Assessment 2: Annotated Bibliography of the Core Readings
Value:
20%
Length:
800 words
Reference details are not included in the word limit of this assessment.
Due date:
Friday, 26th November XXXXXXXXXX:59 (CST), Week 3
Submission:
Submit your annotated bibliography through the “A2: Annotated Bibliography” link in the “Assessment Submission” area of Learnline.
Task Overview:
An annotated bibliography is a bibliography with notes that summarise and explain the relevance of each bibliographic entry (see p. 143 of textbook for more information). This assessment uses the CUC100 core readings to move into the next important stage in writing a persuasive essay, which is to apply relevant information from published academic literature to:
1. Build your understanding of the topic
2. Find credible evidence for supporting the ideas in your final essay.
The CUC100 core readings will build your knowledge of key sustainability concepts and provide approaches to developing sustainable responses to concerns. We will also identify how the readings relate to your chosen scenario and scope. This assessment allows you to practise essential academic skills: reading, notetaking, summarising and writing an annotated bibliography in the co
ect format.
Task details:
For each core reading in CUC100 this semester:
· Write a heading that is the reading’s complete and co
ect APA reference (See the APA referencing guide on the CDU li
ary website). Present these in alphabetical order by the author’s surname.
· Write a 200 word summary paragraph that summarises and paraphrases the key ideas and/or arguments in the core reading. (Use your own words; do not quote from the reading.)
· Write a 200 word commentary paragraph that explains the links between the core reading to your chosen scenario and scope. To do this, explain: how and why this source is relevant to your chosen scenario; what information, sections, themes or examples are the most relevant ones? For example, are they relevant because they help define or explain an aspect of your scenario or do they provide solutions or that could be applied to your scenario?
· For details on setting up your Word document for this assessment, open the link to “Formatting Guidelines for Assessments 2 & 4” through the “Assessment Tasks” link on the CUC100 Learnline site menu.
Please Note: This assessment requires you to use only the core readings provided for CUC100. These core readings can be downloaded from the CUC100 Learnline site under “Readings”. We will work on the summaries and commentaries for each of the core readings in Weeks 4 and 5. In Week 6, we will demonstrate how an annotated bibliography should be presented. Guidelines and examples of how to present an annotated bibliography are also provided in the Week 6 Learning Materials and Chapter 6 (p. 146) of our textbook (Rolls & Wignell, 2015).
Suggestions to help you complete these tasks:
· Follow the task guidelines above, as well as the guidelines for writing an annotated bibliography as provided in our Week 6 Learning Materials. Refer to your textbook for extra information, hints and tips on the appropriate structure.
· Follow co
ect referencing conventions to present each core reading’s details as the heading for that section of your annotated bibliography. The most up-to-date guidelines for APA referencing style are found on the CDU li
ary
· Do not add a separate reference list at the end of your annotated bibliography. There should be no in-text citations within an annotated bibliography.
· Remember that the sections of your annotated bibliography should be presented in alphabetical order according to the surnames of the leading authors of the core readings.
· Use only the two core readings provided in Learnline for CUC100.
Core Reading 1- Key Ideas Mapped
Core Reading 1- Key Ideas Mapped
Reading 2 Key Words Mapped
three pillars of sustainability framework
supports sustainability planning and projects
technology and innovation
laws and governance
economics and financial incentives
Abstract
Introduction
sustainability models outlined described inputs stakeholders
evolutionary path of sustainability models
how they support policy strategy creation
three pillars of sustainability framework proposed extends previous models
model is applied and solutions oriented
ased on key connected roles of technology and innovation, laws and governance, economics and
financial incentives
translates complex sustainability issues into ideas applied focus acted on by community and stakeholders
The Evolutionary Path
of Sustainability
The Limits to Growth XXXXXXXXXXEarth’s key resources exhaustible
possible to i
eversibly damage destroy ecosystems
Stockholm Declaration XXXXXXXXXXfirst step toward modern concept sustainability
Described environmental goals as connected to economic development drivers
Integrated nature of solutions
Underestimation of effects of technology
The Brundtland Report XXXXXXXXXXincluded Stockholm Declaration’s understanding of primary challenges of finding
sustainability solutions
Importance regional cooperation governance
Key pieces to transition to low-ca
on global economy
How industry efficiently deploy new technologies
“greening” strategies cost-reduction & profit-making in business
Changing Course XXXXXXXXXXcorporate practices must align with sustainability objectives
Sustainability not achievable without business modern corporation fully involved
World Business Council for Sustainable Development created 1990s
Importance of engaging stakeholders recognised
Evolution of sustainability approaches influenced by u
anization
Organizations C40 & 100 Resilient Cities address integrated, multidisciplinary & complex reality achieving
sustainability
Creating Shared Value (CSV) aligns business opportunities with human needs
UN’s Sustainable Development Goals (SDGs) set of universal objectives include civil society, academia, government,
private sector
SDGs leading organizational planning template
Supported by three pillars of sustainability framework
The Evolutionary Path
of Sustainability
(continued)
The three pillars of
sustainability framework
for applied solutions
Action-oriented strategic sustainability model still missing
Three pillars model for planning implementing applied solutions
Pragmatic approach moving theory to practice
Relationship connections between three pillars crucial
Prerequisite for solution success
Sustainability solutions will fail without technology or innovation
Chloroflurohydroca
ons (CFC) depletes ozone
Banned when hydrochlorofluroca
ons (HCFC) invented
Phosphate main trigger eutrophication surface water
Invention of zeolites led to phosphate ban
Clean Air Act in California led to innovations in reducing vehicle emissions
Cases for technology and
innovation
Cases for law and
governance
Laws and governance support sustainability solutions by enabling implementation projects middle late stages
Governance structure Forest Stewardship Council (FSC) supported deployment technologies for sustainable
tropical forest management
Lack of effective governance impacts on unmanaged fisheries
Implementation of governance played major role in slowing resource exploitation
Significant sustainability & environmental advantages using local trustworthy green suppliers
Results in innovative approaches to law governance
Cases for economics and
financial incentives
Relationship & connections between all three pillars crucial
Working within & through existing economic markets & financial incentives helps act quickly at scale
European Court of Justice (CJEU) upheld German law requiring power suppliers purchase electricity from in-state
producers of renewable energy
Dow Jones Sustainability Index (DJSI) showed stock performance of sustainability leaders better than others
Progressive US laws led to sustainable resilient stormwater management
Conclusions
Three pillars framework can effectively help with:
• applying, implementing sustainability solutions at scale & speed
• creating strategies & policies for new sustainability solutions
• creating integrated & clear sustainability planning tools
Framework translates complex sustainability issues into ideas, applied focus
Can be used as template identifying categorising gaps
Supports implementing SDGs
Developing Awareness of the Sustainability Concept
Full Terms & Conditions of access and use can be found at
https:
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The Journal of Environmental Education
ISSN: XXXXXXXXXXPrint XXXXXXXXXXOnline) Journal homepage: https:
www.tandfonline.com/loi/vjee20
Developing Awareness of the Sustainability
Concept
Irene M. He
emans & Robin E. Reid
To cite this article: Irene M. He
emans & Robin E. Reid XXXXXXXXXXDeveloping Awareness
of the Sustainability Concept, The Journal of Environmental Education, 34:1, 16-20, DOI:
10.1080/ XXXXXXXXXX
To link to this article: https:
doi.org/10.1080/ XXXXXXXXXX
Published online: 31 Mar 2010.
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The Journal of Environmental Education, 2002, Vol. 34, No. 1, 16-20
Developing Awareness of
the Sustainability Concept
IRENE M. HERREMANS and ROBIN E. REID
ABSTRACT In this article, we discuss the use of the sustainability triad as a frame-
work for teaching sustainability in the classroom. We use a short case study of a
national park to show how the triad can be used to determine if its three dimensions
(economic, social, and environmental) are congruent or in conflict with each other. The
tool is helpful in understanding sustainability in a concrete rather than abstract form.
Key words: applied learning, case analysis, sustainability triad, teaching tool
I I educators have a responsibility to provide students A with opportunities to become good environmental citi-
e n s , not only as consumers but also as providers of envi-
onmentally responsible goods and services. In this article,
we discuss a method that can be used in the classroom to
help students more fully understand, recognize, and imple-
ment the concept of sustainability.
The groundwork for environmental education (EE) was
laid a s early as the 1970s, when the Tbilisi Conference
( UNESCO, 1977) set forth goals for providing students
with opportunities to develop new behavior patterns regard-
ing sustainable living. By the 1990s, academic communities
had put forth the Talloires Declaration XXXXXXXXXXand the Hali-
( a x Declaration XXXXXXXXXXto address the need for educational
programs that would produce environmentally literate and
esponsible university graduates (The Talloires Declaration,
Irene M. He
emans is m i associate professor in the
H
sktivne School of Business and an adjunct professor in
thc I~i icul t~~ of Environmental Design at the University of
Cdgurv, Alhertu, Canadu. Robin E. Reid is an instructor in
the Sdiool of Touristn at the University College of the Cari-
hoo in Kumloops, British Columbiu, Canada.
1990). All academic institutions have been challenged ty
university and sustainability leaders to sign and implement
these declarations. Disappointed with the universities’
progress, the Swansea Declaration implored universities to
contribute to “major attitudinal and policy changes for ;I
sustainable future” (The Swansea Declaration, 1903).
These declarations-along with the Tbilisi Conference
goals-clearly state that academic institutions need to lakc
action. However, in a recent assessment of environnientnl
progress at North American universities, He
emans, atitl
Allwright XXXXXXXXXXdiscovered that very few universities are
even aware of these declarations, let alone ca
ying o u t their
esponsibilities regarding EE in the classroom.
If,