Three indices of forest stand structural and compositional diversity were incorporated into a linear programming, timber-harvest scheduling model to examine the tradeoffs between managing stands for timber production and biodiversity objectives. While harvest-level objectives were fairly compatible with the maintenance of biodiversity, present net worth maximization resulted in substantial reductions in all three measures of biodiversity.

Shortwave solar radiation was measured in the late winter of 1967 by means of actinographs below the canopy of two lodgepole pine stands, one thinned and the other unthinned, in northern Utah. Observations were made at four randomly selected stations in each stand and at one station in a large clearing. Radiation available below the thinned and unthinned stands was compared, and radiation in the open was compared with radiation beneath each stand. Nearly a ll differences between stands were significant as were the differences between each stand and the open area. A close correlation was shown between total radiation in the open and total radiation beneath forest stands. It was concluded that the radiation beneath either the thinned or the unthinned stand was above the minimum (ca. 10 percent of full sunlight) required for adequate reproduction of Engelmann spruce and subalpine fir.

As past research has found benefits of outdoor education and the current global society is facing a decline in access to beneficial natural spaces due to urbanization (Keniger, Gaston, Irvine & Fuller 2013), the aim of this master thesis research project was to explore the idea of an Outdoor Primary School, a way to provide children the access to beneficial natural spaces. In order to explore this idea, Professional Outdoor Educators (n= 61) were interviewed and asked to fill out a survey about the following aspects: outdoor and indoor spaces, learning activities, curriculum and challenges related to an Outdoor Primary School. There was a wide range of results showing that an Outdoor Primary School is a way to incorporate beneficial ways of learning, such as project-based learning, experience-based and practical learning, social learning, play and student-centered learning in formal schooling. Including learning content and activities that can aid children’s development such as food, animals and sustainability is also possible in an Outdoor Primary School as shown below. Furthermore, an Outdoor Primary School is an institution that can be equipped with beneficial learning environments, such as natural environments, a vast space, spaces for cooking, growing food and keeping animals, quiet zones, play zones and opportunities for creating, building and crafts. These results go in line with previous research about Outdoor Education and related fields, suggesting that an Outdoor Primary School both holds challenges but also is a possible model to bring together many beneficial ways of learning that are already being practiced today.