Portfolio
Background
ENVS 220 is a methods course in which we learn and understand how to do ENVS. As a class we build off what we learned in ENVS 160. In 160 we focused more on the literature of ENVS and what ENVS is. We would discuss what the major issues are and how/if we can remedy them as well as scaling types of solutions to certain problems. 160 was focused on what the issues are and presenting solutions where 220 focuses on how to act upon those solutions and effective ways to generate change. More information about 220 can be read here (synthesis-1-10-7-18.html).
Land Use and Cover Change
The first issue that we began looking at in EVNS 220 was land use and cover change (See LUCC Lab #1 lucc-lab-16695390.html). Land use and cover change is an issue that is happening all across the globe but we looked at in through a local lens. We first started by gathering data on temperature and humidity for a specific area on Lewis and Clark's Campus. We then gathered canopy and ground cover data for our area (lucc-lab-2.html) to later compare to historical images of the area. We compiled all of our data as a class (lucc-lab-3-9-20-2018.html) and eventually placed it all in ArcGis software to display it all on a map (lucc-lab-4-9-27-18.html). In conclusion, we created a story map, which you can view here (lucc-story-map.html), to illustrate all of our findings in one place. The kinds of research that we did during out LUCC labs are indicative of the kinds of research we could do in the professional world.
Concentration
After concluding our land use and cover change lab series we submitted out final concentration proposals. My concentration focuses mainly on how man-made structures, both physical and intangible, influence habitat size and migratory patterns of wildlife. You can read more about my concentration in depth here (Concentration Information) as well as here (concentration-summary-and-synthesis-2-10-17-18.html).
The Capitalocene
We moved on from our LUCC investigation and into the capitalocene next. The capitalocene is the idea that environmental philosophy had diverged from the human centric viewpoints of the past and instead focus on capital. Our investigation into the capitalocene started with comparing the environmental health of different countries based on both income and region (capitalocene-lab-1-10-22-18.html). In general the trend displays that regions and countries of higher incomes have better environmental performance than that of low income areas. This kind of comparative research creates the groundwork for our future capitalocene labs. In our second capitalocene lab (capitalocene-lab-2.html) we were tasked with choosing two new capitalocene indicators from the world bank. The two new capitalocene indicators that I chose were percent urban population and percent forest cover. I chose these indicators specifically because the percent of a countries urban population goes hand in hand with the migration of people moving to urban centers for industrial jobs. The results and analysis of this investigation are provided in the above lab link. In general, this kind of investigative and interpretative research provides us with the necessary skills to do this for a career in the future. In our third capitalocene lab (capitalocene-lab-3-11-5-18.html) focused organizing data from the World Values Survey which asks large numbers of people their opinions on various topics. Our findings are outlined in the lab linked above. Collecting and organizing survey data is a crucial aspect of doing environmental studies. Our final capitalocene lab (capitalocene-lab-4-11-12-18.html focused on environmental justice in Portland. Environmental justice is a crucial and possibly the most important practice in environmental studies because it focuses on the humanitarian aspects of doing environmental studies. This lab built upon all of the skills we had gathered in our previous labs in a way that each skill was integrated into the procedure. A general summary of our investigation into the capitalocene can be read here. (capitalocene-synthesis-11-25-18.html)
Daryl Davis
In Addition to our capitalocene lab work we were able to have a moment to speak with musician and activist Daryl Davis. The summary of our discussion is here (daryl-davis-synthesis-11-7-18.html) Davis epitomizes what it means to cross boundaries to engage with individuals who have opposing views. Davis befriends members of the Ku Klux Klan and by doing so challenges their values and beliefs because Davis is African American. Davis has successfully converted over 100 Klan members and has caused many of them to turn in the coats and hoods upon leaving the Klan. This level of engagement was very inspirational to our ENVS 220 class and hearing Davis speak about it made many of us feel like the boundaries of conflicting environmental ideas were not so strong because of how Davis was able to engage with individuals of such extreme views.
Situated Research
The beginning of my situated research project can be read here (anglocene-lab-1-11-19-18.html). Our situated research project can be summarized here (Situated Research). With more information available here (anglocene-synthesis-12-5-18.html). In general, situated research involves taking a broad topic that you can apply globally and focus in on one situated example and then broaden your findings from that example to use those to relate it out to a global scale again. These are the kinds of studies that are done by research institutions and having this experience prepares us to do situated research in a career.
Our situated research projects concluded our environmental studies 220 course. My final synthesis relating to the class which provides summary to how the classroom operated and my final thoughts can be read here (final-synthesis-12-12-18.html).
Conclusion
This concludes my portfolio and I would like to leave off with one of my favorite passages from Edward Abbey’s 1968 book Desert Solitaire, “This is the most beautiful place on earth. There are many such places. Every man, every woman, carries in heart and mind the image of the ideal place, the right place, the one true home, known or unknown, actual or visionary. A houseboat in Kashmir, a view down Atlantic Avenue in Brooklyn, a gray gothic farmhouse two stories high at the end of a red dog road in the Allegheny Mountains, a cabin on the shore of a blue lake in spruce and fir country, a greasy alley near the Hoboken waterfront, or even, possibly, for those of a less demanding sensibility, the world to be seen from a comfortable apartment high in the tender, velvety smog of Manhattan, Chicago, Paris, Tokyo, Rio, or Rome — there's no limit to the human capacity for the homing sentiment”
ENVS 220 is a methods course in which we learn and understand how to do ENVS. As a class we build off what we learned in ENVS 160. In 160 we focused more on the literature of ENVS and what ENVS is. We would discuss what the major issues are and how/if we can remedy them as well as scaling types of solutions to certain problems. 160 was focused on what the issues are and presenting solutions where 220 focuses on how to act upon those solutions and effective ways to generate change. More information about 220 can be read here (synthesis-1-10-7-18.html).
Land Use and Cover Change
The first issue that we began looking at in EVNS 220 was land use and cover change (See LUCC Lab #1 lucc-lab-16695390.html). Land use and cover change is an issue that is happening all across the globe but we looked at in through a local lens. We first started by gathering data on temperature and humidity for a specific area on Lewis and Clark's Campus. We then gathered canopy and ground cover data for our area (lucc-lab-2.html) to later compare to historical images of the area. We compiled all of our data as a class (lucc-lab-3-9-20-2018.html) and eventually placed it all in ArcGis software to display it all on a map (lucc-lab-4-9-27-18.html). In conclusion, we created a story map, which you can view here (lucc-story-map.html), to illustrate all of our findings in one place. The kinds of research that we did during out LUCC labs are indicative of the kinds of research we could do in the professional world.
Concentration
After concluding our land use and cover change lab series we submitted out final concentration proposals. My concentration focuses mainly on how man-made structures, both physical and intangible, influence habitat size and migratory patterns of wildlife. You can read more about my concentration in depth here (Concentration Information) as well as here (concentration-summary-and-synthesis-2-10-17-18.html).
The Capitalocene
We moved on from our LUCC investigation and into the capitalocene next. The capitalocene is the idea that environmental philosophy had diverged from the human centric viewpoints of the past and instead focus on capital. Our investigation into the capitalocene started with comparing the environmental health of different countries based on both income and region (capitalocene-lab-1-10-22-18.html). In general the trend displays that regions and countries of higher incomes have better environmental performance than that of low income areas. This kind of comparative research creates the groundwork for our future capitalocene labs. In our second capitalocene lab (capitalocene-lab-2.html) we were tasked with choosing two new capitalocene indicators from the world bank. The two new capitalocene indicators that I chose were percent urban population and percent forest cover. I chose these indicators specifically because the percent of a countries urban population goes hand in hand with the migration of people moving to urban centers for industrial jobs. The results and analysis of this investigation are provided in the above lab link. In general, this kind of investigative and interpretative research provides us with the necessary skills to do this for a career in the future. In our third capitalocene lab (capitalocene-lab-3-11-5-18.html) focused organizing data from the World Values Survey which asks large numbers of people their opinions on various topics. Our findings are outlined in the lab linked above. Collecting and organizing survey data is a crucial aspect of doing environmental studies. Our final capitalocene lab (capitalocene-lab-4-11-12-18.html focused on environmental justice in Portland. Environmental justice is a crucial and possibly the most important practice in environmental studies because it focuses on the humanitarian aspects of doing environmental studies. This lab built upon all of the skills we had gathered in our previous labs in a way that each skill was integrated into the procedure. A general summary of our investigation into the capitalocene can be read here. (capitalocene-synthesis-11-25-18.html)
Daryl Davis
In Addition to our capitalocene lab work we were able to have a moment to speak with musician and activist Daryl Davis. The summary of our discussion is here (daryl-davis-synthesis-11-7-18.html) Davis epitomizes what it means to cross boundaries to engage with individuals who have opposing views. Davis befriends members of the Ku Klux Klan and by doing so challenges their values and beliefs because Davis is African American. Davis has successfully converted over 100 Klan members and has caused many of them to turn in the coats and hoods upon leaving the Klan. This level of engagement was very inspirational to our ENVS 220 class and hearing Davis speak about it made many of us feel like the boundaries of conflicting environmental ideas were not so strong because of how Davis was able to engage with individuals of such extreme views.
Situated Research
The beginning of my situated research project can be read here (anglocene-lab-1-11-19-18.html). Our situated research project can be summarized here (Situated Research). With more information available here (anglocene-synthesis-12-5-18.html). In general, situated research involves taking a broad topic that you can apply globally and focus in on one situated example and then broaden your findings from that example to use those to relate it out to a global scale again. These are the kinds of studies that are done by research institutions and having this experience prepares us to do situated research in a career.
Our situated research projects concluded our environmental studies 220 course. My final synthesis relating to the class which provides summary to how the classroom operated and my final thoughts can be read here (final-synthesis-12-12-18.html).
Conclusion
This concludes my portfolio and I would like to leave off with one of my favorite passages from Edward Abbey’s 1968 book Desert Solitaire, “This is the most beautiful place on earth. There are many such places. Every man, every woman, carries in heart and mind the image of the ideal place, the right place, the one true home, known or unknown, actual or visionary. A houseboat in Kashmir, a view down Atlantic Avenue in Brooklyn, a gray gothic farmhouse two stories high at the end of a red dog road in the Allegheny Mountains, a cabin on the shore of a blue lake in spruce and fir country, a greasy alley near the Hoboken waterfront, or even, possibly, for those of a less demanding sensibility, the world to be seen from a comfortable apartment high in the tender, velvety smog of Manhattan, Chicago, Paris, Tokyo, Rio, or Rome — there's no limit to the human capacity for the homing sentiment”
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