FLAGLER COLLEGE
HIS205 E and NAS107 Fall 2015
Learning Community
HERITAGE AT RISK: Environmental Challenges to Preserving Cultural Resources
HIS 205 E F (WI) LC:
U.S. History to 1877
Instructor:
Dr. Leslee F. Keys, Assistant Professor in History
Office Location:
Kenan Hall, Room 508
Office Hours:
M 3:00-4:00 p.m. T, TR 9:00-11:00 a.m. W 3-5 p.m., and by appointment
Email:
lkeys@flagler.edu
Office Telephone:
904-819-6443
Credit Hours:
3
Class Times/Location:
Kenan 314, T, R 12:30-1:45 p.m.
General Education Category:
Foundations of Knowledge, Category A: Western History
NAS 107 CF: Introduction to Environmental Science
Instructor:
Office Location:
Office Hours:
Professor Barbara Blonder, Associate Professor of Natural Science
Kenan Hall, Room 507
Mondays from 9:15-11:45AM; Wednesdays from 1-3:30PM and on Tuesdays and
Thursdays from 11:30AM-1PM, and other times by appointment.
Email:
bblonder@flagler.edu
Office Telephone: 904-819-6229
Credit Hours:
3
Class Times/Location:
T, R
2:00-2:50 p.m. in Kenan 129. Lab Time/Location: T 3:00 PM-4:50
PM in Kenan 111.
General Education Category:
Ways of Knowing, Category B: Natural Scientific Inquiry
Course Description:
The class will examine the settlement and development of the United States through the lens of
environmental challenges and sustainability. Particular emphasis will be placed on identifying and evaluating
coastal settings, including their natural, historical and archaeological resources. Current issues and trends to
address threats to this cultural heritage will also be included.
Why a Learning Community?
No problem can be solved by the same consciousness that created it.
We need to see the world anew. - Albert Einstein
The ultimate goal of Flagler College’s First Year Learning Community initiative is to enhance both the academic
and social engagement of students at the outset of their college experience. Our objective, through this experience,
is to foster an educational environment in which you will be not simply recipients of knowledge, but engaged
partners in your own academic journey – a journey that will encourage you to discover compelling reasons to seek
a personal commitment to learning and to pursue challenges, pose questions and seek out answers. Our hope is
that by participating in the Learning Community experience, you will become a more engaged student both within
the classroom and beyond.
From an academic perspective, the Learning Community will present an interdisciplinary approach to your
general education courses allowing you to focus on issues from multiple perspectives beyond that provided by a
solitary faculty member. In addition, the Learning Community will focus on interpersonal skills that will help you
to develop a supportive community of peers at the outset of your college experience. Ultimately, participation in
the Learning Community will be both challenging and rewarding, fostering a deep and productive relationship
with Flagler College that we hope will endure throughout your years here. The more specific learning outcomes for
students participating in the Learning Community can be found below.
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Learning Community Requirements:
Participation in the Learning Community Program is required of all incoming freshman at Flagler College.
Students enrolled in the freshman Learning Community must remain enrolled in the two courses that comprise it.
If, for some reason, exceptional circumstances arise and a student needs to drop one of the courses, he/she will
also be dropped from the other course – thus, under such circumstances, the student will need to find an
alternative learning community in which to enroll. Since 60% of the final student grade will be from integrated
assignments from both courses, students that fail out of or are dropped from one course will also be dropped from
the other course.
In line with Flagler College policy, Learning Community students are required to attend all class meetings. In
addition to class meetings, Learning Community students may be required to attend certain co-curricular
activities, details of which will be provided by your instructors.
Learning Community Outcomes:
By the end of the course, students in the learning communities program will have achieved the following academic
goals and outcomes:
1. Greater value placed upon academic challenge: Students will value intellectual rigor and rise to the
challenge. Students will devote more time and effort:
 to conceptualizing and analyzing challenging problems and issues
 to studying and engaging in other academic work,
 to preparation for classes, and
 to reading assigned and non-assigned books.
2. Development of written and oral communication skills: Students will be able to demonstrate
effective written and oral communication skills within interdisciplinary contexts. Students will be able to:
 make written and oral presentations in a credible and coherent manner which draw upon more than one
discipline,
 communicate effectively about interdisciplinary topics with faculty, peers, and a general audience, and
 exhibit effective written communication in the form of interdisciplinary essays and papers.
3.



Greater knowledge and improved understanding of interdisciplinary approaches to learning:
Students will be able to demonstrate knowledge and understanding of integrated, interdisciplinary
perspectives. Students will be able to:
explain and apply concepts from more than one academic discipline to a common subject or problem,
demonstrate intellectual flexibility in applying more than one disciplinary perspective to a common subject or
problem, and
explain the advantages and shortcomings of an interdisciplinary approach to a particular subject or problem.
4. Improved deep learning skills: Students will exhibit improved deep thinking skills, such as analysis,
synthesis, and evaluation of ideas and information, across academic disciplines. Students will be able to:
 adopt multiple analytic perspectives in addressing a particular problem or issue,
 synthesize ideas and information across academic disciplines, and
 exercise critical thinking in the evaluation of ideas and information from a variety of sources.
1.
2.
3.
Expected Student Learning Outcomes HIS 205 and NAS107
FOUNDATIONAL KNOWLEDGE. Students completing this course will demonstrate a comprehensive
knowledge of the main characteristics of US history through Reconstruction as well as the fundamental
concepts of environmental science - through research papers, experiential learning, scientific
investigation and oral presentations.
APPLICATION. Students completing this course will be able to understand and critically evaluate the
competing interpretations of environmental threats and challenges, particularly as they affect physical
representations of the nation’s heritage.
INTEGRATION. Students who successfully complete this course will be able to understand and
articulate the dynamic relationships between ideas, individuals and the historical and environmental
values of American life.
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4.
5.
INTERACTION. Students will develop and demonstrate their communication skills, both oral and
written, through group assignments, presentations, scientific investigations and papers that will require
them to clearly articulate and explain ideas, arguments and evidence.
DEVELOPMENT. Students successfully completing this course will demonstrate an ability to
understand and appreciate threats to the environmental and cultural heritage of the United States. In
addition, students will develop and defend plausible solutions to these threats and challenges.
Students completing NAS107 will also meet the learning outcomes of the General Education Program (Ways of
Knowing, Category B): Natural Scientific Inquiry.
1) Students will demonstrate foundational knowledge of scientific principles and theories and how they apply to
the natural world.
2) Students will demonstrate an understanding of the scientific process as a way of knowing by collecting,
analyzing, and interpreting data.
3) Students will demonstrate critical thinking and logical reasoning skills so that they can develop, support, and
challenge opinions on issues related to science and society.
Students completing HIS205 will also meet the learning outcomes for the General Education Program
(Foundations of Knowledge/Western History):
1) Students will demonstrate knowledge of the historical narrative of the course taken, or the distinctive features
of the history, institutions, economy, society, and/or culture of western civilization and/or the United States.
2) Students will be able to write critically and effectively.
3) Students will be able to analyze primary and/or secondary historical sources.
HIS205 meets the following criteria to fulfill the requirements of a Writing Intensive course:
1. A minimum of 50% of the grade in the course will be based on writing assignments.
2. The writing will be evaluated for content, form, style, correct spelling and grammar, and overall writing
proficiency.
3. Students will be given the option to revise and improve writing assignments and may take advantage of the
Writing Center.
4.Through writing, the students will improve their understanding of the subject matter and acquire skills of
critical thinking.
Course Pre-requisites:
None
Required Text (for purchase):
Brinkley, Alan. The Unfinished Nation: A Concise History of the American People, Seventh Edition.
New York: McGraw-Hill, 2014. [Sixth Edition is acceptable]
Sahagian, Dork. A User’s Guide for Planet Earth: Fundamentals of Environmental Science, First
Edition. Cognella, Inc. Academic Publishing, 2014.
Bring your textbooks to class each day.
Also articles and web resources to be assigned as per the course schedule below.
Methods of Instruction:
Includes lectures, slide/power point presentations, class discussion, materials demonstrations, out-of-class
writing assignments, in-class exams, quizzes, laboratory programs, and local field trips (as appropriate).
Course Requirements & Methods of Assessment (HIS205 and NAS107):
Vulnerability Assessment - A semester-long, community-based intensive research project. Students will choose
one of the cultural or natural resources within St. Augustine. Students will thoroughly conduct a vulnerability
assessment for that site, which includes a detailed description of the chosen resource, specific threats to the site
and recommendations for mitigating those threats. This project will be submitted as a research paper and
presented publicly to stakeholders. (40% of total grade – this is an integrated Learning Community assignment).
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Co-curricular assignments – Students will be required to attend ALL 3 of the evening c0-curricular events. Each
student will be required to conduct background research on each presenter, submit one question to your
professors in advance of the presentations, be prepared to ask their question following the presentations (extra
credit!), and submit a one-page reflection paper to your professors. All due dates can be found on LMS. (10% of
total grade this is an integrated Learning Community assignment).
Course Requirements & Methods of Assessment for HIS 205 (non-integrated)
CLASS PARTICIPATION: Students are expected to participate actively in each class session. To achieve a full
and complete appreciation of the subject requires dialogue at a variety of levels. A component of this participation
will include presenting examples of relevant information relating to St. Augustine’s role in American history,
examples that contrast information presented in the text. Class participation is worth 50 points or 10% of your
total grade.
EXAMINATIONS: Two essay exams are schedule, each of which is valued at 100 points or 20% of your total
grade. If you miss an exam, you may make it up only if you have an excused absence as defined by the Flagler
College Catalog. A make-up exam will be different than the exam provided in class and must be completed in a
week of the time that the exam was missed. Bring lined paper to class and a pen for tests. No other materials,
including phones, will be permitted.
FIELD TRIPS: Walking tours of segments in St. Augustine may be included in the class, weather permitting.
Students are responsible for information learned in these experiences, using this information in class
participation and on exams. Field trips are considered to be equated to in-class sessions. Attendance and
participation is required.
Course Requirements & Methods of Assessment for NAS 107 (non-integrated)
CHAPTER QUIZZES
Your textbook was selected with careful consideration by your instructor and with feedback from students who
have taken this course previously. It is a critical tool to prepare you to engage in developing your understanding of
course material, and to help prepare you to delve further into course concepts through classwork, lab and other
activities. Periodic Chapter Quizzes will be unannounced, and will be given at the very beginning of the class. If a
student is late (by even 1 minute) to class or has an unexcused absence, they will forfeit the points available for
that quiz, without exception. This policy is meant to ensure that students will be properly prepared to fully engage
in the course material during class, and that questions that remain from the assigned readings can be addressed
by your professor.
There will be 4 unannounced (“pop”) in-class chapter quizzes. This combined assignment is worth a total of 4% of
your course grade.
PROBLEM-BASED LEARNING
Problem-based Learning is an excellent approach for developing an understanding of environmental science, and
for learning how to develop solutions to challenges. We will delve into complex real-world scenarios, distributed
periodically throughout the semester, which you will have to analyze in the context of environmental science. For
most, you will work with other members of your class, and you will address a series of questions which will require
that you use resources (text, notes, etc.) to solve the problems. Therefore you are required to bring your
text to every class. These problems are designed to reinforce your understanding of the content material, help
you develop analytical and decision-making skills, hone your ability to work with others, and give you experience
in addressing real-world issues.
These assignments are worth
4 % of the course grade. Others will be in-class case studies and exercises.
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LABORATORY INVESTIGATIONS & REPORT
Students must bring a calculator to each lab and must prepare by reading the lab before the
scheduled meeting time.
As noted in the Course Goals section of this syllabus, a paramount goal of this course is for each student to
develop a clear understanding of the scientific endeavor. Students will therefore undertake inquiry-based
laboratory work as a major, required component of this course.
Students will be provided with the instructor’s expectations for successful completion of laboratory assignments
and reports (see attached rubric). Although students will work together in teams during laboratory investigations,
each student is required to submit their own, independent summary of that work as assigned by the instructor for
each laboratory exercise. In other words, although the same protocol will be shared by the students working
together in a particular laboratory team, each individual student is required to use their own thoughts,
evaluations, and analyses in describing the results, interpreting the results, and/or answering questions
from the laboratory manual. Should a student choose to plagiarize another student’s work, both
students will receive a zero for the assignment, and will be placed on notice that any further
such activities will be considered an act of plagiarism, with resultant application of the College’s
Academic Honesty Policy.
Success in this effort will require a substantial investment of time, thought and energy from each student, as well
as extensive teamwork. Furthermore, laboratory work is critical to the deeper understanding of course concepts.
As such, the laboratory component (weekly lab investigations + General Education Lab Report) comprises 32 %
of the student’s earned final grade for the course. Each student should therefore fully appreciate that a significant
amount of the effort devoted to this course should be spent in active pursuit of the laboratory endeavor.
Students are expected to read each lab prior to the scheduled lab period, actively participate in lab, complete all
assignments, and work well in teams. Students should expect to spend the entire scheduled time in lab
each week. Students will be expected to adequately prepare for each lab by reading the assigned reading and
being familiar with the protocol for that lab before each lab meeting. If a student is found to be unprepared for the
assigned lab meeting, they risk forfeiting a minimum of 10% of the available points for that lab.
Students are expected to learn the laboratory safety issues that pertain to overall safety as well as lab-specific
safety concerns. All students must adhere to these safety standards while they are in the laboratory.
FINAL EXAM
There is one cumulative final exam, which totals
20 % of the course grade.
Submission of assigned work:
All assignments due dates are listed on LMS. It is the student’s responsibility to submit assignments on time.
Students should also periodically review this calendar to plan their work load for this course. Assigned work IS
DUE AT THE BEGINNING OF CLASS OR AS OTHERISE SCHEDULED.
ASSIGNMENTS WILL NOT BE ACCEPTED IF SUBMITTED AFTER THE SCHEDULED DEADLINE. AN
EXCEPTION WILL ONLY BE CONSIDERED IF THE STUDENT NOTIFIES THE INSTRUCTOR WITHIN 24
HOURS OF THE DEADLINE AND THE REASON FOR THE DELAY QUALIFIES AS AN EXCUSED ABSENCE.
Late or missing assignments will receive a “0” grade.
Grading Standards/Scale for HIS 205:
Semester Exam 1
(Essay)
Semester Exam 2
(Essay)
Vulnerability Assessment Project(Integrated)
Site Selection Due
Annotated Bibliography Due
Project Report Due
Stakeholder Presentation
Co-Curricular Programs (Integrated)
Class Participation
October 1
November 3
September 17
October 15
November 12
December 1
October 7, November 3, 18
Regularly
5
100 points
100 points
(200 points)
25 points
50 points
100 points
25 points
50 points
50 points
500 points
20%
20%
(40%)
5%
10%
20%
5%
10%
10%
100%
Grading Standards/Scale for NAS 107:
Chapter Quizzes
Problem Based Learning Assignments
Laboratory Investigations
Lab Report
Final Exam
Vulnerability Assessment Project (Integrated)
Site Selection Due
Annotated Bibliography Due
Project Report Due
Stakeholder Presentation
Co-Curricular Programs(Integrated)
September 17
October 15
November 12
December 1
October 7, November 3, 18
20 points
20 points
50 points
60 points
100 points
200 points
25 points
50 points
100 points
25 points
50 points
500 points
4%
4%
10%
12%
20%
40%
5%
10%
20%
5%
10%
100%
NOTE: 50% of each student’s grade in BOTH courses is derived from integrated assignments.
The scale for course assignments and final grades is:
“A” = Excellent
A
100-93
A92-90
“B” = Above Avg.
B+
89-87
B
86-83
B82-80
“C” = Average
“D” = Below Avg.
C+
79-77
D+
C
76-73
D
C72-70
F
69-67
66-60
59-0
Class Attendance Policy: This is a Flagler College policy. Attendance will be taken at the beginning of each
class session. As the class meets one day a week, a student is expected to be present from the beginning through
the ending of the entire class period. If a student leaves after the class session begins, he/she will be marked as
absent. A student who is absent, for any reason, (excused or unexcused), more than 20% of the scheduled class
meetings (5 classes) for the academic semester will not receive credit for the course.
IF A STUDENT EXCEEDS THIS ABSENCE LIMIT IN ONE OF THESE COURSES THEY WILL BE
DROPPED FROM BOTH COURSES. Students must request all excused absences through the Office of the
Assistant Dean of Academic Affairs or through the College Nurse and must provide appropriate documentation to
obtain an excused absence.
Classroom Etiquette: For the course to be of value to all students, courtesy and participation are essential.
Cell phones and computers are to be in the “off” mode and stored in a backpack/purse, etc. – not available during
class time. Also, unless there are exceptional circumstances, class notes will be taken with paper and pen. Eating,
sleeping, chatting, or other distracting behavior will be rewarded with a request to leave the class and an
unexcused absence.
Academic Honesty: Cheating, plagiarism, violation of test conditions, complicity in dishonest
behavior, or other falsification of academic work is a serious breach of College expectations and is
subject to immediate disciplinary action in addition to a failing grade.
Your instructors will provide students with very clear definitions of what constitutes original work, and
what constitutes plagiarized work at the very beginning of the course. Each student must understand
that all referenced work must be properly cited, with full and correct credit given to the original author
of the cited text or idea by the use of accurate citations. Turnitin.com is a wonderful resource for
developing these skills.
Students should note that although much teamwork is required in this course, each student must
always use their own words in each and every submitted assignment. We recognize that students will be
working together on many course assignments, however each assignment (unless otherwise instructed
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by the instructor) must reflect the student’s individual thinking – and therefore their own words. All
cited work must be properly cited, with full credit given to the original author of the cited text or idea.
Failure to comply with the above expectations WILL result in an automatic “0” for the assignment, and
any further result in referral for college disciplinary action.
Each student will thereafter be expected to have understood those definitions to avoid plagiarism.
Therefore, if a student then chooses to commit an act of plagiarism, either deliberately or through
negligence, they can expect the application of the highest consequences. These consequences range
from – at a minimum – a zero for a minor assignment that is a first offense (e.g. paraphrasing a small
section of a partner student’s lab assignment) - to withdrawal from the course with a grade of WF or F
as per College Policy.
Statement on Disabilities: Flagler College offers special academic accommodations to students with
documented disabilities. Services include alternative test administration and/or services of interpreters, notetakers, and readers. In order to receive special academic accommodations, a student must register with the Office
of Services for Students with Disabilities (OSSD) and provide required documentation of disability. Students
must contact Ms. Lynn Francisco at 819-6460, or, efrancisco@flagler.edu.
Syllabus: The professors reserve the right to modify the syllabus during the semester.
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COURSE SCHEDULE HIS 205 (note integrated activities/assignments are gray-shaded)
WEEK 1 (August 27):
Orientation and Scope of Class
Handout on LMS: Climate Central, Florida and the Surging Sea: A Vulnerability Assessment with Projections
for Sea Level Rise and Coastal Flood Risk, 2014
WEEK 2 (Sept 1 & 3):
Brinkley, Chapter 1, “The Collision of Cultures” and
Chapter 2, “Transplantations and Borderlands”
WEEK 3 (Sept 8 & 10):
SEPTEMBER 8 - ST. AUGUSTINE’S FOUNDER’S DAY
Walking Tour Natural and Cultural Resources
Brinkley, Chapter 3, “Society and Culture in Provincial America”
Class Participation on St. Augustine’s Founder’s Day – ONLY during HIS 205 lecture period, regular NAS 107
lecture
WEEK 4 (Sept 15 & 17):
Brinkley, Chapter 4, “The Empire in Transition” and Chapter 5, “The American Revolution”
Handout on LMS: Kathryn Frank, Planning for Sea Level Rise in the Matanzas Basin, 2014
Lab 9/15 – Eco Tours Boat trip - Estuarine Natural and Cultural Resources
DUE September 17: Vulnerability Assessment Site selection. Submit topic in writing for approval.
WEEK 5 (Sept 22 & 24):
Brinkley, Chapter 6, “The Constitution and the New Republic” and
Chapter 7, “The Jeffersonian Era”
Handout on LMS: Center for Planning Excellence, The View from the Coast: Local Perspectives and Policy
Recommendations on Flood-Risk Reduction in South Louisiana, 2015
CO-CURRICULAR: Tuesday, September 22, 2015, 7 p.m., Lewis Auditorium
“Rising Seas: Historical Context and Cultural Impact"
John Englander, Founder, Rising Seas Group and former CEO, The Cousteau Society
WEEK 6 (Sep 29/Oct 1): SEMESTER EXAM 1
Brinkley, Chapter 8, “Varieties of American Nationalism”
EXAM 1 – Brinkley, Chapters 1-8, handouts and class experiences
WEEK 7 (Oct 6 & 8):
CO-CURRICULAR: Wednesday, October 7, 2015, 7 p.m., Lewis Auditorium
"Shifting Baselines: Archaeological Insights into Florida's Biodiversity, Climate Variability, and Sea Level Rise"
Lee Ann Newsom, Ph.D., John D. and Catherine T. MacArthur Fellow and Associate Professor of Anthropology,
The Pennsylvania State University
WEEK 8 (Oct 13 & 15):
Brinkley, Chapter 9, “Jacksonian America” and Chapter 10, “America’s Economic Revolution”
DUE 10/15: Annotated Bibliography for Vulnerability Assessment (minimum 10 sources, minimum of 5 primary).
WEEK 9 (Oct 20 & 22):
Brinkley, Chapter 11, “Cotton, Slavery, and the Old South” and Chapter 12, “Antebellum Culture and Reform”
WEEK 10 (Oct 27 & 29):
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Brinkley, Chapter 13, “The Impending Crisis”
Ken Burns, “Civil War” – in class DVD
WEEK 11 (Nov 3 & 5):
Handout on LMS:
Union of Concerned Scientists, National Landmarks at Risk: How Rising Seas, Floods,
and Wildfires Are Threatening the United States’ Most Cherished Historic Sites, 2014.
Nov 5:
SEMESTER EXAM 2
WEEK 12 (Nov 10 & 12):
Brinkley, Chapter 14, “The Civil War” and
Chapter 15, “Reconstruction and the New South”.
DUE: Draft Vulnerability Assessment.
WEEK 13 (Nov 17 & 19):
CO-CURRICULAR: Wednesday, November 18, 2015, 7 p.m., Lewis Auditorium
“Climate Change: A Mid-Ocean Perspective from Bermuda”
Struan R. (Robbie) Smith, Ph.D., Curator, Natural History Museum, Bermuda Aquarium, Museum and Zoo
WEEK 14 (Nov 25):
THANKSGIVING HOLIDAY November 26-27
WEEK 15 (Dec 1 & 3):
COURSE REVIEW & DISCUSSION
Handouts on LMS: Pocantico Call to Action on Climate Impacts and Cultural Heritage, 2015
And St. Augustine Landmarks at Risk: Palm Beach Post, “Sea Rise Threatens Florida Coast, But No Statewide
Plan” May 10, 2015
DUE: Final Vulnerability Assessment. Presentation during NAS 107 lab period this week.
FINAL EXAMS DURING EXAM WEEK
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Course Schedule: NAS 107 Required Reading & Assignment Calendar
Week
Unit
Textbook Chapter
Lab
1
Foundations &
Tools of the
Trade
Introduction
No labs this week
2
1 – What is the
Environment, Why Do
We Study It & Why
Does Anyone Care?
Designing Scientific Experiments
3
2 – Science & a Critical
Approach to the
Environment
Walking Tour – Natural and Cultural Resources (Founder’s Day)
9- The Oceans
Eco-tours Boat Trip – Estuarine & Ocean Natural & Cultural Resources
8 – Soils, Agriculture &
Food
Begin Research
4
Earth’s
Resources (I)
5
Lab: How Will Climate Change Affect the
Human Food Supply?
CO-CURRICULAR: Tuesday, September 22, 2015, 7 p.m.,
Lewis Auditorium
“Rising Seas: Historical Context and Cultural Impact"
John Englander, Founder, Rising Seas Group and former CEO, The
Cousteau Society
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7
Energy
13 - Climate & Climate
Change
Alternative Energy Lab
11 - Energy
Conclude Research Lab on Climate Change & Food Supply – Collect
Data
CO-CURRICULAR: Wednesday, October 7, 2015, 7 p.m.,
Lewis Auditorium
"Shifting Baselines: Archaeological Insights into Florida's Biodiversity,
10
Climate Variability, and Sea Level Rise"
Lee Ann Newsom, Ph.D., John D. and Catherine T. MacArthur Fellow
and Associate Professor of Anthropology, The Pennsylvania State
University
8
Population &
Earth’s
Resources (II)
4 – Human Population
Carrying Capacity Lab
9
7 - Water
Colorado River Supply CAMEL Module (I)
10
3 – Environment as a
System
Colorado River Supply CAMEL Module (II)
11
10 – Human Health &
the Environment
Bioaccumulation Lab
12
5 - Ecosystems
Fisheries Lab
13
14 – Global
Environmental Change
& the Earth System
Deforestation of Amazon Case Study
CO-CURRICULAR: Wednesday, November 18, 2015, 7 p.m.,
Lewis Auditorium
“Climate Change: A Mid-Ocean Perspective from Bermuda”
Struan R. (Robbie) Smith, Ph.D., Curator, Natural History Museum,
Bermuda Aquarium, Museum and Zoo
14
14 – Global
Environmental Change
& the Earth System
(cont).
Practice Vulnerability Assessments Presentations
15
Solutions/Wrap-up
Vulnerability Assessments Presentations to Stakeholders
FINAL EXAM Tuesday, December 8, 12:30-2:30PM in Kenan 129
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FIELD TRIP RELEASE, COVENANT NOT TO SUE
AND INDEMNITY AGREEMENT
In consideration of being permitted to participate in Flagler College’s
_NAS 107 outdoor science lab exercises on or near campus (such as Lake Maria Sanchez and the City of
St. Augustine waterfront area) and/or at the Guana-Tolomato-Matanzas National Estuarine Research
Reserve and/or during chartered boat trips in the estuarine
habitats.________________________________________
(description of activity)
I, ___________________________________________,
(print name)
On behalf of myself, my personal representatives, assigns, heirs and next of kin, hereby release,
discharge, and covenant not to sue, indemnify, and hold harmless Flagler College, its agents, officers,
employees and their authorized representative (“Releasees”), from and for any and all claims of bodily
injury or death arising out of or in connection with my participation in this program, including, but not
limited to, claims of negligence, strict liability, breach of warranty, and breach of contract.
I am aware of the risks inherent in the stated activity, including but not limited to:
__Weather hazards, injuries related to waterfront activities, insect bites, other hazardous wildlife, and
other risks relevant to outdoor activities.___________
(List any risks specific to the trip, i.e.: foot travel, vehicle travel, physical or outdoor activities,
equipment, or environment)
I hereby acknowledge and assume full responsibility for, and risk of, my bodily injury or death arising
out of or in connection with my participation in the activity, regardless of whether such injury or death
should be caused wholly or in part by negligence or through wrongful act or omission of any Releasees.
I acknowledge that this release is intended to encompass all facets of my participation in the program
and transportation.
I agree that this release is intended to be as broad and inclusive as is permitted by the laws of the state
in which the event is conducted and that if any portion of this release, waiver, and indemnity agreement
is held invalid, it is agreed that the balance shall continue in full legal force and effect.
I acknowledge that no representations made by the Releasees or their representatives about the nature
of the stated activity, or the nature and extent of legal liability or financial responsibility of any of the
Releasees have induced me to execute this release and waiver. In executing this release I have taken
into consideration not only the known risks associated with this activity but also the possibility that
there may be unknown risks so that consequences or occurrences that I do not now anticipate may arise
from my participation.
I have read and voluntarily signed this release, covenant not to sue, and indemnity agreement and
further agree that no oral representation, statement, or inducement apart from those contained in this
has been made.
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CAUTION—READ BEFORE SIGNING. It is recommended that your parents be advised of the
contents of this waiver. If you are under eighteen (18) years of age, your parents or legal guardian must
sign this waiver.
____________________________
Signature:___________________________
Witness:
Print your name:____________________________
Date:____________________________
PARENT(S) OR LEGAL GUARDIAN(S):
____________________________
Signature:___________________________
Notary:
Print your name:____________________________
Date:____________________________
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Plagiarism Pledge
I,
(print name), have completed the “Avoiding
Plagiarism” module and quiz http://www.flagler.edu/library/polaris/mod6/04-plagiarism.html and
understand what constitutes plagiarism and the associated penalties. In this class, plagiarism
includes (but is not limited to):
1. Any instance in which I use someone else’s ideas/thoughts/materials without properly
citing the source.
2. Copying a classmate’s work and turning it in as your own. This includes copying a
classmate’s answers in lab word for word or otherwise substantially - whether or not they
have given you permission.
3. Copying another person’s work in any assignment you turn in without giving them proper
reference through citations.
4. Changing a few words from another person’s work and then presenting the work as your
own.
The penalty for plagiarism in this class will be immediate expulsion from the class with a grade
of an “F” or “WF”. When in doubt, either see me or find another resource who can help you
ensure that you properly cite the work in question. By signing this form, you are indicating that
you understand this plagiarism policy and the penalties for violating this policy.
__________________________________________________________________
Signature
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(Date)
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