This document provides information on two boating studies conducted in 2011 on Lake Superior. The studies aimed to understand boating experience and use of Lake Superior, barriers to boating more on the lake, awareness and use of safe harbors, and interest in overnight boating trips. Key findings include:
- Around a quarter to a third of boat owners surveyed had boated on Lake Superior in the past, with 3-6% allocating annual boating to the lake. Large boat owners were more likely to use the lake.
- Most boaters currently living in Minnesota who use Lake Superior come from the Twin Cities region or Northern Minnesota.
- Barriers to boating more on the lake included weather concerns,
The document is a strategic implementation and marketing plan for the Long Island South Shore Bayway. It provides background on previous research and reports about the natural, cultural, and recreational resources of the south shore region. It then outlines components of the plan, including refining interpretive themes, identifying capital improvement projects, and developing a marketing strategy to create awareness of the Bayway network and effectively tell the story of the Long Island South Shore Estuary Reserve. The plan aims to develop the Bayway into a recognizable asset that encourages enjoyment of the reserve while promoting stewardship of resources.
Our project will study the effects of stream restoration practices, J hook and cross vane, on polluted rivers and streams in the Great Lakes Basin area of Wisconsin. Specifically, we will implement these practices on the Oconto, Peshtigo, and Menominee rivers and study their impact on fish populations like trout. The methodology involves initial studies of water pollution and fish, applying the restoration structures, further evaluation, and a final report. The goal is to better understand how these techniques affect habitats and wildlife in order to inform future conservation efforts.
This document provides an overview of coastal resource management. It begins by defining key coastal geography terms and describing various coastal landforms and features formed by sediment. It then discusses coastal processes and resources. Coastal resource management is defined as ensuring functions and activities are organized to achieve desired results through policies and projects. Factors affecting coastal resource management and its benefits are listed. Examples of coastal resource management processes and engineering approaches are provided, including coastal habitat management. The document concludes with a list of references.
The document discusses the formation of a national network to support working waterfronts and waterways across the United States. It provides details on the founding partners and members who are working to establish the network. The network aims to increase capacity of coastal communities to make informed decisions about balancing competing interests on shorelines. It also describes tools and resources being developed through the network to support working waterfronts, including a toolkit from an EDA grant and prior national symposiums held in 2007 and planned for 2013.
USACE National Award of Excellance-Tailrace LaunchMichael Lowe
The Roanoke River Basin Association's Upper Reach Program has been selected as the recipient of the 2014 U.S. Army Corps of Engineers national Excellence in Partnership Award for their efforts in providing eco-tourism, recreational therapy, and environmental education through their universally accessible canoe and kayak launch project, which has created new recreational opportunities. The launch was designed by Upper Reach Program Director Scott Murray and built through collaboration between the Upper Reach Program and the U.S. Army Corps of Engineers to improve access to waterways for people of all abilities. This partnership has expanded recreation and education around the Roanoke River and resulted in additional launches being constructed.
G115 Virtual Field Trip #2 Coastal Exploration Page 1 G.docxhanneloremccaffery
G115 Virtual Field Trip #2: Coastal Exploration Page 1
G115 VIRTUAL FIELD TRIP #2: COASTAL EXPLORATION
I N T R O D U C T I O N *
This virtual fieldtrip is actually two fieldtrips, and it takes you first to the west coast and then to the east coast to
compare coastal features and processes, including wave action, beach sand source and movement, coastal bluff and
dunes, and human interferences. The first fieldtrip is to the shoreline of San Diego North County in Southern California,
and your trip guide is Chris Metzler, earth science professor at MiraCosta College (Fieldtrip 1). The second fieldtrip is to
northeast shore of Florida, near the town of Marineland, and your trip guide is Joann Mossa, geography professor at the
University of Florida (Fieldtrip 2).
Read this entire worksheet carefully and completely to ensure full credit for this assignment. Instructions for submitting
the Virtual Field Trip questions and Essay can be found at the end of this document.
*This field trip was adapted from http://seascisurf.com/geo_virtual_fieldtrip_west-east_coast_shores.pdf
F I R S T , W H E RE A RE W E ?
Go to maps.google.com, and search for “San Diego, CA” and “Marineland, FL”.
1. On the blank map here, mark a star near San Diego, California AND in the Marineland, Florida:
2. What ocean borders the California Coast? ___________________________________________________________
3. What ocean borders the northeast Florida Coast? _____________________________________________________
4. Go to this site (https://goo.gl/maps/NWcnELEQC9E2) and zoom and pan around the map. Also look at the
photos, linked to the right side of the satellite imagery. What does the coastline near Marineland, FL look like?
5. Go to this site (https://goo.gl/maps/2a2vUUanZkR2) and zoom and pan around the map. Also look at the
photos, linked to the right side of the satellite imagery. What does the coastline near San Diego, CA look like?
http://seascisurf.com/geo_virtual_fieldtrip_west-east_coast_shores.pdf
https://goo.gl/maps/NWcnELEQC9E2
https://goo.gl/maps/2a2vUUanZkR2
G115 Virtual Field Trip #2: Coastal Exploration Page 2
PH Y S I C A L C H A R A C T E RI S T I C S O F T H E T W O A RE A S
Please review the two links below to learn about the physical characteristics of the California and northeastern Florida
Coasts. You will have to look around the pages, and click some of the links within, to find all of the characteristics.
• San Diego, California coastal conditions: https://www.wunderground.com/marine-
weather/PZ/750.html?map=wave
• Marineland, Florida coastal conditions: https://www.wunderground.com/MAR/AM/454.html
Fill in the table below with the data from these sites:
San Diego, California Marineland, Florida
Sea surface temperature
Average wave size (make an
estimate, include units on your
answer)
Time of high and low tide (include
the date of your observation)
Wind direction and ...
Coastal Access in Nova Scotia (written by Peter Green - 13th Dec 2004)Trimaran Enthusiasts
Coastal Access - Understanding, Inventorying & Analyzing,
Case Study of the Eastern Chebucto Peninsula, HRM
Author: Peter Green (Dalhousie University, Halifax - Nova Scotia, Canada)
13th December 2004
Source: http://architectureandplanning.dal.ca (direct link: http://bit.ly/1ONSS3o )
This document provides information on coastal geography topics including:
- The coast can be used for industry, transport, tourism, recreation, and nature conservation.
- Destructive waves are associated with storms and erosion while constructive waves are associated with deposition.
- Coastal weathering involves physical, chemical, and biological breakdown of rock, and erosion is the wearing away and transport of material.
- Waves erode coastlines through abrasion, hydraulic action, attrition, and solution. Headlands are eroded to form coastal landforms.
- Material is transported along beaches by swash and backwash. Beaches form through deposition by constructive waves.
- Spits, bars,
The document is a strategic implementation and marketing plan for the Long Island South Shore Bayway. It provides background on previous research and reports about the natural, cultural, and recreational resources of the south shore region. It then outlines components of the plan, including refining interpretive themes, identifying capital improvement projects, and developing a marketing strategy to create awareness of the Bayway network and effectively tell the story of the Long Island South Shore Estuary Reserve. The plan aims to develop the Bayway into a recognizable asset that encourages enjoyment of the reserve while promoting stewardship of resources.
Our project will study the effects of stream restoration practices, J hook and cross vane, on polluted rivers and streams in the Great Lakes Basin area of Wisconsin. Specifically, we will implement these practices on the Oconto, Peshtigo, and Menominee rivers and study their impact on fish populations like trout. The methodology involves initial studies of water pollution and fish, applying the restoration structures, further evaluation, and a final report. The goal is to better understand how these techniques affect habitats and wildlife in order to inform future conservation efforts.
This document provides an overview of coastal resource management. It begins by defining key coastal geography terms and describing various coastal landforms and features formed by sediment. It then discusses coastal processes and resources. Coastal resource management is defined as ensuring functions and activities are organized to achieve desired results through policies and projects. Factors affecting coastal resource management and its benefits are listed. Examples of coastal resource management processes and engineering approaches are provided, including coastal habitat management. The document concludes with a list of references.
The document discusses the formation of a national network to support working waterfronts and waterways across the United States. It provides details on the founding partners and members who are working to establish the network. The network aims to increase capacity of coastal communities to make informed decisions about balancing competing interests on shorelines. It also describes tools and resources being developed through the network to support working waterfronts, including a toolkit from an EDA grant and prior national symposiums held in 2007 and planned for 2013.
USACE National Award of Excellance-Tailrace LaunchMichael Lowe
The Roanoke River Basin Association's Upper Reach Program has been selected as the recipient of the 2014 U.S. Army Corps of Engineers national Excellence in Partnership Award for their efforts in providing eco-tourism, recreational therapy, and environmental education through their universally accessible canoe and kayak launch project, which has created new recreational opportunities. The launch was designed by Upper Reach Program Director Scott Murray and built through collaboration between the Upper Reach Program and the U.S. Army Corps of Engineers to improve access to waterways for people of all abilities. This partnership has expanded recreation and education around the Roanoke River and resulted in additional launches being constructed.
G115 Virtual Field Trip #2 Coastal Exploration Page 1 G.docxhanneloremccaffery
G115 Virtual Field Trip #2: Coastal Exploration Page 1
G115 VIRTUAL FIELD TRIP #2: COASTAL EXPLORATION
I N T R O D U C T I O N *
This virtual fieldtrip is actually two fieldtrips, and it takes you first to the west coast and then to the east coast to
compare coastal features and processes, including wave action, beach sand source and movement, coastal bluff and
dunes, and human interferences. The first fieldtrip is to the shoreline of San Diego North County in Southern California,
and your trip guide is Chris Metzler, earth science professor at MiraCosta College (Fieldtrip 1). The second fieldtrip is to
northeast shore of Florida, near the town of Marineland, and your trip guide is Joann Mossa, geography professor at the
University of Florida (Fieldtrip 2).
Read this entire worksheet carefully and completely to ensure full credit for this assignment. Instructions for submitting
the Virtual Field Trip questions and Essay can be found at the end of this document.
*This field trip was adapted from http://seascisurf.com/geo_virtual_fieldtrip_west-east_coast_shores.pdf
F I R S T , W H E RE A RE W E ?
Go to maps.google.com, and search for “San Diego, CA” and “Marineland, FL”.
1. On the blank map here, mark a star near San Diego, California AND in the Marineland, Florida:
2. What ocean borders the California Coast? ___________________________________________________________
3. What ocean borders the northeast Florida Coast? _____________________________________________________
4. Go to this site (https://goo.gl/maps/NWcnELEQC9E2) and zoom and pan around the map. Also look at the
photos, linked to the right side of the satellite imagery. What does the coastline near Marineland, FL look like?
5. Go to this site (https://goo.gl/maps/2a2vUUanZkR2) and zoom and pan around the map. Also look at the
photos, linked to the right side of the satellite imagery. What does the coastline near San Diego, CA look like?
http://seascisurf.com/geo_virtual_fieldtrip_west-east_coast_shores.pdf
https://goo.gl/maps/NWcnELEQC9E2
https://goo.gl/maps/2a2vUUanZkR2
G115 Virtual Field Trip #2: Coastal Exploration Page 2
PH Y S I C A L C H A R A C T E RI S T I C S O F T H E T W O A RE A S
Please review the two links below to learn about the physical characteristics of the California and northeastern Florida
Coasts. You will have to look around the pages, and click some of the links within, to find all of the characteristics.
• San Diego, California coastal conditions: https://www.wunderground.com/marine-
weather/PZ/750.html?map=wave
• Marineland, Florida coastal conditions: https://www.wunderground.com/MAR/AM/454.html
Fill in the table below with the data from these sites:
San Diego, California Marineland, Florida
Sea surface temperature
Average wave size (make an
estimate, include units on your
answer)
Time of high and low tide (include
the date of your observation)
Wind direction and ...
Coastal Access in Nova Scotia (written by Peter Green - 13th Dec 2004)Trimaran Enthusiasts
Coastal Access - Understanding, Inventorying & Analyzing,
Case Study of the Eastern Chebucto Peninsula, HRM
Author: Peter Green (Dalhousie University, Halifax - Nova Scotia, Canada)
13th December 2004
Source: http://architectureandplanning.dal.ca (direct link: http://bit.ly/1ONSS3o )
This document provides information on coastal geography topics including:
- The coast can be used for industry, transport, tourism, recreation, and nature conservation.
- Destructive waves are associated with storms and erosion while constructive waves are associated with deposition.
- Coastal weathering involves physical, chemical, and biological breakdown of rock, and erosion is the wearing away and transport of material.
- Waves erode coastlines through abrasion, hydraulic action, attrition, and solution. Headlands are eroded to form coastal landforms.
- Material is transported along beaches by swash and backwash. Beaches form through deposition by constructive waves.
- Spits, bars,
Okanagan Waterwise: Recommendations for Drought Proofing the OkanaganFiona9864
The document summarizes a drought planning workshop hosted by the Okanagan Basin Water Board. It discusses the need to prepare for potential drought conditions in the Okanagan region given climate change. It provides an overview of the workshop content and participant discussions. It then lists recommendations for drought proofing actions that could be taken by senior governments, local governments and water purveyors, and the Okanagan Basin Water Board. These include developing drought response frameworks, improving water monitoring, funding drought plans and conservation projects, and implementing water conservation initiatives at the local level.
Riverfront UR: Accessibility, Property Analysis, and Future DevelopmentsAlexis Szepesy
The University of Richmond sits less than a mile from the most ecologically and historically important river in Virginia yet many students have never even set foot in the James. This poster analyzes the accessibility, cost, and potential outcomes of a University of Richmond-owned Riverfront property on the James River. Such a property promises to engage all five goals of the strategic plan by 1) creating innovative paths to academic excellence, 2) providing an open-air outreach space to recruit academically talented students, 3) increasing the diversity of high impact practices on campus, 4) creating new opportunities for enhancing alumni engagement, and 5) inspiring environmental, financial, and social stewardship through an intentional enduring bond with Virginia’s most important body of fresh running water.
The University’s proximity to the James River provides an opportunity to invest in the engaged education of the student body while also purchasing property that will only go up in value over time. Riverfront UR would be a center for forward thinking pedagogy while promoting the University’s brand both locally and globally as an integral part of a sustainable river city.
Tsunami Damage to Waterfront Infrastructure
Damage and losses like this are so devastating. As a coastal engineer I would like to organize or be part of a network of harbor, marina and dock consultants and interested stakeholders in investigating our existing waterfront infrastructures, find out what survived and what did not, and how we can become wiser in designing and building more resilient infrastructures. Although "brick and mortar" hard, inflexible structures have their purposes, I believe we need to look closer at innovative, flexible, and/or transportable structures to do the best we can to minimize if we can such damage and destruction.
This presentation is my effort to contribute to that process.
Watershed management along the Colorado River - Michael GabaldonYourAlberta
Michael is an Associate Vice-President with AECOM and a presenter at Alberta’s Watershed Management Symposium: Flood and Drought Mitigation. Using the Colorado River and recent flood events in the State of Colorado as backdrops, Michael talked about bringing diverse stakeholders together to create an effective total watershed management plan.
This document discusses the need to establish a long-term lake-level monitoring network in Wisconsin to evaluate trends in lake levels over time. It proposes monitoring 10-15 lakes across the state, focusing on seepage lakes that are most responsive to climate changes. Volunteers will take weekly water level readings, while scientists measure levels several times per year and establish permanent monitoring stations on some lakes. The network will provide baseline data on lake levels and help understand how different lake systems respond to changes.
A summary of sample results and key findings from our Toronto Harbour monitoring program for 2017. Includes recommendations to the City of Toronto and to waterfront users
This document summarizes CSA's services related to ports, harbors, and beaches. CSA has over 45 years of experience providing environmental services to support marine construction and dredging projects, including port development, dredging, oil and gas terminals, shipping, and beach nourishment. Their services include environmental permitting, surveys of marine habitats, mitigation of impacts to corals and seagrasses, monitoring programs, and working with resource agencies. The document highlights two representative projects involving monitoring of hardbottom habitats near a beach nourishment project in Florida and relocating corals and transplanting seagrasses as mitigation for a dredging project in Miami Harbor.
1) The West Africa Regional War involved fighting in Liberia, Sierra Leone, and Guinea that gripped the region earlier in 2001.
2) While violence decreased in the second half of 2001, observers remain cautious as profound divisions remain within these societies and the peace in Sierra Leone enforced by the UN is still fragile.
3) Renewed warfare remains a serious threat in the region unless the root causes of the conflicts are addressed and stability is consolidated.
This document provides a socio-economic impact analysis of planned changes at Naval Station Mayport in Atlantic Beach, Florida over the next decade. It summarizes that the decommissioning of frigate ships from 2006-2015 will reduce local economic activity but the arrival of additional ships like an Amphibious Ready Group from 2013-2014 will help offset this loss. The eventual arrival of a nuclear aircraft carrier after 2020 is expected to bring the most significant economic boost through increased personnel, consumer spending, and construction contracts. The document analyzes impacts on housing, local business, infrastructure, schools and best practices from other military communities.
Jeremiah Brower seeks to advance scientific knowledge and improve lives through ocean science education and policy. With degrees in oceanography and marine science, he has 8 years experience identifying coastal geomorphology and predicting habitat changes. His qualifications include sediment and hydrographic surveying, GIS mapping, and presenting research. The goal is to continue working near the marine environment using skills in geology and geomorphology.
This presentation was given at the Catchment Management Network meeting on February 24th 2017. The Catchment Management Network consists of the EPA, all of Ireland's Local Authorities, and other public bodies involved in looking after Ireland's catchments, sub-catchments and water bodies. For more information about this work see www.catchments.ie
The report provides an overview of nutrient status in Lake Erie as of November 2008. It finds that total phosphorus levels remain highest in the western basin and are a driver of algal blooms there. Nearshore, attached algae problems are associated more with Dreissenid mussels. Agricultural and municipal sources contribute the largest phosphorus loads with the highest concentrations and bioavailability, making them key targets for mitigation. Ongoing research is needed to address uncertainties and evaluate progress toward meeting Great Lakes Water Quality Agreement goals.
This document provides an overview and synthesis of the status and trends of Caribbean coral reefs from 1970 to 2012. It analyzes data on the biological abundance of corals, macroalgae, parrotfish and Diadema antillarum from over 40 reef sites across the Caribbean. The data shows long-term declines in coral cover and increases in macroalgal cover over this period. It also examines the main anthropogenic drivers of reef degradation, including overfishing, coastal pollution, climate change and the impacts of hurricanes. Finally, it provides recommendations to help guide management efforts to conserve these valuable ecosystems.
The document summarizes upcoming events celebrating Lake Superior Day and meetings of the Public Advisory Committee (PAC) working on the Thunder Bay Remedial Action Plan. Lake Superior Day on July 21st will include a visit from the tall ship Sorlandet where tours can be taken for $3. The September 11th PAC meeting will include tours of the Current River fish ladder, North Harbour mercury contamination site, and rehabilitation work at the Current River mouth to discuss environmental issues and remediation efforts. The public is welcome to attend the meeting and tours.
Chainsaw safety in and on water - Erik Wrede, Minnesota Department of Natura...rshimoda2014
River managers frequently need to make decisions with a balance of public safe passage and habitat protection in mind. Woody obstructions are critical to the health of aquatic ecosystems, and they can also present a public safety hazard. If the decision is made to remove woody obstructions, chainsaw work in/on water presents some very complex safety considerations. Compression, tension, buoyancy, gravity, current, and lack of visibility beneath the water are some of the factors that can affect a crew’s decisions about if and how to remove woody obstructions.
This session will give you a brief introduction to comprehensive safety training on how to use chainsaws while wading in a river, and while cutting from a jon boat. The full training includes a narrated PowerPoint with photos of various scenarios, and 5 quizzes. This is typically followed by two days of field training, guided by lesson plans and field evaluation forms. By understanding the anatomy of woody obstructions, river managers and crews will improve their risk analysis and planning skills.
The Minnesota State Water Trails system started in 1963 and includes 32 rivers and the North Shore of Lake Superior. The Minnesota DNR manages over 4,500 miles of routes for canoeing, kayaking, boating and camping.
This document provides an overview of the natural conditions of the Scotian Shelf, which is located off the coast of Nova Scotia. It describes the geology, climate, oceanography, habitats, and flora and fauna of the region. The geology section outlines the shape and sediments of the seabed, which help define habitats. It also describes the inner, middle and outer shelf areas as well as features like banks, basins, and canyons. The climate is moderated by the surrounding bodies of water and influenced by the North Atlantic Oscillation. Oceanographic conditions like sea level, temperature, salinity and currents are outlined. The key habitats include those found on the banks, in the basins and cany
This presentation was given as part of the EPA-funded Catchment Science and Management Course focusing on Integrated Catchment Management, held in June 2015. This course was delivered by RPS Consultants. If you have any queries or comments, or wish to use the material in this presentation, please contact catchments@epa.ie
It is increasingly being recognised internationally that integrated catchment management (ICM) is a useful organising framework for tackling the ongoing challenge of balancing sustainable use and development of our natural resource, against achieving environmental goals. The basic principles of ICM (Williams, 2012) are to:
• Take a holistic and integrated approach to the management of land, biodiversity, water and community resources at the water catchment scale;
• Involve communities in planning and managing their landscapes; and
• Find a balance between resource use and resource conservation
ICM is now well established in Australia, New Zealand, and the United States. In Europe the ICM approach has been proposed as being required to achieve effective water and catchment management, and is the approach being promoted by DEFRA for the UK, where it is called the “Catchment Based Approach” (CaBA). The principles and methodologies behind ICM sit well within the context of the Water Framework Directive with its aims and objectives for good water quality, sustainable development and public participation in water resource management. In Ireland it is proposed that the ICM approach will underlie the work and philosophy in developing and implementing future River Basin Management Plans.
The document is a report submitted to the Puerto Rico Department of Natural and Environmental Resources (DNER) regarding recommendations for improving Puerto Rico's boat ramp system. It begins with an introduction to the increasing popularity of recreational boating in Puerto Rico and the need to improve water access. It then provides background research on social considerations, environmental implications, site selection processes, prior research, and information on DNER. The report describes the project methodology of creating a boat ramp database, conducting a site comparison analysis, and developing a public participation plan. It presents the results of collecting data on 52 sites, comparing the sites, and gathering public feedback. Finally, it provides recommendations for upgrading 8 specific boat ramp sites based on the analysis.
Ed MacMullan is a project director and senior economist at ECONorthwest who has over 25 years of experience conducting economic analyses and litigation support. He has extensive experience assessing economic damages in a wide range of cases involving natural resources, intellectual property, antitrust, and more. He provides expert testimony and litigation support evaluating economic impacts and damages.
The document outlines a lecture on coastal resource assessment and management in the Philippines. It discusses the importance of coastal resources, participatory coastal resource assessment (PCRA), and different monitoring methods used in PCRA like manta tow surveys, transect surveys, and fish visual censuses. These methods are used to collect data on coastal habitats, fisheries, and socioeconomic factors to identify issues and inform management guidelines. The lecture aims to familiarize participants with PCRA and apply participatory methods in an actual coastal assessment.
Assignment User FrustrationThe quality of the user experience i.docxlynettearnold46882
Assignment: User Frustration
The quality of the user experience is very important to the success of an application. In the early days of computing, users often experienced long delays since computing power was poor and networks had comparatively slow throughput. Modern systems have largely eliminated these delays due to increased network and computing power, yet users still report a high level of frustration.
Write a four to five (4-5) page paper in which you:
Describe three (3) reasons users are still frustrated with modern applications.
Suggest one (1) method for reducing the frustrations for each of the reasons you supplied in Question one (1).
Describe methods for determining if user frustration is caused by poor system design or from the natural frustration associated with learning a new software product.
Suggest at least three (3) methods to reduce the frustrations among the disabled population and how this population can be better served.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
The specific course learning outcomes associated with this assignment are:
Describe the inherent design issues across HCI environments.
Explain the use of interaction devices.
Use technology and information resources to research issues in human-computer interaction.
Write clearly and concisely about HCI topics using proper writing mechanics and technical style conventions.
.
Assignment Upstream Approaches to Canadian Population HealthAlt.docxlynettearnold46882
Assignment: Upstream Approaches to Canadian Population Health
Although Canada is contiguous to the United States and has some cultural and historical similarities, Canada’s population enjoys a vastly superior health status. Reasons are many, can be traced historically, and are related to a different view of the role of government. The experience of Canada demonstrates that neither a heterogeneous population, nor a health system that has waiting lines for services, are reasons for poor health. By looking critically at what produces good health in Canada, much can be learned about steps the U.S. might need to take if population health is its goal.
The Canadian Best Practices Portal challenges Canadian public health practitioners and researchers to create upstream interventions aimed at the source of a population health problem or benefit. What is being done to address the influences on population health in Canada?
To prepare
for this Assignment, review your Learning Resources. Search the Internet and scholarly research for examples of Canadian “upstream interventions” that can be put forth as examples of either effective or ineffective efforts to improve population health.
The Assignment (2–4 pages):
Provide a description of an existing intervention in Canada, intended to improve health inequities. Include an explanation of the inequity and how the intervention targets upstream determinants of health.
Describe the organizations involved and/or social policies enacted in the implementation of the intervention.
Explain whether or not the intervention was/is successful and what lessons public health practitioners can learn from that experience that might improve population health in the United States.
Expand on your insights utilizing the Learning Resources.
Use APA formatting for your Assignment and to cite your resources.
.
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Okanagan Waterwise: Recommendations for Drought Proofing the OkanaganFiona9864
The document summarizes a drought planning workshop hosted by the Okanagan Basin Water Board. It discusses the need to prepare for potential drought conditions in the Okanagan region given climate change. It provides an overview of the workshop content and participant discussions. It then lists recommendations for drought proofing actions that could be taken by senior governments, local governments and water purveyors, and the Okanagan Basin Water Board. These include developing drought response frameworks, improving water monitoring, funding drought plans and conservation projects, and implementing water conservation initiatives at the local level.
Riverfront UR: Accessibility, Property Analysis, and Future DevelopmentsAlexis Szepesy
The University of Richmond sits less than a mile from the most ecologically and historically important river in Virginia yet many students have never even set foot in the James. This poster analyzes the accessibility, cost, and potential outcomes of a University of Richmond-owned Riverfront property on the James River. Such a property promises to engage all five goals of the strategic plan by 1) creating innovative paths to academic excellence, 2) providing an open-air outreach space to recruit academically talented students, 3) increasing the diversity of high impact practices on campus, 4) creating new opportunities for enhancing alumni engagement, and 5) inspiring environmental, financial, and social stewardship through an intentional enduring bond with Virginia’s most important body of fresh running water.
The University’s proximity to the James River provides an opportunity to invest in the engaged education of the student body while also purchasing property that will only go up in value over time. Riverfront UR would be a center for forward thinking pedagogy while promoting the University’s brand both locally and globally as an integral part of a sustainable river city.
Tsunami Damage to Waterfront Infrastructure
Damage and losses like this are so devastating. As a coastal engineer I would like to organize or be part of a network of harbor, marina and dock consultants and interested stakeholders in investigating our existing waterfront infrastructures, find out what survived and what did not, and how we can become wiser in designing and building more resilient infrastructures. Although "brick and mortar" hard, inflexible structures have their purposes, I believe we need to look closer at innovative, flexible, and/or transportable structures to do the best we can to minimize if we can such damage and destruction.
This presentation is my effort to contribute to that process.
Watershed management along the Colorado River - Michael GabaldonYourAlberta
Michael is an Associate Vice-President with AECOM and a presenter at Alberta’s Watershed Management Symposium: Flood and Drought Mitigation. Using the Colorado River and recent flood events in the State of Colorado as backdrops, Michael talked about bringing diverse stakeholders together to create an effective total watershed management plan.
This document discusses the need to establish a long-term lake-level monitoring network in Wisconsin to evaluate trends in lake levels over time. It proposes monitoring 10-15 lakes across the state, focusing on seepage lakes that are most responsive to climate changes. Volunteers will take weekly water level readings, while scientists measure levels several times per year and establish permanent monitoring stations on some lakes. The network will provide baseline data on lake levels and help understand how different lake systems respond to changes.
A summary of sample results and key findings from our Toronto Harbour monitoring program for 2017. Includes recommendations to the City of Toronto and to waterfront users
This document summarizes CSA's services related to ports, harbors, and beaches. CSA has over 45 years of experience providing environmental services to support marine construction and dredging projects, including port development, dredging, oil and gas terminals, shipping, and beach nourishment. Their services include environmental permitting, surveys of marine habitats, mitigation of impacts to corals and seagrasses, monitoring programs, and working with resource agencies. The document highlights two representative projects involving monitoring of hardbottom habitats near a beach nourishment project in Florida and relocating corals and transplanting seagrasses as mitigation for a dredging project in Miami Harbor.
1) The West Africa Regional War involved fighting in Liberia, Sierra Leone, and Guinea that gripped the region earlier in 2001.
2) While violence decreased in the second half of 2001, observers remain cautious as profound divisions remain within these societies and the peace in Sierra Leone enforced by the UN is still fragile.
3) Renewed warfare remains a serious threat in the region unless the root causes of the conflicts are addressed and stability is consolidated.
This document provides a socio-economic impact analysis of planned changes at Naval Station Mayport in Atlantic Beach, Florida over the next decade. It summarizes that the decommissioning of frigate ships from 2006-2015 will reduce local economic activity but the arrival of additional ships like an Amphibious Ready Group from 2013-2014 will help offset this loss. The eventual arrival of a nuclear aircraft carrier after 2020 is expected to bring the most significant economic boost through increased personnel, consumer spending, and construction contracts. The document analyzes impacts on housing, local business, infrastructure, schools and best practices from other military communities.
Jeremiah Brower seeks to advance scientific knowledge and improve lives through ocean science education and policy. With degrees in oceanography and marine science, he has 8 years experience identifying coastal geomorphology and predicting habitat changes. His qualifications include sediment and hydrographic surveying, GIS mapping, and presenting research. The goal is to continue working near the marine environment using skills in geology and geomorphology.
This presentation was given at the Catchment Management Network meeting on February 24th 2017. The Catchment Management Network consists of the EPA, all of Ireland's Local Authorities, and other public bodies involved in looking after Ireland's catchments, sub-catchments and water bodies. For more information about this work see www.catchments.ie
The report provides an overview of nutrient status in Lake Erie as of November 2008. It finds that total phosphorus levels remain highest in the western basin and are a driver of algal blooms there. Nearshore, attached algae problems are associated more with Dreissenid mussels. Agricultural and municipal sources contribute the largest phosphorus loads with the highest concentrations and bioavailability, making them key targets for mitigation. Ongoing research is needed to address uncertainties and evaluate progress toward meeting Great Lakes Water Quality Agreement goals.
This document provides an overview and synthesis of the status and trends of Caribbean coral reefs from 1970 to 2012. It analyzes data on the biological abundance of corals, macroalgae, parrotfish and Diadema antillarum from over 40 reef sites across the Caribbean. The data shows long-term declines in coral cover and increases in macroalgal cover over this period. It also examines the main anthropogenic drivers of reef degradation, including overfishing, coastal pollution, climate change and the impacts of hurricanes. Finally, it provides recommendations to help guide management efforts to conserve these valuable ecosystems.
The document summarizes upcoming events celebrating Lake Superior Day and meetings of the Public Advisory Committee (PAC) working on the Thunder Bay Remedial Action Plan. Lake Superior Day on July 21st will include a visit from the tall ship Sorlandet where tours can be taken for $3. The September 11th PAC meeting will include tours of the Current River fish ladder, North Harbour mercury contamination site, and rehabilitation work at the Current River mouth to discuss environmental issues and remediation efforts. The public is welcome to attend the meeting and tours.
Chainsaw safety in and on water - Erik Wrede, Minnesota Department of Natura...rshimoda2014
River managers frequently need to make decisions with a balance of public safe passage and habitat protection in mind. Woody obstructions are critical to the health of aquatic ecosystems, and they can also present a public safety hazard. If the decision is made to remove woody obstructions, chainsaw work in/on water presents some very complex safety considerations. Compression, tension, buoyancy, gravity, current, and lack of visibility beneath the water are some of the factors that can affect a crew’s decisions about if and how to remove woody obstructions.
This session will give you a brief introduction to comprehensive safety training on how to use chainsaws while wading in a river, and while cutting from a jon boat. The full training includes a narrated PowerPoint with photos of various scenarios, and 5 quizzes. This is typically followed by two days of field training, guided by lesson plans and field evaluation forms. By understanding the anatomy of woody obstructions, river managers and crews will improve their risk analysis and planning skills.
The Minnesota State Water Trails system started in 1963 and includes 32 rivers and the North Shore of Lake Superior. The Minnesota DNR manages over 4,500 miles of routes for canoeing, kayaking, boating and camping.
This document provides an overview of the natural conditions of the Scotian Shelf, which is located off the coast of Nova Scotia. It describes the geology, climate, oceanography, habitats, and flora and fauna of the region. The geology section outlines the shape and sediments of the seabed, which help define habitats. It also describes the inner, middle and outer shelf areas as well as features like banks, basins, and canyons. The climate is moderated by the surrounding bodies of water and influenced by the North Atlantic Oscillation. Oceanographic conditions like sea level, temperature, salinity and currents are outlined. The key habitats include those found on the banks, in the basins and cany
This presentation was given as part of the EPA-funded Catchment Science and Management Course focusing on Integrated Catchment Management, held in June 2015. This course was delivered by RPS Consultants. If you have any queries or comments, or wish to use the material in this presentation, please contact catchments@epa.ie
It is increasingly being recognised internationally that integrated catchment management (ICM) is a useful organising framework for tackling the ongoing challenge of balancing sustainable use and development of our natural resource, against achieving environmental goals. The basic principles of ICM (Williams, 2012) are to:
• Take a holistic and integrated approach to the management of land, biodiversity, water and community resources at the water catchment scale;
• Involve communities in planning and managing their landscapes; and
• Find a balance between resource use and resource conservation
ICM is now well established in Australia, New Zealand, and the United States. In Europe the ICM approach has been proposed as being required to achieve effective water and catchment management, and is the approach being promoted by DEFRA for the UK, where it is called the “Catchment Based Approach” (CaBA). The principles and methodologies behind ICM sit well within the context of the Water Framework Directive with its aims and objectives for good water quality, sustainable development and public participation in water resource management. In Ireland it is proposed that the ICM approach will underlie the work and philosophy in developing and implementing future River Basin Management Plans.
The document is a report submitted to the Puerto Rico Department of Natural and Environmental Resources (DNER) regarding recommendations for improving Puerto Rico's boat ramp system. It begins with an introduction to the increasing popularity of recreational boating in Puerto Rico and the need to improve water access. It then provides background research on social considerations, environmental implications, site selection processes, prior research, and information on DNER. The report describes the project methodology of creating a boat ramp database, conducting a site comparison analysis, and developing a public participation plan. It presents the results of collecting data on 52 sites, comparing the sites, and gathering public feedback. Finally, it provides recommendations for upgrading 8 specific boat ramp sites based on the analysis.
Ed MacMullan is a project director and senior economist at ECONorthwest who has over 25 years of experience conducting economic analyses and litigation support. He has extensive experience assessing economic damages in a wide range of cases involving natural resources, intellectual property, antitrust, and more. He provides expert testimony and litigation support evaluating economic impacts and damages.
The document outlines a lecture on coastal resource assessment and management in the Philippines. It discusses the importance of coastal resources, participatory coastal resource assessment (PCRA), and different monitoring methods used in PCRA like manta tow surveys, transect surveys, and fish visual censuses. These methods are used to collect data on coastal habitats, fisheries, and socioeconomic factors to identify issues and inform management guidelines. The lecture aims to familiarize participants with PCRA and apply participatory methods in an actual coastal assessment.
Similar to Diaz v. Carcamo Legal Analysis Grading GuideMGT434 Version 8.docx (20)
Assignment User FrustrationThe quality of the user experience i.docxlynettearnold46882
Assignment: User Frustration
The quality of the user experience is very important to the success of an application. In the early days of computing, users often experienced long delays since computing power was poor and networks had comparatively slow throughput. Modern systems have largely eliminated these delays due to increased network and computing power, yet users still report a high level of frustration.
Write a four to five (4-5) page paper in which you:
Describe three (3) reasons users are still frustrated with modern applications.
Suggest one (1) method for reducing the frustrations for each of the reasons you supplied in Question one (1).
Describe methods for determining if user frustration is caused by poor system design or from the natural frustration associated with learning a new software product.
Suggest at least three (3) methods to reduce the frustrations among the disabled population and how this population can be better served.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
The specific course learning outcomes associated with this assignment are:
Describe the inherent design issues across HCI environments.
Explain the use of interaction devices.
Use technology and information resources to research issues in human-computer interaction.
Write clearly and concisely about HCI topics using proper writing mechanics and technical style conventions.
.
Assignment Upstream Approaches to Canadian Population HealthAlt.docxlynettearnold46882
Assignment: Upstream Approaches to Canadian Population Health
Although Canada is contiguous to the United States and has some cultural and historical similarities, Canada’s population enjoys a vastly superior health status. Reasons are many, can be traced historically, and are related to a different view of the role of government. The experience of Canada demonstrates that neither a heterogeneous population, nor a health system that has waiting lines for services, are reasons for poor health. By looking critically at what produces good health in Canada, much can be learned about steps the U.S. might need to take if population health is its goal.
The Canadian Best Practices Portal challenges Canadian public health practitioners and researchers to create upstream interventions aimed at the source of a population health problem or benefit. What is being done to address the influences on population health in Canada?
To prepare
for this Assignment, review your Learning Resources. Search the Internet and scholarly research for examples of Canadian “upstream interventions” that can be put forth as examples of either effective or ineffective efforts to improve population health.
The Assignment (2–4 pages):
Provide a description of an existing intervention in Canada, intended to improve health inequities. Include an explanation of the inequity and how the intervention targets upstream determinants of health.
Describe the organizations involved and/or social policies enacted in the implementation of the intervention.
Explain whether or not the intervention was/is successful and what lessons public health practitioners can learn from that experience that might improve population health in the United States.
Expand on your insights utilizing the Learning Resources.
Use APA formatting for your Assignment and to cite your resources.
.
Assignment Type up an essay on one of two prompts and submit the .docxlynettearnold46882
Assignment:
Type up an essay on one of two prompts and submit the final draft online.
Choose
only
one
topic:
1.
Symbols are important in Fahrenheit 451. Identify 3 symbols and analyze their references and meanings throughout the novel.
2.
Illustrate how each of Montag's three mentors - a new mentor for each part of the novel - help to spur Montag's ideological progression.
This is the final draft of your individual research paper essay.
1.
Essay must be 7-8 pages typed, not including the works cited page.
2.
Essay must follow MLA format.
3.
Research must include a minimum of 8 sources, 4 of which must be from Library Databases: Proquest, CQ Researcher, Infotrac, Opposing Viewpoints, etc.
4.
Essay must have a complete Works Cited page that cross references correctly to all in-text citations.
Note:
Please submit your document with YOUR last name first. (Example:
Schilf-Research-Paper-Final-Draft.pdf
)
Format:
Follow the BASIC OUTLINE TEMPLATE ( i have already done this part and attached pictures)
A.
Introduction
: Type up an Introduction with an opening strategy (OS) that grabs the readers attention using a story based example (PE, OPE, HYPO, CS, or HYPO/COMBO) that also supports your chosen topic. End the Intro with the Thesis Statement. (Limit 1 to 2 paragraphs)
B.
Body
: Present the analysis position through 3 topic points. Type up the topic sentence and bullet point the evidence (in this case, only quotes from the primary source material). A minimum of 3 quotes for support are needed for each topic point. Ideally, you provide 4 or 5 supporting quotes
C.
Quoting
: Avoid long quotes. Instead, be concise with quoting. You want quotes that are short, dynamic, and memorable. You will still need to set up quotes with a signal phrase that sets up the context of the quote.
D.
Analysis
: Never assume that the quote itself is self-explanatory. You must respond to each quote with your Original Voice (ROV) to illustrate, explain, compare, contrast, identify, analyze, etc. Do not simply restate the quote in your own words. Your response needs to go deeper.
F.
Conclusion
: Type up a Conclusion that revisits the opening strategy story based example. (Limit to 1 paragraph)
G.
Format
: Essay must follow MLA format with a Works Cited page that cross references correctly to all in-text citations.
H.
Length
: Essay should be 3 to 4 pages typed.
Note:
Please submit your document with YOUR last name first. (Example:
Schilf-Fahrenheit-451-Final-Essay.pdf
)
.
Assignment Type:
Individual Project
Deliverable Length:
8–10 slides
Points Possible:
150
Management utilities can be vendor-specific or vendor-neutral. There are many utilities that are
available to provide a proactive approach to monitoring each node of the cluster.
Submit a PowerPoint presentation of 8–10 slides that includes the following:
• Identify 1 vendor-specific server-monitoring utility.
• Identify 1 vendor-neutral monitoring utility.
• In your presentation, list advantages and disadvantages of using one or the other.
Your answer should clearly identify what notification and management interfaces each utility has
available (i.e., e-mail enabled, management console, Web-based)
.
Assignment Type Individual discussion Board; 450 – 550 word.docxlynettearnold46882
Assignment Type
: Individual d
iscussion Board;
450 – 550 words
Leadership varies widely by culture and personality. An international organization with locations in several countries must balance the local customs and cultures with those of the primary culture of the organizations’ headquarters. Using the USA as the headquarters, pick two other countries that might be part of a international internet retail organization and research and discuss the differences that leaders would have to navigate in approach and adapting to different standards of behavior and culture within the countries.
Grading criteria: students are graded on the quality and originality of their posts and responses, not the quantity. Responses should indicate the dilemma that leaders will face in working in cultures where values and leadership styles vary widely from those of the US. Examples may include the use of payments for access, the difficulty that women might experience in dealing with a patriarchal country or other theoretically sound differences in leadership
.
Assignment Two UNIT 2Student Name _______________________.docxlynettearnold46882
This document provides instructions for Assignment Two in Unit 2 of an art history course. Students are asked to answer 11 questions about important artists and artworks from the time period covered in Unit 2 of their textbook. They must cite sources and submit their written answers through the online learning platform. The questions cover major figures like Giotto, Vermeer, Bruegel, da Vinci, Michelangelo, Goya, Pollock, van Gogh, and others. Students are instructed to draw from the textbook, online resources, and their own opinions in crafting their responses.
Assignment Two Select a college or university and provide th.docxlynettearnold46882
Assignment Two
Select a college or university and provide the information listed below for the university.
History of the Institution
Mission Statement
Accreditation Status of the Institution
Institutions Goals and Objectives
.
Assignment Two
Objectives
• Understand how the AVL tree works
• Give you further practice with C and data structures
Admin
Marks 10 marks, excluding bonus marks. Marking is based on the correctness and
efficiency of your code. Your code must be well commented.
Group? This assignment is completed individually.
Due Time 23:59:59 pm on Sunday 31 March 2019. 23:59:59 pm on Wed 3 April 2019
Late Submissions Late submissions will not be accepted!
In this assignment, you will implement AVL tree and a set of functions associated with AVL
tree. For simplicity, we make the following assumptions:
1. Each item of an AVL tree contains an integer key and an integer value.
2. No AVL tree contains duplicate items. Two items (k1, v1) and (k2, v2) are duplicates
iff k1=k2 and v1=v2 hold.
3. An AVL tree may contains multiple items with the same key and the number of
duplicate keys is a constant.
A template file named MyAVLTree.c is provided. MyAVLTree.c contains the type definitions of
AVL tree and AVL tree node as well as some basic functions. You can add your own helper
functions and auxiliary data structures for better performance in terms of time complexity.
You need to implement the following functions:
1. AVLTree *CreateAVLTree(const char *filename). This function creates an AVL tree by
reading all the items from a text file or from the standard input (keyboard)
depending on the argument filename. If filename is “stdin”, this function will read all
the items from the standard input. Otherwise, it will read all the items from a text
file with filename as its full path name. (2 marks)
An input text file contains zero or more items where each item is of the form (key,
value). Any characters such as white space between two adjacent items are ignored.
For example, the following sample file contains 10 items:
(2, 50) (4, 30) (9, 30) (10, 400) (-5, -40)
(7, 20) (19, 200) (20, 50) (-18, -200) (-2, 29)
Similarly, when reading from the standard input, each input line may have zero or
more items, separated by one or more white space characters. An empty line
indicates the end of input.
In case of an error in the input, this function will print the error and your program
terminates.
You may assume that the input does not contain duplicate items and thus this
function does not need to check for duplicate items.
The time complexity of this function cannot be higher than O(n logn), where n is the
size of the resulting AVL tree. If your time complexity is higher, you will get 0 mark
for this function. You may assume that each call to a C built-in function takes O(1)
time.
2. AVLTree *CloneAVLTree(AVLTree *T). This function creates an identical copy (clone)
of the input AVL tree T, and returns a pointer to the clone tree. (1 mark)
The time complexity of this function cannot be higher than O(n), where n is the size
of T. If your time complexity is high.
Assignment Topic Exploration and Analysis (Proposal)In Week 6 o.docxlynettearnold46882
This document provides guidelines for a topic exploration and analysis proposal assignment. Students must select and research two social change movements - one from the pre-modern era (pre-1945) and one from the modern era (post-1945). They must analyze and compare the leadership structure, success in promoting social change, and how the movements paralleled each other. The proposal assignment requires identifying the two topics, outlining the planned paper sections, summarizing initial research findings, and including an initial bibliography.
Assignment To consider three sources about the Fall of Rome and w.docxlynettearnold46882
Assignment:
To consider three sources about the Fall of Rome and write an analytical essay.
Purpose:
To demonstrate proficiency in integrating historical sources and producing a well-informed analytical essay.
Part 1:
Research
Examine three sources:
1.
The textbook explanation concerning the decline and fall of Rome (chapter 7).
2.
The class presentation lecture on the Roman Empire.
3.
An article on the subject (“Friends, Romans, Countrymen” – see the Reading & Study link).
Write a 1,000–1,300-word essay concerning the decline and fall of the Roman Empire.
The paper should have a clear thesis statement, located at the end of the introduction.
The paper should cover the following:
1.
The various viewpoints given in the three sources (focus on the viewpoints you agree with)
2.
The variables involved (social, economic, military, etc.).
3.
Lessons the United States (our people and our government) can learn from Rome’s decline and fall.
4.
Similarities between the actions and attitudes of ancient Rome in their decline and fall and our American society today
Be careful that you use only the three sources provided. Use of other sources will be penalized.Textbook:
Perry, M., Chase, M., Jacob, J. R., Jacob, M. C., & Von Laue, T. H. (2013).
Western civilization: Ideas, politics, and society
(10th ed.). Boston: Wadsworth, Cengage Learning. ISBN: 9781111831707.
Williams, S., & Friell, G. (1994). Friends, romans or countrymen? barbarians in the empire.
History Today,
44
(7), 34.
http://bb7.liberty.edu/bbcswebdav/pid-22815357-dt-content-rid-159718173_1/xid-159718173_1
.
Assignment topic Rapid Influenza Testing in Children and Adult.docxlynettearnold46882
Assignment topic : Rapid Influenza Testing in Children and Adults.
When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.
Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.
For this Assignment, you will consider the
validity
and
reliability
of different assessment tools and diagnostic tests. You will explore issues such as
sensitivity,
specificity,
and
positive
and
negative predictive values
. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.
To Prepare
· Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
· Search the Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
· Also, as you search the library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.
Assignment
(3–4 pages, not including title and reference pages)
:
For the Adult Assessment Tools or Diagnostic Tests:
Include the following:
· A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
o What is its purpose?
o How is it conducted?
o What information does it gather?
· Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.
For the Child :
Include the following:
· An explanation of the health issues and risks that are relevant to the child you were assigned.
· Describe additional information you would need in order to further assess his or her weight-related health.
· Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this infor.
Assignment Topic 1Choose a contemporary painting, sculpture, o.docxlynettearnold46882
Assignment Topic 1
Choose a contemporary painting, sculpture, or piece of art that captures your interest. This should be a piece created between the end of World War II (about 1945) and today. You may choose one of the illustrations or color inserts in the textbook, or try a virtual museum (check the links in this week's My Humanities Kit).
Before you begin writing your post, view the “Closer Look” art critiques from the unit My Humanities Kit resources. Consider what features are discussed in the piece you select. Aim for an evaluation that notes small details in a work, considers the purpose of various elements, and perhaps investigates the artist’s life.
In the post, begin by introducing the piece of contemporary art created between 1945 and present. What is the title? Who created it and when? What is the style? How would you describe it to someone who had not seen it? Finally, explain why viewing this work is a valuable experience. Connect the Unit 5 reading material in your response; include APA formatting.
Student 1
Hello Class and Professor,
For my piece of Art I have chosen Andy Warhol’s painting “Diamond Dust Shoes 1980”. I not only love the colors that are presented in the piece but the meaning to me signifies how many shoes women fill in our daily lives such as a mother, a friend, a lover, a daughter and etc. I fell a since of gratitude when I look at this colorful piece.
Andy Warhol was born in 1928; he left a huge legacy behind when he passed away in 1987 (Janaro & Altshuler, 2012, p. 142). From drawings, paintings and prints to videography, publishing and performance, he produced more than art -- he was essentially his own brand. From haunting black and white self-portraits to Polaroid snapshots of celebrities, many of the photos in the collection later became the inspiration for Warhol's most well-known Pop Art pieces (Janaro & Altshuler, 2012, p. 142).
Warhol's focus on consumer goods and pop-culture icons, as well as his own taste for money and fame, suggest a life in celebration of the very aspects of American culture that his work criticized (A & E Television Networks, 1996-2013). When looking at this piece of work you have a sense of what life is everyday!
Please look at the link provided below to take a look at this peice of Art. (The last reference below)
Margaret
A & E Television Networks, L. (1996-2013). bio.true story. Retrieved from Andy Warhol Biography: http://www.biography.com/people/andy-warhol-9523875?page=2
Student 2
Hello Class and Professor,
For some reason many of the illustrations in our text I cannot view. So I decided to search for contemporary art photos. There were quite a few interesting images but I found a sculpture or performance piece by Rook Floro that really caught my eye. Oddly, there is no title; at least I have not been able to locate one. Parts of this three-dimensional art look like it has some kind of wiry texture. The piece seems to be an imitation of human emotion. .
Assignment TitleAssessment Item 03 Case Study Analysis – Engagi.docxlynettearnold46882
Assignment Title
Assessment Item 03: Case Study Analysis – Engaging and Motivating staff
Length
3000-3500 wordsLearning outcomes
1. Knowledge - Describe and critically discuss key principles and theories of Human Resource Management.
2. Problem Solving Skills - Critically evaluate and synthesize relevant information to solve real world issues associated with Human Resource Management.
3. Change Management - Analyse the role of Human Resource Management in implementing change within a global context.
4. Global Environment - Identify and critically discuss local, global and international workforce trends and assess the implications for human resource managementLecturer Discretion
Lecturers may, at their discretion, ask students to verbally present their assignment submission or rewrite some selected part/s of their answer in a controlled setting.Task Details
Engaging and motivating employees is at the centre of Strategic Human Resource Management (SHRM) practices. It is therefore important to identify the organisational practices that can be used to foster the cognitive, emotional and behavioural qualities that will positively impact on employees and enhance their motivation.
To understand what motivates people to work is essential to this assignment. The focus of the assignment is to identify the motivational theories, the characteristics of a positive work environment and the HR practices that positively influence affective processes (e.g. motivation, commitment, job satisfaction, wellbeing) and behavioural processes (e.g. effort, reduced turnover and absenteeism).
To complete this assignment successfully students at a minimum should:
· Identify the key motivational theories and discuss which of the theories strongly influences employees’ affective processes and behavioural processes.
· Describe the characteristics of a positive work environment and discuss how HR designs jobs to motivate employees.
· Discuss the synthesis of Hackman and Oldham’s (1976) job characteristics and employees’ psychological states in relation to work outcomes, such as intrinsic work motivation, job satisfaction, and high quality work performance.
International Human Resource Management
· Discuss the possible relationship between Maslow’s general components and job characteristics in view of engaging and motivating employees in organisations.
Your assignment must be formatted with heading.
Harvard referencing style must be used.
References
Gallup Consulting 2010, The state of the global workplace: A worldwide study of employee engagement and wellbeing, viewed 20 February 2015
<http://www.gallup.com/services/176300/state-global-workplace.aspx>
Jackson, S & Schuler, R 1995, Understanding Human Resource Management in the context of organisations and their environments, Annual Review of Psychology, vol. 46, pp. 237-264.
Pfeffer, J & Veiga, F 1999, Putting people first for organisational success, Academy of
Management Executive, vol. 13, no. 2, pp.37-48.
Runni.
Assignment Title Knowledge management cycle process in or.docxlynettearnold46882
Assignment Title:
Knowledge management cycle process in organizations and significance communities of practice
Note:
Each question/concept/ topic must be supported with peer reviewed journal references.
Assignment Structure:
Part A.
1.
Provide brief description about knowledge management processes in organizations. (
1 Mark
)
2. Explain the concept of organizational learning and describe the link between individual and organizational leaning. (
2 Marks
)
3. Describe role of organizational culture in knowledge management. (
2 Marks
)
Part B.
1. Describe the concept of community. Describe its key components. (
1 Mark
)
2. Discuss how communities can be linked to organizational memory in order to foster organizational learning and innovation. (
2 Marks
)
3. Highlight some of the key steps you would need to carry out in order to conduct social network analysis of an organization. What sort of questions could the social network analysis answer? (
2 Marks
)
NO plagiarism/ 700 WORDS
.
Assignment Three Technical Descriptions Due March 2 (1155 PM .docxlynettearnold46882
Assignment Three: Technical Descriptions
Due: March 2 (11:55 PM on Moodle)Peer:Feb 29
For this assignment you will either be creating a technical description or an extended technical definition. Officially, an extended technical definition is a microgenre of a technical description, but there are some differences worth noting. Technical descriptions are “longer explanation[s] . . . of the physical or operational features of an object, mechanism, or process”(Markel 534). While technical descriptions include technical definitions, an extended technical definition is slightly different.
An extended definition includes the three parts of a basic sentence definition, “[1] the term being defined, [2] the category in which the term belongs, and [3] the distinguishing features that differentiate it from its category” (Johnson Sheehan 155). It also expands the definition by adding more details of an object, process, or idea (Markel 534). It is divided by adding some (all) of the following: examples, partition, principle of operation, analogy, negation, and etymology (Markel 538 – 541).
Technical descriptions need a title/indication of the nature/scope of what the description will accomplish; an introduction that answers the questions in table 20.1 on page 545; a body with appropriate detail that discusses each step or section with detail, creativity, and clarity; and a conclusion that usually explains how the steps work together or summarizes the main steps. Look at the guidelines on page 547 for writing tips and additional help.
What you choose to do this on is up to you. You are free to choose any object, place, or process (and the definition of these can be pretty loose—think about my spider example). If you want to choose something that interests you, something you currently work with, something from your future workplace, or something else entirely—go for it. If you want to do something out of the ordinary you can always ask me if it’s okay.
Requirements
· The description/definition should be between 600 to 1000 words.
· It should be typed in a serif font.
· It must focus on clear writing that uses creative and technical writing techniques.
· It should be written for an audience similar to Wikipedia.
· It should follow checklist on page 571 – 572.
Green Hospitality: Green Hospitality:
Saving the EnvironmentSaving the Environment
A student Webzine from the International Council
on Hotel, Restaurant, and Institutional Education
for Future Hospitality & Tourism Professionals
Vol. 17 No. 1 • ISSN: 1095-7898 Spring 2008
HOSTEUR
INTERNATIONAL
CHRIE
The Hospitality &
Tourism Educators
Volume 17, No. 1 | Spring/Summer 2008 Issue2 HOSTEURTM
Sustainability Standards for the Hotel Industry............5
by Andrew Moreo
Destination “Green”land - a Look at the Sustainable
Efforts of the Air Travel Industry......................9
by Katie Fontaine
Green Hotels..................................................
Assignment ThreeUNIT 3 – ON LINE CLASSStudent Name __________.docxlynettearnold46882
Assignment Three
UNIT 3 – ON LINE CLASS
Student Name: ______________________________________________
(Name must be exactly as it is on the e campus roll and the same in WEBCOM 2) Turn in assignment through WEBCOM 2 to Professor on time
Your Section Number _____________ (you must enter your section number)
The Unit 3 Assignment 3: Unit Three in the Textbook.
DIRECTIONS: The assignment is in WORD. Save the document to your computer and write your answers in the spaces given. You may change the spacing as needed.
NOTE: Turn in assignments to me through WEBCOM 2 see the place where you send me the assignment. You may either attach your Word file or copy and paste your entire submission. Be thorough in your answers. You should use the Textbook, Essential Humanitiesthird edition and/or the Study Guide. The Study Guide is not mandatory; however, it is there for your enrichment and it is helpful. The Study Guide is in WEBCOM 2 in the tab labeled Student Resources. You may also want to use additional information for any assignments from the Internet. If you do, please remember to cite your source at the end of your answer. If you add additional information from the Internet, this is great, but then be sure to cite your source at the end of your paragraph. You must cite sources. This applies to photos as well.
DIRECTIONS FOR FULL CREDIT: You will need to show how the architectural structure is significant (importance in history and explain its legacy). You should explain how it fits into the historical period and what it reflects about its time and place. Include names of important individuals connected to the construction and especially the name of the architect, if known. Mention the materials used in the construction and include information about how it was built. Also include location. Use full sentences in your answers and be sure to site your answers if you use photos and the internet if you use google. Do not just write in your site that you used google. You must place exact address. Google is too broad of a site for a reference. Thank you
1. List the major time periods in sequential order. The first period is Prehistoric. Then comes Mesopotamia, and then Egypt etc. Under each period, list the minimum of 3 major accomplishments or achievements of that period. See the WEBCOM 2 Resources tab that has the heading timeline and the Textbook Index in front of the textbook for Unit III which lists the periods of time in order
1. Discuss in written statements at least 2 major differences between the Paleolithic Era (Old Stone Age) and the Neolithic Era (New Stone) found during the Prehistoric Period? (Unit 3, Chapter 3). (SLO 3: ULO 3.4).
EXPLAIN ANSWER FULLY USING THE CHART THAT YOU WILL SEE ON A PAGE IN YOUR TEXT
1. Explain how the Sumerian marble statuettes, sculptures, and Queen Puabi’s Harp that were excavated in modern times help us understand how the Sumerian people’s lived and what their beliefs were during the anc.
Assignment title An Evaluation of the Business Strategy at Mc D.docxlynettearnold46882
Assignment title: An Evaluation of the Business Strategy at Mc Donald’s.
Word count: 4242
Student name: Shane Sunil Mohan
Student number: A001753898
Subject name: 9050PROJ
AQF Level: 9
Discipline: Strategic Management
Theme: Critical Evaluation of a Business Strategy
EXECUTIVE SUMMARY
This paper was fundamentally about conducting a research and analyzing the findings on an evaluation of the business strategy at Mc Donald’s. Mc Donald’s establishment is a centralized, international organization which competes in the fast food industry by supplying hamburgers, french fries, and other consumable items using standardization. Substantial expansion and branding as the main driving force. As mentioned previously, operating in an open market in the food chain sector, one of Mc Donald’s major competition would be Wendy’s. These two establishments offer the exact same service which tends to make it difficult for Mc Donald’s to gain market share. With this being said, this report outlines different strategic strategies in which Mc Donald’s can gain competitive advantage against Wendy’s by providing substantial evidence on Mc Donald’s weaknesses and how it can be improved by using the case study method to help assist presenting its findings.
Table of Contents
1.0 Introduction 4
2.0 Literature Review: 5
2.1 Application of the literature to Mc Donald’s 6
2.2 Analysis with respect to Neoclassical microeconomics: 7
2.3 Analysis with respect to Evolutionary economics: 8
3.0 Research Methodology: 9
3.1 Case study method: 9
3.2 Data Collection: 10
3.3 Presentation of findings: 10
3.4 Analyzing the data: 11
4.0 Data Analysis and Reflections 11
4.1 Presentation of data 11
4.2 Reflection on findings and implications: 12
5.0 Conclusion and Recommendations: 14
5.1 Addressing social changes with differentiation strategy: 15
5.2 Recommendation: Improved Promotional Strategy: 16
5.3 Conclusion 16
References 18
1.0 Introduction
With the increase in the trend of globalization and the increasing competition in global markets, companies work day and night to come with effective strategies. Some of the multinational companies are known for the strategies they use and practice. In this paper, two of the companies operating in the United States of America will be discussed and compared along with the suggestion of a competitive strategy for McDonald’s. One of the companies that was researched in this paper name is McDonald's. This company operates internationally while the opposition organization which is Wendy’s also known as a fast food restaurant operates in the United States of America. As far as McDonald's is concerned, McDonald's was established in the year 1940 by Richard and Maurice McDonald, in San Bernardino, California, United States. The organization's business structure depends on three basic axes: representatives, franchisees, and suppliers. This business structure made by the founder of the organization, Ray Kroc, is known as "the three-legged sto.
ASSIGNMENT The student will submit a research project that compares.docxlynettearnold46882
ASSIGNMENT: The student will submit a research project that compares and contrasts two organizations in the same sector (Career Education Corporation and the Apollo Group Inc. or any other that you prefer), including analysis of the following criteria: legal, social, and economic environments; management structure; operational and financial issues; and impact of potential change factors.
1) Student should analyze the basic legal, social, and economic environments of the organization
2) Student should analyze the managerial, operational and financial issues of the organization
3) Student will analyze the impact of potential change factors as they related to the organization.
4) Student should apply appropriate college level writing standard.
the submission should be in APA Format. LENGTH of Paper: 5 Body Pages
.
Assignment Three Case study report – mixed mediaValue 40 .docxlynettearnold46882
Assignment Three: Case study report – mixed media
Value: 40% of the total marks for the unit
Length: 2000 words, or 5-6 minute video, or audio-narrated powerpoint of 10-15 slides, or photo essay supported with 500 words
Due: Week 12
Task description
Attend the event nominated in Assignment 2.
Briefly describe the event – name, date, location and venue, and attendance numbers and demographics.
Describe and critically analyse the positive and negative impacts of the event utilising the principles of sustainability and the triple bottom line approach.
Describe and discuss how the event’s program elements related to the aims and objectives identified in Assignment Two.
Describe and discuss the marketing of the event and how the promoted experience related to the actualisation and attainment of its aims and objectives (include actual audience details – numbers, demographic composition).
Provide recommendations for future activities which clearly identify issues relevant to event management.
The task is a report on the event nominated in Assignment Two that uses the triple bottom line approach to identify and critically analyse - the attainment of the events aims and objectives; the positive and negative economic, environmental, sociocultural impacts of the event; and recommendations which clearly identify issues relevant to the event management.
The evaluation report should use creativity in the approach to the task style.
The assignment may be presented as a 2000 word essay, or a 5-6 minute video, or an audio-narrated powerpoint of 10-15 slides, or a photo essay supported with 500 words. The process for submission of this assessment will depend upon the format chosen and prior negotiation with the tutor is required.
.
Assignment The Nurse Leader as Knowledge WorkerThe term kn.docxlynettearnold46882
Assignment: The Nurse Leader as Knowledge Worker
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book,
The Landmarks of Tomorrow
(1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.
Reference: Drucker, P. (1959).
The landmarks of tomorrow. New York, NY: HarperCollins Publishers.
To Prepare:
Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Develop a simple infographic to help explain these concepts.
Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Diaz v. Carcamo Legal Analysis Grading GuideMGT434 Version 8.docx
1. Diaz v. Carcamo Legal Analysis Grading Guide
MGT/434 Version 8
Employment Law
Individual Assignment: Diaz v. Carcamo Legal AnalysisPurpose
of Assignment
This assignment gives students an opportunity to understand
employment relationships in its various forms: principal-
agency, independent contractor, employer-employee at-will, and
non-compete contractual agreements. Students are tasked with
understanding how legal liability can occur to an organization
arising out of the doctrine of respondeat superior or vicarious
liability as it is also known. It further allows students to assess
how negligent hiring can result in negative consequences for an
organization.
Resources Required
Dawn Renae Diaz v. Jose Carcamo, 253 P.3d 535 (Cal.
2011)Grading Guide
Content
Met
Partially Met
Not Met
Comments:
The student explores types of principal-agency relationships and
determines what type of relationship exists in this case between
the driver, Jose Carcamo, and the company, Sugar Transport of
the Northwest, LLC.
2. The student recommends a course of action with respect to the
lawsuit and Carcamo’s employment.
The student answers if Sugar Transport’s Human Resources
department has any responsibility for their role in hiring
Carcamo.
If the student determines Sugar Transport does have
responsibility for hiring Carcamo, the student answers what
other employment law issues are legally problematic concerning
the hiring of Carcamo.
The student identifies and explains the legal issues and laws
that were violated.
The student includes justification for responses by citing
applicable laws and legal cases.
The student uses a minimum of three outside sources.
3. The paper is 700 to 1,050 words in length.
Total Available
Total Earned
7
#/7
Writing Guidelines
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page,
and reference page—is consistent with APA formatting
guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a
reference page.
Paragraph and sentence transitions are present, logical, and
4. maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and
punctuation.
Total Available
Total Earned
3
#/3
Assignment Total
#
10
#/10
Additional comments:
5. 2011 LAKE SUPERIOR BOATING STUDY
Results of 2011 market study—with trends from
2003—for boating on the Minnesota waters of
Lake Superior
2 2011 Lake Superior Boating Study — Results of Market Study
2011 LAKE SUPERIOR BOATING STUDY
Results of 2011 market study—with trends from 2003—for
boating on the Minnesota waters of Lake Superior
Report prepared by:
Tim Kelly
Division of Operations Services
Minnesota Department of Natural Resources
September 2012
An electronic copy of this report can be found on the MN
DNR’s website:
www.mndnr.gov/aboutdnr/reports/index.html#boating
Cover photos: Top—Palisade Head on Lake Superior, USFS;
Bottom—Silver Bay Safe Harbor,
Marina and Access, MN DNR.
Minnesota
8. Page
4
4
5
6
8
10
11
16
19
24
25
4 2011 Lake Superior Boating Study — Results of Market Study
INTRODUCTION
Minnesota’s Lake Superior shoreline—rugged and scenic—has
for decades been a
recreational destination for travelers from throughout the Upper
Midwest (Figure
1). Numerous parks, trails,
forests, resorts and related
tourist facilities have been
developed along the shore
to serve the recreating
public. Traditionally,
9. most of these facilities have
been land-based, with the
Lake largely appreciated
from shore.
Over the last two decades,
attention has focused on
more fully opening up the
Lake to recreational
boating, from sea
kayaking to sailing to
multi-day trips from port
to port. Providing for
recreational boating on the Minnesota portion of Lake Superior
(often referred to
as the North Shore) is more challenging than on Minnesota’s
numerous inland
lakes and streams. The rugged shore, coupled with occasional
large waves, means
that launch facilities and marinas need protection from the
Lake. In addition, Lake
Superior waters are quite cold and the weather can be
unpredictable. At times,
boaters need sheltered places to get off the Lake in an
emergency due to weather
or other boating-related problems. To address these boating
challenges,
Minnesota currently provides a series of ten safe harbors (small
craft harbors and
protected accesses) along the North Shore from Duluth-Superior
to the Canadian
border (Reference 1).
2002-03 Boating studies
About ten years ago the Minnesota DNR conducted two studies
10. to improve
agency understanding of Lake Superior boating so Minnesota
recreational boating
Minnesota
Wisconsin
Michigan
Michigan
CANADA
La
ke
Su
pe
rio
r
L
a
k
e
M
ic
h
ig
a
n
11. Apostle
Islands
Isle
Royale
Figure 1
5MN Department of Natural Resources
programs could be operated more effectively. During the
summer of 2002 a
recreational boater study was conducted on the Minnesota
portion of Lake
Superior (Reference 2). That study examined the quantity and
characteristics of
boating on the Lake, and boaters were queried about their
experiences on the
Lake. A companion market study was conducted in 2003
(Reference 3). It
placed boating on the Minnesota portion of Lake Superior in a
larger context of
boating among alternative places. The study looked at use of
Lake Superior
compared with other places, and the use of the Minnesota
portion of the Lake
compared with the rest of the Lake. Boaters were queried about
barriers to the use
of the Minnesota portion of Lake Superior and about their
awareness of programs
designed to remove some of the known barriers. Safety was one
known boater
issue for Lake Superior, and safety issues were examined in the
study. The needs
12. of one boating market segment—transient boaters who travel
overnight from
place to place—were assessed in the study. Transient boaters
represent a market
segment that was—and still is—being targeted along the
Minnesota portion of the
Lake.
2011 Boating studies
The decision was made in 2011 to gather fresh information from
boaters by
redoing the 2003 market study referenced above. The 2011
effort is broken into
two tasks: (i) replicate the 2003 study, so trends in the use and
perceptions of the
Lake could be assessed; and (ii) examine more closely the big-
boat market on the
Lake. Results from the first task are presented here, while
results from the second
task are presented in a separate report (Reference 4). The
second task targeted for a
survey all boaters who rent marina slips along or near the
Minnesota portion of
the Lake, which included marinas on the North Shore of the
Lake in Minnesota,
in Duluth-Superior, and in the Apostle Islands and vicinity
(Figure 1).
The first task examined the same two boater populations
examined in 2003. One
is the general Minnesota boat-owner population, and the other is
owners of large-
boats from Minnesota and Wisconsin. The first population
provides an overall
Minnesota boater perspective on Lake Superior boating.
13. Comparisons with 2003
indicate how this perspective has changed over time. An even
earlier study
extends some perspectives for this population back to 1988
(Reference 5).
The other population in the study was owners of large boats
(24+ feet in length)
registered in both Minnesota and Wisconsin. Lake Superior,
being a large body
6 2011 Lake Superior Boating Study — Results of Market Study
of water, tends to attract larger boats, so owners of such boats
are an important
segment in the Lake Superior boating market. Furthermore,
owners of large boats
are more likely to take overnight trips in their boats. Gaining a
better
understanding of this traveling boater market is one of the goals
of the study.
Wisconsin boat owners are included in the study along with
their Minnesota
counterparts, because they were commonly found on the
Minnesota portion of the
Lake in the 2002 Lake Superior boater study (Reference 2).
After a brief description of methodology, a summary of the
results of the 2011
market survey—with comparisons to 2003—will be presented as
follows:
● Boating on Lake Superior, including experience, current use,
interest in
14. boating more, and barriers to boating more.
● Safe harbors, including awareness of Minnesota’s program,
effect on boating
use of Lake Superior, and perceived need for more harbors.
● Overnight boating trips, including prevalence of, interest in,
desirable
destinations for, and important marina facilities/services for
such trips.
The survey instrument used in the study is in Appendix A. For
those who would
like greater detail on methodology and survey results, please
contact the
Minnesota Department of Natural Resources.
METHODOLOGY
Two boater populations were targeted with a self-administered
mail survey in the
months of October to December 2011. The first is the general
Minnesota boat-
owner population. This includes all boaters with Minnesota-
registered boats
(Reference 6). Nearly half these boat owners (46%) reside in
the 14-county Twin
Cities metropolitan area, with another 33 percent in northern
Minnesota (Table 1).
The sample of 800 Minnesota-registered boat owners is
geographically
representative of all owners, with one exception: counties
boarding Lake Superior
are sampled at twice the rate of other counties to help in
recruiting a larger sample
15. of Lake boaters. All survey results are adjusted for any over-
and under-sampling
of the boat owner population. After remails to nonrespondents,
492 surveys were
returned, for a return rate of 64 percent (Table 2). The return
rate is lower than in
7MN Department of Natural Resources
Origin of boat owner
Owners of all boats
registered in Minnesota
Owners of large boats registered
in Minnesota or Wisconsin*
Minnesota
Northern Minnesota 33% 12%
Twin Cities Minnesota 46% 28%
Southern Minnesota 17% 5%
Minnesota subtotal 96% 46%
Wisconsin 0.4% 44%
Other states 4% 10%
Total percent 100% 100%
Number of boat owners 527,447 54,365
* A "large boat" is at least 24 feet long; includes recreational
boats documented
16. with the U. S. Coast Guard.
Origin of boat owners in survey
Minnesota Boat Owner
Origin Regions
North
South
Twin
Cities
Table 1
All boat owners with
Minnesota registration
Number of surveys Total Total Minnesota Wisconsin
Mailed out 800 700 450 250
Delivered 765 661 426 235
Returned 492 358 254 104
Return rate 64% 54% 60% 44%
Return rate in 2003 73% 63% 65% 59%
* Includes recreational boats documented with the U. S. Coast
Guard.
Owners of large boats (24 feet plus)
registered in Minnesota and Wisconsin*
Administrative statistics for the two survey samples
(as of February 16, 2012)
17. Table 2
8 2011 Lake Superior Boating Study — Results of Market Study
the 2003 study, which is reflective of the general decline in
survey response rates
(Reference 7).
The other population in the study is owners of large boats (24+
feet in length)
registered in Minnesota and Wisconsin (Reference 6). The
Minnesota registration
information is supplemented by U. S. Coast Guard records of
documented vessels
that are used for recreation. Documented vessels tend to be
large boats, so it was
important to include the owners of these craft in the survey
population. For
Wisconsin, documented vessels are included in the state boat-
registration files.
The large boat owners are about evenly split between Minnesota
and Wisconsin
residents (46% and 44% of owners, respectively), with 10
percent from other
states (Table 1). Within each state’s registration information,
the sample of boat
owners is geographically representative of all owners, with one
exception:
counties boarding Lake Superior are sampled at twice the rate
of other counties to
help in recruiting a larger sample of Lake boaters. In addition,
Minnesota owners
18. are sampled at a higher rate (just over double) than Wisconsin
owners. All survey
results are adjusted for any over- and under-sampling of the
large-boat owner
population. After remails to nonrespondents, 358 surveys were
returned, for a
return rate of 54 percent (Table 2). The return rate is much
lower from the
Wisconsin (44%) than Minnesota sample (60%). Overall, the
return rate is down
from the 2003 study, which is reflective of the general decline
in survey response
rates (Reference 7).
BOATING ON LAKE SUPERIOR
Experience and current use
About a quarter to a third (23% to 31%) of owners in 2011 have
boated on Lake
Superior sometime in the past (Table 3). This represents a large
number of boat
owners and a sizable portion of these populations. The amount
of annual boating
that occurs on the Lake, however, is relatively small (3% to
6%)(see Table 3).
Large boat owners are more likely to have used the Lake in the
past than general
Minnesota boat owners (31% to 23%), and allocate more of
annual boating to the
Lake (6% to 3%). For those that use the Lake, the median years
of experience is
near 5, and the average is 10 to 13.
These 2011 Lake use statistics are little changed from 2003
(Table 3).
19. 9MN Department of Natural Resources
For general Minnesota boat owners, the origin of Lake Superior
boaters is very
similar in 2003 and 2011 (Table 4). Most live in the greater
Twin Cities and
Northern regions in Minnesota. For Minnesota-Wisconsin
large-boat owners,
most currently live in the same two Minnesota regions (Twin
Cities and Northern)
and Wisconsin. The contribution of the Twin Cities noticeably
decreased—for
whatever reason—between 2003 and 2011, while the
contribution of the other
origins is more stable (Table 4).
Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
or Wisconsin*
Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
or Wisconsin*
20. ● Percent who have ever boated on
Lake Superior
23% 31% 22% 29%
● Years boated on Lake Superior
(for those who have boated on the Lake)
Mean 10 13 10 9
Median 5 4 5 6
● Percent of annual use of primary
boat on Lake Superior
3% 6% 2% 5%
* A "large boat" is at least 24 feet long; includes recreational
boats documented with the U. S. Coast Guard.
------------------- 2011 information ------------------- --------------
----- 2003 information -------------------
Boating use of Lake Superior
Origin of boat owner
Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
or Wisconsin*
21. Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
or Wisconsin*
Minnesota
Northern Minnesota 34% 17% 33% 16%
Twin Cities Minnesota 57% 37% 58% 49%
Southern Minnesota 8% 7% 10% 2%
Minnesota subtotal 99% 60% 100% 67%
Wisconsin 0% 35% 0% 32%
Other states 1% 5% 0% 1%
Total percent 100% 100% 100% 100%
* A "large boat" is at least 24 feet long; includes recreational
boats documented with the U. S. Coast Guard.
Origin of owners who have boated on Lake Superior sometime
in the past
------------------- 2011 information ------------------- --------------
----- 2003 information -------------------
(percent of owners who have boated on Lake Superior)
Table 3
Table 4
22. 10 2011 Lake Superior Boating Study — Results of Market
Study
Interest in boating more on the Minnesota waters of Lake
Superior
Boaters are asked in the survey about their interest in boating
more often (or at all)
on the Minnesota waters of Lake Superior. Interest is highest
among boaters who
have used the Lake in the past, indicating that doing more is a
valued experience
(Table 5). A majority of past Lake users (54% to 60%) would
like to boat more.
In contrast, those who have not used the Lake have only a
modest interest in
boating on the Minnesota waters of the Lake (22% of large and
general boat
owners). Overall, when users and nonusers are combined, about
one-third of
large boat owners (32%) and general MN owners (31%) would
like to boat more
on the Minnesota waters of the Lake. Most of the rest either
express no interest in
boating more (45% to 47%) or are unsure of their level of
interest (22% to 25%).
Since 2003, interest in boating more often (or at all) is down
somewhat, especially
among large boat owners (Table 5).
Table 5
a. Owners of all boats registered in Minnesota
23. -- Ever boated on Lake Superior? -- -- Ever boated on Lake
Superior? --
Response Overall "No" "Yes" Overall "No" "Yes"
"yes" 31% 22% 60% 34% 26% 59%
"no" 45% 49% 30% 40% 47% 16%
"don't know" 25% 29% 10% 26% 27% 25%
Total percent 100% 100% 100% 100% 100% 100%
b. Owners of large boats registered in Minnesota or Wisconsin*
-- Ever boated on Lake Superior? -- -- Ever boated on Lake
Superior? --
Response Overall "No" "Yes" Overall "No" "Yes"
"yes" 32% 22% 54% 40% 26% 72%
"no" 47% 56% 25% 36% 45% 14%
"don't know" 22% 22% 21% 24% 29% 14%
Total percent 100% 100% 100% 100% 100% 100%
* A "large boat" is at least 24 feet long; includes recreational
boats documented with
the U. S. Coast Guard.
Would you like to boat (or boat more often) on the Minnesota
waters of Lake Superior?
-------------------- 2011 information -------------------- -----------
--------- 2003 information --------------------
-------------------- 2011 information -------------------- -----------
--------- 2003 information --------------------
24. 11MN Department of Natural Resources
This same “interest” question was posed in 1988 to the general
Minnesota boat
owner (Reference 5). At that time, the portion expressing an
interest in boating
more was higher than the current study (44% versus 31%,
respectively), while the
portion having no interest was lower (30% versus 45%), and the
portion that
“didn’t know” was about the same (26% versus 25%). The
reason for these
changes is not known.
Barriers to boating more on the Minnesota waters of Lake
Superior
Boat owners are queried in the survey about barriers to boating
more often (or at
all) on the Minnesota waters of Lake Superior. Some of the
barriers are shared by
the general Minnesota boat owner and the large-boat owner, and
some are
different. Similarly, boaters who have had experience boating
on the Lake have
some barriers in common with boat owners with no experience,
and have some
barriers that are different.
Of the shared barriers between owners of large boats and
general Minnesota boat
owners, intervening opportunities (good places to boat that are
closer to home) is
25. top ranked (Table 6 and 7). This is followed by barriers related
to personal skills,
knowledge, and equipment. Such barriers are less important for
large-boat owners
(especially the barrier about the size of the boat being too
small), although they are still
leading barriers to large-boat owners. Time is also a shared
leading barrier. Other
barriers that stand out for the general Minnesota boat owner
(but less so for the
large-boat owner) concern personal risk. Lake Superior waters
are cold, and
occasional large waves coupled with a rugged shoreline can
make boating
difficult. Owning a larger boat appears to reduce these
perceived personal risks.
Boaters who have never boated on Lake Superior have a pattern
of barriers quite
similar to those reported above for the overall boater, which
includes those who
have and have not boated on the Lake (this is not surprising,
since about 70% to
80% of boaters have never boated on the Lake). As expected,
the knowledge
barrier (“I don’t know enough about Lake Superior boating”) is
higher for those
who have never boated on the Lake.
Boaters who have boated on Lake Superior have an additional
group of barriers,
which is related to boating facilities, services and opportunities.
As a rule, users of
a place tend to indicate lack of amenities as a barrier to the
place’s use, and Lake
Superior boaters are no exception. Four of the leading barriers
26. in this group are
12 2011 Lake Superior Boating Study — Results of Market
Study
Table 6
Category . . . Item Overall "No" "Yes"
Intervening opportunities
● . . . other good places for boating are closer to home 66%
66% 65%
Personal skills, knowledge and equipment
● . . . my boat is too small 62% 63% 60%
● . . . I don’t know enough about Lake Superior boating 52%
56% 39%
● . . . I lack the skills needed for Lake Superior boating 44%
47% 33%
Time
● . . . I don’t have enough time to boat there as much as I
would like
38% 33% 56%
Personal risk
● . . . even with more safe harbors, I would still be
concerned about the danger of boating there
29% 28% 32%
● . . . it’s too dangerous 26% 27% 25%
● . . . there are too few other boats in the area to assist me
27. if something goes wrong
11% 9% 21%
Boating facilities, services, opportunities
● . . . I enjoy boating from place to place, and destinations
are too far apart there
18% 14% 31%
● . . . there isn’t enough good information on Lake
Superior boating
15% 12% 25%
● . . . there are not enough boat-launching facilities 11% 6%
29%
● . . . there are not enough safe harbors (a protected place
to escape bad weather)
12% 7% 28%
● . . . there are not enough marinas with permanent slips,
lodging, and food service
9% 3% 27%
● . . . there are not enough marinas with transient slips 8% 3%
26%
● . . . there are not enough safety patrol and water rescue
services
5% 2% 12%
● . . . the fishing is poor 5% 3% 12%
● . . . there are not enough charter/rental boats for other
28. purposes
3% 1% 8%
●
. . . there are not enough charter/rental boats for fishing 3% 2%
7%
Weather
● . . . the weather is unpleasant 13% 12% 14%
Expense
● . . . it is too expensive to boat there 13% 12% 16%
Do enough already
● . . . I already do enough boating on Lake Superior 8% 5%
19%
Additional leisure opportunities
● . . . there is too little to do, other than boating 5% 4% 9%
Percent of all MN-registered boat owners agreeing with
statement: I haven’t boated (or haven’t boated more
often) on the Minnesota waters of Lake Superior because . . .
-- Ever boated on Lake Superior? --
13MN Department of Natural Resources
Table 7
Category . . . Item Overall "No" "Yes"
Intervening opportunities
29. ● . . . other good places for boating are closer to home 64%
62% 68%
Personal skills, knowledge and equipment
● . . . my boat is too small 36% 40% 27%
● . . . I don’t know enough about Lake Superior boating 49%
54% 38%
● . . . I lack the skills needed for Lake Superior boating 30%
34% 24%
Time
● . . . I don’t have enough time to boat there as much as I
would like
41% 34% 57%
Personal risk
● . . . even with more safe harbors, I would still be
concerned about the danger of boating there
17% 17% 18%
● . . . it’s too dangerous 14% 13% 14%
● . . . there are too few other boats in the area to assist me
if something goes wrong
11% 7% 18%
Boating facilities, services, opportunities
● . . . I enjoy boating from place to place, and destinations
are too far apart there
22% 15% 36%
● . . . there isn’t enough good information on Lake
Superior boating
30. 10% 8% 15%
● . . . there are not enough boat-launching facilities 7% 4% 13%
● . . . there are not enough safe harbors (a protected place
to escape bad weather)
16% 7% 33%
● . . . there are not enough marinas with permanent slips,
lodging, and food service
14% 5% 33%
● . . . there are not enough marinas with transient slips 14% 4%
34%
● . . . there are not enough safety patrol and water rescue
services
5% 3% 9%
● . . . the fishing is poor 4% 2% 8%
● . . . there are not enough charter/rental boats for other
purposes
3% 3% 3%
● . . . there are not enough charter/rental boats for fishing 3%
3% 4%
Weather
● . . . the weather is unpleasant 14% 9% 24%
Expense
● . . . it is too expensive to boat there 11% 8% 17%
31. Do enough already
● . . . I already do enough boating on Lake Superior 8% 4%
17%
Additional leisure opportunities
● . . . there is too little to do, other than boating 9% 5% 15%
Percent of MN-WI-registered large-boat owners agreeing with
statement: I haven’t boated (or haven’t boated
more often) on the Minnesota waters of Lake Superior because .
. .
-- Ever boated on Lake Superior? --
14 2011 Lake Superior Boating Study — Results of Market
Study
shared by the owners of large boats and the general Minnesota
boat owner:
boating destinations too far apart, not enough safe harbors, not
enough marinas
with permanent slips, and not enough marinas with transient
slips. The general
Minnesota boat owner has an additional leading barrier of not
enough boat-
launching facilities.
Some of the potential barriers to boating more are not very
important to any of the
boat owners on Table 6 or 7 (i.e., indicated by less than 20% of
owners), and they
are noteworthy for that reason. These low-importance barriers
are: not enough
safety patrol and water rescue services, poor fishing, not enough
32. charter/rental
boats, high expense, lack of leisure opportunities other than
boating, and already
doing enough boating on the Lake.
Since 2003, barriers have changed little for any of the groups of
boat owners
(Table 8—contains “overall” percents from Tables 6 and 7 and
the 2003 overall
percents). The similarity of the ordering of the 22 potential
barriers in 2011 and
2003 is further evident in high correlation coefficients (all
0.95+) between the
three 2011-to-2003 comparisons for general Minnesota boat
owners (three
columns of percentages in Table 6) and three comparisons for
large boat owners
(three columns of percentages in Table 7).
In addition, the 1988 survey included 16 of the 22 barriers
covered in the current
study (Reference 5). Boat owners have nearly the same
ordering of barriers now
as in 1988 (the correlation coefficient is 0.96 for the percent of
boat owners
agreeing now and in 1998 that the 16 items are barriers to more
boating). The 16
barriers in this and the 1988 study are all those on Table 6,
except the following
six: “. . . even with more safe harbors, I would still be
concerned about the
danger of boating there”; “. . . there are too few other boats in
the area to assist me
if something goes wrong”; “. . . I enjoy boating from place to
place, and
destinations are too far apart there”; “. . . there are not enough
33. boat-launching
facilities”; “. . . there are not enough marinas with transient
slips”; and “. . . there is
too little to do, other than boating.”
15MN Department of Natural Resources
Table 8
Category . . . Item
Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
or Wisconsin*
Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
or Wisconsin*
Intervening opportunities
● . . . other good places for boating are closer to home 66%
64% 70% 63%
Personal skills, knowledge and equipment
34. ● . . . my boat is too small 62% 36% 62% 26%
● . . . I don’t know enough about Lake Superior boating 52%
49% 55% 45%
● . . . I lack the skills needed for Lake Superior boating 44%
30% 47% 27%
Time
● . . . I don’t have enough time to boat there as much as I
would like
38% 41% 36% 43%
Personal risk
● . . . even with more safe harbors, I would still be
concerned about the danger of boating there
29% 17% 33% 17%
● . . . it’s too dangerous 26% 14% 28% 13%
● . . . there are too few other boats in the area to assist me
if something goes wrong
11% 11% 13% 13%
Boating facilities, services, opportunities
● . . . I enjoy boating from place to place, and destinations
are too far apart there
18% 22% 19% 17%
● . . . there isn’t enough good information on Lake
Superior boating
15% 10% 16% 16%
● . . . there are not enough boat-launching facilities 11% 7%
35. 14% 11%
● . . . there are not enough safe harbors (a protected place
to escape bad weather)
12% 16% 14% 16%
● . . . there are not enough marinas with permanent slips,
lodging, and food service
9% 14% 10% 16%
● . . . there are not enough marinas with transient slips 8% 14%
10% 15%
● . . . there are not enough safety patrol and water rescue
services
5% 5% 9% 6%
● . . . the fishing is poor 5% 4% 7% 7%
● . . . there are not enough charter/rental boats for other
purposes
3% 3% 3% 2%
●
. . . there are not enough charter/rental boats for fishing 3% 3%
3% 3%
Weather
● . . . the weather is unpleasant 13% 14% 14% 9%
Expense
● . . . it is too expensive to boat there 13% 11% 11% 8%
Do enough already
● . . . I already do enough boating on Lake Superior 8% 8% 8%
36. 7%
Additional leisure opportunities
● . . . there is too little to do, other than boating 5% 9% 8% 8%
* A "large boat" is at least 24 feet long; includes recreational
boats documented with the U. S. Coast Guard.
Percent of registered boat owners agreeing with statement: I
haven’t boated (or haven’t boated more often) on the Minnesota
waters of Lake
Superior because . . .
------------------- 2011 information ------------------- --------------
----- 2003 information -------------------
16 2011 Lake Superior Boating Study — Results of Market
Study
SAFE HARBORS
One of the preceding potential barriers to boating more along
the Minnesota
waters of Lake Superior concerns safe harbors. Safe harbors are
facilities designed
to meet the challenge of opening up the Minnesota waters of
Lake Superior to
recreational boating. The rugged Lake Superior shore, coupled
with occasional
large waves, means that launch facilities and marinas need
protection from the
Lake. In addition, Lake Superior waters are quite cold and the
weather can be
unpredictable. At times, boaters need sheltered places to get off
37. the Lake in an
emergency due to weather or other boating-related problems.
To address these
boating challenges, Minnesota currently provides a series of ten
safe harbors
(small craft harbors and protected accesses) along the North
Shore of the Lake
from Duluth-Superior to the Canadian border (Reference 1).
The survey asked boat owners about their awareness of the safe
harbor program in
Minnesota. The results indicate that awareness is not very high,
and has not
changed much since 2003 (Table 9). For the general Minnesota
boat owner in
2011, the large majority either never heard of the program
(73%) or didn’t know
very much about the program (13%). Some owners knew a few
things about the
program (12%) and few knew a lot (2%). The percent that had
at least some
awareness of the program (either knew a few things or knew a
lot) was higher for
boat owners who had boated on the Lake (33%). Largely the
same pattern of
results is evident for large-boat owners, including the percent of
Lake Superior
boaters who had at least some awareness of the program (29%).
This relatively low awareness had a substantial effect on
responses to related
questions. When asked in 2011 whether the safe harbors had
allowed them to
boat more often or travel further on the Lake, the largest group
of boat owners
who have boated on the Lake responded “don’t know” (Table
38. 10). For those that
did know, the majority responded “no”, indicating that the safe
harbors had not
allowed them to boat more often or travel further. These 2011
results are close to
those found in 2003 (Table 10).
Similarly, when queried in 2011 about the need for additional
safe harbors, the
largest group of boat owners who have boated on the Lake
responded “don’t
know” (Table 10). For those that did know, the large majority
responded “yes”,
indicating a need for more safe harbors. This percent indicating
a need for more
harbors in 2011 is nearly the same as in 2003 (Table 11).
17MN Department of Natural Resources
Table 9
a. Owners of all boats registered in Minnesota
-- Ever boated on Lake Superior? -- -- Ever boated on Lake
Superior? --
Response Overall "No" "Yes" Overall "No" "Yes"
"never heard of this program before" 73% 78% 54% 72% 80%
48%
"didn't know very much" 13% 13% 14% 14% 12% 20%
"knew a few things" 12% 8% 26% 11% 8% 24%
"knew a lot" 2% 1% 7% 2% 0% 8%
Total percent 100% 100% 100% 100% 100% 100%
39. b. Owners of large boats registered in Minnesota or Wisconsin*
-- Ever boated on Lake Superior? -- -- Ever boated on Lake
Superior? --
Response Overall "No" "Yes" Overall "No" "Yes"
"never heard of this program before" 76% 87% 50% 70% 79%
48%
"didn't know very much" 12% 7% 22% 15% 13% 18%
"knew a few things" 10% 6% 20% 13% 7% 26%
"knew a lot" 3% 0% 9% 3% 1% 8%
Total percent 100% 100% 100% 100% 100% 100%
* A "large boat" is at least 24 feet long; includes recreational
boats documented with the U. S. Coast Guard.
Prior to receiving this survey, how much did you know about
the program to construct safe harbors on the Minnesota
shoreline of Lake Superior?
-------------------- 2011 information -------------------- -----------
--------- 2003 information --------------------
-------------------- 2011 information -------------------- -----------
--------- 2003 information --------------------
Response
Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
40. or Wisconsin*
Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
or Wisconsin*
"yes" 18% 28% 15% 26%
"no" 39% 29% 39% 34%
"don't know" 43% 43% 46% 40%
Total percent 100% 100% 100% 100%
* A "large boat" is at least 24 feet long; includes recreational
boats documented with
the U. S. Coast Guard.
------------------- 2011 information ------------------- --------------
----- 2003 information -------------------
Have the safe harbors that have been built on Lake Superior
allowed you to boat more often or travel further on
the Lake?
(responses of boaters who have boated on Lake Superior)
Table 10
41. 18 2011 Lake Superior Boating Study — Results of Market
Study
Regardless of a boat owner’s knowledge of the safe harbor
program, the idea of
having a safe harbor nearby is important to boaters who use
Lake Superior. When
asked in 2011 about their level of concern of being caught on
the Lake without a
safe harbor nearby, many boat owners who have used the Lake
were “somewhat
concerned” or “very concerned” (42% to 51%— see Table 12).
Concern is higher
among owners of large boats, one-third of whom (34%) are
“very concerned.”
Level of concern, however, is lower in 2011 than 2003. The
reason for this
change is not known.
Table 11
Response
Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
or Wisconsin*
Owners of all boats
registered in
Minnesota
42. Owners of large boats
registered in Minnesota
or Wisconsin*
"yes" 35% 39% 36% 39%
"no" 10% 4% 19% 6%
"don't know" 56% 58% 45% 55%
Total percent 100% 100% 100% 100%
* A "large boat" is at least 24 feet long; includes recreational
boats documented with
the U. S. Coast Guard.
------------------- 2003 information -------------------
Do you think additional safe harbors are needed on Lake
Superior?
(responses of boaters who have boated on Lake Superior)
------------------- 2011 information -------------------
Table 12
Response
Owners of all boats
registered in
Minnesota
Owners of large boats
43. registered in Minnesota
or Wisconsin*
Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
or Wisconsin*
"not concerned" 31% 22% 25% 10%
"slightly concerned" 15% 17% 17% 12%
"somewhat concerned" 25% 17% 26% 22%
"very concerned" 17% 34% 27% 51%
"don't know" 11% 10% 5% 5%
Total percent 100% 100% 100% 100%
* A "large boat" is at least 24 feet long; includes recreational
boats documented with
the U. S. Coast Guard.
------------------- 2003 information -------------------
How concerned are you about being caught out on Lake
Superior without a safe harbor nearby?
(responses of boaters who have boated on Lake Superior)
------------------- 2011 information -------------------
44. 19MN Department of Natural Resources
OVERNIGHT BOATING TRIPS
One boating market the survey targeted is overnight boaters.
Specifically, the
survey garnered information on past behavior as an overnight
boater, interest in
such boating, desirable destinations for overnight trips, and the
facility/service
needs at (and near) marinas that provide transient spaces for
overnight boaters.
One-quarter (25%) of general Minnesota boat owners, and a
higher portion of
large-boat owners (37%) have taken an overnight trip in their
primary boat (Table
13). Interest in taking overnight trips among those who have
not done so is not
particularly large: 9 percent for general Minnesota boat owners,
and 10 percent for
large-boat owners. A majority of boat owners have neither
taken an overnight trip
in their primary boat, nor have any interest in doing so.
Since 2003 little has changed for the general Minnesota boat
owner regarding the
propensity for taking overnight trips or—if not having taken an
overnight—the
interest in doing so (Table 13). For large boat owners,
however, the portion
having taken an overnight trip declined from 47 percent in 2003
to 37 percent in
2011.
45. Boater category
Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
or Wisconsin*
Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
or Wisconsin*
● Percent of boaters having taken an overnight trip in
their primary boat
25% 37% 26% 47%
● Percent of boaters not having taken an overnight trip,
but having an interest in such a trip
9% 10% 12% 10%
● Percent of boaters not having taken an overnight trip,
and not having an interest in such a trip
66% 54% 62% 43%
46. Total percent 100% 100% 100% 100%
* A "large boat" is at least 24 feet long; includes recreational
boats documented with the U. S. Coast Guard.
------------------- 2011 information ------------------- --------------
----- 2003 information -------------------
Overnight boating trips
Table 13
20 2011 Lake Superior Boating Study — Results of Market
Study
Boaters who have taken an overnight trip, or have an interest in
doing so, ranked
the desirability of various Lake Superior destinations for such
trips. The intent
was to find out how the Minnesota waters of Lake Superior and
the Duluth-
Superior Harbor compared with other Lake destinations.
Both the general Minnesota boat owner and the large-boat
owner agreed that the
Apostle Islands is the most desirable Lake Superior destination
(Table 14 and 15).
It is the most desirable for all boater origins, too. It is
particularly desirable for
those who have boated on the Lake, but it is also the most
desirable Lake
destination among owners who have never boated on the Lake,
no doubt a
reflection of the Islands’ boating image.
47. The second and third most desirable Lake destinations—both for
boaters who
have and have not used the Lake—are the Minnesota waters of
Lake Superior and
Isle Royale, with the Minnesota waters ranked second for the
general Minnesota
boat owner and third for the large boat owner. Next in terms of
desirability is the
Duluth-Superior Harbor, followed by the Canadian and
Michigan waters of Lake
Superior.
The ordering of desirability rankings for Lake Superior
destinations did not
change from 2003 to 2011 for general Minnesota boat owners or
large boat
owners (Table 16—contains “overall” desirability ratings from
Tables 14 and 15
and the 2003 overall ratings). In 2003, the Duluth-Superior
Harbor was not
offered as a destination.
Boaters who have taken an overnight trip, or have an interest in
doing so,
indicated the importance of various facilities/services at (or
near) marinas that
provide for transient boats. For both the general Minnesota
boat owner and large
boat owner, the most important marina facilities/services are the
same: adequate
security for me and my boat, cell phone access, fuel pumps,
ability to make
advance reservations for my boat, and private restrooms and
showers for marina
patrons (Table 17).
48. Near the marina, the most important item to the general
Minnesota boat owner is
fishing opportunities. This is followed by places to shop for
groceries, restaurant
opportunities, and opportunities for sightseeing/visiting historic
sites. For the
large boat owner, places to shop for groceries and restaurant
opportunities are top
ranked.
21MN Department of Natural Resources
----------------------------- Origin of boater -------------------------
----
Destination Overall Northern MN Twin Cities MN Southern MN
Wisconsin "No" "Yes"
Lake Superior destinations:
● Apostle Islands area of Lake Superior in
Wisconsin
3.4 3.7 3.5 3.4 3.2 3.0 3.7
● Isle Royale in Lake Superior 3.1 3.3 3.2 3.2 2.8 2.6 3.4
● Minnesota North Shore waters of Lake
Superior
2.9 3.2 3.1 2.8 2.5 2.6 3.1
● Duluth-Superior Harbor 2.8 3.0 2.8 2.7 2.6 2.5 3.0
● Michigan waters of Lake Superior 2.8 2.9 2.8 2.5 2.8 2.5 3.0
● Canadian waters of Lake Superior 2.5 3.1 2.6 2.1 2.2 2.1 2.8
49. Other destinations:
● Lake Michigan 2.8 2.7 2.5 2.7 3.0 2.8 2.9
● Lower St. Croix River (Lake St. Croix) 2.7 2.3 2.9 3.3 2.5 2.9
2.5
● Mississippi River from Minneapolis-St.
Paul south
2.7 2.2 2.9 3.9 2.4 2.8 2.5
* A "large boat" is at least 24 feet long; includes recreational
boats documented with the U. S. Coast Guard.
In your [an owner of a large boat* registered in Minnesota or
Wisconsin] opinion, how desirable are the following
destinations for
an overnight boating trip?
(responses of boat owners who either have taken an overnight
trip with their primary boat or have an interest in taking an
overnight trip)
(mean desirability value based on scale : 1=not desirable,
2=slightly desirable, 3=moderately desirable, 4=very desirable)
-- Every boated on Lake Superior? --
Destination Overall Northern MN Twin Cities MN Southern MN
"No" "Yes"
Lake Superior destinations:
● Apostle Islands area of Lake Superior in
Wisconsin
3.3 3.0 3.5 3.4 3.0 3.7
● Minnesota North Shore waters of Lake
50. Superior
3.1 3.2 3.1 2.8 2.9 3.4
● Isle Royale in Lake Superior 3.1 2.9 3.2 2.8 2.8 3.4
● Duluth-Superior Harbor 2.6 2.3 2.7 2.5 2.4 2.8
● Canadian waters of Lake Superior 2.5 2.5 2.5 2.7 2.3 2.8
● Michigan waters of Lake Superior 2.3 2.3 2.4 2.2 2.1 2.7
Other destinations:
● Lower St. Croix River (Lake St. Croix) 3.0 2.6 3.1 3.5 3.1 2.9
● Mississippi River from Minneapolis-St.
Paul south
2.8 2.4 2.9 3.5 3.0 2.6
● Lake Michigan 2.3 2.3 2.2 2.2 2.0 2.6
In your [an owner of a boat registered in Minnesota] opinion,
how desirable are the following destinations for an overnight
boating trip?
(responses of boat owners who either have taken an overnight
trip with their primary boat or have an interest in taking an
overnight trip)
--------------------- Origin of boater --------------------- -- Every
boated on Lake Superior? --
(mean desirability value based on scale : 1=not desirable,
2=slightly desirable, 3=moderately desirable, 4=very desirable)
Table 14
Table 15
51. 22 2011 Lake Superior Boating Study — Results of Market
Study
Destination
Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
or Wisconsin*
Owners of all boats
registered in
Minnesota
Owners of large boats
registered in Minnesota
or Wisconsin*
Lake Superior destinations:
● Apostle Islands area of Lake Superior in Wisconsin 3.3 3.4
3.3 3.6
● Minnesota North Shore waters of Lake Superior 3.1 2.9 3.0
3.0
● Isle Royale in Lake Superior 3.1 3.1 3.0 3.3
● Duluth-Superior Harbor 2.6 2.8 (not asked in 2003) (not asked
in 2003)
● Canadian waters of Lake Superior 2.5 2.5 2.5 2.8
● Michigan waters of Lake Superior 2.3 2.8 2.5 2.9
52. Other destinations:
● Lower St. Croix River (Lake St. Croix) 3.0 2.7 2.9 3.1
● Mississippi River from Minneapolis-St. Paul south 2.8 2.7 2.6
3.0
● Lake Michigan 2.3 2.8 2.2 3.0
* A "large boat" is at least 24 feet long; includes recreational
boats documented with the U. S. Coast Guard.
In your opinion, how desirable are the following destinations
for an overnight boating trip?
------------------- 2011 information ------------------- --------------
----- 2003 information -------------------
(responses of boat owners who either have taken an overnight
trip with their primary boat or have an interest in taking an
overnight trip)
(mean desirability value based on scale : 1=not desirable,
2=slightly desirable, 3=moderately desirable, 4=very desirable)
Table 16
The importance ranking of facilities/services by large boat
owners (Table 17) is
very similar to those of seasonal slip renters at Minnesota-
Wisconsin Lake
Superior marinas (correlation coefficient of 0.95 for the mean
importance of the
26 items)(see Reference 4 for marina results).
The relative importance rankings for facilities/services are
largely the same in 2003
as 2011 for general Minnesota boat owners and large boat
owners (correlation
53. coefficients of 0.88 and 0.93 for the mean importance of 18
comparable items for
the general Minnesota owner and large boat owner,
respectively). One item
(internet access) notably increased in importance from 2003 to
2011 for both the
general Minnesota and large boat owner, although it is still not
highly ranked in
2011.
23MN Department of Natural Resources
Owner of a boat Owner of a large boat*
Facility/service registered in Minnesota registered in Minnesota
or Wisconsin
AT THE MARINA
● adequate security for me and my boat 3.0 3.5
● cell phone access 2.9 3.3
● fuel pumps 2.6 3.2
● ability to make advance reservations for my boat 2.6 3.3
● private restrooms and showers for marina patrons 2.6 3.1
● knowledgeable marina operator(s) with whom to
discuss boats and boating topics
2.5 2.8
● ability to contact marina staff by radio with questions 2.4 3.0
● electricity connection dockside 2.2 3.1
● drinking water connection dockside 2.2 2.7
● boat repair services 2.1 2.6
● indoor place for boaters to relax 2.1 2.2
54. ● ship store 1.9 2.4
● internet access 1.9 2.1
● sewage pumpout services 1.6 2.7
● laundry facilities 1.6 2.0
● cable TV connections 1.4 1.7
NEAR THE MARINA
● fishing opportunities 2.9 2.2
● places to shop for groceries 2.6 2.9
● opportunities for sightseeing, visiting historic sites 2.6 2.5
● restaurant opportunities 2.6 3.0
● outdoor recreation opportunities 2.5 2.3
● lodging opportunities 2.5 2.1
● shuttle or transportation service for shopping,
restaurants and entertainment outings
2.1 2.5
● entertainment opportunities 2.0 2.2
● retail shopping opportunities 1.8 2.1
● bicycle rental opportunity 1.8 1.8
* A "large boat" is at least 24 feet long; includes recreational
boats documented with the U. S. Coast Guard.
When you take an overnight boating trip, how important is it to
have the following facilities and services
available to you at a marina where you spend the night?
(responses of boat owners who either have taken an overnight
trip with their primary boat or have an interest in taking an
overnight trip)
(mean importance value based on scale : 1=not important,
55. 2=slightly important, 3=moderately important, 4=very
important)
----------------------------- Type of boat owner ---------------------
-------
Table 17
24 2011 Lake Superior Boating Study — Results of Market
Study
REFERENCES
1. Minnesota Department of Natural Resources (MN DNR). The
safe harbor
program is described on the MN DNR website at:
http://www.dnr.state.mn.us/
water_access/harbors/index.html .
2. Minnesota Department of Natural Resources (MN DNR).
2002. Boating on
the Minnesota portion of Lake Superior, Summer 2002. MN
DNR, Office of
Management and Budget Services. See MN DNR website at:
http://
www.dnr.state.mn.us/aboutdnr/reports/boating_lakesuperior.htm
l .
3. Minnesota Department of Natural Resources (MN DNR).
2003. Market study
for boating on the Minnesota waters of Lake Superior. MN
DNR, Office of
Management and Budget Services. See MN DNR website at:
http://
56. www.dnr.state.mn.us/aboutdnr/reports/boating_marketstudylksu
p2003.html .
4. Minnesota Department of Natural Resources (MN DNR).
2012 (in progress).
2011 Lake Superior boating study: Results of survey of
seasonal-slip renters at
marinas located in and near the Minnesota portion of Lake
Superior. MN
DNR, Division of Operations Services.
5. Lime, David W., Leo H. McAvoy, Curits Schatz, and David
G. Pitt. 1989.
Recreational Boating on Lake Superior. Research Summary No.
5.
University of Minnesota, Minnesota Extension Service, Tourism
Center. This
study was based on a 1988 boater survey that was funded by the
Minnesota
Department of Natural Resources.
6. Sources of boat registration and owner information:
Minnesota: Minnesota Department of Natural Resources, all
registrations
current as of August 2011. From U.S. Coast Guard, obtained
data file
“Merchant Vessels of the United States”, for all document
vessels current
as of July 2011.
Wisconsin: Wisconsin Department of Natural Resources, all
registrations
current as of August 2011. Includes U.S. Coast Guard
documented
vessels relevant to this study.
57. 7. Dillman, Don A., Jolene D. Smyth, and Leah Melani
Christian. 2009.
Internet, Mail, and Mixed-Mode Surveys: The Tailored Design
Method. John
Wiley & Sons.
25MN Department of Natural Resources
APPENDIX A
Survey instrument for market study
(six pages)
26 2011 Lake Superior Boating Study — Results of Market
Study
SECTION 1 — Your boats and their general use
1. What type of boat is your primary boat? (if in doubt, select
your largest boat
as your primary boat) (check one)
____ cruiser (has cabin or superstructure) ____ jetski ____
canoe ____ pontoon
____ runabout (has windshield) ____ sailboat ____ sail-board
____ kayak
____ fishing (no windshield) ____ other (please
specify)_________________
2. What is the length of your primary boat? ____ feet
58. 3. a. What is the principal type of motor on your primary boat?
(check one)
____ gas/diesel ____ electric ____ no motor ____ don’t
know
b. IF GAS/DIESEL MOTOR, fill in the horsepower: ____
horsepower
4. Which of the following do you have on your primary boat?
(check all that apply)
____ fire extinguisher ____ horn ____ toilet, with holding tank
____ GPS unit ____ depth finder ____ port-a-potty
____ marine radio ____ lights ____ life vests/personal flotation
devices
____ cell phone ____ radar ____ throwable lifesaver/buoyant
cushion
____ visual distress signal (flag, flares) ____ none of these
items
5. In the last 12 months, how many days was your primary boat
used by you or anyone else?
____ days (if zero, write “0” and skip to question 7 on page 3)
a. On about how many of these days was your primary boat
used within an hour’s drive of your home?
____ days (if zero, write “0”)
b. In what region did most of these boating days occur (see
map at bottom of next page)?
____ region number from map
6. In the last 12 months, how many days was your primary boat
used by you or anyone else . . .
a. . . . anywhere on Lake Michigan ____ days (if zero, write
“0”)
59. b. . . . anywhere on Lake Superior ____ days (if zero, write
“0”)
c. . . . near Isle Royale on Lake Superior (region 10 on map at
bottom of page)
_____ days (if zero, write “0”)
(continued on next page)
2011 Boater Survey
27MN Department of Natural Resources
1414
1 2
3
4
5
6
7 8
9
11
12
13
14
60. 14
14
14
14
14
10
Boating Regions for Survey
6e. How did you get onto the Minnesota waters of Lake
Superior? (check all that apply)
____ launched at a designated public access ramp
____ launched from public land that was not a designated public
access
____ launched at a private (for-fee) access ramp at a
marina/resort
____ launched from private land
____ boated out of a marina slip I rent along the Minnesota
waters of Lake Superior
____ boated into the Minnesota waters of Lake Superior from
elsewhere
____ other (please describe) ___________________________
6f. What are your primary activities when you boat on the
Minnesota waters of Lake
Superior? (check all that apply)
____ sailing ____ sail-boarding ____ cruising/boat ride ____
scuba diving
____ canoeing ____ kayaking ____ jet skiing ____ swimming
____ fishing (IF FISHING, what type(s) of fish were you after?
61. Please describe:
_____________________________________________________
__)
____ transportation to/from
____ other (please specify)
____________________________________________
IF 6d IS ONE OR MORE DAYS, PLEASE ANSWER THESE
TWO QUESTIONS:
Regions
1. NW Minnesota
2. NE Minnesota
3. Border Lakes in US and Canada
(including BWCA)
4. Minnesota waters of Lake Superior
5. Wisconsin waters of Lake Superior
(includes Apostle Islands)
6. Central Minnesota
7. SW Minnesota
8. SE Minnesota
9. Twin City Metro Area
10. Near Isle Royale on Lake Superior
11. Remaining waters of Lake Superior
12. Remaining parts of Wisconsin
13. Lake Michigan
14. Any where else in the world
d. . . . on the Minnesota waters of Lake Superior (region 4 on
map at bottom of page)
_____ days (if zero, write “0”, and skip to question 7 on next
page)
62. 28 2011 Lake Superior Boating Study — Results of Market
Study
SECTION 2 — Boating on Lake Superior
7. Prior to receiving this survey, how much did you know about
the program to construct safe harbors on
the Minnesota shoreline of Lake Superior (a “safe harbor” is a
protected location where boaters can
safely retrieve a boat or be sheltered from a storm)? (check
one)
____ never heard of this program before
____ didn’t know very much
____ knew a few things
____ knew a lot
8. Have you ever boated on Lake Superior? (check one)
____ yes ____ no (IF NO, please skip to question 12 on the
next page)
8a. How many years have you been boating on Lake Superior?
____ years
8b. In the last 12 months, did you ever take a Lake Superior
boating trip that involved an overnight
stay with your boat, including anchoring out, camping on shore
with your boat, or staying at a
transient slip in a marina? (check one)
____ yes (IF YES, how many nights on such trips in the last 12
months? ____ nights)
____ no
63. 9. How concerned are you about being caught out on Lake
Superior without a safe harbor nearby?
(check one)
____ not concerned ____ slightly concerned ____ somewhat
concerned ____ very concerned
____ don’t know
10. Have the safe harbors that have been built on Lake Superior
allowed you to boat more often or travel
further on the Lake? (check one)
____ yes ____ no ____ don’t know
11. Do you think additional safe harbors are needed on Lake
Superior? (check one)
____ yes ____ no ____ don’t know
11a. (IF YES) Where are they needed? (describe locations)
_____________________________________________________
_________________
_____________________________________________________
_________________
_____________________________________________________
_________________
_____________________________________________________
_________________
64. _____________________________________________________
_________________
29MN Department of Natural Resources
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65. SD MD N MA SA DK
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12. Please answer the following questions even if you have not
boated on Lake Superior.
Think about using the Minnesota waters of Lake Superior, and
tell us how much you agree or
disagree with the following statement:
I haven’t boated (or haven’t boated more often) on
the Minnesota waters of Lake Superior because . . .
(Circle one response for each)
St
ro
ng
ly
di
sa
gr
ee
M
od
er
ate
67. re
e
St
ro
ng
ly
ag
re
e
D
on
’t
kn
ow
. . . I already do enough boating on Lake Superior
. . . I don’t have enough time to boat there as much as I
would like
. . . there are not enough safety patrol and water rescue
services
. . . it’s too dangerous
. . . there isn’t enough good information on Lake
Superior boating
. . . there are not enough marinas with permanent slips,
68. lodging, and food service
. . . there are not enough marinas with transient slips
. . . there are not enough boat-launching facilities
. . . it is too expensive to boat there
. . . other good places for boating are closer to home
. . . there are not enough safe harbors (a protected place
to escape bad weather)
. . . even with more safe harbors, I would still be con-
cerned about the danger of boating there
. . . I enjoy boating from place to place, and destinations
are too far apart there
. . . the weather is unpleasant
. . . my boat is too small
. . . I lack the skills needed for Lake Superior boating
. . . there are not enough charter/rental boats for fishing
. . . there are not enough charter/rental boats for other
purposes
. . . the fishing is poor
. . . I don’t know enough about Lake Superior boating
. . . there are too few other boats in the area to assist me
if something goes wrong
69. . . . there is too little to do, other than boating
30 2011 Lake Superior Boating Study — Results of Market
Study
SECTION 3— Interest in taking overnight trips with your boat
(being a transient boater)
14. Have you ever taken overnight trips with your primary boat?
(check one)
____ yes ____ no
14a. (IF NO) Do you have any interest in taking overnight trips
with your primary boat?
(check one)
____ yes ____ no (IF NO, your survey is complete; please
return it to us. Thank you.)
15. In your opinion, how desirable are the following
destinations for an overnight boating trip?
(check one response for each location)
M
od
er
ate
ly
de
sir
ab
70. le
Destinations for overnight trips
Apostle Islands area of Lake Superior in Wisconsin
Duluth-Superior Harbor
Minnesota North Shore waters of Lake Superior
Michigan waters of Lake Superior
Canadian waters of Lake Superior
Isle Royale in Lake Superior
Lake Michigan
Lower St. Croix River (Lake St. Croix)
Mississippi River from Minneapolis-St. Paul south
Other desirable locations? (please describe)
N
ot
de
sir
ab
le
Sl
ig
ht
ly
de
sir
ab
le
71. Ve
ry
de
sir
ab
le
D
on
’t
kn
ow
ND SD MD VD DK
ND SD MD VD DK
ND SD MD VD DK
ND SD MD VD DK
ND SD MD VD DK
ND SD MD VD DK
ND SD MD VD DK
ND SD MD VD DK
ND SD MD VD DK
13. Would you like to boat (or boat more often) on the
Minnesota waters of Lake Superior? (check one)
____ yes ____ no ____ don’t know
31MN Department of Natural Resources
72. Thank you for your input. Please place the survey in its
envelope and drop it in the mail.
Survey # __________
This survey number is only used to keep track of who has
completed the survey and who has not. We will send
replacement surveys to those who don’t respond in three weeks.
Your answers are strictly confidential and will never
be associated with your name.
Facility/service at the marina
sewage pumpout services
boat repair services
private restrooms and showers for marina patrons
laundry facilities
fuel pumps
indoor place for boaters to relax
drinking water connection dockside
electricity connection dockside
ship store
knowledgeable marina operator(s) with whom to discuss
boats and boating topics
adequate security for me and my boat
ability to make advance reservations for my boat
ability to contact marina staff by radio with questions
cell phone access
cable TV connections
internet access
Facility/service near the marina
places to shop for groceries
73. retail shopping opportunities
outdoor recreation opportunities
entertainment opportunities
lodging opportunities
bicycle rental opportunity
opportunities for sightseeing, visiting historic sites
fishing opportunities
restaurant opportunities
shuttle or transportation service for shopping, restaurants
and entertainment outings
other important facility/service? (please describe)
16. When you take an overnight boating trip, how important is it
to have the following facilities and
services available to you at a marina where you spend the night?
(circle one response for each
facility/service)
M
od
er
at
el
y
im
po
rta
nt
75. ow
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To: xxx
76. From: xxx
Date: July 2, 2015
Subject: Example Sales Report
The sales from your new book, “The Best American Book
Ever,” for the first quarter 2015 have been excellent.
Bookstores have reported increased growth in paperbacks, and
the online sales continue to be strong. Your overall royalty
payments come to $10,546 from all markets.
Unit Sales
The following table details the unit sales from the first quarter,
based on book type and month.
Book type
Month
Total
January
February
March
E-books from Amazon, bn.com, and other sites
412
562
301
1275
Paperbacks
123
78
119
320
Hardback
15
27
12
77. 54
Totals:
540
667
432
1649
Dollar Sales
The following table shows the dollar totals for the first month,
based on the above unit sales.
Book type with royalty percentage
Month
Total
January
February
March
E-books – 40% of $2.99
492.75
672.15
360
$1524.90
Paperbacks – 7% of 6.99
60.18
38
58.23
$156.58
Hardback – 7% of 16.99
17.84
32.11
14.27
$64.22
Totals:
78. 570.77
742.26
432.5
$1745.70
Payment Schedule and Future Activity
You will receive your check by August 1. We will continue to
keep in contact with you regarding your sales growth and any
marketing or promotions we have planned for your title. At This
point, we don’t have any recommendations to increase sales, as
they are already above our forecasts. Thank you again for
publishing with us, and don’t hesitate to call with any questions
at (555) 555-5555.
ENG
Due: June 18 at 11:00 p.m.
In this assignment, you are to write a report. Choose one of the
following scenarios to write your report about. You will be
graded on quality of writing, format and design, and technical
matters (grammar, typos, etc).
a. Prepare a site inspection report on some part of your
environment (where you work, your house, etc.). Select
someplace that needs some sort of change – an expansion,
remodel, etc., and explain what is currently there, what should
be changed, and why.
b. Write a trip report to an instructor or employer about a trip
you’ve recently taken that may have some sort of professional
or educational value. Tell why you took the trip, who you may
have met, and what you learned, and how that information may
help you in the future.