Overview
Summarize the post .
For each discussion activity, you are responsible for posting a reply to at least one postings made by your classmates.
After you have made your original post, read some of the posts from your classmates and construct THREE reply post of 100-150 words that responds to THREE of your group-mate’s original posts. Your reply post should be written such that it does one or more of: identifies something that you find especially interesting or insightful about your classmate’s original post; poses an engaging and relevant question and/or builds on the ideas from your classmate’s original post; raises a real-life experience or observation that you feel would be relevant to illustrate or help further develop an idea or point in your classmate’s original post.
Please note that you will need to make an original post before you can read and respond to your peers’ posts.
Some points to keep in mind:
- Be clear and to the point in your postings.
- Edit your work. Your posts should be coherent and use proper grammar and spelling.
- Keep postings to 100- 150 words. Quality is better than quantity.
- Contribute your own thoughts about the material you have read.
- Support your thoughts by referencing the readings used, and references used in post below or other outside literature.
- Raise additional questions or points of discussion to stimulate further discussion.
- If you have questions, show that you have already tried to find a solution.
- Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
- Use the proper terminology introduced in the course readings.
- When using literature in your postings, make sure to provide references in proper APA 7 Style.
- Show respect and sensitivity to peers' gender, cultural and linguistic background, political, and religious beliefs.
- You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.Taking a role in online discussion.Taking a Role in Online Discussions Below are some roles that anyone in an online discussion can fulfill in order to help move an online discussion forward in productive ways. See if you can determine what role is required in your online discussion and then write a message that takes on that role. Devil's Advocate • Takes opposing points of view to those currently under discussion Pollinator • Travels to other groups, reads their postings and summarizes points made in other groups not made in home group. Facilitator • Comments on the groups process (e.g. “Perhaps we should all remember to put a subject line in our messages.”) • Encourages others to participate, • Starts a thread or an idea on the topic, if the discussion lags. Summarizer / Discussion Weaver • Summarizes the discussion for the group at specific intervals in 1 or 2 short paragraphs. Usually summarizes twice per week or if the discussion lags • Reminds others about what has already been discussed. • Asks the group what issues have been concluded and what ones are still to be discussed. • Relates ideas in posted messages to one another. Researcher • Assumes responsibility for looking at what is available on the net, journals etc. and brings ideas back to the group. Responder Replies to others and builds on the ideas of others. This is a role that everyone in the group must perform for every discussion.
- Help others feel safe about participating;
- Show curiosity and willingness to experiment;
- Make or raise issues that are relevant to the current focus of the class;
- Offer support for arguments; and
- Take into consideration the ideas already offered by others.
- And quality (insight and critical analysis) of your contributions Additionally, intellectual and thoughtful (i.e., you need to demonstrate that you have thought about the topic).
- The reply to a peer's post should not just agree or disagree with their statements. Instead, respond in a way that expands on the peer's question and ideas by incorporating relevant material from the textbook, unit, and media sources.
- Your response should provide new insights or perspectives, referencing the course content to deepen the conversation and encourage critical thinking.
- Word count: 400-600 words maximum.
POST-1 (Olivia Bechtel )-
I would evaluate Canada's record on environmental policy to be poor, for many reasons. Canada has made some strides towards sustainability, but often, we fall short, and in unit 9 we learn that this can be because integration of stable environmental policies is challenging across federal and provincial jurisdictions (Sharma, Unit 9, 2025). One reason why Canada’s environmental policy record is poor, is that we continue to have the worst scores of “energy consumption per capita and the lowest energy productivity in the world” (VanNijnatten, p. 239). Though Canadian cities are growing to be more active in environmental policy decisions, still, Canada leans towards inactivity, for example, with the Ford government there was a strong opposition to climate action (VanNijnatten, p. 240). In the past, contradictory economic and climate change policies have been implemented, like researching and innovating new fossil fuel tech and wanting to decarbonize (VanNijnatten, p. 235). Canada specifically not only is a major energy consumer, but also relies on fossil fuels for those energy needs, and it is shocking to know that Canada is one of the world’s largest GHG emitters per capita (David Suzuki Foundation, 2005,). David Suzuki foundation published research specifically surrounding Canada's poor record, and determined that through extensive research and compassion with the environmental performance of other OECD countries, “the results for all evaluative measures show that Canada’s environmental performance is poor, and that “Canada’s rate of improvement lags behind the average rate of improvement” (David Suzuki Foundation, 2005, p. 95). Therefore, I would agree with this evaluation, that Canada, though some improvements are being made, has a lot of work to do specifically in decarbonizing and green energy implementation.
References
VanNijnatten. D, 2024. Canadian Environmental Policy and Politics, (Fifth Ed) Oxford University Press.
Sharma, A, "Unit 09: Global Governance and the Politics of Climate Change" POLS*3370 DE01, S25.
David Suzuki Foundation. (2005). Canada’s environmental record: An assessment. https://davidsuzuki.org/wp-content/uploads/2019/02/canadas-environmental-record-an-assessement.pdf
POST-2 (Jason Soares )-
Assessing Canada’s environmental policy involves examining several key areas, such as its climate pledges, transition to renewable energy, efforts to reduce emissions, and other related factors. The federal government is committed to reducing greenhouse gas emissions in our atmosphere and plans on achieving zero net emissions by 2050 (VanNijnatten, 2024, p. 232). Canada has become committed to achieving climate change goals, which have been a major problem in the country within recent decades. The federal government aims to support the advancement of low-emission technologies, increase investment in renewable energy initiatives, and transition the national power grid toward net-zero emissions. Acting today can help ensure cleaner air, safer water, and a more stable climate for future generations. Canada’s environmental policy is showing signs of improvement, though it has historically been weakened by missed climate goals and a lack of consistent action.
To promote both environmental and economic progress, Canada has introduced a range of climate policies and long-term goals. Achieving net-zero emissions by 2050 will require businesses to lower emissions across key sectors, including energy, transportation, industry, and agriculture (Government of Canada, 2022). The country is aiming for a significant decrease in greenhouse gas emissions by 2030 to improve public health, promote climate equity, and reduce the risks associated with extreme weather events. By following through on this strategy, future generations will enjoy cleaner air and a more resilient economy. Canada’s environmental policy is deeply connected to climate change mitigation, and the country’s ambitious targets for 2030 and 2050 are poised to bring significant benefits to Canadians in the future.
References
Government of Canada. (2022, June 22). 2030 Emissions Reduction Plan – Sector-by-sector overview. https://www.canada.ca/en/services/environment/weather/climatechange/climate-plan/c limate-plan-overview/emissions-reduction-2030/sector-overview.html#sector3Govern ment of Canada
VanNijnatten, D. L. (Ed.). (2024). Canadian environmental policy and politics (5th ed.). Oxford University Press.
POST-3 (Avery Helm)-
Canada consists of diverse landscapes like tundra, freshwater lakes, boreal forests, grasslands, and more. However, decisions regarding land use disturb these natural systems in ways that can jeopardize climate justice and environmental sustainability. Canada's biodiversity record is reflective of larger tensions in climate adaptation and mitigation when looking at it through the prism of global environmental governance and important concepts like common but differentiated responsibility, as well as double exposure (Sharma, 2025). Canada is doing a lot to combat environmental issues, but it’s simply not enough, at least not yet.
On the surface, Canada has demonstrated progressive intent. Federal and provincial programs protect over 13.5% of the country’s land; programs like the Ecological Gifts Program encourage private conservation (Environment and Climate Change Canada, 2022; CPAWS, 2022). Yet, resource extraction, urban sprawl, and agricultural expansion are some of the main causes of land-use change, which is the primary contributor to biodiversity loss (Government of Canada, 2025). The idea of double exposure, where populations and ecosystems encounter overlapping environments and socioeconomic vulnerabilities, is also further supported by this loss of biodiversity (Sultana, 2021). Take Guelph as an example, which seems to be expanding increasingly fast every year with new housing, industrial buildings, and growing businesses.
Additionally, the Species at Risk Act (SARA), which was passed in 2002 with the goals of preventing wildlife extinction and fostering recovery, is another important policy when considering biodiversity loss. Critical habitat identification and protection are required by SARA, but enforcement has been inconsistent; this is particularly true when conservation objectives clash with economic interests. Concerns regarding the Act's ability to stop the decline of biodiversity have been raised by instances in which habitat protection orders have been diluted or delayed concerning resource development (Government of Canada, 2025). Every time profit knocks, whether it's new pipelines for oil, logging companies, or other businesses, real protection cannot be dependent on making things like compromises.
Ultimately, land-use strains and skewed enforcement impede the advancement of Canada's biodiversity policies, despite their apparent promises. To close the many gaps between conservation objectives and actual results, structural reforms and stronger policies are required for Canada to survive in today's global climate. I suggest that our federal government take steps towards reviewing the CEPA to root out current flaws and holes, and to make amendments that favour Canada’s environmental health, and therefore favour the people.
References
Canadian Parks and Wilderness Society. (2022). Roadmap to 2030: Delivering on Canada’s land and ocean protection targets. https://cpaws.org/our-work/roadmapto2030/
Environment and Climate Change Canada. (2022). Canadian Environmental Sustainability Indicators: Canada’s conserved areas. https://www.canada.ca/en/environment-climate-change/services/environmental-indicators/conserved-areas.html
Government of Canada. (2025). Canadian Environmental Sustainability Indicators: Biodiversity. Retrieved from https://open.canada.ca/data/en/dataset/ffbe538b-686e-4c06-945f-8287ce02ed69
Sharma, A. (2025). Unit 01: Introduction - Environmental Politics and Governance. POLS 3370 - Environmental Politics and Governance. https://courselink.uoguelph.ca/d2l/le/content/967013/viewContent/4104168/View
Sharma, A. (2025). Unit 09: Global Governance and The Politics of Climate Change - Canadian Climate Change Policy. POLS 3370 - Environmental Politics and Governance. https://courselink.uoguelph.ca/d2l/le/content/967013/viewContent/4104168/View
Sultana, F. (2022). Critical climate justice. The Geographical Journal, 188(1), 118–124. https://doi.org/10.1111/geoj.12417
LABEL POST -1 AS ( Olivia Bechtel )
Post -1 summary reply WRITE in 9-12 lines also add personal opinion it should be personal opinion about other post and also add creative attractive question. Do not use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
LABEL POST -2 AS (Jason Soares )
Post -2 summary reply WRITE in 9-12 lines also add personal opinion it should be personal opinion about other post and also add creative attractive question. Do not use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
LABEL POST-3 AS (Avery Helm )
Post -3 summary reply WRITE in 9-12 lines also add personal opinion it should be personal opinion about other post and also add creative attractive question. Do not use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
Grading criteria is
Criteria A+ Discussion Post
Reply
Post
(4-5 points)
- All response posts engaged classmates in further dialogue on the topic. The reply to a peer's post should not just agree or disagree with their statements. Instead, respond in a way that expands on the peer's question or ideas by incorporating relevant material from the textbook, unit, and media sources.
- Your response should provide new insights or perspectives, referencing the course content to deepen the conversation and encourage critical thinking.
- Word count: 400-600 words maximum
- Length guidelines met; writing clear and compelling; poses an engaging and relevant question and/or builds on the ideas from a classmate's original post OR raises a real-life experience or observation relevant to illustrating or further developing an idea or point in a classmate's original post. Help others feel safe about participating; Show curiosity and willingness to experiment; Make or raise issues that are relevant to the current focus of the class; Offer support for arguments; and Take into consideration the ideas already offered by others. Generally try to avoid using "I agree" style statements and focus your follow ups on adding and expanding to the discussion.
criteria:
- Knowledge: Demonstrating understanding of the unit’s material, including the integration of the textbook, unit modules, and assigned media.
- Originality: Offering new ideas, perspectives, and critical reflections.
- Critical Thinking: Analyzing and synthesizing course concepts in the context of the media.
- Clarity of Communication: Ensuring that ideas are clearly articulated, well-structured, and easy to follow.
- Quality and Conciseness: Providing thoughtful, concise responses without unnecessary elaboration.
- Timeliness/Frequency: Posting both the initial discussion and the responses on time, and actively engaging with peers.
- Citation and Referencing: Correctly citing and referencing all sources (textbook, unit modules, and media) in APA format, with no outside sources used.
Grading Rubric
The following rubric will guide you on how your discussions will be evaluated.
Criteria | Excellent 58 - 60 points |
Knowledge | The reply post integrated evidence directly from the required reading, unit modules, and assigned media to support a clear and thoughtful position on the topic of discussion. |
Originality | The reply post introduced new ideas or perspectives to the discussion, demonstrating deep engagement with the topic. |
Critical thinking | The reply post included an original, thoughtful question that stimulated further group discussion, expanding on the unit material and media. |
Clarity of communication | The reply post clearly explained concepts, theory, and/or research introduced in the unit, media, and textbook. Ensuring that ideas are clearly articulated, well-structured, and easy to follow. |
Quality of writing | The reply post paraphrased information from the required reading and were appropriate for an academic audience, with few spelling or grammatical errors. Post(s) display an excellent understanding of the required readings, video and underlying concepts including correct use of terminology. Postings should integrate no outside resource only internal readings provided in course material to support important points and extend the learning of the group.
|
Citation and Referencing | The post correctly cited sources using APA style for in-text citations and a reference list, without errors. |
Conciseness | The reply post adhered to the 100-150 word count exactly requirement. |
Overall Score | Level 10 |
58 and Above |
Readings are as follows:
I have attached the pdf in order reading1 AND reading 2 ,reading 3 PDF AND AND DOCX NO –4 IS THE GRADING RUBRIC PHOTO.
I have attached the pdf in order reading1 AND reading 2 ,reading 3 PDF, AND AND DOCX NO –4 IS THE GRADING RUBRIC PHOTO.
ALL these 4(FOUR) reading these Seven reading are very very important.
First you have to go through these readings and all three reading are very very important
Readings are as follows:
I have attached the pdf in order reading1 AND reading 2 PDF AND reading 3 PDF AND and DOCX NO –4 IS THE GRADING RUBRIC PHOTO.
READING-1 Chapter 13: Meaningful Participation and Energy Transitions in the North (very very important reading
VanNijnatten, D. L. (Ed.). (2024). Canadian Environmental Policy and Politics: Moving the Green Transition Forward (5th ed.). Oxford University Press Canada.
Reading –2 Chapter 14: Assessing Ottawa's Paths to Net-Zero through an Energy Sustainability Lens pdf (very very important reading
VanNijnatten, D. L. (Ed.). (2024). Canadian Environmental Policy and Politics: Moving the Green Transition Forward (5th ed.). Oxford University Press Canada.
Reading 3- Unit 10: Decarbonizing Development: The Politics of Sustainable Energy
(very very important reading(very very important reading
Sharma, A. (2025). “Unit 10: Decarbonizing Development: The Politics of Sustainable Energy” [Course Content] University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/967013/viewContent/4104170/View
DOCX NO 4- GRADING INSTRUCTION AND GRADING RUBRIC VERY VEYR VERY VERY IMPORTANT DOCX HAS TO BE FOLOWED (in the form of image)(very very very important)
total :3 sources should be cited (3 reading provided by me. No other external has to be used.)
You have to use these all 3 reading +( docx4 grading rubric)in the form of image grading rubric very very important. Only three (3) reading INTERNAL SOURCES has to be used provided by me ALL TWO READING SHOULD BE REFERENCE AND INTEXT CIATION SHOULD MATCH WITH REFERENCE. And DONOT USE ANY OUTSOUCE out of course material. FIRSLTY, YOU ONLY HAVE TO USE these readings which i have provided. ADTTIONALY ALL 3READING ARE VERY IMPORTANT AND INCLUDING DOCX 4GRADING RUBRUIC YOU HAVE TO FOLLOW VEYR VERY VERY IMPORTANT. Reading which i have are very important all seven reading.
No any other outside source has to be used.
ALL THESE 3 THREE (3 READINGS ARE VERY VEYR VERY VERY IMPORTANT.
Reading no – THREE (3) is which is very important VERY VEYR VERY VERY IMPORTANT.
And then only the course material readings readsing1,reading2,reading3, and docx -4 grading rubric which I have provided after that use one outsource first use have to use these reading which i have provided as these has to be used first and NO OUTSOURCE HAS TO BE USED
very very important instructions.
please start reading instructions mam
please start reading instructions mam
and guidelines and you have to answer to this i am proving the grading rubrics everything write in own words and do not use AI AND CHATGPT AS MAM HAS THE SOFTAWARE TO DETECT.EACH AND EVERY LINE and each and every single word.
suggestion. given by mam Improvement - Generally try to avoid using "I agree" style statements and focus your follow ups on adding and expanding to the discussion and respond in a way that expands on the peer's question or ideas by incorporating relevant material from the textbook, unit, and media sources.
I Have also attached the grading rubric photo which is in form of image grading rubric is very much important you have to follow each and every instruction very carefully.
only these sources which i have provided you have been provided in post for post1 and reference for post which are provided only those no outsource has to be used.
First analyse the post -1 and then write the reply post-1 (intext citation should match with reference and no outsource has to be used).(REFERTNCES USED BY FOR POST 1 SHOULD ONLY BE SUED FOR REPLY POST1)
First analyse the post -2 and then write the reply post-2 (intext citation should match with reference and no outsource has to be used).REFERTNCES USED BY FOR POST 2 SHOULD ONLY BE SUED FOR REPLY POST2)
First analyse the post -3 and then write the reply post- 3(intext citation should match with reference and no outsource has to be used). (REFERTNCES USED BY FOR POST 3 SHOULD ONLY BE SUED FOR REPLY POST3)
write reply post -1in 110 words exactly.
write reply post -2 in 110 words exactly.
write reply post - 3 in 110 words exactly.
Ihave attached the grading rubric for student reply post.