GDS100 Geog 109FieldtripAssignment-3(2)
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University of the Fraser Valley *
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Course
109
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Geography
Date
Feb 20, 2024
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6
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GDS 100/Geog 109 Virtual Field Trip -Select 3 of the 4 Stops Globalization, Sustainable Development and Citizenship Please submit a 3-page mini field trip report if you work on your own or a 5-7-page report if you are doing the trip as a group (2-4 members). Important Themes of Field Trip: •
Fair Trade vs. alternative models such as Direct Buy •
Globalization and Urban Development •
Social Justice •
Food Security •
Sustainable Development. •
Global Citizenship. https://www.ufv.ca/media/assets/geography/student-handbook/EXAMPLES-OF-
FIGURES-2015.pdf Purpose of trip: To Introduce Students to aspects of fair trade and globalization. We will build on the idea of global citizenship, social justice and our opportunity to affect change through our consumption practices. Stop 1: Granville Island Ten Thousand Villages at Granville Island had to close its doors -why do you think they could not survive. Please see this new business in its place: https://granvilleisland.com/directory/ten-thousand-villages https://granvilleisland.com/directory/asandy-locally-global https://kasandy.com/our-store-location-pop-up-events/ http://www.maiwa.com Work on your own or as a group to identify several key elements of globalization as reflected in development of Granville Island.
Stop 2: Food Value Chain and Costs Group Mapping Activity including Selected Value Chain Product Assessment and insight into our global food system. http://www.wholefoodsmarket.com/ www.
organic
and
fair
.org/oftcc/Events/Past/OFT-
value
-
chains
.pdf Describe ideas of fair trade and direct buy and consider our role as a global citizenship with respect to consumerism. Please see list of key ideas on Global Citizenship below and refer to On-line Lecture on Global Citizenship and Globalization. This is an opportunity to analyze selected international products in terms of fair trade/organic/direct buy then compare pricing to Granville Island and where you live/shop. A virtual stop at Whole Foods will give you an opportunity to explore the role of value-based consumerism and critique relative pricing from a development perspective. This activity will require selecting a couple of products (you select) then comparing the prices/sources of products as Whole Foods and then at your local grocery store. Think of the implications of purchasing food that is not sources locally? www.
organic
and
fair
.org/oftcc/Events/Past/OFT-
value
-
chains
.pdf Stop 3 –
Sustainability and Development
–
Olympic Village and False Creek Opportunity to explore green improvements to Olympic Village development and consider our current choices in terms of housing, working, education and transportation. Please as a group complete a daily average of distance travelled in an automobile and consider the implications of living in a more densely connected community. https://www.smartcitiesdive.com/ex/sustainablecitiescollective/vancouver%E2%80%99
s-medal-worthy-olympic-village-one-greenest-neighborhoods-anywhere/9082/ http://sustain.ubc.ca/sites/sustain.ubc.ca/files/Sustainability%20Scholars/GCS%20report
s%202014/Mapping%20green%20innovation%20and%20technology%20demonstration
%20opportunities%20for%20the%20False%20Creek%20Flats.pdf Stop 4
-Vancouver –
Soul Foods -Food Security and Community Care Work as on your own or with your group to identify the values reflected in this company. http://solefoodfarms.com/
Can you find a comparable company? Check out https://www.indigenousbc.com/ Field Trip Contributes to following Course Learning Outcomes: 1. Define the processes and practices of global development. 3. Apply an interdisciplinary approach to current development issues. 4. Discuss the nature and causes of major development problems and the measures that have been taken to deal with them. 5. Articulate then begin to apply an understanding of the interconnectedness of global and local dimensions of development. THE 5 BIG IDEAS OF GLOBAL CITIZENSHIP Sara Marazzi Knowledge to Action 1.
Interdependency and interconnectedness ‘Before you finish eating breakfast this morning, you have depended on half of the world.. Martin Luther King The notion of ‘citizenship’
has been broadened as a multiple-perspective concept. It is linked
with growing interdependency and interconnectedness
between countries in economic, cultural and social areas, through increased international trade, migration, communication,
etc. It is also linked with our concerns for global well being beyond national boundaries
, and
on the basis of the understanding that global well being also influences
national and local
well-being.
Globalization and Interdependence - We live in an interconnected world in which decisions taken in one place can
affect people living on the other side of the planet. However, the idea of global
interdependence goes further, recognizing that even the wealthiest countries rely
heavily on other countries’
riches –
from physical commodities such as foodstuffs
and minerals to knowledge and culture.
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2.
Social Justice and Equity ‘If you are neutral in situations of injustice, you have chosen the side of the oppressor. If the elephant has its foot on the tail of a mouse and you say you are neutral, the mouse will not appreciate your neutrality’. Desmond Tutu Central to Global Citizenship is the idea that all human beings belong to a single
human race, share a common humanity and are of equal worth. Hence they
should all have the same basic rights and be treated accordingly. 3.
Diversity “
We all live with the objective of being happy. Our lives are all different; and yet the same’.
Anne Frank Human beings have the same basic needs but many different ways of meeting them. Differences in gender, culture, class, nationality, religion, ethnicity, language and
status may all be significant in explaining these variations and in shaping identity.
Discussion…
4.
Sustainable Development ‘There is enough in the world for everyone’s need; but not everyone’s greed’
. Mahatma Ghandhi How we share and use the earth’s
resources affects the health of the planet and of
everyone with whom we share it –
now and in the future. At the heart of sustainable development lies a
recognition that our relationship with the earth needs to acknowledge the limits
of finite resources and the human rights of all.
5.
Peace and Conflict ‘ Peace, in the sense of absence of war, is of little value to someone who is dying of hunger and cold. Peace only has a chance where human rights are respected, people are fed, and where individuals and nations are free’. The 14
th
Dalai Lama In all communities there are conflicts of interest and disagreements. As a result there is a continual need to
develop rules, laws, customs and systems that all people accept as reasonable and
fair. Issues of peace and conflict are thus inevitably bound up with questions of
social justice, equity and
rights.
The Global is Local!
By definition, Global Citizenship involves engaging with distant places and
different cultures
, BUT this is never undertaken in isolation from our own lives
and communities. The focus is rather on exploring what links us to other people,
places and cultures, the (e)quality of those relationships, and how we can learn
from, as well as about, those people, places, and cultures. All this might result in a
very localized expression of Global Citizenship. Additional Links That May be Helpful Calculate the 'Walkability' of your neighbourhood https://www.walkscore.com/professional/neighborhood-map.php Google Streetview maps Google Sketch-Up Google Transit
: How long does it take from your neighbourhood to major retail locations, the city centre, the train station using public transit or by walking? Collect the information from Google transit and summarize it in a spreadsheet table. http://vancouver.ca/files/cov/g-w-community-plan-june-2013-open-house-board-7-8-
transportation.pdf http://vancouver.ca/files/cov/grandview-woodland-community-plan-open-house-
display-boards-july-2012.pdf https://www.tripadvisor.ca/LocationPhotoDirectLink-g154943-d155898-i45930819-
Commercial_Drive-Vancouver_British_Columbia.html http://vancouver.ca/docs/planning/renewable-energy-neighbourhood-utility-
factsheet.pdf http://vancouver.ca/docs/sefc/olympic-village-fact-sheet.pdf http://granvilleisland.com/discover-island/island-heritage http://granvilleisland.com/discover-island/island-heritage http://www.ufv.ca/geography/student-handbook/citations-and-assignments/formatting-
assignments/lab-and-field-report-guidelines/ Adapted From Geography Handbook
B.1. FIELD TRIP REPORT STRUCTURE: Lab and field trip reports must be written in grammatically correct English. Subject to instructor clarification, the preferred layout is as follows: 1.
Title Page –
title of your report, student name and number (appears on page i) 2.
Table of Contents –
list of each section in your report and relevant page numbers (appears on page ii) 3.
List of Figures –
provide figure numbers, full captions and relevant page numbers in this list (appears on page iii or equivalent). 4.
Introduction –
a brief introduction of the purpose of the report (1/4 page). 5.
Study Area Map –
a clear map of the study area. Do not use MapQuest or street maps; better sources include National Atlas of Canada, Google Earth, topographic maps, etc. All maps need a scale, source statement and north arrow. (Map appears as part of introduction and is commonly Figure 1.) 6.
Background Section or Literature Review –
For our report please refer to Global Citizenship Presentation in the Assignment Folder of Course Blackboard Site (1/2 page) 7.
Stop Discussions –
In this section, relevant information presented on the field trip together with additional information and photographs or diagrams should be included. All illustrations are ‘figures’ and are numbered sequentially and must appear in the list of figures. It is useful to review the information covered at an individual stop and compile similar information together in paragraphs. Remember that a paragraph should only talk about one item. (¼ page a stop plus conclusion also ¼ pageO 8.
References –
cite all the external sources used for your report.
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