Two Faces of Fire

1. Two Faces of Fire

2. OBJECTIVES Review the concept of the �Two Faces of Fire�. Discuss and design educational materials that use the �Two Faces of Fire� concept.

3. Fire & Culture

4. We know that fire is a natural process and is essential in some natural ecosystems. When fire occurs under an ecologically appropriate fire regime, it influences the composition of species, vegetation structure, and effects ecosystem maintenance and change. Fire is not a problem in and of itself. It is a problem when it is used irresponsibly. Fire has many faces. The presence of fire in Nature

5. Bad Fire Bad Fire: Disrupts the equilibrium in natural ecosystems that provide benefits to people. Negatively impacts human life and property. Causes many 2nd and 3rd order fire effects that negatively impact human societies and ecosystems services. Impacts the health and economic well-being of people a considerable distance from actual fires.

6. Good Fire Fire is an essential heating and cooking tool. It is an essential process that maintains fire-dependent ecosystems and the products and services those ecosystems provide. In some areas it is a tool that can be used to reduce levels of fuels and protect against severe, damaging fires. It can be used to protect property and fire-sensitive ecosystems. It can maintain the biodiversity of fire-adapted ecosystems, e.g. in pine forests, savannas, grasslands, and some shrublands. It can be used to prepare agricultural plots and release nutrients to support crops. It can be used to improve forage for domestic animals and wildlife.

7. Objectives of this Exercise Prepare educational materials for specific audiences that compare �Good Fire� and �Bad Fire�. Include some 1st, 2nd, and 3rd order fire effects, both negative and positive. Include community needs and expectations, as well as broader benefits and negative impacts to society.

8. Team # 1 Task: Prepare a theatrical play that depicts �Good Fire/Bad Fire�. Audience: Children and adults in a community who lives in a fire-sensitive tropical forest environment and use fire to prepare their agricultural fields.

9. Team #2 Task: Produce a television talk or interview show that includes a resident of urban Jinhong who wants rural people to stop using fire, and a rural community leader who advocates the safe use of fire. Audience: Television viewers in and around Jinhong.

10. Team #3 Task: Prepare a presentation on Integrated Fire Management. Audience: High-level decision-makers in government and non-governmental institutions that outlines new approaches to addressing fire problems in rural communities.

11. Team #4 Task: Prepare a poster or brochure that emphasizes how and why agricultural fires should be conducted effectively and safely. Audience: Rural community with a low level of literacy.

12. Team #5 Task: Prepare a puppet show with the theme of �Good Fire/Bad Fire. Audience: Young school children in a rural agricultural community where fire is used in agricultural and for other cultural purposes.

21. Guidelines Present your task on Saturday morning (beginning 8:45 am). You have the rest of today and this evening to prepare. No more than 15 minutes. Use English or Chinese. Use flip-charts, colored paper, tape, and any other props you can find. Try to include the audience in your presentation. You may add details to your task and modify, to some extent, the assigned scenario.