The boreal forest is in transition. Large areas in remote regions are still in a pristine state, but extensive exploitation or intensive management for wood production dominates in Russia, Canada and the Nordic countries. The broadened view that forests are sources of other products than wood as well as of biodiversity is gradually becoming internationally accepted. To sustain the boreal forest for the future it must be realised that the forest has to be sustained as a system rather than as a number of utilities that can be considered separately. In northern Europe the situation is particularly striking with a strong contrast between the adjacent boreal forests in Scotland, Sweden and Finland on the one hand, and the north-west of Russia on the other. The two regions differ by history, type of land use and economic system but they are basically biologically similar. Combining sustainable wood production and maintenance of biodiversity and other values means setting limits to the intensity and extent of forest management. If the impact has been large, it is also necessary to build more natural features into managed systems. Developing a sustained boreal forest system by management of forests and forests reserves can be more efficient if research, education and management are well integrated. Scientists, teachers and managers must meet frequently and interact. In this way the time-lag between the advent of new knowledge and its implementation in the field can be reduced. We argue that co-operation among contrasting regions like the east and the west provides a unique opportunity for such integration. We review the problems and requirements in the west and the east, respectively, by contrasting Scotland, Sweden and the Komi Republic in Russia. The experiences are different and therefore complementary to each other. This assures long-term benefits of joint action.

West-east cooperation in Europe for sustainable boreal forests

Second Year Calculus: From Celestial Mechanics to Special Relativity covers multi-variable and vector calculus, emphasizing the historical physical problems which gave rise to the concepts of calculus. The book guides us from the birth of the mechanized view of the world in Isaac Newton's Mathematical Principles of Natural Philosophy in which mathematics becomes the ultimate tool for modelling physical reality, to the dawn of a radically new and often counter-intuitive age in Albert Einstein's Special Theory of Relativity in which it is the mathematical model which suggests new aspects of that reality. The development of this process is discussed from the modern viewpoint of differential forms. Using this concept, the student learns to compute orbits and rocket trajectories, model flows and force fields, and derive the laws of electricity and magnetism. These exercises and observations of mathematical symmetry enable the student to better understand the interaction of physics and mathematics.

J. Abram

Papers

Second year calculus: from celestial mechanics to special relativity, by D.M. Bressoud. Pp 415. DM 58. 1991. ISBN 3-540-97606-X (Springer)