2 10 26 https://writingresources.lakeheadu.ca/files/original/f6e59bcc99c3b5fea4af61b745c78d5f.pdf 0970fc2238ae0eb0146783b6eb2c555a PDF Text Text FACULTY OF NATURAL RESOURCES MANAGEMENT Literature Review Mark Template DATE: COURSE: STUDENT NAME: TERM PAPER TOPIC: Quality, range & relevance of sources (possible 2 marks) Analysis of sources (possible 6 marks) Format (possible 2 marks) Dr. M.A. (Peggy) Smith CRITERIA At least 5 peer-reviewed sources are included (1) All sources are relevant to topic (1) Demonstrates a good knowledge of the literature on the topic (2) Shows author’s focus and critical thinking in relation to chosen topic (2) Has synthesized the literature in a way that sheds light on the topic (2) Literature review is properly sourced with in-text citations and all sources included in the Literature Cited section (1) Writing is clear and grammar correct, with no major style or formatting problems (1) COMMENTS MARK (10) MARK TOTAL 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 Rubrics Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1lsQ2GCptelEoYs_-p3Z9ex4K4aIU-hjXzVP0Pl_EVog/edit?usp=sharing" title="NRMT Literature Review Rubric" target="_blank" rel="noreferrer">NRMT Literature Review Rubric</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 Literature Review Rubric Subject The topic of the resource NRMT Literature Review NRMT Rubric https://writingresources.lakeheadu.ca/files/original/f4ab2816f35914ed876d4ffe1ef374a7.pdf 993fd6f89e9039aefc059225d9e43588 PDF Text Text FACULTY OF NATURAL RESOURCES MANAGEMENT MARKING TEMPLATE FOR TERM PAPERS STUDENT COURSE: DATE: CRITERIA SUB-CRITERIA CONTENT Insightful choice of topic; originality and difficulty of topic (2) (50%) Extent of literature review, use of peer-reviewed academic sources. Literature review adequately captures latest knowledge related to topic, organizes and synthesizes current information, identifies different perspectives and relates state of literature to author’s perspective on topic (10) MARK Clearly understands theory (6) Factually correct (6) Able to analyze and synthesize ideas and concepts across texts (8) Provides sufficient context to enable reader to follow paper (6) Has considered different perspectives on topic (6) Statements are supported with appropriate references (6) ORGANIZATION (25%) Structure of body of paper is sound, including statement of purpose, literature review, discussion and conclusions, with ideas clearly explained and connected (5) Essential elements of topic have been introduced, discussed and understood (5) Structure within sections is well-organized into paragraphs and sub-headings (5) GRAMMAR & STYLE (15%) Writing is clear and specific with ideas having a clear and logical relationship with thesis and one another (5) Research sources are properly integrated in the text and authors acknowledged appropriately (5) No grammatical problems (spelling, apostrophe use, capitalization, punctuation, sentence structure (6) No stylistic problems (precise diction (good word choice), clear syntax (arrangement of words), development of ideas with specific details, use of formal style (no contractions or colloquial language) (6) Presentation of information (clarity, unique methods (tables, illustrations, etc.) (3) General formatting follows Faculty Writing Manual or other recognized style (margins, spacing, page numbering, indentation—paragraphs, quotations—headings, capitalization, figures, tables) (4) FORMATTING (10%) All required sections included (title page, abstract, table of contents, including figures and tables, body (introduction with literature review, discussion and conclusion) and literature cited) (3) No errors in in-text citations and Literature Cited (3) Deadline met (marks deducted for lateness) Dr. M.A. (Peggy) Smith, Faculty of Natural Resources Management, Lakehead University 7/6/17 �TOTAL WAC (only for NRMT students) Dr. M.A. (Peggy) Smith, Faculty of Natural Resources Management, Lakehead University 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 Rubrics Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1dmpIRPOP_uJuX8uViWjdb1SOGwR94rhaJEu6UlVlnfo/edit?usp=sharing" title="NRMT Marking Template for Term Papers">NRMT Marking Template Term Paper</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 Marking Template Term Papers Subject The topic of the resource NRMT Marking Template NRMT Rubric Term Paper https://writingresources.lakeheadu.ca/files/original/ade26676ffe116c05e125a0f2f67ad23.pdf 85a1b7ce72fa25d8af879d5b383a2545 PDF Text Text FACULTY OF NATURAL RESOURCES MANAGEMENT TERM PAPER PEER REVIEW INSTRUCTIONS You will review each other’s first draft of your term paper. The goals of a peer review are to: 1) help each other to improve your writing skills; 2) strengthen your editing skills; and 3) develop a quality final term paper. On the due date for the first draft of the term paper, each student’s paper will be given to one other student to review. The peer reviewer is assessing the author’s term paper for 1) content, 2) organization, 3) grammar and style and 4) formatting. The peer reviewer will not assign a mark to the paper being reviewed. The peer reviewer will receive a mark out of 5%, based on completion of the attached Term Paper Peer Review Form. Your mark will be based on the quality of the peer review (suggestions for improvement in grammar and style, suggestions for improvement in content and analysis, etc.). The author will take into account the peer reviewer’s comments in revising the term paper. STEPS: 1. Read the whole paper at least once. Digest the whole before you begin your feedback. 2. Mark the paper itself, using the Term Paper Organization handout and checking formatting against the Faculty of Natural Resources Management Writing Manual and Style Guide (or your preferred style). 3. Using the attached form, write a summary of your peer review addressing: 1) content, 2) organization, 3) grammar and style and 4) formatting. At the top of the peer review include the course number, your name, the paper author’s name and term paper topic. When you have completed the review, make a copy. Attach one copy to the term paper for the author and leave the other loose for marking by the course Teaching Assistant. You will be assigned a mark out of 5% for this peer review. FURTHER READING: The McGraw-Hill Companies. 2001. Peer Review Guidelines. http://www.mhhe.com/mayfieldpub/maner/resources/peerreview.htm. Nov. 6, 2015. Peggy Smith October 2014 �FACULTY OF NATURAL RESOURCES MANAGEMENT TERM PAPER PEER REVIEW FORM (hand in two (2) copies) Course: Peer Reviewer’s Name: Paper Author’s Name: Term Paper Topic: PEER REVIEW (Use back of sheet if necessary.): 1. CONTENT 2. ORGANIZATION 3. GRAMMAR & STYLE 4. FORMATTING � 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 Peer Review Assessment Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1P6bDsPhcSUBYobK6NbblTOr-qZUIcM_w662tqEGkJqE/edit?usp=sharing" title="NRMT Peer Review Term Paper Instructions" target="_blank" rel="noreferrer">NRMT Term Paper Peer Review Instructions</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 Term Paper Review Instructions Subject The topic of the resource NRMT NRMT Peer Review Term Paper https://writingresources.lakeheadu.ca/files/original/aa060e6d791a8e9347541f6b4715e2a2.pdf 1561a2b8001a65cc35a013ce8865d2af PDF Text Text FACULTY OF FORESTRY & THE FOREST ENVIRONMENT SELF-ASSESSMENT PARTICIPATION MARK Instructor: Dr. M.A. (Peggy) Smith Name: Date: Course: NRMT/INDI 2054, Aboriginal Peoples & Natural Resources Class attendance and participation are important to the understanding of course material and to generate meaningful dialogue from which we all can learn. Class participation involves articulating clearly your position and supporting it, and also the willingness to seek alternative perspectives. Participation enables you to learn from your colleagues and to help them learn from you. Good class participation is not simply repeating the facts, monopolizing class time, second guessing the instructor or ignoring the contributions of fellow participants. 1 The participation mark for this course is 10%. Below you will assess your own participation in this class by giving each element a mark out of 10. The final mark out of 100 will be averaged with the class attendance to determine your final participation mark. Did I attend lectures and labs regularly? /10 Did I prepare for lectures by doing the required readings and thinking about the topics? /10 Did I participate constructively in lab exercises? /10 Did I participate in class discussions in a way that showed understanding of the topic? /10 Were the points I made relevant to the discussion? /10 Was I a good listener? /10 Did I participate in a way that linked to the comments of others? /10 Did I productively interact with members of the class? /10 Did I demonstrate a willingness to consider new ideas? /10 Did I communicate in a concise and convincing fashion? /10 TOTAL: /100 COMMENTS/PERSONAL REFLECTION ON MY PARTICIPATION: 1 This explanation and following marking format are taken from Pittman, Paul and Doug Barney. 2004. Measuring and Assessing Class Participation pp. 21-24 in Cordell, R.M., B. Lucal, R.K. Morgan, S. Hamilton and R. Orr (eds.), Quick Hits for New Faculty: Successful Strategies by Award-Winning Teachers. Indiana University Press, Bloomington, IN. � 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 Rubrics Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1ARG4_B8Y3TCgObFGCMviBTswQcumV-1nYFNCpDEBuoA/edit?usp=sharing" title="NRMT Self Assessment Rubric" target="_blank" rel="noreferrer">NRMT Self Assessment</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/INDI 2054 Self Assessment Participation Mark Subject The topic of the resource NRMT/INDI 2054 NRMT NRMT/INDI 2054 Participation Self Assessment 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/89e82187fe1b80ac12a89226bf10e688.pdf 3947bd4538a003d26269429b4ca9ce9d PDF Text Text Element Writing Mechanics ( /20) 85-100 - conforms to APA standards (headings, manuscript header, margins, page numbers, referencing style) - good spelling and grammar - very good sentence structure - paragraphs are well planned and have excellent flow Research/ - excellent referencing Referencing within the text ( /20) - large number (8+) of journal articles - wide variety of sources (different journals, books and other information sources) Content - all aspects of the ( /40) assignment are completed - information is accurate, up 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 OUTD 1070 Evaluation Rubric 75-84 - conforms to APA standards (headings, manuscript header, margins, page numbers) - limited spelling or grammatical errors - good sentence structure and paragraph flow 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 - good referencing within the - missing some referencing text in the text - more than 6 journal - only 6 journal articles articles - limited variety of sources - variety of sources (multiple use of same (different journals) journal or edited volume) - very limited referencing within the text - less than 6 journal sources (or includes web sources) - no variety of sources - all aspects of the - missing some required assignment are completed elements of the assignment - information is accurate and - some information is inaccurate or out of date up to date - the information is - good synthesis of information and connection summarized but not well between literature sources connected to literature - well constructed argument - argument is difficult to and connects to conclusion follow to the conclusion - several missing elements - information is often inaccurate - there is limited connection between literature or purpose of paper - limited development of argument; no real conclusions � 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 Rubrics Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1Y5UTA5ArC2_o7fhTeApumGoE_rEg8gofpUaoVT9RMBk/edit?usp=sharing" title="OUTD 1070 Evaluation Rubric" target="_blank" rel="noreferrer">OUTD 1070 Evaluation Rubric </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 Evaluation Rubric Subject The topic of the resource OUTD 1070 Evaluation OUTD 1070 Rubric https://writingresources.lakeheadu.ca/files/original/69c8eb1cc231763ac9fe64c358f1394f.pdf d3468f7dc1aafea79584806a2b424888 PDF Text Text Old Growth Forest (90%+) Maturing Forest (80-89) Tree of Life (70-79%) Sapling (60-69%) Seed (69-) Sophisticated application of reflective thinking & writing skills. Integration of 4 stages of reflective writing evident. Original insights. Demonstrates exceptional land community connections. Publication worthy. Stellar work! Clearly demonstrates comprehension of reflective thinking & writing within the context of learner outcomes. Quality land time evident. Two or less assignment criteria missing. Progressing towards sound reflective thinking and writing abilities. Moderate land connections. evident. Three or more assignment criteria missing. Work shows promise. Basic reflective thinking and writing skills demonstrated. Spending more focused time in Your Place strongly encouraged. Serious attention to assignment criteria required. Engagement with land community weak or not evident. See specific comments to grow your forest! YOUR PLACE Term Project Assignment #1 YOUR PLACE MAP & REFLECTION APPLICATION of DASE TOOL (40%) Clear with intent. Comprehension of 4 stages Integration of stages evident. ENGAGEMENT WITH LAND COMMUNITY (40%) Place-based experiences clearly inform reflective process. WRITING MECHANICS (20%) Free of misspellings, punctuation & grammar errors. Attention to vocabulary and precise wording. Work is free of fragments and run-on sentences. Standard English usage is employed. . COMMENTS MAP /25 REFLECTIVE WRITING /100 TOTAL /125 PLACE-BASED REFLECTIVE WRITING RUBRIC LAND RELATIONS FALL 2016. The purpose of this assignment is to joyfully develop mindfulness (brain, heart & gut), increase awareness and sensory capacity to learn directly from the land community, to hone reflective thinking and writing skills, and to deepen meaningful connections to Place. Enjoy! �Old Growth Forest (90%+) Maturing Forest (80-89) Tree of Life (70-79%) Sapling (60-69%) Seed (69-) Sophisticated application of reflective thinking & writing skills. Integration of 4 stages of reflective writing evident. Original insights. Demonstrates exceptional land community connections. Publication worthy. Clearly demonstrates comprehension of reflective thinking & writing within the context of learner outcomes. Quality land time evident. Two or less assignment criteria missing. Progressing towards sound reflective thinking and writing abilities. Moderate land connections. evident. Three or more assignment criteria missing. Work shows promise. Basic reflective thinking and writing skills demonstrated. Spending more focused time in Your Place strongly encouraged. Serious attention to assignment criteria required. Engagement with land community weak or not evident. See specific comments to grow your forest! YOUR PLACE Term Project Assignment #2 YOUR CHOICE CORE ROUTINE & REFLECTION APPLICATION of DASE TOOL (35%) Clear with intent. Comprehension of 4 stages Integration of stages evident. ENGAGEMENT WITH LAND COMMUNITY (35%) Place-based experiences clearly inform reflective process. WRITING MECHANICS (20%) Free of misspellings, punctuation & grammar errors. Attention to vocabulary and precise wording. Work is free of fragments and run-on sentences. Standard English usage is employed. IMPROVEMENT (10 %) Attention to feedback from previous assignments. Include a statement on what specific areas you to chose to improve. . CELEBRATION OF YOUR PLACE /25 REFLECTIVE WRITING / 100 TOTAL /125 PLACE-BASED REFLECTIVE WRITING RUBRIC LAND RELATIONS FALL 2016. The purpose of this assignment is to joyfully develop mindfulness (brain, heart & gut), increase awareness and sensory capacity to learn directly from the land community, to hone reflective thinking and writing skills, and to deepen meaningful connections to Place. Enjoy! �Old Growth Forest (90%+) YOUR PLACE Term Project Assignment #3 STORY of the DAY & CONNECTION APPLICATION of DASE TOOL (35%) Clear with intent. Comprehension of 4 stages Integration of stages evident. ENGAGEMENT WITH LAND COMMUNITY (35%) Place-based experiences clearly inform reflective process. WRITING MECHANICS (20%) Free of misspellings, punctuation & grammar errors. Attention to vocabulary and precise wording. Work is free of fragments and run-on sentences. Standard English usage is employed. IMPROVEMENT (10%) Attention to feedback from previous assignments. Include a statement on what specific areas you to chose to improve. Sophisticated application of reflective thinking & writing skills. Integration of 4 stages of reflective writing evident. Original insights. Demonstrates exceptional Place connections. Publication worthy. Maturing Forest (80-89) Clearly demonstrates comprehension of reflective thinking & writing skill.s Quality land time evident. Two or less assignment criteria missing. Tree of Life (70-79%) Progressing towards sound reflective thinking and writing abilities. Moderate land connections. evident. Three or more assignment criteria missing. Sapling (60-69%) Seed (69-) Work shows promise. Basic reflective thinking and writing skills demonstrated. Spending more focused time in Your Place strongly encouraged. Serious attention to assignment criteria required. Engagement with land community weak or not evident. See specific comments to grow your forest! . CELEBRATION OF YOUR PLACE /25 REFLECTIVE WRITING / 100 TOTAL PLACE-BASED REFLECTIVE WRITING RUBRIC LAND RELATIONS FALL 2016. The purpose of this assignment is to joyfully develop mindfulness (brain, heart & gut), increase awareness and sensory capacity to learn directly from the land community, to hone reflective thinking and writing skills, and to deepen meaningful connections to Place. Enjoy! /125 �PLACE-BASED REFLECTIVE WRITING RUBRIC LAND RELATIONS FALL 2016. The purpose of this assignment is to joyfully develop mindfulness (brain, heart & gut), increase awareness and sensory capacity to learn directly from the land community, to hone reflective thinking and writing skills, and to deepen meaningful connections to Place. Enjoy! � 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 Rubrics Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1FhVW-u0TQ5bnaY1L9FaAwFMmTX7etIhapuvteL1agZI/edit?usp=sharing" title="OUTD 1150 Place Based Reflective Writing Rubric" target="_blank" rel="noreferrer">OUTD 1150 Place Based Reflective Writing Rubric </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 Place Based Reflective Writing Rubric Subject The topic of the resource OUTD 1150 OUTD 1150 Reflective Writing Rubric 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/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 https://writingresources.lakeheadu.ca/files/original/832316a91da2443591f947a2b65f793f.pdf 7e9de74811a066b2d2ee9d98708140d6 PDF Text Text Evaluation of RFP (2016) Project: Mark Title page Request for Proposal title, Proponent’s name and address, Proponent’s telephone number, and a contact person. /2 Signed RFP Cover page Table of contents including page numbers. /1 Executive Summary • Overviews the proposal, identifies the issue, summarizes the plan /5 Corporate Experience • Biographies of team members • Corporate experience as relates to project /5 Project Understanding - Body of Proposal • Introduction (context, purpose, organization of RFP) • Project deliverables • Scope of work • Description of how requirements will be met /15 Project Management • Work plan • Time lines /2.5 Pricing 2.5 Citation List /2 Additional Evaluation Criteria as set out in the RFP Quality of Response. • Proponent Study team. • Qualifications of Proponent in the provision of the proposed services. • Creativity and overall proposal presentation. • Level and depth of planning for the completion of the project. • Experience with similar studies. /5 �Methodology Response. • Depth of understanding. • Approach to completing the Plan. • Work plan and schedule presented. • Research methodology. TOTAL FOR RFP /40 Ethics Evaluation (2.5%) (completion of ethics application, cover letter, consent form, list of questions or questionnaire instrument) /2.5 TOTAL MARK (PROPOSAL & ETHICS) = /20% � 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 Rubrics Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1xXlcqml3kMEh-C7QnNw-ImgC7uyTSvPy-S5zVgdHj_A/edit?usp=sharing" title="OUTD 4733 Evaluation of RFP" target="_blank" rel="noreferrer">OUTD 4733 Evaluation of RFP</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 Evaluation of RFP Subject The topic of the resource OUTD 4733 OUTD 4733 RFP Rubric