1 10 6 https://writingresources.lakeheadu.ca/files/original/9e96c3ab8dbfcfb7553ae8027962abfb.pdf f04ec891f764caec5c54acc33bd00d9a PDF Text Text 1070 WA&WB 2010 1 Lakehead University, School of Outdoor Recreation, Parks and Tourism OUTD 1070 WA/WB Outdoor Recreation and Society Instructor: Dr. Rhonda Koster Office: SN2005D Tel: 343-8554 Email: rhonda.koster@lakeheadu.ca Class: WA M&W 1:00 to 2:30 AT 2015 WB W&F 8:30 to 10:00 AT 2015 Office Hours: TBA or by appointment Course Description: An examination of the principles, concepts and theories governing people's recreational use of natural settings; the environmental issues in outdoor recreation related to leadership, protected areas, and tourism; and, the approaches used to manage outdoor recreation in Canada Required Text: Plummer, R. (2009). Outdoor Recreation: An Introduction. New York: Routledge. Course Evaluation & Assignments: Description Due Date Value Term Paper January 29th 25% Mid Term Test Feb 10 (WA) & 12 (WB) 25% Group Project March 29th 25% Final Exam TBA 25% IMPORTANT NOTICES: #1. Term Paper must be Peer Reviewed • Your paper must be peer reviewed (proof read) by someone and you must make changes to your paper before you hand it in. • The paper that is reviewed must be signed and handed in with your final copy IN ORDER FOR YOUR PAPER TO BE CONSIDERED COMPLETE. NON-PROOF READ PAPERS WILL NOT BE ACCEPTED. #2. Web Sources are not acceptable • You can use journal articles (electronic acceptable), government documents or websites, or books, but no web sources. �1070 WA&WB 2010 2 * DUE DATE POLICY * Assignments (term paper & group) are due on the date stated within the syllabus, stamped by the security office, AT 4:30PM IN MY MAILBOX IN THE REC HALL. ANY ASSIGNMENTS ARRIVING AFTER 4:30PM OR NOT STAMPED WILL BE CONSIDERED LATE AND WILL RECEIVE A 10% MARK REDUCTION. A late assignment will be deducted 10% per day there after. Students may contact the professor ONE WEEK prior to the due date (or earlier) if there appears to be difficulties in meeting the deadlines as posted, and consideration MAY be given. If there are serious medical or emergency circumstances that arise, you must provide appropriate documentation. Students are expected to write all exams on the date indicated, during your scheduled class time. There are NO EXCEPTIONS. * ACADEMIC DISHONESTY, PLAGIARISM AND CHEATING * All assignments (except where noted) and exams must be completed independently. Please review the university policy on plagiarism and academic dishonesty. Students are encouraged to speak to the instructor if you are unsure as to what these regulations mean. Please be aware that the minimum penalty for a student guilty of plagiarism and/or cheating is a mark of zero for the work concerned. Tentative Schedule: Date Jan 4-8 Jan 11-22 Jan 25-Feb 8 Feb 10 & 12 February 15-19 Feb 22 – Mar 5 Mar 8-19 Mar 22 – Apr 1 Tentative Topic Introduction, Course Outline, Objectives Assignments Leisure, Recreation and Tourism History and Evolution of Outdoor Recreation Philosophies of Environmental Thought Mid Term Exam Study Week Social Psychological Dimensions of Outdoor Recreation Social and Environmental Impacts of Tourism and Recreation Planning, Managing and Monitoring the Social and Environmental Impacts of Recreation Text Readings CH1 CH2 CH3 CH4 CH5 (pg.153-8) CH6 CH6 Tests & Exams The Mid Term test is on February 10 (WA) and 12 (WB) and will cover course lectures and readings up to that date. • Mid Term exams are generally made up of a variety of short answer, definition, & multiple choice questions. • You will be given a choice of questions to answer. The Final Exam, date determined by the Registrar, will cover all course lectures and readings taken after the Mid term until the last class. • The Final Exam will be structured in a similar fashion to the mid term, but will also include an essay question that will be comprehensive in nature. • As with the mid term, there will be a choice of questions to answer. �1070 WA&WB 2010 3 ASSIGNMENTS Term Paper Due Date: January 29th, 2010 The purpose of this assignment is to complete a social sciences research paper, where the student chooses a preferred recreation/tourism activity and undertakes the following analyses: 1. An examination of the historical evolution of the chosen activity 2. An examination of the social-psychological dimensions (why people participate) of the chosen activity; AND 3. An examination of the social and environmental impacts of the chosen activity Assignment Description: - Students are required to write a 8-10 page paper that includes the following social science conventions for research papers: o Introduction  General Statements regarding topic area  Purpose of the paper (“The purpose of this paper is…)  How the paper is organized (‘The paper begins by …) o Body  Headings for each major topic area (see 1 to 3 above) and use of subheadings if appropriate, to structure the body o Conclusion  Restate purpose  Summary statement from each section - You are required to use APA format in completing your assignment - A MINIMUM of 6 refereed (journal articles, books, government publications) publications are required (no random websites will be accepted). Evaluation: The following rubric indicates how the assignment will be evaluated Element Writing Mechanics ( /20) Research/ Referencing ( /20) Content ( /40) 85-100 75-84 - conforms to APA standards - conforms to APA standards (headings, manuscript (headings, manuscript header, margins, page header, margins, page numbers, referencing style) numbers) - good spelling and grammar - limited spelling or - very good sentence grammatical errors structure - good sentence structure - paragraphs are well planned and paragraph flow and have excellent flow - excellent referencing within - good referencing within the the text text - large number of journal - more than 5 journal articles articles - variety of sources (different journals) - wide variety of sources (different journals, books and other information sources) - all aspects of the - all aspects of the assignment are completed assignment are completed - information is accurate, up - information is accurate and 60-74 - some mistakes in APA format - some spelling and grammatical mistakes - sentences are somewhat difficult to understand - paragraphs have too many ideas < 60 - mistakes in APA format - mistakes in spelling and grammar take away from understanding - sentences are poorly structured - paragraphs are confusing - missing some referencing in the text - only 5 journal articles - limited variety of sources (multiple use of same journal or edited volume) - very limited referencing within the text - less than 5 journal sources (or includes web sources) - no variety of sources - missing some required elements of the assignment - some information is - several missing elements - information is often inaccurate �1070 WA&WB 2010 4 to date and goes beyond what is required - information is synthesized and connected to course material, as well as connections being made between literature sources - argument is well constructed and connects strongly to conclusion Group Project up to date - good synthesis of information and connection between literature sources - well constructed argument and connects to conclusion inaccurate or out of date - the information is summarized but not well connected to literature - argument is difficult to follow to the conclusion - there is limited connection between literature or purpose of paper - limited development of argument; no real conclusions Due Date: March 29th, 2010 As the course description illustrates, management, its implications and applications within an outdoor recreation context, is a core element of OUTD 1070. Although management will form part of the lectures, the main focus of your weekly seminars will be on this topic. • Over the course of the semester, during your scheduled seminar times, you will be required to complete a variety of assignments that will relate to your final group project. • During your first seminar (beginning January 11-15) you will be asked to form groups of 3 to 4 people that will be a partnership for the remainder of the semester (please choose your group wisely). • Each group will create a fictitious organization that relates to one of outdoor recreation, parks or tourism during this first seminar. • All remaining seminars will provide you with detailed descriptions of what is required for your final project. • At the end of the semester, each group will be required to submit a final report about their organization. • Although each report will be unique, it must contain the following elements (using an APA format where noted): o Title page (not APA) o Table of Contents o Introduction o Body (contents of which will be explained in the seminar) o Discussion o Conclusion o References (APA) o Appendices (if appropriate) o The use of tables, figures and graphics is strongly encouraged • Although you will be given some seminar time to work on your project, students are advised to work outside of class time to complete the project. • The course syllabus you receive for 1930 will provide more detailed information on this assignment. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Assignments Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1MyTKhTT38rTPaonNh_rUp2_nunLEvVqWAh7iOQSEtq4/edit?usp=sharing" title="OUTD 1070 Syllabus" target="_blank" rel="noreferrer">OUTD 1070 Syllabus</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource OUTD 1070 Subject The topic of the resource OUTD 1070 Assignment Group Project OUTD 1070 Syllabus Term Paper https://writingresources.lakeheadu.ca/files/original/f5f7fb78d0469833705b9c16ffcd56b2.pdf 41f721b9100d850507e77a0f7d499a26 PDF Text Text YOUR PLACE OUTD 1150 Term Project PROJECT DESCRIPTION & SIGNIFICANCE: This project invites you to find Your Place: a natural place on campus where you feel comfortable and engaged. Based on past student experiences, we know Your Place will become a powerful guide. Spending time here will sharpen your inborn abilities to tap into vast wisdoms held by wild communities of life. We need this vital knowledge to move forward in ecologically intelligent and compassionate ways. We need this wisdom to become fully human. Re-membering our way back into our wild families of life simply requires our respectful participation. The land community joyfully awaits our return. During each visit to Your Place, we encourage you to:  give your full attention during time spent with Your Place relations  make a personal commitment to regularly spend time with Your Place  allow new ways of sensory learning to deepen your sense of place  be curious; ask questions  seek diverse understandings to your questions and mindful ways of being  explore connections between self, community, and all your relations  record your discoveries, thoughts and feelings in a meaningful and creative way to help you re-member, reflect upon, and share your experiences with others. INTENTION: To gratefully acknowledge the ecological, spiritual, intellectual and emotional importance of wildlife communities here at Lakehead University and the larger bioregion. To give back to these generous life-sustaining communities by developing respectful mindfulness, by increasing our capacity to learn directly from the land via practicing core routines, and by honing our reflective thinking and writing skills as a way of sharing experiences and boldly speaking our truths as full members of the land community. There is a way that nature speaks, that land speaks. Most of the time we are simply not patient enough, quiet enough, to pay attention to the story Linda Hog, Chickasaw academic & author 1 �YOUR PLACE TERM PROJECT OVERVIEW: Assignment #1 Your Place Map & Reflection Due. Sept. 26 20% Assignment #2 Your Choice Core Routine & Reflection 20% Choose ONE of the following options: Option A. Expanding Senses with Our Plant Relations. Due Oct. 17 Option B. Bird Relations & Listening for Bird Language. Due Oct. 24 Option C. Questioning & Tracking. Due Oct. 31 Assignment #3 Story of the Day & Reflection To be scheduled Nov. 21 or 28 20% Please see the following pages for assignment details. What questions do you have? Please ask! Project Reflections from Former Students The sacred question is a gift that all of us posses yet hardly ever use. It is the ability to look at something and go through a process of questioning which will allow you to understand and connect with nature. It is about looking deeper into why things are they way they are. It is a quest for continual knowledge and understanding of life and all that’s in it. E. P. & R.H. While in our place we are overcome with the feeling of peace. The sense of peace became a strong connection with both of us and when we visited our place all we could do was listen to the water and wind and just connect more with ourselves and be who we are . . . Having a place such as this is a great getaway from the everyday stresses in life and people should become more aware of the emotional and personal connections they can make with nature. M.G & C. A. 2 �Term Project Assignment #1 YOUR PLACE MAP & REFLECTION Due: Week 3, Monday, September 26th, 2016. Worth: 20% of final grade. Required Readings: See readings listed in course schedule for Sept. 19th. Each group (ideally 2 people) will select a specific natural location on campus. Your Place will be the basis for all 3 term project assignments. Assignment #1 PART I: Explore and Map Your Place /25 marks Before next class (September 19), find Your Place and spend time exploring. Where do you feel most comfortable? Be curious! Be observant! Notice both general landscape patterns and finer details. Record as many individual notes and sketches from your first and return visits in your journal/notebook. Use your notes to help create your map. The map should provide evidence of your exploration and keen observation skills. Based on your shared observations, co-create a map of Your Place and answer together the following five questions: 1. What feature marks the centre of your circle? (Coyote’s Guide refers to this place as a “sit spot.”). (Draw and label the sit spot feature on your map). /1 2. What features will help you remember the four directions? (Draw each feature on your map that marks N, S, E & W. Be sure to label each direction). /4 3. What are the prominent landscape patterns (e.g. habitats, water bodies, elevation, etc.) of Your Place? Draw and clearly label at least 5 features and/or symbols on your map. /5 4. What discoveries did you make? For example, you may notice a particular plant, track, animal, fungus, rock outcrop, sound, smells, etc. Your map should include at least 10 discoveries. /10 5. Overall map evaluation. Creativity & effort put into the map’s visual presentation including layout, level of detail, creative use of colour, clear images and symbols, neatness, etc. /5 Community Mapping—a powerful way to stand up for places we love. 3 �Assignment #1 PART II: Mindfulness Through Reflective Writing /100 marks Each member of your group will submit an individual typewritten reflection by addressing the following questions. Please clearly number each question. Use the DASE Reflective Writing Tool and term project rubric to guide you. 1. Describe Your Place. 2. Define the concept “core routine.” What specific core routines, skills, and knowledge do you hope to develop by spending time in Your Place? Why? 3. What values have emerged through mapping Your Place? 4. Drawing upon Maeve Lydon’s article, Community Mapping: The Recovery (And Discovery) of Our Common Ground, describe the general benefits of community mapping. Did you experience any of these benefits while mapping Your Place with your partner? ASSIGNMENT #1 TOTAL /125 marks COMMUNITY CIRCLE Takes place Sept. 19th and contributes towards your course participation mark. We shall gather together as a community to share each group’s land connections and experiences. Please come prepared to mark the location of Your Place on the OUTD 1150 Community Map (provided by instructors). Each group will have an opportunity to share a creative place name that captures the essence of Your Place. Additionally, we will discuss Maeve Lydon’s article and share our personal insights. Please read the article with the aim of tuning into specific ideas that resonate with you, as well as ideas that challenge or disturb your current values and knowledge. Be prepared to share a sentence or paragraph you would like to comment on. 4 �Term Project Assignment #2 YOUR CHOICE CORE ROUTINE & REFLECTION Now that you have found YOUR PLACE, it’s time get to know this land community in a deeper way. We enter into meaningful land relationships through positive intent, awareness and direct participation: attributes nurtured by the core routines. Core routines are simply habits/ways of being that maximize our innate capacity to connect and learn with the land. In this assignment you have the opportunity to choose one of three core routines: expanding our senses; listening for bird language; or questioning and tracking. Intention: A playful opportunity for you to develop a core routine and share how practicing this new routine influenced your relationship with a land community (Your Place, your backyard, the bioregion and/or your home region). Choose ONE of the following options and complete Part I & II (see below). Note: the assignment is due two weeks after the related in-class discussions and field trip. Option A. Expanding Senses with Our Plant Relations Due Oct. 17 20% Required Readings: See readings listed in course schedule for Sept. 26th. Option B. Bird Relations & Listening for Bird Language Due Oct. 24 20% Required Readings: See readings listed in course schedule for Oct 3rd. Option C. Questioning & Tracking Due Oct. 31 20% Required Readings: See readings listed in course schedule for Oct 17th. Assignment #2 PART I: Creative Expression of Your Core Routine Experience /25 marks Practice the core routine and demonstrate your experience via any creative expression of your choice. Assignment #2 PART II: Reflection on Significance to Developing Land Relations /100 marks Yeah! Part II gives you another opportunity to master your reflective writing!! Each member of your group will submit an individual typewritten reflection by addressing the following questions. Please clearly number each question. Use the DASE Reflective Writing Tool and term project rubric to guide you. Please note that marks are given for improvement so be sure to review our suggestions from Assignment #1. 1. In your own words, describe your chosen core routine. Why did this option appeal to you? 2. Share your experiences applying this core routine. 3. What did you discover regarding your relationship with a specific land community (Your Place, your backyard, the bioregion and/or your home region)? How does your experience compare with concepts discussed in the required readings? ASSIGNMENT #2 TOTAL / 125 marks 5 �Term Project Assignment #3 STORY OF THE DAY & REFLECTION To be scheduled on Monday November 21st or November 28th. Please dress appropriately for your warmth and comfort, as we will be outside for the entire class time. Bringing a warm drink or other energy source is recommended. Worth: 20% of final grade. Required Readings: Coyote’s Guide p. 41-44, 113-116, 296-299. Learning from the Land by Brian “Fox” Ellis. Winter is a time for slowing down, reflection and sharing stories. As the Land Relations course moves towards closure, we will celebrate our collective land connections by sharing stories that emerged from Your Place experiences. The story sharing will happen at Your Place. You are welcome to bring along your journal/notebook, map and any other items that may aid your story sharing. Assignment #3 PART 1 CELEBRATION of YOUR PLACE /25 marks This assignment offers an opportunity for your group to share your special place and the teachings from the land. Your group’s presentation should be approximately 15 minutes in duration. Please ensure each person contributes equally to the presentation. Your group’s presentation should include:  An informal tour of Your Place. Help us connect by indicating the general boundaries, your sit spots, the four directions, and key features of the land community.  A Story of the Day from each group member. Presentation Evaluation Criteria: • • • • • 6 Evidence of familiarity with Your Place /5 Engaging place-based stories /5 Accurate information shared /5 Well organized. Presentation kept to time limit. /5 Respect shown for land and our learning community /5 �Assignment #3 PART II: Reflection on Storied Places & Evolving Land Relations /100 marks Each member of your group will submit an individual typewritten reflection by addressing the following questions. Please clearly number each question. Use the DASE Reflective Writing Tool and term project rubric to guide you. Please note that marks are given for improvement so be sure to review our suggestions from Assignments #1 & #2. 1. In what ways did hearing stories about other students’ places impact you? Why? 2. How did your relationship with this land community change over the past 10 weeks? 3. What did you learn about yourself, this bioregion, and/or your home-bioregion from your personal experiences in Your Place? 4. Reflecting on the overall significance and intention of the term project (see page 1), which aspects of this project will most benefit your ongoing land relations journey? Why? ASSIGNMENT #3 TOTAL /125 marks 7 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Assignments Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1-Ra5Tl3Z45gRRqAbMfCM88COUWXTXJWO7U5M8RzEL_4/edit?usp=sharing" title="OUTD 1150 Land Relations Term Project">OUTD 1150 Land Relations Term Project</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource OUTD 1150 Term Project Subject The topic of the resource OUTD 1150 Assignment OUTD 1150 Term Project https://writingresources.lakeheadu.ca/files/original/49f352a8912d07b034ae76dd3a0da386.pdf c69fb9f10432d5e768580b6314eb04ba PDF Text Text LAKEHEAD UNIVERSITY FACULTY OF NATURAL RESOURCES MANAGEMENT Annotated Bibliography Assignment PURPOSE The intention of this assignment is to provide you with an opportunity to begin finding scholarly sources for your term paper and to develop your summary and analytical skills. The assignment follows the citation formatting laid out in the Faculty Writing Manual and Style Guide, 12th edition (2014). For students in other faculties, an alternative style is acceptable, as long as the style is recognizable (e.g., Chicago, APA, MLA) and you are consistent in formatting. If you have not previously followed a style guide, pick one of the above or consult The Canadian Style: A Guide to Writing and Editing (Dundurn Press). WHAT IS AN ANNOTATED BIBLIOGRAPHY? An annotated bibliography is a list of citations for books, articles, and documents accompanied by an annotation. The bibliography is introduced by providing a title and abstract of your term paper topic. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited (Engle et al. 2005). Further, the annotation addresses how you intend to use the citation in your treatment of your term paper topic. An annotation is not a summary, but a critical description related to your topic. SUBMISSION DETAILS The assignment is to be single spaced with a cover page. Citations should not be numbered, but be listed alphabetically by author’s last name, followed by the annotation. Each citation should follow the previous one; there is no need for a separate page for each citation. The assignment title should read “Annotated Bibliography on _____” and then your term paper title. Pages should be numbered. NOT REQUIRED: table of contents. ASSIGNMENT DESCRIPTION 1. You will choose a topic for your term paper, with a proposed title and a one or two paragraph abstract. Put your topic and abstract at the beginning of the annotated bibliography. 2. Select at least 10 references, with at least five of them from peer-reviewed, academic journals or books (Rouch 2012) that are relevant to your chosen essay topic. Your sources can be print and/or online, but it is important that at least five sources are refereed. Academic journal articles are usually peer reviewed. The online “Get It” service at the LU Library, “will tell you via a green image beside the journal title if that journal is peerreviewed.” Some books will be peer reviewed and some not. The Library states that to determine if a book is peer reviewed, “look for books that include footnotes or bibliographies citing the sources for their information. Books without sources cited might be considered to be equivalent to general magazine articles.” Newspaper and massdistributed magazines, government documents, personal websites or weblogs are examples of non peer-reviewed sources. Your five non peer-reviewed sources may include such sources as the websites of government departments or interest groups. 3. After close reading, write annotations for each source (each annotation not to exceed a half-page, 2-3 paragraphs), summarizing and analyzing the source for relevance, accuracy and quality and focussing on why the source is valuable for informing your term Dr. M.A. (Peggy) Smith 7/6/17 �Annotated Bibliography Assignment 2 paper topic. There are many examples online about how to do an annotated bibliography. Engle et al. (2005) is one example. 4. Each entry in your annotated bibliography will include a full citation of each source with author, date, title and publication information (following the Literature Cited format from the Faculty Writing Manual or another accepted style manual), followed by the annotation. 5. Please post your assignment electronically in the Assignments folder on the D2L course website. Example of what to include in an annotated bibliography (do not italicize): Start with an abstract formatted according to the Faculty Writing Manual or style your discipline follows. See example on page 10 of Manual. This includes a citation for your paper, keywords and then an abstract, all single spaced. An example follows: Citation for your paper: Smith, P. 2015. The value of Social Impact Assessment in ensuring equity in environmental assessment for Indigenous peoples. Keywords: environmental assessment, equity, Indigenous peoples, social impacts YOUR TOPIC ABSTRACT (format according to Writing Manual, single spaced): This paper will explore whether Social Impact Assessment is an effective means of ensuring equity in environmental assessment for Indigenous peoples. Environmental assessment, if judged through the lens of sustainable development theory, should address social and economic issues, as well as environmental issues. However, in the past environmental assessment has been weak in addressing socio-economic impacts. EA has also tended to neglect the impacts of development on minorities. Social Impact Assessment is a tool to redress these omissions. Your paper citation, keywords and abstract will then be followed by your ten citations and annotations. Below is an example of a citation and annotation. Remember that at least five (5) of your citations should be from academic, peer-reviewed sources. George, C. 1999. Testing for sustainable development through environmental assessment. Environmental Impact Assessment Review 19:175-200 (online). This article explores whether environmental assessment upholds the principles of sustainable development agreed to at the United Nations Conference on the Environment and Development held in Rio de Janiero in 1992. The author develops two main indicators for EA that he contends properly address the Rio principles: intergenerational and intragenerational equity. He further develops criteria expanding on these principles. One of them, under intragenerational equity, is “If Indigenous people or other minority groups are affected, have suitable provisions been made for their participation in project decisions?” The paper provides useful background for my exploration of social impact assessment as a tool to address the equity issues involved in assessing environmental impacts on Indigenous people. The concepts of intergenerational and intragenerational equity are often addressed by Dr. M.A. (Peggy) Smith 7/6/17 �Annotated Bibliography Assignment 3 Indigenous people through concerns about their youth, which is growing in population, and for the next generations, a concept captured in the phrase “for the next seven generations”. LITERATURE CITED Engle, M., A. Blumenthal and T. Cosgrave. 2005. How to prepare an annotated bibliography. Cornell University Library, Ithaca, NY. http://olinuris.library.cornell.edu/ref/research/skill28.htm. Dec. 17, 2015. Rouch, A. 2012. How do I know if a source is peer reviewed? The John Spellman Library @ Grays Harbor College. http://blogs.ghc.edu/library/?p=9. Dec. 17, 2015. Dr. M.A. (Peggy) Smith 7/6/17 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Assignments Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1oSi-luLZLywqjDhg49bScQch974HacGzCl5bwBOGkB8/edit?usp=sharing" title="NRMT Annotated Bibliography Assignment" target="_blank" rel="noreferrer">NRMT Annotated Bibliography Assignment </a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NRMT Annotated Bibliography Assignment Subject The topic of the resource NRMT Annotated Bibliography Assignment NRMT https://writingresources.lakeheadu.ca/files/original/26e6b189cf7bed430d95e3e4fb04fecf.pdf bdeac026c28e98e42d9cee4abe84d347 PDF Text Text Writing Level – First year Department or Faculty – Environmental Studies Resource Type 1 – Essay/Term Paper Assignment Resource Type 2 – Rubric Resource Type 3 – Peer Review Information and Template GEOGRAPHY 1170, ENVIRONMENTAL ISSUES INSTRUCTIONS TO SUCCEED IN WRITING ON RESEARCH We have four steps to take you through before you put the final draft of a paper together. Invariably your career as a student will have you end up with “the night before it’s due” syndrome…but staring at a blank screen is no fun when you have a looming deadline and a ticking clock! Our four steps should become a natural way to avoid that syndrome every time you are assigned a paper that requires academic- and/or professional-level research. Here we will practice them in a formal fashion for grades in the lab mark along the way (see below). Your goal is to work in teams of four to six to put together an information set in a website design to address an environmental issue, similar to what British Columbia MLA’s Andrew Weaver did for the controversial wolf cull in that province’s effort to recover struggling mountain caribou herds. http://www.andrewweavermla.ca/2015/10/24/caribou/ As for any environmental issue, complexity demands several approaches to the literature that Dr. Weaver (a former University of Victoria professor and Canada Research Chair) has subtitled. The subtitled sections we envision in your website design, which is the final step, should lend themselves well to separating group work into individual efforts that will be most of the grade. Here are some environmental issues to work with (you’re free to sub in your favourite for me and the group to agree on as the basis for this assignment): 1. Where to put windfarms for minimum environmental and social costs? 2. How to approach urban geese? 3. What is an “overpopulation”? (In the sense of “too many” cormorants, white-tailed deer, etc.) 4. What are the implications of not cutting our “annual allowable cut” from our forests? 5. What should the size limit be on a “clear-cut”? 6. What’s the solution to “fishing down” our marine food web? 7. Are the Alberta oil sands part of a sustainable economy? 8. Should we be fishing in our National and Provincial Parks? 9. To what extent should small, rural communities be supported in Canada? 10. How to save Canada’s Carolinian forest? The four steps to preparing a good paper: �1. 2. 3. 4. The annotated bibliography The structural outline The peer review The final revision Normally, these steps are your own responsibility. This time, we will assign grades: 2 marks for booking a research consultation with the Liaison Librarian for the Faculty of Natural Resources Management, Janice Mutz. and completing the annotated bibliography by October 21, 2 marks for the structural outline by October 28, each based on your subtitled section; then 2 marks for the peer review of the website design to be done on November 4, and 4 marks for the final product, in which we will split the marks over your subtitled section and the overall design. 1. The annotated bibliography The annotated bibliography will be explained by Janice Mutz, Liaison Librarian, during your visit with her. Below is a link to a helpful resource from the University of Toronto: http://www.writing.utoronto.ca/advice/specific-types-of-writing/annotated-bibliography The assignment is due October 21. You must show at least seven academic or professional references. 2. The structural outline The next page has the rubric on which we will grade what you have prepared as an outline for your portion of the overall website design, your subtitled section that addresses a component of the discussion on the environmental issue. The best way for many people to start writing as the annotated bibliography is underway is to use a draft introduction to organize approach to the paper. Your instructors and the writing coaches will look for your draft introduction (we will assign it 15 of the 40 marks in the rubric). It should have (following the Writing Manual and Style Guide for the Faculty of Natural Resources Management): • • • • A clear identification of the subject of your section of the website, including any background material relevant to the topic or references to previous sections of the website, as planned. Evidence of your thesis, the controlling idea that will guide the writing in this section. Definition of any key terms or place names, species descriptions, etc. that will be necessary to understand the writing that will come after the introduction. A statement of the planned organizational structure. Since the introduction acts as a blueprint for the section, you need to indicate the structure your section will follow. Often you can indicate your plan with a statement of the major points (or subtopics) you will discuss. �Below the draft introduction, your instructors will look for the evidence that will be discussed in a more complete draft of the writing. That counts for 25 of the 40 marks on the rubric. Essentially, this step creates a reorganized version of the annotated bibliography that begins to set up the paper. The assignment is due October 28. The rubric is on the next page. �Weight on mak OUTLINE COMPONENTS WEAK DEVELOPING PASS PROFICIENT Introduction is general or vague and unclearly related to thesis. Introduction is focused and clear but not well related to thesis. Introduction is focused, clear and well related to thesis. Introduction is focused, clear and well related to thesis. Material is well researched and accurate. Thesis statement limited to topic. Thesis statement provides unclear focus. Thesis statement is clearly focused and defensible. Thesis statement is clearly focused, defensible and compelling. Two to four subtopics are listed. Two to four subtopics are listed appropriate to thesis statement. Suggested subtopics deal effectively with the thesis statement. Suggested subtopics deal effectively and exhaustively with the thesis statement. Information references the subtopics but not clearly. Relevant information clearly references the subtopics. Relevant information clearly and exhaustively references the subtopics. DRAFT INTRODUCTION 1 1 1 Introduction of topic: Relevant history and background information, definition of key terms, if necessary. Thesis statement: State the topic and the focus of your investigation. Use sentence form and ensure that the statement is defensible. Organizational structure: List the subtopics you will use. (Usually 2 to 4 subtopics are appropriate for a 5 to 8 page essay.) PLANNED SUPPORT OF THESIS 3 For each subtopic, list some information/evidence you will use to develop your thesis. Information is provided but not clearly referencing the subtopics. 1 List these pieces of evidence in a logical order. No effort to provide order. A logical order is suggested. A logical order uses key words from the thesis statement. A logical order compellingly uses key words from the thesis statement. 1 Provide an in-text citation (author date) for each piece of information/evidence. Citations are provided but incomplete. Complete citations are provided. Complete and accurate citations are provided. Complete and accurate citations are provided free of style errors. TOTAL 40 Points assigned (as per rubric) 2 3 4 5 �3. The peer review The goals of a peer review are to: 1) improve writing skills; 2) strengthen editing skills; and 3) develop a quality final paper. The peer reviewer is assessing the writing for 1) content, 2) organization, 3) grammar and style and 4) formatting. The instructors for the course will not be marking the draft, nor will peer reviewers assign a mark. Do not mark up the peer’s paper; instead, you will use the form on the attached page. Peer reviewers will be marked on their effort as shown on the page submitted to the instructor. The assignment is due November 4 (in class). To gain the most out of the peer review process, authors should hand in a draft that is as complete as possible. Authors will get the draft back with a second copy of the peer review form at the end of class. This procedure will allow time to revise papers based on the peer-reviewer’s comments and submit the final draft on November 11. STEPS FOR PEER REVIEWERS: 1. Read the whole paper at least once before you begin your feedback. 2. Checking formatting against the Writing Manual and Style Guide for the faculty. 3. Write a summary of your peer review addressing: 1) content, 2) organization, 3) grammar and style and 4) formatting. Use the attached form. QUESTIONS YOU MAY WANT TO ASK AS YOU REVIEW THE PAPER • • • • • • • What is the main point of the paper? What is the biggest problem? What is the biggest strength? What content does not fit the main point/and or audience? Where should more details/examples be added? Why? Is the organization confusing? Is the writing unclear or vague? �TERM PAPER PEER REVIEW FORM (Submit this copy to the paper authors) Environmental Issues: _________________________________________________________ PEER REVIEW (Use back of sheet if necessary.): 1. THESIS (CONTROLLING IDEA) 2. ORGANIZATION 3. CONTENT 4. WHAT I LIKED BEST AND WHAT I LIKED LEAST �TERM PAPER PEER REVIEW FORM (Submit this copy for 2 marks) Peer Reviewer’s Name: ___________________________________________________ Environmental Issue: _____________________________________________________ PEER REVIEW (Use back of sheet if necessary.): 1. THESIS (CONTROLLING IDEA) 2. ORGANIZATION 3. CONTENT 4. WHAT I LIKED BEST AND WHAT I LIKED LEAST � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Assignments Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1InXsRVlV0dw5JwE6JsEMUGBvUM2KAZx1ARNapM1R7Ig/edit?usp=sharing" title="GEOG 1170/ ENST Instructions to Succeed in Writing on Research" target="_blank" rel="noreferrer">GEOG 1170 Instructions to Succeed in Writing on Research</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GEOG/ENST 1170 Instructions to Succeed in Writing on Research Subject The topic of the resource GEOG/ENST 1170 https://writingresources.lakeheadu.ca/files/original/5ff93291a865bae7c0f261924a49e762.pdf 9dccd2867d76e03d2664fdb8a43ee9b4 PDF Text Text School of Outdoor Recreation, Parks and Tourism OUTD 4733 Rural and Community Tourism Development UPDATED 2016 Fall Instructor Information Instructor: Dr. Rhonda Koster Office Location: SN2002AA Telephone: 343-8440 E-mail: rkoster@lakeheadu.ca Office Hours: Thursdays 1-4:30 Course Identification Course Location: SN2009 Class Times: Monday and Wednesday 1 – 2:30 Course Description/Overview From the University Calendar - An advanced course that examines the theories and issues of community-based tourism development. Students will apply knowledge and skills gained from OUTD 3733 in specific local, regional and national contexts. In addition to case study analysis in workshops and seminars, students will be given the opportunity to work with community organizations to develop and/or implement tourism related plans within the region. Rural and Community Tourism Development provides students who have taken (or are taking) OUTD 3733, the opportunity to explore, at an advanced level, the practice and theory of tourism planning in rural regions. Community service learning is core to the course, and provides students with the opportunity to work with community organizations to develop and/or implement tourism related plans within the region. Course Learning Objectives Upon completion of the course, students will be able to: • • • • • • Respond effectively to Requests for Proposals, from community organizations Develop a proposal to complete a tourism related project Undertake and complete research independently, with limited guidance Undertake data collection, analysis and synthesis related to a tourism project Provide a final document of their study/project Effectively present a tourism project for evaluation to a community partner 1 – 2016 Fall �• • • • Apply theories and models of tourism development and planning to a real life situation Reflect on the application of theory to practice Develop a working relationship, and an opportunity to liaise, with a professional body Develop professional skills within a team to accomplish a major project Course Resources Course Website(s) • Course website is located on D2L, accessed through myCourseLink Required Course Text • All course materials are located on the course web site Assignments and Evaluations ******All assignments to be submitted via D2L*******UPDATED!! Assignment Team Based Assignments RFP Proposal – Presentation RFP Document and Ethics Submission Final Project – Presentation Final Project Document Team Meeting Submissions Individual Based Assignments All About Me Content Workshop Presentation Evaluations (2.5% each) Date Wednesday October 5th Friday October 7th Wednesday November 28th To determine as a class – Dec As outlined on course schedule Friday September 9th Sign-up Sheet RFP Presentation Monday October 3rd Final Project Presentation Wednesday November 28th & Monday 30th Value 70% 5% 20% 5% 30% 10% 30% 5% 20% 5% Late Assignments & Attendance Attendance Policy: Students are required to come prepared, arrive on time and attend all classes. This class will not work to your advantage, or that of your mates, if everyone does not attend on a regular basis. Due Date Policy: Assignments are due on the date stated within the syllabus. NO LATE assignments will be accepted and there will be NO EXCEPTIONS. This course is designed around the completion of REAL projects that community organizations are depending on and therefore each student/group is required to complete his/her assignment on time. If you know now that you cannot make any of these deadlines, discuss the situation with me. If there are serious medical or emergency circumstances that arise, you must provide appropriate documentation. 2 – 2016 Fall �Tentative Course Schedule Week/Date 1/ Sept 7 2/ Sept 12&14 3/ Sept 19&21 Monday No Class Wednesday Course Introduction Guest Speaker: Executive Director, Tourism Northern Ontario NOTE Room Change RC2003 Lecture: Planning Models 1 (Rhonda @ Conference) Team Meeting: RFP Work Plan & Team MOU submitted via Dropbox 11:30pm Lecture: RFPs, Presentation, Ethics Reading: FedNor, 2009. Writing Effective Requests for Proposals: A Guide for Northern Ontario’s Tourism Industry Sept 19 4/ Sept 26&28 Last day to add or drop classes Lecture: RFPs, Presentation, Ethics Team Meeting: RFP Presentation DRAFT submitted via Dropbox 11:30pm 5/ Oct3&5 Oct 10-14 6/ Oct17&19 Lecture: Planning Models 2 Group RFP Presentations Fall Break Lecture: Community-based Tourism Lecture: Issues and Challenges in Rural Tourism 7/ Oct24&26 8/ Oct31&Nov2 Lecture completion Student Workshop 9/ Nov7&9 Nov 7 10/ Nov14&16 11/ Nov21&23 12/ Nov28&30 Dec 5 Student Workshops Team Meeting: Project update of work Alischa B. - Aboriginal tourism plan submitted via Dropbox 11:30pm Sofi C. - Experiential Tourism Student Workshops Student Workshops Meredith D. – Authenticity Sara L. - Destination Planning Karter S. – Contemporary & Future Jake O. – Best Practices in Tourism Trends Last Day to drop classes without Academic Penalty Student Workshop (Rhonda @ Conference) Duncan G. – Tourism as part of Team Meeting: Final Project update of economic development work plan submitted via Dropbox 11:30pm Tom B. - Product Development Lecture: Team Meeting: Final Project Presentation Final Project Elements DRAFT submitted via Dropbox 11:30pm Group Presentations of Project Group Presentations of Project Student evaluations submitted via Dropbox Student evaluations submitted via Dropbox Last class Wrap Up Team Meeting: Final Project Document DRAFT submitted via Dropbox 11:30pm 3 – 2016 Fall �Assignments Team Work Assignments = 70% Over the course of the semester, a group of 3 students will be required to complete a tourism planning project that has been requested by Tourism Northern Ontario (TNO) (Regional Tourism Organization 13 A, B & C). Through completion of these projects, you will be provided with an opportunity to learn about the various aspects of tourism planning, research, project writing and management. You will be evaluated by both myself and designated TNO staff on your professionalism and the final product. At the end of the term you should have a completed project and evaluation that can become part of your ‘portfolio’ of professional activities associated with your university career. There may be field trips required to conduct field research for the projects, and this will be conducted outside of class time and organized by the groups. Some compensation will be provided. Request for Proposals (RFP) Proposal – Presentation (5%) Due: Wednesday October 5th Your group will be given a Request for Proposals (RFP) that pertains to the project that your group will be required to complete over the course of the semester. Each group is required to give a 15 minute presentation on your RFP proposal to the class. Based on feedback you receive on your presentation, the group will have time to make changes and improvements before handing it in. RFP Document and Ethics Submission (20%) Due: Friday October 7th, 11:30pm, Dropbox Based on the RFP that your group is working on, you are required to write a proposal that outlines how you plan to undertake the study necessary to meet the objectives and scope of study for the RFP. Your group must complete: 1. A proposal (a document that outlines your project, the elements of your project, methodologies, timelines) 2. An ethics review form (required by LU policy – forms provided on D2L) Details of these documents will be provided in class. Example is provided on D2L Final Project – Presentation (5%) Due: Monday November 28th and Wednesday November 30th Each group will be required to prepare and give a 20 minute presentation on their final project to the class and potentially TNO staff. Your presentations should be information rich, but also visually rich. More details will be provided in class. Feedback provided on your presentation should be used to improve the final document. Final Project - Document (35%) Due: To be determined as a class – sometime in December Each group will be completing a final document that provides all the information that is required by TNO as provided in your RFP. 4 – 2016 Fall �These documents should be information rich, and written in a professional (i.e. not academic) structure and manner. Details will be provided in class. Examples are on D2L. This final project is due, for my evaluation, in December – date to be determined as a class. This document will be marked by me and your final grade will be developed based on this submission. You are required to then complete any changes requested by me and produce a final good copy by January 15th, 2017. This document will then be sent to TNO for their use and review. This process ensures that your best work will be provided to TNO, as your, my and ORPT’s reputations are at stake. At that time, TNO will provide each group with an evaluation letter of your work. This letter can then be used (providing it is positive!) in your professional portfolio. Team Meeting Submissions (10%) Due: As determined on the course schedule Given the volume and quality of work expected for each project, and the difficulties often associated with trying to find time to meet outside of class, 6 class times (called Team Meetings) have been set aside to work on your projects. During these classes, I will be available to meet with each group to answer questions and provide assistance. For each team meeting, a “deliverable submission” will be required that illustrates the group’s progress on their project. These are outlined on the course schedule, and should be submitted via Dropbox by midnight of the Team Meeting day. Details will be provided in class. All students are required to attend Team Meeting classes. Students are expected to be in class and using the time allotted to work on the projects. If a student misses more than one Team Meeting class without notifying me, they will be removed from the project team and will be required to complete the same project on their own. A Note on Group Work and Marking allocations: It is the responsibility of students to let me know if there are any group conflicts, as soon as they arise. These projects are time consuming and difficult, and require the commitment of all individuals within the group. I will do my best to help group members find a solution to issues. If, however, no consensus can be reached, I will allocate the division of work, and each person will receive an individual mark (based on the percentages indicated), and individual evaluations of their work by TNO staff. Individual Work Assignments = 30% All About Me (5%) Due: Friday September 9th, 11:30pm The purpose of this assignment is to help me learn more about you, with the aim of understanding your needs as a learner within this course. The assignment is available through D2L, must be completed within the document and submitted through Dropbox. 5 – 2016 Fall �Content Workshop (20%) Due: Dates are based on a signup sheet to be circulated in class Workshop Outline & link to reading must be submitted via email to Rhonda ONE WEEK PRIOR to your workshop date Each student is responsible to lead one workshop based on a topic selected from the list provided – the topic can only be covered once. If you have another idea for an appropriate topic, please clear it with me first. Workshop Topics: 1. Special Event/Conference Tourism Planning 2. Medium and Small Businesses and Tourism 3. Tourism Innovation 4. Destination Planning 5. Regional Planning 6. Tourism Marketing 7. Niche markets in Tourism 8. Experiential Tourism 9. Best Practices in Tourism 10. Tourism as part of Economic Development 11. Strategies for working with community/stakeholders 12. Authenticity in tourism 13. Product Development in Tourism 14. Contemporary and Future Trends in Tourism 15. Aboriginal/Indigenous Tourism Elements of the workshop include • Research and prepare a workshop on the chosen topic – you can organize the workshop in whatever way you are comfortable and feel is appropriate to provide learning opportunities for your classmates • The workshop must connect the topic to your project and must be interactive with the class (for example, ask questions of the group based on readings etc) • Each student will have approximately 30 mins for their workshop • You must prepare and provide to me, one week in advance of your workshop:  an outline, which includes a list of resources (readings, web pages etc),  a link to or PDF of one required reading for the entire class Elements of evaluation • You must provide me copies of your outline and powerpoint or other materials that were used (D2L) • Your evaluation will be based on the quality of the workshop and the materials supplied, the connection of the topic to your project and interaction with the class NOTE: All students are responsible for completing the provided readings, and participating in the workshop, by being able to respond to the presenter and asking informed and thoughtful questions. 6 – 2016 Fall �Presentation Evaluations – RFP and Final Project 2.5% each (5%) Due: RFP Presentation Monday, October 3 Final Project Presentation Wednesday, November 28th and 30th Students will be provided with a presentation evaluation form that must be completed for each group presentation, in class and handed in. The feedback must be constructive and aid the presenting group in improving their hand-in submissions. Grading Scheme An evaluation rubric is provided for presentations and document submissions on D2L Course Policies Attendance Policy: Students are required to come prepared, arrive on time and attend all classes. This class will not work to your advantage, or that of your mates, if everyone does not attend on a regular basis. Everyone must attend Team Meeting Classes – missing more than one Team Meeting Class without first contacting Rhonda will result in your removal from the team and require you to complete the project on your own. Due Date Policy: Assignments are due on the date stated within the syllabus. NO LATE assignments will be accepted and there will be NO EXCEPTIONS. This course is designed around the completion of REAL projects that community organizations are depending on and therefore each student/group is required to complete his/her assignment on time. If you know now that you cannot make any of these deadlines, discuss the situation with me. If there are serious medical or emergency circumstances that arise, you must provide appropriate documentation. Collaboration/Plagiarism Rules Students are expected to work collaboratively and submit project work as a team. For individual assignments, students are expected to submit work that has been independently completed. Students are required to know the University policies regarding plagiarism and academic dishonesty. Please be aware that the minimum penalty for a student guilty of plagiarism and or cheating is a mark of zero for the work concerned. University Policies All students are to be aware of and adhere to the following Lakehead University and School policies, all found on the ORPT webpage under Student Resources: • Student Code of Conduct, Academic Misconduct, Accommodation for Students with Disabilities 7 – 2016 Fall �• Ethics for doing research with Humans – all student projects that include human participants requires ethics approval, following the Research Ethics process • ORPT Culture of Respect Additional Information All required reading and supplementary materials for the course are provided on D2L. 8 – 2016 Fall � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Assignments Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1ptaqBA4ZyPrM55fKkz53HqJMfrfO4U-_2dI62QyyvP4/edit?usp=sharing" title="OUTD 4733 Syllabus" target="_blank" rel="noreferrer">OUTD 4733 Syllabus</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource OUTD 4733 Syllabus Subject The topic of the resource OUTD 4733 Assignment OUTD 4733 Syllabus https://writingresources.lakeheadu.ca/files/original/e37eca36612413f20f930028613f1f80.pdf 83dae66c4b9a427f9219575b391e3b7d PDF Text Text Paper Part 1: Outline & Annotated Bibliography - Evaluation _____/22 = ___/10 The purpose of this assignment is to answer the question: “How can sustainability principles be integrated within tourism planning for rural places?” Your outline should contain the following elements (with as much detail as possible): A. Introduction (purpose, organizational statement) (2) B. Body of Paper (4) (using headings and providing point form notes on content associated with each section) 1. Annotated bibliography; this should contain: (10) - An introduction to the literature you have found - A reference for each article in APA style, - A summary of the article (no more than 150 words), which includes its purpose and findings - There should be AT A MINIMUM 15 academic sources - A summative paragraph about what you learned 2. Discussion related to the purpose of your paper (2) C. Conclusion (2) D. Comments (writing style = 2) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Assignments Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1oDy6p1WE55sYnKfTER1_M0Q93TtqBINpbvgv_mBbHlw/edit?usp=sharing" title="OUTD 3733 Evaluation Sheet and Outline" target="_blank" rel="noreferrer">OUTD 3733 Evaluation Sheet and Outline</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource OUTD 3733 Evaluation Sheet AB & Outline Subject The topic of the resource OUTD 3733 Annotated Bibliography Assignment Evaluation OUTD 3733 Outline Paper