1 GEOGRAPHY 454 Decision-Making in Resource Management

2 Welcome to n My name is Don Alexander n The prerequisite for this class is GEOG 350. n Today we’re going to get to know each other, discuss our mutual expectations for the course, and begin to get an overview of the themes and content to be covered over the next 13 weeks.

3 My Background n New to Malaspina n Was previously based in Vancouver for 13 years. n Taught for five years in the School of Resource and Environmental Management at SFU, and four more in Geography and Urban Studies. n My background is in urban and regional planning and I have published a lot in the areas of urban growth management and sustainability.

4 And you? n I would like to hear about your backgrounds: relevant school and/or work experience n Why you are taking the course, and what you hope to get out of it n and any special interests you have that we might be able to accommodate. n [I would like to circulate an list. Tell your friends that Malaspina’s policy on “no-shows” in the first week is to terminate their course enrolment.]

5 Your Expectations of an Instructor? n In a moment we’ll get into the syllabus, and what my expectations are of you, but I’d like to take a moment to hear what expectations you have of an instructor. What makes life easier for you as a student? n My contact information is on the syllabus. However, the phone number is incorrect. It should be , ex Note my office location and hours. I don’t have a web site yet where overheads can be posted, but I’m working on it.

6 Reviewing the Syllabus n We will approach the topics covered using a variety of resources and learning strategies. n The focus will be on theories and concepts of resource management and their application in the policy realm and in the field in B.C. We will look at the current context for resource management, decision-making processes, and means for implementing decisions. We will also consider issues from the perspective of different stakeholders.

7 Why Is This Subject Important? n Healthy ecosystems and the resources that they generate are essential to the well-being of people, physically, socially, and economically. And yet we have done a poor job of managing them – in Canada, and around the world. If we don’t learn how to do things better soon, we are in real trouble. [Indeed, we are already.] n The concepts and decision-making tools and approaches being applied in resource management are useful in a variety of sustainability contexts, and sustainability is fast becoming the prism through which we view most social and economic issues, so it will touch all our work and demand new skills from us in the coming years.

8 What You Should Have Learned by the End of the Class... n How to independently research information on resource issues. n How to analyze the interactions between resources and the impacts that the exploitation of each has on the others, and on different stakeholders, and n Be able to consider a range of decision tools that could be applied to their management. n And, while the readings will introduce us to resource sectors and concepts, the Cowichan study will help “ground” understanding of the issues in an actual place.

9 Required Textbook: n Resource and Environmental Management in Canada: Addressing Conflict and Uncertainty [3rd ed.], edited by Bruce Mitchell (Toronto: Oxford University Press). n We will be reading the book chronologically [review course schedule on page 2] n I may occasionally put other items on reserve. n These materials, in combination with assignments and discussions, will contribute to the desired learning outcomes.

10 My Expectations of You n Attend, come prepared, participate fully in discussions, respect the contributions of others even if you don’t agree with them, contribute to group projects fully and don’t “free ride” on the efforts of others, complete assignments on time without plagiarizing, and let me know in advance if you will miss class for foreseeable reasons (e.g. religious observances or when you’re ill). If you have any disabilities that require consideration, please let me know. n Any other ground rules you would like to suggest for in the classroom or for work outside the classroom?

11 Evaluation in 454 n Goals of assignments: to enhance critical thinking and writing skills, to enhance research skills, to enhance report production and oral presentation skills, to enhance group collaboration skills. n Weighting of marks: attendance and participation- 10%; miscellaneous presentations (I will ask you to present on the sections of the textbook)- 10%; class project on the Cowichan Watershed- 30%; research paper/ term project- 20%; final exam- 30%. n See page 3 for grading scale. Late assignments will be penalized except under exceptional circumstances.

12 Assignments n Presentations: you will be asked to present on a section of the readings [I will need volunteers for the next couple of weeks]. These will be evaluated on quality of summary, discussion questions & facilitation. n Class project: see next page n Research paper/ term project: pages (2500 words) referenced paper (or alternative) on a topic or theme of personal interest [due November 9th]. Will be evaluated on the basis on originality, structure/ argumentation, quality of writing, and strength of research/ referencing.

13 Cowichan Watershed Project (see map last page) n Students will divide into small groups based on the following suggested topics (topics may be combined if we have a small class):  Historical land uses by First Nations and pioneers  Agriculture  Forestry  Industry, mining, and waste management  Water and fisheries issues (including aquaculture)  Wildlife, parks, tourism and recreation  Decision-making tools and their present and future application  Mapping, editing, and production of the report. n The final product will be a report that looks at the reality, past and present, of resource use in the Cowichan basin.

14 Cowichan Project (cont’d) – Key questions to be answered – especially for those focusing on a specific sector include:  What impacts are being felt on other resources as a result of the exploitation of this resource?  Who seems to be benefitting most from the use of this resource and who least?  Is the use of this resource, as it is currently being conducted, sustainable – ecologically, socially, and economically? Why or why not? How would one go about judging that?  What kinds of external factors (global markets, trade barriers, changes in technology or consumer demand seem to be affecting the resource?)  What organizations, public and private, make the key decisions regarding this resource, and within what philosophical and policy framework? Has this framework been changing in recent years, and how is it likely to change in the future?

15 Cowichan Project (cont’d) The decision-making group will investigate different resource management tools and frameworks and discuss their strengths and weaknesses, and suitability, for managing the watershed. The mapping, editing, and production group will ensure that the various parts of the report fit together into a harmonious whole, are properly edited and formatted, are illustrated with relevant maps and illustrations, and that the final product is attractive and complete (i.e. contains all appropriate references and acknowledgements). They will also be responsible for producing a set of maps illustrating the geology, physiography, soils, hydrology, vegetation, and fauna of the watershed.

16 Other Related Courses& Opening Discussion Question n In addition to 454, you can take GEOG 446: Natural Resource Assessment, and GEOG 456: Issues in Natural Resource Management. n A discussion question for today: what are “resources”? Does the concept reflect any cultural biases? Is it often the case that different social and cultural groups view the same resource or land base in different ways?

17 Different Ways of Conceptualizing Land (and Water) n ConceptCharacteristics n Commodity viewing land mainly for its commercial value; n Resource viewing land as capable of yielding an income or economic or social benefit over a longer time frame (e.g. good farmland); n Environment as an amenity or pleasant view; n Ecosystem as an ideally healthy community of organisms and organic and inorganic elements and processes; n Homeland as a place where people have a sense of roots and community, and cultural attachment; n Bioregion where the ecosystem and homeland concepts are blended.