trapping was 3rd most dangerous job in Canada (1 / 2800 workers died) #1: Mining, quarrying, and oil wells #2: Logging and forestry Newfoundland, specifically, had second highest industrial death rate in Canada (behind territories)
knowledgeable, or link up with trusted person in the field 2. Embark in detailed logistical planning: Consider food (especially if you have allergies), medication (anti- nausea?), etc. Survival suits? PFDs? Fieldwork can be physically dangerous 3. When working with new partners: DO NOT ASSUME safety is valued. Create a written field plan. Assume they won’t have anything and bring it yourself.
sure you have all required licenses, approvals, and insurance coverage before embarking on any fieldwork. 2. Clearly discuss what field expenses will and will not be covered by your supervisor in advance of the project. No two projects are alike
they had personally experienced sexual harassment: i.e. inappropriate or sexual remarks, comments about physical beauty, cognitive sex differences, or other such jokes” “Over 20% of respondents reported that they had personally experienced sexual assault: i.e. physical sexual harassment, unwanted sexual contact, or sexual contact in which they could not or did not give consent, or felt it would be unsafe to fight back or not give consent (N = 140/644, 21.7%)”
for reporting. Fewer than half of survey respondents recalled ever encountering a code of conduct at any of the field sites at which they had worked (N = 251/666, 37.7%). Fewer than one fourth of respondents recalled having ever worked at a field site with a sexual harassment policy (148/666, 22.2%).”
and the repercussions for breaking established rules, emerged from the interviews” “Examples of testing behavior included, but were not limited to: going on long, strenuous hikes while refusing to tell the respondent how long they would be gone from camp; not permitting the respondent food, water, or urination breaks during data collection; and sharing pornographic images with the respondent and gauging her or his reaction. Many of the performances of physical feats were not required for the successful completion of data collection” http://onlinelibrary.wiley.com/doi/10.1111/aman.12929/epdf
complaining against student: Student Code of Conduct https://www.mun.ca/student/sscm/conduct/code_of_conduct.php Student complaining against employee: Non-Academic Appeals https://www.mun.ca/main/non_academic_appeals.php Employee complaining against employee: Procedure for Resolution of a Formal Respectful Workplace Complaint http://www.mun.ca/policy/site/procedure.php?id=519 All sexual harassment: http://www.mun.ca/policy/site/procedure.php?id=348 MUN Sexual Harassment Office: https://www.mun.ca/sexualharassment/
abusive, offensive, demeaning or vexatious that are known or ought reasonably to be known to be unwelcome and which may be intended or unintended. Types of harassment include Harassment based on Prohibited Grounds of Discrimination and Personal Harassment. Harassment may occur during a single incident or a series of single incidents. Whether or not a single incident constitutes harassment will depend on the nature and type of incident(s). Harassment, for example, does not include: a. Interpersonal conflict or disagreement, which is expressed in a respectful manner; or b. Performance management, attendance management or workplace discipline, which is expressed in a respectful and appropriate manner. http://www.mun.ca/policy/site/policy.php?id=167
nature and/or abusive conduct based on gender, gender identity, sex (including pregnancy and breast feeding) or sexual orientation directed at an individual or group of individuals by a person or persons of the same or opposite sex, who knows or ought reasonably to know that such comments or conduct is unwelcome and/or unwanted. Comments or conduct constitute sexual harassment when: a. submission to such comments or conduct is made either explicitly or implicitly a term or condition of an individual's employment, academic status, academic accreditation, or b. submission to or rejection of such comments or conduct by an individual is used as the basis for employment, or for academic performance, status or accreditation decisions affecting such individual, or c. such comments or conduct interferes with, or adversely affects, directly or indirectly, an individual's work or academic environment or performance, or d. such comments or conduct calls attention to the gender, gender identity, sex (including pregnancy and breast feeding) or sexual orientation of an individual or individuals in a manner that creates an intimidating, hostile or offensive work/study environment).
nature and/or abusive conduct based on gender, gender identity, sex (including pregnancy and breast feeding) or sexual orientation directed at an individual or group of individuals by a person or persons of the same or opposite sex, who knows or ought reasonably to know that such comments or conduct is unwelcome and/or unwanted. Comments or conduct constitute sexual harassment when: a. submission to such comments or conduct is made either explicitly or implicitly a term or condition of an individual's employment, academic status, academic accreditation, or b. submission to or rejection of such comments or conduct by an individual is used as the basis for employment, or for academic performance, status or accreditation decisions affecting such individual, or c. such comments or conduct interferes with, or adversely affects, directly or indirectly, an individual's work or academic environment or performance, or d. such comments or conduct calls attention to the gender, gender identity, sex (including pregnancy and breast feeding) or sexual orientation of an individual or individuals in a manner that creates an intimidating, hostile or offensive work/study environment).
sexual invitations or requests; •demands for sexual favours; •unnecessary touching or patting of a person's body; •leering at a person's body; •unwelcome and repeated innuendos or taunting about a person's gender, gender identity, sex (including pregnancy and breast feeding) or sexual orientation; •unwelcome remarks or verbal abuse of a sexual nature; •visual displays of sexual images perceived to be degrading or offensive; •unwelcome remarks or verbal abuse based on gender, gender identity, sex (including pregnancy and breast feeding) or sexual orientation which are demeaning or degrading; •threats of a sexual nature; •sexual assault and; •any other unwanted verbal or physical conduct of a sexual nature. Sexual harassment may occur during a single incident, or a series of single incidents. Whether or not a single incident constitutes sexual harassment will depend on the nature and type of incident(s). Sexual harassment may occur between individuals of the same sex or between the sexes.
to the Student Conduct Officer Angie Clarke Director, Student Affairs [email protected] Tel: (709) 778-0565 Office: W3017 Student against employee 2. Formal, written complaint to Director of Student Support Services 1. Complain informally (oral or writing) to the employee’s immediate supervisor or administrative head CFER: Tom Brown CSAR: Paul Winger CASD: Heather Manuel SOF, not in a centre (or if complaint is about a director) – Fred Anstey Dr. Jennifer Massey [email protected] 864-8312 Employee against employee Formal, written complaint to Department of Faculty Relations (regular MUN) or HR (MI)
at a scientific conference http://journals.plos.org/plosone/article?id=10.1371/journal.pone.01 85534 • Your science conference should have a code of conduct http://journals.plos.org/plosone/article?id=10.1371/journal.pone.01 60015 • Diversity and inclusion in conservation: a proposal for a marine diversity network https://www.frontiersin.org/articles/10.3389/fmars.2017.00234/full • Not “Pulling up the ladder”: Women who organize conference symposia provide greater opportunities for women to speak at conservation conferences http://journals.plos.org/plosone/article?id=10.1371/journal.pone.01 60015
describe data, explain how they will be stored, and clarify ownership and dissemination rights • DMPs cover four areas (from https://libraries.mit.edu/data- management/plan/write/): 1. Project, experiment, and data description 2. Documentation, organization, and storage 3. Access, sharing, and re-use 4. Archiving
Common IP issues are clarified: • Who keeps the data once your degree is complete? (especially relevant to Ph.D students heading to post-docs) • What happens if you quit the lab (e.g., by changing supervisors) before the end of your degree? • Who gets to co-author manuscripts based on the data? • Avoid data loss • Project planning: How much data storage space will be needed? • Involve Marine Institute ICT http://www.icpsr.umich.edu/icpsrweb/content/datamanagement/dmp/elements.html
website Complete as much of it as you can. Point-form answers are fine Upload your plan to Teams. Grading: /2.5 for each of the 4 sections 0 = Section ignored. 2.5 = Specific answers provided to all questions in the section. If answer is “I don’t know” – When will you know and how? What’s your plan to get it answered? Due Mon Oct 28
given to you by others • Data you collect yourself Last week This week Fieldwork, physical datasheets, surveys, data from figures – data that have NOT been coded, where you can design the spreadsheet yourself Data that have already been coded and stored in a table
rows and columns) 2. Are data types what they should be? (Correct as needed) 3. Numbers: Are there impossible values? (Check each number) 4. Factors: Are factor levels correct? (Check each factor) But how do we get our data into a spreadsheet in the first place?
long (good for computers)? • Multiple people entering data at the same time? Or just one? • Quality checks? First, let’s draw it together on the white board Net number, fish number, biological data
data. Recommended workflow: 1. Plan the project layout on a white board, by hand 2. Make a shared OneDrive folder. Lay it out like a proper R project. (Note: I have a completed one on the course website) 3. By hand, draw how the Spreadsheet should be laid out 4. In an /excel subfolder, create a Spreadsheet 5. Work together online to populate that spreadsheet *Show Demo*
link that allows anyone to edit Post the link in Teams. Show how it can be opened in the Browser I have provided you with paper records of some catch data. Please record everything
reconstruct the above dataset from datasheets Part A) Create a spreadsheet and enter data Part B) You’ve been given more data! Append your data to existing data
Parts A and B into a single sheet - Put it into a sensible spot in your class project folder - Need to start an R Script! - Please put the script in a sensible location
reconstruct the above dataset from datasheets Part A) Create a spreadsheet and enter data Part B) Append your data to existing data Part C) Data have been discovered in an obscure file format! - Unlock, and append to existing data
reconstruct the above dataset from datasheets Part A) Create a spreadsheet and enter data Part B) Append your data to existing data Part C) Data have been discovered in an obscure file format! - Unlock, and append to existing data Part D) We found a new variable! Add new data to the datasheet
fishdirector
konakalab
tagtag
kamakiri1225
aronwalsh
tlyu0419
sshimizu2006
shoryuuken
s1ok69oo
takehikoihayashi
lcolladotor
jakevdp
hannesfritz
carmenintech
bkeepers
brettharned
vanstee
eileencodes
soudai
jmmastey
ammeep
chrislema
davidbonilla
