Forest and Woodland Management
Run by School of Natural Sciences
20 Credits or 10 ECTS Credits
Organiser: Dr James Walmsley
Overall aims and purpose
This module develops students' understanding of: modern concepts of sustainable forest management (SFM), the criteria and indicators used to determine whether or not forests are being managed sustainably, and the operation of forest certification schemes to provide independent verification of SFM. Particular emphasis is placed on two of the criteria of SFM: (1) maintenance and enhancement of forest resources; (2) maintenance and encouragement of productive functions of forests. In relation to (1), students will be able to develop and apply their theoretical understanding of and practical skills in remote and ground-based methods of forest inventory; in relation to (2), they will be able to propose forest management interventions that comply with relevant standards, guidelines and legislation. Introduction to key aspects of forest and woodland management, including forest economics, landscape design, forest valuation and timber markets.
Sustainable forest management: history, modern concepts and definitions; criteria and indicators of sustainable forest management; sustainable forest management in the UK - the UK Forestry Standard. Forest certification: history and principles of certification; certification schemes operating in Europe; forest certification in the UK - the UK Woodland Assurance Standard. UK Forestry Standard. Forest resource assessment: desk-based, remote sensing and ground-based methods; inventory planning and forest sampling. Productive functions of forests: estimation of standing timber resources and growing stock. Key influences of forest and woodland management, including societal expectations, international agreements, historical and cultural factors, environmental concerns, site-specific issues, economics, markets and legislation.
Grade D- to D+
Students will show some understanding of the meaning and some understanding of the practices of sustainable forest management. They will be able to define sustainable forest management and identify some of the criteria and indicators of sustainable forest management, and be able to describe the main schemes of forest certification.
They can prescribe an appropriate silvicultural intervention to achieve a desired management outcome, but their descriptions of interventions may be incomplete or inaccurate in places. They have passing familiarity with forest operations in temperate plantations and understand that these operations may cause environmental damage. They will be able to demonstrate how certain environmental, economic and / or societal constraints influence and / or determine forest management decisions.
Grade C- to B+ Students will be able to demonstrate a thorough understanding of the meaning and practice of sustainable forest management. They will be able to explain the meaning of sustainable forest management, and identify most of the criteria and indicators of sustainable forest management. They will be able to describe and compare the main schemes of forest certification. They can prescribe an appropriate silvicultural intervention to achieve a desired management outcome. They have an understanding of forest operations in temperate plantations and the ways in which these can cause environmental damage. They will be able to demonstrate, through the use of appropriate text and maps, how a number of environmental, economic and / or societal constraints influence and / or determine forest management decisions.
Grade A- and above Students will have a comprehensive understanding of the meaning and practice of sustainable forest management. They will demonstrate excellent knowledge of the literature, creative application of the material and a capacity for synthesis. They will be able to explain the meaning of sustainable forest management and evaluate the criteria and indicators of sustainable forest management. They will be able to describe in detail, compare and evaluate the main schemes of forest certification. They will be able to explain in detail the ways in which economic methods are used to make forest management decisions, describe how the methods are applied in different situations, and evaluate their effectiveness. They can prescribe appropriate silvicultural interventions to achieve a range of desired management outcomes. They will have a full understanding of forest operations worldwide, the ways in which these can cause environmental damage and the ways in which these effects can be minimised. They will be able to demonstrate, through the use of appropriate maps, text, diagrams and figures, how relevant environmental, economic and / or societal constraints influence and / or determine forest management decisions. They will be able to refer to relevant legislation, standards, guidelines and certification schemes, and demonstrate full appreciation of how these determine forest management decisions. Documents and reports will be fully referenced and formatted using standard academic protocols.
Be able to use a wide range of tools, techniques and evidence to prescribe a silvicultural intervention, which fully complies with relevant standards, guidelines and legislation, to achieve (a) desired management objective(s).
Describe (i) the operational practices used in temperate plantation silviculture and (ii) how their environmental effects can be minimised.
Describe the different forest certification schemes operating in Europe, and evaluate their merits and disadvantages.
Explain the meaning of sustainable forest management and be able to debate and discuss the ways in which it can be achieved, assessed and monitored.
|Forest and Woodland Management Presentation||20|
|Forest and Woodland Management Report||10|
Teaching and Learning Strategy
Private and guided self-study
9 hours of lectures
2 x all day field visits
2 hour student-led group debate
12 hours of seminars
|Practical classes and workshops||
1 x 3 hour GIS session
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- 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.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Demonstrate awareness of the importance of risk assessment and relevant legislation
- Recognize the moral, ethical and social issues relating to the subject.
- Consider issues from a range of interdisciplinary perspectives.
- Collect, analyse and interpret primary and/or secondary data using appropriate qualitative and/or quantitative techniques.
- Apply appropriate techniques for presenting spatial and/or temporal trends in data.
- Prepare effective maps, diagrams and visualizations.
- Undertake field and/or laboratory studies to ensure competence in basic experimental and/or fieldwork skills.
- Demonstrate awareness of the importance of risk assessment and relevant legislation
- Engagement with current subject developments and their application.
- Engage in debate and/or discussion with specialists and non-specialists using appropriate language.
- Demonstrate the independence and skills required for continuing professional development
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/dxx-2010.html
Pre- and Co-requisite Modules
Courses including this module
Compulsory in courses:
- D503: BSc Conservation with Forestry with International Experience year 2 (BSC/CFIE)
- 5DKD: BSc Conservation with Forestry year 2 (BSC/CWF)
- 5DLD: BSc Conservation with Forestry (four year) year 2 (BSC/CWF4)
- D501: BSc Forestry (with sandwich placement) year 2 (BSC/F)
- D502: BSc Forestry with International Experience year 2 (BSC/FIE)
- D500: BSC Forestry year 2 (BSC/FOR)
- F803: BSc Geography with Environmental Forestry year 2 (BSC/GEF)
- F804: BSc Geography with Environmental Forestry year 2 (BSC/GEF4)
- D512: MFor Forestry year 2 (MFOR/FOR)
- D514: MFor Forestry with International Experience year 2 (MFOR/FORIE)
- D513: MFor Forestry (with placement year) year 2 (MFOR/FORP)