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Reading Assignments

Reading Assignments

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeFormatting and Academic Integrity

APA formatting conventions are met. APA 7th edition for title page, document, reference page. Student includes required citations and source attribution.

4.0 pts

Outstanding

Student has shown mastery of APA 7th edition formatting conventions. Student has effectively and precisely included embedded citations.

3.25 pts

Excellent

Student shows excellent use of APA formatting and citation conventions with minor errors.

3.0 pts

Good

Student shows good application of APA 7th edition conventions for formatting and citation with less than four errors.

2.5 pts

Satisfactory

Submission is either missing title or reference page and has more than five formatting or citation errors.

2.0 pts

Needs Improvement

Some aspects of APA conventions are recognizable, but there are consistent errors in the document, title page, and reference page.

0.0 pts

Catastrophic Errors

Submission is lacking two or more of the following items: a reference page, proper source attribution and citations, APA general formatting, and APA 7th edition title page.

4.0 pts

This criterion is linked to a Learning OutcomeGrammar and Mechanics

Technical Writing - Grammar, Diction, Sentence and Paragraph Mechanics, Capitalization, Punctuation

5.0 pts

Outstanding

Writing is outstanding and approaching publishing standards.

4.0 pts

Excellent

Excellent writing and organization, minor typos or grammar errors.

3.5 pts

Good

Less than five grammar errors and/or minor organizational errors.

3.0 pts

Satisfactory

Submission contains five or more grammar errors and organizational errors.

2.5 pts

Needs Improvement

Submission contains consistent grammar and organizational errors that detract from the overall quality of the submission.

0.0 pts

Catastrophic Errors

Submission contains excessive writing and organizational errors that render the submission acceptable.

5.0 pts

This criterion is linked to a Learning OutcomeQuestion 1

Student effectively and precisely answers the question by drawing on appropriate key terms and key works.

4.0 pts

Outstanding

Student shows high level critical analysis by effectively answering the question using precise language and terminology.

3.25 pts

Excellent

Student shows excellent critical analysis by effectively answering the question using precise language and terminology.

3.0 pts

Good

Student answers the question with some difficulty, but touches on the main points and offers some evidence of critical analysis.

2.5 pts

Satisfactory

Student offers indication they have engaged with the reading and responded to the prompts. Submission is missing a component of the question, or the ideas are not clearly conveyed to the audience.

2.0 pts

Needs Improvement

Student fails to answer the question effectively, either because they use imprecise language, and/or their ideas are not clearly conveyed. Minimal evidence that student engaged fully with the reading.

0.0 pts

Catastrophic Errors

Student does not submit an answer for this question.

4.0 pts

This criterion is linked to a Learning OutcomeQuestion 2

Student effectively and precisely answers the question by drawing on appropriate key terms and key works.

4.0 pts

Outstanding

Student shows high level critical analysis by effectively answering the question using precise language and terminology.

3.25 pts

Excellent

Student shows excellent critical analysis by effectively answering the question using precise language and terminology.

3.0 pts

Good

Student answers the question with some difficulty, but touches on the main points and offers some evidence of critical analysis.

2.5 pts

Satisfactory

Student offers indication they have engaged with the reading and responded to the prompts. Submission is missing a component of the question, or the ideas are not clearly conveyed to the audience.

2.0 pts

Needs Improvement

0.0 pts

Catastrophic Errors

Student does not submit an answer for this question.

4.0 pts

This criterion is linked to a Learning OutcomeQuestion 3

Student effectively and precisely answers the question by drawing on appropriate key terms and key works.

4.0 pts

Outstanding

Student shows high level critical analysis by effectively answering the question using precise language and terminology.

3.25 pts

Excellent

Student shows excellent critical analysis by effectively answering the question using precise language and terminology.

3.0 pts

Good

Student answers the question with some difficulty, but touches on the main points and offers some evidence of critical analysis.

2.5 pts

Satisfactory

Student offers indication they have engaged with the reading and responded to the prompts. Submission is missing a component of the question, or the ideas are not clearly conveyed to the audience.

2.0 pts

Needs Improvement

0.0 pts

Catastrophic Errors

Student does not submit an answer for this question.

4.0 pts

This criterion is linked to a Learning OutcomeQuestion 4

Student effectively and precisely answers the question by drawing on appropriate key terms and key works.

4.0 pts

Outstanding

Student shows high level critical analysis by effectively answering the question using precise language and terminology.

3.25 pts

Excellent

Student shows excellent critical analysis by effectively answering the question using precise language and terminology.

3.0 pts

Good

Student answers the question with some difficulty, but touches on the main points and offers some evidence of critical analysis.

2.5 pts

Satisfactory

Student offers indication they have engaged with the reading and responded to the prompts. Submission is missing a component of the question, or the ideas are not clearly conveyed to the audience.

2.0 pts

Needs Improvement

0.0 pts

Catastrophic Errors

Student does not submit an answer for this question.

4.0 pts

Total Points: 25.0

folder-1/question.docx

Reading Assignment #2

Worth 25% of your mark in LBAT 3999

DUE: JUNE 10 by 11:59 p.m.

MODULE 4 – The Anthropocene Reviewed

· Steffen, W., Crutzen, P. J., & McNeill, J. R. (2007). The Anthropocene: are humans now overwhelming the great forces of nature. AMBIO: A Journal of the Human Environment, 36(8), 614-621. https://www.researchgate.net/profile/John_Mcneill4/publication/5610815_The_Anthropocene_Are_Humans_Now_Overwhelming_the_Great_Forces_of_Nature/links/0fcfd511e373d55e47000000/The-Anthropocene-Are-Humans-Now-Overwhelming-the-Great-Forces-of-Nature.pdf (Links to an external site.)

· Kotzé, L. J. (2014). Human rights and the environment in the Anthropocene. The Anthropocene Review, 1(3), 252-275.

https://ocul-it.primo.exlibrisgroup.com/permalink/01OCUL_IT/1nbm9s4/sage_s10_1177_2053019614547741 (Links to an external site.)

· Students are also encouraged to watch the Crash Course video, The Anthropocene and the Near Future, to support their idea development.

· If you draw on Crash Course, you must cite it properly. See the Ontario Tech APA quick guide for information on how to cite a YouTube video properly. https://guides.library.uoit.ca/ld.php?content_id=4715041 (Links to an external site.)

1. Define and summarize what the Anthropocene is, explain what the central features of the Anthropocene are, and identify some of the central challenges of the Anthropocene. (250 to 500 words)

2. Outline some of the legal and human rights implications of environmental change and destruction in Anthropocene as touched on by Kotzé (2014). What are the author’s recommendations for ensuring rights, equity, and justice in the Anthropocene? (250 to 500 words)

MODULE 5 – Environmental Crisis, Collapse, and Renewal

· Preston, J. (2016). From Aberfan to the ‘Canvey Factor’: schools, children and industrial disasters. British Journal of Sociology of Education, 37(4), 607-622. https://repository.uel.ac.uk/download/6f0f901a308358fd1f26a574fb4c46a706f736b751238ae3e7e2d1504a0d05a8/336641/2014_Preston-COMAH.pdf (Links to an external site.)

3. Summarize, describe and explain Preston’s (2016) central argument about children who have experienced industrial disasters. Briefly describe the methodology and data used in this study and outline the central conclusions of the study. (500 words or less)

· Morse, R. (2008). Environmental justice through the eye of Hurricane Katrina, Washington, DC: Joint Center for Political and Economic Studies, Health Policy Institute. https://inequality.stanford.edu/sites/default/files/media/_media/pdf/key_issues/Environment_policy.pdf (Links to an external site.) NOTE: students are only required to read the INTRODUCTION and consult pages 1-5 of the document, and particularly pages 1 and 2. (These indicate the pages on the document itself, not the PDF #s, these would be pages 8-12 if you are going by the PDF page count).

4. Define and explain what the term ‘environmental justice’ means. Summarize and explain how patterns of settlement and economic disparity influenced the impacts of Hurricane Katrina. (500 words or less)

General Tips and Formatting Expectations

· You are not required to cite outside sources for the Reading Assignments in this course, but if you do, they must be peer-reviewed. Any outside sources must be given proper source attribution. You may use and cite sources inside the course content, including videos and websites posted by the instructor, but this is not required. Reading questions are intended to get you summarizing, describing, and explaining the content of academic arguments in your own words.

· Students are required to indicate source attribution clearly and include an embedded citations in the author, date method (author, date). For information on how to cite different kinds of sources, please consult this APA citation guide from Ontario Tech University. https://guides.library.uoit.ca/ld.php?content_id=4715041 (Links to an external site.)

· Please use APA 7th edition formatting standards consistently to format your document, for things like spacing, page numbers, margins etc. If you are unfamiliar with this method, you can copy and paste this link from the Purdue Online Writing Lab to format your document according to the STUDENT example provided. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/documents/20200128APA7StudPaper.pdf (Links to an external site.)

· You are not required in have an abstract, but please include a title page and a properly formatted APA reference page.

· Please number your questions as they are numbed below, and do not include the question text in your submission to lower the threshold of your originality score on TurnItIn. You do not need to use subheadings for each question, but you can if you wish. If you use subheadings, please ensure they are formatted as per APA 7th edition conventions.

· As the rubric at the bottom of this document indicates, grammar and technical writing are an important component of written assignments in this course. Please ensure that you proof-read your documents carefully and seek editing support from a peer, or through the university supports provided to you, including writing supports through Student Life, https://studentlife.ontariotechu.ca/services/academic-support/index.phpLinks to an external site. , and the NOOL writing toolkit, also supported by Student Life: https://nool.ontariotechu.ca/index.phpLinks to an external site. .

· Your document must be able to be read by Canvas and TurnItIn, the recommended file type is a .doc or .pdf Students are permitted to see their originality score after submission, your threshold should not exceed 25%. Papers that do not meet academic standards will not be accepted for submission.

· Please do not use direct block quotes. If you do decide to use select and short quotations, please include a page number.

folder-2/question-2.docx

Discussion Post #3 - Environmental Justice

Smokestacks discharges air against the backdrop of a blue sky and hydro wires. Forthcoming medical research on COVID19 shows that those with exposure to air pollution could be at a higher risk of complications and death from the disease.

Image: Flickr

In the final discussion post of the course, you are being asked to research and reflect on social vulnerability and think about this in the context of environmental justice. For example, early research on COVID19 suggests that air pollution is linked to higher death rates for those who contract the virus ( The Guardian , 2020 (Links to an external site.) ). As Module 5 and 6 outline, multiple and intersecting social factors--for example race, class, gender, and ability--can influence the scope and extent of industrial pollution and environmental crisis on individual communities.

As this course has argued, now and in the past, vulnerable people have been, and are, more likely to be negatively impacted by the risks and hazards of industrialization. Your task for Discussion Post #3 requires you to reflect upon the current state of industrialization, the environment, and human's roles in it by researching and selecting a specific agency, group, or individual involved with environmental justice initiatives. You may select whatever you like, but here are some resources and links to begin your search. Students should note that Ingrid Waldron, Shelia Watt-Cloutier, and Greta Thunberg will be highlighted in Module 6 of the course.

· Ingrid Waldron, https://thenarwhal.ca/vulnerability-ingrid-waldron-environmental-racism-police-brutality/ (Links to an external site.)

· NAACP Environmental and Climate Justice Resource Organizations , (Links to an external site.) https://www.naacp.org/climate-justice-resources/resource-organizations/ (Links to an external site.)

· The Green Spotlight, https://www.thegreenspotlight.com/2017/07/environmental-justice-groups/ (Links to an external site.)

· Canada Climate Action Network, https://climateactionnetwork.ca/meet-our-members/ (Links to an external site.)

· Climate Justice Alliance, https://climatejusticealliance.org/about/ (Links to an external site.)

· Shelia Watt-Cloutier, https://www.thecanadianencyclopedia.ca/en/article/sheila-watt-cloutier (Links to an external site.)

· Greta Thunberg, https://time.com/person-of-the-year-2019-greta-thunberg/ (Links to an external site.)

· David Suzuki Foundation, https://davidsuzuki.org/ (Links to an external site.)

· Meet the New Generation of Black Climate Leaders, https://nexusmedianews.com/meet-the-new-generation-of-black-climate-leaders-337c9e077abb (Links to an external site.)

Once you have decided on a group or individual you want to explore, answer the following questions:

· Briefly summarize what this agency, group, or individual is all about. What are their key motivations and goals? (100 words or less)

· Why are they interested in environmental justice initiatives and what populations do they serve? (100 words or less)

· Give us your opinion: how can everyday people like you and I incorporate the principles of environmental justice into their lives and be an ally against environmental injustices? (150 words or less)

· Source an image that represents the need for environmental justice, OR the goals and motivations of environmental justice groups/individuals and write a descriptive, but concise, caption for the image. Please make sure the image is formatted and cited properly and embedded directly into the text field for ease of viewing. Students may use Flickr, their personal photos, or another copyright/fair-use image.

· Lastly, respond thoughtfully to at least ONE of your peers.

· NOTE: Remember to consult the rubric as your prepare your responses.

· NOTE: Users must post their initial thread before gaining access to the forum.