from a range of disciplines.
- Appreciate the interdisciplinary and/or reciprocal nature of relationships within the subject area.
- Understand the provisional nature of information and appreciate competing and alternative explanations.
- Apply subject knowledge to the understanding and addressing of problems.
- Recognize the moral, ethical and social issues relating to the subject.
- Consider issues from a range of interdisciplinary perspectives.
- Engage in debate and/or discussion with specialists and non-specialists using appropriate language.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/ddl-4003.html
There is a comprehensive online reading list.