SECTION 1: Written reflectionPart A)
Racoon is a kind of common wildlife animals live in urban and rural area in North America.
They are omnivores animals, their main food are insects, small animals, egg, and fleshy fruit. Their domain food source is come human food waste. (City of Toronto, 2016) Most of their habitant are near water such as canals or den under buildings, wood, or rock piles. They are good at climbing.
Their life can be influence by human living style in various way. They get scared by loud music, flag, car horn, and flashing light. They live threatening when they traveling through the road, human attacking, and food poisoning.
At same the time, raccoon as a wild animals are also influence humans life. First of all, people can be attacked by raccoon. When people enter raccoon’s territory, raccoon will feel frightened, it may attack people. Secondly raccoon are good at climbing, so they are easy to enter people’s home and cause damage of people’s property, for example plants or wooden furniture. Thirdly, raccoon’s feces easy to contain parasitic roundworm, which also called Balyisascaris procyonis. This kind of roundworm contains millions eggs. The eggs can cause human get devastating disease. Because raccoon’s living area are near the water, their feces can release in the water, and polluted water and cause infection disease. (City of Toronto, 2016) Fourthly, because people try to avoid raccoon enter their living space and cause unpredictable loss, they places trip to block the raccoon. However, it also can cause people injured accident. (Bélanger, Lelièvre, Coté& Lambert, 2011)
Part B)
People always treat urban area as their own living habitant, raccoon as a urban animals share the same space with human. It cause various problem that interrupt human life or cause human in dangers. Human try to avoid raccoon share the living space with them (City of Toronto, 2016)
Raccoon was considered as an urban animals. People can always find the raccoon orphans in the cities, and bring them back to home treat them as pet like cats or dog. Raccoon are small and cute, they looks smarter than cats and dogs and easy to keep indoor. People posting their pet raccoon on the social media. It make people starts make sense of raccoon are similar as regular domestic animals. So that people always think raccoon is safe to keep at home as long as they get vaccine. Keeping a raccoon for them is a unique way to get close to nature world, and helping wild animals survive in urban area. It creates balance ecosystem (Neje, 2014)
Part C) What I learned
Domain hair supply of patients is raccoon. Raccoon’s fur can be sold in hair salon and make wig. Because raccoon’s fur is natural hair so it can be sold in very high price. (Hairdressers Journal International, 2009)
Section 1 Total Word Count: 467
SECTION 2: Description of sources

Source #1:
Bibliographic entry: Racoon reaches out. (2009). Hairdressers Journal International, , 6. Retrieved from http://myaccess.library.utoronto.ca/login?url=http://search.proquest.com/docview/228378253?accountid=14771
Source type: Non peer reviewed scholarly journal
Historical time frame: 2009 Current
Primary regional focus: UK

Source #2:
Bibliographic entry: Rees, E. E., Bélanger, D., Lelièvre, F., Coté, N., & Lambert, L. (2011). Targeted surveillance of raccoon rabies in québec, canada. Journal of Wildlife Management, 75(6), 1406-1416. Retrieved from http://myaccess.library.utoronto.ca/login?url=http://search.proquest.com/docview/919425065?accountid=14771
Source type: Peer reviewed scholarly journal
Historical time frame: current
Primary regional focus: Quebec

Source #3:
Bibliographic entry: Stephenson J. Raccoon Parasite an Emerging Health Concern. JAMA. 2002;288(17):2106-2110. doi:10.1001/jama.288.17.2106-JMN1106-2-1.
Source type: Peer reviewed scholarly journal
Historical time frame: current
Primary regional focus: United State

Source #4:
Bibliographic entry: City of Toronto, Wildlife in the City: Raccoons (2016), http://www1.toronto.ca/wp01s/portal/contentonly?vgnextoid=f1fc83cf89870410VgnVCM10000071d60f89RCRD&vgnextchannel=a5737729050f0410VgnVCM10000071d60f89RCRD
Source type: Public information pamphlet
Historical time frame: 2016 current
Primary regional focus: Toronto

Source #5:
Bibliographic entry: Clark, M. (2013). Rats, racoons and pinata among perils in new orleans-area lawsuits. New Orleans City Business, Retrieved from http://myaccess.library.utoronto.ca/login?url=http://search.proquest.com/docview/1473502553?accountid=14771
Source type: News media
Historical time frame: Curren
Primary regional focus: New orleans

Source #6:
Bibliographic entry: Neje, Julija, Orphaned Raccoon Rescued By Family With Dogs Thinks She’s A Dog, Too, (2014), http://www.boredpanda.com/rescued-raccoon-orphan-dog-pumpkin-laura-young/
Source type: Personal website
Historical time frame:2014 current
Primary regional focus: United States
for the Categories of Analysis below is the definition
Below are the three analytical categories and a few questions associated with them. Note that you certainly cannot answer all these questions, nor are we expecting you to. And they may not necessarily be the best ones for your particular object. They are listed to get you thinking as you begin to look for source materials. For each analytical category, also consider the concepts and questions introduced in readings, lecture and tutorials. In addition to these analytical categories, you will also want to be paying attention to the context of the facts and perspectives presented in the sources you work with. Governance: How is your object managed, especially in relation to its environmental implications? Is it public, private, or mixed management? Is your object considered to be a community or individual problem (or responsibility)? Is its production, use, disposal, and/or movement regulated by government? Or do companies or community users regulate themselves? How do they do that? Who participates in decision-making? If property rights are an issue, what regimes are involved in practice (e.g., private, communal, state, open-access)? Are there groups advocating for a change in the property-rights regime? In discussions on governance issues for your object, what are the assumptions regarding human motives? Etc. 4 (GGR223 Mar 2 2016)
Political economy: What have you learned about the production, use, and/or disposal of your object? Who are the main actors and what are their roles? Who benefits economically in the movement or use of your object? Who might benefit if its movements or use can be limited or controlled? What forms of labour go into your object’s production, use, disposal, and/or movement? What types and amounts of investment go into your object’s production, use, disposal, and/or movement? Have there been broader changes in the economy or in a related sector that have influenced your object? Etc.
Socionatures: In your reading of sources, is your object considered to be natural, social or both? What is the social importance of your object (e.g., economic value, cultural traditions, other)? What are some of the emotions typically associated with your object (e.g., desire, fear, other)? What aspects of your object are considered ‘natural’ or linked to the environment? What material aspects of your object (e.g., its physical and/or ecological characteristics) influence the social importance of the object, the emotions attached to it, or how it is managed or incorporated into people’s lives? Do your sources consider these material aspects in their analysis of the environment problems (or possibilities) of your object? Etc.

University of Toronto  |   Department of Geography  |  Winter 2016
GGR223: ENVIRONMENT, SOCIETY, AND RESOURCES
Assignment #3 is due April 6 (beginning of class).  Include your marked Assignment #2 (paper clipped)
Electronic version should be submitted within 24 hours of the print version
Guidelines for Assignment #3
ANALYSIS OF ENVIRONMENTAL ‘OBJECTS’
Objective: One of the objectives of GGR223 is to introduce students to different approaches to understanding
environment-society relations.  The three broad categories of analysis introduced in the course are:
governance, political economy, and socionatures.  The course project gives you an opportunity to use these
different approaches through a three-stage process.  Assignment #1 asked you to consider how arguments are
constructed and evidence used.  Assignment #2 asked you to identify some source materials for your own
project, begin thinking about themes, and identify preliminary connections between evidence and arguments.
For Assignment #3, you will write an essay that uses ideas from those assignments, reflects ongoing
engagement with themes of the course, and responds to feedback you received.
Audience:  Write this essay as if you are explaining to someone what you have learned through different
analytical approaches to the study of your object.  Your essay is meant to teach the reader about multiple ways
of seeing your object’s environmental implications or connections.  This means you are using your object as a
‘case study’ to illustrate how different analytical approaches can influence our understanding of environment-
society relations.
Here are a few examples of what you might want to explain to your reader:
? analytical categories work together to tell a more interesting or urgent story than the common
narrative for your object
? analytical category X reveals an important dynamic that is not seen through analytical category Y
? analytical categories suggest contradictory trends
There are others too.  Your choice depends on what you have discovered in your research and what seems like
a more interesting way to ‘teach’ your reader about the use (or limitations) of different analytical categories.
The reading for Week 9, The Lawn (by Paul Robbins) offers an example that you might find useful in thinking
about your strategy for this essay.
Which object? You should focus on the same object as you have been researching during the term.
Which categories?  For your analytical categories, you should be working with two of the analytical categories
(governance, political economy, socionatures). In most cases, it makes sense to use the one from Assignment
#2, along with a new one (total of two categories).  You can add discussion on the third category if it helps.
Which sources?  You will need to expand your sources beyond the initial set you identified in Assignment #2.
It is your decision on which and how many to include in Assignment #3.  Key here is the quality of the sources
and how you use them.
Should we have separate sections for Use 1 and Use 2?  No. Use sources however best fits your discussion.
How much do we need to say about ‘facts’ and how much about narratives?  This is up to you, but you are
expected to include some discussion about the narratives associated with your object and its environmental
implications (or connections).  Remember that your ‘facts’ can be helpful in putting narratives into context
(see again, Paul Robbins’ chapter on the lawn and the handout posted in Blackboard on doing discourse
analysis).
Continued ?
FORMAT REQUIREMENTS
o Length: 1500-1700 words (and 1700 is a strict maximum), not including bibliography or title materials.
o Include the WORD COUNT (not including bibliography) after your last sentence.
o Bibliography: provide standard bibliographic information on sources you cite (using APA style). You do
not need to include the supplementary information (e.g., intended audience for source)
o In-text citations should include page numbers like with Assignments #2
o Title materials on top of page one should include:
Department of Geography    GGR223   Professor Boland
Tutorial:  TA name, section (day/time)
Name: Your name
Student number: Last four digits
o Use 1.5 spacing and 12 point Times-Roman or equivalent font
o Borders should be the standard (1” top/bottom, 1.25” left/right)
o Include page numbers
o Optional:  You may provide an additional “Notes to the Reader” (max of 70 words) just before the
bibliography section. This note can help us understand how you have developed your essay in relation
to suggestions on earlier assignments, and if you have not incorporated the suggestions, you can use
this space to explain why not.
Structure and subsections:
? Given the short length, work out a ‘budget’ on number of words by section in advance to guide your
writing.  You will need to make decisions on what to include and what to cut based on what you think
is important for your reader to understand what you are explaining.
? Your Introduction should engage your reader by setting the stage, in regards to both your object and
how different ways of looking at it might be interesting (or urgent).  The Paul Robbins Lawn chapter
gives you one model for this.
? Break the body of your essay into a couple of subsections (maximum of three to avoid fragmented
discussion).  End your essay with a short section of ‘concluding thoughts’.
? If you use subheadings titles, make them meaningful.  Rather than Political economy of the lawn, use a
title that suggests your main point for the section such as Political economy:  Production of ‘demand’.
What we will be looking for in Assignment #3
? Discussion of your object in terms of its environmental implications or connections
? Engagement with the question of how and why different analytical approaches matter
? Connection with ideas covered in the course
? Some discussion of discourses (e.g., media stories, images, advertisement, expert reports…)
? Use of evidence to support claims and examples to illustrate your interpretations
? Sources used purposefully (e.g., an article about USA is not useful for a Toronto story; an
advertisement for weed remover is probably not best source for ‘facts’ on safety of pesticides!)
? Build on Assignment #2 with deeper discussion and new sources
? Discussion organized in a way that helps convey your overarching idea(s)
? A polished essay that has been proofread for clarity, with proper citations and bibliography
? Concise and easy-to-follow style of writing with logical connections and clear transitions between
paragraphs
NOTE: As with earlier assignments, use of first person “I” is welcome.
(version: March 16, 2016)