Environmental Science
ENVIRONMENTAL SCIENCE: ES 1
SYLLABUS Fall, 2012
INSTRUCTOR: R. MORALES
LECTURE:
LAB:
FRIDAY
FRIDAY
8:10 AM -11:15 AM
11:20 AM – 2:25 PM
ROOM LS 102
ROOM LS 102
COURSE DESCRIPTION
This course is intended to provide students with an introduction to environmental science and critical
thinking in areas of informed decision making on issues related to use of natural resources including those
related to energy, transportation, land use and waste. The first half of the course is devoted to developing
and understanding of how ecosystems operate. During the second half of the course various issues related
to use of natural resources by growing human populations are examined.
STUDENT LEARNING OUTCOMES:
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Summarize the methods, applications, and limitations of the scientific method.
Define the term environment science and identify some important environmental concerns we
face today
Describe how environmental factors determine which species live in a given ecosystem and
where or how they live.
Summarize the major biogeochemical cycles, including the hydrologic cycle, and how each is
balanced over time in the hydrosphere, lithosphere, and atmosphere.
Recognize the characteristics of major aquatic and terrestrial biomes, understand the most
important factors that determine the distribution of each type, and describe the ways in which
humans disrupt or damage each of these ecosystem types.
Diagram and categorize the relationships between organisms of various trophic levels within a
community and explain the functioning of a food web.
Appreciate the potential of exponential growth and define fecundity, fertility, birth rates, life
expectancy, death rates, and survivorship; compare and contrast density-dependent and densityindependent population processes.
Evaluate the major environmental risks we face and how risk assessment and risk acceptability
are determined.
Identify ways to reduce the ecological footprint of food and evaluate the movements of localism
and organic as effective strategies in sustainable food systems.
Summarize some of the benefits we derive from biodiversity.
Recognize the origins and current problems of national parks in America and other countries.
Analyze human contributions to global climate change and what effects our modifications are
having on physical and biological systems.
Analyze personal water consumption and evaluate water-saving strategies.
Summarize our current supply and needs, including the costs/benefits of all conventional energy
sources, and explain briefly how energy use has changed through history.
Appreciate the opportunities for energy conservation and renewable energy sources available to
us.
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Recognize opportunities for making a difference through the goods and services we choose, as
well as the limits of green consumerism.
Evaluate how green politics and environmental citizenship can help protect the earth.
Formulate their own philosophy and action plan for what they can and should do to create a better
world and a sustainable environment.
Lecture Exam: 350 points -Three midterms (lowest will be worth ½ credit) and a comprehensive Final.
There will be two Midterm exams consisting of multiple-choice, fill-in and short answer/essay
type question(s). Top midterm exams is worth 10% lowest is worth 5% of your grade and covers
the material from lecture, and laboratory exercises. Note that Service Learning exercises,
assignments, and reading material will be on exams and/or quizzes. There will also be a
comprehensive Final worth 10% of your grade given at the end of the semester.
Homework Assignments: 100 points Mini-writing excercises
Mini-writing exercises are assigned. Due each Friday that we do not have a test.
For the week of each of the assigned Fridays, select an article from a recent (within the past
week) newspaper, magazine or internet news source about an issue concerning the environment
and write a TWO PARAGRAPH summary of the article. Your source should be one that has a
reputable news source with reasonably wide distribution across political boundaries, not known
for having a particular bias (Examples: TIME, Newsweek, Economist, Bangor Daily News,
CNN.Com). The source should be a serious news item about ENVIRONMENTAL SCIENCE
and not an opinion piece.
You should summarize the essence of the news item, and should include at least one piece of
information with source cited, that is not included in the original news article. This extra
information could be simply an expanded definition, but your instructor would prefer reference
to some other - perhaps similar perhaps contrasting - news event. Your extra information should
not come from wikipedia.org or similar "lazy" information gathering source.
Your paragraph should include careful thought, and should be free of spelling and grammatical
errors. Your text should be an even-handed summary of the issues, and not what you "feel" about
them. Each summation should be typed, double-spaced, and include a proper citation and a copy
of the news item you selected.
Your citation within the summary should take the format of (name, year) if a known person can
be cited, or (news source, date). At the end of your summary you should cite both the original
news article and the source for additional information.
Submissions that fail to attain a reasonable standard, as explained above, will be returned to the
student. Each of these is valued at 10 points.
Labs exercises: 150 points
This course includes one three hour lab per week which will be held on Saturday worth 150pts of
your course grade. Some labs may involve computer simulations, video viewing, microscope
observation, off-campus field trips that includes hiking (2-4 miles) on uneven terrain and Service
Learning activities. Students should have closed shoes, water, backpack and packed snacks/a bag
lunch for these hikes. Field activities will also count toward lab work. Students will not receive
full credit for incomplete lab/field notes, tardiness or absences. Each lab is worth approx. 10-20
2
points and students will be docked 3 points of total lab points for being tardy or leaving early. No
points will be earned if the student is absent.
Absences and Tardies:
You should be present at all lectures and labs. Since a number of the labs will involve offcampus field trips you must be on time for labs or make prior arrangements to meet us at the field
location. Students will be docked 3 points from assignments for being tardy or leaving early. No
points will be earned if the student is absent.
Lab Composition Notebook: 25 points
A Composition Note book is required for field notes – This should be a separate (from other notes
or courses), bound notebook for lab and field notes. As you will need to carry this notebook with
you in the field a compact size might be ideal. Students will be responsible for maintenance of
field/lab notes which will be an integral part of the grade . Additional follow-up research
assignments may be required. A guideline for lab composition notebook and rubric for lab notes
will be discussed during the first lab (see attachments).
Service Learning (SL) Project: 150 points (25 SL hours due by the 15th week of the semester)
As part of this course we will be utilizing the ‘outdoor-classroom’. This course is a Service
Learning course and will require you to provide a Service for a Not-for-profit organization while
gaining valuable educational experience. Students will be required to commit to 25 SL hours per
semester to earn all 150 points.
These SL activities are not to coincide with set lab activities that we may be doing for the class.
Note that I have scheduled dates where we will be providing SL to organizations during class
hours where these hours will not count toward the 25 SL hours although, students may choose to
work beyond class time to claim SL hours.
Possible SL projects include the following City of Gilroy, Morgan Hill, Hollister etc. , Canada de
los Osos reserve, Pinnacles Nat. Monument and Gavilan College.
Presentation: 25 points (scheduled for week 12-15)
Students are required to present their SL work to the class (10 min/ presentation) which is worth
25 points. To receive full credit, the student must select an ES topic that MAY relate to the SL
project or have the topic approved by the 5th week of class. A 2 page typed outline with
references must be turned in before the presentation for full credit. A separate rubric and set of
guidelines will be distributed during the second week of class.
Makeup Work:
No Make-ups for any reason! This includes in class and out of class assignments, quizzes,
exams, field work, lab activities, and organized Service Learning events.
Extra Credit: 10-20 points
E.C. will only be offered during exams and field excursions and will be announced during lecture.
How to succeed in this course:
 Keep up with the readings. Your intelligent participation will help you final grade.
 Review material after lecture, fill in any gaps in your understanding by asking or further
reading.
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Attend all lectures and labs
Be on time.
Create study buddies and attend Study sessions ( in room LS 109)
Ask Questions
Grade Scale
Grade
A
AB+
B
BC+
C
D
F
%
90-100
88.0-89.9
86.0-87.9
80.0-85.9
79.0-79.9
78.0-78.9
70.0-77.9
60-69.9
<59
ADA Accommodation Statement: Students requiring special services or arrangements because of
hearing, visual, or other disability should contact their instructor, counselor, or the Disabled
Student Services Office.
Student Honesty Policy Statement: Students are expected to exercise academic honesty and integrity.
Violations such as cheating and plagiarism will result in disciplinary action which may include
recommendation for dismissal.
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TENTATIVE SCHEDULE:
Date
8/31
Lecture 8:10 am - 11:15 am
Introduction: Learning to learn
Readings
L.1 Why study ES? p. 1-2,
Case Study:
Why study ES? p. 2
L.2 Think about thinking p. 711
Lab 11:20 am - 2:25 pm
What Do You Think?
How do you tell the
news from the noise? p.9
Article reviews
Website resources
8/31
Part One Principles for
Understanding Our Environment
1 Understanding Our Environment
Case Study:
Renewable Energy in China p. 1314
9/5
9/7
Last Day to ADD
2 Principles of Science and
Systems
Case Study:
Forest Responses to Global
Warming p. 38
LAST DAY TO DROP WITH “NO
RECORD SHOWN”
9/14
9/21
3 Matter, Energy, and Life
Case Study:
Chesapeake Bay: How do we
improve on a C-? p. 52-53
4
Evolution, Biological
1.1 What is ES? p. 14
1.2 Current conditions p. 15
1.3 History of conservation
and environmentalism p.
20
1.4 Human Dimensions of ES
p. 24
1.5 Sustainable Development
p. 26
1.6 Environmental Ethics p.
29
1.7 Faith, Conservation, and
Justice p. 31
Practice Quiz 1-10 p. 34
2.1 What is Science? p. 39
Basic principles of
Science Table 2.1
Exploring Science: What
are statistcs and why are
they important? p.42-43
2.2 Systems describe
interactions
2.3 Scientific Consensus and
conflict p. 47-48
Practice Quiz
1-10 p. 49
3.1 Elements of Life
Exploring Science: A
“Water Planet” p. 53
3.2 *Energy
3.3 Energy for life p. 59
3.4 From Species to
Ecosystems p. 61
3.5 Material cycles and Life
Processes p. 65
Exploring Science:
Remote Sensing
Photosynthetisis, and
Material cycling
Practice Quiz
1-11 p. 72
4.1 Evolution produces
5
Critical Thinking &
Discussion Questions
1-7 p. 35
Data analysis: Working
with Graphs
p. 35-36 Questions 1-13
Critical Thinking &
Discussion Questions
1-5 p. 49
Data Analysis;
Evaluating Uncertainty
p. 50 Questions 1-5
Critical Thinking &
Discussion Questions
1-5 p. 72
Data Analysis: Inspect
the Chesapeake’s Report
Card
www.ecocheck.org/reportcard/che
sapeake
Library Visit: News
Articles
Practice Quiz 1-10 p. 96
Communities, and Species
Interactions
Case Study:
Darwin’s voyage of Discovery p. 75
http://EnvironmentalScienceCunningham.blogspot.com
species diversity p. 76
Exploring Science:
New flu Vaccines- Why
do we need a new vaccine
every fall? p. 81
4.2 Species interactions shape
biological communities p.
83
4.3 Community properties
affect species and
populations p. 87
Critical Thinking and
discussion questions 1-6
p. 96
Data Analysis:
Species Competition
p. 96-97 Questions
1-6
Exam #1 Ch. Intro- 4
What Can You Do? Working locally for
ecological diversity. p. 87
4.4
9/28
5
Biomes: Global Patterns of Life
Case Study:
Spreading Green Across Kenya p.99
10/5
6 Population Biology
Case Study:
Fishing to Extinction? p. 117-118
www.montereybayaquarium.org/cr/
seafoodwatch.aspx
5.1
5.2
5.3
5.4
What Do You Think? –
What’s the Harm in
Setting Unused Bait Free?
p. 91
Communities are dynamic
and change over time p.
92
Terrestrial Biomes
Marine Ecosystems
Freshwater Ecosystems
Human Disturbance
6.1 Dynamics of Population
Growth p. 118
Think about it-Which of
the following strategies do
humans follow? Table 6.1
repro strategies p. 121
6.2 Complicating the story:
r=BIDE
Think about it- which
survivorship patterns best
describe humans? p. 121
6.3 Factors that regulate
population growth p. 123
6.4 Conservation Biology p.
125
Exploring Science- How
do you count tuna? p. 127
6
Practice Quiz
Questions 1-8 p. 114
Critical Thinking and
Discussion Questions
1-6 p. 114
Data Analysis: Reading
Climate Graphs
Questions 1-8 p. 115
Practice Quiz
Questions 1-10
Critical Thinking and
Discussion Questions
1-6 p. 129
Data Analysis:
comparing exponential
to logistic population
growth
Data Analysis:
Experimenting with
population growth
p. 130
10/12
Part Two People in the Environment
7 Human Populations
Case Study:
Family planning in Thailand a
Success Story p. 132
7.1 Population Growth p. 133
7.2 Perspectives on
population growth p. 134
7.3 Many Factors determine
population growth p. 136
7.4
7.5
10/19
8
Environmental Health and
Toxicology
Case Study
How Dangerous is BPA p. 154
8.1
8.2
8.3
8.4
8.5
8.6
8.7
10/26
9
Food and Hunger
Exam #2 (Ch. 5-9)
10/26
10 Farming: Conventional and
Sustainable Practices
What Do You Think? –
China’s One-Child Policy
p. 140
Ideal family size is
culturally and
economically dependent p.
143
A Demographic
Transition can lead to
stable population size
Environmental Health p.
155
Toxicology
Movement, distribution,
and fate of toxins
Mechanisms for
minimizing effects
Measuring toxicity
Risk assessment and
acceptance
Establishing health policy
p. 173
9.1 World food &
Nutrition p. 179
9.2 Key food sources
9.3 Food production
Policies
9.4 The Green
revolution and
genetic engineeringGMO’s
10.1 Resources for
Agriculture p. 197
10.2 Ways we use and
abuse soils
10.3 Water and Nutrients
10.4 Pest and Pesticides
10.5 Environmental
effects of pesticides
10.6 Organic and
sustainable agriculture
10.7 Soil conservation p. 215
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Practice Quiz
1-10 p. 151
Critical Thinking and
Discussion Questions
1-6 p. 151
Data Analysis: fun with
numbers p. 152
www.gapminder.org/wo
rld
Practice Quiz
1-10 p. 175
Critical Thinking and
Discussion Questions
1-6 p. 175
Practice Quiz
Critical Thinking and
Discussion Questions
Practice Quiz
Critical Thinking and
Discussion Questions
11/2
Part Three Understanding and
Managing Living Systems
11 Biodiversity: Preserving Species
11/2
12 Biodiversity: Preserving
Landscapes
11/2
13 Restoration Ecology
11/9
11/9
Part Four Physical Resources and
Environmental Systems
*14 Geology and Earth Resources
15 Air, Weather, and Climate
11/9
16 Air Pollution
11/16
17 Water Use and Management
11.1 Biodiversity and the
species concept
11.2 How do we benefit from
biodiversity?
11.3 What threatens
biodiversity?
11.4 Endangered species
management
11.5 Captive breeding and
species survival plans
Practice Quiz
Critical Thinking and
Discussion Questions
12.1 World forests
12.2 Grasslands
12.3 Parks and preserves
13.1 Helping nature heal
13.2 Components of
restoration
13.3 Origins of restoration
13.4 Restoration is good for
human economies and
cultures
13.5 Restoring prairies
13.6 Restoring wetlands and
streams
Practice Quiz
Critical Thinking and
Discussion Questions
Practice Quiz
Critical Thinking and
Discussion Questions
15.1 What is the atmosphere?
15.2 Weather has regional
patterns
15.3 Natural Climate
variability
15.4 Anthropogenic Climate
change
15.5 What effects are we
seeing?
15.6 Envisioning solutions p.
338
16.1 The air around us
16.2 Major types of pollutants
16.3 Atmospheric processes
16.4 Effects of air pollution
16.5 Air pollution control
16.6 global prospects
17.1 Water resources
17.2 Major water
compartments
17.3 Water availability & use
17.4 Freshwater shortage
Practice Quiz
Critical Thinking and
Discussion Questions
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Practice Quiz
Critical Thinking and
Discussion Questions
Practice Quiz
Critical Thinking and
Discussion Questions
11/16
18 Water Pollution
Exam #3 (Ch. 10-18)
11/22
-25
TURKEY DAY BREAK
11/30
Part Five Issues and Policy
19 Conventional Energy
11/30
20 Sustainable Energy
11/30
*21 Solid, Toxic, and Hazardous
Waste
22 Urbanization and Sustainable
Cities
11/30
12/7
*23 Ecological Economics
12/7
24 Environmental Policy, Law, and
Planning
12/7
25 What Then Shall We Do?
17.5 Getting by with less
water
17.6 Increasing water supplies
18.1 Water pollution
18.2 Types and effects of
18.3 Water Quality
18.4 Water pollution control
18.5 Water Legislation
Practice Quiz
Critical Thinking and
Discussion Questions
19.1 Energy resources & uses
19.2 coal
19.3 oil
19.4 natural gas
19.5 Nuclear power
19.6 Radioactive waste
management
19.7 Changing fortunes of
nuclear power p. 441
20.1 Renewable energy
20.2 Solar energy
20.3 Fuel cells
20.4 Biomass Energy
20.5 Hydropower
20.6 Wind
20.7 Other energy sources
20.8 What’s our energy
future?
Practice Quiz
Critical Thinking and
Discussion Questions
22.1 Urbanization
22.2 Why do cities grow?
22.3 Urban challenges in the
developing world
22.4 Urban challenges in the
developed world
22.5 Smart Growth
Practice Quiz
Critical Thinking and
Discussion Questions
24.1 Basic concepts in policy
24.2 major environ. Laws
24.3 How are policies made?
24.4 International conventions
24.5 New approaches to
policy
25.1 Making a difference
25.2 Environ. Education
25.3 What can Individuals do?
25.4 How can we work
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Practice Quiz
Critical Thinking and
Discussion Questions
Practice Quiz
Critical Thinking and
Discussion Questions
Practice Quiz
Critical Thinking and
Discussion Questions
12/14
Final (Ch. 18-25)
Together?
25.5 Campus Greening
25.6 Sustainablility is a
global challenge p. 574
8:00 am – 10:00 am
Reference sites
http://blogs.wsj.com/environmentalcapital/
http://www.dumpitinthepump.com/
http://carbon-based-ghg.blogspot.com/
http://www.env-econ.net/
http://aguanomics.com/
http://www.huffingtonpost.com/green/
REFERENCE READING LIST –READINGS MAY BE SELECTED FROM THIS LIST PRIOR TO
DISCUSSION
Leopold, A. 1949. A Sand County Almanac. Oxford University Press, Oxford.
Brick, P., D. Snow, and S. Van de Wetering. 2001. Across the Great Divide: Explorations in Collaborative
Conservation and the American West. Island Press, Washington, DC. (Ch1 and Ch2)
Dressler, W., B. Buscher, M. Schoon, D. Brockington, T. Hayes, C. A. Kull, J. McCarthy, and K. Shrestha.
2010. From hope to crisis and back again? A critical history of the global CBNRM narrative.
Environmental Conservation 37:5-15.
Meffe, G. K., L. A. Nielsen, R. L. Knight, and D. A. Schenborn. 2002. Ecosystem Management: Adaptive,
Community-Based Conservation. Island Press, Washington, D.C. (Ch2)
Cumming, G. S., D. H. M. Cumming, and C. L. Redman. 2006. Scale mismatches in social-ecological systems:
Causes, consequences, and solutions. Ecology And Society 11(1):14.
Horwich, R.H., and J. Lyon. 2007. Community conservation: practitioners' answer to critics. Oryx 41:376-385.
Knight, R. L., and T. W. Clark. 1998. Boundaries between public and private lands: Defining obstacles,
finding solutions Pages 175-191 in R. L. Knight and P. B. Landres, editors. Stewardship Across
Boundaries Island Press, Washington, D.C.
Montero, S., E. S. Castellon, L. M. M. Rivera, S. G. Ruvalcaba, and J. J. Llamas. 2006. Collaborative
governance for sustainable water resources management: the experience of the Inter-municipal
Initiative for the Integrated Management of the Ayuquila River Basin, Mexico. Environment and
Urbanization 18:297-313.
Ansell, C., and A. Gash. 2007. Collaborative governance in theory and practice. Journal of Public
Administration Research and Theory 18:543-571.
Berkes, F. 2004. Rethinking community-based conservation. Conservation Biology 18:621-630.
Berkes, F. 2007. Community-based conservation in a globalized world. Proceedings of the National Academy
of Sciences of the United States of America 104:15188-15193.
Conley, A., and A. Moote. 2001. Collaborative conservation in theory and practice: a literature review. Udall
Center for Studies in Public Policy, University of Arizona, Tucson.
Daniels, S. E., and G. Walker. 1996. Collaborative Learning: Improving public deliberation in ecosystembased management. Environmental Impact Assessment Review 16:71-102.
Folke, C. 2006. Resilience: The emergence of a perspective for social-ecological systems analyses. Global
Environmental Change-Human and Policy Dimensions 16:253-267.
Ostrom, E. 2008. The challenge of common-pool resources. Environment 50:8-20.
Raymond, C. M., I. Fazey, M. S. Reed, L. C. Stringer, G. M. Robinson, and A. C. Evely. 2010. Integrating
local and scientific knowledge for environmental management. J. Environ Mgmt 91:1766-1777.
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Conley, A., and M. A. Moote. 2003. Evaluating collaborative natural resource management. Society and
Natural Resources 16:371-386.
Koontz, T. M., and C. W. Thomas. 2006. What do we know and need to know about the environmental
outcomes of collaborative management? Public Administration Review Special Issue:111-121.
Armitage, D. R., R. Plummer, F. Berkes, R. I. Arthur, A. T. Charles, I. J. Davidson-Hunt, A. P. Diduck, N. C.
Doubleday, D. S. Johnson, M. Marschke, P. McConney, E. W. Pinkerton, and E. K. Wollenberg.
2009. Adaptive co-management for social-ecological complexity. Frontiers in Ecology and the
Environment 7:95-102.
Berkes, F., J. Colding, and C. Folke. 2000. Rediscovery of traditional ecological knowledge as adaptive
management. Ecological Applications 10:1251-1262.
Hayes, T. M. 2006. Parks, people, and forest protection: An institutional assessment of the effectiveness of
protected areas. World Development 34:2064-2075.
Lemos, M. C., and A. Agrawal. 2006. Environmental governance. Annual Review of Environment and
Resources 31:297-325.
Meffe, G. K., L. A. Nielsen, R. L. Knight, and D. A. Schenborn. 2002. Ecosystem Management: Adaptive,
Community-Based Conservation. Island Press, Washington, D.C. (Ch2) - Revisit
Oldekop, J. A., A. J. Bebbington, D. Brockington, and R. F. Preziosi. 2010. Understanding the lessons and
limitations of conservation and development. Conservation Biology 24:461-469.
Belton, L. R., and D. Jackson-Smith. 2010. Factors influencing success among collaborative sage-grouse
management groups in the western United States. Environmental Conservation 37:250-260.
Mattesich, P. W., and B. R. Monsey. 1992. Collaboration: What makes it work. Amherst Wilder Foundation,
Minneapolis, MN.
McDonald, W. 2002. The Malpai Borderlands: Building the ‘Radical Center’ Pages 211-218 in G. K. Meffe,
L. A. Nielsen, R. L. Knight, and D. A. Schenborn, editors. Ecosystem Management: Adaptive,
Community-based Conservation. Island Press, Washington, DC.
Meffe, G. K., L. A. Nielsen, R. L. Knight, and D. A. Schenborn. 2002. Ecosystem Management: Adaptive,
Community-Based Conservation. Island Press, Washington, D.C. (p. 25-41)
Snyder, D. D. 2009. Wallow County: The power of 'we'. Pages 249-255 in R. L. Knight and C. White, editors.
Conservation for a New Generation. Island Press, Washington, DC.
Crona, B. 2009. Communication networks, leadership and conservation in an African seascape. Pages 235-242
in R.L. Knight and C. White (eds). Conservation for a New Generation. Island Press, Washington,DC.
Knight, H. A. L. 2002. If all it took was money, community-based conservation would be easy. Pages 263-270
in G. K. Meffe, L. A. Nielsen, R. L. Knight, and D. A. Schenborn, editors. Ecosystem Management:
Adaptive, Community-based Conservation. Island Press, Washington, DC.
Moseley, C. 2001. The Applegate Partnership: Innovation in crisis. Pages 102-111 in P. Brick, D. Snow, and S.
Van de Wetering, editors. Across the Great Divide: Explorations in Collaborative Conservation and
the American West. Island Press, Washington, DC.
Wondolleck, J. M., and S. L. Yaffee. 2000. Making Collaboration Work: Lessons from Innovation in Natural
Resource Management. Island Press, Washington, DC. (Ch 14)
Wilmsen, C., W. Elmendorf, L. Fisher, J. Ross, B. Sarathy, and G. Wells, editors. 2008. Partnerships for
Empowerment: Participatory Research for Community-based Natural Resource Management.
Earthscan Publications, London. (Ch1 and Ch12)
Child, B., and G. Barnes. 2010. The conceptual evolution and practice of community-based natural resource
management in southern Africa: past, present and future. Environmental Conservation 37:283-295.
Shackleton, C. M., T. J. Willis, K. Brown, and N. V. C. Polunin. 2010. Reflecting on the next generation of
models for community-based natural resources management. Environmental Conservation 37:1-4.
White, C. 2009. Conclusion: An unprecedented future. Pages 285-296 in R. L. Knight and C. White, editors.
Conservation for a New Generation. Island Press, Washington, DC.
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