Download Land Use, Natural Resources, and Conservation

Land Use, Natural Resources and Conservation
SFS 3050
Syllabus, Fall 2016
Resident Lecturer
Purna B. Chhetri, PhD
Office hours: Wednesday 3-5 pm, and by appointment
The School for Field Studies (SFS)
Ugyen Wangchuck Institute for Conservation and Environment (UWICE)
Bumthang, Bhutan
www.fieldstudies.org
© 2016 The School for Field Studies
Course Overview
The kingdom of Bhutan lies in the eastern Himalayan typically characterized by extensive and numerous
mountains and valleys, world’s highest peaks and a diversity of vegetation and wildlife.
The country consists of the most rugged terrain in the world and there is a huge variation in altitudes
from its southern to northern border. Within a width (north-south) of approximately 170 km, Bhutan’s
elevation varies from 200 masl in the south to 7500 masl in the north. The variation in elevation creates
a diversity of landscapes and micro-climatic conditions that are ideal for a range of ecosystems and high
species diversity in the country. Essentially more than 60 % of the Bhutanese still live in rural areas and
practice traditional forms of livestock rearing, agriculture, and natural resources management. The
management strategies include technical as well as spiritual aspects. The technical aspect includes land
management (examples plowing, sowing seeds, planting etc.) and spiritual practices related to deities.
However, those practices are rapidly changing with modernization and democratization.
In this course we will consider the set of natural resources that are tied to both local livelihoods and the
national economy – including soil, water, timber, non-timber forest products, grasslands, wetlands. We
will study different land uses created by the livestock rearing, agriculture practices and other land use
practices both historical and current, and understand why and how these are changing. What are the
implications and dynamics of such changes to households’ economy, the environment, local and
regional landscapes? We will consider food security, both at the household and regional/national levels
and link those to forest resources. We will also look for synergies and alternatives in conservation of
biodiversity, conservation of agrobiodiversity (the genetic diversity of crop species and the diversity of
agricultural systems) in relation to rural livelihood and development.
The course is closely linked to the other two disciplinary courses: Mountain Ecology and Political and
Socioeconomic Dimensions of Environment. Conceptually, we will focus on the notions of resilience,
multi-functionality and redundancy and evidence for these will be sought in the fields.
The course will be balanced by integrating field, classroom lectures and field exercises; students will
explore the science behind current local and global issues in land use, water, food production,
biodiversity, and climate change. The purpose of this course is to provide students with opportunities to
develop a strong foundation of scientific knowledge on the natural environment and to build a tool kit of
field research methodologies and analytical skills to uncover, test, and describe ecological and socioeconomics questions. The focus is on field-based and hands-on learning. Rain or shine we will go to the
fields.
Learning Objectives
In this course students will develop a conceptual and practical understanding of the landscape
complexity of Bhutan and national and local goals and strategies for natural resource use and
management. Specific learning objectives are the following:
1. Learn how to “read the landscape” and describe what you see using the multiple lenses of
landscape studies.
2. Know the main natural resources that are important to rural households and to the national
economy, and understand the synergies and tensions between those two scales.
3. Articulate the relationships between policies related to natural resources (land, natural
resource, and conservation policies) and the realities on the ground.
4. Understand the issue of food security, and how this can be strengthened or threatened by
different policies and practices.
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5. Employ field research methods and analytical tools, including qualitative and quantitative
methods that are used in the study of landscapes.
Assessment
Assessment Item
Due date
Value (%)
Active Participation
Plant identification quiz and group presentation
FEX 1: Forest Mensuration/inventory
Reading the landscape portfolio
FEX 2: Landscape mosaic research
Final examination
TOTAL
Continuous
7 Oct (9-10:30 am)
Oct 13 (2-3 pm presentation)
Oct 13 ( hand in report)
Nov 4 ( Hand in report)
Nov 12
10
10
20
10
25
25
100
Assessment Descriptions:
Active participation
During this program we will travel through many eco-regions and rural communities. We expect that the
student will be an active observer, constantly observing the landscape, livelihoods, and culture and
participating in discussions regarding these observations. Active participation includes constructive
engagement with the full range of course activities, respectful awareness of the Bhutanese cultural
context, and responsible behavior as a group member who is involved in others’ learning.
Plant identification quiz and group presentation
The students will be given field lectures on identification of different plant species around UWICE and
there will be plant id quiz in the class using sample specimens. In small groups, students will be tasked
with researching the background of a specific plant species. Each group will write a short description of
the species and its uses, and then share their information with the class on schooled date. Presentations
should include:
1.
2.
3.
4.
Brief botanical descriptions of family, genus and species
Global native distribution, including the distribution within Bhutan
Ethno-botanical uses
Management practices (either conservation practices, and/or anthropogenic propagation
methods)
Field Exercise (FEX1): Forest inventory and biomass sampling
The class will be divided into groups of four: each group will work in two inventory plots and collect
DBH, Height and other attributes of the plot trees. The group will then use the collected data to produce
an estimate of total biomass from each inventory plot. Each group will present their findings to the rest
of the class. A detailed handout will be provided.
Reading the landscape portfolio
Students will produce a portfolio of two works based on their “reading” of several landscapes. At two
locations the students will be asked to examine the landscape around them and identify the human and
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natural elements around them. Following each visit, the students will be asked to produce a short
description of the site, including a metric that shows scale of human influences. The students will also be
asked to draw a map at each location identifying the human and natural elements. A detailed handout
will be provided.
Field Exercise (FEX2): Landscape mosaic research
Students will work in small teams of four members to design and implement a field study of a landscape,
one which contains at least three “mosaic elements” (e.g., an agricultural field, a community forest, and
a wetland). The team will map, measure, count, and describe the landscape mosaic using multiple
research methods (e.g., geographic information technology, interviews, and species counts). The team
will also identify the natural and domesticated resources in the landscape, assess their status, and
discuss the actual and potential management strategies for these resources. Consideration should be
made of the policies that may be relevant to that landscape. The team will produce and deliver a written
technical report and an oral report. A detailed handout will be provided.
Final Examination
One comprehensive exam will be administered at the end of the course. Students will be examined on
what they have been exposed to in class (lectures, discussions, etc.) and in the field, and what they have
been asked to read. The exams allow students to draw on multiple concepts and experiences, and to
synthesize information.
Grading Scheme
The following grading scheme will be employed to award the final grade to the students.
A
95.00+
B+
86.00 – 89.99%
C+
76.00 – 79.99%
D
60.00-69.00%
A-
90.00 – 94.99%
B
83.00 – 85.99%
C
73.00 – 75.99%
F
59.99 to 0.00
B-
80.00 – 82.99%
C-
70.00 – 72.99%
General Reminders
Readings: Students are expected to have read all the required readings prior to each class. Information
from required readings will be part of the course assessments. It is encouraged that ‘optional readings’
be reviewed by students.
Plagiarism: Using the ideas and material of others without giving due credit is cheating and will not be
tolerated. A grade of zero will be assigned if anyone is caught cheating or aiding another person to cheat
actively or passively (e.g., allowing someone to look at your exam). All assignments unless specifically
stated should be individual pieces of work. Plagiarism cases may be reported to the student’s home
institution and may be grounds for further academic disciplinary action.
Deadlines: Deadlines for written and oral 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, and
deadlines allow faculty time to review and return assignments before others are due. Assignments will
be handed back to students after a one-week grading period. Late assignments will incur a 10% penalty
for each day that they are late. No assignment will be accepted after third day from the agreed date.
Participation: Since we offer a program that is likely more intensive than student might be used to at
home institution, missing even one lecture can have a proportionally greater effect on final grade as
there is little room to make up for lost time. Participation in all components of the program is
mandatory because student actions can significantly affect the experience a student and his/her
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classmates have while at SFS. Therefore, it is important that students are prompt for all activities, bring
the necessary equipment for the field, and simply get involved.
Deadlines: for assignments are established to promote equity among students, to allow faculty enough
time to review and return comments and grade before other assignments are due; and to avoid clashes
with other activities and courses. Therefore, deadlines are firm and extensions will only be considered
under extreme circumstances. Unapproved late assignments incur 10% penalty per day.
Course Content, Lectures
L lecture and discussion, GL guest lecture, GFG Guest Field Guide, FL field lecture, FEX field exercise
Title
Type
Hrs
Introduction to Landscapes
Introduction to land use, natural resources and
L
1.25
biodiversity: Define and describe different land
uses, natural resources, and strategies for the
conservation of biodiversity both in the global and
the Bhutanese context; discuss the relationship of
these different elements to natural resource
management.
Landscape elements: What is landscape comprises
L
1.25
of? We will define landscapes and its elements
considering its natural, socio-cultural aspects in
general and in Bhutanese context.
Alpine region of Bhutan Himalaya
L
1.25
The alpine region of Bhutan Himalaya is a special
landscape and has its own set of land forms and
socio-culture. We will examine its natural
conditions, its cultural practices and needs of the
residents.
Alpine region of Bhutan Himalaya: Case study
L
1.25
One of the highly priced entomo gungus
(Ophiocordyceps sinensis) grows in this region. We
will discuss about its ecology and sustainability in
future, as well as its use, trade, and impacts on the
livelihoods of the local residents.
Landscapes I: Techniques for reading landscapes:
FL
1.25
Making sharp observations are key for
understanding the world around us. We will
practice making and noting our field observations
of landscapes, practice participatory mapping, and
reading maps and satellite imagery. The first trip
starts in Thimphu.
Resources and Management Theories
Forest types of Bhutan: The students will be
L
1.25
introduced to different forest types of Bhutan and
their significance to Bhutanese society.
5
Reading
Gillison 2012 (pg9 Sec3
– pg26 Sec 6)
Bhutan Biodiversity
Action Plan 2009:
Chapter 2 and chapter
3 (other chapters
optional)
Weins 2002
Winkler 2008
Winkler 2008
Gustafson 1998
Chhetri and Tenzin
2012 ( chapter 1 to 3)
Title
Type
Hrs
Plant Identification: Field introduction of plant
FL
3
communities in Bhutan and familiarize students
with common tree and plant species found in
Bumthang (UWICE). The second time period will be
for the students to present on their specific species.
Forest management systems: We will look at
L
1.25
theories, goals, and objectives of forest
management and conservation generally and
explore historical management strategies of
Bhutanese forest resources.
FEX: Forest Inventory: Theories will be discussed in L/FEX
1.25 &
lecture and then students will build technical skills
3
for forest sampling and measurement of biomass,
forest resources sampling and measurement of
biomass, forest resources and increment studies.
Evolution and practice of community forestry (CF) GL/FL
1.25 &
in Bhutan. We discuss the history and current
1.5
practices of community forestry in Bhutan, and also (Sonam
compare such practices in other countries. We look Phuntsho)
at sustainability of forest resources and consider
the technical, economic, and environmental aspects
of CF. We will also visit a CF site in Bumthang valley
to get deeper understanding.
Evolution of agriculture in Bhutan and its
GL(DAO
1.25
relationships with forest resources: We will look at
Gyelong)
the historical agricultural practices and the
international influences, from Swiss cattle breeds to
the introduction of chilies. Farming is changing due
to multiple factors, including the allure of the urban
life, international economies and land policy and
personal tastes. We look at how these factors play
out on the farm, from selection of crops to livestock
husbandry.
Agriculture, forests, Livestock Interactions
1.25
FL/GL
Agriculture, Forest, and Livestock resources are
(Dr. Sonam
central to rural livelihood in Bhutan. Interaction
among these will be explored to discuss existing
Wangchuk)
policies and practices in natural resource
management system.
Valuation of ecosystem services and traditional
L
1.25
resource management systems in Bhutan:
exploration of cultural values in managing natural
resources (Sacred groves, water deities, Ngyes),
Implications of Resource Use and Management
6
Reading
Flora of Bhutan, Vols
1-9 Flowers of the
Himalayas, Thinley
Namgay and Karm
Tenzin
Moktal et al, 2009,
Penjor and Rabten
2004
Asrat and Tesfaye
2013
Chhetri 2016
Dorji and Phuntsho,
2007
Phuntsho et al 2011
Gustafson 1998
Wangchuck et al 2013,
Roder et al 2002
Lindsay 2016
Title
Forests in changing socio-economics and climate
What is the overall contribution of forests, direct
and indirect, to Bhutanese economy? Are people
aware of intangible benefits of forests? Under
direct benefits we will look at some of the products
(Mushrooms, bamboo, paper making, wood
carvings, natural dyes, medicinal plants)
Forests in changing socio-economics and climate:
Case study: We will explore some case studies of
forest resources as economic enterprises. Local trip
will be organized to sawmill and other forest based
enterprises in Bumthang.
Payment for ecosystem services and conservation
A brief history on the development of
environmental policies, with an emphasis on
conservation and the institutions and economics
involved, as well as what it means for residents.
Part of it will be done at Yakpogang PES site during
field trip to Lingmethang.
Land management issues and livelihood
Land fragmentation, habitat loss, land degradation,
erosion, forest fire, and other natural calamities
and their consequences on mountain livelihood.
Mostly covered during field trips especially the one
in Lingmethang.
Food security and urban-rural migration
The students will be given opportunities to know
what food security is to farming communities and
causes of urban rural migration.
Conflicts in natural resources management and its
impact on livelihood of rural populations
Various conflicts in resources sharing and their
consequences on in general will be discussed and
recommendations to resolves such conflicts
recommended. Example Hydropower conflicting
with other users (agriculture, drinking water,
displacement of residents). Some real field
situations of such conflicts will be discussed during
Lingmethang trip.
Human Wildlife Conflicts: Human wildlife conflict is
a long standing unresolved issue in Bhutan. Wildlife
causes different damages to life and livelihood of
Bhutanese people. We will explore the conflicts, the
mitigation measures, and future challenges of this
conflict. We will explore one site where these
conflicts are present, discovering what it means for
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Type
Hrs
Reading
FL
1.25 & MoAF 2015
2
FL
2
Xu2009
FL
1.25
Norbu 2012_PES
&1
FL
1.25 & Foley 2005
1
D
1.25
Devereux 2004
MoAF 2010_Food
Security
L
1.25
FL
1.25 & Ura 2009
1
Anderson et al_2008
Title
locals. (Field trip to Ura/Tang and also in
Lingmethang trip.
Type
Hrs
Landscapes II: Techniques for surveying
2
FL
landscapes: Making sharp observations are key for
Chokhortoes
understanding the world around us. We will
practice making and noting our field observations
trip
of landscapes, practice participatory mapping, and
reading maps and satellite imagery. The students
will wrap up their learning of landscapes here.
Tools for Resource Management and Conservation
Watershed as a land management planning tool:
L
1.25
The one of the main focus of this study will be on
watershed management, the multi-stakeholder
processes.
Techniques in land use study: We will learn and
L/Lab/GL
1.25,
practice field and laboratory methods in landscape
(Chenga )
2&2
study including GIS and introduce other methods
such as Multi-criterion decision support tools, agent
10/10
based models.
Land management in mountainous watersheds:
FL
1.25 &
Different land management methods and
1.25
techniques (agroforestry, check dams, and other
indigenous practices, such as land terracing) will be
discussed.
Incentives for management: We will discuss about
FL
1.25
REDD plus, CDM and other schemes.
FEX: Research on Landscape Mosaic Each student
FEX
5
field teams will conduct a detailed study of a
selected landscape, employing mixed methods in
the field. Data analysis and reporting are part of this
FEX.
The Big Picture
Conservation, changing livelihoods and community FL
2
development in wetland. The temperate wetland
valley of Phobjikha is one of the most successful
development and conservation model areas of
Bhutan. How can this be translated to other
locations?
Evolution of forests and environmental policies at L
1.25
global level. How does what we are seeing on the
ground in Bhutan reflect and exemplify, or not,
global environmental policies.
Exam Review
1
Final Exam
2
Total
60.5
8
Reading
Gustafson 1998
(refresh)
MoAF 2015
Pratap 1999
Oslen 2007
Readings
Agrawal, A., A. Chhatre, and R. Hardin. “Changing Governance of the World’s Forests.” Science 320, no. 5882
(June 13, 2008): 1460–62. doi:10.1126/science.1155369.
Chhetri, P.B., Katwal, S., Dukpa,T., Drukgyel,S., and Gregoire , T.G., (2016) The Randomized Branch
Sampling - A Cost Effective Estimation Method of above Ground Biomass. Indian Forester (142)1
Chhoden. “An Evaluation of Decentralization System in Bhutan.” KDI School of Public Policy and
Management, 2009.
Choden, Tashi. “Indo-Bhutan Relations Recent Trends.” Journal of Bhutan Studies 11, no. Winter (2004): 112
–128.
Moktan, Mani Ram, Georg Gratzer, William H. Richards, Tek Bahadur Rai, and Dawa Dukpa. “Regeneration
and Structure of Mixed Conifer Forests under Single-Tree Harvest Management in the Western
Bhutan Himalayas.” Forest Ecology and Management 258, no. 3 (June 2009): 243–55.
doi:10.1016/j.foreco.2009.04.013.
Moktan, Mani Ram, Georg Gratzer, William H. Richards, Tek Bahadur Rai, Dawa Dukpa, and Kinley Tenzin.
“Regeneration of Mixed Conifer Forests under Group Tree Selection Harvest Management in
Western Bhutan Himalayas.” Forest Ecology and Management 257, no. 10 (April 2009): 2121–32.
doi:10.1016/j.foreco.2009.02.022.
Neves, Bernardete, ed. “Building Capacity for PES in Bhutan: Pilot Summary Report Draft.” FAO, 2011.
Norbu, Chencho. “Types of Land Degradation in Bhutan,” 2003.
https://www.repository.cam.ac.uk/handle/1810/226962.
Olsen, K.H. (2007). The clean development mechanism’s contribution to sustainable development: a review
of the literature. Climatic Change (84)1. doi:10.1007/s10584-007-9267-y.
Penjore, Dorji. “Is National Environment Conservation Success a Rural Failure? The Other Side of Bhutan’s
Conservation Story,” 2008. http://archiv.ub.uni-heidelberg.de/savifadok/1386/.
Penjore, Dorji, and Phuntsho Rapten. “Trends of Forestry Policy Concerning Local Participation in Bhutan.”
Policy Trend Report 2004 (2004): 28–34.
Rinzin, Chhewang, Walter J. V. Vermeulen, and Pieter Glasbergen. “Public Perceptions of Bhutan’s Approach
to Sustainable Development in Practice.” Sustainable Development 15, no. 1 (January 2007): 52–68.
doi:10.1002/sd.293.
Sangay, Tiger, and Karl Vernes. “Human–wildlife Conflict in the Kingdom of Bhutan: Patterns of Livestock
Predation by Large Mammalian Carnivores.” Biological Conservation 141, no. 5 (May 2008): 1272–82.
doi:10.1016/j.biocon.2008.02.027.
Sharma, Eklabya, Nakul Chettri, Karma Tsering, Arun Shrestha, Fang Jing, Pradeep Mool, and Mats Eriksson.
Climate Change Impacts and Vulnerability in the Eastern Himalayas. Kathmandu: ICIMOD, 2009.
Wang, S.W., and D.W. Macdonald. “Livestock Predation by Carnivores in Jigme Singye Wangchuck National
Park, Bhutan.” Biological Conservation 129, no. 4 (May 2006): 558–65.
doi:10.1016/j.biocon.2005.11.024.
Wangchuk, Sangay, Stephen Siebert, and Jill Belsky. “Fuelwood Use and Availability in Bhutan: Implications
for National Policy and Local Forest Management.” Human Ecology 42, no. 1 (February 1, 2014):
127–35. doi:10.1007/s10745-013-9634-4.
Wangchuk, Sangay, and Stephen F. Siebert. “Agricultural Change in Bumthang, Bhutan: Market
Opportunities, Government Policies, and Climate Change.” Society & Natural Resources 26, no.
12 (2013): 1375–89. doi:10.1080/08941920.2013.789575.
Wangdi, Rinchen, and Nima Tshering. “Is Community Forestry Making a Difference to Rural Communities.” A
Comparative Study of Three Community Forests in Mongar Dzongkhag, A Series of Case Studies on
Community-Based Forest and Natural Resources Management in Bhutan. Ministry of Agriculture.
Thimphu, 2006.
http://www.moa.gov.bt/moa/downloads/downloadFiles/MoADownload6au6238fk.pdf.
Winkler, Daniel. “Yartsa Gunbu (Cordyceps Sinensis) and the Fungal Commodification of Tibet’s Rural
Economy.” Economic Botany 62, no. 3 (2008): 291–305.
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