Download Syllabus: Principles of Resource Management

Principles of Resource Management
SFS 3740
Syllabus, Fall 2016
Leonor Ceballos, M.S.
Resident Lecturer in Principles of Resource Management
Office hours by appointment
The School for Field Studies (SFS)
Center for Tropical Island Biodiversity Studies (TIBS)
Bocas del Toro, Panama
www.fieldstudies.org
© 2016 The School for Field Studies
Course Overview
Principles of Resource Management (PRM) course in the Tropical Island Biodiversity Studies program is
intended to introduce students to the various principles and tools required to understand and manage
forest resources. This component of the academic program links concepts from tropical rainforest
ecology with the Tropical Coastal Ecology (TCE) and the Environmental Policy and Socioeconomic Values
(EPSV) courses. This course covers basic principles in forest dynamics and ecology, which will set the
fundamentals for the understanding the ecological processes that maintain soil productivity, nutrient
recycling, the cleansing of air and water, and climatic cycles. Conceptual material focuses on
biodiversity, valuation of ecosystem services, water resources and management, pollution and pollution
management, habitat modification, forest management for timber and non-timber forest products,
terrestrial protected areas, and climate change and global climate change mitigation programs.
Throughout the course, lecture material and extensive field activities will present local issues in resource
use, resource exploitation, and resource management important to the environmental and social wellbeing of the Bocas del Toro region.
Learning Objectives
Following this course, students should:
1. Understand the basic ecological principles that are important for understanding natural
resources and their management.
2. Have a working knowledge of the tools available for assessing the status of forest resources.
3. Understand how resources within the Bocas del Toro region have historically been utilized and
determine which extractive processes should be monitored more closely.
4. Gain an appreciation of the importance of balancing biodiversity conservation and natural resource use
for human development.
Thematic Components and Research Direction
During the semester, discussions and analyses will be framed by two major themes, each of which we
will address using specific local examples.
1. The status of natural resources important to the ecological and socioeconomic well-being of
Bocas del Toro. The Bocas del Toro Archipelago is a complex mosaic of marine and terrestrial
ecosystems, hosting diverse and unique natural resources. These resources are under increasing
pressure from highly varied groups of stakeholders ranging from indigenous Ngöbe villagers, to
Hispanic and Afro-Antillean island residents, to wealthy expatriate immigrants from the US and
Europe – each with distinct patterns of resource use and impacts on terrestrial and marine
ecosystems. You will learn resource use patterns of these different groups, and focus on what
steps can be taken by each group to advance towards more sustainable patterns in resource
management.
2. Management strategies that assist in maintaining or improving sustainability of natural
resources in Bocas del Toro and contribute to future economic development and
diversification. Island ecosystems are characterized by delicate and unique ecological
characteristics and are often highly susceptible to anthropogenic exploitation. In the Bocas del
Toro region, a long history of human pressure has resulted in major ecological changes over the
past centuries that significantly impact the socioeconomic strategies of the inhabitants.
Students will explore management strategies that assist in maintaining or improving the
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sustainability of natural resources in Bocas del Toro and contribute to future economic
development and diversification. Gaining an appreciation for the ecology, resource
management, and socio-economics of the Bocas region should provide students with a working
knowledge of the principles of biodiversity protection and familiarity with a broad range of
approaches to conservation on tropical islands.
Assessment
The evaluation breakdown for the course is as follows:
Value (%)
Assessment Items
Participation
10
Field Exercises
20
Field Journal
20
Mid-term Exam
25
Final Exam
25
Total
100
Participation and topic discussions (10%)
Everybody should be prepared for each academic session, these include not only lectures but field trips
and field exercises. This implies reading the materials for each session with enough detail to be able to
ask relevant questions; and to participate in analytical discussions about the key issues. Active
participation during classes, discussions and hikes is expected.
Field Exercises (20%)
During Field Exercises students will gain experience for the Directed Research component at the end of
the semester. The Field Exercises require field observation, data collection, and report writing. A total of
four Field Exercises will be conducted through the semester:
1. Plant Diversity in Neotropical Forests: students will have the opportunity to put into practice
plant sampling techniques through quadrats. Several plant species will be collected and
transported to the Center for further identification in a Plant ID Workshop. Plant specimens with
their scientific names and a brief description of the species will be handed in the same day at the end of
the Plant ID Workshop. All identified specimens will be placed in a grouped plant press as reference for
further students.
2. Insect Sampling in Forest Systems: students will conduct an insect sampling activity to test
different insect sampling techniques. Insects and other arthropods will be sampled using passive
and active methods, such as nets and traps. A week after the Insect ID Workshop, students will
hand in a written report, which will consist on a complete document and will include: title,
authors, introduction, materials and methods, results, discussion, and literature reviewed.
Students should follow the guidelines provided and will place all the specimens collected at the
TIBS insect collection.
3. Frog Sampling: after a series of data collection on frogs’ morphometric, coloration, and sex at four
different locations around the Bocas del Toro Archipelago: Isla Colon, Bastimentos, Popa and Solarte,
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students will hand in a written brief discussion (two pages maximum) on the potential reason for the
polymorphic variations in Oophaga pumilio on the Archipelago.
4. Bromeliads as islands: followed by sampling on bromeliads, students will explore the species
area relationship theory (bromeliads been considered as islands) a brief written discussion on
the results found on the bromeliad tanks and the relation of this with the size of the bromeliad.
Students should discuss on the organismal diversity found inside bromeliads of different sizes. The brief
report will be handed in by the students on the same day following the laboratory session established for
this activity and the guidelines provided for this field exercise.
Field Journal (20%)
During FEXs and Field lectures students will keep a journal with basic information about the location
visited and the activity developed. In it, students will record everything they find, observe, and collect.
Midterm Exam and Final Exams (50%)
Two written exams will be given based on material covered in lectures, readings, and field exercises and
experiences. Each exam is worth 25% of the total final grade.
Grading Scheme
A
95.00 – 100.00%
B+
86.00 - 89.99%
C+
76.00 - 79.99%
D
60.00 - 69.99%
A-
90.00 – 94.99%
B
83.00 - 85.99%
C
73.00 - 75.99%
F
0.00 – 59.99%
B-
80.00 - 82.99%
C-
70.00 - 72.99%
General Reminders
Readings – Students are expected to have read all the assigned articles prior to each class. All readings
are available on PDF format. The purpose of using PDFs is to avoid printing and reduce impact on the
environment and more particularly on the center’s resources. Readings might be updated or changed
during the course of the semester. Please, revise the course outline on a regular basis.
Plagiarism – Using the ideas and material of others without giving due credit is consider cheating and
will not be tolerated. A grade of zero will be assigned if students are caught cheating or aiding another
person to cheat actively or passively (e.g. allowing someone to look at your exam). All assignments—
unless stated by the instructor—should be original pieces of work.
Deadlines – Deadlines for assignments are instated for several reasons: they are a part of working life to
which students need to become accustomed and promote equity among students. Deadlines allow
faculty ample time to review and return assignments before others are due. Late assignments will incur
a 10% penalty for each day that they are late. No assignment will be accepted after three days.
Assignments will be handed back to students after a one-week grading period.
Participation – Since SFS program is an intensive course in depths, missing even one lecture can have a
proportionally greater effect on your final grade simply because there is little room to make up for lost
time. Participation in all components of the program is mandatory because your actions can significantly
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affect the learning experience of you and your classmates. Therefore, it is important that you are
prompt for all activities, bring the necessary equipment for field exercises, field trips, workshops, and
lab work, and simply get involved.
Lectures, Exercises, and Exams
D=Discussion, E=Exam, FEX=Field Exercise, FL=Field Lecture, FT=Field Trip, GL=Guest Lecture, L=Lecture,
LW=Laboratory Work, W=workshop
*IMPORTANT NOTE: Dates stated are subject to change.
Code
PRM01
PRM02
PRM03
PRM04
PRM05
PRM06
PRM07
PRM08
PRM09
Lecture Title and Description
Type
Time
(hrs.)
Readings
Course Intro: Course structure, objectives,
L
1:00
assignments, deadlines and evaluation
MODULE 1 – Principles of Tropical Ecology
Keppel, Gunnar, Yvonne M. Buckley, and
Hugh P. Possingham. "Drivers of lowland
Rainforest Dynamics
rain forest community assembly, species
1:00
L
diversity and forest structure on islands in
Introduction to the dynamics of a rainforest
the tropical South Pacific." Journal of
Ecology 98.1 (2010): 87-95.
Rainforest walk: Walk through the rainforest
of Isla Solarte to observe first-hand the
FL
1:30
characteristics of this particular type of forest
Tropical Realm and the Rainforest
Forsyth, A., & Miyata, K. (1984). Tropical
Introduction/refresher of some fundamental
Nature: Life and Death in the Rain Forests
definitions & concepts relevant to tropical
L
1:00
of Central and South America. Simon and
terrestrial ecology, including distribution of
Schuster - Chapter 1: In the Realm of the
tropical ecosystems, types and drivers of
Tropics.
biodiversity, and the ecological niche
Plant Diversity
(Janzen-Connell Biodiversity Hypothesis)
Field lecture on plant characteristics and
FL
1:00 Terborgh, J. (2012). Enemies maintain
importance. The first Frog sampling site will
hyperdiverse tropical forests. The
also be targeted at Popa (Frog sampling 1).
American Naturalist, 179(3), 303-314.
Records on the morphometric and coloration
of the frogs present in the area
Plant Sampling techniques: Walk through the
forest at Popa Island to observe and collect
FEX
1:30
plant specimens, such as leafs, flowers and
seeds for further identification at the Center
Plant ID Workshop: Plant ID of the samples
Wright, J. S. (2002). Plant diversity in tropical
collected at Popa Island using resources such
W
3:00
forests: a review of mechanisms of species
as books, internet and other type of means
coexistence. Oecologia, 130(1), 1-14.
available
Attiwill, P.M. & Adams, M.A. (1993). Tansley
Soils and Nutrient Cycling: Soil characteristics
Review No. 50. Nutrient cycling in forests.
L
1:00
and nutrient cycling in wet tropical systems
New Phytologist, 124 (4): 561-582.
Soil Sampling Techniques
Collect soil samples in the rainforest of Solarte.
FL
1:00
The second frog sampling site will be targeted
while in Solarte Island (Frog sampling 2)
4
Code
Lecture Title and Description
Type
Time
(hrs.)
PRM10
Changuinola Field Trip Prep: Expectations and
explanation of the assignments day at Finca
"La Magnita" and Banana Plantation in
Changuinola
L
0:30
PRM11
Changuinola Field Trip – Forest Modification
and Management: Trip to Changuinola District
to visit Finca "La Magnita" in Charagre and a
Banana plantation facilities
FT
3:00
PRM12
Soil Lab: We will go through the soils samples
previously collected and review them under
the microscope to sort out some of the
organisms found; as well as some
physicochemical characteristics of the samples
LW
2:00
PRM13
Epiphytes
Walk through Solarte rainforest to identify and
understand the importance of eiphytes
FL
1:30
L
1:00
FEX
2:00
L
2:00
L
0:30
W
3:00
GL
1:00
PRM14
PRM15
PRM16
PRM17
PRM18
PRM19
PRM20
Do your own insect aspirator
Students will create a personal insect aspirator
with the materials provided. The aspirator will
be used during the insect sampling exercise
Insect Sampling Techniques: Several insect
sampling techniques will be put into practice in
different habitat patches. Sampling of the third
frog population at Floating Doctors’ Preserve
in Dolphin Bay (Frog sampling 3)
Animal Diversity in the Rainforests – insects
and their kins
ITEC Field Trip Prep: Expectations and
explanation of the assignments for the
overnight at the Institute for Tropical Ecology
and Conservation (ITEC) overnight in Isla Colon
Insect ID Workshop: Develop Insects ID skills
using different resources such as dichotomy
keys. Discussion on the sampling and ID
techniques, limitations and implications
Neotropical Herpetology – Dr. Peter N.
Lahanas
Animal Diversity in Rainforests– Birds Bocas
L
5
1:00
Readings
Andersson, Meike S., and S. Robbert
Gradstein. (2005). "Impact of
management intensity on non-vascular
epiphyte diversity in cacao plantations in
western Ecuador." Biodiversity &
Conservation 14: 1101-1120.
Forsyth, A., & Miyata, K. (1984). Tropical
Nature: Life and Death in the Rain Forests
of Central and South America. Simon and
Schuster – Chapter 4: Hangers-on.
Bael, Sunshine A. Van, Ruby Zambrano, and
Jefferson S. Hall. "Bird communities in
forested and human-modified landscapes
of Central Panama: a baseline survey for a
native species reforestation treatment."
International Journal of Biodiversity
Science, Ecosystem Services &
Management 9.4 (2013): 281-289.
Type
Time
(hrs.)
PRM21
Reptiles, amphibians and Bird observation
Reptiles, amphibians and birds in the
rainforest will be observed and identified
through different observation and
identification techniques. The fourth and last
frog data collection will take place at the ITEC
grounds (Frog sampling 4)
FL
2:00
PRM22
Tropical Diversity Debrief
Discussion on the plant and animal diversity
assessment, limitations and implications
D
1:00
FL
2:00
Code
Lecture Title and Description
PRM29
Night walk
An optional night walk through the forest to
observe nocturnal animals
Island Biogeography, Diversity and Endemism
– Dr. Peter N. Lahanas: Intro to key concepts in
island biogeography, and illustrate major
global trends in terrestrial and marine
biodiversity
Bromeliads as islands: An exercise on the
fauna diversity found inside bromeliad leaves
and its relation with the size-diversity theory
Bromeliads as islands Lab
An intensive review of the items found inside
the bromeliads and a discussion on the
species-area relationship theory
Zapatillas Field Trip Prep: Expectations and
explanation of the assignments for the day trip
to Zapatillas Cay
Rapid Biodiversity Assessment: Field to
Zapatilla to assess the biodiversity status on
the island.
Review for Midterm Exam
PRM30
Midterm Exam
PRM23
PRM24
PRM25
PRM26
PRM27
PRM28
PRM31
PRM32
PRM33
GL
1:00
FEX
1:30
LW
2:00
L
0:30
FL
1:30
L
1:00
Readings
Forsyth, A., & Miyata, K. (1984). Tropical
Nature: Life and Death in the Rain Forests
of Central and South America. Simon and
Schuster – Chapter 15: Night walks.
Whittaker, R. J., Triantis, K. A., & Ladle, R. J.
(2008). A general dynamic theory of
oceanic island biogeography. Journal of
Biogeography, 35(6), 977-994.
E
MODULE 2 – Principles of Resource Management
Intro to Natural Resource Management
Rockström, J., Steffen, W., Noone, K.,
Key concepts in natural resource management,
Persson, Å., Chapin, F. S., Lambin, E. F., ...
L
1:00
& Foley, J. A. (2009). A safe operating
including categories of resources, approaches
space for humanity. Nature, 461(7263),
to resource management, and discussion of
goals for management of natural resources
472-475.
Protected Areas Design & Management
Laurance, William F., et al. "The fate of
Introduction to key concepts , types of PAs and
Amazonian forest fragments: a 32-year
L
1:00
a look at the role and effectiveness in the face
investigation." Biological Conservation
of human population growth & climate change
144.1 (2011): 56-67.
Lawton, J. H., Bignell, D. E., Bolton, B.,
Habitat Modification, Degradation, and
Bloemers, G. F., Eggleton, P., Hammond,
Fragmentation - We will discuss key concepts
P. M., & Watt, A. D. (1998). Biodiversity
L
1:00
and major broad-scale trends in habitat
inventories, indicator taxa and effects of
modification and degradation
habitat modification in tropical
6
Code
Lecture Title and Description
Type
Time
(hrs.)
Readings
forest. Nature, 391(6662), 72-76.
PRM34
PRM35
PRM36
PRM37
PRM38
Soil Resources & Management
What are the disconnects between soil health,
nutrient cycling and human activity with
particular attention to agricultural practices
Water Resources and Water Management
We will introduce key ecological principles of
water cycling and discuss challenges for water
management in developing nations and in
tropical and island habitats. Preparation talks
for the Water Treatment Plant trip.
Pollution and Waste Management
Key concepts in pollution, linkages between
terrestrial and marine environments, and
management approaches in Bocas del Toro
Trip to the Dump, Water treatment Plant and
Bocas Town
Introduction to Ecosystem Services
Introduction to ecosystem services with a
focus on habitats of Bocas del Toro to advance
a working knowledge of importance and
economic value of local ecosystems.
1:00
Barrios, E. (2007). Soil biota, ecosystem
services and land productivity. Ecological
economics, 64(2), 269-285.
1:00
Vörösmarty, C. J., McIntyre, P. B., Gessner, M.
O., Dudgeon, D., Prusevich, A., Green, P.,
... & Davies, P. M. (2010). Global threats to
human water security and river
biodiversity. Nature, 467(7315), 555-561.
L
1:00
Derraik, J. G. (2002). The pollution of the
marine environment by plastic debris: a
review. Marine pollution bulletin, 44(9),
842-852.
FT
2:00
L
L
L
1:00
PRM39
Tourism and protected areas - Red Frog, “La
Loma”
Trip to Red Frog Beach and La Loma Eco lodge
to observe and discuss the direct and indirect
impacts of different kinds of tourism, and an
exploration of “eco-friendly” approaches.
FL
2:00
PRM40
Principles of Climate Change
Review of CC concepts, assessment of where
the science is today, and a discussion of the
implications for BLT
L
1:00
PRM41
Food Security, Agriculture & the Future of
Forests – An examination of projected landuse requirements to feed the growing human
population and role of agro ecological
principles; followed by relevant papers
discussion on GMOs
D
2:00
7
Carpenter, Stephen R., et al. (2009) "Science
for managing ecosystem services: Beyond
the Millennium Ecosystem Assessment."
Proceedings of the National Academy of
Sciences: 1305-1312.
Porter-Bolland, L., Ellis, E. A., Guariguata, M.
R., Ruiz-Mallén, I., Negrete-Yankelevich, S.,
& Reyes-García, V. (2012). Community
managed forests and forest protected
areas: An assessment of their
conservation effectiveness across the
tropics. Forest Ecology and
Management, 268, 6-17.
Beer, J., et al. (1998). "Shade management in
coffee and cacao plantations." Directions
in Tropical Agroforestry Research.
Springer Netherlands: 139-164.
Moritz, C., & Agudo, R. (2013). The future of
species under climate change: resilience
or decline? Science, 341(6145), 504-508.
Wright, S. J., Muller-Landau, H. C., &
Schipper, J. A. N. (2009). The future of
tropical species on a warmer
planet. Conservation biology, 23(6), 14181426.
Foley, J. A., Ramankutty, N., Brauman, K. A.,
Cassidy, E. S., Gerber, J. S., Johnston, M.,
... & Zaks, D. P. (2011). Solutions for a
cultivated planet. Nature, 478(7369), 337342.
Godfray, H. C. J., Beddington, J. R., Crute, I.
R., Haddad, L., Lawrence, D., Muir, J. F., ...
Code
Lecture Title and Description
Type
PRM43
Estimating Personal Carbon Budgets
Students will estimate their own personal
carbon emissions, and discuss lifestyle changes
to reduce personal emissions.
Review for Final Exam
PRM44
Final Exam
PRM42
Time
(hrs.)
W
1:00
L
1:00
E
Total contact hours
58:00
8
Readings
& Toulmin, C. (2010). Food security: the
challenge of feeding 9 billion people.
Science, 327(5967), 812-818.
McGloughlin, Martina. "Ten reasons why
biotechnology will be important to the
developing world." (1999).
Altieri, Miguel A., and Peter Rosset. "Ten
reasons why biotechnology will not ensure
food security, protect the environment, or
reduce poverty in the developing world."
Ethical issues in biotechnology (2002):
175-182.
Altieri, Miguel A., and Peter Rosset.
"Strengthening the case for why
biotechnology will not help the developing
world: A response to McGloughlin."
(1999).
Paterson, M., & Stripple, J. (2010). My space:
governing individuals’ carbon
emissions. Environment and planning. D,
Society and space, 28(2), 341.