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Personal Responsibility to Climate Conservation
It is a reflective assignment on any topic related to environment
To be more clear, topic that effects the climate not pollution actually I did with this topic earlier. I need to use some other topic.
Please non plagarized it is a easy paper thanksGuidelines for Term Assignments – Reflective Writing Exercises Introduction Reflection is a practice that facilitates the exploration, examination and understanding of what we are feeling, thinking and learning. It is a thoughtful consideration of the academic material discussed in class. Reflection is a form of internal inquiry that extends the relevance of theory and deepens understanding. Through reflection we challenge assumptions, ask new questions and try to make sense of experiences. Instead of being passive receivers of knowledge we become active creators of our own knowledge.1 Reflective Writing Assignment Writing reflectively for an assignment is not to merely describe something that happened, although that is part of the process. It is also not simply writing out everything you think and feel in an unstructured way. Reflective writing requires a clear line of thought, the use of evidence or examples to illustrate your reflections and an analytical approach. It has been noted in the literature that reflective writing is evidence of reflective thinking and reflective learning generally involves: • Looking back at an event (lecture, seminar, reading) or an idea and describing it; • Analyzing or interpreting it from various perspectives; and • Thinking about the outcomes and how you gained from engaging with it.2 Framework for the Reflective Writing Assignment – Gibbs Reflective Cycle Gibbs suggests that the process of reflection is systematic and follows a number of specific steps. The process can be broken down into six key steps: Description: A factual explanation of the event or idea, with some background information about the context (place and the people who were involved, name of the reading, video, speaker’s topic). Feelings: Explore your feelings about the event or idea, at the time and afterwards. This is expected to be both honest but also respectful. Evaluation: How satisfactory was the event or idea, in both your opinion and if applicable, of others (you will need evidence about the latter)? In your judgment, are there both good and bad aspects to it? 1 Analysis: Provide more detail and depth about things that influenced the event or idea, including reference to any theory that underpinned your understanding of it. You can refer to other writers (reference them). This will allow you to relate your experience to that of others (previous research, for example), and perhaps to construct a more theoretical understanding of the event or idea. Conclusion: What did you learn from the event or idea? Could anything else have been done to take matters in a different direction? For example, could class discussion gone differently or was a key idea not fully explored? Personal Action Plan: Is there anything that you can do to improve your learning the next time? Is there some specific matter to which you need to give attention in the future? How will you do this? For example, could you pursue a line of discussion in greater depth or dig more deeply into relevant literature?3 Reflective Writing Assignment You should follow this six-‐step format to provide structure to your Reflective Writing Assignment. Assignments should be approximately two and no more than three-‐type written pages. Spelling and Grammar will be evaluated and assessed. Please provide a paper copy no later than the assignment date (see Course Outline for late penalties). Assignments are due on: October 5, October 26 and November 30. Each Assignment is worth 10% of the final grade. Topics should focus on material covered in class. Time will be provided in class for questions and discussion, both about the overall assignments and specific ideas that are subject to your reflection. Supplementary Information on Stages of Reflective Writing Moon (2012) describes four levels of depth of reflection: 1. Descriptive Writing – the writing is descriptive but contains little reflection. It can tell a story but generally from a single point of view. Ideas are linked by sequence rather than by meaning. The account may relate to external ideas or information but these are not considered or questioned. 2. Descriptive account with some reflection – here the account is more than a story and could be questions to be asked or answered but reflection does not go sufficiently deep to enable learning to begin to occur. 3. Reflective Writing (1) -‐ There is description but it is focused with particular aspects accentuated for reflective comment. There is evidence of external ideas or information and where this occurs the material is subjected to reflection. The account shows some analysis and there is recognition of the 2 benefit of exploring motives or reasons. There may also be some recognition that things might look different from other perspectives and that views can change with time. The existence of alternative points of view may be acknowledged but not analyzed. 4. Reflective Writing (2) – Description now only serves the process of reflection covering the issues for reflection and noting their context. There is clear evidence of standing back from an event and there is mulling over and internal dialogue. The account shows deep reflection and incorporates a recognition that the frame of reference with which an event is viewed can change. The account recognizes that events exist in a historical or social context that may be influential on a person’s reaction to them. In other words, multiple perspectives are noted. Self-‐questioning is evident deliberating between different views of personal behavior and that of others. There is recognition in the role of emotion in shaping ideas and recognition of the manner in which different emotional influences can frame the account in different ways. There is observation that there is learning to be gained from the experience and points for learning are noted. These descriptions will be used, in part, in Assignment evaluation and grading. We should strive for “Reflective Writing (2)” as an ultimate goal, understanding learning and personal growth is a process. References 1. From “Becoming a Reflective Learner” Thompson Rivers University. Accessed https: https://www.tru.ca/__shared/assets/reflective_learner19767.pdf 2. From “A Short Guide to Reflective Writing” University of Birmingham. Accessed www.intranet.birmingham.ac.uk/asc 3. From “Using Reflective Writing in Your Teaching: A Workshop for STEM Disciplines” Carolyn Roberts, The Higher Learning Academy. Accessed https://www.heacademy.ac.uk/system/files/downloads/hea_guide_-‐ _using_reflective_writing_in_your_teaching.pdf 4. From “Reflective Learning Workshop” Jenny Moon, 2012. Accessed https://www.aub.edu.lb/ctl/activities/seminars/Documents/2012-‐ 13/Reflearning.pdf 3 University of Winnipeg Department of Environmental Studies and Sciences The Environment and Health (ENV-2604/3-001) Tuesday/Thursday 10:00 to 11:15 Online-Synchronous Course Outline – Fall Term 2020 Instructor: Randy Webber Email: firstname.lastname@example.org Office Hours: I will do my best to respond to email within 24 hours and will schedule one-on-one phone or zoom meetings upon request. The University of Winnipeg is located on Treaty 1 Land and in the heart of the Métis Nation. Course Description: This course will examine some of the linkages between environmental contamination and the resulting impact upon human health and wellbeing. The course will introduce several frameworks, accepted by regulatory agencies, scientists and others, to quantify and qualify health risks from exposure to environmental contaminants. A basic contaminant/exposure pathway/receptor model will be explored, followed by detailed examples of contamination in soil, water (surface and groundwater), air and consumer goods to illustrate the how these contaminants may have an impact on human health and wellbeing (and the environment). There will also be some discussion on the strengths and limitations of current levels of knowledge and technology pertaining to the topic. Other subjects to be explored include Radio Frequency Radiation (Wi-Fi, Cell Phone), Food and Food Safety, Consumer Products, Pesticides and Sick Building Syndrome. Course Material: • Course Nexus Site: Reading materials will be posted on the Course Nexus Site or provided during course lectures. You must be enrolled in the course to access the Course Nexus Site. Please contact the Technology Solutions Help Desk at email@example.com or 786-9149 for assistance in accessing, using or trouble shooting the site. Course material includes but is not limited to: o Assigned Readings: Each class will include assigned readings for the topic discussed in the class. The readings will be included on the Course Nexus Site and will also be listed on Lecture Notes along with learning objectives. o Lecture Notes: Power Point Presentations for each lecture will normally be posted the day before a lecture. Supplementary notes, if any, will be posted as soon as possible after the lecture. Please note that these notes will generally provide only a broad outline of the lecture but will not necessarily include all the material discussed in the lecture. It is important to attend class on a regular basis! 1 • o Additional supplementary readings and handouts: These will be specific to the topics discussed during lecture and to supplement the assigned readings. These will be posted on the Course Nexus Site. To ensure students understand course material class participation and discussion, using Nexus communication tools and/or Zoom, will be strongly encouraged. You may also ask questions and receive additional information or help by emailing me directly or by scheduling a meeting time. Course Readings: There is no textbook for this course: assigned reading will consist of a combination of journal articles, non-partisan expert reports, university publications and excerpts from books. It should be expected that every class would have some assigned reading. Assigned readings will be listed in your lecture notes and posted on Nexus in advance. Supplementary readings will be provided for some topics as required. Lectures: The first day of class will be Tuesday September 8 and the last day will be Thursday December 3. No make-up classes are scheduled. There is no exam. Due to Covid 19 all lectures will be online. We will be using a combination of Nexus Communication Tools and Zoom to deliver lectures and communicate as a class and individually. My intent is to be as flexible as possible as many of us adjust to this new learning mode. If you have any questions about learning online, check out answers to frequently ask questions related to remote learning here: https://www.uwinnipeg.ca/covid-19/remotelearning-faq.html. If a class needs to be cancelled due to exceptional circumstances such as Internet failure, every effort will be made to inform you on your uwinnipeg email and/or Nexus email. It is your responsibility to check your email regularly, and in particular on the day of class, to ensure you are aware of any changes to the class schedule as well as other posted information. You are expected to attend all lectures and attendance will be monitored. Participation in class discussion and discussion breakout groups is strongly encouraged. You will be expected to maintain a respectful manner when speaking or commenting on these electronic platforms. 2 Course Outline: The topics listed below will generally be covered in the order listed; however, the dates are only approximate and not all topics will necessarily be covered with the same level of detail. Additional time and focus may be spent on some topics depending on class interest. Date 1 – Sept 8 2 – Sept 10 3 – Sept 15 4 – Sept 17 5- Sept 22 6 – Sept 24 7 – Sept 29 8 – Oct 1 9 – Oct 6 10 – Oct 8 Oct 11 to 17 Topic Welcome and Introductions – Course Overview and Learning Objectives Introductory Discussion – Scientists Warning and the role of Science in Environment and Health Course Evaluation and Assignments Overview Introduction to Environment and Health – Crisis? What Crisis? – Setting the scene and understanding Key Terms and Concepts Well Being – How Are You Really Doing? – How does Well Being factor into your Health and the Environment? Natural Laws, Element Cycles and Toxicology The Framework – Factors to Consider in Characterizing Vulnerability to Environmental Contamination: – Introduction and Background The Framework – Factors to Consider in Characterizing Vulnerability to Environmental Contamination – Foundational Elements: – evidence based knowledge – transdisciplinarity – community participation – environmental and gender justice – Indentifying the Factors: – exposure – susceptibility – preparedness and responsiveness – Tools and Application First Term Assignment Due October 1 The Framework – Factors to Consider in Characterizing Vulnerability to Environmental Contamination – Challenges: – community engagement – scientific knowledge – government involvement – knowledge transfer and communication – global production and use of chemicals Applying the Framework in the Real World Essay Topic and Outline Due October 8 Reading Week – No Classes 3 11 – Oct 20 Case Study – Long Range Transport of Air Pollutants, Chlorinated Compounds and POP’s 12 – Oct 22 Case Study – How does it come to pass that polar bears have DDT in their body fat and should we care? Case Study – Water Contamination – Humans cannot survive more than a few days without drinking water – So why do we continue to degrade this precious and limited resource? – Second Term Assignment Due October 27 Case Study – Acid Mine Drainage – Lessons from an Abandoned Mine Site. Case Study – Carbon Society – Part I – What can we learn from a cheap toaster? Case Study – Carbon Society – Part II – Can we (or should we) kick our addiction to plastic? Case Study – Climate Change – A Global challenge to human and environmental health. Case Study – Radio Frequency Radiation – What you can’t see may (or may not) be hurting you. Case Study – Indoor Air and Sick Building Syndrome – We spend the majority of our lives inside the built environment. How buildings might be making you sick or how they could help keep you healthy. Third Term Assignment Due November 19 Case Study – Food, Health and Environment – According to the UNEP about 1/3 of all food produced worldwide gets lost or wasted in food production and consumption systems. Yet the UN Food and Agriculture Organization states 842 million people, or nearly one in eight on the planet, are suffering from chronic hunger or food insecurity. How does food impact your environment, health and wellbeing? Case Study – Pesticides – To Bee or Not to Bee – A Look at Neonicitinoid Pesticides and Bee Health. Case Study – Consumer Products – How to be a better consumer for your Environment and Health: A practical guide to common consumer goods. Wrap Up and Conclusions to Environment and Health – A path forward in uncertain times Term Paper Due December 3 13 – Oct 27 14 – Oct 29 15 – Nov 3 16 – Nov 5 17 – Nov 10 18 – Nov 12 19 – Nov 17 20 – Nov 19 21 – Nov 24 22 – Nov 26 23 – Dec 1 24 – Dec 3 4 Copyright and Intellectual Pr …
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