お知らせ News

【レポート】陸域フィールド実習in八ヶ岳

2014年8月26日 14時14分



7月の13日~15日に、長野県八ヶ岳・川上演習林で陸域フィールド実習が行われた。この実習では自然保護、特に陸域の生物多様性保全に関連する野外調査手法等を身につけること、希少野生生物の生育環境などの観察を行うことが目的とされた。

 初日はまず、安全対策のレクチャーを受け、その後希少種であるヤツガタケトウヒの観察を行った。ヤツガタケトウヒは八ヶ岳周辺でのみ見られる種であり、葉がひし形で厚みがあるのが特徴である。また同じく、ヒメバラモミやイラモミなどのトウヒ属、広葉樹のハリギリなどを観察し、見分け方や自生場所について学んだ。







2日目は川上演習林で、ヤマネの観察や植生調査実習を行った。ヤマネは天然記念物に指定されていて、川上演習林では塩ビパイプを利用した巣箱を設置し、調査が行われている。演習林を歩きながら1つずつ巣箱を開けていき、ヤマネがいるか確認していった。ほとんどの巣箱は空であったり、以前使用した痕跡と考えられるコケや落ち葉が詰まっていたりといったものであったが、45個中2個の巣箱で寝ているヤマネを観察できた。今回は運が良い方であり、見つからない時は100個程確認してもいないこともあるとのことであった。












その後、川上演習林内の鞍骨山で登山を行った。歩きながら植物を観察していき、ブナやミズナラ、ヤエガワカンバ、ウラジロモミなどの特徴について学んだ。また頂上から山脈を見渡すと、樹冠の形の違いなどから、天然林である広葉樹林と二次林(人工林)である針葉樹林の違いが見てとれた。下山中には毎木調査による植生調査実習を行った。毎木調査とは範囲内の植物種を階層別に全てリストアップし、それぞれの優先度と群度を判定していくものである。今回の実習を行った調査区では上條先生に種の同定と優先度・群度の判定をしてもらい、高木層はミズナラとヤエガワカンバの2種、低木層はツリバナなど約10種、草本層はミヤコザサなど約15種程で構成されていた。












 八ヶ岳演習林ではヌマガヤの中間湿原で植物観察を行った。モウセンゴケなど湿地特有の植物種を観察することができ、川上演習林の生態系との違いを確認した。








 3日目はウラジロモミやハリモミの高木を観察した。今回の実習で観察した、イラモミ、ハリモミ、ヤツガタケトウヒやヒメバラモミはトウヒ属であり、ウラジロモミはモミ属である。モミ属の特徴は、葉先が2又に分かれているとのことであった。







私は普段の研究で野外に出ることはないので、今回の陸域フィールド実習は新鮮なものであった。研究室の管理下の環境とは異なりフィールドでは場所によって多種多様であり、また広いフィールドを調査していく作業は非常に大変なものであることがわかった。またサクラソウやヤツガタケトウヒ、ヤマネといった希少生物の観察を行ったが、個体数が少ないということは調査で見つけにくいということである。今回の実習では既にある程度生息場所が分かっているために観察できたが、実際の研究で現状について十分に知るためには、フィールド調査の技術をしっかり見につけた上で調査を重ねていくことが必要だろう。9月の後半には静岡県の井川演習林での実習があり、植物採集や標本の作成を行う予定である。今回の実習で植物調査について大まかに理解ができたので、井川ではこれを生かしてさらに深い知識や技術を身につけたいと思う。







靏田奈津希

新パンフレットが完成しました!

2014年8月25日 00時00分

自然保護寄附講座の新しいパンフレットが完成しました!
今回新たに、10月~12月に行われる公開講座についてのご案内が
追加されました絵文字:鉛筆

この公開講座は、

①自然保護法制度
②生態系の保全と復元
③自然保護教育と環境教育
④環境影響評価

という大きな4つのテーマに基づき、それぞれの分野で活躍されている方々を
講師としてお招きしています。
自然保護に少しでも興味のある皆様は、是非お気軽にお申込下さい。
また、新しいパンフレットは事務局で保管しております。
ご所望の方は下記からダウンロードしていただくか、学生の方は事務局までお越し下さい。


新しいパンフレットはこちら → 自然保護寄附講座パンフレット.pdf


事務局

夏季休業について

2014年8月10日 20時05分

夏季休業のお知らせ

筑波大学自然保護寄付講座事務局は、誠に勝手ながら、下記の日程で夏季休業とさせていただきます。
期間 : 2014年8月11日(月)~2014年8月18日(月)
お問い合わせへのお返事の他、公開講座へ申込フォームからお申込みいただいた方、メールでお申込みいただいた方、郵便にてお申込みいただいた方への返信につきましても、8月19日より順次行って参ります。
なお、お電話でのお申込みは19日以降となります。お急ぎの方はお手数をおかけ致しますが、メール、郵便、ホームページの申込フォームからお申込み下さい。
何卒ご理解のほど、よろしくお願いいたします。

事務局

【レポート】Project Practice in Mount Fuji

2014年8月1日 14時53分

Project Practice inMount Fuji


From 7 to 11 July, inFujinomiya City, Shizuoka, at the foot of Mount Fuji (or in fact already on theMount Fuji), the Global Negotiation Programme Project Practice “World Heritageand Local Identity” was held in collaboration with the Nature Conservation Programme’s “Nature Conservation Study Tour 1”, with a focus on Interpretationand Eco-tourism.


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What I learned duringthis program; there are mainly three points. These are ecotourism,interpretation, and Mt. Fuji.

<Ecotourism>


Mr.Shintani, thelecturer in this course is an interpreter/eco-guide of Mt.Fuji and hasparticipated in ecotourism projects in the world. We learned interpretationthrough examples of his works.

Mr. Shintani saidthat ecotourism is a solution for cultural and environmental problems. Inecotourism, tourists can see or experience indigenous nature and or culture inlocal areas, where local people or community participate in the tour as guidesand performers. Therefore, ecotourism contributes to spread understanding ofnature and culture, and contribute to economic benefits needed for the localpeople and the conservation of nature. Moreover, local people can strengthentheir identity. The subjects of ecotourism are indigenous things in the localarea. Since these are always near to the local people, they may think thesethings are ordinary and don’t care very much. However, by being exposed infront of the viewpoints of visitors, they can realize the value of the natureand culture. They can understand the importance and rareness, and be proud of them.

Tourism isinteresting and exciting, but I have been worried about an aspect of tourismthat external producers occasionally form images of the area as resources forbusiness, and tourists see the place through the filter made by external people.I doubted whether they could really understand the nature and culture through suchtourism. Also, the filter puts burden on local people. Perhaps tourism throughthick filters as such cannot convey local people’ message or what they think asreally important. I consider that a proper ecotourism can solve the problemlike this. In ecotourism, the main producers are local people themselves, andit enables to shorten the distance between what tourists see and experience andwhat local people do so.

On the other hand,ecotourism should be executed cautiously. Ecotourism have great influence onlocal people and community. It can change the community and people. An ideal ofecotourism may be that all people of local area can receive the favors, beproud of their culture and nature, and participate in conservation. However, Ithink that in reality the benefits are not distributed to everyone equally. Forexample, there is a possibility that ecotourism makes economical differences betweenthose who are engaged in ecotourism and those who are engaged in agriculture,or between the local area where ecotourism is executed and other areas aroundit. Moreover it is also possible that ecotourism affects on the culture itself.For example, local people might decide that they make the content of theirperformances more dramatic to show to visitors, or an aspect of culture maychange unconsciously through the contact with outsiders. If there is suchphenomenon, local people who relate to traditional culture or the industry oftradition cultures are forced to change their lifestyles. Ecotourism focuses onproblems in the local area and attempts to solve them through their action, soit becomes a solution for them, indeed, but at the same time, we shouldremember that it can change the structure of local community and local people’slives and such change can cause new problems. We must consider deeply not onlygood influences but also bad ones when making a plan of ecotourism, and we mustmonitor the condition of the area during and after execution.





<interpretation>


Before this projectpractice, I didn’t understand the concept of interpretation very much, but Ifelt thatI could grasp the general outline through this practice. There are somedifferences between interpretation and a mere providing of information. Whatcounts is “message”, as I understood. Interpretation is an action that conveysa message behind culture and nature. This point is an important difference froma mere information providing. Then, it is expected that visitors receive themessage and deepen the understanding of nature and culture. Therefore,communication is important in interpretation. Interpreters extract conversationwith visitors by effectively throwing questions about nature or culture for themto think and react, or appealing to the visitors’ five senses. Through these methods,visitors can understand the ‘message’ and have deeper interests, which is notmomentary. At the same time, interpreters change their attitude and ways ofcommunication according to the visitors’ character and reaction. They alsolearn something from the visitors, and always try to brush up their way ofinterpretation based on the learning. Therefore, interpretation is mutualaction between interpreters and visitors.

After entering thisgraduate school, I learned that it is not sufficient that natural and culturalresources are protected to exist. What is important is how to show theresources to people. I think what I had learned about it since this April weremainly about arrangement, institution, zoning, restoration and so on, that is,the side of protection of resources. On the other hand, in this practice, Ilearned about the side of the receiver such as interpretation.

I thinkinterpretation realizes both the satisfaction of visitors and conservation ofresources, and it plays a great role in tourism. At the same time, I also thinkthat the way of interpretation can apply to other situations. For example, in schooleducation. Duringthis course, I felt that my feelings and senseswere similar to the ones during class on Pedagogy. ‘Message’ is important inschool education too. Teachers must establish the important ‘message’ (theme)and make a plan of the classes along the ‘message’. It is ideal that theystimulate their students’ curiously and make them have continuous interest. Theideal of interpretation is similar to that of school education. What is more,Mr. Shintani said that it is importance for an interpreter to think of the positioning(where to stand) and the way of speaking. These skills are also important in schooleducation. Therefore I think interpretation and education can create mutualbenefit by cooperating with each other.

Furthermore, I thinkwe can also apply interpretation on a more micro situation. During this course,for the exercise on interpretation, we respectively introduced our ownimportant things. Through this practice, I realized that the method ofinterpretation makes it easier to convey more effectively and smoothly what Iwant the audience to know. With interpretation, we can learn what a personthinks and what is important for him/her. In a mere self-introduction, interpretationis valid. It becomes a tool for mutual understanding among people.



<Mt. Fuji>

I hadnever been to Mount Fuji until this project practice. When I went to Fuji anditssurrounding, I actually understood the greatness of Mount. Fuji. First, Iwitnessed the real size of Mount Fuji. Actually Mount Fuji was very huge, butit was not just a huge mass. I felt certain solemn atmosphere about Mount Fuji.

When I climbed themountain, I realized very strongly the greatness of Mount Fuji. When we startedto climb, the weather was fine, but on the way to climb, it suddenly changed.When around having arrived at the Houei Crater, fine rain began to fall and thewind became stronger. Then, according to the judgment of Mr. Shintani, westarted to go down. During descent from the mountain, we were enveloped by fogand the temperature went down. When climbing, we could see the blue sky and itwas even hot. However, when going down, our fields of vision were obstructed byfog and I felt it was cold. I might understand the sense of people who are lostin mountains. The situation changed completely in 20 or 30 minutes. If it werenot for Mr. Shintani and other teachers, I would have felt extremely uneasy. Iwas astonished by the changeable weather and realized the severe part of natureeven though I only stayed on Mount Fuji for few hours. However, I think itbecame beneficial to experience even slightly the two sides of Mount Fuji.

On the day we climbedI became worried about the safety of mountain climbers. There is an expected increasein the number of climbers who have little experiences in climbing because of the inscriptionof Mount Fuji on the World Heritage List. I realized that even around the sixthstation, people could meet danger like bad weather, landslides, and fallingrocks. I fear that climbers are injured because of their shortage of knowledgeor carelessness. Mass media is advertising the climbing of Mount Fuji, but Ithink they should be prudent. Then, I thought that interpretation would beeffective to ensure climbers’ safety.

Last of all, I wantto mention another thing I was concerned about. During this course, I reallyfelt the impact of the inscription of Mount Fuji on the World Heritage List bysigns, flags or posters. What I was concerned about was a poster in Sengenshrine. It was hung on the “torii”. Torii is the gate of the shrine. It plays arole as a border between sacred place and worldly place. I think that the toriiis sacred itself. On the other hand, poster is a worldly matter. So I think thepresent situation of the main torii of the Sengen Shrine cannot embody themeaning which torii primarily has. I want the concerned actors of the site toconserve not only its tangible value but also the intangible value.


Reported by Kazusa Miki, Masters’ Programmestudent in World Heritage Studies


自然保護寄附講座公開講座のお知らせ

2014年7月29日 14時46分
学外イベント


2014年自然保護寄附講座公開講座のお知らせ

        
        

筑波大学大学院自然保護寄附講座では、
①自然保護法制度
②生態系の保全と復元
③自然保護教育と環境教育
④環境影響評価
という4つのテーマについて、公開講座を実施します。
各分野で目覚しい活躍をされている方々を講師としてお招きしています。
学生・社会人かかわらず、自然保護にご関心のあるすべてのみなさまのご参加をお待ちしています。

詳しくはこちらの資料をご覧下さい。→公開講座プリント.pdf
HPからのお申込はこちらから→公開講座申込フォーム