Rural System's

Modern Wild Faunal Resource System Management
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Course Contents and Suggested Organization of Ideas and Concepts

A "Table" in a book is two dimensional. A Table of Contents just lists the things in a book, one darn thing right after another. In this unit you can (and ought to) hop around, studying things of interest today, returning to others
for contemplation and work. This is a hypertext. Maybe one day it will have hypermedia. There is some logic to the way the topics or units (not chapters) are listed but that is the perspective of only one person. It all goes together. I encourage you to attempt to work on it as a whole.

Modern Wild Faunal Resource System Management (hereinafter the Faunal System Unit) is the basis of a university course by that name. It is under development for you. The unit is being developed by me, R.H. Giles, and all of the work here is my own (content and HTML, except as noted.) Some notes are from previous classes that I have taken and revised. I have cited some instructors who have provided me these notes. I hope the others will forgive my forgetfulness or oversight, as I shall future students who want to use the notes. (Don't waste time, energy, or paper citing me. Be careful about current, local rules relating to plagerism.) There are believed to be many kinds, varieties, or versions of wildlife management now taught and practiced. I'm presenting a preferred alternative, not doing a detailed comparative study. (Some forms do not deserve any time being spent on them.)

We deal in this course with a review for many students, a rapid (probably superficial) coverage of some topics for many. It is designed for the advanced student. The union of experience, past studies, and the materials herein can begin to have profound influence on wild faunal resource management.

Disclaimer - Everyone needs a disclaimer and at least a passing effort to be politically correct. Reluctance of professors "to profess" is a major problem, one for the universities, the professoriate, and society. Perhaps students can ask questions that allow and encourage them to do so.

Tests and Exams - "Will it be on the exam?", the death-question of professors, may be the life of students. Brief comments are made. Email the instructor if there are questions. Do not waste psychological energy on test/exam anxiety. Direct your energy to mastering the course content.

Students Who Have Made High Scores - Superior performance needs to be recognized. These students have authorized their names and scores to be posted.

Detailed Objectives for an Introductory Course - The course on which you are currently working is not an introductory or classical course, but an advanced one. The list of topics to which you may link now presented in the course may be used by students who may teach someday. The list shows the complexity of wildlife resource management and may suggest alternative educational strategies, since all objectives are unlikely to be achieved in a classical 3-semester-hour course (about 30 lectures with at least 4 hours expected associated with each session). Most courses are so brief that they trivialize the important work ahead.

In November, 2007, Bob Giles placed on the Internet his free book titled

Rural System? Just Dreaming … A For-Profit Conglomerate for Meaningful Jobs, Healthful Communities, and Improved Natural Resource Management ©

It will be useful for understanding the potential systems within which the following concepts and techniques will be useful. Now for the real topics ...themselves with links to about 500 additional files

A Source of Numerical Equivalents for Use in Some of the Following Units

Course Description - Introduction and Consequences

Toward a Theory of Wild Faunal Resource Management

The Place for Processes in a Structured System

General Systems Work and Decision Making

Strategic and Tactical Rural Knowledge Bases

Social Dimensions of Wild Faunal Resource Management

Wild Faunal Population Concepts

Population Manipulation Concepts

Faunal Space and Its Management

Unification I - Species-Specific and Grouped-Species Systems

Unification II - Natural Resource Enterprises: The Rural- or "Entrepreneurial Conservation"-Conglomerate

Evaluations and Exams

Appendices

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This Web site is maintained by R. H. Giles, Jr.
Revision October 3, 2003; Jaunuary 2007