22 1 JANUARY 2009
GEOG 209 Lab Guide
Note: participation in lab program is 10%(total), which will be assigned for your preparation (doing the readings before the lab), lab attendance, and active participation in labs, including audience during the debates. Lab 1 - Week starting 12 January (5%): - Introduction and Briefing Paper Assignment - TAs introduce themselves, read out student names, and request that you introduce yourselves and answer the question (if you wish): Whats the most and least environmental thing you did over the holidays - that you're willing to admit! Let the TA know what you want to get out of 209 and we'll do our best - Divide into small groups to discuss the first reading, Living Beyond Our Means - Natural Assets and Human Well-Being (LBOM). - Apart from the Key Messages list on page 3 of the reading, what was the most striking information that you found? Can you relate the reading to GEOG 101A information - like similar biogeochemical NITROGEN cycle on page 11, invasive species on page 13, fragmentation, p.15. - Briefing Paper Assignment - about 500 words, look up the links now on the website to get a better idea, but include minimum of 3 academic sources for what you've found. - Focus of the Briefing Paper Assignment is to review the key document and to synthesize it down to 2 pages, with the goal of providing a Canadian Minister of Environment the most important information that she/he needs to know. We're looking for good writing structure, style, grammar. Assignment is worth 5%. 1. The purpose: (1) present to the Minister the MA approach; (2) inform him/her (students will be expected to know who this is!) of a particular natural asset in Canada that requires his/her attention; and (3) propose a course of action. 2. A summary of the facts: a concise presentation of research (three academic sources) in the context of data (if appropriate) and the approach from LBOM. 3. The conclusion: recommended course of action to the Minister with reference, again, to key messages from LBOM. How to Write a Briefing Note AND Examples of Briefing Notes: 1, 2, 3
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Lab 2 --Week starting 26 January (2.5 % of Participation mark): - Current natural resource policy discussion and debate introduction
Topics: Marine Parks Part 1: The lab will focus on the use of Marine Protected Areas and how the protection of natural resources can help the local economy and well being of its people. A video will be shown to stimulate ideas and the TA will facilitate directed discussion on the topic. Participate actively by thinking critically about the topic presented in the video, and actively participating in the discussion. Part 2: Debate topics will be discussed and teams formed. Topics will be announced at that time. (Please see debates topics listed below in lab 4/5) Prep for Lab 3 : TA's will email reading topic for Lab 3. ----------------------
Lab 3 Week starting 9 February (2.5% of Participation):
-In-lab discussion and analysis of a current topic -Choose groups for LCA project -Introduction to idea of footprints, impact assessment and Life-cycle analysis. -A few minutes will be allowed at the end of the lab for debate teams to meet and assess progress of research/debate prep.
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Lab 4 Week starting 23 February:
Debate #1
Oral debate 5% , essay (about 4 pages) 5%, for total of 10% Essay due next lab. Topic #1: Open net pen salmon farming should be banned in BC
Lab 5: Week starting 9 March:
Debate #2
Oral debate 5% , essay (about 4 pages) 5%, for total of 10% Debate essay is due at beginning of lab for both debate topics. Topic #2: Water privatization is an appropriate resource management strategy DEBATE INTRODUCTION: Earlier in the term, you will have been assigned to 1 of 2 debate motions. These debate labs will take the form of oral presentations conducted in a formal debate style. Motion #1: This house supports the motion that open net pen fish farms in BC should be banned Motion#2: This house supports the motion that water privatization is an appropriate resource management strategy Your formal oral presentation and handling of questions in the debate to which you are assigned will be worth 5% of the course grade. (See "Criteria for Evaluating Debates") For the audience: The questions you ask during the other debate will contribute to your general participation mark. **The Debate Paper: In addition, you are to prepare an essay of your arguments and will be submitted at the beginning of your debate, lab 4 for debate #1 and Lab 5 for debate #2 and is worth an additional 5%. You do not need to include all the arguments of your team mates, but should put your points in context, i.e. you should have a brief introduction and conclusion and should show that you understand the broader issues, both pro and con. It must be typed and should be about 1000 words, and can include appropriate figures. It should also include proper documentation of the sources of your material. Papers handed in late will be deducted 10% for each day late. PLEASE NOTE that presenting material orally and as an essay requires two different approaches. DO NOT merely hand in a verbatim copy of your oral presentation. Ask your TA if you wish clarification of what is required in each case.
4 DEBATING SKILLS Aristotle believed that the way to truth was through debate, which sharpens the intellect, hones the tongue, and encourages nimbleness of mind. Debating is therefore important an medium through which to search for enlightenment and, at the same time, improve one's own cognitive abilities. Few people are naturally good public speakers. We all get nervous, but good speaking, like writing good examinations, can be achieved by practice and adherence to a few basic rules. Most importantly, be prepared; know what points you are going to make and in what order. Good debating to a large degree reflects good preparation. This does not necessarily mean that you should read your speech, and in fact, this method of delivery usually results in a `wooden' and stilted performance. It is preferable to arrange a number of clearly organized points which you will discuss in a natural, logical sequence, using the style of language and presentation with which you would normally address your peers. No matter how good the content of your speech, it is essential to speak slowly (but do not drag!) and articulate clearly. Look at your audience as much as possible, not at your notes; and try to be natural. The length of each speech will vary with the number of people in the lab, but 3 to 5 minutes is average. It is possible to include a lot of material in this length of time, but it will pass very quickly, so organize your speech with time limits in mind. If your speech runs over the allotted time, then the chairman will terminate it, and you may not have presented your main points. A successful debate also depends on effective teamwork. Make sure your arguments enhance those of your teammates. Since teamwork is essential in making sure all relevant areas are researched and presented, please be sure to notify your lab instructor and teammates if you decide to drop the course. Above all, debates are an interesting and fun way of learning, and an intellectual challenge in expressing different sides of an argument. Be prepared, relax, and look like your enjoying yourself! The numbers in each debating team will vary due to the different size of each lab section. The average team will be composed of four or five speakers, who will speak either for or against the motion in the following order: 1. 2. 3. 4. etc. First speaker FOR the motion First speaker AGAINST the motion Second speaker FOR the motion Second speaker AGAINST the motion . . . 5. 6. 7. 8. Open debate to questions from the floor Last speaker FOR the motion Last speaker AGAINST the motion Vote by audience to decide the winner
The chair (your lab instructor) will introduce the teams and state the motion, before asking for the initial speaker. Each team should plan its strategy carefully. The first speaker may give a general overview of the main points of the argument. The following speakers on each team may, perhaps, choose to explore in greater depth, and by the use of examples, some of the points raised by the first speaker. The other members of the class and your lab instructor will be listening attentively so that, during questions from the floor, they will be able to pose "the" question that will illuminate the flaws in your argument: so be prepared. The last speaker of the team has the most difficult job. He or she has to pull the arguments together, deftly working into the speech replies to counter the points raised b...