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Assignment Information Description Select a Region/Country/State/City of your choice and prepare a report on the current state of application of cleaner production and eco-efficiency practices. Such report, normally referred to as the state of cleaner production report, could include the following topics: Profile of the selected Region/Country/State/City Description of environmental issues Potential Benefits of cleaner production to the selected entity Steps undertaken to-date in implementing cleaner production Cleaner production success stories Challenges and barriers Conclusions The report should include a detailed success story on how the cleaner production assessment was undertaken in this instance. Assessment Item 1 (2000 words) – Due end of Week Select a Region/Country/State/City of your choice and prepare a report on the current state of application of cleaner production and eco-efficiency practices. Such report, normally referred to as the state of cleaner production report, could include the following topics: Profile of the selected Region/Country/State/City Description of environmental issues Potential Benefits of cleaner production to the selected entity Steps undertaken to-date in implementing cleaner production Cleaner production success stories Challenges and barriers Conclusions The report should include a detailed success story on how the cleaner production assessment was undertaken in this instance. Cleaner Production and Eco-efficiency: Marking Rubric Needs Improvement 1 Fair 2 Very Good 3 Excellent 4 Information Seeking/Selecting and Evaluating 30% Student gathered information that lacked relevance, quality, depth and balance. Student gathered information from a limited range of sources and displayed minimal effort in selecting quality resources Student gathered information from a variety of relevant sources--print and electronic but limited critical readings relating to the thesis or topic. Student gathered information from a variety of quality electronic and print sources, including appropriate licensed databases. Sources are relevant, balanced and include critical readings relating to the thesis or topic. Analysis and Synthesis 30% Student conclusions simply involved restating information. Conclusions were not supported by evidence. Student work is not logically or effectively structured. Student conclusions could be supported by stronger evidence. Level of analysis could have been deeper. Student could have put greater effort into organizing the product Student product shows good effort was made in analysing the evidence collected Student is/are able to organize the product and made a few good connections among ideas Student carefully analysed the information collected and drew appropriate and inventive conclusions supported by evidence. Student developed appropriate structure for communicating product, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions. Documentation 20% Student clearly plagiarized materials. Student need to use greater care in documenting sources. Documentation was poorly constructed or absent. Student documented sources with some care, Sources are cited. Few errors noted. Student documented all sources. Sources are properly cited. Documentation is error-free. Product/Process 20% Student showed little evidence of thoughtful research. Product does not effectively communicate research findings. Student need to work on communicating more effectively Student effectively communicated the results of research to the audience. Student effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated thorough, effective research techniques. Product displays creativity and originality. TOTAL adopted from Guidelines for Grading Written Paper: (http://www.sdst.org/shs/library/resrub.html) Formatting The format of the assessment item is flexible. However, it should comply with the normal requirements of a paper published in a journal. The rationale behind this assessment item is to assess the student’s ability to research on a given topic, ability to cite latest literature and report on latest developments in this area and to assess the ability to write a research paper to the standards normally required by a journal. Students are strongly encouraged to get familiar with such requirements by referring to paper published in an international scientific journal. UNIT 1: Cleaner Production Concepts and Principles We undertake a wide range of activities in order to meet our needs. Each of these actions affects the environment in some way. The challenge we are confronted with today is to identify these adverse impacts and to find ways to meet our needs while reducing or eliminating these impacts. There is growing evidence that environmental degradation is continuing and widespread. Some examples of current global environmental problems include emissions greenhouse gases, production of chemical emissions and waste, overexploitation of surface water resources and aquifers, increasing threat of earth’s biodiversity, land degradation, acidification and eutrophication of ecosystems and environmental pollution in mega-cities. Expansion of human activity in the recent years has put so much pressure on the environment in some cases even beyond the natural capacity to recover. Exceeding the limits of nature’s ability to recover means that, damage in one part of the world can lead to environmental problems on a global scale. Unless proper measures are put in place, these problems will get worse with time, effecting not only future generations but also the present generation and even threatening the very existence of humanity. In this Unit we will investigate how we can address the above issues by implementing cleaner production practices. We will learn about the evolution of cleaner production, definitions and concepts and mechanisms for implementation. Learning Objectives To ensure a fundamental knowledge of main environmental issues facing our society today. To understand the need for cleaner production. To understand various definitions of cleaner production and related concepts. To understand the benefits and barriers of implementing cleaner production. To understand the relationship between cleaner production and eco-efficiency. UNIT 2: Cleaner Production Assessment, Implementation and Continuance In the previous Unit we discussed how human actions impact our environment and how cleaner production concepts can effectively be used to minimise or eliminate these impacts. Having understood the importance and benefits of cleaner production, we are now ready to investigate in detail how cleaner production can be implemented to reap such benefits by conducting a cleaner production assessment, implementing and continuing the cleaner production programs. Cleaner production assessment is defined as the process of collecting and evaluating data and information to examine process improvements that will result in eliminating or reducing the waste produced. This Unit will examine how to conduct a cleaner production assessment commencing with the procedures involved in conducting a preliminary assessment to identify the opportunities for waste reduction or elimination. Then it will describe how to use the results of this preliminary assessment to prioritise areas for detailed study and how to use the results of detailed study to develop improvement options for cleaner production. The Unit will conclude with a description of methods of implementing, evaluating, adjusting, and maintaining a cleaner production program. Learning Objectives To learn how to conduct a preliminary cleaner production assessment. To learn how to write a preliminary assessment report. To learn how to conduct a detailed cleaner production study. To learn how to write a detailed cleaner production study report. To understand how to implement and continue cleaner production programs. UNIT 3: Tools for Identifying Cleaner Production Opportunities Various environmental management tools are available to identify opportunities for implementing cleaner production. These include environmental management systems (EMS), life cycle assessment (LCA), environmental management accounting (EMA), design for environment (DFE), industrial ecology (IE), eco-labelling, green purchasing and supply chain management and public environmental reporting. This Unit will briefly examine the concepts, principles and key characteristics of each of these options and investigate how they can be used to identify cleaner production opportunities. It is not the intention of this Unit to examine detail aspects of these tools. However for those who are keen to develop further knowledge in any of the tools, you are encouraged to read the additional reports listed at the end of this Unit. Learning Objectives To examine the concepts, principles and key characteristics of the following environmental management tools that can be used to identify cleaner production opportunities: Environmental Management Systems (EMS) Life Cycle Assessment (LCA) Environmental Management Accounting (EMA) Design for Environment (DFE) Industrial Ecology (IE) Eco-labelling Green Purchasing & Supply Chain Management Public Environmental Reporting UNIT 4: Promoting Cleaner Production In the previous Units we examined concepts, methods and tools for implementing cleaner production. While it is the industry that ultimately must implement cleaner production using the above knowledge gained from the previous Units, the government organisations play a vital role in leading the industry in the direction of cleaner production by providing an environment that will accelerate the process and encourage industry to initiate its own cleaner production programs. This Unit will examine some of the concepts, tools and policy instruments available for the government organisations to achieve the above goals. Learning Objectives To examine various policies and strategies that can be adopted by government organisations to promote cleaner production. To study various policies and strategies already adopted by various organisations around the world to promote cleaner production. To examine the role of financing in promoting cleaner production. To examine the role local governments can play in promoting cleaner production in their local communities. UNIT 5: Cleaner Production Case Studies and Information Sources In the previous Units we studied the concepts and implementation of cleaner production concepts. In this Unit we will examine how to access the success stories of cleaner production and how to obtain further information on the topic. Extensive resources are available for cleaner production including case studies for nearly every industry, guidebooks and guidance manuals. The information produced by organisations associated with cleaner production around the world now forms one of the largest collections of information in the world. Much for the benefit of all of us looking for information sources, the birth of cleaner production coincided with the birth of the internet. As a result most organisations associated with cleaner production now use the internet to publish information about cleaner production. The websites of all major organisations now contain extensive information resources which are made available for download. It is an enormous or a nearly impossible task to report the availability and location of all these information sources. However, attempt is made in this Unit to cover the most popular information sources among the cleaner production experts. The emphasis in this Unit is on the web resources and attempt is made in all cases to provide the internet address. However, it is possible for such addresses to be out dated in the future. If you happen to note an out dated web address it would be very much appreciated a notification to the lecturer for the benefit of future students. Please note that additional readings and resources mentioned at the end of each Unit supplement the web resources reported in this Unit with regard to cleaner production information sources and hence will not be repeated. UNIT 6: Cleaner Production: Road Ahead As present trends in economic and population growth continue, the natural environment is increasingly being stressed. Considerable environmental gains made at the level of products and production processes by companies through pollution prevention, cleaner production and eco-efficiency approaches can potentially be offset by the pace and scale of global economic growth, associated with increased global consumption and accelerated environmental pollution. However, trends towards increasing environmental degradation can be slowed if new, more sustainable patterns of consumption can be envisioned, disseminated and implemented. Trends in environmental policies over the past decades demonstrate the potential of regulation, information, and price to encourage more efficient and more environmentally rational use of energy and materials. Some new technologies have already delivered considerable improvements in product performance, but innovation to improve resource productivity of consumption has lagged behind. Developing countries, in particular, is lagging behind most of the industrialized countries in reaping the benefits of implementing cleaner production practices. Achieving globally sustainable consumption patterns requires substantial structural and behavioural changes in the long-term. It has become very important to decouple the resource consumption and economic growth. A transition to a low carbon resource efficient Green Economy has become an important element of international efforts to face challenges of sustainable development in the 21st century. In this final Unit we will try and learn and emerging trends in the cleaner production area. We will learn about how 3R (Reduce, Reuse, Recycle) technology can done more effectively to enhance the current efforts in cleaner production, especially in developing countries. We will also investigate how emerging concepts such as Sustainable Production and Consumption and Green Economy can be applied towards enhancing the current cleaner production into the 21st century and beyond. Learning Objectives To learn what has been achieved so far and what needs to done in the future towards implementing in cleaner production concepts To explore how 3R (Reduce, Reuse, Recycle) Technology Transfer can assist in implementing cleaner production To study the basic concepts and applications related to green economy To study the concepts behind sustainable consumption and production

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