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Develop a framework for the promotion and implementation of cleaner production. The framework should address the challenges and barriers stated in Assessment Item 1. Option 2 Select a topic from the list below and undertake a literature review on the topic to write a research paper. Literature cited should include most recently published papers from journals as well as recent reports published by recognised institutions/organisations. If you prefer to write the paper on a topic not included in the list below, you are required obtain approval from the course convenor prior to commencing the work on the paper. · Evolution of cleaner production · Benefits and barriers of implementing cleaner production · Cleaner production as a strategy to enhance industrial competitiveness · Cleaner production assessment, implementation and continuation · Cleaner production assessment in primary industries (select one industry) · Cleaner production assessment in major manufacturing industries (select one industry) · Cleaner production assessment in major service sectors (select one service sector) · Life cycle assessment · Environmental management accounting · Design for environment · Industrial ecology · Eco-labeling · Green purchasing and supply chain management · Public environmental reporting · Government policies and strategies for promoting cleaner production · International cleaner production strategies · Financing cleaner production · Role of local governments in promoting cleaner production · Cleaner production case studies · Sustainable production and consumption · Green economy Assessment Item 2 (4000 words) – For the selected Region/Country/State/City in Assessment Item 1, develop a framework for the promotion and implementation of cleaner production. The framework should address the challenges and barriers stated in Assessment Item 1 and could be broadly developed across following four key themes: Information and awareness to enable industry, governments and the community to make appropriate decisions on cleaner production Tools for cleaner production to be readily available for industry to be able to adopt cleaner production practices Regulatory and self-regulatory mechanisms designed to provide incentive structures for the adoption of cleaner production Strengthening the market by eliminating or compensating market-distorting practices and providing appropriate incentive and support schemes 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 option 1 is flexible. However, if you have selected option 2, it should comply with the normal requirements of a paper published in a journal. The rationale behind option 2 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.

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