Community
Fall 2007
Tuesday, Periods 3-5 (9:35-12:35)
Course numbers: FOR 6934 (Sect 5701), LAS 6290 (Sect 9781)
Course credits:
3
Instructors: Dr. Karen A. Kainer Dr. Marianne Schmink
kkainer@.ufl.edu schmink@latam.ufl.edu
846-0833 392-6548, Ext. 827
210 Newins-Ziegler 301 Grinter
Office Hours: M 9-11, Th 10-12 M 1:00-3:00,
W 9:30-11:30
…or by appointment
Course website: http://www.sfrc.ufl.edu/class/for6934/index.html
Course readings:
(1) Book: Mulder,
M. B. and P. Coppolillo. 2005.
Conservation: Linking ecology, economics, and culture.
(2) Select articles and book chapters: See readings list.
Integrating new knowledge and perspectives with personal and professional experiences, this course encourages students to think critically about real world challenges for supporting community-based forest management and conservation.
Upon completion of this course, successful students will have:
Grading:
Forest observation 5%
Reflection paper 10%
Research paper
Total 100%
87 – 89% = B+
80 – 86% = B
77 – 79% = C+
70 – 76% = C
60 – 69% = D
< 60% = E
* Attendance is a prerequisite to in-class participation. Class attendance is important because of our emphasis on cross-student learning. Students bring a wealth of experience into the classroom, and each class period is a unique chance to learn from those experiences. A second reason we insist on class attendance is because of the 3-hour class meetings. Missing one day = 6.7% of the course; two = 13.3%; and 3 = 1/5 of the course! In other words, quickly, one can miss a large portion of what could be learned. Finally, course space is at a premium, and we’d like to open up room to those who are able to commit fully to the class.
In the past, we have always asked that students let us know immediately if they are going to be missing a class, and this courtesy has been extended almost without fail. Typically, one or two students miss a session during the course of a semester (conference, sibling wedding, etc…), but rarely has a student missed more than one. If you know that you will miss more than one class, please let us know immediately. We’ll ask that you consider dropping the course. Unplanned absences (emergencies) just come up, and are dealt with differently.
Academic
Honesty, Software Use, Services for Students with Disabilities, UF
Counseling
Services
The
University of Florida requires all members of its community to be honest in all
endeavors. Cheating, plagiarism, and other acts diminish the process of
learning. When students enroll at UF they commit themselves to honesty and
integrity. Your instructor fully expects you to adhere to the academic honesty
guidelines you signed when you were admitted to UF. As a result of completing the registration
form at the University of Florida, every student has signed the following
statement: “I understand the University of Florida expects it students to be
honest in all their academic work. I agree to adhere to this commitment to
academic honesty and understand that my failure to comply with this commitment
may result in disciplinary
action
up to and including expulsion from the University.”
Furthermore, on work submitted for credit by UF students, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.” It is to be assumed all work will be completed independently unless the assignment is defined as group project, in writing by the professor. This policy will be vigorously upheld at all times in this course.
Software
Use:
All faculty, staff, and students of the University are required and expected to obey the laws and legal agreements governing software use. Failure to do so can lead to monetary damages and/or criminal penalties for the individual violator. Because such violations are also against University policies and rules, disciplinary action will be taken as appropriate.
Campus
Helping Resources
Students experiencing crisis or personal problems that interfere with their general wellbeing are encouraged to utilize the university’s counseling resources. Both the Counseling Center and Student Mental Health provide confidential counseling services at no cost for currently enrolled students. Resources are available on campus for students having personal or lacking clear career and academic goals, which interfere with their academic performance. The Counseling Center is located at 301 Peabody Hall (next to Criser Hall). Student Mental Health is located on the second floor of the Student Health Services in the Infirmary.
1. University
Counseling Center, 301 Peabody Hall, 392-1575; personal and career
counseling: www.counsel.ufl.edu
2. Student
Mental Health, Student Health Care Center, 392-1171, personal counseling: www.hsc.ufl.edu/shcc/smhs.htm
3. Sexual Assault Recovery Services (SARS), Student Health Care Center, 392-1161, sexual assault counseling; and
4. Career Resource Center, Reitz Union, 392-1601, career development assistance and counseling.
Students
with Disabilities Act
The Dean of Students Office coordinates the needed accommodations of students with disabilities. This includes the registration of disabilities, academic accommodations within the classroom, accessing special adaptive computer equipment, providing interpretation services, and mediating faulty-student
disability related issues. Dean of Students Office, 202 Peabody Hall, 392-7066, www.dso.ufl.edu.
Aug
28 Introduction
Sep 4 Why
CFM? and Key ecological variables forest observation
Sep 18 Political
ecology of CFM prelim
statement & biblio
Sep 25 Institutions for CFM peer review I
Community
forest management for differing values
Oct 2 Management
and values
Oct 9 Fire
management
Oct 16 Wildlife management and environmental service payments
Oct 23 Timber
management research paper – draft
Oct 30 Non-timber forest products peer review II
Nov 6 Partnerships
and capacity building
Nov 13 Collaborative management in practice
Nov 20 Research with communities
Nov 26 (due Monday – 8:00 a.m.) reflection
paper
Nov 27 Ethics
and social responsibility
Dec 4 Course wrap up and evaluation research paper – final
*Electronically posted comments are due at 8:00 am on the Monday prior to each class.
We will be using UF’s Ares system to access non-text readings. If you are on campus, you can go directly to https:\\ares.uflib.ufl.edu. If you are off-campus, (1) Go to UF’s main webpage (www.ufl.edu), (2) click on “libraries” under the “Academics” subsection at the left sidebar, (3) Click on “George A Smather’s Libraries, (4) Remotely logon using your gatorlink username and password, (5) Under the first column “Find”, click on “Course Reserves”, and you will now be at the Ares Course Reserve Page.
Whether on campus or off, you will need to create a new account. Once you have an account, you will be able to log-in on the Ares Course Reserve Page. Once inside the Course Reserve, click on “Search classes” under student tools, searching for Community Forest Management or Kainer. When you find Community Forest Mangement, click on “add class” and this will always come up when you log-on. If assistance is required please contact Course Reserves at (352) 273-2520 or eres@uflib.ufl.edu.
All articles listed below are required reading for the
course, unless “recommended” precedes the citation. An “*” in the reading list below indicates that the
article is also available in another language.
Aug
28 Introduction
No readings
Sep 4 Why community forest management
(CFM)?
Key ecological variables
Peters, C.M.
1996. Chapter I: Introduction to
the ecology of tropical forest resources.
Pages 5-36, In: The ecology and management of non-timber forest
resources. World Bank Technical Paper No. 322.
The World Bank,
Mulder and Coppolillo: Chapter 1, The many roads to conservation.
Klooster, D. and S. Ambinakudige. 2005. The global significance of Mexican community forestry. Pages 305-334 (Chapter 13), In: Bray, D.B., L. Merino-Peréz, and D. Barry (eds.). The community forests of Mexico: Managing for sustainable landscapes. University of Texas Press, Austin, TX.
Kainer, K.A., M. Schmink, A.C.P. Leite, and M.J. da Fadell
Silva. 2003. Experiments in forest-based
development in Western Amazonia. Society
and Natural Resources 16(10):869-886. *In
Portuguese through Kainer or Schmink
Recommended:
White, A. and A. Martin. 2002. Who owns the world’s forests? Forest tenure and public forests in transition. Forest Trends, Washington, DC. *In French at: http://www.rightsandresources.org/library/publications.html
Molnar, A. S.J. Scherr, and A. Khare. 2004. Who conserves the world’s forests? Community-driven strategies to protect forests and respect rights. Forest Trends, Washington, DC. *In French at: http://www.rightsandresources.org/library/publications.html
Mulder and Coppolillo: Chapter 2, The evolution of policy
Mulder and Coppolillo: Chapter 3, The natural science behind it all
Sprugel, D.G. 1991.
Disturbance, equilibrium, and environmental variability: What is
“natural” vegetation in a changing environment?
Biological Conservation 58:1-18.
Mulder and Coppolillo: Chapter 7, The bigger picture
Mulder and Coppolillo: Chapter 8, Local people and international conservation
Schmink, M.
1994. The socioeconomic matrix of
deforestation. Pages 253-275, In:
Arizpe,
Keck, M.E. 1995. Social equity and environmental politics in
Brazil: Lessons from the rubber tappers of Acre. Comparative Politics 27(4):409-424.
Recommended:
Agrawal, A. and
C.C. Gibson. 1999. Enchantment and disenchantment: The role of
community in natural resource conservation.
World Development 27(4):629-649.
Sep 25 Insitutions for CFM
Mulder and Coppolillo: Chapter 6, Rational fools and the
commons
Mulder and Coppolillo: Chapter 9, Global issues, economics and policy
Klooster,
D.J. 2002. Toward adaptive community forest management: Integrating
local forest knowledge with scientific forestry. Economic Geography
78(1):43-70.
Dietz, T., Ostrom, E., and P.C. Stern. 2003. The struggle to govern the commons. Science 302(12): 1907-1912.
Chilton,
S. 1999. The good reviewer. Academe 6:54-55. Available on Ares or online at:
http://ctl.stanford.edu/Tomprof/postings/184.html Peer
review guidelines
Recommended:
Mulder and Coppolillo: Chapter 4, Indigenous peoples as conservationists
Mulder and Coppolillo: Chapter 5, Conservation and
self-interest
Community
management for differing values
Holling,
C.S. and G.K. Meffe. 1996. Command and control and the pathology of
natural resource management.
Conservation Biology 10(2):328-335.
Schelhas, J., L.E. Buck and C.C. Geisler. 2001.
Introduction: The challenge of adaptive collaborative management. Pages xix-xxvii, In: Buck, L.E., C.C.
Geisler, J. Schelhas and
Schmink, M. 2004.
Communities, forests, markets, and conservation. Pages 119-129, In: Zarin, D.J., J.R.R.
Alavalapati, F.E. Putz, and M. Schmink (eds), Working Forests in the Tropics:
Conservation through Sustainable Use.
Columbia University Press, New York.
Recommended:
Molnar, A., M. Liddle, C. Bracer, A. Khare, A. White and J. Bull. 2006. Community-based forest enterprises in tropical forest countries: Status and potential. ITTO (International Tropical Timber Organization). *In French and Spanish at: http://www.rightsandresources.org/library/publications.html
Lee, K. N. 1999. Appraising adaptive management. Conservation Ecology 3(2): 3. [online] URL: http://www.consecol.org/vol3/iss2/art3/
Jacobson, S.K., M.C. Monroe, and S.
Marynowski. 2001. Fire at the wildland interface: The influence of experience
and mass media on public knowledge, attitudes, and behavioral intentions.
Wildlife Society Bulletin 29(3):929-937.
Monroe, M.C. and K.C. Nelson. 2004.
The value of assessing public perceptions: Wildland fire and defensible space.
Applied Environmental Education and Communication 3:109-117.
Community Preparedness for Wildfire
Case Studies,
Cochrane,
M.A., A. Alencar, M.D. Schulze, C.M. Souza, Jr., D. Nepstad, P. Lefebvre, and
E.A. Davidson. 1999. Positive feedbacks in the fire dynamic of
closed canopy tropical forests. Science
284:1832-1835.
Recommended:
Cochrane,
M.A. 2003. Fire science in
rainforests. Nature 421:913-919.
Milner-Gulland, E.J., E.L. Bennett and the SCB 2002 Annual Meeting Wild Meat Group. 2003. Wild meat: the bigger picture. Trends in Ecology and Evolution 18(7):351-357.
Griffiths, T. 2007. Seeing ‘red’? ‘Avoided deforestation’ and the
right of Indigenous Peoples and local communities. Forest Peoples Programme, Moreton-in-Marsh,
England.
Recommended:
Bennett, E.L. and J. Robinson. 2000. The
hunting of wildlife in tropical forests: Implications for biodiversity and
forest peoples. World Bank Technical
Paper No. 76. The World Bank,
Rockwell, C., K.A. Kainer, N. Marcondes, and C.
Baraloto. 2007. Ecological limitations of reduced impact
logging at the smallholder scale. Forest
Ecology and Management 238:365-374. *In Portuguese through Kainer
Humphries, S.S., Kainer, K.A., 2006. Local perceptions of forest
certification for community-based enterprises. Forest Ecology and Management
235:30-43. *In Portuguese
through Kainer
Putz, F. E., Blate, G. M., Redford, K. H., Fimbel, R., Robinson, J. G., 2001. Tropical forest management and conservation of biodiversity: An overview. Conservation Biology 15:7-20.
Kusters, K., R. Achdiawan, B. Belcher, M.R. Pérez. 2006. Balancing development and conservation? An assessment of livelihood and environmental outcomes of nontimber forest product trade in Asia, Africa and Latin America. Ecology and Society 11(2):20 [online URL: http://www.ecologyandsociety.org/vol11/iss2/art20/
Ticktin, T. 2004. The ecological implications of harvesting non-timber forest products. Journal of Applied Ecology 41:11-21.
Wadt, L.H.O., K.A. Kainer, C.L. Staudhammer and R.O.P. Serrano. In review. Sustainable forest use in Brazilian extractive reserves: natural regeneration of Brazil nut in exploited populations.
Nov 6 Partnerships
and capacity building
Wilshusen, P.R. 2003.
Exploring the political contours of conservation: A conceptual view of
power in practice. Pages 41-57, In:
Brechin, S.R., P.R. Wilshusen, C.L. Fortwangler, and P.C. West (eds.),
contested nature: Promoting international biodiversity conservation with social
justice in the twenty-first century. State University of New York Press,
Albany, NY.
Menzies,
N.K. 2007. Negotiating partnerships, Pages 152-170
(Chapter 9) In: Our forest, your ecosystem, their timber, Columbia University
Press, New York.
Rodríguez, J.P., A.B. Taber, P.
Daszak, R. Sukumar, C. Valladares-Padua, S. Padua, L.F. Aguirre, R.A. Medellin,
M. Acosta, A.A. Aguirre, C. Bonacic, P. Bordino, J. Bruschini, D. Buchori, S.
González, T. Mathew, M. Méndez, L. Mugica, L.F. Pacheco, A.P. Dobson and M.
Pearl. 2007. Globalization of conservation: A view from
the South. Science 317:755-756.
Schmink and Kainer. 2003.
Partnerships for research, community development and policy change in
Acre, Brazil. Paper presented at XXIV
International Congress of the Latin American Studies Association (LASA),
Dallas, TX.
Buck, L.E., E. Wollenberg, and D. Edmunds. 2001.
Social learning in the collaborative management of community forests:
Lessons from the field. Pages 1-20, In:
Wollenberg, E., D. Edmunds, L. Buck, J. Fox, and S. Brodt (eds.), Social
learning in community forests. CIFOR,
Guijt,
http://www.ids.ac.uk/ids/bookshop/briefs/Pb12sp.pdf
Mulder and Coppolillo: Chapter 10, From how to think to how to act
Moller, H., F. Berkes, P.O. Lyver, and M. Kisliogliu. 2004.
Combining science and traditional ecological knowledge: Monitoring populations
for co-management. Ecology and Society 9(3): 2.
(online) http://www.ecologyandsociety.org/vol19/iss3/art2
Firehock, K. 2003. Protocol and guidelines for ethical and effective research of community-based collaborative processes. Community Based Collaborative Research Consortium (CBCRC), University of Virginia, Charlottesville, VA.
Kainer,
K.A., M. Schmink, H. Covert, J.R. Stepp, E.M. Bruna, J.L. Dain, S. Espinosa and
S. Humphries. 2006. A graduate education framework for tropical conservation
and development. Conservation Biology
20(1):3-13.
Mulder and Coppolillo: Chapter 11, Red flags: Still seeing
things in black and white?
Nov 28 Ethics
and social responsibility
Lubchenco, J. 1998. Entering the century of the environment: A new social contract for science. Science 279:491-497.
Jacobson, P.J. and K.M. Jacobson. 1997. Encouraging, training, and supporting
“ecologists/biologists as problem solvers”: Some concerns from