Subject Outline

Subject Title Natural Resource Management

Subject Code EV3200/5200

Credit Points 3

Study Period Intensive, October 24 – November 25

Attendance Mode Remote

Campus University of Vanuatu

Subject
Coordinator/Division Dr Jane Addison/College of Science and Enginering/James Cook University
/College

At James Cook University, we acknowledge the Australian Aboriginal and Torres

Strait Islander peoples of this nation. We acknowledge the Traditional Owners of
the lands on which our campuses and study centres are located and where we
conduct our business. We pay our respects to ancestors and Elders, past, present
and future. JCU is committed to honouring Australian Aboriginal and Torres
Strait Islander peoples’ unique cultural and spiritual relationships to the land,
waters and seas and their rich contribution to JCU and society.

© Copyright 2022
This publication is covered by copyright regulations. Apart from any fair dealing
for the purpose of private study, research, criticism, or review as permitted under
the Copyright Act, no part may be reproduced by any process or placed in
computer memory without written permission.
Contents
1 Subject details ........................................................................................................................................ 3
1.1 Student participation requirements ................................................................................................... 3
1.2 Teaching Staff contact details............................................................................................................. 3
1.3 Subject description ............................................................................................................................ 4
1.4 Subject learning outcomes and course learning outcomes ................................................................. 4
1.5 Student feedback on subject and teaching ......................................................................................... 5
1.6 Subject resources and special requirements....................................................................................... 5
2 Assessment details................................................................................................................................ 5
2.1 Key dates ........................................................................................................................................... 5
2.2 Requirements for successful completion of this subject ..................................................................... 5
2.3 AccessAbility Services and Support..................................................................................................... 6
2.4 Assessment items .............................................................................................................................. 6
3 Submission and return of assessment.......................................................................................... 11
3.1 Submission of assessment................................................................................................................ 11
3.2 Late submissions .............................................................................................................................. 11
3.3 Special Consideration (including deferrals and extensions)............................................................... 11
3.4 Academic Integrity ........................................................................................................................... 12
3.5 Return of assessment ....................................................................................................................... 12
3.6 Review of assessment ...................................................................................................................... 12
4 Learning and teaching in this subject ........................................................................................... 13
4.1 Subject calendar .............................................................................................................................. 13

This Subject Outline has been prepared by Dr Jane Addison for the College of Science and Engineering,
James Cook University. Updated October 07, 2022.

The information provided in this subject outline is correct as at the time of completion and may change
in response to changing University resources. Any changes will be approved by the College Dean or
representative and will be communicated to students by the LearnJCU subject site.

Page 2 of 20
1 Subject details
1.1 Student participation requirements
The JCU Learning, Teaching and Assessment Procedures (2.1.2d) indicates a typical student workload for
a three (3) credit point subject requires a 130 hour work load of study related activities, including
attendance, assessment and self-directed study over the duration of the subject with equivalency across
all modes of delivery.
Note that attendance at specified classes will be a mandatory requirement for satisfactory completion of
some subjects (Learning, Teaching and Assessment Procedures, 3.1.8e) and that additional hours may be
required per week for those students in need of English language, numeracy or other learning support.

Key subject activities

Refer to JCU Timetable 2022

Independent reading or your eStudent personal timetable

Lectures Refer to JCU Timetable 2022

or your eStudent personal timetable
4 hours of lectures each week

Refer to JCU Timetable 2022

Tutorials
or your eStudent personal timetable
4 hours each week

For information regarding class registration, visit the Class Registration Schedule.
Learning and teaching activities may be recorded for this subject. Personal Information in the form of
images and audio may be collected by JCU during the recording. This Personal Information may appear
as part of the recording which is accessible to students and staff in this subject on LearnJCU

1.2 Teaching Staff contact details

Teaching Consultation
Staff member Room Phone Email
team times*

Subject +61 7 4781 Arrange via

Jane Addison - Jane.addison@jcu.edu.au
Coordinator 4506 email

+61 7 4781 Arrange via

Lecturer Jane Addison - Jane.addison@jcu.edu.au
4506 email

+61 7 4781 Arrange via

Tutor 1 Jane Addison - Jane.addison@jcu.edu.au
4506 email

Page 3 of 20
 Teaching Consultation
Staff member Room Phone Email
team times*

Visit Learning
Learning
The Learning Centre JCU Library n/a Online contact form Advice Desk –
Advisors
JCU Library

Librarian Your Liaison Librarian JCU Library n/a Library contacts

*Other consultation times by appointment only.

1.3 Subject description

Natural Resource Management (NRM) is the integrated management of the natural resources that make
up landscapes, such as land, water, soil, plants and animals. This subject explores the principles,
practices and challenges of natural resource management in terrestrial landscapes. In this subject, we
will examine NRM using a complex social-ecological systems lens, using small island developing states as
a case study. This means that we will frame the management of bio- and geo-physical units of
landscapes and their associated resources in light of the social actors and institutions involved in
managing them. At the beginning of the subject, we will begin with the science and theory of NRM
problems, embedding the more biophysical aspects of these problem contexts within a systems
framework. As the subject progresses, we will increasingly focus in on specific NRM problems in small
island states, and examine the practicalities of managing these problems within their social and
institutional context. While the subject has a distinctive focus on small island states, we will also look at
international examples and case studies, especially from other tropical areas, in order to embed the
local realities within the broader international context.

1.4 Subject learning outcomes and course learning outcomes

On successful completion of this subject, you will be able to:

• explain the theoretical and practical complexities of managing social-ecological systems in an
integrated manner;
• describe the nature of small island state environments, land use practices, social values and
institutions influencing natural resource management;
• identify options for addressing key natural resource management problems in small island
states;
• evaluate and design options for addressing natural resource management problems using small
island states as case study regions.

These outcomes will contribute to your overall achievement of course learning outcomes.

Page 4 of 20
1.5 Student feedback on subject and teaching
Students are at the heart of JCU and as part of our commitment to improving the quality of our subjects
and teaching, we regularly seek feedback on the JCU student experience.
YourJCU Surveys are available to all students through LearnJCU. You will receive an email invitation
when the survey opens.

1.6 Subject resources and special requirements

All subject readings and resources, including journal articles, book chapters, websites, videos, print and
eTextbooks, are available to view online from your Readings list via your LearnJCU subject site.

2 Assessment details
2.1 Key dates

Key dates Date

Census date and Last date to withdraw without financial See 2022 Study Period and Census Dates
penalty

Last date to withdraw without academic penalty See 2022 Study Period and Census Dates

Assessment item 1: Literature review 20% Due Friday 5pm Vanuatu time, November 4

Assessment item 2: Bid presentation 20% Due Friday 5pm Vanuatu time, November 10

Assessment item 3: Online quiz 20% Due Friday 5pm Vanuatu time, November 22

Assessment item 4: Management plan 40% Due Friday 5pm Vanuatu time, November 25

2.2 Requirements for successful completion of this subject

In order to pass this subject, you must:
• Achieve an overall percentage of 50% or more
• Demonstrate a reasonable attempt on all assessment items.

Final results for this subject will be graded as described in the Student Results Policy.
Graded = HD, D, C, P, N etc

Supplementary examinations/assessments are not available for this subject.

Supplementary examinations/supplementary assessments are available for this subject, in accordance

with the Learning, Teaching and Assessment Procedure (3.2.9) and the Student Results Policy (2.1)

Page 5 of 20
2.2.1 How do I track my progress in this subject?
Students can track their progress in this subject through verbal formative and progressive feedback during
tutorials. Assessment 1 – quiz is designed to provide early feedback in a low risk (low mark %) manner.
Students are encouraged to seek progressive feedback on assessment item 4 – management plan (by
appointment with staff) as this reflects the real world practice of eliciting comments from clients etc for
draft management plans.

2.3 AccessAbility Services and Support

Reasonable adjustments may be made to assist you to manage additional circumstances impacting on
your studies provided these do not change the academic integrity of a degree. Reasonable adjustments
do not alter the need to be able to demonstrate the inherent requirements of the course.
If you believe you will experience challenges completing your degree or course because of a disability,
health condition or other reason, you should discuss your concerns with AccessAbility Services.

2.4 Assessment items

ASSESSMENT ITEM 1: Literature review 20%
• explain the theoretical and practical complexities of managing social-ecological
systems in an integrated manner;
Aligned subject learning • describe the nature of small island state environments, land use practices, social
outcomes values and institutions influencing natural resource management;
• identify options for addressing key natural resource management problems in
small island states;

Group or individual Individual assessment item

Weighting and due date 20%, due Friday 5pm Vanuatu time, November 4

Requirements for
successful completion of You must obtain a score of at least 50% to pass this assessment
this assessment item

ASSESSMENT ITEM 1: DESCRIPTION

This assessment asks you to review 16 articles (see Appendix A) related to natural resource
management, in order to explore the following:

Natural resource management shares parallels with the concept of managing complex social-ecological
systems. Drawing on the literature, and using small island developing states as examples wherever
possible, explain the relationship between the two concepts.

This literature review, with a word count between 2000 and 2500 words, should i) introduce key
concepts, ii) highlight similarities (and any differences) between the two concepts, and iii) discuss the
implications of the latest thinking around complex social-ecological systems to applied natural resource
management principles and practice. Wherever possible, examples from small island developing states
should be used to help illustrate. The literature review should be properly cited. Not all 16 references
will need to be used, but most should be. You are also free to draw on literature outside this list,
although it is not mandatory.

Page 6 of 20
Please email the literature review to jane.addison@jcu.edu.au.

ASSESSMENT ITEM 1: CRITERIA SHEET (OR RUBRIC)

Criteria Marks available
i) Introduction/definition of subject: The introduction should clearly define the subject of the 2
review, provide relevant background and highlight the significance of the topic. It should
include the broad purpose of the review, scope of the review, and key definitions of the subject
matter. The introduction should finish with a specific aim for the review.

ii) Selection of key papers, examples: The degree to which the student uses relevant papers to 3
identify the major similarities between NRM and complex SES theory. The review should not
catalogue all available literature on the topic but select the most relevant findings for particular
arguments and select papers that illustrate each point effectively. All sources should be
correctly acknowledged, cited in the text and reference list. The reference list should be
complete, accurate and formatted correctly.

iii) Evaluation of material: An adequate, in-depth and critical evaluation of the topic is required. 4
Effective writing will compare and contrast relevant literature to form a constructive argument.

iv) Contribution of original ideas: The degree to which the review represents an independent 2
analysis of the topic. Student’s should offer their own interpretation of research trends and
provide original ideas as much as possible. The review should also be original in its organisation
of ideas (i.e. structure).

v) Organisation of material: The main body of the review should be structured into sections & 4
sub-sections (with headings) that show an ordered progression of topics. There should a logical
development of relevant themes that lead to the paper’s overall argument/s. Organisation of
the material should be original and not copy structures of previous review papers.

vi) Quality of written text: The fluency, conciseness and clarity of the text. The degree to which 3
grammatically correct sentences, spelling and punctuation are used. The fluency of the writing
is also an evaluation of the student’s scientific writing style and the ease with which this can be
understood by non-specialist professional readers.

vii) Thoroughness of coverage: The review should be an in-depth treatment of the topic covering 2
key issues and accurately representing sources.
Total: /20

Page 7 of 20
ASSESSMENT ITEM 2: BID PRESENTATION
• identify options for addressing key natural resource management problems in
Aligned subject learning small island states;
outcomes • evaluate and design options for addressing natural resource management
problems using small island states as case study regions.

Group or individual individual assessment item

Weighting and due date 20%, during practical, November 10

Requirements for
successful completion of You must obtain a score of at least 50% to pass this assessment
this assessment item

ASSESSMENT ITEM 2: DESCRIPTION

What is monitoring, evaluation, reporting and improvement/learning planning in NRM?

Formalised monitoring, evaluation, reporting and improvement planning is an important part of natural
resource management, for a variety of reasons. Done well, monitoring evaluation and improvement
planning can increase our:
• understanding of the environmental benefits per dollar spent in a particular project, to help
guide future decision making about funding;
• double and triple-loop learning (identifying and understanding causality and then taking action
to fix it; and exploring our values and the reasons why we do certain things, to ascertain how we
make the decisions that frame our work), so that future projects and processes can be
improved.

The MERI framework (monitoring, evaluation, reporting and improvement) is commonly used in
Australia to understand government investments in NRM. It relies upon program logic that links
foundational activities to outcomes, and then overall programme goals. However there are alternative
frameworks, some of which may be superior (depending on the reasoning for understanding monitoring
and learning). Theories of change, for example, are a growing and increasingly influential framework –
this framework backward maps from a desired change to identify what it needed to lead to that change.

Your task
You are a NRM consultant who has been asked by the United Nations Environment Program to bid on a
project to prepare a monitoring, evaluation, reporting and learning plan for a specific project. This
project is a landscape restoration project for an area in the south east of Efate Island that was logged
historically and is now clear of vegetation, contributing to soil erosion.

As part of your bid, you will need to give a five minute presentation (ideally using PowerPoint or
equivalent) on how you intend to design your plan. Please note, you are not being asked to present the
plan itself – rather, you are being asked to present the approach for making your plan, so your potential
client can decide who has the best approach.

We expect you to explore the grey literature to understand what types of content are covered in
monitoring, evaluation and learning plans, as well as the peer reviewed, with a view towards improving
upon current processes. You will need to strongly justify why your proposed approach is the best way to

Page 8 of 20
prepare a monitoring, evaluation, reporting and learning plan. You will also need to think through your
client’s needs.

You will work on these tasks individually. You will present your plan during our practical class.

ASSESSMENT ITEM 2: CRITERIA SHEET (OR RUBRIC)

Marks
Was the content well organised, following a coherent and logical structure? /4
Was the presentation aesthetically pleasing, and was information visually presented in /3
ways that enhanced understanding?
Was the presenter’s verbal skills strong, convincing and confident? /4
Did the presenter display a sound understanding of the content by, for example, drawing /7
upon multiple commonly used monitoring, evaluation and learning plans, and answering
questions confidently/convincingly?
Did the presenter tailor the presentation to the particular context and intended audience? /2

ASSESSMENT ITEM 3: ONLINE QUIZ

• explain the theoretical and practical complexities of managing social-ecological
systems in an integrated manner;
• describe the nature of small island state environments, land use practices, social
Aligned subject learning values and institutions influencing natural resource management;
outcomes • identify options for addressing key natural resource management problems in
small island states;
• evaluate and design options for addressing natural resource management
problems using small island states as case study regions.

Group or individual individual assessment item

Weighting and due date 20%, during practical, November 22

Requirements for
successful completion of You must obtain a score of at least 50% to pass this assessment
this assessment item

ASSESSMENT ITEM 3: DESCRIPTION

This quiz will provide students with feedback around their understanding of all lecture and tutorial
content delivered prior to the quiz.

ASSESSMENT ITEM 3: CRITERIA SHEET (OR RUBRIC)

The quiz will be of a multichoice design, with one correct answer per question. The quiz will be 30
minutes in length.

ASSESSMENT ITEM 4: MANAGEMENT PLAN

Page 9 of 20

Aligned subject learning
outcomes
• explain the theoretical and practical complexities of managing social-ecological
systems in an integrated manner;
• describe the nature of small island state environments, land use practices, social
values and institutions influencing natural resource management;
• identify options for addressing key natural resource management problems in
small island states;
• evaluate and design options for addressing natural resource management
problems using small island states as case study regions.

Group or individual individual assessment item

Weighting and due date 40%, Due Friday 5pm Vanuatu time, November 25

Requirements for
successful completion of You must obtain a score of at least 50% to pass this assessment
this assessment item

ASSESSMENT ITEM 4: DESCRIPTION

The purpose of this assessment is to develop and demonstrate your ability to identify and evaluate options
for addressing natural resource management problems. By the end of semester you should be able to see
how looking at a NRM problem through a systems lens improves our ability to manage a that problem, and
how you might connect theory and practice Your management plan will demonstrate your capacity to make
this link, demonstrate your understanding and display this understanding in the style of a report/plan that is
often used in a professional context.

In order for you to prepare a good management plan you will need to be across content covered during the
practicals. Collecting relevant information during practicals to use in your management plan is strongly
recommended. During practicals you will collect data (primary or secondary, biophysical or through
informant ‘interviews’) that may be useful to your management plan. During lectures, you will also research
and understand institutions, values and practices influencing NRM and how local NRM influences local
ecosystem values and processes. You will be provided with advice and resources on how to write a report
using the different types of data that you will have collected during semester and what to include in it. You
will need to submit your NRM management plan individually, since this is an individual assessment.

Below are a list of four potential options for your plan. You must choose one of these, and draft it in a way
that reflects contemporary management plan styles/templates. You will, however, have a good degree of
freedom in choosing the theoretical and stylistic basis on upon which to frame your management plan and
which aspects of the case study you want to emphasise, so you can be creative. You are also encouraged to
draw o any skills or knowledge you have from other subjects, or from your professional life outside of
university studies. There is no word count, but at least 2500 words is appropriate.

1. Introduced animal management plan

2. Introduced plant management plan
3. Soil conservation plan
4. Stakeholder analysis and engagement plan

Page 10 of 20
ASSESSMENT ITEM 4: CRITERIA SHEET (OR RUBRIC)
Criteria Marks available
Background section comprehensively describes the social-ecological system of study (biome, institutions, 5
stakeholders, etc.)

The plan appropriately analyses available primary and secondary data, and/or incorporates the literature 5

The report identifies multiple reasonable options for managing a nominated NRM problem, combining 8
lessons from the literature, data and possible real world constraints
The report evaluates multiple reasonable options for managing a nominated NRM problem, using 8
lessons from the literature, and practical data and possible real world constraints.
The report is well written, in the style of a professional report, well presented and well organized, and of 9
high academic standard

References provided in the report are of good quality and are formatted consistently using a recognized 5
style
Total: /40

3 Submission and return of assessment

3.1 Submission of assessment
All assessments will be emailed directly to the subject coordinator at jane.addison@jcu.edu.au, and
returned in the same manner.

3.2 Late submissions

The Learning, Teaching and Assessment Procedure (3.1.8d) outlines a uniform formula of penalties
imposed for submission of an assessment item after the due date. This formula is 5% of the total
possible marks for the assessment item per day including part-days, weekends, and public holidays. If
submitted after 20 days, the assessment item thus would be awarded 0 marks (i.e. 5% x 20 = 100% of
total possible marks in penalties). For assessment items weighted 0%, and submitted after 10 days a
DNS grade is awarded.

3.3 Special Consideration (including deferrals and extensions)

You are encouraged to access equity measures if you are affected by extenuating circumstances while
undertaking the subject. JCU’s Special Consideration Procedure requires that you must must make
yourself available for assessments and examinations at the scheduled times and extensions or deferrals
for an assessment item due to previously scheduled commitments such as weddings or holidays, will not
be granted.

All Special Consideration requests can be applied for through the Special Consideration application
form. The form is linked to the Special Consideration Procedure and also available on the Student
Forms webpage.

Page 11 of 20
3.4 Academic Integrity
You are are required to complete the Coursework Academic Integrity Modules available in your
LearnJCU site.
All non-examination items of assessment are required to be submitted with the Assessment Declaration
available through LearnJCU. The Assessment Declaration contains statements relating to academic
integrity under the Coursework Academic Integrity Policy and Procedures. All instances of academic
misconduct are treated very seriously by the University and students may be severely penalised for
committing any form of academic misconduct.
For more information regarding academic integrity, see
https://www.jcu.edu.au/students/learningcentre/academic-integrity

3.5 Return of assessment

Assessment items will be returned via email to each student.

The requirements for an assessment’s return date, time and manner will be determined by the Subject
Coordinator in line with the JCU Learning, Teaching and Assessment Procedures. Feedback will be given,
and you can discuss your assessment with the marker as per clause 3.5 of the Learning, Teaching and
Assessment Procedures. You will be informed of your grade for every component of assessment in the
subject under clause 3.5.1 and 3.5.2 of the Learning Teaching and Assessment Procedures.

3.6 Review of assessment

Assessment items and final grades will be reviewed through moderation processes (Learning, Teaching
and Assessment Procedures, 3.6). It is important to be aware that assessment results “must always
undergo final ratification for each study period. No single grade or mark represents a final result in a
subject” (Learning, Teaching and Assessment Procedures, 3.7.4.).

Assessment in this subject may involve the use of Respondus with camera surveillance or
webcams. Respondus can record an assessment attempt, and that recording will be used for the
investigation of cheating or any other conduct which may contravene JCU Policies and
Procedures. Footage will only be accessed by persons authorised by the University to do so and
may be shared with internal or external investigators. The footage constitutes Personal Information and
will be stored and accessed in accordance with JCU’s Information Privacy Policy.

Students can seek a review of individual assessment pieces through the process identified in clause 3.8
of the Learning, Teaching and Assessment Procedures.

Students can seek a review of the final subject result through the process contained in the Review and
Appeal of a Final Subject Result Procedure.

Page 12 of 20
4 Learning and teaching in this subject
4.1 Subject calendar

Please note, the sequence of some topics may change due to staff availability, resourcing, or due to unforeseen circumstances. Please monitor
announcements made via LearnJCU.

Date Week Day Computer room booked Content Assessment

Oct 1 Monday - Self-directed study for Assessment item 1
24
Tuesday - Self-directed study for Assessment item 1
Wednesday - Self-directed study for Assessment item 1
Thursday - Self-directed study for Assessment item 1
Friday Computer room booked Self-directed study for Assessment item 1
10 – 12pm

Oct 2 Monday Lecture room booked 10 – 10 am – 11am. Lecture: Introduction to the subject and NRM
31 12pm
11am – 12pm Lecture: NRM under uncertainty

Tuesday Computer room booked 10am – 12pm Practical: Stakeholder analysis

10 – 12pm

Wednesday Lecture room booked 10 – 10am – 12pm Lecture: Adaptive management

12pm

Thursday Computer room booked 9am – 11am Practical: Why do landholders engage in NRM?
10 – 12pm ADOPT

Friday Lecture room booked 10 – 10 am – 11am. Lecture: Stakeholder engagement Assessment item 1: Literature
12pm review 20% due 5pm
11am – 12pm Lecture: Governance

Page 13 of 20
Date Week Day Computer room booked Content Assessment
Nov 7 3 Monday Lecture room booked 10 – 10 am – 12pm. Lecture: Command and control
12pm

Tuesday Computer room booked 10 am – 12pm. Practical: Desktopping environmental assets

10 – 12pm

Wednesday Lecture room booked 10 – 10 am – 12pm. Lecture: Protected area management

12pm

Thursday Computer room booked 10 am – 12pm. Practical: Assessment 2: bid presentation Assessment item 2: Bid
10 – 12pm presentation 20%

Friday PUBLIC HOLIDAY

Nov 4 Monday Lecture room booked 10 – 10 am – 12pm. Lecture: Community based NRM
14 12pm

Tuesday Computer room booked 10 am – 12pm. Practical: selecting policy instruments.

10 – 12pm

Wednesday Lecture room booked 10 – 10 am – 12pm. Lecture: Market based instruments

12pm

Thursday Computer room booked 10 am – 12pm. Practical: Weed prioritisation

10 – 12pm

Friday Lecture room booked 10 – 10 am – 12pm. Invasive plant and animal management
12pm

Nov 5 Monday Lecture room booked 10 – 10 am – 12pm. Lecture: Soil management

21 12pm

Tuesday Computer room booked 10 am – 12pm. Online quiz and discussion about Assessment 4 Assessment 3: Online quiz (20%)
10 – 12pm

Page 14 of 20
Date Week Day Computer room booked Content Assessment
Wednesday Lecture room booked 10 – 10 am – 12pm. Lecture: Water management
12pm

Thursday Computer room booked 10 am – 12pm. Independent study for assessments, Jane
10 – 12pm available for assistance

Friday Lecture room booked 10 – 10 am – 12pm. Lecture: Landscape restoration

12pm

Nov 6 Monday Computer room booked Independent study for assessments

21 10 – 12pm

Tuesday Computer room booked Independent study for assessments

10 – 12pm

Wednesday Computer room booked Independent study for assessments

10 – 12pm

Thursday Computer room booked Independent study for assessments

10 – 12pm

Friday Computer room booked Independent study for assessments Assessment 4: Management plan
10 – 12pm (40%) due 5pm

Page 15 of 20
Appendix A

Authors Title Keywords URL

Natural resource management theory/definitions
Skinner et al Natural Resource Definition, https://link.springer.com/referenceworkentry/10.1007/978-94-007-0753-5_1913
Management history,
description
Community based NRM
Duncan et al Managing Governance, https://pure.manchester.ac.uk/ws/files/154071871/Duncan_et_al_J_Env_Man_2019.pdf
multifunctional stakeholders,
landscapes: local local context,
insights from a institutions
Pacific Island
Country context
Reid Ecosystem- and Community https://doi.org/10.1080/17565529.2015.1034233
community- based NRM,
based ecosystem
adaptation: based
learning from adaptation,
community- community
based natural based
resource adaptation,
management climate
change,
human rights
Hidalgo et al Climate change Climate https://doi.org/10.1080/17565529.2020.1867046
adaptation change,
planning in community
remote contexts: based NRM,
insights from Pacific islands
community-
based natural
resource
management and
rural
development
initiative in the
Pacific Islands

Page 16 of 20
Authors Title Keywords URL
Sulu et al Livelihoods and Communities, https://doi.org/10.1371/journal.pone.0143516
Fisheries marine,
Governance in a management
Contemporary rules,
Pacific Island livelihoods
Setting.
Climate change
Buckwell et al Revealing the Livelihoods, https://www.sciencedirect.com/science/article/pii/S0921800919310973
dominant climate
discourses of change,
stakeholders customary
towards natural NRM,
resource subsistence,
management in Vanuatu
Port Resolution,
Vanuatu, using
Q-method
Indigenous ecological knowledge and cultural ecosystem services
Hosen et al Adaptation to Traditional https://www.mdpi.com/2071-1050/12/2/676
climate change: ecological
does traditional knowledge,
ecological climate
knowledge hold change,
the key? Malaysian
Borneo, social
networks,
institutions,
reciprocity,
resilience
Gibson et al Biocultural values Cultural https://ecologyandsociety.org/vol27/iss3/art18/
of groundwater ecosystem
dependent services,
ecosystems in Hawai’i,
Kona, Hawai’i biocultural
values,
groundwater
dependent
ecosystems,
multi-causality

Page 17 of 20
Authors Title Keywords URL
Marshall et al Restoring people Social- https://ecologyandsociety.org/vol22/iss2/art23/
and productivity ecological
to Puanui: system
challenges and thresholds,
opportunities in traditional
the restoration of knowledge,
an intensive rain- cultivation,
fed Hawaiian climate change
field system
Food, forestry and agriculture
Food and Natural Small island https://vanuatu-data.sprep.org/dataset/natural-resources-management-and-environment-small-island-
Agriculture resources development developing-states
Organization of the management and states, food
United Nations the environment and
in small island agriculture,
development policy
states: Policy objectives
paper
Norder et al Assessing Social- https://ecologyandsociety.org/vol22/iss1/art29/#soilloss
temporal ecological
couplings in system,
social-ecological temporal
island systems: coupling,
historical Mauritius,
deforestation resilience
and soil loss on
Mauritius (Indian
Ocean)
Hoeverman et al Social learning Social learning, https://ecologyandsociety.org/vol16/iss2/art17/
through catchment
participatory management
integrated
catchment risk
assessment in
the Solomon
Islands
Systems thinking
Delevaux et al Linking land and Culturally https://www.mdpi.com/2071-1050/10/9/3147
sea through grounded,
collaborative inclusive,
Page 18 of 20
Authors Title Keywords URL
research to Hawai’I,
inform collaboration,
contemporary traditional
applications of resource
traditional management
resource
management in
Hawai’i
Hidalgo et al Uncovering Resilience, https://ecologyandsociety.org/vol26/iss1/art26/
multilayered social-
vulnerability and ecological
resilience in rural systems,
villages in the vulnerability,
Pacific: a case causal drivers,
study of Ono climate change
Island, Fiji
Eriksson et al Beyond social- Traps, https://www.ecologyandsociety.org/vol26/iss1/art13/
ecological traps: pathways,
fostering Indigenous
transformations knowledge, co-
towards management,
sustainability gender
Chapin et al Principles of Resilience, https://link.springer.com/content/pdf/10.1007/978-0-387-73033-2.pdf
ecosystem social-
stewardship. ecological
Resilience-based systems
natural resource
management in a
changing world

Page 19 of 20
Page 20 of 20