复合农林业技术创新的探讨

确定了复合农林业的新概念及产业性、本质性、尺度性、最优性等特性,概述了复合农林业技术创新研究及应用的现状和新一轮复合农林业技术创新研究的基本情况。在此基础上,分析了复合农林业研究在主攻方向、技术路线、研究内容、技术关键、新理论及方法体系等技术创新的六大内容,提出了复合农林业技术创新的量化、优化、物化、简化、产业化五大评价标准及当前需要研究的五大课题,为加强技术创新、发展高科技、实现复合农林业的产业化提供了理论依据和可行性的操作方案。     

中国复合农林业发展机遇与研究展望*

概述了复合农林业的基本内涵及其发展机遇,论述了复合农林业在林业和农业可持续发展中的地位和作用,并结合复合农林业及其相关学科的发展趋势,从研究的尺度、对象及地域、手段及方法、内容等角度,对我国复合农林业的研究进行了展望。     

黑龙江省西部平原缓丘农区复合农林业综合配套技术研究与示范

通过 5年的攻关研究 ,建立了音河和兴久 2个模式区 ,提出了复合农林业持续稳定高效经营技术 ,复合农林业综合配套技术、水土保持林配置技术和护堤护岸林营造技术 ,并利用GIS对甘南县复合农林业系统进行了分类和分区。     

浅议农林业的复合关系与可持续发展

介绍了复合农林业的历史背景和基本内涵.从人口基数、自然环境、农村经济等方面分析了中国可持续农业的基本特点.提出了复合农林业是实现中国农业可持续发展的重要措施.     

混农林业及其研究概况

通过对混农林业概念的解释,阐述了混农林业的特征和作用,介绍了混农林业在国际国内研究现状及其类型。并浅述了混农林业生态效益、社会效益和经济效益的关系,综合了复合生态系统的社会、生态、经济效益的预测方法。     

混农林业及其应用概况

概述了复合农林业崛起的历史背景及概念的演绎过程,概要介绍了混农林业在世界范围的应用情况和研究的热点问题。     

黄土丘陵沟壑区复合农林业经营类型模式研究

通过对黄土丘陵沟壑区复合农林业经营现状的调查分析,总结出该区林农复合经营的结构、类型和模式,并确定适合该区发展的林农复合经营模式,为本区复合农林业的发展提供参考依据。     

吉林省西部复合农林业综合配套技术研究

通过对吉林省西部平原沙丘区地貌类型进行分类，提出了“容器覆土越冬法”等沙丘改造综合配套措施和5种复合农林业经营模式；筛选出适宜本省西部半干旱风沙区耐干旱耐瘠薄树种长白松、欧洲白榆、甘肃沙枣等6个品种，开展了生长发育、形态、生物量对干旱循环胁迫等适应性研究；应用地理信息系统解决了以县为单位的复合农林业系统分类、分区及调控技术，指出了前郭县复合农林业经营方向。     

广东沿海地区复合农林业的现状及发展对策

回顾广东沿海地区复合农林业的发展过程,并针对该地区复合农林业经营中存在的问题,提出了相应的发展对策。     

杨树、水杉林带枯落物对土壤微生物C、N的影响

杨树 (Ｐｏｐｕｌｕｓｓｐｐ .)、水杉 (Ｍｅｔａｓｅｑｕｏｉａｇｌｙｐｔｏｓｔｒｏｂｏｉｄｅｓ)是我国亚热带滨海盐土的重要造林树种 ,它们生长快且能耐轻度盐碱 ,因此常被作为这一地区复合农林业的理想树种 (钟哲科等 ,1 996 )。由于滨海地区处于陆地和海洋的交界处 ,自然环境较为恶劣 ,自然灾害频繁 ,因此复合农林业系统的研究和应用已成为保障这一地区农业持续稳定发展的重要措施。关于林木对小气候调节、改善生态环境等研究已有不少报道 ,但关于林木枯落物在复合农林业系统中对土壤微生物的作用 ,研究仍很少。植物枯落物是复合农林…     

农林复合系统对世界林业发展的影响

介绍了农林复合系统的起源、含义和研究初始阶段存在的问题,阐述了农林复合系统对世界林业发展的促进及其发展趋势,同时,概述了农林复合系统在土地可持续利用方面的显着特征、适用范围和主要优势。     

农用林业及其与社会林业的关系

本文论述了在用林业的概念及分类,以及农用林业与社会林业的关系,农用林业是一独立学科,没有社会林业的介入,农用林业照样生存。农用林业是社会林业的基础,社会林业又是农用林业及其用户—农民的中间桥梁。     

Expanding opportunities for agroforestry education in the U.S. and Canadian universities

A telephone survey of 39 U.S. and Canadian University forestry schools accredited with the Society of American Foresters, conducted in November 1988, showed that 25 had courses in tropical and international forestry, and 14 university faculties had been conducting research in agroforestry. Field-oriented training in agroforestry is also offered in North America, especially for voluntary and relief organization personnel. Many of the agroforestry courses have been established recently in response to desires of students with international interests and/or experience. Most of such courses are integrated programs, initiated by forestry faculty, and most of these are seminars or colloquia incorporating the experience of both faculty and students with focus on systems and issues rather than technical proceses. Ideas for agroforestry course content offered by North American forestry faculty include: integration of social and technical aspects of agroforestry and social forestry, involvement of multidisciplinary teams, focus on managing marginal, lands and consideration of the importance of agroforestry systems in North America and other temperate zones.     

Agroforestry education and training programs: an overview

Agroforestry has been incorporated in education and training programs at an unprecedented level since 1982. A survey of educational institutions conducted by ICRAF in 1987 revealed that agroforestry is found as an option for specialization in undergraduate as well as in postgraduate M.Sc, diploma programs in forestry, agriculture, natural resources, and others. Courses and special seminars in agroforestry are organized in degree programs. Full undergraduate and postgraduate programs in agroforestry are being formulated and implementation started in quite a few universities, and many students are choosing agroforestry-oriented research projects for their dissertations. A good setting for higher degree training in agroforestry requires, however, staffing from combined faculties of at least agriculture, animal science and forestry; faculty commitment to a farming systems approach; and inter-departmental cooperation in teaching and research. It was difficult to asses whether these and other elements are present in existing programs where agroforestry has been incorporated. Emerging trends indicate that traditional forestry programs are broadening the scope of the discipline (from forests to integrated land-use systems) while agriculturists are recognizing that trees play important roles as soil improvers and protectors, fodder, food, fuel and other domestic and commercial purposes. New institutional structures are evolving to allow for educational programs with coursework and research projects spanning many disciplines. Nondegree training in agroforestry has seen an upsurge of activities equal, if not larger, to that in education. Attempts are being made by different institutions worldwide to inventory training opportunities; still the collection and dissemination of information is difficult. Efforts are needed at the international, regional, and national levels, to address training issues that if addressed collectively can improve the quality and effectiveness of human resource development efforts. ICRAF's approach to promote agroforestry research through education and training is an example of an action program currently under application.     

Agroforestry education and training: a contemporary view

Most of the existing agroforestry courses have arisen opportunistically and tend to be based on the form that agroforestry takes, rather than on the way agroforestry practices function. Yet agroforestry research is beginning to supply ideas and information about the core issues (e.g., how woody and non-woody intercrops behave in terms of environmental resource capture, and how this can be influenced by the biology of the plant components and management). Similarly, recent socioeconomic research on agroforestry issues reveals dynamic systems of resource access, use, and control at various levels of human organization over time. It is true also that, because they were undertaken with different objectives in mind, the concepts derived from many decades of research in ecology, agriculture, and forestry still need to be reshaped for agroforestry situations. Likewise, socioeconomic content needs to move towards teaching the dynamics of decision-making, innovation, and change rather than describing static situations. This reshaping process itself offers exciting possibilities for educators who, thereby, could influence the course of research.These issues are briefly discussed in relation to the integration and development of research and teaching, and the needs of students and agroforestry professionals for educational and training courses. A draft proposal for the future of agroforestry at Cornell University is also outlined as a model for implementing such an approach.     

豫东黄河故道农林复合生态模式经济效益分析

以商丘市梁园区为例,对豫东黄河故道的农林复合生态模式进行了调查研究。结果表明在黄河故道发展农林复合生态系统可以为当地创造一定的经济与生态效益。根据研究地区的自然与社会环境条件,可以发展以下几种农林复合生态模式:①林农复合生态模式,在幼龄林中种植小麦、油菜等喜光作物;②林药复合生态模式,树龄达到4年以后在林下种植耐阴的药用植物;③林牧复合生态模式,林冠完全郁闭之后在林下养鸡等。     

Agroforestry policy issues and research directions in the US and less developed countries: insights and challenges from recent experience

Efforts to improve the performance of agroforestry systems, and to expand the land area and number of people able to benefit from this integrative approach to agriculture and natural resource management, are constrained throughout the world by non-supportive land use policies. A growing sense of urgency that policy change is needed to enable agroforestry to flourish has contributed during the past two years to an unprecedented level of agroforestry policy assessment and planning activity.In the US, agroforestry has emerged from academia, where it has incubated since the mid-1980s, into the professional resource management arena. A multi-organizational agroforestry evaluation process has driven national policy and program formation to the forefront of the agenda of the agroforestry community, as it seeks to influence the 1995 Farm Bill. Internationally, the Consultative Group on International Agricultural Research and collaborators fostered a sequence of policy issue identification activities as a basis for setting strategic research priorities for forestry and agroforestry.Following a brief review of forces driving agroforestry development in industrialized and less developed countries, the paper highlights recent policy assessment initiatives in each sphere. Observations on the issues driving and the priorities emerging from these processes are offered, to lend perspective to the critical challenges facing the agroforestry policy research community. An explanation for pervasive constraints and inconsistencies in policy effectiveness is then explored, from which a promising approach to research intervention is forwarded.It is argued that social scientists might influence agroforestry policy most favorably at this critical juncture, as perceptions of inter-dependence increase among different stakeholders in the policy system, by employing interventionist, actor-oriented perspectives and participatory methods to facilitate policy innovation and evaluation. The approach is consistent with participatory technology design processes that earlier helped to establish agroforestry as a prototype for sustainable development.     

Building on traditional shifting cultivation for rotational agroforestry: Experiences from Yunnan,China

Under population pressure, the transition from the long-fallow shifting cultivation to short-fallow shifting cultivation with associated land degradation has been claimed to be unavoidable and sedentary cultivation would be advocated as the only future to replace the unsustainable short-fallow shifting cultivation in the mainstream research and development. The recent development of the shifting cultivation system in Yunnan, Southwest China demonstrates how local peoples hybridize elements of the traditional shifting cultivation and the new agriculture and forestry technologies as a new and dynamic rotational agroforestry system for economic development without losing the natural resource base. Comparing experiences in other regions and under some conditions, the rotational agroforestry system may be promoted as a viable option for development of the shifting cultivation system in the mountainous areas where the introduction of sedentary agriculture is much constrained.     

Program design for agroforestry extension in the south-eastern USA

Before prioritising regional agroforestry training and extension content, it is necessary to discover which practices are common, what benefits are perceived, which barriers prevent use, and how people feel about practices. Agroforestry taps both agriculture and forestry agencies to increase the possible set of educators for landowners and managers. Interdisciplinary activities also present barriers to professionals unfamiliar with some topics or not served by lead partner agencies. To understand motives, barriers and needs involved in agroforestry extension and training activities for professionals, the Center for Subtropical Agroforestry (CSTAF) designed a survey to gauge knowledge, practice and information needs of professionals in Alabama, Florida and Georgia. Landowners in Alabama and Florida received similar survey questionnaires. Initial interviews of a test group with open-ended questions formed the basis for a closed-ended mail survey to all agriculture and natural resource extension agents and county foresters in the subtropical area. Response rates for various professional groups varied between 14% and 43%, and most ranked the potential for use of agroforestry as moderate or high. In all three states, wildlife habitat, water quality and soil conservation were the most important benefits seen by extension professionals. The most important concerns identified were lack of familiarity, lack of demonstrations, no financial incentive, and lack of information about agroforestry. These data provide insights about how to prioritise research and materials development and indicate that agroforestry training can be expected to be of value to at least half of the regional forestry and extension professionals.