25 pointsDoes the assignment meet the minimum length and form.docx

25 points:
Does the assignment meet the minimum length and formatting
requirements? Is your own image of the work included? Have
you included the artist’s name, title, date, medium, and
dimensions?
__20____
25 points:
Have you described the work’s elements in enough detail so as
to give the reader a clear impression of what you are talking
about? Have you done so in a logical order that the reader can
follow? How do these elements contribute to the overall form or
composition?
__15____
25 points:
Have you limited yourself to focusing on specific features,
rather than writing a list of formal qualities?
__16____
25 points:
Have you analyzed these features in a way that coherently
works to draw a conclusion about the object, its context,
intention, or making? Did you make an argument?
__15____
66%
This paper is not a page long as assigned. The core of this paper
should be a visual analysis with any conclusion or argument

coming from what you observed in the artwork. I would like to
see some more clear arguments connected to visual evidence
that you see within the art. Some of your sentences are unclear,
or structured in a way that makes it harder to understand your
ideas.
1
MA Program: Tourism & Sustainability
School of Business and Economics
Department of Organisation & Entrepreneurship Tourism
Studies
LINNAEUS UNIVERSITY
Autumn semester, 2017 (October 9)
COURSE DESCRIPTION
Tourism Studies IV
4TR505 Tourism and Sustainability in the Anthropocene (15
credits)
Course leader & examiner: Dr. Marianna Strzelecka
Email: [email protected]
(1) Intended learning outcomes
After completing the course you are expected to be able to:
perspective of sustainability
sustainability
to global sustainability,
planetary boundaries and the Anthropocene

cts of tourism sustainability
The learning outcomes provide the framework in which you are
supposed to develop your own
appropriate learning strategies. The assignments in this course
are both individual and in group,
and they are also overlapping in time. This demands
coordination, planning, and time-budgeting
of your studies (the total student workload for 15 credits is
approx. 420 hours). In this course you
are expected to demonstrate your ability, and willingness, to
carry out tasks independently and to
contribute to class collective learning environment.
(2) Assessment
The assessment of your achievement of the learning outcomes
for this course consists of the
following three assignments: (a) reading seminar participation;
(b) collaborative group project; (c)
individual project.
(a) Seminar participation & reaction paper (3 credits)
In this course the reading seminars are student led, which means
that you will be assigned to take
responsibility for organizing and conducting them. This also
includes the task of selecting one of the
readings upon agreement with the examiner (for details, see
under “required readings”).
The goal of the reading seminars is to encourage critical
discussion and reflection on tourism and
sustainability that are driven by the scholarly work you read.
Participation in the reading seminar will be assessed based on
your ability to reflect upon the
assigned and selected readings.
In critically reviewing research article you seek to discuss the

following (not all the items are
relevant to all the papers you read):
purpose/ goal of the article?
explored, presented, discussed.
2
of the findings/thoughts
(both theoretical and practical – as it is stated in the)
the approach, methods used,
discussed implications
Guidelines for writing reaction papers
The purpose of a reaction paper is to synthesize and critically
discuss and compare literature. You
need to select and critically discuss 4 articles for each week
(even thought the total number of the
articles may be greater).
You can begin a reaction paper by stating the main ideas and
evidence presented by the author(s),
and continue then with your own responses to those ideas --
drawing on your own evidence and
thinking.
Reaction paper for the specific WEEK must be submitted via
Moodle no later than 23:55 on

Tuesday, the day before Reading Seminar is scheduled. For
instance, Reaction paper for WEEK 1
must be submitted no later than 23:55 Tuesday Oct 10th, 2017.
Late submissions are not accepted.
You can miss one out of the total number of the reaction papers
without any consequence for your
grade. Each of the reaction papers will be graded.
Grading
Your performance in the seminars and quality of the reaction
papers will be assessed by the
instructor in relation to the intended learning outcomes (scale
E- pass or F- fail).
The criteria for grading include the understanding of the
assigned readings as it is demonstrated in
the reaction paper, quality of the argument, depth of analysis of
the readings and finally your ability
to create ‘dialogue’ between different readings.
(b)Collaborative group project (5CREDITS)
In this assignment you and the other group members will
design, carry out, and present a
collaborative group project focused on “tourism and
sustainability”. The project needs to be
conducted in accordance with the following criteria:
oject, a project
proposal needs to be approved by
the examiner. It should be aligned with the learning outcomes
and include a time-budget
(approx. 112 hours per student),
aspects of sustainability in two
travel destinations,

problematize at least 10 of the
following concepts: sustainability, sustainable development,
climate change, resilience,
society, nature, capitalism, planetary boundaries, the
Anthropocene, ethics, environment,
politics, anthropogenic forcing, ecological footprint, scale,
local, global, mobility,
production, consumption, networks.
The group must work independently:1) design the project, 2)
select project material, 3) generate
its own angles and takes, and 4) decide upon how to present the
group’s work in a creative way.
While doing so you should stay creative and think out of the
box. There are also many possible
forms of presentation that can be used in the project in your
project (maps, pictures, audio, video,
drawings, texts, play).
On the schedule you will find allocated time slots for the
collaborative group project. Note that
these are obligatory to attend. Your group will also present your
project to the rest of the class on
Monday, November 20, 2017. Each group will have 30 minutes
for the presentation plus 10
minutes for questions and discussion.
3
Grading
In this assignment all group members will receive the same
grade according to the scale A

(excellent) or F (fail). The examiner may exceptionally
determine the grade fx, to all members of
the group or to individual members (if the assignment is graded
F for the group or an individual
member, but considered near the border to E). Fx means that
supplementary work, specified by
the examiner, will need to be submitted. Further information
about grading criteria will follow.
(c) Individual project report (7CREDITS)
This assignment means that you will do an individual project on
the given topic: “Tourism and
sustainability”. Because the topic is broad you will have to
define your own focus and outline
how you will carry out your project. When designing your
project, and while working on it, you
will pay close attention to the learning outcomes for the course
and ensure that they are covered in
your project. As material for your project you will use the
course literature and current tourism
research articles in the area relevant for your project (approx.
300 pp.) that can be enriched by
secondary data or primary data collection. You will engage with
variety of sources that you find
useful and beneficial for your own project.
As part of the assignment you will submit two page long project
proposal by Friday October
20which needs to be approved by the examiner.
Your individual project report will be 3000 words long. The
project report will be typed with
correct and consistent citation and referencing (e.g. APA). The
style of writing should be
academic, but you are allowed to be creative and engage with
your own reactions, ideas and

perspectives. There are no further instructions in terms of how
you should structure or outline
your report except that you must design your report in a creative
way.
Grading
Your performance in the seminars and quality of the reaction
papers will be assessed by the
instructor in relation to the intended learning outcomes (scale
A- excellent or F- fail).
Weighing up of grades for the whole course
The overall grade for the course requires that all three
assignments have received the minimum
grade of E. The overall grade for the course will be determined
based on your overall
performance and specifically focus on the 3 types of
assignments (i.e. seminars and reaction
papers, group project and the individual project).
(3) Teaching
The course can be divided into three parts and teaching is
designed to support these. In the first
part we aim to introduce and get a grip on tourism in the context
of sustainability. In the second
part of the course we move on to current issues, debates, and
challenges around sustainability and
tourism, often signified by climate change and global
sustainability. These two parts are supported
by lectures, including two by Stefan Gössling, and an intensive
week of lectures by Michael Hall.
This is followed by a week where we engage with the concept of
the Anthropocene and make use
of video-lectures by some of the scholars to be found in that
field. In both of these first two parts
of the course we will have student-led reading seminars.

Note: There are no lectures or reading seminars during the final
two weeks (the third part of the
4
course). The period is devoted to the collaborative group work
leading up to presentations on
November 20th, 2017, and to the writing up of the individual
project to be handed in on Monday
November 29th, 2017.
General assessment criteria for written assignments throughout
the course:
subtleties and
complexities. Throughout the paper, arguments remain clear,
essential, and sound
errors.
Sources are appropriately attributed, documented, and cited.
demonstrating
a sophisticated use of support: other views have been carefully
considered, sources have been appropriately synthesized, and
the
analysis offers readers fresh ways to view the source material.
paragraphs
cohere, and the essay flows without unintended interruptions

formatting
errors. Sources are appropriately attributed, documented, and
cited.
At this level, the presentation reveals professionalism and
attention to
detail.
resting and relevant arguments but does not
fully
deliver on its promise. Supporting arguments progress with very
few
lapses in clarity, soundness, or relevance.
follow
from evidence. The writer effectively illustrates the
conversation on
the topic. The analysis almost always offers some insights.
progression of
the argument. On a local level, transitions between paragraphs
and
sentences create continuity and coherence.
formatting
errors. Sources are appropriately attributed, documented, and
cited.
At this level, the presentation reveals professionalism and
me valuable arguments although the
arguments are
rather straightforward. The main argument may be too broad to
lead

to a focused essay. Argumentation in general seems lackluster
or
obvious; some arguments might be weak due to lapses in logic
or
insufficient (perhaps irrelevant) evidence.
follow
from evidence. The writer effectively illustrates the
conversation on
the topic. The analysis almost always offers some insights.
rategies of your piece demonstrate basic
cohesion and continuity. On a local level, transitions between
paragraphs and sentences usually create continuity and
coherence,
with some exceptions.
errors,
and they do not distract the reader from the content. Sources are
appropriately attributed and cited with very few errors.
5
arguments are
rather straightforward. The main argument may be too broad to
lead
to a focused essay. Argumentation in general seems lackluster
or
obvious; some arguments might be weak due to lapses in logic
or
insufficient (perhaps irrelevant) evidence.

—or
better
use of—evidence; the essay demonstrates analysis, albeit
occasionally superficially. The analysis offers a few insights.
cohesion and continuity. Transitions between paragraphs and
sentences usually create continuity and coherence, with some
exceptions.
formatting
errors, and some errors distract the reader from the content.
lapses and/or logical
fallacies. However evidence is sufficient.
more—or
better use of—evidence; the essay demonstrates analysis, albeit
occasionally superficially. The analysis offers a few insights.
organization results in an essay that confounds the
reader.
Paragraphs stumble from one to the next and often lack focus
and
coherence.
through
unclear word choice or problematic sentence structures.
formatting
errors, and some errors distract the reader from the content.

Sources
fx More work is required (insufficient relative the criteria of E).
logical
incoherency or
facile aims. Argumentation generally suffers from tangential
lapses
and/or logical fallacies. Evidence is markedly insufficient or
irrelevant.
evidence that
is insufficient, irrelevant, or incorrect. Sources may not be
appropriate for the assignment. The essay may misinterpret or
misrepresent its source material.
formatting
errors that distract the reader from the content. Many sources
are
incorrectly documented and cited.
any
level: the sentences resist coherency, word choices resist
clarity, and
For passing the written essay you need to fulfil the formal
requirements and receive minimum E.
The examiner may exceptionally determine the grade Fx, if one
or more assessment criteria are
graded F but considered near the border to E. Fx means that
supplementary work on the essay is
required in order to receive the grade E. This will be specified
by the examiner and need to be

submitted (no later than 5 business days after the essay has been
graded and returned to the
student).
(4) Required reading & additional material
A. Literature for the reading seminars as specified below.
6
WEEK 1: Tourism and Sustainability
Articles
Stafford-Smith, M., D. Griggs, O. Gaffney, F. Ullah, B. Reyers,
N. Kanie, B. Stigson, P.
Shrivastava, M. Leach, D. O’Connell. 2017. Integration: The
key to implementing the
Sustainable Development Goals. Sustainability Science
doi:10.1007/s11625-016-0383-3.
Buckley, R. (2012). Sustainable tourism: Research and reality.
Annals of Tourism Research, 39(2):
528-546.
Clarke, J. (1997): A framework of approaches to sustainable
tourism. Journal of Sustainable
Tourism 5, pp. 224-233.
Schianetz, K., Kavanagh, L., and Lockington, D. (2007):
Concepts and tools for comprehensive
sustainability assessments for tourism destinations: A
comparative review. Journal of
Sustainable Tourism, 15(4), pp. 369-389.

Rockström,J. et al (2009) A safe operating space for humanity,
Nature 461, 472-475.
Book Chapters
Carruthers D. (2005) From Opposing to Orthodoxy: The
Remaking of sustainable Development
(285-302), In Dryzek J.S. & Schlossberg, D. Debating the Earth:
the Environmental Politics
Reader. Oxford.
WEEK 2: Tourism and Anthropocene
Articles
Hamilton, C. (2015). Getting the Anthropocene so wrong.
Anthropocene Review, 2(2), pp. 102-
107.
Latour, B. (2014). The Climate to come depends on the present
time. http://www.bruno-
latour.fr/sites/default/files/downloads/14-11-ANTHROPO-
transl-GB.pdf
Latour, B. (2016). Why Gaia is not a God of totality. Theory,
Culture & Society. 0(0), pp.1-21.
Schmidt, J. Brown, P. G. & Orr, C. J. (2016). Ethics in the
Anthropocene: A research agenda. The
Anthropocene Review, 1-18.
Steffen, W., Broadgate, W., Deutsch, L., Gaffney, O., &
Ludwig, C. (2015): The Trajectory of the
Anthropocene: The Great Acceleration. The Anthropocene
Review, (2)1, 1-18.
Book Chapters
Eijgelaar, E., Amelung, B. & Peeters, P. (2016). Keeping

tourism´s future within a climatically
safe operating space. In M. Gren & E. Huijbens [eds] Tourism
& the Anthropocene, pp. 171-
188. Routledge.
Gren, M. (2016): Mapping the Anthropocene & tourism. In M.
Gren & E. Huijbens [eds] Tourism
& the Anthropocene, pp. 171-188. Routledge.
WEEK 3: Tourism and Sustainability of Natural Resources
Fennell, D., & Weaver, D. (2005). The Ecotourism Concept and
Tourism-Conservation Symbiosis.
Journal of Sustainable Tourism, 13(4), 373–390.
Lew, A. A. (2014): Scale, change and resilience in community
tourism planning. Tourism
Geographies, 16(1), 14-22.
Strickland-Munro, J.K., Allison, H.E. & Moore, S.A. (2010)
Using resilience concepts to
investigate the impacts of protected area tourism on
communities. Annals of Tourism Research,
37 (2), 499-519.
Muhar A., Raymond Ch., et al. (2017). A model integrating
social-cultural concepts of nature into
frameworks of interaction between social and natural systems,
Journal of Environmental
Planning and Management, DOI:
10.1080/09640568.2017.1327424
Book Chapters
Hales R. & Jamal, T. (2015). Environmental Justice and
Tourism (pp.151-164). In Hall, M.

http://www.bruno-
http://www.bruno-latour.fr/sites/default/files/downloads/14-11-
ANTHROPO-transl-GB.pdf
7
Gössling, S. and Scott, D. The Routledge Handbook of Tourism
and Sustainability.
Routledge
Hall, C.M., Malinen, S., Vosslamber R. & Wordsworth, R.
(2016). Introduction: The business,
organisational and destination impacts of natural disasters – The
Christchurch Earthquakes
2010-2011’, pp. 3-20 in Hall, C.M., Malinen, S., Vosslamber R.
& Wordsworth, R. (eds.),
Business and Post-Disaster Management: Business,
Organisational and Consumer Resilience
and the Christchurch Earthquakes. Abingdon: Routledge.
WEEK 4: Tourism and Environmental Change
Steffen et al. (2015). Planetary Boundaries: Guiding human
development on a changing planet.
Science, 347 (6223);
http://science.sciencemag.org/content/early/2015/01/14/science.
1259855/tab-pdf
Hall, C.M. (2011). Policy learning and policy failure in
sustainable tourism governance: from
first-and second-order to third-order change? Journal of
Sustainable Tourism, 19(4-5), pp.
649-671.

Lew, A. A., Hall, M. C., & Williams, A. M. [eds] (2014). The
Wiley Blackwell Companion to
Tourism. Chichester: Wiley Blackwell. Part 7: Tourism and the
environment: change, impacts,
and response, pp. 445-534.
Hall, C.M., Gössling, S. & Scott, D. (2015). The evolution of
sustainable development and
sustainable tourism. pp. 15-35 in The Routledge Handbook of
Tourism and Sustainability, eds.
C.M. Hall, S. Gössling & D. Scott, Routledge, Abingdon.
WEEK 5: Tourism and Environmental Change continues
Hall, C.M. (2013). Framing behavioural approaches to
understanding and governing sustainable
tourism consumption: Beyond neoliberalism, ‘nudging’ and
‘green growth’? Journal of
Sustainable Tourism, 21(7), 1091-1109.
Scott, D., Gössling, S., Hall, C. M. & Peeters, P. (2016). Can
tourism be part of the decarbonized
global economy? The costs and risks of alternate carbon
reduction policy pathways. Journal
of Sustainable Tourism, 24:1, pp. 52-72.
Scott, D., Hall, C. M. & Gössling, S. (2016). A review of the
IPCC Fifth Assessment and
implications for tourism sector climate resilience and
decarbonization. Journal of Sustainable
Tourism, 24(1), 8-30.
Scott, D., Hall, C. M. & Gössling, S. (2016). A report on the
Paris Climate Change Agreement
and its implications for tourism: why we will always have Paris.
Journal of Sustainable

Tourism, 24(7), 933-948.
Gössling, S. & Peeters, P. (2015): Assessing tourism’s global
environmental impact 1900-2050.
Journal of Sustainable Tourism 23(5), 639-659.
D. Tourism research articles on sustainability – individual
project (approx. 300 pages)
These will be selected on the basis of the topic of the individual
project (by the student upon
agreement with the examiner).
E. Additional material for the collaborative group project
Material for the collaborative group project will be selected by
the group upon agreement with
examiner, but the following is obligatory:
United Nations (2015): Transforming our world: the 2030
Agenda for Sustainable Development.
https://sustainabledevelopment.un.org/post2015/transformingour
world
(5) Course schedule
WEEK 1: Tourism, Sustainability
http://science.sciencemag.org/content/early/2015/01/14/science.
1259855/tab-pdf
https://sustainabledevelopment.un.org/post2015/transformingour
world
8
Day Date Time Room Activity Teacher
Mon 9 Oct 9-11 216 Lecture: Course introduction / Tourism,

sustainability & the Anthropocene
Marianna
Tue 10 Oct 8-10 214 Reading Seminar: Tourism and
Sustainability Marianna
10-12 214 Reading Seminar: Tourism and Sustainability
Marianna
Wed 11 Oct 13-15 216 Guest Lecture: Planetary Boundaries
Stina Alrikksson
WEEK 2: Tourism and Anthropocene
Mon 16 Oct 9-11 216 Lecture: Tourism and Anthropocene
Marianna
Tue 17 Oct 10-12
13-15
214 Workshop: Tourism, climate change &
sustainability: the case of Greenland
Carina Ren
Wed 18 Oct 8-10 214 Reading seminar: Tourism and
Anthropocene Marianna
10-12 214 Reading seminar: Tourism and Anthropocene
Marianna
Fri 20 Oct 9-9:30
9:30-10
10-10:30
10:30-11
11-11:30
11:3-12
13:13:30

13:30-14
14:30-15
15:15-30
214 Individual project proposal – separate booking
for each time slot
Marianna
WEEK 3: Tourism and Sustainability of Natural Resources
Mon 23 Oct 9-11 216 Lecture: Tourism , Community and
Nature(s) Marianna
Tue 24 Oct 10-12 216 Guest Lecture: Historical dimensions of
sustainability and attitudes towards the
environment
Prof. Michael Hall
University of
Canterbury
Wed 25 Oct 10-12 214 Reading Seminar: Tourism and
Sustainability
of Natural Resources
Michael
13-15 214 Reading Seminar: Tourism and Sustainability
of Natural Resources
Michael
Thu 26 Sept 10-15 214 Research Workshop Michael
WEEK 4: Tourism and Environmental Change

Mon 30 Oct 9-11 216 Guest Lecture: Sustainable tourism
development & environmental change
Christer Foghagen
Tue 31 Oct 10-12 216 Guest Lecture: Tourism and climate
change Prof. Michael Hall
University of
Canterbury
Wed 1 Nov 8-10 214 Reading Seminar: Environmental Change
Marianna
10-12 214 Reading Seminar: Environmental Change Marianna
WEEK 5: Tourism and Environmental Change continues
Mon 6 Nov 9-11:00 216 Tourism and global environmental
change:
approaching the limits?
Stefan Gössling
Tue 7 Nov 9-11:00 216 Tourism, neoliberalism & consumption
Stefan Gössling
We 8 Nov 8-10 214 Reading Seminar: Environmental Change
Marianna
9
10-12 214 Reading Seminar: Environmental Change Marianna
WEEK 6: Group and Individual Projects

Mon 13 9-9:30
9:30-10
10-10:30
10:30-11
11-11:30
11:3-12
13:13:30
13:30-14
14:30-15
15:15-30
214 Individual project proposal – separate booking
for each time slot
Marianna
Wednesday 15 Nov 9-12:00
13-16:00
214 Group Project Presentations Marianna
Mon-Fr 20-24 214 Individual project - Working time
Thursday 29 Nov 23:59 214 Individual Project Submission via
Moodle Marianna
(1)Intended learning outcomes(2)Assessment
(3)Teaching(4)Required reading & additional material
Formal Analysis
After I had a tour of the MoMA Museum of Modern Art, I

would like to conduct an in-depth analysis and discussion on
one of the most famous paintings in the world: The Starry Night
by Vincent van Gogh in 1889.
At first sight of this painting, I found The Starry night depicted
a village in van Gogh's eye, peaceful and quiet, mixed with
reality and illusions. He broadly used cool colors and dynamic
lines to show the variable clouds and changing sky, punctuated
with the yellow moon and stars to picture more spiritual. Dull
green, brown tree placing on the left side is like a huge flame,
contrasting the blurred dreamy atmosphere. As we all can see,
van Gogh used delicate brushstrokes on the clouds which
formed the light blue swirls in the sky, in order to show the
movement of the clouds. When it comes to the village down
there, he kept the line straight and rigid for the small town. I
would say the irregular shape tree played an essential role in the
transition from straight line to soft line, thus balanced the
whole picture.
It’s no doubt that van gogh ‘s work has mixed reality and
illusion and the starry night he saw is unlike anything we would
see in normal, but that’s the exact reason why this painting has
When we look up to the sky, It's no doubt that the starry night
in van Gogh's eyes is unlike anything we saw in normal and
that’s the exact reason why it gives life to this painting.

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