Forest And Wildlife Resources Class 10 Ppt Free Download
Kym Cavrak
Through hands-on learning and teamwork, you'll develop important, career-friendly skills such as communication, collaboration and problem-solving. All of these will help you to be effective no matter what your career interests are. Career possibilities include teaching and outreach, forest and wildlife conservation, land management, policy advocacy and consulting.
Our mission is to promote the wise stewardship and management of our natural resources by advancing fisheries, wildlife and aquaculture science, extending that knowledge to end-users, and training the next generation of professionals.
Sustainable management of wildlife and fisheries resources, conserving threatened species and critical habitats, and working with nature for societies well-being, requires a new generation of talented young professionals.
World-class faculty in the department of Wildlife, Fisheries and Aquaculture are here to create a once-in-a-lifetime learning experience where the classroom is outdoors, the atmosphere is fun and exciting, there are opportunities to get hands-on experience working with wildlife, and we train future leaders in conservation management. To learn more about the departments four core mission areas including teaching, research, outreach and service please click on the links below.
Our program prepares you for careers as wildlife and fisheries biologists, toxicologists, fish hatchery personnel, conservation officers and planners, and animal damage control specialists, as well as a wide variety of natural resources communication specialists and managers.
Principles and problems of forest wildlife management with emphasis on habitat management at the stand and landscape levels. Habitat manipulations through use of appropriate silvicultural practices, wildlife enhancement techniques, and regulations are evaluated.
The School of Natural Resources is located in the Herbert College of Agriculture at the University of Tennessee. We offer two exciting areas of study: the forestry major and the wildlife and fisheries major.
Alabama is rich in forests, water, and biodiversity, making the state one of the finest outdoor classrooms for hands-on learning. Coupled with our world-class faculty, state-of-the-art facilities, expansive field sites, and cutting-edge technology, we are a first-rate destination for education and a diverse array of careers in forestry, wildlife, and natural resources.
As an R1 research institution, our work is foundational to the sustainable management principles that guide land use, forestry, wildlife, natural resource, and environmental policy within Alabama, our nation, and throughout the world.
Human society and forests can affect one another positively or negatively.[17] Forests provide ecosystem services to humans and serve as tourist attractions. Forests can also affect people's health. Human activities, including unsustainable use of forest resources, can negatively affect forest ecosystems.[18]
These hunting forests did not necessarily contain any trees. Because that often included significant areas of woodland, "forest" eventually came to connote woodland in general, regardless of tree density.[citation needed] By the beginning of the fourteenth century, English texts used the word in all three of its senses: common, legal, and archaic.[26] Other English words used to denote "an area with a high density of trees" are firth, frith, holt, weald, wold, wood, and woodland. Unlike forest, these are all derived from Old English and were not borrowed from another language. Some present classifications reserve woodland for denoting a locale with more open space between trees, and distinguish kinds of woodlands as open forests and closed forests, premised on their crown covers.[28] Finally, sylva (plural sylvae or, less classically, sylvas) is a peculiar English spelling of the Latin silva, denoting a "woodland", and has precedent in English, including its plural forms. While its use as a synonym of forest, and as a Latinate word denoting a woodland, may be admitted; in a specific technical sense it is restricted to denoting the species of trees that comprise the woodlands of a region, as in its sense in the subject of silviculture.[29] The resorting to sylva in English indicates more precisely the denotation that the use of forest intends.
Forests are classified differently and to different degrees of specificity. One such classification is in terms of the biomes in which they exist, combined with leaf longevity of the dominant species (whether they are evergreen or deciduous). Another distinction is whether the forests are composed predominantly of broadleaf trees, coniferous (needle-leaved) trees, or mixed.
Forests can also be classified according to the amount of human alteration. Old-growth forest contains mainly natural patterns of biodiversity in established seral patterns, and they contain mainly species native to the region and habitat. In contrast, secondary forest is forest regrowing following timber harvest and may contain species originally from other regions or habitats.[41]
Different global forest classification systems have been proposed, but none has gained universal acceptance.[42] UNEP-WCMC's forest category classification system is a simplification of other, more complex systems (e.g. UNESCO's forest and woodland 'subformations'). This system divides the world's forests into 26 major types, which reflect climatic zones as well as the principal types of trees. These 26 major types can be reclassified into 6 broader categories: temperate needleleaf, temperate broadleaf and mixed, tropical moist, tropical dry, sparse trees and parkland, and forest plantations.[42] Each category is described in a separate section below.
Temperate needleleaf forests mostly occupy the higher latitudes of the Northern Hemisphere, as well as some warm temperate areas, especially on nutrient-poor or otherwise unfavourable soils. These forests are composed entirely, or nearly so, of coniferous species (Coniferophyta). In the Northern Hemisphere, pines Pinus, spruces Picea, larches Larix, firs Abies, Douglas firs Pseudotsuga, and hemlocks Tsuga make up the canopy; but other taxa are also important. In the Southern Hemisphere, most coniferous trees (members of Araucariaceae and Podocarpaceae) occur mixed with broadleaf species, and are classed as broadleaf-and-mixed forests.[42]
Some researchers state that forests do not only provide benefits, but can in certain cases also incur costs to humans.[50][51] Forests may impose an economic burden,[52][53] diminish the enjoyment of natural areas,[54] reduce the food-producing capacity of grazing land[55] and cultivated land,[56] reduce biodiversity,[57][58] reduce available water for humans and wildlife,[59][60] harbour dangerous or destructive wildlife,[50][61] and act as reservoirs of human and livestock disease.[62][63]
The term forest-dependent people is used to describe any of a wide variety of livelihoods that are dependent on access to forests, products harvested from forests, or ecosystem services provided by forests, including those of Indigenous peoples dependent on forests.[70] In India, approximately 22 percent of the population belongs to forest-dependent communities, which live in close proximity to forests and practice agroforestry as a principal part of their livelihood.[71] People of Ghana who rely on timber and bushmeat harvested from forests and Indigenous peoples of the Amazon rainforest are also examples of forest-dependent people.[70] Though forest-dependence by more common definitions is statistically associated with poverty and rural livelihoods, elements of forest-dependence exist in communities with a wide range of characteristics. Generally, richer households derive more cash value from forest resources, whereas among poorer households, forest resources are more important for home consumption and increase community resilience.[72]
The Natural Resource Conservation major provides a broad education in the ecological, economic, and social aspects of forest and natural resources and their management. The individualized nature of the major allows students to create a curriculum specific to their interests.
Engaged, active learning is at the foundation of a rigorous curriculum that brings together extensive field training with conceptual knowledge to prepare the next generation of forest resource managers. In the Department of Forest Resources, the forest is our classroom! The Bachelor of Science in Natural Resource Management uses applied learning methods to prepare students with interdisciplinary knowledge, training, and critical thinking skills required to analyze and understand forest management and for success in effectively conserving forests and other natural resources.
The Forestry track is designed to educate and prepare students for success in the management of forest resources and forest-based businesses. The ABAC campus provides the perfect backdrop for hands-on learning thanks to our sprawling woods and opportunities to learn outdoors. Graduates of the Forestry degree go on to work in parks and recreation management, resource protection and management, and a variety of other careers that enjoy outdoor offices and time in the woods.
At ABAC, the Forestry Program is preparing the next generation of forest resource managers. Engaged learning activities are the foundation of a rigorous curriculum that meshes extensive field training with conceptual knowledge relating to decision making, finance, and management. At ABAC, the forest is our classroom!
SAF Mission
The mission of the Society of American Foresters is to advance sustainable management of forest resources through science, education, and technology; to enhance the competency of its members; to establish professional excellence; and to use our knowledge, skills, and conservation ethic to ensure the continued health, integrity, and use of forests to benefit society in perpetuity.