"Imperial Ethos, Dominions Reality: Forestry Education in New Zealand and Australia, 1910–1965"
The forces that started formal forestry education in Australia and New Zealand from 1910 and 1924 respectively are traced.
The forces that started formal forestry education in Australia and New Zealand from 1910 and 1924 respectively are traced.
The author argues in this paper that the basis of these cattlemen’s use of fire to manage the land was their understanding of the practices during the ‘pioneering’ period of European settlement and of Aboriginal people before that.
An essay review of books by Arun Agrawal, Peder Anker, David Arnold, Gregory A. Barton, Richard Drayton, and S. Ravi. Rajan.
The second part of this two-part paper looks at the influence on forestry of knowledge and management practices exchanged through professional-scientific networks.
This two-part paper examines the origins, spread, and practices of professional forestry in Southeast Asia, focusing on key sites in colonial and post-colonial Indonesia, Malaysia and Thailand.
Germans arrived in Tanzania with a vision of scientific forestry derived from European and Asian templates of forest management that was premised on the creation of forest reserves emptied of human settlement. They found a landscape and human environment that was not amenable to established practices of rotational forestry.
The aim of this study was to analyse the swift land-use transition, from nomadic to agricultural, in the last colonised landscape of northern Sweden. Using historical documents and maps together with modern maps and a field survey, the authors wanted to link land-use patterns as strongly as possible to landscape features and ecosystems.
George Perkins Marsh, United States minister to Italy, renowned as a linguist and a geographer, was a fitting choice to be named arbiter of a disputed Italo-Swiss boundary segment, the alpe of Cravairola, north of Domodossola and west of Locarno, in 1874.
This paper examines the history of forestry in the Russian North through a study area in the North Urals.
The authors propose and discuss four ‘intersections’ that have potential as loci of interdisciplinary engagement: mutual understanding; spatial scale and locale; time and change; and the environment and agency.