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EXP 121 Impact Ethics (Leave No Trace/LNT (MS) (Burn small fires that…

- - - - Leave it better than you found it (KB)
  - - - This can disrupt the food chain which leads to larger nature detriments (RK)
    - - This establishes liability concerns in the outdoor industry which can limit people's outdoor activities in the attempt to limit damages (RK)
  - - - walk directly through mud puddles (CS)
  - - - "Do the rock walk" (CS)
  - - - Some areas restrict having fires at all (KB)
  - - - LNT plays in the favor of big brands and has become a corporate brand and stamp of approval (BA)
    - - LNT could not exist in it's current state without a plethora of consumer products that do leave a trace (BA)
- - - - Any further than 6 inches deep and you are no longer in the most active part of the soil, so keep it around six inches deep (CS)
    - - Fill the cathole with dirt after (WP)
        
        Cover any nature products used to clean yourself with dirt as well with same disposing methods (RK)
      - 200 feet from trails, roads, campsites, stream/water source, etc. (CS)
  - - - Warn group that they might have to poop in a bag, just saying (WP)
- - - - Usually leads to people having a better understanding of other people and ways of life; more accepting of these same things (MS)
      - Impact on Gender, Cultural and Racial Issues SC
        
        How we work and act within the outdoor industry and in outdoor education reflects and impacts wider societal issues. The outdoors produces many people who become idols and role models as they achieve great things such as climbing mountains. This means the industry is in the world eye a lot and there are responsibilities and impacts that come with that SC
        
        Interesting Reads SC-
        
        Aitchison, C. (2003). Venturing into Other Territories: Reflections on theoretical journeys of social and cultural exclusion in outdoor environments. Whose Journeys? The Outdoors and Adventure as Social and Cultural Phenomena, 18-30.
        
        Bell, M. (1996). Feminists Challenging Assumptions about Outdoor Leadership. In: Women's Voices in Experiential Education, 141-156.
        
        Benitez, L., & Albert, S. (2018). The Outdoor Industry as Change Agent. Business Research Division.
        
        Cooper, G. (1998). Outdoors with Young People: A Leader's Guide to Outdoor Activities, the Environment and Sustainability. Russell House Publishing Ltd .
        
        Diller, A., & Houston, B. (1996). Women’s Physical education: A gender-sensitive. The Gender Question in Education: Theory, pedagogy and politics.
        
        Hall, S. G. (2017). Diversity in the Outdoors: National Outdoor Leadership School Students’ Attitudes About Wilderness . Journal of Experiential Education, 114-134.
        
        Humberstone, B. (2000). The ‘outdoor industry’ as social and educational phenomena: Gender and outdoor adventure/education. Journal of Adventure Education & Outdoor, 21-35.
        
        Lugg, A. (2003). Venturing into Other Territories: Reflections on theoretical journeys of social and cultural exclusion in outdoor environments. Whose Journeys? The Outdoors and Adventure as Social and Cultural Phenomena.
        
        Lynch, P. (1992). Issues and Trends in Outdoor Education. World Leisure & Recreation.
        
        Miles, J. C. (1990). The Future of Adventure Education. Adventure Education.
        
        School, N. O. (2015, March 6). Diversity and inclusion plan 2020. Retrieved from issuu: https://issuu.com/nols.edu/docs/2020-diversity-and_inclusion-plan
        
        Sharp, N. S. (2002). Outdoor Leadership ‐ The Last Male Domain? European Journal of Physical Education, 85-94.
        
        Stonich, A. (2013, July 2). The Future of the Outdoor Industry. Retrieved from National Geographic: https://www.nationalgeographic.com/adventure/adventure-blog/2013/07/02/the-future-of-the-outdoor-industry/
        
        Warren, K. (2016). Gender in Outdoor Studies. Routledge International Handbook of Outdoor Studies, 360-368.
        
        Wittmer, C. R. (2001). Leadership and Gender-Role Congruency: A Guide for Wilderness and Outdoor Practitioners. Journal of Experiential Education, 173–178.
  - - - The more crowded the parks become, the more the environment of the park is affected (WP)
    - - Job market grows, new job opportunities open (RK)
  - - - Planes - air travel burns billions of gallons of fossil fuels annually (MS)
      - Cars - tons of gallons of gas are used each year for tourists to travel to areas of adventure (MS)
        
        Some areas allow cars so that more tourists / families will visit which can take away from the outdoor adventure aspect of visiting naturally beautiful places (MS)
        
        Cars also bring exhaust and roads needing to be built which can result in deforestation. (HH)
        
        Planes on the other hand keep roads from being made and the pollution from public transportation is less than that from individual cars. (HH)
        
        However, plane travel can pose a significantly more inconvenient or difficult means of travel than travelling in a car and this can result in a drop of adventure travel endeavors (RK)
        
        The amount of carbon dioxide released from the consumption of jet fuel is substantial and has much more of an impact on our atmosphere than cars (CS)
    - - Washing boats between different bodies of water prevent carrying species into new areas on boats unconsciously (MS)
      - leaving fruit and other plants can lead to unwanted species. (HH)
    - - Destruction of habitat to cater to higher amounts of people (CH)
    - - Environmental Scientist (KB)
      - Conservation Scientist (KB)
      - Environmental Engineer (KB)
      - Geoscientist (KB)
  - - - This has caught the eye of the medical field and the outdoors has been officially prescribed to patients from doctors, therapists, psychiatrists, etc (RK)
- - - - Gives other people the opportunity to see the parks (WP)
      - Limit amount of camping days each person has (WP)
  - - - Designated days for group trash pick up (WP)
  - - - Attempts to minimize impact on an area of land (BC)
        
        Meadow walking to avoid making trails (BC)
        
        Not reusing campsites (BC)
        
        not setting up camp on top of "fragile" vegetation (HH)
        
        camp and walk on durable surfaces (CS)
        
        Keep an eye out for nests, dens, and other animal homes while looking for a spot to camp. (HH)
        
        try to camp in already cleared out locations (WP)
        
        Don't force camp on places that are clearly not meant for camping (KB)
        
        Don't set up camp where there are specifically "no camping" signs (KB)
    - - Attempts to concentrate all impact on a portion of land, so that the rest of the land is unmarred (BC)
        
        Trails (BC)
        
        When bushwhacking with multiple people, spread out the group rather than walking in line, because it can only take 12 people walking in the same path to start to make the beginnings of a trail (CS)
        
        Designated campsites (BC)
        
        Fire pits (BC)
        
        When people start making personal fire pits the risk of root fires greatly increases. (HH)
        
        Car camping with bathrooms, showers, trash disposal (BC)
        
        Do not camp in any random location if possible (WP)