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There is a rapidly growing interest in, and demand for, non-timber forest products (NTFPs). They provide critical resources across the globe fulfilling nutritional, medicinal, financial and cultural needs. However, they have been largely overlooked in mainstream conservation and forestry politics. This volume explains the use and importance of certification and eco-labelling for guaranteeing best management practices of non-timber forest products in the field. Using extensive case studies and global profiles of non-timber forest products, this work not only seeks to further our comprehension of certification processes but also broaden understanding of non-timber forest product management, harvesting and marketing. It should be useful to forest managers, policy-makers and conservation organizations as well as for academics in these areas.
This collection examines academic genres - types of writing produced by students in secondary school and college - from the perspective of genre as social action. Such a perspective expands the understanding of what students do when they learn new school genres, of what teachers and institutions do to enhance and constrain such learning, and of what all this signifies for conceptions of writing pedagogy. The book begins with an overview of the reconception of genre study. The essays that follow have an interest in genre, particularly those that appear in educational settings as instances of either student reading or writing. Common motifs recur throughout: questions are raised concerning learning and teaching new genres, the ideological power of genres read and written, and the power of the teacher, curriculum planner, or student to invent new genres or to resist and subvert those that exist. Throughout, the contributors give detailed accounts of successful classroom practices. Learning and Teaching Genre brings recent developments in research and thinking about written genres to the attention of high school and college teachers, and illustrates how that work can effectively inform classroom practice.
Within both the social and environmental sciences, much of the data collected is within a spatial context and requires statistical analysis for interpretation. The purpose of this book is to describe current methods for the analysis of spatial data. Methods described include data description, map interpolation, and exploratory and explanatory analyses. The book also examines spatial referencing, and methods for detecting problems, assessing their seriousness and taking appropriate action are discussed. This is an important text for any discipline requiring a broad overview of current theoretical and applied work for the analysis of spatial data sets. It will be of particular use to research workers and final year undergraduates in the fields of geography, environmental sciences and social sciences.
Divided into three volumes, the Encyclopedia of Vernacular Architecture is a basic resource for this new area of study. As stated in Oliver's introduction "Vernacular architecture is now the term most widely used to denote indigenous, tribal, folk, peasant, and traditional architecture." Volume 1 discusses broad concepts such as 'typologies', 'symbolism and decoration', 'environment' and 'materials and building resources'. Volumes 2 and 3 survey vernacular architecture worldwide, arranged by continent followed by region. Both secular and sacred structures are included in this encyclopedia. The structures and building methods discussed are considered within their particular social and environmental context, disregarding political divisions where appropriate. This encyclopedia also provides line drawings, photographs and some architectural plans. [BQP 2/7/02; MJR 2/12/02].
The 695 wills in this volume deal with over 5,000 persons