Golden West College
Course Syllabus
COURSE NUMBER, TITLE and CREDITS
ENVS 143 Resource Management and Zero Waste for Communities (3.0 units)
INSTRUCTOR NAME AND CONTACT INFORMATION
Gregory Warren
(714) 744-5551 (office) (562) 212-3588 (mobile) [email protected] CRN#: 68604
COURSE INFORMATION
Meeting Dates: April 2 to May 27, 2012
Meeting Day/Time: Monday and Wednesday (6:00 p.m. – 9:10 p.m.) Website: http://www.goldenwestcollege.edu/rrm
COURSE DESCRIPTION
This course will identify how resource management and zero waste policies and programs are developed within a community, what type of planning and facilities are needed, and how to finance the systems. Students will also review sample zero waste community plans and will discuss different approaches that communities have taken in developing zero waste plans. Students will also learn business recycling tools for local government, best practices for RFPs (Request for Proposals) and contracts, understanding enforcement options, design of resource recovery parks, performance reporting and financial records, Extended Producer Responsibility and Local Producer Responsibility policies and programs, bans, rules and incentives, and developing local markets and uses.
PREREQUISITES
None
RESTRICTIONS
None
ESSENTIAL EQUIPMENT AND FACILITIES
To successfully complete this course, you will need access to a computer with reliable internet access and an appropriate system and software to support the Blackboard learning platform. Typical technical requirements for Windows systems users are:
COURSE LEARNING OBJECTIVES
The successful student will be able to:
For those grant eligible students participating in the RRM Certificate Program; you will be required to sign up as a student member with the
Golden West College Recycling and Resource Management
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REQUIRED RESOURCES
Bardach, E. (2009). A Practical Guide for Policy Analysis: The Eight-Fold Path to More Effective Problem-Solving. Washington, D.C. CQ Press. (ISBN: 978-0-87289-952-0).
Jensen, D. (2011) What We Leave Behind. New York, NY. Seven Stories Press (ISBN: 978-1-58322- 867-8).
Zero Waste Strategic Plan, City of Austin, TX. 2009. Zero Waste Strategic Plan, City of Oakland, CA. 2006.
REFERENCE WEBSITES
!
State Legislation: CalRecycle
US EPA
Additional Links
CLASS GRADING
www.leginfo.ca.gov
www.calrecycle.ca.gov www.calrecycle.ca.gov/climate www.cawrecycles.org
www.epa.gov/osw www.epa.gov/conserve/rrr www.epa.gov/inforesources/pubs
See Blackboard for details
Golden West College Recycling and Resource Management
DISCUSSION BOARD: You will participate weekly in the discussion board. You will post to the original question and comment to at least two colleagues’ postings. See Course-At-A-Glance for when postings are due.
QUIZZES: During the course of the semester you will be provided with the opportunity to take seven pop quizzes. These quizzes will be based upon major concepts presented and assigned during the course. Quizzes may be open note or closed note.
MIDTERM EXAMINATION: During Week 5 of the semester, you will be provided with the opportunity to take a midterm examination. This exam may be a combination of short answer, essay or multiple choice questions.
GROUP FACILITATION PRESENTATION: Each student will be assigned to develop a 30 minute presentation to the class. This presentation will be based on concepts conveyed by the instructor or assigned during the course of the class.
FINAL EXAMINATION: During the first class of Week 8, a final examination will be distributed. 3
Golden West College Recycling and Resource Management
METHODS OF EVALUATION FOR DETERMINING GRADES
Assignment |
Points |
Due |
Discussion Board ( 3 points each) |
21 |
Weekly |
Mid Term Examination |
20 |
Week 5 |
PowerPoint Presentation |
39 |
Weekly |
Final Examination |
20 |
Week 8 |
Total |
100 |
|
Extra Credit Paper and Presentation* |
20 |
Points
Grade
90-100 A 80-89 B 70-79 C 60-69 D Below 60 F
*The instructor reserves the right to designate an extra credit assignment for the affected student. The extra credit assignment will involve a 5-page written report and oral presentation based on the instructor’s discretion.
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RUBRIC FOR GROUP FACILITATIONS
Golden West College Recycling and Resource Management
GROUP FACILITATION GUIDELINES FOR WEEKLY FACE-to-FACE (F2F) CHAPTER DISCUSSIONS
Length: 30 min facilitation
Prepare and lead a 30 minute facilitation (allowing time for Q&A) that accomplishes the following objectives:
It is our assumption, based on research as well as anecdotal evidence, that people only learn when
they are involved. As the old saying goes,
Tell me — and I’ll forget. Show me — and I’ll remember. Involve me — and I’ll understand.
So, facilitation is not the same as teaching. As a facilitator, your role is to guide the discussion of learning from materials that the audience has already read. In other words, you can assume that your audience is familiar with the basic text; therefore, you do not need to repeat it.
ATTENDANCE AND OTHER CLASS POLICIES
Barring the completion of an extra credit paper and presentation, students who are absent 20% (equivalent of 4 classes) of the course should be failed. Class participation is required both in our F2F classes and through online discussions and posted assignments.
* Makeup: Additional work will be assigned as appropriate.
COURSE STANDARDS AND POLICIES
During this course, students are expected to achieve the course objectives and are graded on achievement not effort. Reading and written assignments listed as part of the Term Schedule are to be completed prior to the session due. Papers must have correct spelling and grammar, be typed (double-spaced) and submitted with a cover sheet. Work that is not in conformance with accepted standards of style, editing and grammar will be discounted.
If you miss |
How Your Grade May be Affected |
1 to 2 Classes |
Excused with makeup* and class presentation |
3 Classes |
1 Full letter grade increment (i.e. “A” to “B” ) plus makeup examination |
Over 3 Classes |
Fail the course |
5
Late Work
Since class participation and learning depends upon written assignments being completed prior to the assigned session; the grade of written work that is handed in late will be reduced by one grade, for example, an ‘A’ would become a ‘B’. Late refers to after the class when the paper is due.
Attendance and Participation
This course emphasizes group interaction in the classroom. This class is intended to be a learning community and focuses on shared learning. If a student is absent or late, the benefits of class involvement are lessened as well as potential contributions to the learning of fellow students. Any absence from class, even a partial evening, will negatively affect your grade and result in the loss of participation points. Missing one class due to illness or work travel can be made up with an extra writing assignment. The college recommends that students who are absent 20% should withdraw or be failed. In an 8 week course this translates to 2 classes.
Participation is more than coming to class; it is contributing to the overall quality of the class discussion and enhancing everyone’s learning. Attendance on Blackboard is also mandatory. To evaluate and award participation points, the following criteria will be used:
Golden West College Recycling and Resource Management
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Golden West College Recycling and Resource Management
•
Academic writing (as commonly understood in the college) always aims at correct Standard English grammar, punctuation, and spelling.
The following details are meant to give students accurate, useful, and practical assistance for writing across the curriculum of Golden West College.
Students can assume that successful collegiate writing will generally:
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Golden West College
Recycling and Resource Management
1) UCLA EXTENSION
Case Studies in Recycling / Solid Waste Management
Eugene Tseng / Yu Yue Yen
UCLA Engineering Extension
30023 Rainbow Crest Drive, Agoura Hills, CA 91301 818-889-7287
818-889-5458
COURSE CATALOG DESCRIPTION (100-175 WORDS):
This course will provide an overview of the “best management practices” of the recycling/solid waste management industry, and taught as an integral part of environmental sustainability. The design, implementation, and monitoring/evaluation techniques of benchmark sustainability, waste reduction/recycling programs utilized by industry, government, and others will be presented and analyzed. Guest instructors associated with the exemplary programs/projects will present various “case studies”. This course will also cover topics and issues such as the siting of waste processing facilities, environmental justice, communications and public relations for the environmental professional, stakeholder planning processes, and other current emerging topics.
PREREQUISITE(S):
NONE REQUIRED
COURSE GOALS AND OBJECTIVES:
The course goal/objective is to provide in-depth studies of exemplary waste reduction/recycling, and other sustainability programs so that students can apply the principles utilized in the case studies on the individual / class project. The project will be done in conjunction with an actual sponsoring company or jurisdiction, and will require the students to develop policy, plans, and use of quantitative environmental metrics designed to measure the progress on potential recommended programs.
UCLA Extension, Engineering, Information Systems & Tech Management Page 1
COURSE MAJOR TOPICS:
Environmental Metrics
Environmental Sustainability Plan Development
Zero Waste Plan Development
Environmental Justice
Siting of Waste Processing Facilities
Environmental Management Systems
Integrated Sustainability and Waste Management Programs International Recycling /Solid Waste Management Policy
Case Studies
READING ASSIGNMENTS
Required Reading
Course Text(s): None
Handouts: To be provided on Blackboard
RECOMMENDED GRADING:
Class Participation:
Project: 100 %
% (limited to not more than 20%)
Quizzes: Mid-term Exam: Final Exam:
COURSE FORMAT:
% % %
100%
Number of Meetings: 12 Meeting Duration: 3 hours Meeting Frequency: Weekly Total Hours: 36 classroom hours Additional Notes: Field Trips
UCLA Extension, Engineering, Information Systems & Tech Management
Page 2
SESSION-BY-SESSION OUTLINE:
WK |
TOPICS |
READING ASSIGNMENTS |
1 |
ENVIRONMENTAL METRICS |
|
2 |
ENVIRONMENTAL SUSTAINABILITY PLANS |
|
3 |
ENVIRONMENTAL SUSTAINABILITY PLANS |
|
4 |
ZERO WASTE PLANS |
|
5 |
ZERO WASTE PLANS |
|
6 |
ENVIRONMENTAL JUSTICE |
|
7 |
SITING OF SOLID WASTE PROCESSING FACILITIES |
|
8 |
INTEGRATED SUSTAINABILITY AND WASTE MANAGEMENT SYSTEMS |
|
9 |
EXTENDED PRODUCER RESPONSIBILITY |
|
10 |
ENVIRONMENTAL MANAGEMENT SYSTEMS |
UCLA Extension, Engineering, Information Systems & Tech Management Page 3
11 |
CLASS PROJECT PRESENTATIONS |
|
12 |
CLASS PROJECT PRESENTATIONS |
ADDITIONAL NOTES OR COMMENTS:
Potential Field Trips:
Gavina Coffee
Home of Ed Begley
Warner Brothers Studio
Downtown Diversion C & D Recycling Facility Rainbow Disposal
Community Recycling Composting Facility (Lamont) Griffith Park Composting Facility
Gil’s Onions Anaerobic Digestion Facility
Sunshine Canyon Landfill / Calabasas Landfill
2) UNION COLLEGE
Environmental Science, Policy & Engineering Program
Spring 2016
Waste Management and Recycling
ENS-208
Professor | Dr. Ashraf Ghaly, P.E. |
Department | Engineering |
Office | Olin 102D |
Tel., email | 518-388-6515, [email protected] |
Lectures: TTH 9:00 AM- 10:45 AM, WOLD-028. Lab TH 1:55 – 4:45 PM, WOLD-028. Click HERE for class presentations.
COURSE DESCRIPTION
Introduction to various sources of hazardous, non-hazardous, biodegradable, and non-biodegradable waste materials. Focus areas are landfill systems, geosynthetics, geotextiles, geomembranes, geonets, single clay liner, single geomembrane liner, composite liner systems, leak detection and leachate collection, removal and treatment of leachate, and capping and closure systems. The recycling segment will explore natural resources of raw materials including origin and use, and potential and limitation for recycling of materials. Focus on various applications of recycling recyclable and non-recyclable materials. Discussion of methods of manufacture and compositions of such materials will concentrate on advanced industrial applications for the reuse of non-recyclable waste materials. Application areas include production of new materials, materials with superior qualities for special purposes, and materials with high level of resistance against certain environmental conditions. The course will also touch on the political aspect of recycling including consumer attitude and government incentives to encourage recycling. Three class hours and a weekly lab. Prerequisite ENS100 (Introduction to Environmental Studies) or GEO102 (Environmental Geology).
COURSE GRADE
SCHEME OF FINAL GRADE | ||||||||
90+ = A | 85+ = A(-) | 80+ = B(+) | 75+ = B | 70+ = B(-) | 65+ = C(+) | 60+ = C | 55+ = C(-) | 50+ = D |
NOTES
TEXTBOOK
Worrell, W., and Vesilind, P.A. (2012). “Solid Waste Engineering.” 2nd Edition, Cengage Learning, ISBN 9781439062159.
COURSE SYLLABUS
INTEGRATED SOLID WASTE MANAGEMENT
MUNICIPAL SOLID WASTE CHARACTERISTICS AND QUANTITIES
COLLECTION
LANDFILLS
PROCESSING OF MUNICIPAL SOLID WASTE
MATERIALS SEPARATION
COMBUSTION AND ENERGY RECOVERY
BIOCHEMICAL PROCESSES
CURRENT ISSUES IN SOLID WASTE MANAGEMENT
LABORATORY SCHEDULE
Lab (1): Field trip
Lab (2): Field trip
Lab (3): Field trip
Lab (4): Field trip
Lab (5): Field trip
Lab (6): Field trip
Lab (7): Field trip
Lab (8): Field trip
Lab (9)
Lab (10)
SPECIFICATIONS OF LAB REPORT
The sites of field trips are selected to show the students a wide variety of facilities involved in waste management, recycling, treatment, and waste-to-energy production. These visits are intended to be educational and informative. To get the most out of these field trips, students are expected to document every visit in a site-visit report. Students are encouraged to ask tour guides questions, inquire about details of operation, learn about the advantages and disadvantages of shown processes, and seek explanation for how various functions work. The report should contain all technical and non-technical information related to the visited facility: name, location, function, capacity, operation, products, by-products, and any information deemed necessary for a comprehensive report. In addition to written text, students may include in their reports tables, graphs, charts, figures, and site photos and video clips. All submissions will be electronic (more details will be given).
The lab sessions that will be conducted in the college lab are designed to study some of the specifications of the American Society for Testing and Materials (ASTM) related to waste materials and containment systems. The lab report should include a cover page with the name of the student(s), course and standard specification titles, and date. The report itself shall contain the objective of the standard and procedure. The report should emphasize the technical aspect of the standard. Emphasis of grading will be placed on the technical content of the report as well as clarity, creativity, and correctness of writing.
PROJECT COME CLEAN
Introduction
Come Clean is a research-based project with focus on waste management systems and recycling techniques. The goal in this project is to research in depth one of the subjects listed below. Students can also research a subject not listed below but the instructor’s approval is required in this case. Students may survey case studies that document effective and economical methods of waste containment as well as successful projects of recycling that resulted in a reduction in waste that goes into landfill. The project may also offer a study of environmental compliance of a site with the standard specifications of the American Society for Testing and Materials (ASTM, see specifications cited below) and/or the regulations of the Environmental Protection Agency (EPA). This project is for the students registered in the Waste Management & Recycling course.
Suggested Topics
Project Subject
Each student is free to choose the project subject they like to research but any given subject may not be selected by more than one student. Students in this course come from many departments and some may wish to address in their project a problem that is closely related to their major since the problems of waste containment and recycling techniques have many environmental dimensions. Students may also wish to explore a new field of interest or use a theme or a subject that has intrigued them (policy, regulations, environmental law, economics, politics, ethics and environmental justice, public perception, attitude, and opinion, etc.). All selected subjects must be approved by the instructor.
This Waste Management & Recycling course covers a wide variety of topics. Whether it is a containment system or a recycling project, the requirement for an in-depth technical study is always present. Furthermore, one should also ensure the sensibility and foundational premise of the project in order to gain public acceptance.
The literature is rich with examples of projects that transformed the public’s perception of waste and the general attitude towards recycling. Recycling is no longer a choice; it is a necessity for an enduring and sustainable environment. Students are to report in depth on their selected subject and offer a careful analysis of the all involved factors. Students may also wish to concentrate on how recyclable materials can be used in the manufacture of conventional products or to impart certain properties that can improve traditional materials.
Resources
Students may collect the scientific and technical information for their chosen project from one or more of the following sources: the Internet, technical publications, professional journals, magazines, textbooks, movies, documentaries, and all other credible sources including interviews with knowledgeable individuals.
Students are required to cite in their report all the sources they used in their research. Internet sites are cited using the address (URL) of those sites. All other references are to be cited with the name of author, year, title of paper or book, page, and publisher.
Progress Report
In the sixth week of the term, each student is required to submit a progress report. This should include the name of the student, title of the project, and a statement describing the subject. The instructor will provide feedback and approve the project subject if it involves the expected level of rigor. If more than one student selected the same subject, the instructor will advise these students that different projects are required.
Submittals
At noon on the Saturday that precedes the tenth week of the term, the final electronic report of the project is due. The report should be equivalent to at least 10 pages of text (double-spaced type, Times font with one inch margin on all sides). In addition to the 10 pages of text, students may add pictures, tables, graphs, charts, figures, and any other supplementing materials. The total length of the report, however, may not exceed the equivalent of 20 pages.
Grading Criteria
In addition to the written report, students are required to make 8-10 minutes class presentation. The presentations will take place during the lab time in the tenth week of the term.
The grade in this project will be assigned based on the quality and organization of the report, relevance of content to the subject under consideration, understanding, clarity of presentation, organization, and demonstration of ability to address questions with comprehension.
SUGGESTED REFERENCES
Standard American Society for Testing and Materials (ASTM) Specifications
3) OSU Comparative Studies 677.03 Cultures of Waste and Recycling
Autumn 2010
Prof. Dorothy Noyes [email protected]
#25688
UH 0024
MW 1:30-3:18
Comparative Studies 677.03 Cultures of Waste and Recycling
This course explores the notion of the residual: what is left over, useless, unclassifiable. We will explore the customary management of communal resources, both human and material, in scarce-resource societies. We’ll consider processes of symbolic classification through which phenomena can be labelled as out of place or out of phase. We’ll examine the creation of waste (and its converse, deprivation) with the codification of custom in modernity, and look at strategies by which waste is recuperated as a matter of necessity, aesthetics, or ideology. We’ll look at how different kinds of leftover move in and out of systems of value: for example, the labelling of things as “junk” or “antiques,” people as “trash,” or ideas as “folklore.” Finally, we’ll think about the status of residues in social and cultural theory.
REQUIRED READINGS
Please bring the readings with you to class, except of course in the case of websites.
Books at SBX:
Strasser, Susan. 1999. Waste and Want : A Social History of Trash. New York: Metropolitan.
Veblen, Thorstein. “Conspicuous Consumption.” Harmondsworth: Penguin Great Ideas. (A chapter from The Theory of the Leisure Class, 1899.)
Online readings:
Most readings will be on Carmen. Readings marked LIBRARY will be found online through the journal title in the OSU library catalogue. (Note that journals are sometimes in multiple repositories depending on the years of publication.) The readings come from a wide range of sources and some are forbidding. Don’t panic. We will talk them through.
COURSE REQUIREMENTS
All assignments must be completed as described below for a passing grade.
1. General participation. 40%
being present and on time and awake in class
having relevant contributions to make in discussion. This entails having read the assigned texts and considered the discussion questions. I will put you on the spot to answer!
1
adding to the post-class Carmen discussion. You must post at least once a week with a substantive comment.
responding to other students’ projects on Carmen. You must comment with ideas or suggestions to three students after each of the three draft postings, responding to different students each time. (You’re welcome to do more, of course.) Due the Monday after the Friday posting of the topic or draft.
2. One day as class scribe. 10%
You’ll post your notes on the class discussion of the day, singling out those points of disagreement or interest where we left questions open. Post by 6 AM the day after the class in question!
3. Final project. 50% [10+20+30%]
Report on the social life of a cultural object. See pp. 8-9 for details.
Friday, Oct 1. Post topic on Carmen.
Friday, Oct 29. Draft 1—ca. 5 double-spaced pages. Post on Carmen. Friday Nov 19. Draft 2—ca. 10 double-spaced pages. Post on Carmen. Wednesday Dec 8. Final report—ca. 10-12 double-spaced pages of well- shaped and stylish prose plus appendix and bibliography. In Carmen dropbox.
COURSE POLICIES
Office hours T 1:30-3:30, W 10-12 at the Mershon Center, 104A, 1501 Neil Ave. (corner of 8th and Neil), 292-8683. Or by appointment or by telephone. Because I run around between offices and have a manic meeting schedule, it is always best to try me first by email, and even during regular office hours it’s helpful if you let me know when you’re coming.
Attendance is up to you, but affects your grade both directly (via your participation grade) and indirectly (via your ability to do the written work effectively). We need you here in the spirit as well as in the flesh. Please come to class with the readings done. Announcements made at the beginning of class will not be repeated for latecomers, so it is also in your interest to arrive on time.
Plagiarism. Plagiarism is the representation of another’s works or ideas as one’s own: it includes the unacknowledged word for word use and/or paraphrasing of another person’s work, and/or the inappropriate unacknowledged use of another person’s ideas. All cases of suspected plagiarism, in accordance with university rules, will be reported to the Committee on Academic Misconduct. Especially when doing research on the Internet, be extremely careful to credit your sources
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appropriately (come to me if you are not certain how to do this). And bear in mind that it is much less work to do your own thinking than to plagiarize convincingly.
Disability resources. The Office for Disability Services, located in 150 Pomerene Hall, offers services for students with documented disabilities. Contact the ODS at 2- 3307. If you require accommodation to do the work of the course, please let me know immediately.
Class Cancellation. In the unlikely event of class cancellation due to emergency, I will contact you via email and request that a note on department letterhead be placed on the door. In addition, I will contact you as soon as possible following the cancellation to let you know what will be expected of you for our next class meeting.
SCHEDULE
Unit one. Approaching the residual
9/22 |
Introduction |
9/27 |
Experience, valuation, labelling, exchange Leiris, Michel 1988 (1938). “The Sacred in Everyday Life.” In The College of Sociology 1937-39, 24-31, 399-400. Denis Hollier, ed. Betsy Wing, trans. Minneapolis: University of Minnesota Press. Geary, Patrick. 1986. “Sacred Commodities: The Circulation of Medieval Relics.” In The Social Life of Things: Commodities in Cultural Perspective, 169-191. Arjun Appadurai, ed. Cambridge: Cambridge University Press. |
9/29 |
Classification systems and social symbols Danger, ch. 3. 51-72. London: Routledge. Leach, Edmund 1979 (1964). “Anthropological Aspects of Language: Animal Categories and Verbal Abuse.” In Reader in Comparative Religion, 153-166. W. Lessa and E. Vogt, eds. New York: Harper and Row. |
10/1 |
Topic due |
10/4 |
The question of modernity |
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Lévi-Strauss, Claude. 1962. “The Science of the Concrete.” The Savage Mind, 1-33. Chicago: University of Chicago Press. Comments on topics due |
|
10/6 |
Category movements and the history of value Thompson, Michael 1979. Rubbish Theory: The Creation and Destruction of Value, ch. 1 (1-12). Oxford: Oxford University Press. |
Unit two. Imaginaries of scarcity and abundance
10/11 |
Buried treasure, limited good and reciprocity Grimm, Jakob and Wilhelm. 1987 (1857). “Godfather Death.” The Complete Fairy Tales of the Brothers Grimm, 160-163. Jack Zipes, trans. New York: Bantam. Foster, George W. 1964. “Treasure Tales and the Image of the Static Economy in a Mexican Peasant Community.” Journal of American Folklore 77: 39-44. LIBRARY Agonito, Rosemary. 1967. “The Snake.” From “Il Paisano: Italian Immigrant Folktakes of Central New York.” New York Folklore Quarterly, 54-55. DISTRIB IN CLASS |
10/13 |
Gleaning Film: Les glaneurs et la glaneuse (The Gleaners and I), dir. Agnès Varda. France, 2000. |
10/18 |
Hunger and the land of Cockayne Grimm, Jakob and Wilhelm. 1987 (1857). “Hansel and Gretel” and “Clever Gretel.” The Complete Fairy Tales of the Brothers Grimm, 58- 64, 286-288. Jack Zipes, trans. New York: Bantam. Del Giudice, Luisa. 2001. “Mountains of Cheese and Rivers of Wine: Paesi di Cuccagna and Other Gastronomic Utopias.” Imagined States: Nationalism, Utopia, and Longing in Oral Cultures, 11-63. Luisa Del Giudice and Gerald Porter, eds. Logan: Utah State University Press. Pellegrini, Angelo. 1984 (1948). “The Discovery of Abundance.” From The Unprejudiced Palate, 18-36. San Francisco: North Point Press. |
4
Hill, Joe. 1911. “Pie in the Sky.” DISTRIB IN CLASS McClintock, Harry. 1921. “The Big Rock Candy Mountain.” DISTRIB IN CLASS |
|
10/20 |
Fertility, foreigners, and immigrants The Book of Ruth http://quod.lib.umich.edu/cgi/k/kjv/kjv- idx?type=DIV1&byte=1120102 |
Unit three. Capitalism and waste
10/25 |
From thrift to efficiency http://www.swarthmore.edu/SocSci/bdorsey1/41docs/52-fra.html Weber, Max. 1976 (1920-21). “Asceticism and the Spirit of Capitalism.” The Protestant Ethic and the Spirit of Capitalism, 155-183. Talcott Parsons, trans. New York: Scribners. Frederick W. Taylor. 1947 (1912) The Principles of Scientific Management (selections). http://principles-of-scientific management.blogspot.com/2007/03/introduction.html |
10/27 |
Managing trash Strasser, chs. 1-4 |
10/29 |
Draft 1 due |
11/1 |
The throwaway society Strasser, chs. 5-7 Comments on draft 1 due |
11/3 |
Excess and display Veblen, Thorstein. 1899. “Conspicuous Consumption.” From The Theory of the Leisure Class. |
5
Bataille, Georges. 1985 (1933) “The Notion of Expenditure.” Visions of Excess, 116-129. Allan Stoekl, ed./trans. Minneapolis: University of Minnesota Press. |
Unit four. From modern to postmodern imaginaries
11/8 |
Bourgeois cleanliness Transgression, chs. 1. 1-26. Ithaca: Cornell University Press. Aretxaga, Begoña. 1995. “Dirty Protest: Symbolic Overdetermination and Gender in Northern Ireland Ethnic Violence.” Ethos 23:123-148. LIBRARY. |
11/10 |
Moral geographies Modan, Gabriella. 2002. “‘Public Toilets for a Diverse Neighborhood’: Spatial Purification Practices in Community Development Discourse.” Journal of Sociolinguistics 6: 487-513. LIBRARY. Lindahl, Carl. 2007. “Katrina Stories, the David Effect, and the Right to Be Wrong.” Unpublished ms. DISTRIB IN CLASS. |
11/15 |
Margins, centers, and vehicles |
11/17 |
The remix society Understanding New Media, 2-15, 231-240. Cambridge: MIT Press. Recycled, Re-Seen: Folk Art from the Global Scrap Heap. 1996. Exhibition website, Museum of International Folk Art, Santa Fe. http://www.internationalfolkart.org/exhibitions/past/recycledresee n/rrindex.html |
11/19 |
Draft 2 due. |
6
Unit five. Managing pasts and peripheries: development, heritage, displacement
11/22 |
People in the way Shoup, Daniel. 2006. “Can Archaeology Build a Dam? Sites and Politics in Turkey’s Southeast Anatolia Project.” Journal of Mediterranean Archaeology 19: 231-258. LIBRARY Morvaridi, Behrooz. 2004. “Resettlement, Rights to Development, and the Ilisu Dam, Turkey.” Development and Change 35: 719-741. LIBRARY Comments on draft 2 due. |
11/24 |
Preservation and erasure Hufford, Mary. 2003. “Reclaiming the Commons: Narratives of Progress, Preservation, and Ginseng.” In Culture, Environment, and Conservation in the Appalachian South, 100-120. Benita J. Howell, ed. Urbana: University of Illinois Press. Noyes, Dorothy. Under review. “Heritage, Legacy, Zombie: Burying the Undead Past.” Intangible Rights: Cultural Heritage and Human Rights. Deborah Kapchan, ed. |
11/29 |
From scavengers to white trash Stewart, Kathleen. 1996. “Mimetic Excess in an Occupied Place.” A Space on the Side of the Road: Cultural Poetics and Politics in an “Other” America, 41-66. Princeton: Princeton University Press Hartigan, John Jr. 1997. “Name Calling: Objectifying ‘Poor Whites’ and ‘White Trash’ in Detroit.” White Trash: Race and Class in America, 41- 56. Matt Wray and Annalee Newitz, eds. New York and London: Routledge. Penley, Constance. “Crackers and Whackers: The White Trashing of Porn.” White Trash: Race and Class in America, 89-112. Matt Wray and Annalee Newitz, eds. New York and London: Routledge. |
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12/1 |
Outsiders and outsider art the Giglio Tradition.” Folklife Annual, 142-157. http://www.artjunction.org/watts.php http://www.victoriansecrets.net/watts.htm http://www.wattstowers.us/simon_rodia.htm and see also Joe Sciorra’s blog on Italian-American constructed landscapes: http://www.i-italy.org/3627/folk-art-vernacular-architecture- cultural-landscapes |
12/8 |
Final report due |
Final project
Pick an object–an artifact, a performance, a genre, an idea, a person, a place, a group–that is differentially evaluated by different actors. (If the object is big and complex, e.g. “heavy metal music,” you will have to treat it within a narrow milieu, but that milieu must encompass differential social positions and evaluations.) Your goal is to examine the social life of this object, and more specifically how social value is assigned to it, transformed, lost, or recuperated. Does it have inherent properties that constrain its fortunes? How does its point of emergence and its subsequent history constrain it? How malleable are cultural objects? How consensible across social positions is social value?
You’re going to turn in successive drafts of a report on this object, gradually sketching it out and filling it in. You’ll begin by laying out questions and plans in the parts where you don’t yet have any information. Your grade depends on how completely, how energetically, and how insightfully you carry out the assignment. I will respond at each stage and grade the three drafts.
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Your report should cover the following, in roughly this order:
Identify the object. (This may get more precise over time, as you see what is really being evaluated, or it may diversify as the object is transformed in different situations.
Locate the milieu of the object—when, where, among whom, etc.
What do you know of the history of the object in this milieu, how it got there, its diffusion, what it used for, by whom, with whom it’s identified?
What are the labels attached to it, by whom?
Where do the labels come from, what are their associations, to what else are they attached to? In what class do they place the object?
Do the labels seem in any way contradictory with the uses and affect associated with the object? How do you account for the relationships between label, labeller, and the labeller’s affective and practical involvement with the object?
Are the conflicting labels in dialogue with one another? Is there mutual observation among different labellers, mutual awareness? Does the reaction to other labellings change the self’s relationship towards the object?
Do you see the object’s general reputation evolving over time as a consequence of these dialogues or of other factors?
What is it about this object that makes it contested and salient?
What’s at stake in the evaluation of this object?
Embedded throughout:
How do you know what you’re saying? (Footnote or otherwise highlight your sources)
How does our course reading and/or discussion shape your understanding of what is going on here?
At the end:
Appendix on your research process (e.g. I looked at Wikipedia, did a Google search, observed X event, interviewed Y, etc.) Where did you find roadblocks or confusion? What would you like to pursue further if you had time?
Bibliography
Welcome to the Introductory Course on Sustainable Resource Management. This course covers the 25 principles, or student learning outcomes (SLO’s), identified by the National Standards Certification Board of the NRC. More information can be found at: https://nrcrecycles.org/national-standards-certification-board/.
The Introduction to Sustainable Resource Management (SRM) course has been designed to provide information on the policies, programs and infrastructure that support Zero Waste. Dependence on natural resources continues to grow at an unsustainable pace. Through SRM, both communities and businesses can support the reduction of wasted resources and materials and work to create a green economy.
The goal of SRM is to reduce, reuse, recycle and compost as a means to achieving Zero Waste. But, Zero Waste is not just about preserving precious resources. The implications of landfilling and incineration go far beyond just burying valuable resources. These practices also contaminate the air, water and land, and they contribute significantly to the production of methane, a potent greenhouse gas.
In 1970, the phrase “Reduce, Reuse, Recycle” was coined during the first Earth Day. Despite the fact that this phrase is highly recognized, not all aspects of the phrase are well understood or well practiced. Yes, Americans recycle! Yes, many Americans participate in reuse! But the fact is, that the “reduce” part of the phrase has been neglected to the point that most don’t even realize it is the first and most important part of the equation. This Country consumes and produces more now than ever. Much of these products contain chemicals, toxins and heavy metals that pollute the environment and our bodies. The good news is that through effective SRM strategies, businesses and communities can begin to look upstream at new practices and product redesign, that: reduce toxins; reduce the extraction and dependence of resources; reduce disposal; and reduce the harmful impacts to animals, people and the planet.
This course will look at upstream practices that reduce waste during the manufacturing and distribution of products, as well as downstream practices to collect, reuse, recycle and compost materials once they have been discarded. Additionally, the course will look at the impacts to the economy and job creation connected to SRM. According to a report by the Centers of Excellence (CoE), as well as numerous other national studies, Recycling and Resource Management (or Materials Management) is a field of high job growth. The report by CoE estimates 14,000 new jobs could be created over the next two years in California alone. A national study estimates 1.5 million new jobs by recycling 75% of all waste. These jobs depend on reducing disposal and returning more materials back into the economy through reuse and recycling.
David, so you want something in here to tie to:“Doing What Matter for Jobs and the Economy”.
Understand how and why Sustainable Resource Management (SRM) is the foundation for solving the issue of resource depletion facing our planet.
By the end of this lesson, students will be able to:
Learn the various technical terms associated with Sustainable Resource Management (SRM) and identify the hierarchy of existing systems needed to achieve Zero Waste
By the end of this lesson, students will be able to:
Understand the practices and laws that have led to the establishment of the modern-day waste management systems in California.
By the end of this lesson, students will be able to:
Gain insight into the various systems needed to collect resources from residential, commercial and industrial establishments.
By the end of this lesson, students will be able to:
Understand the infrastructure, design, and systems needed to process waste and recyclables, maximize diversion and reduce material disposal.
By the end of this lesson, students will be able to:
Lesson Description
Understand the basics of how facilities sort, process and market commodities to secondary markets.
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
Learn the steps to conduct a waste analysis
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
Understand why developing baseline data, measurement and tracking are critical to effective strategies to reduce waste and save businesses money. Learn the steps to right-size waste and recycling services. Be provided basic information on how to analyze the captured data and create action plans for businesses based on the information.
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
Zero Waste Businesses are leading the way to Zero Waste and have diverted over 90% of their waste from landfill and incineration. Zero Waste Communities have adopted Zero Waste goals and plans to implement those goals. Through lecture, group discussion and interactive activities students will be introduced to:
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
Through lecture, group discussion and activity, students will learn how communities working to pursue Zero Waste often develop Zero Waste Plans to identify an approach that is embraced by residents, businesses, service providers and other stakeholders in the community. This lesson will discuss key elements of the Zero Waste planning process, including:
This class will review sample Zero Waste Community plans and will discuss the basic approach communities have taken to developing Zero Waste Plans.
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
Through lecture, group discussion and activities students will learn:
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
This lesson provides an introduction to developing Zero Waste plans for businesses. Students will focus on leadership, total participation and increasing efficiency and the bottom-line. Understand why businesses pursue Zero Waste (history and background)
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
Learn the various definitions and recognize the importance of Product Stewardships and Producer Responsibility policies and programs for achieving Zero Waste
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
Understand various economic issues required to successfully implement Sustainable Resource Management and how Zero Waste can work to grow local economies, including:
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
This lesson provides an introduction to the organic fraction of the waste stream which comprises a third of all disposed materials. Through lecture, slides and group discussion students will:
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
This lesson provides an overview of organics collection programs and composting facilities. Through lecture, slides, group discussion, and hands on activities, students will:
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
This lesson will describe a variety of commercial organics collection and processing programs. Through lecture, group discussion, and slides students will:
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
Learn about the various material types and systems which are classified as Construction and Demolition or more commonly referred to as “C&D”.
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
The USZWBC has developed a Zero Waste Business Facility Certification. This lesson will share important information about the different business certification programs and how the definition of Zero Waste is key to creating a true Zero Waste business model.
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
Through lecture, group discussion and activity students will:
Student Learning Outcomes
By the end of this lesson, students will be able to:
Lesson Description
Learn about the various forms of outreach activities and how to use these activities to create effective campaign strategies aimed at enhancing individual sustainable actions and habits
Student Learning Outcomes
By the end of this lesson, students will be able to: