Read for Monday

•Housty 2012. A legacy of culture and stewardship. In Art for an Oil Free Coast; Canada’s Raincoast at Risk. Raincoast Conservation Foundation.

•Temperate and Boreal Rainforests of the Pacific Coast of North America; DellaSala et al. Science & Advocacy; Nelson and Vucetich 2009

Housekeeping Group Presentation 1 next Thursday

Martin Campbell, by permission

UVic Geography 2015 Hakai Field School Wildlife Research in Practice

Dr. Chris Darimont

25 May - 07 June, Hakai Institute Heiltsuk & Wuikinuxv Territories,

Great Bear Rainforest, BC

•Learn hands-on research techniques on land & water •Gain insight from our indigenous colleagues

•Contribute to Hakai research

•Experience a place like none other

Open to students beyond UVic Apply by Feb 15, 2015 via Geog website

Passing Grades Grade Point Value Percentage* Description

A+

A

A-

9

8

7

90-100

85-80

80-84

Exceptional, outstanding and excellent performance earned by work which is technically

superior, shows mastery of the subject matter, and in the case of an A+ offers original insight

and/or goes beyond course expectations.

Normally achieved by a minority of students.

B+

B

B-

6

5

4

77-79

73-76

70-72

Very good, good and solid performance earned by work that indicates a good comprehension of

the course material, a good command of the skills needed to work with the course material, and

the student’s full engagement with the course requirements and activities. A B+ represents a

more complex understanding and/or application of the course material.

Normally achieved by the largest number of students.

C+

C

3

2

65-69

60-64

Satisfactory, or minimally satisfactory performance earned by work that indicates an adequate

comprehension of the course material and the skills needed to work with the course material

and that indicates the student has met the basic requirements for completing assigned work

and/or participating in class activities.

D 1 50-59 Marginal performance earned by work that indicates minimal command of the course materials

and/or minimal participation in class activities that is worthy of course credit toward the degree.

COM Excluded Grade N/A Complete (pass). Used only for 0-unit courses and those credit courses designated by the

Senate. Such courses are identified in the course listings.

January 15: LNG transport proposals for the BC coast January 19: Chronic oil pollution January 22: Effects of oil spills on coastal people January 26: Pipelines and Social License February 2: Wind Farms Feb 6: Run-of-River IPPs February 19: Ecosystem-Based Management (& forestry) March 2: Fisheries - a BC species in peril March 9: Evolutionary implications of animal harvests March 16: Management/enforcement of animal exploitation in BC March 23 Ethical dimensions of animal harvests

1. Group presentations ‘Problem and Solutions Analysis’ (15%)

Natural & Social Science

Approaches

Assignment Descriptions

Group presentations: ‘Problem and Solutions Analysis’ (15%)

-You organize how work is to be shared but…Everyone presents can be 3-4 presenters and the remainder are primary respondents to questions or…?

What? 1. Identify & describe one dimension of the conservation ‘PROBLEMS1’ affecting coastal BC

-15 minute2 PowerPoint presentation, plus 5 minutes Q & A

How?

2. Focus on HOW IMPACTS CAN BE MINIMIZED/ELIMINATED…creative SOLUTIONS

1 See ABOVE slide of topics 2***Strictly enforced. 1 mark per minute (or portion) overtime***

-2 page3 PDF summary due via email BEFORE4 your presentation – file name same as topic

4***Strictly enforced. 1 mark per hour (or portion) late***

3***Strictly enforced. 1 mark per page (or portion) over***

Marking 5 % - Depth of material – talk and PDF (scholarly literature and other sources)

5 % - Creativity in solutions, identifying ‘emergent properties’

5 % - Presentation (all technological issues solved prior to presentation, on time, clarity of delivery, PPT quality, quality of PDF for student’s notes, answers to questions)

1. Group presentations ‘Problem and Solutions Analysis’ (15%)

Other preparation: •At least one member needs to arrive at 09:50 to load and test PPT. You must provide: 1. PPT file on thumb drive for me that will work in Office 2007 2. A back-up PC laptop with PowerPoint that you know your file works on

4. PPT: Keep It Simple – few words, same font, use animation sparingly..you are the presentation, your PowerPoint file is not

PRESENTATION TIPS

1. Know your topic

5. Ensure good timing

7. Practice, practice, practice, practice (no reading)

8. Practice

3. Know your audience (high level government with some knowledge but limited time)

6. Voice: intonate, resonate, project

2. Plan sketch content, slide order, etc…keep it consistent among group members

establish ‘draft’ groups of 4-6 and preferred topics*

email me first and last names by

Friday noon – or placed in a group by me

identify wish to present during one of next 2 weeks for lottery

draw

Assignment Descriptions

Major Paper (5% + 40% = 45%) – due March 26

•Tackle a specific issue we covered but with increased depth or take on an issue we did not but must be central to coastal conservation in BC

•Not just the issue but also the concepts underlying them (“Case study” to illustrate concept).

•Produce an ‘Emergent Property’!

•Be creative, provocative!

•Write well*

•Marking guide*

•10% outline due Feb 26 (Solitary – charting your own contribution to group)

Persuasive Essay: Information, data, logic, and reason to persuade that one perspective/solution is more correct/valid/reasonable/valuable

•Digital submission & plagiarism software; no “double-dipping”

***PAPER in groups of 2 or 3*** -> benefits of collaboration 10% penalty for solo writers

Target length: ~12 pages, double spaced, plus references

Assignment Descriptions

Major Paper Outline (5%) – due Feb 26

ONE PAGE IN WHICH YOU:

•Identify Issue – 1 paragraph description of case study; why is it important & interesting,

•How does it link to the concept below?

•Identify Concept – 1 paragraph to link this issue to a (scholarly) CONCEPT that

has broader applicability •Identify your contribution to the collaboration

•List 5 key references from scholarly literature (not overlapping with your partner[s])

SAMPLE TOPICS

•Eulachon – What happened? Understanding historical population declines

•The coastal Grizzly Bear Hunt – Does ethics matter in wildlife management?

•Contemporary whale-hunting – traditional rights vs animal welfare concerns •LNG Transport on BC’s coast – safer than oil? •Burnaby Mountain – do protests alter the course of resource development? •The “Great Bear Rainforest Agreement” – does ‘multi-stakeholder consensus’ work?

•Coastal oil tanker traffic – are navigational and safety challenges insurmountable?

•Proposed Northern Gateway Pipeline – local/aboriginal interest vs “national interest”

2. Major Paper (40%) – due March 27

Major Paper Marking Guide (adapted from D. Schluter’s)

Category I essay (grade: > 80% +, depending on criteria fulfilled): Includes elements of Category II plus

some of the following: Wide reading (within reason). Ability to link together different areas of knowledge and

make them relevant to topic, perhaps in an original way. Emergent Property! Ability to critically evaluate

information, not just echoing others' opinions. Suggestions for further research, with justification. Ability to

present your own independent thoughts and arguments, and back them up with evidence.

Category II essay (grade: 70-80%, depending on criteria fulfilled): Investigates an interesting,

contemporary, and complex topic. Good structure; helpful introduction, sequence of points made in a sensible

order and linked together, clear conclusions. Tries to answer the question or address the issue given in the title.

Shows understanding of the concepts that are discussed. Sets out key issues, and alternative points of view

where they exist. Presents evidence for and against the points that are discussed. Evidence is based on data from

various sources, especially journal articles or reports. No major inaccuracies, confusions or misunderstandings.

Written in your own words - not closely modeled on written sources or lecture notes. Clear style of writing,

using technical language only where it is helpful or necessary; not long-winded.

Category III essay (grade: 50-70%): Has features of the Category II essay but is weaker in some areas, e.g.:

Based on more limited or lower-level reading. Only partly answers the question in the title, or misses out

important aspects of the topic. Some difficulty in understanding or clearly presenting concepts or theories.

Draws conclusions without providing enough evidence or a clear argument. Inaccurate or inadequate accounts

of research evidence. Poor quality referencing.

Category IV essay (grade: < 50%): Based on little or no appropriate reading, or too low-level material.

Answers the question only very partially, or extremely briefly. Points are one-sided. Serious misunderstandings

or confusions and/or lack of knowledge of the concepts. Little or no knowledge of the theme. Poor writing

skills.

***10% per day late penalty***

WRITING TIPS

1. Know your topic (and make it an interesting, specific topic)

3. Know your readership (scholarly paper)

2. Plan sketch out content

4. Have a structure, and outline that structure in the Introduction

5. See ‘Writing Style’ and ‘References’ in ‘Information for Authors’ on ‘Frontiers in Ecology and the Environment’ site

6. Start early and dig up research

11. Make it a pleasure to read: 12 pt font, 1.5 space min, spell-check and proofread!

7. Write multiple drafts

8. Economy of words and clarity of thought

9. Be creative!

10. One theme per paragraph, and start the paragraph with an introductory sentence

WRITING TIPS redux…

1. Minimize or avoid website, media and non-peer reviewed citations go to the scholarly literature, except when not possible

2. Citing figures in main body….”Fishing effort increases with market value (Figure 1)’ NOT “As you can see in Figure 1, there is more fishing effort as measured in number of boats on the water when the prices of fish, measure in dollars per pound…”

3. Write concisely! Most essays could have contained 30% fewer words

4. Write in Active, not Passive Voice. E.g. ‘I assessed the value’ NOT ‘the value was assessed’

5. Avoid claims, esp. big ones, made without evidence or citation. E.g. “It is clear that Enbridge does not care about the environment” . This is a scholarly essay, not an OP ED

6. Use statistics & data to back arguments and to avoid claims like, ‘there is massive opposition to oil & gas development on BC’s coast.” Instead, cite poll data.

7. Avoid tangents….For example talking about the ‘ravages of global warming’ in a paragraph about something else

8. A ‘Big Picture’ introduction does not mean free-styling a whole page that lists all environmental problems facing the planet or coast. Its means introducing the Concept behind the essay (before getting into Issue)

9. Minimize direct quoting from other sources. Instead, paraphrase and cite

10. Inspect articles you cite…lots of clues that people did not actually review them

Our Contract

Students have a right to expect: 1. Clearly stated:

•Course objectives •Specific due dates •Grading policies •Assignment descriptions

2. Class sessions that start on time and end on time

3. Discuss with me course components (assignments, lectures, presentations, exams) outside of class time (office hours, email)

4. Constructive feedback on ideas & drafts of the major term paper submitted for me for review

5. Exams and assignments will be graded and returned within two weeks

6. Re-evaluations of work that they think may have been graded unfairly or improperly

Resource Centre for Students with a Disability

Our Contract As an instructor, I have a right to expect that students will …:

1. will arrive on time and prepared

2. stay engaged for the entire class period (cell phones, social networking, texts)

4. turn in assignments on time (10% per day penalty on term paper)

3. needing clarification or assistance will ask for it

5. immediately inform me when extenuating circumstances affect his/her attendance 6.share concerns about the class in time for mid-course adjustments to be made

7.follow UVic’s code of academic integrity

(http://web.uvic.ca/calendar2007/FACS/UnIn/UARe/PoAcI.html)

Extra (to paper copy) digital submission of term papers to support

plagiarism check 8. Communicate by email in a professional manner

Global Distribution of Temperate Rainforest ‘Biome’

EASY INTRODUCTION TO THE GBR

?

~70% under ‘Ecosystem-Based

Management (EBM)’

David Suzuki Foundation Pembina Institute Living Oceans Society Raincoast Conservation Foundation Raincoast Research Society Surfrider Canada Foundation

Oil Free Coast Alliance Greenpeace West Coast Environmental Law Sierra Club BC Creek Protection Society BC Rivers Alliance

T Buck Suzuki Environmental Foundation Valhalla Wilderness Society First Nations Environmental Network Forest Action Network Friends of Clayoquot Sound Dogwood Initiative Canadian Parks and Wilderness Society WWF (Pacific)

Georgia Strait Alliance North Coast Cetacean Society Forest Ethics British Columbia Sustainable Energy Ass. Watershed Watch Salmon Society West Coast Environmental Law Western Canada Wilderness Committee

COASTAL BC NGOs