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dc.contributor.authorMcCarthy, B.
dc.date.accessioned2019-05-15T14:14:19Z
dc.date.available2019-05-15T14:14:19Z
dc.date.issued2012
dc.identifier.citation

McCarthy, B. (2012) 'The effects of logging and fragmentation on bird diversity', The Plymouth Student Scientist, 5(2), p. 558-568.

en_US
dc.identifier.issn1754-2383
dc.identifier.urihttp://hdl.handle.net/10026.1/14000
dc.description.abstract

Deforestation and forest degradation is occurring globally at an alarming rate. The annual net loss of forest cover has been reduced in the past decade through sustainable forest management and conservation measures. Despite this, the remaining forest is becoming increasingly degraded with the total area of primary forest declining. Avian diversity has been shown to decline in degraded and fragmented forests due to logging activities. In this review the impacts of logging on avian communities are assessed by comparing diversity between primary forest and degraded secondary forest, industrial plantations and forest fragment sizes. The major organisations and current initiatives that are involved with reducing the impacts of logging are discussed, which may help to mitigate the threats to avian diversity. The detrimental effects of logging activities are starting to be reduced globally which may limit the decline in avian diversity. Nonetheless many sensitive species reliant on undisturbed forest are still under threat. This highlights the importance of protecting the remaining primary forests from logging activities.

en_US
dc.language.isoenen_US
dc.publisherUniversity of Plymouth
dc.rightsAttribution 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.subjectbird diversityen_US
dc.subjectdeforestationen_US
dc.subjectprimary forestsen_US
dc.subjectAvian diversityen_US
dc.subjectsensitive speciesen_US
dc.subjectsustainable forest managementen_US
dc.titleThe effects of logging and fragmentation on bird diversityen_US
dc.typeArticle
plymouth.issue2
plymouth.volume5
plymouth.journalThe Plymouth Student Scientist


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Attribution 3.0 United States
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