1. Conflicts over forests KGA172 Space, Place and Nature Presented by Associate Professor Elaine Stratford Semester 2

3. LOOKING BACK, LOOKING FORWARD Part 1

4. 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

5. Learning Objectives Module 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

6. Textbook Reading MiddletonMiddleton, N. (2003). The Global Casino. Arnold, London, Chapter 4 KirkpatrickKirkpatrick, J.B. (1999). A Continent Transformed. OUP, Melbourne, Chapter 5. Critical reading 1. 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]Foundation for Critical Thinking A man in a library

7. FORESTS Part 2

8. 8,000 BC – 2,000 AD: 5 billion to 3.9 billion ha

9. Nick Middleton The Global Casino Annual forest loss 1990-2000: c14 million ha

10. Nick Middleton The Global Casino

11. Projected logged areas in the Amazon basin in the year 2050 for high value (light green), medium value (yellow), and low value timber (pink)

13. 19 th century Images from Frawley and Semple Australia’s Ever-Changing Forests

14. FORESTRY Part 3

15. Logging technologies – the clearfell coupe

16. Cable logging

17. Logging in Tasmania

18. Silvicultural systems – clearfelling, the ecological basis

19. Remove all merchantable trees

21. Burn Photos: Dick Chuter

22. Sow seed Photo: Pep Turner

23. Kill browsers Photo: A. Zacharek

24. Wait Photo: E. Pharo

25. Group selection – the ecological basis

26. The group selection silvicultural system

27. IMPACTS Part 4

28. Graph from Attiwill and Leeper Forest Soils and Nutrient Cycles Water yield Impacts of logging I

29. Graph from Attiwill and Leeper Forest Soils and Nutrient Cycles Water quality Impacts of logging II

30. Nutrient losses and gainsImpacts of logging III Graph from Attiwill and Leeper Forest Soils and Nutrient Cycles

31. Erosion and mass movement Impacts of logging III

32. Impacts of snig tracks loading bays and bark dumps

33. Problems with fire escapes Photos: E. Pharo

34. Regeneration failures Structural change

35. Weed and pathogen introduction Photos: T. Lee

36. Climatic effects

37. VALUES AND CONFLICTS Part 5

38. Sustained yield Logging for what? Graph from Attiwill and Leeper Forest Soils and Nutrient Cycles

39. Multiple use

40. Illegal logging, Kalimantan Learning how to logTrying to stop it

41. Arguments for and against logging - jobs

42. Old growth forests and greenhouseUseful products produced sustainably

43. Value-based arguments against logging: existence rights, ecocentrism

44. Biodiversity maintenance