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산림탄소축적을 고려한 국유림 장기경영계획 수립을 위한 CBM-CFS3 모델의 적용
장광민 ( Kwang Min Jang ),원현규 ( Hyun Kyu Won ),김영환 ( Young Hwan Kim ),탁광일 ( Kwang Il Tak ),신만용 ( Man Yong Shin ),이경학 ( Kyeong Hak Lee ) 한국산림과학회 2011 한국산림과학회지 Vol.100 No.4
Forest carbon stock changes in a national forest were assessed by CBM-CFS3 model with different management scenarios to support decision making for a long term forest planning. Management scenarios were composed with 4 different levels of timber harvesting - current harvesting level (scenario1), 30% increment in each period (scenario2), 3 times increment (scenario3), and 5 times increment (scenario4). For each scenarios, changes in total carbon stocks, carbon stocks of each carbon pools, carbon stocks of harvested wood products (HWP) and age class structure were estimated over 100-year planning horizon. The estimated total carbon stock including HWP at the end of final period (100 years) was 433.1 tC/ha under scenario 1, but the age class structure has skewed right to the upper classes, which is not desirable for sustainable forest management. Under the scenario 4, however, the total carbon stock decrease to 385.5 tC/ha and the area of old growth forest show a significant decline. The estimated total carbon stock under scenario 2 and 3 were 411.7 tC/ha and 410.5 tC/ha respectively, and it was able to maintain the initial level of the forest carbon stocks during the planning horizon. Also the age class structures under the scenario 2 and 3 were evenly distributed from class 1 to class 8. Overall, scenario 2 and 3 were the most acceptable forest management options, in terms of carbon stock changes and age class structure.
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전영우,탁광일 國民大學校 山林科學硏究所 1997 山林科學 Vol.9 No.-
This study documents the characteristics and the scope of the new discipline of cultural forestry, and explores the scheme to dissenminate it among the general public. Cultural forestry can be defined in terms of both material and spiritual aspects. Material aspect of cultural forestry refers to a particular way of life, which has evolved and established within Korean people's mind over a long period of time through their interacting with forest resources. Spiritual aspect of cultural forestry refers to a particular system of mind which encompass the ideas of nature and culture, and emotions that have contributed to shape out Korean cultural identity. More specifically, material aspects of cultural forestry is concerned with the areas where one can explore how the concrete material like forest resources has affected Koreans to form its unique way of living. To simplify, it is a materialistic perception of trees and forests. Spiritual aspects of cultural forestry is concerned with the areas where one can explore how the images of trees and forests have been expressed as a cultural identity and shaped the character of Korean culture. To simplify, it is a spiritual perception of trees and forests. This study discusses why and how our society needs to create cultural values from forests to meet the social changes. Finally, the role of education is emphasized as a means to promote the cultural forestry. The development of nature-oriented programs are suggested to cope with ecological illiteracy, which has been prevailed in the industrialized and urbanized environment.
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산림문화교육의 영역과 방향(1) : 학교교육을 중심으로
전영우,탁광일 國民大學校 山林科學硏究所 1998 山林科學 Vol.10 No.-
Whereas forestry education is designed for training professional foresters, cultural forestry is intended to educate lay people about forests. Cultural forestry education can be defined as an education through which people can acquire information and knowledge about forests and apply them as a means of problem solving and decision making with regards to the issues on natural environment. Cultural forestry education is intended to nourish new thinking and values required for the harmonized between nature and human beings. In addition, cultural forestry education is to interpret the various functions and values of forests, and is a medium to redefine the meaning and value of forests which have been severely contaminated by industrialization and materialism, and to deliver them to general public in an easy language. Cultural forestry education can be classified into three categories : as a life-long education for general public, formal education for grade school students, special program for professions who might undertake teaching various cultural forestry education courses. Main audience for cultural forestry is general public and students at various levels. The purpose of cultural forestry education is to enhance the understanding of general public on forests, mountain villages, and forestry, to overcome ecological illiteracy created by environmental problems and materials, and to contribute to detect the national identity of our own culture. This paper also looked into the text books of grade school in order to figure out the contents and directions of cultural education under formal education system and concluded with some suggestions for improvement.
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