Climate change, science, and risk/////population, migration, and environment

Review Essay!!!!!-Either a summary of a single book, or several journal article, which includes a critical
discussion of the workas content in relation to lecture topics. Summary of a book, or three or more journal articles, plus a discussion of its content in relation to lecture topics(important!!!!!)

Book Reviews

a? Abookreviewisaformofacri*que.Cri$queisaFrench word that means a?a cri*cal assessmenta. Meaning that it can be posi*ve, nega*ve or a mixture of both.

a? Whyhavewegivenyouthiskindofassignment(thatmost of you have never had before)?

a To ensure that you engage with the lectures and the suggested readings (they are related, if you hadnat no*ced)

a To assess your understanding

a To help you develop a habit of analy*cal reading

a To train you to integrate lecture material with the book of your choice with again other readings you have done, especially by making comparisons.

a To allow you to engage with a book that you chose based on YOUR interest.


a? Cri*ques may take on different structures, but the simplest way to think of them is that they are a short summary followed by an evaluation.

Introducing the book

Establishing the topic and/or

Describing poten*al readership and/or Providing informa*on about the authors and/or Making generaliza*ons about the topic and/or Establishing the place of the book in the field

Outlining the book

Highligh*ng the general organisa*on of the book


Describing the content of each chapter or sec*on


Referring specifically to non-text such as tables or graphs

Highligh*ng parts of the book

Providing focused evalua*on by making general, posi*ve commentary and/or

Offering specific, nega*ve commentary

Providing final commentary and recommenda*ons

Specifying the scope of the usefulness of the book


Recommending (or not recommending) the book, despite limita*ons, if any

Most of what applies to published book reviews would apply to your assignment. Consider these statements. Discuss with your partner

a? My review should provide some evidence t hat I can situate the book within ongoing discussions or debates in my field.

a? My review should reveal that I can relate the focus of the book to the course material.

a? I should provide as summary of the book and of each chapter before beginning my evalua*on.

a? I should write something about the author and take into account his or her status in the field.

a? I should discuss concepts that are surprising or different from what I have learned in my course.

a? My review should iden*fy the book I am reviewing and not assume that my readers have read it.

a? Otherconsidera*ons?

Evalua*ve language

a? You will need to exercise good judgment when giving an opinion. Carefully chosen language can contribute to the readeras willingness to accept your claims.

a? You indicate your own actude towards a preposi*on or idea by words that show how you see their worth. Some examples:

a It is surprising that...

a It is hard to accept the conclusion... a I understand that...

a It is interes*ng to note...

a It is ignored that...

a It is an important contribu*on toa¦

Book reviewers some*mes insert themselves into the text (the ques*ons of a?Ia?)

a? Self-men*ons are not unexpected if we consider that a book review is the outcome of a request for personal opinion about a book. Examples of ok language:

a I think that...

a It seems to me that...

a In my opinion this book...

a? Donat over-do it. Consider the statement a?standing on the shoulders of giantsa. If you can find somebody else (Professor X who has published extensively on the topic) who has expressed the same argument, it is a stronger argument that if the argument is just yours (undergraduate student).

you can choose any topic related to climate change and population(this is lecture topic)!!!!!!!!!!!!!!!!!!!!!!!!!

please reference 3of them (book, chapter, article)!!!!!!!!!!!!!

the example of book review!!!!!!!!!!!!!!!!!!!!!!!!

Book Reviews 255 Sacred Ecology: Traditional Ecological Knowledge and Resource Manage-

ment. By Fikret Berkes, 1999, Taylor & Francis, Philadelphia, 209 pp.

Fikret Berkes, Professor of Natural Resources at the University of Manitoba, has brought together his extensive fieldwork experience among native peoples, from subartic Canada to tropical Caribbean islands, in this richly detailed book. The title, a?Sacred Ecologya, highlights Berkesa concern with incorporating alternative (indigenous) ways of thinking into the mainstream of Western scientific theories of conservation and the maintenance of biodiversity.

The book is divided into three parts: a?Concepts,a a?Practice,a and a?Issues.a In the first part, three chapters deal with the nature of traditional knowledge, and introduce readers to the a?knowledge-practice-beliefa complex (p. 13). Chapter 1 addresses the context of traditional knowledge, in which a?resource users themselves are the managersa (p. 9).

Chapter 2 provides examples of traditional knowledge and management in different ecosystems (tropical forests, grasslands, mountains, temperate ecosystems, tropical fisheries, and irrigation systems) in different parts of the world. Berkes lists international and national institutions that since the 1980s have supported studies based on ethnoscience and traditional knowledge, and documents association of traditional knowledge with intellectual property rights, conservation, management, and environmental ethics.

In Chapter 3 Berkes expands on his view that traditional knowledge is a a?field of knowledgea in its own right, and not merely a subject for research in disciplines such as human ecology and ethnoscience. The arguments in this chapter parallel the debate in human ecology in the 1970s and 1980s concerning the boundaries of the discipline. Human ecology was seen as integrating ethnological studies and disciplines dealing with the interactions of people and natural resources, as well as addressing environmental ethics (see articles in Borden, 1986).

Part II of the book comprises four chapters illustrating many examples of traditional knowledge and management in a variety of global environments using studies well known from the anthropological and ecological literature, including aspects of shifting cultivation and agroforestry systems in the tropics, rotation of grazing areas in African pastoral systems, the apeE te of the Kayapo I? of Brazil, and the ahupuaaa system of ancient Hawaii, among others.

In Chapter 5 Berkes presents the Cree view of hunting based on his own research observations and group discussions with senior hunters from the Cree Trappers Association, although the reader will note a certain

256 Book Reviews

conflict throughout this chapter between being a a?prudent predatora (or even a a?noble savagea) and being conservative. While the Cree did not associate hunting with depletion and did not consider the killing of game as an act of violence, they did change or rotate hunting areas, a conservative behavior (a?resting hunting areaa). Berkesa analysis of the Caribou Story (Chapter 6), which tells of its disappearance in James Bay due to hunting, is very detailed and interesting from a human ecological point of view, and it shows very clearly the importance of traditional or local knowledge to management. However, his conclusions, due to excluding the importance of quantitative science for management, are not convincing. Illustrating the success of traditional management systems is not a sufficient argument to convince biologists, ecologists, and other researchers that traditional knowledge is a substitute for scientific ecology and management or for Western science.

Chapter 7 returns to a more integrative approach. It is an exc