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Common Pool Resource Management Kim Townsend SUS 350 Sustainable Communities Key Features of Common Pool Resources Goods that are difficult or costly to exclude users from Subtractability-use of a resource by one person means it is not available to another Core resource-a measure of the stock which must be retained to provide non-declining future stock Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest Marine Fisheries CPR Example Used by multiple individuals through time and at the same time. Subtractable—over-fishing reduces availability of stock for other users. Core—total number of fish in a specific population required to sustain the population through time. Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time. Water Subtractability-use of a resource by one person means it is not available to another Core? Fringe? We must consider both quantity and quality of water in a system Why is water quantity/quality important? The Tragedy of the Commons https://www.youtube.com/watch?v=WYA1y405JW0 Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper Is this model too simplistic? Which assumptions can be questioned? Elinor Ostrom: Sustainable Development and the Tragedy of the Commons https://www.youtube.com/watch?v=ByXM47Ri1Kc Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics. 7 Elinor Ostrom’s Cooperative Management Conditions Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world to determine what the sustainable systems had in common, and what the failures had in common. Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs. Ostrom’s Cooperative Management Conditions (1/2) Clearly defined boundaries Who gets access, who doesn’t Resource boundaries Congruence Costs ≈ Benefits of cooperating Appropriation rules are fair and sensible, locale-specific Argues against “one rule system fits all” approach. Collective-choice arrangements Most individuals affected have a voice in changing the rules Monitoring Monitors are the cooperative members Ostrom’s Cooperative Management Conditions (2/2) Graduated sanctions Punishment scaled to the offence Sanctions administered by the cooperative Conflict-resolution mechanisms Access to low-cost, rapid, local way to resolve conflicts Recognition of Rights to Organize Community’s right t.

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Common Pool Resource Management Kim Townsend SUS 350 Sustainable Communities Key Features of Common Pool Resources Goods that are difficult or costly to exclude users from Subtractability-use of a resource by one person means it is not available to another Core resource-a measure of the stock which must be retained to provide non-declining future stock Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest Marine Fisheries CPR Example Used by multiple individuals through time and at the same time. Subtractable—over-fishing reduces availability of stock for other users. Core—total number of fish in a specific population required to sustain the population through time. Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time.
Water Subtractability-use of a resource by one person means it is not available to another Core? Fringe? We must consider both quantity and quality of water in a system Why is water quantity/quality important? The Tragedy of the Commons https://www.youtube.com/watch?v=WYA1y405JW0 Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper Is this model too simplistic? Which assumptions can be questioned? Elinor Ostrom: Sustainable Development and the Tragedy of the Commons https://www.youtube.com/watch?v=ByXM47Ri1Kc
Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics. 7 Elinor Ostrom’s Cooperative Management Conditions Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world to determine what the sustainable systems had in common, and what the failures had in common. Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs. Ostrom’s Cooperative Management Conditions (1/2) Clearly defined boundaries Who gets access, who doesn’t Resource boundaries Congruence Costs ≈ Benefits of cooperating Appropriation rules are fair and sensible, locale-specific Argues against “one rule system fits all” approach. Collective-choice arrangements Most individuals affected have a voice in changing the rules Monitoring
Monitors are the cooperative members Ostrom’s Cooperative Management Conditions (2/2) Graduated sanctions Punishment scaled to the offence Sanctions administered by the cooperative Conflict-resolution mechanisms Access to low-cost, rapid, local way to resolve conflicts Recognition of Rights to Organize Community’s right to organize not challenged by government Nested Enterprises All of the above are organized in multiple layers of nested enterprise Layering of governance structures matches the interdependence and complexity of CPR systems. The Deschutes River Conservancy Founded by Environmental Defense Fund, Confederated Tribes of the Warm Springs, local irrigation districts Mission: restore stream flow and improve water quality in the Deschutes Basin The vision of the Deschutes Water Alliance is simple: uses of water resources in the Deschutes Basin are balanced to serve and sustain agriculture, urban and ecosystem needs.
The mission of the DWA, intended to achieve this vision, contains three elements: Move stream flows toward a more natural hydrograph while securing and maintaining improved instream flows and water quality to support fish and wildlife Secure and maintain a reliable and affordable supply of water to sustain agriculture Secure a safe, affordable, and high quality water supply for urban communities https://www.deschutesriver.org/what-we-are-doing/focus- reaches/upper-deschutes/ Deschutes Water Alliance Water Bank Matches buyers who need water and must mitigate for their water use with sellers Buyers can purchase permanent in-stream credits or use a temporary lease DRC’s Four Program Areas Water conservation Water rights transfers
Water rights leasing Water management planning and monitoring Water Conservation Nearly 90% of the flow of the Deschutes in Bend is diverted through irrigation canals Piping/lining canals On-farm efficiency Water Rights Transfers and Leases First in time, first in right Fair market purchase of existing water rights Transfer: Permanently dedicated for in-stream or mitigation purposes Lease options 5 year opt out lease - water rights are leased for 5 years. The lessor can opt out of the lease each year 30 days prior to start of the irrigation season. 1 year standard lease - water rights are leased for one irrigation season in-stream. Split season lease - water rights are used for part of a season and leased for part of a season in the same year. Water Rights Transfers and Leases
Overall Results To date, the DRC’s programs have restored nearly 250 cubic feet per second (cfs) to the Deschutes River and its tributaries Groundwater Mitigation Bank Premise: groundwater and surface water are linked in Central Oregon Groundwater withdrawals may affect surface water withdrawals State enacted groundwater withdrawal limits and required mitigation Users must mitigate for groundwater withdrawals by purchasing or leasing instream or mitigation credits http://pubs.usgs.gov/circ/circ1139/index.html Water Management Planning and Monitoring The Upper Deschutes Basin Study- $1.5 million effort to create a plan to meet water needs for the next 50 years Climate change analysis included to ensure planning for future conditions Strategic Plan created for 2015 to 2025 http://www.deschutesriver.org/Strategic%20Plan%20- %202015%20Mar%2031%20-%20FINAL.pdf
Questions? Elinor Ostrom’s Cooperative Management Conditions Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world to determine what the sustainable systems had in common, and what the failures had in common. Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs. Ostrom’s Cooperative Management Conditions (1/2) Clearly defined boundaries Who gets access, who doesn’t Resource boundaries Congruence Costs ≈ Benefits of cooperating Appropriation rules are fair and sensible, locale-specific Argues against “one rule system fits all” approach. Collective-choice arrangements Most individuals affected have a voice in changing the rules Monitoring Monitors are the cooperative members Ostrom’s Cooperative Management Conditions (2/2) Graduated sanctions
Punishment scaled to the offence Sanctions administered by the cooperative Conflict-resolution mechanisms Access to low-cost, rapid, local way to resolve conflicts Recognition of Rights to Organize Community’s right to organize not challenged by government Nested Enterprises All of the above are organized in multiple layers of nested enterprise Layering of governance structures matches the interdependence and complexity of CPR systems. Unit 1, Sections A and B: What is stylistics? Developments in stylistics ‹#› ENG 380: Stylistics Section A: What is stylistics? ‹#› ENG 380: Stylistics “a method of textual interpretation in which primacy of place is
assigned to language.” (Simpson 2004) Analyzing the language used in literature: innovation and creativity Stylistics Language Literature Stylistics "[Wood bridge rural]" photo by [Hanna Bergblau] licensed under [CC0 1.0] via [StockSnap.io] ‹#› ENG 380: Stylistics In 21 century, stylistics is flourishing in books, journals, scholarly conferences, and dictionaries. Sub-disciplines growth: stylistics methods are enriched and enabled by theories of discourse. Pedagogical: language teaching and language learning Creative writing: techniques of creativity and invention in language Stylistics ‹#›
ENG 380: Stylistics Etc. Influences on the branches of stylistics ‹#› ENG 380: Stylistics The object of stylistics: Literature Noncanonical forms of writing ‹#› ENG 380: Stylistics Creativity and innovation in language are not exclusively found in literature (e.g., music, advertising, conversation, newspapers). Techniques of Stylistic analysis are as much about deriving insights about linguistic structure and function as they are about understanding literary texts.
Caveats ‹#› ENG 380: Stylistics There appears to be a belief in many literary critical circles that a stylistician is simply a dull old grammarian who spends rather too much time on such trivial pursuits as counting the nouns and verbs in literary texts. Once counted, those nouns and verbs form the basis of the stylistician’s ‘insight’. Myth ‹#› ENG 380: Stylistics Stylistics is interested in language as a function of texts in context, and it acknowledges that utterances (literary or otherwise) are produced in a time, a place, and in a cultural and cognitive context. These ‘extra-linguistic’ parameters are inextricably tied up with the way a text ‘means’. Fact
‹#› ENG 380: Stylistics Exploring creativity in language use and its impact on a literary text Enriches our ways of thinking about language Our understanding of literary texts Stylistic analysis, as a method of inquiry, explores texts where the rules of language are bent, distended or stretched to breaking point. The Purpose of Stylistics ‹#› ENG 380: Stylistics Stylistics should be… Rigorous – “based on an explicit framework of analysis” (Simpson 2004) Retrievable- has defined and agreed upon terms that can be used to describe a style Replicable- analysis can be checked by other stylisticians using the same method on the same text or beyond the text. Example: Moore’s work is ‘invertebrate’. This isn’t a retrievable analysis (‘invertebrate’ is not a common term that can be easily defined by stylisticians). It isn’t appropriate metalanguage (language used to describe
language). Three Basic Principles ‹#› ENG 380: Stylistics Section B: Developments in stylistics ‹#› ENG 380: Stylistics Pre-20th century: Classical period: “relationship between patterns of language in a text and the way a text communicates” (Simpson 2004) Greek rhetoricians: “tropes and devices that were used by orators for effective argument and persuasion” (Simpson 2004) Early 20th century: Russian Formalism (Viktor Shklovsky, Boris Tomashevsky) Prague School Structuralism (Jan Mukarovsky, Wilhem Mathesius) Formalism + Structuralism (Roman Jakobson) History of Stylistics
‹#› ENG 380: Stylistics form of textual patterning with an artistic (literary-aesthetic) purpose A technique of defamiliarization (ostranenie) “Making strange” in a language Shklovsky (Russian Formalist) Works at any level of language An aspect of the text is made salient through… Stylistic Distortion (deviation from the norm) Repetition or Parallelism Foregrounding ‹#› ENG 380: Stylistics To draw attention to a textual pattern and makes it notable to the reader. This notability is motivated by literary considerations rather than a personal preferred stylistic of the writer. E.g. Jonathan Swift’s monosyllabic words. In sum, if a particular textual pattern is not motivated for artistic purposes, then it is not foregrounding.
Purpose ‹#› ENG 380: Stylistics 1st issue: It is impossible to define “norms” in the English language, so how can one measure deviation from the norm? 2nd issue: when a once deviant pattern becomes established in a text. Does it stay foregrounded for the entire duration of the text? Or does it gradually slip into the background? Problematizing Foregrounding ‹#› ENG 380: Stylistics Hemingway’s The Old Man in the Sea How many times can the ‘no-adjective’ pattern stay foregrounded before one stops noticing it? What if Hemingway put an adjective in the text? Is the foregrounding the ‘no adjective’ pattern because this deviates from the normal discourse norm? Or... Is the foregrounding the use of an adjective, because this deviates from Hemingway’s style?
Internal foregrounding: deviation within a deviation ‹#› ENG 380: Stylistics Six Functions of Language: Conative Phatic Referential Emotive Poetic Metalingual “The poetic function projects the principle of equivalence from the axis of selection into the axis of combination” (Jakobson 1960). Jakobson’s Poetic Function ‹#› ENG 380: Stylistics
He ________ in the dead of winter. Opening line from W. H. Auden’s ‘In Memory of W. B. Yeats’ (1939) Make a list of words to “fill in the blank”. Think of the phonetic, semantic qualities, and poetic function of each word choose. Cloze Test Activity ‹#› ENG 380: Stylistics He disappeared in the dead of winter. Phonetic Qualities: Three syllables Alliteration: occurrence of the same letter or sound at the beginning of words Assonance: vowel harmony Semantic Qualities: Death: dead, disappeared Conceptual metaphor: “Death is a journey” Poetic Function: a principle of equivalence: establish connections the axis of selection: the pool of possible words the axis of combination: the words in the poetic line The actual sentence…
‹#› ENG 380: Stylistics It is essential to view the poetic function not as an exclusive property of literature but rather as a more generally creative use of language Caveat ‹#› ENG 380: Stylistics Simpson, P. (2004). Stylistics: A Resource Book for Students (2nd ed.). London: Routledge. ISBN 9780415644969 (print edition). References
‹#› ENG 380: Stylistics Unit 6, Sections A and B: Style as choice Style and transitivity ‹#› ENG 380: Stylistics Section A: Style as choice ‹#› ENG 380: Stylistics Stylistic choices are motivated by writer’s perception of reality/experiences, captured through transitivity Experiential function of language: spoken and written representations of experience in the physical and abstract world Stylistic choices dictate structure and interpretations of texts Style as choice
‹#› ENG 380: Stylistics Grammatical function Captures experience through language Transitivity: “the way meanings are encoded in the clause and…the way different types of process are represented in language” (Simpson 2004). Transitivity ‹#› ENG 380: Stylistics Process: in the verb phrase Participants: in noun phrases Circumstances: in prepositional/adverb phrases Components of processes ‹#› ENG 380: Stylistics Material
Mental Behavioral Verbalization Relational Circumstantial Attributive Identifying Existential 6 Types of processes ‹#› ENG 380: Stylistics The process of doing Process is in the physical world Answers question “What happened?” Participant roles Actor: obligatory role in the process Goal: may or may not be involved in the process. Typically described in the present continuous tense Material processes ‹#› ENG 380: Stylistics
Examples ‹#› ENG 380: Stylistics The process of sensing Process is in the mental world Cognition (thinking – wondering) Perception (seeing – hearing) Reaction (liking – hating) Participant roles Sensor: (the conscious being that is doing the sensing) Phenomenon: (the entity which is sensed, felt, thought or seen). Typically described in the simple present tense Mental processes ‹#› ENG 380: Stylistics Examples
‹#› ENG 380: Stylistics Process lies in behavior Physiological processes (breathe - cough) States of consciousness (sigh – cry – laugh) Behavior resulting from state of consciousness (stare – dream – worry) Participant roles Behaver (conscious entity who is behaving) Typically the only participant Circumstances At… In... Test: can be described in the present continuous tense Behavioral processes ‹#› ENG 380: Stylistics Example
‹#› ENG 380: Stylistics Processes of saying Participant roles Sayer Animate (A person speaking) Inanimate (A notice, a sign, etc) Receiver Verbiage Content of message (“the story had been changed”) Name of message (“the decision”) Processes of verbalization ‹#› ENG 380: Stylistics ‹#› ENG 380: Stylistics Processes of being; relation between two beings/entities
Relational ProcessesTypes of processes:Modes to describe participant roles:Intensive Equivalent entities x is y Connection between the entities (verb: to be) Possessive Possession x has y One entity has another entity (verb: to have) Circumstantial The circumstance component is upgraded to a participant ’is at’, ‘is in’, ‘is on’, ‘is with’ (verb: to be + preposition)Attributive Carrier is the person being described Attribute is the quality ascribed to the character Identifying Identifier and the Identified Reversible ‹#› ENG 380: Stylistics ‹#› ENG 380: Stylistics
Assertion of existence/occurrence ‘There’ (There is/was, Has there been?) Answers question “What happened?” Participant roles Typically only one Existent The role is nominalised (converted from a verbal process to a noun) Example: There was an assault Has there been a phone call? Existential Processes ‹#› ENG 380: Stylistics A little boy bites his brother, and the father asks what happened. How does the boy respond? “There was a nip!” Existential process Avoids an explicit Actor role Boy doesn’t take blame for his actions in order to avoid getting into trouble “I nipped Daniel.” Material process Identifies himself as the explicit actor Boy takes blame for his actions Example: Transitivity and choice
‹#› ENG 380: Stylistics The general point is that transitivity offers systematic choice, and any particular textual configuration is only one, perhaps strategically motivated, option from a pool of possible textual configurations. Final note about transitivity ‹#› ENG 380: Stylistics Section B: Style and transitivity ‹#› ENG 380: Stylistics Types of agency Holonymic agency The participant role (Actor, Sayer, etc.) is occupied by a complete being. Meronymic agency
A body part, rather than the person, is in the participant role. Makes characters actions/behaviors appear involuntary Differentiates the character experientially from other characters Key concepts ‹#› ENG 380: Stylistics M. A. K. Halliday (1971) Applies transitivity model to William Golding’s novel The Inheritors Analyzes linguistic patterns encoding the ‘mind-styles’ Neanderthal characters Applies ‘material processes’ to Lok’s tribe Analyses narrative statements as having the presence of an actor without a Goal This stylistically depicts the tribe as aimless, leading to its replacement with a more advanced tribe later in the story Meronymic agency: Lok’s ears and nose typically carry out the action, not himself “illustrates well the usefulness of stylistic analysis as a way of exploring both literature and language” and “shows how intuitions and hunches about a text …can be explored systematically and with rigour using a retrievable procedure of analysis” (Simpson 2004) Controversial work that prompted Stanley Fish’s critique of stylistics
Developments in the analysis of style and transitivity ‹#› ENG 380: Stylistics Kennedy (1982) Applies transitivity model to a passage in Joseph Conrad’s novel The Secret Agent in which a character named Mrs. Verloc murders her husband, Mr. Verloc. Argues that Conrad’s transitivity profile asks reader to not see Mrs. Verloc as the actual murder of her husband No mental processes attributed to Mrs. Verloc Reader cannot determine what she thinks or feels This impresses her action as being done without reflection Goal-less patterns in Mrs. Verloc’s actions This impresses her action as not directly affecting her husband Material processes with non-human actors to push narrative forward Meronymic agency: Mrs. Verloc’s hand carries out the murder, not Mrs. Verloc herself. Mr. Verloc’s processes are mainly mental processes He is in the Sensor role; phenomenon element is present This portrays him as aware of what is happening, but he cannot take the action to prevent his death Developments in the analysis of style and transitivity
‹#› ENG 380: Stylistics Simpson, P. (2004). Stylistics: A Resource Book for Students (2nd ed.). London: Routledge. ISBN 9780415644969 (print edition). References ‹#› ENG 380: Stylistics Unit 5, Sections A and B : Narrative Stylistics Developments in structural narratology ‹#› ENG 380: Stylistics Section A:
Narrative Stylistics ‹#› ENG 380: Stylistics Narrative provides a way of recapitulating felt experience by matching up patterns of language to a connected series of events. The minimal form of a narrative comprises two clauses which are in temporal order. A change in their order will result in a change in the way we interpret the assumed chronology of the narrative events. ‹#› ENG 380: Stylistics John dropped the plates and Janet laughed suddenly. Janet laughed suddenly and John dropped the plates. Two different interpretations Example:
‹#› ENG 380: Stylistics Narrative requires Development Elaboration Embellishment Stylistic flourish (individuality or personality). What does narrative require? ‹#› ENG 380: Stylistics “well this person had a little too much to drink and he attacked me and the friend came in and she stopped it” minimum criterion for narrative in that it comprises temporally connected clauses but it also lacks a number of important elements (where, when, Discomfort & reluctance: constrained the development Example by Labov
‹#› ENG 380: Stylistics the task of providing a full and rigorous model of narrative discourse has proved somewhat of a challenge for stylisticians. Why? disagreement about how to isolate the various units which combine to form a story how to explain the interconnections between these narrative units. the broad communicative event that is narrative. Just like a coin, narrative has two sides: narrative structure and narrative comprehension. Issue ‹#› ENG 380: Stylistics Two basic components of narrative: Narrative plot: the abstract storyline of a narrative; in other words, the sequence of elemental, chronologically ordered events which create the ‘inner core’ of a narrative.
Narrative discourse: the manner or means by which the plot is narrated which is produced by a story-teller in a given interactive context. for example, the use of stylistic devices such as flashback, prevision and repetition – which disrupt the basic chronology of the narrative’s plot. Stylistics and narratology ‹#› ENG 380: Stylistics ‹#› ENG 380: Stylistics What are the six basic units of analysis in narrative discourse? Textual medium Sociolinguistic code Characterisation 1: actions and events Characterisation 2: points of view Textual structure Intertextuality stylistic elements of the narrative discourse
‹#› ENG 380: Stylistics textual medium refers to the physical channel of communication through which a story is narrated. (film and the novel) Sociolinguistic code expresses through language the historical, cultural and linguistic setting which frames a narrative. (accent and dialect of narrator or characters) actions and events, describes how the development of character precipitates and intersects with the actions and events of a story. (‘doing’, ‘thinking’ and ‘saying’) ‹#› ENG 380: Stylistics 4. point of view, explores the relationship between mode of narration and a character’s or narrator’s ‘point of view’. (1st, 3rd or 2nd) mixture of the first two. 5. Textual structure accounts for the way individual narrative units are arranged and organized in a story. (broad-based or narrower aspects of narrative cohesion in organization.) 6. Intertextuality (technique of allusion) echoes other texts and images either as ‘implicit’ intertextuality or as ‘manifest’/clear
intertextuality. Intertextuality involves the importing of other external texts while the Sociolinguistic refers more generally to the variety or varieties of language in and through which a narrative is developed. ‹#› ENG 380: Stylistics Section B: Developments in structural narratology ‹#› ENG 380: Stylistics Narrative plot Abstract storyline The chronological sequence of events Narrative discourse Represented storyline How the plot is narrated Stylistic devices used which disrupt chronology Flashback Prevision Repetition Recap: Narrative plot and discourse
‹#› ENG 380: Stylistics Plot refers to the actual chronology of events in a narrative; discourse refers to the manipulation/presentation/realistion of that story in the presentation of the narrative. Distinction between plot and discourse ‹#› ENG 380: Stylistics Units of narrative analysis Textual medium: Film, novel, cartoon, ballet, etc. Sociolinguistic code: Historical, cultural and linguistic setting communicated through language Characterization #1: Actions and events: How character development and story events/action intersect Characterization #2: Point of view: Mode of narration (1st person, 2nd person) and relationship with point of view (character perspective) Textual structure: Story organization Intertextuality: Allusion; How does the text reference other texts or images? Recap: Units of narrative analysis
‹#› ENG 380: Stylistics The unit is reviewing an important structuralist model of narrative and then continues with an application of it to two narrative texts. The Jungle Book Harry Potter and the Philosopher’s Stone ‹#› ENG 380: Stylistics Developed from a corpus of 115 folktales Defines the discourse of the folktale genre Details 31 narrative plot functions and 7 basic types of character roles Captures all of the possible elements in a folktale Not all folktales have all 31 elements Not always chronological Gives primacy to what the characters do rather than who does it or how it is done
Propp’s morphology of the folktale ‹#› ENG 380: Stylistics Such an analysis requires the rendering down of narratives into their raw, basic elements, producing a kind of grammar of narrative which is indicated by the reference to ‘morphology’ in the title of Propp’s study. Does this mean that Proppian analysis examines the grammar of the text? No. Morphology means the study of form and structure. The scope of Proppian Model ‹#› ENG 380: Stylistics See Table B5.1 Initial situation: Hero leaves home (absentation) 2nd narrative function: Hero is told not to do something (interdiction) (warning of danger – what not to do. Eg “Beauty and the Beast” 3rd narrative function: Hero does what he/she is told not to do
(violation) 4th narrative function: Villain arrives (reconnaissance) finding the whereabouts or weakness of the hero. (Etc.) Propp’s 31 narrative functions ‹#› ENG 380: Stylistics the point of Propp’s model is not to imply that all narratives realise all functions. Nor is it to suggest that all narratives, in their manifestation as discourse, follow a straightforwardly linear chronology. Propp’s model does is to try to define a genre of narrative discourse, the fairy tale, through a circumscribed set of core organisational parameters. How those parameters might be applied to more contemporary narratives. it is a central principle of the Proppian framework that it should have universal relevance. ‹#› ENG 380: Stylistics (1) Mowgli the ‘mancub’ wanders the jungle with no parents, away from home (1)
(12) Mowgli (the hero) finds Bagheera the panther and Baloo the bear (helpers) (2) The Helpers warn Mowgli of the jungle’s dangers (interdiction) (3) Mowgli ignores the advice (violation) (4) Shere Khan the tiger appears (the Villain) (4) Interrogates Kaa the snake to plan against Mowgli (reconnaissance) (6) Tries to kidnap Mowgli (8) Injures Baloo, Mowgli’s protector. (family member is injured) (16) Mowgli and Shere Khan fight (12) Mowgli uses fire (‘red flower’ magic) against Shere Khan (18) Shere Khan is scared away (20) Mowgli returns home to the ‘man village’ enticed by the water girl’s song (31) Perhaps Mowgli will be married or crowned in the future Example: Disney’s The Jungle Book (1967) ‹#› ENG 380: Stylistics Disney’s cartoon draws out, from a finite list of universalised functions, a specific selection of plot advancing devices. What is interesting is that even though their particular settings, ‘dramatic personae’ and historical periods may change, a great many Disney films work to the same basic plot typology.
‹#› ENG 380: Stylistics It is noticeable that certain of the narrative functions in the film are slightly out of order with the sequence developed in Propp. e.g. Harry’s parents were killed before the 1st action of the film, yet Harry only later discovers this and relives the episode through flashback. the use of flashback, prevision and other devices are markers of individuality in the story. Not all 31 functions are present, however, they are not all needed to create a coherent narrative. Harry Potter and Proppian Model ‹#› ENG 380: Stylistics is that many of the archetypical patterns that inform fairy stories are alive and well in certain genres of contemporary narrative. Both film texts examined here are magical, mythical adventures much in the vein of the folktale so the success with which the Proppian model can accommodate all narrative genres remains to be proven. (western, romance, detective, science fiction stories) If anything, the import of Propp’s model is not to suggest that all narratives are the same, but rather to explain in part why all narratives are different.
General notes about Proppian Model ‹#› ENG 380: Stylistics Simpson, P. (2004). Stylistics: A Resource Book for Students (2nd ed.). London: Routledge. ISBN 9780415644969 (print edition). References ‹#› ENG 380: Stylistics Unit 4, Sections A, B : Rhythm and meter Interpreting patterns of sound
‹#› ENG 380: Stylistics Section A: Rhythm and meter ‹#› ENG 380: Stylistics Rhythm The repetition of stress patterns across a line of verse/poetry Meter An organized, defined pattern of strong and weak syllables Foot (the basic unit of analysis) the span of stressed and unstressed syllables that forms a rhythmical pattern. Key terms ‹#› ENG 380: Stylistics Different sorts (categories) of metrical feet can be determined according to the number of, and ordering of, their constituent stressed and unstressed syllables.
‹#› ENG 380: Stylistics Iambic Two syllables unstressed syllable followed by a stressed syllable (de-dum) (less heavy-heavy) Trochaic Two syllables stressed syllable followed by an unstressed syllable (dum-de) (heavy-less heavy) Dactylic: Three syllables stressed syllable followed by two unstressed syllables (dum-de-de) Describing Metrical Foot ‹#› ENG 380: Stylistics The ploughman homeward plods his weary way Thomas Gray’s ‘Elegy Written in a Country Churchyard’ (1751) There are five iambs in the line, this metrical scheme is iambic
pentameter. (six: hexameter – four: tetrameter) Metre transcends the lexico-grammar Metrical boundaries are no respecters of word boundaries. rhythm provides an additional layer of meaning potential (axis of compensation/poetic line) Enhance lexico-grammar structure Or Fragment it ‹#› ENG 380: Stylistics Alliteration is a type of rhyme scheme which is based on similarities between consonants. enhances the balancing halves of the line through the repetition of, first, the /pl/ in ‘ploughman’ and ‘plods’ and, later, the /w/ in ‘weary’ and ‘way’. the first repetition /pl/ links both Subject and Predicator, while the /w/ consolidates the Complement element of the clause ‹#› ENG 380: Stylistics
The ploughman plods his weary way homeward acoustic punctuation (sound marks) becomes redundant. this rearrangement collapses entirely the original metrical scheme. Rearrangement ‹#› ENG 380: Stylistics Meter combines the type of foot with the number of occurrences of that foot in a line dactylic trimeter: three dactylic feet in a line “O / what is that / sound that so / thrills the ear” Starts with an off-beat (unstressed syllable at the beginning or end of a line that introduces or transitions into the true meter) Trochaic tetrameter: four trochiac feet in a line “By the / margin,/ willow veiled Slide the heavy barges trailed” iambic pentameter: five iambic feet in a line “The plough/man home/ward plods/ his wea/ry way” free verse: uses the inflection of natural speech, without a strict metrical scheme Metrical Schemes
‹#› ENG 380: Stylistics Metrical analysis is not an exact science. So, readers have choices about verse inflection The distinction between strong and weak syllables is relative to one another, not absolute. Not all accentuation is equal; there are different degrees of accentuation (stress). Not all meter is verse. Meter is not specific to literature. E.g. advertisement. Issues in Metrical Analysis ‹#› ENG 380: Stylistics Section B: Interpreting patterns of sound ‹#› ENG 380: Stylistics Onomatopoeia: a bridge between style and content that matches the sound of a word with a sound from the ‘real’ world. Lexical onomatopoeia: Words with linguistic structure in which pronunciation has a symbolic reference to a sound
The book hit the desk with a thud. A crack of thunder woke the sleeping baby. She slurped her tea. The bee is buzzing around the flower. Nonlexical onomatopoeia: Unstructured/unmediated clusters of sounds referencing the real world The sound of a car: vroom vroom, brrrrm brrrrm Onomatopoeia ‹#› ENG 380: Stylistics Exploits lexical imitative potential Acquires (develops) a mimetic function by random sequences of sound Brings visuals, sense experiences to life Evokes affective response from the reader by sound symbolism. (poetic phonaestasia) (see following two examples) Stylistic Role of Lexical Onomatopoeia ‹#› ENG 380: Stylistics [The valley . . . and the green chestnut . . .] Are mocked dry like the parched bed of a brook. Stephen Spender’s “Pylon”
Alliterative Foregrounded specific sounds through repetition to ascribe a quality of aridity (dryness) Voiced /b/,/d/ and voiceless stops /k/,/t/,/t∫/ combine to mock the dryness of the brook absence of the ‘softer’ sounds like the fricatives /s/ and /z/ Consonant harmony Examples ‹#› ENG 380: Stylistics Brute beauty and valour and act, oh, air, pride, plume, here Buckle! [. . .] Gerard Manley Hopkins’s ‘The Windhover’ Vowel mimesis: (imitative representation of the real world) Vowel disharmony, discordant (conflicting). Oscillates (moves/swings) between front/back vowels, open/closed vowels, rounded/unrounded mouth, shorter/longer diphthongs These oscillations mock the path of the flying falcon in the text. ‹#›
ENG 380: Stylistics Impressionistic (subjective) labels such “dry consonant” and a “flying vowel”, has no place in the systematic study of speech sounds. Phonaesthetic Fallacy: to make direct connections between the phonetic qualities of a text and ‘real’ world. The fallacy lies in the assumption that language functions unproblematically as a direct embodiment (representation) of the real world. The Phonaesthetic Fallacy ‹#› ENG 380: Stylistics Basic principles about interpreting sound symbolism: a particular piece of language (usually poetry) is intended to be performed mimetically. Be aware of the co-text (text immediately surrounding the particular feature of style under consideration). Think about how the levels of language can parallel each other. E.g. in Hopkins, the disharmony on the phonetic level (vowels) is emphasized by the mixture by the grammatical forms (nouns, verbs and adverbs) that carry those sounds Notice heightened meaning (how phonetic and semantic
properties work together to reinforce/intensify interpretations). E.g. “parched” is picked over “waterless” because the latter has softer sounds /w/, /l/, /s/. Be cautious about interpreting inherent relationships between phonetic meanings and felt experiences. Avoid subjective interpretation. Basic Principles ‹#› ENG 380: Stylistics Simpson, P. (2004). Stylistics: A Resource Book for Students (2nd ed.). London: Routledge. ISBN 9780415644969 (print edition). References ‹#› ENG 380: Stylistics
Unit 3: Sections A and B: Grammar and style Sentence styles: development and illustration ‹#› ENG 380: Stylistics Section A: Grammar and style ‹#› ENG 380: Stylistics the grammar of a language = rules grammatical rules of a language are the language as they stipulate the very bedrock of its syntactic construction. intimidating area of analysis because it is not always easy to sort out which aspects of a text’s many interlocking patterns of grammar are stylistically salient. ‹#› ENG 380: Stylistics
sentence (or clause complex) Clause (most important) phrase (or group) word morpheme Grammar rank scale (hierarchy) ‹#› ENG 380: Stylistics Several important functions of language can be found in any clause: tense polarity Mood (declarative, interrogative or imperative) Core or nub (central idea/point) The Clause ‹#› ENG 380: Stylistics It is a defining characteristic of clause structure that its four basic elements are typically realised by certain types of phrases. Basic Clause Structure:
Subject (usually filled with a noun phrase) Predicator (always filled with a verb phrase) Complement (usually filled with a noun or adjective phrase) Adjunct (usually filled with an adverb or prepositional phrase) Clause Structure ‹#› ENG 380: Stylistics The woman feeds those pigeons regularly. Our bull terrier was chasing the postman yesterday. The Professor of Necromancy would wear lipstick every Friday. The Aussie actress looked great in her latest film. The man who came to dinner was pretty miserable throughout the evening. Identify the elements of clause structure ‹#› ENG 380: Stylistics Method 1: Look for placement, and ask “wh-” questions. Subject Who/What? In front of the verb Finding the Complement:
Who/What? After the verb Finding the Adjunct: How/When/Where/Why? After the verb Method 2: Add a ‘tag question’ to the declarative form of a clause. Narrows the subject down to a single pronoun Identifies auxiliary verbs, tense, etc. Testing for Clause Constituents ‹#› ENG 380: Stylistics Mary’s curious contention that mackerel live in trees proved utterly unjustified. Form a tag question. Example: tag question ‹#› ENG 380: Stylistics Coordination: “My aunt and my uncle visit the farm regularly, don’t they?”
Two entities/people coordinated with “and” Apposition: “The winner, a local businesswoman, had donated the prize to charity, had she?” Two phrases referencing the same entity/person (the winner, a local businesswoman) Testing for Clause Constituents: An Example ‹#› ENG 380: Stylistics Variations in Interrogatives Subject-Predicator Inversion “Do” Insertion Variations in Declaratives Subject-Predicator only Double Complements (direct object and indirect object) Any number of Adjuncts Mary awoke suddenly in her hotel room one morning because of a knock on the door. Clause Structure Variation ‹#›
ENG 380: Stylistics Ellipsis Predicator is eliminated in context because of a previous reference This is called a ‘minor clause’ A: “Where are the keys?” B: “In your pocket!” they form an important locus (place) for stylistic experimentation. ‹#› ENG 380: Stylistics Section B: Sentence styles: development and illustration ‹#› ENG 380: Stylistics Consists of one clause Stylistic use: Frenetic/Urgent Fast-paced The Simple Sentence He ate his supper. He went to bed.
‹#› ENG 380: Stylistics “I tried to examine myself. I felt my pulse. I could not at first feel any pulse at all. Then, all of a sudden, it seemed to start off. I pulled out my watch and timed it. I made it a hundred and forty-seven to the minute. I tried to feel my heart. I could not feel my heart. It had stopped beating.” Three Men in a Boat Style description and its effect: Most sentences are made of single independent clause. This style gives a sense of speed and urgency which helps to show the anxiety of the character as he examines himself. Example ‹#› ENG 380: Stylistics Consists of two or more independent clauses Coordination shows equal status Coordinating conjunctions And (direct coordinator) But (adversive coordinator) Or
So For yet Stylistic use: Symmetry, connection Popular in junior readers and nursery rhymes The Compound Sentence He ate his supper he went to bed. and ‹#› ENG 380: Stylistics Consists of one independent clause and two or more subordinate clauses Asymmetrical/subordinating relationship Subordinating conjunctions When Although If Because Since The Complex Sentence (Type 1): subordination When he had eaten his supper, he went to bed. although he had just eaten his supper. He went to bed
‹#› ENG 380: Stylistics Consists of one main clause and one embedded (downranked) clause Embedded Relationship The Complex Sentence (Type 2): embedding She announced that he had gone to bed. ‹#› ENG 380: Stylistics Equivalent constituents Adjuncts and/or subordinate clauses placed both before and after the Subject/Predicator “Tomorrow, and tomorrow, and tomorrow, Creeps in this petty pace from day to day” (Macbeth, V.v.19– 20). Trailing constituents Adjuncts and/or subordinate clauses placed after the Subject/Predicator “You walked with me among water mint And bog myrtle when I was tongue-tied” (Longley 1995). Anticipatory constituents Adjuncts and/or subordinate clauses placed before the Subject/Predicator
“On my right hand there were lines of fishing-stakes resembling a mysterious system of half submerged fences” (Conrad 1995 [1912]: 1). Constituent Types ‹#› ENG 380: Stylistics Un-elaboration of the noun “fog”: undifferentiated, undetermined. Restricted verbal development in main clauses. one key element is omitted (finite) which provides tense, polarity and person. On going process. Trailing constituents. subordinate clauses and Adjuncts of location. It refers to the fog? Or to the river? Indeterminacy. Gradual narrowing of spatial focus Internal foregrounding: by creating a different Subject element and by shifting the lexical item ‘fog’ to the right of the Predicator in the sixth sentence. Stylistics features of Charles Dickens’s novel Bleak House
‹#› ENG 380: Stylistics Style comes from the totality of interrelated elements of language rather than from individual features in isolation. Summary ‹#› ENG 380: Stylistics Simpson, P. (2004). Stylistics: A Resource Book for Students (2nd ed.). London: Routledge. ISBN 9780415644969 (print edition). References ‹#› ENG 380: Stylistics
Unit 2, Sections A and B: Stylistics and levels of language Levels of language at work ‹#› ENG 380: Stylistics Section A: Stylistics and levels of language ‹#› ENG 380: Stylistics Shape and organize stylistics analysis (established) Principles of methodology ( three Rs) Basic categories, levels and units. Stylistics is a new discipline ‹#› ENG 380: Stylistics “Language in its broadest conceptualisation is not a disorganised mass of sounds and symbols, but is instead an
intricate web of levels, layers and links” (Simpson 2004). The levels of language are… Interconnected Dependent on one another “They represent multiple and simultaneous linguistic operations in the planning and production of an utterance” (Simpson 2004) Levels of language ‹#› ENG 380: Stylistics phonology; phonetics: The sound of spoken language; the way words are pronounced. graphology: The patterns of written language; the shape of language on the page. morphology: The way words are constructed; words and their constituent structures. syntax; grammar: The way words combine with other words to form phrases and sentences. lexical analysis; lexicology: The words we use; the vocabulary of a language. semantics: The meaning of words and sentences. pragmatics; discourse analysis: The way words and sentences are used in everyday situations; the meaning of language in context. Levels of Language (Simpson 2004)
‹#› ENG 380: Stylistics That puppy’s knocking over those potplants! Emphatic (!) Phoneme /n/ in ‘knocking’ Distinguished from “rocking”, “mocking” ‘T’ in ‘That’ and ’potplants’ pronounced as glottal stop phonetic environment: followed by /p/ ‘R’ in ‘over’ Irish and American pronunciation: historic <r> Australian and English pronunciation: no historic <r> “-ing” in ‘knocking’ Pronunciation of “g” dropped in lower status accent and informal delivery style Example sentence: Phonology ‹#› ENG 380: Stylistics That puppy’s knocking over those potplants! Roman alphabet Font Font size
Font style: bold Example sentence: Graphology ‹#› ENG 380: Stylistics That puppy’s knocking over those potplants! Three morpheme cluster in ‘potplants’ Root morpheme: pot Root morpheme: plant Suffix morpheme: -s Root morphemes can stand alone as individual words, whereas prefixes and suffixes must be joined to words in order to have meaning Example sentence: Morphology ‹#› ENG 380: Stylistics That puppy’s knocking over those potplants! Hierarchy of grammar: Morpheme–Word–Phrase–Clause– Sentence Single clause in the indicative declarative mood
Clause constituents Subject (‘That puppy’) Predicator (‘’s knocking over’) Complement (‘those potplants’) Phrase structure of predicator contracted auxiliary ‘[i]s’ main verb ‘knocking’ preposition ‘over’: extension of main verb makes the verb a phrasal verb Example sentence: Syntax/Grammar ‹#› ENG 380: Stylistics That puppy’s knocking over those potplants! Grapheme ‘kn’ in ‘knocking’ Derived from Anglo-Saxon <cn> In English, now pronounced /n/ In Dutch, double consonant pronunciation is retained Example sentence: Lexicology ‹#› ENG 380: Stylistics That puppy’s knocking over those potplants!
“A truth value specifies the conditions under which a particular sentence may be regarded as true or false” (Simpson 2004). ‘Puppy’ “a young canine animal” is responsible for the action ‘dog’ or ‘animal’ are also compatible with the sentence’s truth value ‘That’ and ‘those’ Demonstratives Expresses physical orientation (deixis) ‘That’/’those’ create a ‘distal’ deictic relationship: the speaker is far from the ‘puppy’ and ‘potplants’. ‘this’/‘these’ would create a ‘proximal’ relationship Example sentence: Semantics ‹#› ENG 380: Stylistics That puppy’s knocking over those potplants! Discourse “aspects of communication that lie beyond the organisation of sentences” (Simpson 2004) context-sensitive domain of reference includes pragmatic, ideological, social and cognitive elements What are the potential contexts and participant roles? (the puppy sentence) In a living room, the speaker is addressing the owner of the puppy and the potplants
Infers a “call to action” rather than a response requiring only a verbal agreement Since the speaker is far away from the puppy and potplants, can infer that there is someone else potentially closer to the potplants who can take action The speaker is forthright A less forthright speaker: ‘Sorry, but I think you might want to keep an eye on that puppy . . .’ Indirection serves a politeness function. Politeness is overridden in this ‘urgent’ situation Consider other potential contexts and participant roles Example sentence: Pragmatics, Discourse Analysis ‹#› ENG 380: Stylistics A stylistic analysis can start at any level of language The interaction between levels of language is important Interaction between levels is important: one level may complement, parallel or even collide with another level. Example: Margaret Atwood’s Poem playing off the level of grammar against the level of graphology. Conclusion
‹#› ENG 380: Stylistics Section B: Levels of language at work: an example from poetry ‹#› ENG 380: Stylistics Foregrounding Levels of language ‹#› ENG 380: Stylistics Orthography Removed standard punctuation Removed capitalization Lexicography Neologisms (invented words): ‘sunly’, ‘moonly’, ‘unbe’ Colorful treatment of adjectives and adverbs Structure Mathematical symmetry in stanzaic organization Repetition – Key words, phrasal patterns
Constituent clauses connected grammatically to the first word, “love” ’love is more thicker than forget’, e e cummings ‹#› ENG 380: Stylistics Adjectives of gradability Ascribe qualities to entities, objects and concepts Test gradability by intensifying word “very” Classifying adjectives Fixed qualities relative to the noun they describe. E.g. former manager – strategic weapons Adjectives types ‹#› ENG 380: Stylistics Exploits gradability of adjectives Extend or modify the degree or intensity (e.g. ‘very’) Comparing concepts Comparative relationships: ’more’ or ‘-er’ Superlative relationships: ’most’ or ‘-est’ Equal relationships: ‘as…as’ Inferior relationships: ‘less’
Defies grammatical rules ‘more’ and ‘-er’ used together is technically ungrammatical Adjectives in ‘love is more thicker’ ‹#› ENG 380: Stylistics Narrows scope of reference by adding material after the adjective Example: The pilot was conscious The pilot was conscious of his responsibility Another example Mary is now much better at Maths Intensifier: much Adjective: better Scope: at math ‹#› ENG 380: Stylistics Initially foregrounded because of grammatical deviance, these phrases move into the background through repetition allowing
other phrases to become foregrounded. “more thicker” instead of “thicker” “most mad” instead of “maddest” “less bigger” instead of “less big” Internal Foregrounding in ‘love is more thicker’ ‹#› ENG 380: Stylistics “more…-er” “most + 1-syllable” “less..-er” Adjectives: ‘Love is more thicker…’
Describing abstract concepts with adjectives used for liquids and solids Adverbs: ‘more seldom than a wave is wet’, ‘more frequent than to fail’ adverbs of time-relationship in main slot in the adjective phrase communicate negative time relationships; convolutes meaning of phrases Logical tautologies: ‘than all the sea which only is deeper than the sea’ Saying the same thing twice (replicating the basic premises of the proposition) Other stylistic features in ‘love is more thicker’ ‹#› ENG 380: Stylistics Lexical antonyms: ‘thicker’/‘thinner’, ‘never’/‘always’, ‘sunly’/‘moonly’ Words of opposite meaning Establishes cohesion in a text
‹#› ENG 380: Stylistics Stylistic choices are a communicative force “The individual stylistic tactics used in the poem, replicated so vigorously and with such consistency, all drive towards the conclusion that love is, well, incomparable” (Simpson 2004). “Buried in the semantics of the poem is its central enigma, acted out in the very contradictions ascribed to the poem’s central theme, the experience of love” (Simpson 2004). Stylistic analysis should be precise “Much of the internal dynamic of cummings’s poem is sustained by the subversion of simple and everyday patterns of language, and it is the distortion of these commonplace routines of speech and writing that deliver the main stylistic impact” (Simpson 2004). “…it is an important part of the stylistic endeavour that its methods probe the conventional structures of language as much as the deviant or the distorted” (Simpson 2004). Stylistic analysis should be retrievable “Finally, I hope this importance of making the analysis retrievable to other students of style, by showing how not just one level, but multiple levels of language organisation simultaneously participate, some in harmony and some in conflict, in creating the stylistic fabric of a poem” (Simpson 2004). Stylistic Conclusions
‹#› ENG 380: Stylistics Simpson, P. (2004). Stylistics: A Resource Book for Students (2nd ed.). London: Routledge. ISBN 9780415644969 (print edition). References ‹#› ENG 380: Stylistics SUS 350 Sustainable Communities Kim Townsend Winter 2020 v v 1
Contemporary Global Issues Learning Objectives Analyze the origins, historical contexts, and implications of contemporary global issues. Explain the complex nature and interdependence of contemporary global issues using a multi-disciplinary approach. Articulate in writing a critical perspective on contemporary global issues using evidence as support. Course Learning Objectives Identify major ecosystem services and how they are utilized by humans. Define sustainability and resilience and describe the interdependence between ecological, social and economic systems. Utilize critical and systems thinking skills to analyze complex sustainability issues.
Identify personal motivations for sustainability action at the individual and community levels. Identify and apply sustainability change agent skills. Course Components Participation (250 points) • In-Class Activities • Guest Speaker Reflections Corvallis Sustainability Coalition Action Team Research Assignment (100 points) Group Project Assignments: • Proposal Idea Selection (75 points) • Group Project Contract (75 points) • Service Learning Project (100 points) • Grant Proposal (150 points) • Poster Presentation (150 points) Final Reflection (100 points) Total Points: 1000 Service Learning Requirement
You are required to complete 4 hours of service outside of the classroom Service Learning groups will be set up on Canvas Deanna Lloyd, the experiential learning coordinator, will join us in class on Jan 14th to introduce the service learning project Getting to know you Is anyone brand new to OSU? Is anyone brand new to Canvas? What majors are represented today? Getting to know you Who has taken another SUS course? Who has taken another sustainability related course? Who is enrolled in the Sustainability Double Degree Major or
Minor? Who is new to the field of sustainability? Who is here to complete the bacc core Contemporary Global Synthesis requirement? Who is here to fulfill an elective? Who is here for fun? In-Class Activity Part 1 How would you define sustainability? What are your specific interests within sustainability? What do you want to sustain in your own life? How would you define community? What are some characteristics of sustainable communities?
Sustainability Frameworks Echoes from the Past “In our every deliberation, we must consider the impact of our decisions on the next seven generations” The Great Law of the Iroquois Confederacy 1142 A.D. Echoes from the Past Look and listen for the welfare of the whole people and have always in view not only the present but also the coming generations, even those whose faces are yet beneath the surface of the ground -- the unborn of the future Nation The Great Law of the Iroquois Confederacy 1142 A.D. Echoes from the Past
“Then I say the earth belongs to each...generation during its course, fully and in its own right. The second generation receives it clear of the debts and encumbrances, the third of the second, and so on. For if the first could charge it with a debt, then the earth would belong to the dead and not to the living generation. Then, no generation can contract debts greater than may be paid during the course of its own existence.” Thomas Jefferson 1789 “The "greatest good for the greatest number" applies to the people within the womb of time, compared to which those now alive form but an insignificant fraction. Our duty to the whole, including the unborn generations, bids us to restrain an unprincipled present-day minority from wasting the heritage of these unborn generations." “The conservation of natural resources is the fundamental problem. Unless we solve that problem it will avail us little to solve all others.” Theodore Roosevelt 1916 Fig. 3 The current status of the control variables for seven of
the nine planetary boundaries. Will Steffen et al. Science 2015;347:1259855 Copyright © 2015, American Association for the Advancement of Science The current status of the control variables for seven of the nine planetary boundaries. The green zone is the safe operating space (below the boundary), yellow represents the zone of uncertainty (increasing risk), and red is the high-risk zone. The planetary boundary itself lies at the inner heavy circle. The control variables have been normalized for the zone of uncertainty (between the two heavy circles); the center of the figure therefore does not represent values of 0 for the control variables. The control variable shown for climate change is atmospheric CO2 concentration. Processes for which global- level boundaries cannot yet be quantified are represented by gray wedges; these are atmospheric aerosol loading, novel entities, and the functional role of biosphere integrity. Modified from (1). https://www.ecologyandsociety.org/vol14/iss2/art32/ What are the ‘root causes’ contributing to a lack of sustainability? What are the ‘root causes’ contributing to a lack of sustainability?
https://ourworldindata.org/fossil-fuels https://ourworldindata.org/world-population-growth Brundtland Commission 18 Created by UN in 1983 to address concerns …. "about the accelerating deterioration of the human environment and natural resources and the consequences of that deterioration for economic and social development.” Coined the term “sustainable development” Defined sustainable development as development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Brundtland Report The ‘interlocking crises’
“…the industries most heavily reliant on environmental resources and most heavily polluting are growing most rapidly in the developing world, where there is both more urgency for growth and less capacity to minimize damaging side effects. These related changes have locked the global economy and global ecology together in new ways. We have in the past been concerned about the impacts of economic growth upon the environment. We are now forced to concern ourselves with the impacts of ecological stress - degradation of soils, water regimes, atmosphere, and forests upon our economic prospects. We have in the more recent past been forced to face up to a sharp increase in economic interdependence among nations. We are now forced to accustom ourselves to an accelerating ecological interdependence among nations. Ecology and economy are becoming ever more interwoven locally, regionally, nationally, and globally into a seamless net of causes and effects.” Brundtland Report An optimistic message “Our Report is not a prediction of ever increasing environmental decay, poverty, and hardship in an ever more polluted world among ever decreasing resources. We see instead the possibility for a new era of economic
growth, one that must be based on policies that sustain and expand the environmental resource base. And we believe such growth to be absolutely essential to relieve the great poverty that is deepening in much of the developing world.” Brundtland Report Emphasized three key components of sustainable development: Economic growth/development Environmental quality/protection Social equity Corporate Social Responsibility and the Triple Bottom Line John Elkington (1998) sustainability should be perceived as a: “triple bottom line, focusing on economic prosperity, environmental quality, and … social justice” emphasizes a change in corporate responsibility from “shareholders” to “stakeholders”
https://www.greenbiz.com/article/zen-and-triple-bottom-line Sustainability Frameworks Triple bottom line (TBL) Three-legged stool 3 Es: Environment, Equity, Economics 3Ps: People, Profit, Planet 3 Pillars of Sustainability 3 Dimensions of Sustainability https://newleaf-llc.com/2013/07/defining-sustainability-triple- bottom-line/ In-Class Activity Part 2 Is continuing economic growth sustainable? Why or Why not? What is the importance of intact ecosystem structure and function? Is social equity achievable? Does your answer change depending on scale? “It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.” Leon C. Megginson
Sustainability Frameworks Triple bottom line (TBL) Three-legged stool 3 Es: Environment, Equity, Economics 3Ps: People, Profit, Planet 3 Pillars of Sustainability 3 Dimensions of Sustainability https://newleaf-llc.com/2013/07/defining-sustainability-triple- bottom-line/ Defining the Social Leg What is social justice? Philosophical construct that involves Equality Social fabric of communities Basic human rights Acknowledgement and respect for dignity of individuals What is social equity? Equal opportunity Redistribution of wealth/income
Social Equity: Its Legacy, Its Promise Mary E. Guy and Sean A. McCandless To be clear, “equity” and “equality” are terms that are often used interchangeably, and to a large extent, they have similar meanings. The difference is one of nuance: while equality can be converted into a mathematical measure in which equal parts are identical in size or number, equity is a more flexible measure allowing for equivalency while not demanding sameness. http://onlinelibrary.wiley.com/doi/10.1111/j.1540- 6210.2012.02635.x/abstract 28 Perception is Everything Sustainability is the point where human endeavors reflect social equity, political stability, and economic development that is balanced with the capacity of ecosystems to absorb impacts without declining ecosystem structure and function https://fa.oregonstate.edu/sustainability/academics/sustainabilit y-course-lists Least sustainable More sustainable Most sustainable
A New Way of Thinking What are the origins, end-points and impacts of the resources we consume? How are human communities linked by their activities? What are the relationships between economic decisions, social equity and ecological conditions? How can we design an economy that mimics the way nature works (operates within physical limits)? Lessons to Take Forward Sustainability requires viewing each decision within a system of interconnected and interdependent parts Change involves uncertainty, and uncertainty is the norm in complex systems Dealing with uncertainty requires an adaptive approach Adaptive Management https://www.doi.gov/sites/doi.gov/files/migrated/ppa/upload/Ch apter1.pdf In-Class Activity Part 1 Part 1: Work in groups of 2-3 to create your own visual model of sustainability. Submit both the image that you create and a
paragraph or two explaining your image to the Visual Representations of Sustainability Discussion Board on Canvas. In-Class Activity Part 2 Part 2: Comment on at least three sustainability models. Consider the following in your comments: Explain what impresses or resonates with you. Can you see other ways to interpret the model? Did this model reinforce or expand your understanding of sustainability? Next week: Tuesday: Systems Thinking Introduction to Service Learning Projects by Deanna Lloyd Thursday: Community Resilience Overview of Group Project, introduction to first assignment.
Community Development Grant Proposal Applicant Names: Charles H Stephens, Jake Goodwin, Noah Denker, Lam Ho Yung, Rosel alsadah, Emily Thomas, Felix Brucker Community Partner: Corvallis Transit System Start Date: 02/25/2020 End Date: 02/25/2021 Total Requested: $20,000 Project Summary: Our group is looking to reduce the carbon emissions of public transport in the city of Corvallis by converting existing buses to electric drive systems. The funding will be used to convert a single test bus using Long lasting Nickel Iron chemistry batteries. This converted bus will be used as a test platform to offer more data for a informed future decision on later conversions/upgrades to the Corvallis bus system. The goal would be that this trial bus is a success and that the City of Corvallis would take note and would like to collaborate in funding. This would entail asking for further funding or fundraising with the community to raise funds for a full fleet of these buses. Along with the buses, we would get the community excited and supportive on our project by postering up an ad campaign, having a social media ad presence, and fundraising from the community via events or an online kickstarter link. This would be just a couple of many options that would be considered in support for this team effort, our main goal is to get the conversion process going as soon as possible while remaining as productive and efficient as possible. Corvallis Sustainability Coalition Action Plan Goal: Choose one goal from the Corvallis Sustainability Coalition Action Plan and explain how Your proposed project will work toward achieving this goal in the Corvallis community.
(200-300 words) The goal from the Corvallis Sustainability Coalition: Transportation Action team that our proposal best fits is their main goal 2, which reads: “By 2040, community members will reduce per-capita gasoline consumption to 90 gallons annually, 50% below 2008 levels.” We hope to bring CSC closer to this goal with our proposal, which is for a pilot program to switch the Corvallis buses from biodiesel to electric.This would decrease the amount of CO2 emissions from the buses, which run multiple bus routes most of the day, with some night routes. Electric, or even partially electric, would cut the emissions from the buses by at least 50%, if not close to 100%. As of 2008, we were using 180 gallons per capita of fuel, so if we can offset that by over 50% for a larger portion of the Corvallis population, we will be well on our way of decreasing that to 90 gallons per capita by 2040, which is a major improvement and one of our goals. This pilot proposal would be for a single bus as a prototype. By only converting a single bus initially, this allows us to ensure a successful implementation before investing in converting the entire fleet. It also lets us collect data to ensure we get the maximum emission reduction, and thus bringing us closer to our goal of less than 90 gallons per capita annually. Community Partner Description: The C.T.S.(Corvallis Transit System) aims to offer transportation to the population of Corvallis in an environmentally-friendly, inexpensive way. This organization has already taken steps towards reducing dependency on fossil fuels with the introduction of biodiesel usage in the current busses. We hope to further pursue this goal with the phasing out of I.C.E.(internal combustion engines) from use and replacing them with a long lasting Nickel Iron chemistry battery system. This would cut down the gas usage entirely while cutting down heavily on carbon emissions in Corvallis. Not only would this improve the buses, but we hope that this will inspire other
forms of public transit and general transportation in Corvallis to become more efficient and safe for the environment. We think collaborating with them rather than competing is the most productive approach to this project since we’re trying to better our community and better the systems we currently have. They house a large fleet of transit busses outside of the busses on shift, so it would not be difficult to take advantage of their resources to pull one aside and experiment. This would help inspire Beaver Busses, Dial-a-bus, and the shuttles that circulate through Corvallis to follow in our lead and convert their fleets for a greener transit system. Project Goals: We will decrease Corvallis’s gasoline consumption and gas emissions so that by 2040, per capita gas consumption will be down to 90 gallons annually. -Taking the Corvallis transit system and converting their gas engines into Long lasting Nickel Iron chemistry batteries so that there will be zero gas consumption. Secondly, we will fundraise a minimum of $500,000 to start converting multiple buses after our initial prototype. -We will do this via our advertisement campaign, and general community engagement while reaching out to local businesses and entrepreneurs. Third, once we have a solid backbone to renovate a couple buses, we will have an endorsement with a bus company to produce our buses for us. -This will inspire other communities to take the same initiative and produce zero-gas buses as well. Dimensions of Sustainability: This project is primarily environmental in focus, but will benefit social and economic dimensions of sustainability through this focus. Converting the buses will have the immediate impact of helping reduce direct fossil fuel use. This is both due to a reduction in emissions, the elimination of diesel
usage, and the increased attractiveness for public transportation it will provide. Culturally, more sustainable buses will create a sense of progress and accomplishment, which will be much more local and concentrated in its affect than the direct environmental impact. This is important in connecting the project to the local Corvallis community generally. It would provide both a moral boost for existing users and also potentially attract more. More use of public transportation is also good for local ecological communities. Less traffic and road emphasis helps lessen habitat fragmentation, air pollution, light pollution, and noise pollution. Roadkill is the most obvious effect of habitat fragmentation in a day-to-day manner, but the reduction of fragmentation and pollutants is ultimately essential to preserving biodiversity and keeping ecosystem services intact. On a worldwide scale, the reduction of CO2 also of course helps ecosystems around the world on land as well as it does on sea (considering ocean acidification). Project Evaluation: This project will impact the Corvallis community and public transportation by reducing the carbon footprint. This will be accomplished by turning to more sustainable electric buses instead of carbon buses. Moreover, the impact will be measured by taking the current footprint of the public transportation in Corvallis and its effect on the environment, and compare it to the footprint and the environmental effect a year after the project gets implemented which is the qualitative data. In addition, we will be measuring the quantitative data by looking into whether the change has motivated the people in the city of Corvallis to use the electric bus and public transportation by measuring the number of people who used buses before and after the change. The results will be shared in the group poster and by working with our community partner to announce the results and the difference that has been done when we use an environmentally friendly bus, to motivate more people to use electric buses by knowing the difference that they have made on
the environment. Project Description and Timeline: Upon the start of our group’s specific Corvallis sustainability study (via SUS 350) we would take our class knowledge and community volunteering experience to use the proper language and etiquette to solve our specific sustainability issue. With fixating on the buses of Corvallis, our system would start by reaching out and finding a local automotive maintenance company to help us begin converting a prototype bus that would be more efficient and safer for the environment. As the conversion process begins, that’s when we’d work on fundraising with an ad campaign to get the Corvallis community to donate and help our cause for a future eco-friendly bus system. We’d work on social media, banners and posters, and digital ads via local graphic designers and marketing teams to help out via volunteering or collaboration. Once the first bus prototype is ready to hit the streets, we would start showing it to City Hall, the State of Oregon, entrepreneurs, and bigger corporations to inspire funding and assistance to get a full fleet in production. The combined efforts of fundraised money from the community and support from outside help, this would fund the final production and implementation of said final fleet. For this proposal’s sake, our timeline ends at the prototype’s finish, because that’s when our $20,000 cap would reach. Our goal is that by then, we’d have a backbone of fundraised support to keep moving forward without delay. Jan: Group equips further knowledge on sustainability issues within Corvallis to narrow down our project focus. Feb: Start planning and volunteering within the community to learn more about our project’s urgency while finishing project proposal. March: Bring in local eco-friendly automotive maintenance company. April: Start development on bus prototype
April: Start fundraising campaign May: Join with local designers/marketers to make social media/poster/ads for supporting the project August: Finalizing Bus prototype August: Begin showing progress/sponsorship for further production to automotive companies, entrepreneurs, etc. Collaboration: Due to the Corvallis Transportation Action Team report by CTS, there are 16 fixed-routes in Corvallis. At present, based on the limitations of funds and technology, under the constant discussion of our group, we found that "Scania.Co" (North America) has designed green power for petrol buses and launched petrol and electric buses (Euro 6). Scania they contributed with the bus companies and government internationally. They aim an innovative bi-articulated bus that will be of growing interest to cities around the world as they now address urban pollution and lessening their carbon footprint. We indeed decided to reach the manufacturers ahead to discuss with CTS the existing Corvallis bus and choose one of the routes was handed over to the manufacturers to change from fuel engines to electric engines. Including testing whether it is directly proportional to eco-friendly commercial. However, after the remodeled electricity can be provided to Scania.Co for commercial advertising purposes as build up a college town. () Project Background: Project 1: The Netherlands replaced their diesel buses with electric buses that can drive 300 km within a single charge and can carry up to 90 people. They did this to improve their air quality, and it has been very successful since they replaced 11 buses in september 2017, and have ordered 55 more to deliver a full range of electric buses around the city. For our project we have taken
their success story of replacing their buses to electric with 300km except for one charge which is that our project and aim is to come out with the most sustainable buses for Corvalis. () Project 2: In China they have not only turned their busses into electric buses, they also thought about how they will charge it and the power grid impact on the city, since it’s a large amount of electricity that is going to be needed for more than one bus at time. For that they have implemented a technology model and algorithm that will help the charging stations lower the electrical output that is coming out at a one time. However, there is still more work that is needed to better the technology used. Moreover, we also have taken their success story of implementing the electric buses where there’s an estimate of 5 million more busses will be used in 2020. In addition, it gave us the idea of thinking about charging stations, but since there's a low number of electric busses currently, there isn’t any huge impact on the stations, but in the long run their work would be helpful to learn form to help the people we are trying to help. () Project 3: In Utrecht they are also implementing electric buses and working on improving their bus system by 2028. Where they are looking into larger busses that can hold more people. Which is what we were aiming for, for the bus to carry enough people without making it too crowded. For that their work will help us learn and improve our goal. () Lasting Impact & Maintenance Plan: Long term benefits of the project could continue indefinitely. Unlike conventional Li-Ion batteries which have a cycle life of around 2000 cycles the nickel Iron cells we
purpose to use have been known to continue working for over 80 years of service and some from their original invention by Edison are still usable to this day. The electric drive system is also very robust requiring minimal maintenance for brushless motors. The disposal of the materials when needed also doesn’t pose an issue due to no heavy metals or highly toxic chemicals being needed for the batteries unlike Li-ion, or conventional sealed lead acid batteries. Value for Team: Each group member writes one individual paragraph (100 - 150 words per person) see outline for further instruction. Emily Thomas: From this project, I hope to learn more about what it takes to convert to an electric bus. This is a long term goal overall, especially to see the benefits, so it will help me with my patience problem. Learning anything new is always fun for me, but learning how to be more conscientious of ways to be more sustainable both in my personal life and in a company or professional setting. Not only will this help me personally learn more, but academically it is helpful to be able to convey ideas and strategies to people from all backgrounds and experience levels. Jake Goodwin: I can consult on the technical aspects of the project offering insight into the workings and maintenance of electrical vehicles and battery systems. I can also analyze data logged and collected during the duration of the project, using the R programing language to offer statistical information on the newly implemented systems effectiveness. Charles Stephens: I hope to gain experience in creating and working on a community service project that actually benefits people. I hope
to learn what it really takes to run and lobby for a proposal. I hope that I can enhance my presentation and communication skills through this project. I have never been good at presenting and communication and hope that by working on this project, helping and talking to people as well as presenting will help me improve these skills to a level where I can implement them in my life moving forward. This project will also help me expand my knowledge on ways to live more sustainability. Lam Ho Yung: Mostly a major in an international affair of political science, I felt I am inpatient of listening to people's thoughts. I continuously manage the time allocation for my groupmates to achieve a short amount of time and maximum benefits so that everyone in a group can use the shortest time to deliver half the cost and save everyone time. Noah Denker: I work best with groups and connecting with my team members, so keeping everyone motivated and stoked on the project is something I find myself good at. Finding out what everyone would rather do, feel comfortable working on, or just general hlp to make sure the project is running smoothly is something I prioritize and do my best to check in with. Besides soft skills, I come from an artistic/design background, so thinking about the concept, abstractions, and processes of a project in its uniqueness or most wholesome is something I work on for design projects and general volunteering, systematic work. Rosel alsadah: I hope to learn more about how this project has impacted the city of corvallis when it comes to their air quality and carbon footprint, and just by looking into other projects that have been done, i believe that this will give me the push that i need to work on future sustainable projects. Moreover, this project helped me when it comes to working skills like
cooperation and leadership and working with a group is a great way to learn about working with other people to achieve the best outcome. Moreover, i believe that this experience has given me a lot of knowledge that can be helpful in the future if i decided to go into the transportation side of civil engineering. Felix Brucker: Transferring to more sustainable systems is something many people need to gain experience in. It is very necessary for the world, but complex tasks like this also require experience, which projects like this can provide. It is a matter of learning from mistakes and becoming stronger for them, rather than seeing them as an obstacle. I also am learning more about the communities that surround me and connected local power structures that facilitate change. This project is additionally a group effort, which provides what I think is one of the most important aspects of experience - learning to work with people effectively and productively. I mean productive in the efficiency sense, but also in the sense that we can together produce things that affect our lives after this particular project is said and done. Qualifications and Experience: Each group member should write one individual paragraph. Your resume and qualifications and experience section should align. Make sure information you emphasize in one is reinforced in the other. Please describe why you are interested in creating this project, and why you believe you’re qualified to carry out this project. Include any relevant experience you have (volunteer work, employment, courses, etc.). Include a description of the change agent skills that you contribute to your team. (100-150 words per person)
Jake Goodwin: I have experience working in the renewable energy sector on wind turbines as well as my work on personal projects involving electric vehicles utilizing battery management systems and brushless direct current motors along with their controller software. I have also earned an AAS in renewable energy technology and taken SUS350 at Oregon State University. Charles Stephens: I have gained knowledge from taking SUS 350 and ATS 341 that has made me more aware and think more deeply about climate change and how to live more sustainability. I am also proficient in Microsoft Word, Microsoft Powerpoint, and Microsoft Excel. I also have experience in customer relations and customer service and have good organization skills. All together I can use these skills to assist my teammates in all facets of these projects. As well as help communicate with Community partners. I can also help organize and format our projects to make sure they are clear, concise, and well formatted. Lam Ho Yung: In the previous term, I have gained knowledge of climate change in political thought, which is a huge social topic in the world, and every country should start to place attention on that. Perhaps, ideas of environmental politics, those about the different nations or state how they keep their homeland to be sustainable. Due to that, I had felt sustainability is the thing that could help earn a profit or waste a massive amount of cost. Put back in this project, and this would be a real experiment to show that to build a sustainable environment, which costs a lot of the price before you see the result. Noah Denker: As a graphic designer, my skillset falls in line with all of my random interests and I love working on diverse projects
with groups of diverse people. I have been wanting to use this for wholesome causes (such as sustainability efforts) and I believe I have the background knowledge to effectively do this. My BIO 101 class prepared me for the sciences and was a great gateway to taking SUS 103 and into SUS 350. Along with the basis material, I have been working in my GD 325 Collaborative class to work on sustainability based projects to improve waste processes on campus. With this in mind, I find that my approach to this project is unique to the group and a great asset to help with processes, design, and development. Rosel alsadah: As a civil engineer major I fall into the category of transportation which is one of my interests, and my number one goal is to be sustainable which means I look forward to having all sustainable cars that will better our environment. Moreover, before I signed up for the SUS350 I have taken introduction to civil engineering where we had a lecture about transportation engineering. I have also taken a writing engineering class where I presented a susceptible concrete that heals itself using water and becatira which means less repairs and more sustainable. In addition, with this gained knowledge from the courses and research I believe I'm qualified to take on this project and give ideas and expertise. Emily Thomas: As a member of the Corvallis community, I always enjoy seeing new ways to create more sustainability for residents. I not only have a personal investment, but a professional one as well. With my background in both geology and physics, I understand just how dire the situation is with climate change. The switch to electric buses can help mitigate that significantly. My qualifications I bring include employment assisting on electronics in the aviation industry, a healthy amount of working with people in a service role, and several years in creating new systems which were used to help streamline and perfect processes.
Felix Brucker: As a computer science major I am fascinated in complex systems, taking unknowably complex things and poking around for half-decent leverage points. It’s not made of code but transportation and the world that transportation effects absolutely is one of those complex systems. I can use my familiarity with logical systems as a unique vantage point on the issue and how to approach electric busses. With this class, another sustainability class, and a geography class, I have gained significant exposure to sustainable management topics that inform my choices in this project. I also have the tools to express those choices because of various communications classes I have taken, and my artistic experience. Budget and Budget Justification: Please provide a line-item budget estimating all costs for the project (including in-kind donations and items funded through other sources). Please include information about where your purchases are being sourced and the sustainability of the materials. Preference will be given to budgets that reflect consideration of the ethical, material, and economic sustainability of proposed expenses. Consider borrowing, renting, or sourcing donated materials. Follow the example below Expense Unit Price # of Units Total Price Funding
Source/ Donation Vendor Sustainability Factors Considered Fundraising Campaign “varies” “varies” $1,000 Front the cost US It's a community project that the community helps support. Advertising Campaign “Varies “Varies” $2,000 Fundraising Fund Youtube,Bus Ads, To help get are message out there Bus Conversion 1 1 $8,000 Fundraising Fund Corvallis Transit System Uses environmentally safe elements in high cycle life cells and does not release CO2 emissions over its life Charging Infrastructure 1 1 $8,000 Fundraising Fund Corvallis Transit System The material production uses harmful materials but worth the cost to cut back emissions.
Resumes: See resumes under this assignment folder. Systems Map (image and Narrative) When looking at the systems around electric busses, we can separate them into two main camps. There are systems involving the creation of these busses. These systems are mostly economic (funding & taxation), though there are strong ties to environmental systems (construction supplies both effect and depend on natural ecologies through potentially damaging extraction processes and the health of ecosystem services) and even stronger ties to social systems (various levels of government) if you trace things back far enough. Then there are the systems involving the impact of the busses. These are largely environmental (both local ecosystems and global climate change), though these environmental impacts are important largely for their social (quality of life) and economic (ecosystem services) impacts. Both of these groups are connected by people. People are distinctly both part of the creation and the affected, when it comes to these busses. Their part in this system closes a loop, in which people (the Our Team node) put in motion legislation which pays money to help transportation which helps people (the Better Quality of Life node). When we look at the materials and electricity used to make the busses we are also ultimately reliant on environmental aspects (ecosystem services) for them, which are affected positively by green transportation being successful. Supplemental Materials: In the future we will be aiming for more sustainable buses like using buses with hydrogen fuel. In London they had a great success with hydrogen powered transit to reduce 60% of their carbon emission by 2025. They started in 2011 with only 6 buses, and more busses are being turned to hydrogen to improve their quality of air and to get to their goal by 2025. In addition, their way of reducing carbon emission is more effective but
expensive for our project budget for that a sustainable electric bus is more effective. However, in the long run we would like to switch to Hydrogen fuel to reduce the footprint even more. The hydrogen method will also save time when it comes to filling the fuel since it is used just like a gas station, where on the other hand electric busses will take time to charge, for that it is more efficient to use hydrogen, and we're hopeful that in the long run there will be no carbon buses that affect the environment. () Scania unveils first bi-articulated Euro 6 gas bus. (n.d.). Retrieved February 21, 2020, from https://www.scania.com/global/en/home/experience- scania/features/scania-unveils-first-bi-articulated-euro-6-gas- bus.html SUS 350: Sustainable Communities Final Reflection Worth up to 100 points Submit responses that demonstrate critical thinking and support from course materials to the following Final Reflection questions by 11:59 pm on Thursday, March 19th. Include evidence from at least 7 sources from the course readings, lectures and guest speakers with parenthetical references and a reference list in APA style. 1. The first day of class (Jan 7th), I asked you to respond to the following questions as part of the first in-class activity: · How would you define sustainability? · What are you specific interests within sustainability? · What do you want to sustain in your own life? · How would you define community? · What are some characteristics of sustainable communities?
For question one, please cut and paste your response from Jan 7th. In 3-4 paragraphs explain how your ideas have evolved since January 7th. Include references to course readings and/or lecture or guest speaker content to support your response. If you were not present in class on Jan 7th and did not complete this activity, please respond to the questions above in 3-4 paragraphs. Include references to course readings and/or lecture or guest speaker content. (25 points) 2. Define each of the following in your own words. Describe at least 2 important considerations within each dimension that resonated with you this term. · Environmental sustainability · Social sustainability · Economic sustainability (20 points) 3. Choose one UN Sustainable Development Goal. Create a systems map that incorporates the triple bottom line framework as well as targets, indicators and information about progress in 2019. Include a one to two paragraph narrative of your systems map. (30 points) 4. In class on Feb 4th, you chose several change agent skills to develop to address sustainability challenges in your community. In one to two paragraphs, describe how you practiced these skills (identify at least two) through your group project (service-learning project, grant proposal, grant poster, team communication and problem solving, etc.). Do you intend to further develop these skills moving forward? (10 points)
5. Group project reflection: a. Write a 1-2 paragraph self-assessment evaluating your contributions to the project over the course of the term. What challenges did you encounter and how did you work to overcome them? What did you learn about your chosen topic and about yourself while working on this proposal? b. Write a 1-2 paragraph reflection on your group process throughout the term. What went well? What were the challenges? How will you approach a project like this differently in the future? Are there changes that you would recommend for this project (in general or for specific assignments) in future terms? (20 points) Extra credit (up to 10 points): 1) What were your biggest take-aways from the course?

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  • 1. Common Pool Resource Management Kim Townsend SUS 350 Sustainable Communities Key Features of Common Pool Resources Goods that are difficult or costly to exclude users from Subtractability-use of a resource by one person means it is not available to another Core resource-a measure of the stock which must be retained to provide non-declining future stock Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest Marine Fisheries CPR Example Used by multiple individuals through time and at the same time. Subtractable—over-fishing reduces availability of stock for other users. Core—total number of fish in a specific population required to sustain the population through time. Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time.
  • 2. Water Subtractability-use of a resource by one person means it is not available to another Core? Fringe? We must consider both quantity and quality of water in a system Why is water quantity/quality important? The Tragedy of the Commons https://www.youtube.com/watch?v=WYA1y405JW0 Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper Is this model too simplistic? Which assumptions can be questioned? Elinor Ostrom: Sustainable Development and the Tragedy of the Commons https://www.youtube.com/watch?v=ByXM47Ri1Kc
  • 3. Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics. 7 Elinor Ostrom’s Cooperative Management Conditions Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world to determine what the sustainable systems had in common, and what the failures had in common. Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs. Ostrom’s Cooperative Management Conditions (1/2) Clearly defined boundaries Who gets access, who doesn’t Resource boundaries Congruence Costs ≈ Benefits of cooperating Appropriation rules are fair and sensible, locale-specific Argues against “one rule system fits all” approach. Collective-choice arrangements Most individuals affected have a voice in changing the rules Monitoring
  • 4. Monitors are the cooperative members Ostrom’s Cooperative Management Conditions (2/2) Graduated sanctions Punishment scaled to the offence Sanctions administered by the cooperative Conflict-resolution mechanisms Access to low-cost, rapid, local way to resolve conflicts Recognition of Rights to Organize Community’s right to organize not challenged by government Nested Enterprises All of the above are organized in multiple layers of nested enterprise Layering of governance structures matches the interdependence and complexity of CPR systems. The Deschutes River Conservancy Founded by Environmental Defense Fund, Confederated Tribes of the Warm Springs, local irrigation districts Mission: restore stream flow and improve water quality in the Deschutes Basin The vision of the Deschutes Water Alliance is simple: uses of water resources in the Deschutes Basin are balanced to serve and sustain agriculture, urban and ecosystem needs.
  • 5. The mission of the DWA, intended to achieve this vision, contains three elements: Move stream flows toward a more natural hydrograph while securing and maintaining improved instream flows and water quality to support fish and wildlife Secure and maintain a reliable and affordable supply of water to sustain agriculture Secure a safe, affordable, and high quality water supply for urban communities https://www.deschutesriver.org/what-we-are-doing/focus- reaches/upper-deschutes/ Deschutes Water Alliance Water Bank Matches buyers who need water and must mitigate for their water use with sellers Buyers can purchase permanent in-stream credits or use a temporary lease DRC’s Four Program Areas Water conservation Water rights transfers
  • 6. Water rights leasing Water management planning and monitoring Water Conservation Nearly 90% of the flow of the Deschutes in Bend is diverted through irrigation canals Piping/lining canals On-farm efficiency Water Rights Transfers and Leases First in time, first in right Fair market purchase of existing water rights Transfer: Permanently dedicated for in-stream or mitigation purposes Lease options 5 year opt out lease - water rights are leased for 5 years. The lessor can opt out of the lease each year 30 days prior to start of the irrigation season. 1 year standard lease - water rights are leased for one irrigation season in-stream. Split season lease - water rights are used for part of a season and leased for part of a season in the same year. Water Rights Transfers and Leases
  • 7. Overall Results To date, the DRC’s programs have restored nearly 250 cubic feet per second (cfs) to the Deschutes River and its tributaries Groundwater Mitigation Bank Premise: groundwater and surface water are linked in Central Oregon Groundwater withdrawals may affect surface water withdrawals State enacted groundwater withdrawal limits and required mitigation Users must mitigate for groundwater withdrawals by purchasing or leasing instream or mitigation credits http://pubs.usgs.gov/circ/circ1139/index.html Water Management Planning and Monitoring The Upper Deschutes Basin Study- $1.5 million effort to create a plan to meet water needs for the next 50 years Climate change analysis included to ensure planning for future conditions Strategic Plan created for 2015 to 2025 http://www.deschutesriver.org/Strategic%20Plan%20- %202015%20Mar%2031%20-%20FINAL.pdf
  • 8. Questions? Elinor Ostrom’s Cooperative Management Conditions Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world to determine what the sustainable systems had in common, and what the failures had in common. Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs. Ostrom’s Cooperative Management Conditions (1/2) Clearly defined boundaries Who gets access, who doesn’t Resource boundaries Congruence Costs ≈ Benefits of cooperating Appropriation rules are fair and sensible, locale-specific Argues against “one rule system fits all” approach. Collective-choice arrangements Most individuals affected have a voice in changing the rules Monitoring Monitors are the cooperative members Ostrom’s Cooperative Management Conditions (2/2) Graduated sanctions
  • 9. Punishment scaled to the offence Sanctions administered by the cooperative Conflict-resolution mechanisms Access to low-cost, rapid, local way to resolve conflicts Recognition of Rights to Organize Community’s right to organize not challenged by government Nested Enterprises All of the above are organized in multiple layers of nested enterprise Layering of governance structures matches the interdependence and complexity of CPR systems. Unit 1, Sections A and B: What is stylistics? Developments in stylistics ‹#› ENG 380: Stylistics Section A: What is stylistics? ‹#› ENG 380: Stylistics “a method of textual interpretation in which primacy of place is
  • 10. assigned to language.” (Simpson 2004) Analyzing the language used in literature: innovation and creativity Stylistics Language Literature Stylistics "[Wood bridge rural]" photo by [Hanna Bergblau] licensed under [CC0 1.0] via [StockSnap.io] ‹#› ENG 380: Stylistics In 21 century, stylistics is flourishing in books, journals, scholarly conferences, and dictionaries. Sub-disciplines growth: stylistics methods are enriched and enabled by theories of discourse. Pedagogical: language teaching and language learning Creative writing: techniques of creativity and invention in language Stylistics ‹#›
  • 11. ENG 380: Stylistics Etc. Influences on the branches of stylistics ‹#› ENG 380: Stylistics The object of stylistics: Literature Noncanonical forms of writing ‹#› ENG 380: Stylistics Creativity and innovation in language are not exclusively found in literature (e.g., music, advertising, conversation, newspapers). Techniques of Stylistic analysis are as much about deriving insights about linguistic structure and function as they are about understanding literary texts.
  • 12. Caveats ‹#› ENG 380: Stylistics There appears to be a belief in many literary critical circles that a stylistician is simply a dull old grammarian who spends rather too much time on such trivial pursuits as counting the nouns and verbs in literary texts. Once counted, those nouns and verbs form the basis of the stylistician’s ‘insight’. Myth ‹#› ENG 380: Stylistics Stylistics is interested in language as a function of texts in context, and it acknowledges that utterances (literary or otherwise) are produced in a time, a place, and in a cultural and cognitive context. These ‘extra-linguistic’ parameters are inextricably tied up with the way a text ‘means’. Fact
  • 13. ‹#› ENG 380: Stylistics Exploring creativity in language use and its impact on a literary text Enriches our ways of thinking about language Our understanding of literary texts Stylistic analysis, as a method of inquiry, explores texts where the rules of language are bent, distended or stretched to breaking point. The Purpose of Stylistics ‹#› ENG 380: Stylistics Stylistics should be… Rigorous – “based on an explicit framework of analysis” (Simpson 2004) Retrievable- has defined and agreed upon terms that can be used to describe a style Replicable- analysis can be checked by other stylisticians using the same method on the same text or beyond the text. Example: Moore’s work is ‘invertebrate’. This isn’t a retrievable analysis (‘invertebrate’ is not a common term that can be easily defined by stylisticians). It isn’t appropriate metalanguage (language used to describe
  • 14. language). Three Basic Principles ‹#› ENG 380: Stylistics Section B: Developments in stylistics ‹#› ENG 380: Stylistics Pre-20th century: Classical period: “relationship between patterns of language in a text and the way a text communicates” (Simpson 2004) Greek rhetoricians: “tropes and devices that were used by orators for effective argument and persuasion” (Simpson 2004) Early 20th century: Russian Formalism (Viktor Shklovsky, Boris Tomashevsky) Prague School Structuralism (Jan Mukarovsky, Wilhem Mathesius) Formalism + Structuralism (Roman Jakobson) History of Stylistics
  • 15. ‹#› ENG 380: Stylistics form of textual patterning with an artistic (literary-aesthetic) purpose A technique of defamiliarization (ostranenie) “Making strange” in a language Shklovsky (Russian Formalist) Works at any level of language An aspect of the text is made salient through… Stylistic Distortion (deviation from the norm) Repetition or Parallelism Foregrounding ‹#› ENG 380: Stylistics To draw attention to a textual pattern and makes it notable to the reader. This notability is motivated by literary considerations rather than a personal preferred stylistic of the writer. E.g. Jonathan Swift’s monosyllabic words. In sum, if a particular textual pattern is not motivated for artistic purposes, then it is not foregrounding.
  • 16. Purpose ‹#› ENG 380: Stylistics 1st issue: It is impossible to define “norms” in the English language, so how can one measure deviation from the norm? 2nd issue: when a once deviant pattern becomes established in a text. Does it stay foregrounded for the entire duration of the text? Or does it gradually slip into the background? Problematizing Foregrounding ‹#› ENG 380: Stylistics Hemingway’s The Old Man in the Sea How many times can the ‘no-adjective’ pattern stay foregrounded before one stops noticing it? What if Hemingway put an adjective in the text? Is the foregrounding the ‘no adjective’ pattern because this deviates from the normal discourse norm? Or... Is the foregrounding the use of an adjective, because this deviates from Hemingway’s style?
  • 17. Internal foregrounding: deviation within a deviation ‹#› ENG 380: Stylistics Six Functions of Language: Conative Phatic Referential Emotive Poetic Metalingual “The poetic function projects the principle of equivalence from the axis of selection into the axis of combination” (Jakobson 1960). Jakobson’s Poetic Function ‹#› ENG 380: Stylistics
  • 18. He ________ in the dead of winter. Opening line from W. H. Auden’s ‘In Memory of W. B. Yeats’ (1939) Make a list of words to “fill in the blank”. Think of the phonetic, semantic qualities, and poetic function of each word choose. Cloze Test Activity ‹#› ENG 380: Stylistics He disappeared in the dead of winter. Phonetic Qualities: Three syllables Alliteration: occurrence of the same letter or sound at the beginning of words Assonance: vowel harmony Semantic Qualities: Death: dead, disappeared Conceptual metaphor: “Death is a journey” Poetic Function: a principle of equivalence: establish connections the axis of selection: the pool of possible words the axis of combination: the words in the poetic line The actual sentence…
  • 19. ‹#› ENG 380: Stylistics It is essential to view the poetic function not as an exclusive property of literature but rather as a more generally creative use of language Caveat ‹#› ENG 380: Stylistics Simpson, P. (2004). Stylistics: A Resource Book for Students (2nd ed.). London: Routledge. ISBN 9780415644969 (print edition). References
  • 20. ‹#› ENG 380: Stylistics Unit 6, Sections A and B: Style as choice Style and transitivity ‹#› ENG 380: Stylistics Section A: Style as choice ‹#› ENG 380: Stylistics Stylistic choices are motivated by writer’s perception of reality/experiences, captured through transitivity Experiential function of language: spoken and written representations of experience in the physical and abstract world Stylistic choices dictate structure and interpretations of texts Style as choice
  • 21. ‹#› ENG 380: Stylistics Grammatical function Captures experience through language Transitivity: “the way meanings are encoded in the clause and…the way different types of process are represented in language” (Simpson 2004). Transitivity ‹#› ENG 380: Stylistics Process: in the verb phrase Participants: in noun phrases Circumstances: in prepositional/adverb phrases Components of processes ‹#› ENG 380: Stylistics Material
  • 22. Mental Behavioral Verbalization Relational Circumstantial Attributive Identifying Existential 6 Types of processes ‹#› ENG 380: Stylistics The process of doing Process is in the physical world Answers question “What happened?” Participant roles Actor: obligatory role in the process Goal: may or may not be involved in the process. Typically described in the present continuous tense Material processes ‹#› ENG 380: Stylistics
  • 23. Examples ‹#› ENG 380: Stylistics The process of sensing Process is in the mental world Cognition (thinking – wondering) Perception (seeing – hearing) Reaction (liking – hating) Participant roles Sensor: (the conscious being that is doing the sensing) Phenomenon: (the entity which is sensed, felt, thought or seen). Typically described in the simple present tense Mental processes ‹#› ENG 380: Stylistics Examples
  • 24. ‹#› ENG 380: Stylistics Process lies in behavior Physiological processes (breathe - cough) States of consciousness (sigh – cry – laugh) Behavior resulting from state of consciousness (stare – dream – worry) Participant roles Behaver (conscious entity who is behaving) Typically the only participant Circumstances At… In... Test: can be described in the present continuous tense Behavioral processes ‹#› ENG 380: Stylistics Example
  • 25. ‹#› ENG 380: Stylistics Processes of saying Participant roles Sayer Animate (A person speaking) Inanimate (A notice, a sign, etc) Receiver Verbiage Content of message (“the story had been changed”) Name of message (“the decision”) Processes of verbalization ‹#› ENG 380: Stylistics ‹#› ENG 380: Stylistics Processes of being; relation between two beings/entities
  • 26. Relational ProcessesTypes of processes:Modes to describe participant roles:Intensive Equivalent entities x is y Connection between the entities (verb: to be) Possessive Possession x has y One entity has another entity (verb: to have) Circumstantial The circumstance component is upgraded to a participant ’is at’, ‘is in’, ‘is on’, ‘is with’ (verb: to be + preposition)Attributive Carrier is the person being described Attribute is the quality ascribed to the character Identifying Identifier and the Identified Reversible ‹#› ENG 380: Stylistics ‹#› ENG 380: Stylistics
  • 27. Assertion of existence/occurrence ‘There’ (There is/was, Has there been?) Answers question “What happened?” Participant roles Typically only one Existent The role is nominalised (converted from a verbal process to a noun) Example: There was an assault Has there been a phone call? Existential Processes ‹#› ENG 380: Stylistics A little boy bites his brother, and the father asks what happened. How does the boy respond? “There was a nip!” Existential process Avoids an explicit Actor role Boy doesn’t take blame for his actions in order to avoid getting into trouble “I nipped Daniel.” Material process Identifies himself as the explicit actor Boy takes blame for his actions Example: Transitivity and choice
  • 28. ‹#› ENG 380: Stylistics The general point is that transitivity offers systematic choice, and any particular textual configuration is only one, perhaps strategically motivated, option from a pool of possible textual configurations. Final note about transitivity ‹#› ENG 380: Stylistics Section B: Style and transitivity ‹#› ENG 380: Stylistics Types of agency Holonymic agency The participant role (Actor, Sayer, etc.) is occupied by a complete being. Meronymic agency
  • 29. A body part, rather than the person, is in the participant role. Makes characters actions/behaviors appear involuntary Differentiates the character experientially from other characters Key concepts ‹#› ENG 380: Stylistics M. A. K. Halliday (1971) Applies transitivity model to William Golding’s novel The Inheritors Analyzes linguistic patterns encoding the ‘mind-styles’ Neanderthal characters Applies ‘material processes’ to Lok’s tribe Analyses narrative statements as having the presence of an actor without a Goal This stylistically depicts the tribe as aimless, leading to its replacement with a more advanced tribe later in the story Meronymic agency: Lok’s ears and nose typically carry out the action, not himself “illustrates well the usefulness of stylistic analysis as a way of exploring both literature and language” and “shows how intuitions and hunches about a text …can be explored systematically and with rigour using a retrievable procedure of analysis” (Simpson 2004) Controversial work that prompted Stanley Fish’s critique of stylistics
  • 30. Developments in the analysis of style and transitivity ‹#› ENG 380: Stylistics Kennedy (1982) Applies transitivity model to a passage in Joseph Conrad’s novel The Secret Agent in which a character named Mrs. Verloc murders her husband, Mr. Verloc. Argues that Conrad’s transitivity profile asks reader to not see Mrs. Verloc as the actual murder of her husband No mental processes attributed to Mrs. Verloc Reader cannot determine what she thinks or feels This impresses her action as being done without reflection Goal-less patterns in Mrs. Verloc’s actions This impresses her action as not directly affecting her husband Material processes with non-human actors to push narrative forward Meronymic agency: Mrs. Verloc’s hand carries out the murder, not Mrs. Verloc herself. Mr. Verloc’s processes are mainly mental processes He is in the Sensor role; phenomenon element is present This portrays him as aware of what is happening, but he cannot take the action to prevent his death Developments in the analysis of style and transitivity
  • 31. ‹#› ENG 380: Stylistics Simpson, P. (2004). Stylistics: A Resource Book for Students (2nd ed.). London: Routledge. ISBN 9780415644969 (print edition). References ‹#› ENG 380: Stylistics Unit 5, Sections A and B : Narrative Stylistics Developments in structural narratology ‹#› ENG 380: Stylistics Section A:
  • 32. Narrative Stylistics ‹#› ENG 380: Stylistics Narrative provides a way of recapitulating felt experience by matching up patterns of language to a connected series of events. The minimal form of a narrative comprises two clauses which are in temporal order. A change in their order will result in a change in the way we interpret the assumed chronology of the narrative events. ‹#› ENG 380: Stylistics John dropped the plates and Janet laughed suddenly. Janet laughed suddenly and John dropped the plates. Two different interpretations Example:
  • 33. ‹#› ENG 380: Stylistics Narrative requires Development Elaboration Embellishment Stylistic flourish (individuality or personality). What does narrative require? ‹#› ENG 380: Stylistics “well this person had a little too much to drink and he attacked me and the friend came in and she stopped it” minimum criterion for narrative in that it comprises temporally connected clauses but it also lacks a number of important elements (where, when, Discomfort & reluctance: constrained the development Example by Labov
  • 34. ‹#› ENG 380: Stylistics the task of providing a full and rigorous model of narrative discourse has proved somewhat of a challenge for stylisticians. Why? disagreement about how to isolate the various units which combine to form a story how to explain the interconnections between these narrative units. the broad communicative event that is narrative. Just like a coin, narrative has two sides: narrative structure and narrative comprehension. Issue ‹#› ENG 380: Stylistics Two basic components of narrative: Narrative plot: the abstract storyline of a narrative; in other words, the sequence of elemental, chronologically ordered events which create the ‘inner core’ of a narrative.
  • 35. Narrative discourse: the manner or means by which the plot is narrated which is produced by a story-teller in a given interactive context. for example, the use of stylistic devices such as flashback, prevision and repetition – which disrupt the basic chronology of the narrative’s plot. Stylistics and narratology ‹#› ENG 380: Stylistics ‹#› ENG 380: Stylistics What are the six basic units of analysis in narrative discourse? Textual medium Sociolinguistic code Characterisation 1: actions and events Characterisation 2: points of view Textual structure Intertextuality stylistic elements of the narrative discourse
  • 36. ‹#› ENG 380: Stylistics textual medium refers to the physical channel of communication through which a story is narrated. (film and the novel) Sociolinguistic code expresses through language the historical, cultural and linguistic setting which frames a narrative. (accent and dialect of narrator or characters) actions and events, describes how the development of character precipitates and intersects with the actions and events of a story. (‘doing’, ‘thinking’ and ‘saying’) ‹#› ENG 380: Stylistics 4. point of view, explores the relationship between mode of narration and a character’s or narrator’s ‘point of view’. (1st, 3rd or 2nd) mixture of the first two. 5. Textual structure accounts for the way individual narrative units are arranged and organized in a story. (broad-based or narrower aspects of narrative cohesion in organization.) 6. Intertextuality (technique of allusion) echoes other texts and images either as ‘implicit’ intertextuality or as ‘manifest’/clear
  • 37. intertextuality. Intertextuality involves the importing of other external texts while the Sociolinguistic refers more generally to the variety or varieties of language in and through which a narrative is developed. ‹#› ENG 380: Stylistics Section B: Developments in structural narratology ‹#› ENG 380: Stylistics Narrative plot Abstract storyline The chronological sequence of events Narrative discourse Represented storyline How the plot is narrated Stylistic devices used which disrupt chronology Flashback Prevision Repetition Recap: Narrative plot and discourse
  • 38. ‹#› ENG 380: Stylistics Plot refers to the actual chronology of events in a narrative; discourse refers to the manipulation/presentation/realistion of that story in the presentation of the narrative. Distinction between plot and discourse ‹#› ENG 380: Stylistics Units of narrative analysis Textual medium: Film, novel, cartoon, ballet, etc. Sociolinguistic code: Historical, cultural and linguistic setting communicated through language Characterization #1: Actions and events: How character development and story events/action intersect Characterization #2: Point of view: Mode of narration (1st person, 2nd person) and relationship with point of view (character perspective) Textual structure: Story organization Intertextuality: Allusion; How does the text reference other texts or images? Recap: Units of narrative analysis
  • 39. ‹#› ENG 380: Stylistics The unit is reviewing an important structuralist model of narrative and then continues with an application of it to two narrative texts. The Jungle Book Harry Potter and the Philosopher’s Stone ‹#› ENG 380: Stylistics Developed from a corpus of 115 folktales Defines the discourse of the folktale genre Details 31 narrative plot functions and 7 basic types of character roles Captures all of the possible elements in a folktale Not all folktales have all 31 elements Not always chronological Gives primacy to what the characters do rather than who does it or how it is done
  • 40. Propp’s morphology of the folktale ‹#› ENG 380: Stylistics Such an analysis requires the rendering down of narratives into their raw, basic elements, producing a kind of grammar of narrative which is indicated by the reference to ‘morphology’ in the title of Propp’s study. Does this mean that Proppian analysis examines the grammar of the text? No. Morphology means the study of form and structure. The scope of Proppian Model ‹#› ENG 380: Stylistics See Table B5.1 Initial situation: Hero leaves home (absentation) 2nd narrative function: Hero is told not to do something (interdiction) (warning of danger – what not to do. Eg “Beauty and the Beast” 3rd narrative function: Hero does what he/she is told not to do
  • 41. (violation) 4th narrative function: Villain arrives (reconnaissance) finding the whereabouts or weakness of the hero. (Etc.) Propp’s 31 narrative functions ‹#› ENG 380: Stylistics the point of Propp’s model is not to imply that all narratives realise all functions. Nor is it to suggest that all narratives, in their manifestation as discourse, follow a straightforwardly linear chronology. Propp’s model does is to try to define a genre of narrative discourse, the fairy tale, through a circumscribed set of core organisational parameters. How those parameters might be applied to more contemporary narratives. it is a central principle of the Proppian framework that it should have universal relevance. ‹#› ENG 380: Stylistics (1) Mowgli the ‘mancub’ wanders the jungle with no parents, away from home (1)
  • 42. (12) Mowgli (the hero) finds Bagheera the panther and Baloo the bear (helpers) (2) The Helpers warn Mowgli of the jungle’s dangers (interdiction) (3) Mowgli ignores the advice (violation) (4) Shere Khan the tiger appears (the Villain) (4) Interrogates Kaa the snake to plan against Mowgli (reconnaissance) (6) Tries to kidnap Mowgli (8) Injures Baloo, Mowgli’s protector. (family member is injured) (16) Mowgli and Shere Khan fight (12) Mowgli uses fire (‘red flower’ magic) against Shere Khan (18) Shere Khan is scared away (20) Mowgli returns home to the ‘man village’ enticed by the water girl’s song (31) Perhaps Mowgli will be married or crowned in the future Example: Disney’s The Jungle Book (1967) ‹#› ENG 380: Stylistics Disney’s cartoon draws out, from a finite list of universalised functions, a specific selection of plot advancing devices. What is interesting is that even though their particular settings, ‘dramatic personae’ and historical periods may change, a great many Disney films work to the same basic plot typology.
  • 43. ‹#› ENG 380: Stylistics It is noticeable that certain of the narrative functions in the film are slightly out of order with the sequence developed in Propp. e.g. Harry’s parents were killed before the 1st action of the film, yet Harry only later discovers this and relives the episode through flashback. the use of flashback, prevision and other devices are markers of individuality in the story. Not all 31 functions are present, however, they are not all needed to create a coherent narrative. Harry Potter and Proppian Model ‹#› ENG 380: Stylistics is that many of the archetypical patterns that inform fairy stories are alive and well in certain genres of contemporary narrative. Both film texts examined here are magical, mythical adventures much in the vein of the folktale so the success with which the Proppian model can accommodate all narrative genres remains to be proven. (western, romance, detective, science fiction stories) If anything, the import of Propp’s model is not to suggest that all narratives are the same, but rather to explain in part why all narratives are different.
  • 44. General notes about Proppian Model ‹#› ENG 380: Stylistics Simpson, P. (2004). Stylistics: A Resource Book for Students (2nd ed.). London: Routledge. ISBN 9780415644969 (print edition). References ‹#› ENG 380: Stylistics Unit 4, Sections A, B : Rhythm and meter Interpreting patterns of sound
  • 45. ‹#› ENG 380: Stylistics Section A: Rhythm and meter ‹#› ENG 380: Stylistics Rhythm The repetition of stress patterns across a line of verse/poetry Meter An organized, defined pattern of strong and weak syllables Foot (the basic unit of analysis) the span of stressed and unstressed syllables that forms a rhythmical pattern. Key terms ‹#› ENG 380: Stylistics Different sorts (categories) of metrical feet can be determined according to the number of, and ordering of, their constituent stressed and unstressed syllables.
  • 46. ‹#› ENG 380: Stylistics Iambic Two syllables unstressed syllable followed by a stressed syllable (de-dum) (less heavy-heavy) Trochaic Two syllables stressed syllable followed by an unstressed syllable (dum-de) (heavy-less heavy) Dactylic: Three syllables stressed syllable followed by two unstressed syllables (dum-de-de) Describing Metrical Foot ‹#› ENG 380: Stylistics The ploughman homeward plods his weary way Thomas Gray’s ‘Elegy Written in a Country Churchyard’ (1751) There are five iambs in the line, this metrical scheme is iambic
  • 47. pentameter. (six: hexameter – four: tetrameter) Metre transcends the lexico-grammar Metrical boundaries are no respecters of word boundaries. rhythm provides an additional layer of meaning potential (axis of compensation/poetic line) Enhance lexico-grammar structure Or Fragment it ‹#› ENG 380: Stylistics Alliteration is a type of rhyme scheme which is based on similarities between consonants. enhances the balancing halves of the line through the repetition of, first, the /pl/ in ‘ploughman’ and ‘plods’ and, later, the /w/ in ‘weary’ and ‘way’. the first repetition /pl/ links both Subject and Predicator, while the /w/ consolidates the Complement element of the clause ‹#› ENG 380: Stylistics
  • 48. The ploughman plods his weary way homeward acoustic punctuation (sound marks) becomes redundant. this rearrangement collapses entirely the original metrical scheme. Rearrangement ‹#› ENG 380: Stylistics Meter combines the type of foot with the number of occurrences of that foot in a line dactylic trimeter: three dactylic feet in a line “O / what is that / sound that so / thrills the ear” Starts with an off-beat (unstressed syllable at the beginning or end of a line that introduces or transitions into the true meter) Trochaic tetrameter: four trochiac feet in a line “By the / margin,/ willow veiled Slide the heavy barges trailed” iambic pentameter: five iambic feet in a line “The plough/man home/ward plods/ his wea/ry way” free verse: uses the inflection of natural speech, without a strict metrical scheme Metrical Schemes
  • 49. ‹#› ENG 380: Stylistics Metrical analysis is not an exact science. So, readers have choices about verse inflection The distinction between strong and weak syllables is relative to one another, not absolute. Not all accentuation is equal; there are different degrees of accentuation (stress). Not all meter is verse. Meter is not specific to literature. E.g. advertisement. Issues in Metrical Analysis ‹#› ENG 380: Stylistics Section B: Interpreting patterns of sound ‹#› ENG 380: Stylistics Onomatopoeia: a bridge between style and content that matches the sound of a word with a sound from the ‘real’ world. Lexical onomatopoeia: Words with linguistic structure in which pronunciation has a symbolic reference to a sound
  • 50. The book hit the desk with a thud. A crack of thunder woke the sleeping baby. She slurped her tea. The bee is buzzing around the flower. Nonlexical onomatopoeia: Unstructured/unmediated clusters of sounds referencing the real world The sound of a car: vroom vroom, brrrrm brrrrm Onomatopoeia ‹#› ENG 380: Stylistics Exploits lexical imitative potential Acquires (develops) a mimetic function by random sequences of sound Brings visuals, sense experiences to life Evokes affective response from the reader by sound symbolism. (poetic phonaestasia) (see following two examples) Stylistic Role of Lexical Onomatopoeia ‹#› ENG 380: Stylistics [The valley . . . and the green chestnut . . .] Are mocked dry like the parched bed of a brook. Stephen Spender’s “Pylon”
  • 51. Alliterative Foregrounded specific sounds through repetition to ascribe a quality of aridity (dryness) Voiced /b/,/d/ and voiceless stops /k/,/t/,/t∫/ combine to mock the dryness of the brook absence of the ‘softer’ sounds like the fricatives /s/ and /z/ Consonant harmony Examples ‹#› ENG 380: Stylistics Brute beauty and valour and act, oh, air, pride, plume, here Buckle! [. . .] Gerard Manley Hopkins’s ‘The Windhover’ Vowel mimesis: (imitative representation of the real world) Vowel disharmony, discordant (conflicting). Oscillates (moves/swings) between front/back vowels, open/closed vowels, rounded/unrounded mouth, shorter/longer diphthongs These oscillations mock the path of the flying falcon in the text. ‹#›
  • 52. ENG 380: Stylistics Impressionistic (subjective) labels such “dry consonant” and a “flying vowel”, has no place in the systematic study of speech sounds. Phonaesthetic Fallacy: to make direct connections between the phonetic qualities of a text and ‘real’ world. The fallacy lies in the assumption that language functions unproblematically as a direct embodiment (representation) of the real world. The Phonaesthetic Fallacy ‹#› ENG 380: Stylistics Basic principles about interpreting sound symbolism: a particular piece of language (usually poetry) is intended to be performed mimetically. Be aware of the co-text (text immediately surrounding the particular feature of style under consideration). Think about how the levels of language can parallel each other. E.g. in Hopkins, the disharmony on the phonetic level (vowels) is emphasized by the mixture by the grammatical forms (nouns, verbs and adverbs) that carry those sounds Notice heightened meaning (how phonetic and semantic
  • 53. properties work together to reinforce/intensify interpretations). E.g. “parched” is picked over “waterless” because the latter has softer sounds /w/, /l/, /s/. Be cautious about interpreting inherent relationships between phonetic meanings and felt experiences. Avoid subjective interpretation. Basic Principles ‹#› ENG 380: Stylistics Simpson, P. (2004). Stylistics: A Resource Book for Students (2nd ed.). London: Routledge. ISBN 9780415644969 (print edition). References ‹#› ENG 380: Stylistics
  • 54. Unit 3: Sections A and B: Grammar and style Sentence styles: development and illustration ‹#› ENG 380: Stylistics Section A: Grammar and style ‹#› ENG 380: Stylistics the grammar of a language = rules grammatical rules of a language are the language as they stipulate the very bedrock of its syntactic construction. intimidating area of analysis because it is not always easy to sort out which aspects of a text’s many interlocking patterns of grammar are stylistically salient. ‹#› ENG 380: Stylistics
  • 55. sentence (or clause complex) Clause (most important) phrase (or group) word morpheme Grammar rank scale (hierarchy) ‹#› ENG 380: Stylistics Several important functions of language can be found in any clause: tense polarity Mood (declarative, interrogative or imperative) Core or nub (central idea/point) The Clause ‹#› ENG 380: Stylistics It is a defining characteristic of clause structure that its four basic elements are typically realised by certain types of phrases. Basic Clause Structure:
  • 56. Subject (usually filled with a noun phrase) Predicator (always filled with a verb phrase) Complement (usually filled with a noun or adjective phrase) Adjunct (usually filled with an adverb or prepositional phrase) Clause Structure ‹#› ENG 380: Stylistics The woman feeds those pigeons regularly. Our bull terrier was chasing the postman yesterday. The Professor of Necromancy would wear lipstick every Friday. The Aussie actress looked great in her latest film. The man who came to dinner was pretty miserable throughout the evening. Identify the elements of clause structure ‹#› ENG 380: Stylistics Method 1: Look for placement, and ask “wh-” questions. Subject Who/What? In front of the verb Finding the Complement:
  • 57. Who/What? After the verb Finding the Adjunct: How/When/Where/Why? After the verb Method 2: Add a ‘tag question’ to the declarative form of a clause. Narrows the subject down to a single pronoun Identifies auxiliary verbs, tense, etc. Testing for Clause Constituents ‹#› ENG 380: Stylistics Mary’s curious contention that mackerel live in trees proved utterly unjustified. Form a tag question. Example: tag question ‹#› ENG 380: Stylistics Coordination: “My aunt and my uncle visit the farm regularly, don’t they?”
  • 58. Two entities/people coordinated with “and” Apposition: “The winner, a local businesswoman, had donated the prize to charity, had she?” Two phrases referencing the same entity/person (the winner, a local businesswoman) Testing for Clause Constituents: An Example ‹#› ENG 380: Stylistics Variations in Interrogatives Subject-Predicator Inversion “Do” Insertion Variations in Declaratives Subject-Predicator only Double Complements (direct object and indirect object) Any number of Adjuncts Mary awoke suddenly in her hotel room one morning because of a knock on the door. Clause Structure Variation ‹#›
  • 59. ENG 380: Stylistics Ellipsis Predicator is eliminated in context because of a previous reference This is called a ‘minor clause’ A: “Where are the keys?” B: “In your pocket!” they form an important locus (place) for stylistic experimentation. ‹#› ENG 380: Stylistics Section B: Sentence styles: development and illustration ‹#› ENG 380: Stylistics Consists of one clause Stylistic use: Frenetic/Urgent Fast-paced The Simple Sentence He ate his supper. He went to bed.
  • 60. ‹#› ENG 380: Stylistics “I tried to examine myself. I felt my pulse. I could not at first feel any pulse at all. Then, all of a sudden, it seemed to start off. I pulled out my watch and timed it. I made it a hundred and forty-seven to the minute. I tried to feel my heart. I could not feel my heart. It had stopped beating.” Three Men in a Boat Style description and its effect: Most sentences are made of single independent clause. This style gives a sense of speed and urgency which helps to show the anxiety of the character as he examines himself. Example ‹#› ENG 380: Stylistics Consists of two or more independent clauses Coordination shows equal status Coordinating conjunctions And (direct coordinator) But (adversive coordinator) Or
  • 61. So For yet Stylistic use: Symmetry, connection Popular in junior readers and nursery rhymes The Compound Sentence He ate his supper he went to bed. and ‹#› ENG 380: Stylistics Consists of one independent clause and two or more subordinate clauses Asymmetrical/subordinating relationship Subordinating conjunctions When Although If Because Since The Complex Sentence (Type 1): subordination When he had eaten his supper, he went to bed. although he had just eaten his supper. He went to bed
  • 62. ‹#› ENG 380: Stylistics Consists of one main clause and one embedded (downranked) clause Embedded Relationship The Complex Sentence (Type 2): embedding She announced that he had gone to bed. ‹#› ENG 380: Stylistics Equivalent constituents Adjuncts and/or subordinate clauses placed both before and after the Subject/Predicator “Tomorrow, and tomorrow, and tomorrow, Creeps in this petty pace from day to day” (Macbeth, V.v.19– 20). Trailing constituents Adjuncts and/or subordinate clauses placed after the Subject/Predicator “You walked with me among water mint And bog myrtle when I was tongue-tied” (Longley 1995). Anticipatory constituents Adjuncts and/or subordinate clauses placed before the Subject/Predicator
  • 63. “On my right hand there were lines of fishing-stakes resembling a mysterious system of half submerged fences” (Conrad 1995 [1912]: 1). Constituent Types ‹#› ENG 380: Stylistics Un-elaboration of the noun “fog”: undifferentiated, undetermined. Restricted verbal development in main clauses. one key element is omitted (finite) which provides tense, polarity and person. On going process. Trailing constituents. subordinate clauses and Adjuncts of location. It refers to the fog? Or to the river? Indeterminacy. Gradual narrowing of spatial focus Internal foregrounding: by creating a different Subject element and by shifting the lexical item ‘fog’ to the right of the Predicator in the sixth sentence. Stylistics features of Charles Dickens’s novel Bleak House
  • 64. ‹#› ENG 380: Stylistics Style comes from the totality of interrelated elements of language rather than from individual features in isolation. Summary ‹#› ENG 380: Stylistics Simpson, P. (2004). Stylistics: A Resource Book for Students (2nd ed.). London: Routledge. ISBN 9780415644969 (print edition). References ‹#› ENG 380: Stylistics
  • 65. Unit 2, Sections A and B: Stylistics and levels of language Levels of language at work ‹#› ENG 380: Stylistics Section A: Stylistics and levels of language ‹#› ENG 380: Stylistics Shape and organize stylistics analysis (established) Principles of methodology ( three Rs) Basic categories, levels and units. Stylistics is a new discipline ‹#› ENG 380: Stylistics “Language in its broadest conceptualisation is not a disorganised mass of sounds and symbols, but is instead an
  • 66. intricate web of levels, layers and links” (Simpson 2004). The levels of language are… Interconnected Dependent on one another “They represent multiple and simultaneous linguistic operations in the planning and production of an utterance” (Simpson 2004) Levels of language ‹#› ENG 380: Stylistics phonology; phonetics: The sound of spoken language; the way words are pronounced. graphology: The patterns of written language; the shape of language on the page. morphology: The way words are constructed; words and their constituent structures. syntax; grammar: The way words combine with other words to form phrases and sentences. lexical analysis; lexicology: The words we use; the vocabulary of a language. semantics: The meaning of words and sentences. pragmatics; discourse analysis: The way words and sentences are used in everyday situations; the meaning of language in context. Levels of Language (Simpson 2004)
  • 67. ‹#› ENG 380: Stylistics That puppy’s knocking over those potplants! Emphatic (!) Phoneme /n/ in ‘knocking’ Distinguished from “rocking”, “mocking” ‘T’ in ‘That’ and ’potplants’ pronounced as glottal stop phonetic environment: followed by /p/ ‘R’ in ‘over’ Irish and American pronunciation: historic <r> Australian and English pronunciation: no historic <r> “-ing” in ‘knocking’ Pronunciation of “g” dropped in lower status accent and informal delivery style Example sentence: Phonology ‹#› ENG 380: Stylistics That puppy’s knocking over those potplants! Roman alphabet Font Font size
  • 68. Font style: bold Example sentence: Graphology ‹#› ENG 380: Stylistics That puppy’s knocking over those potplants! Three morpheme cluster in ‘potplants’ Root morpheme: pot Root morpheme: plant Suffix morpheme: -s Root morphemes can stand alone as individual words, whereas prefixes and suffixes must be joined to words in order to have meaning Example sentence: Morphology ‹#› ENG 380: Stylistics That puppy’s knocking over those potplants! Hierarchy of grammar: Morpheme–Word–Phrase–Clause– Sentence Single clause in the indicative declarative mood
  • 69. Clause constituents Subject (‘That puppy’) Predicator (‘’s knocking over’) Complement (‘those potplants’) Phrase structure of predicator contracted auxiliary ‘[i]s’ main verb ‘knocking’ preposition ‘over’: extension of main verb makes the verb a phrasal verb Example sentence: Syntax/Grammar ‹#› ENG 380: Stylistics That puppy’s knocking over those potplants! Grapheme ‘kn’ in ‘knocking’ Derived from Anglo-Saxon <cn> In English, now pronounced /n/ In Dutch, double consonant pronunciation is retained Example sentence: Lexicology ‹#› ENG 380: Stylistics That puppy’s knocking over those potplants!
  • 70. “A truth value specifies the conditions under which a particular sentence may be regarded as true or false” (Simpson 2004). ‘Puppy’ “a young canine animal” is responsible for the action ‘dog’ or ‘animal’ are also compatible with the sentence’s truth value ‘That’ and ‘those’ Demonstratives Expresses physical orientation (deixis) ‘That’/’those’ create a ‘distal’ deictic relationship: the speaker is far from the ‘puppy’ and ‘potplants’. ‘this’/‘these’ would create a ‘proximal’ relationship Example sentence: Semantics ‹#› ENG 380: Stylistics That puppy’s knocking over those potplants! Discourse “aspects of communication that lie beyond the organisation of sentences” (Simpson 2004) context-sensitive domain of reference includes pragmatic, ideological, social and cognitive elements What are the potential contexts and participant roles? (the puppy sentence) In a living room, the speaker is addressing the owner of the puppy and the potplants
  • 71. Infers a “call to action” rather than a response requiring only a verbal agreement Since the speaker is far away from the puppy and potplants, can infer that there is someone else potentially closer to the potplants who can take action The speaker is forthright A less forthright speaker: ‘Sorry, but I think you might want to keep an eye on that puppy . . .’ Indirection serves a politeness function. Politeness is overridden in this ‘urgent’ situation Consider other potential contexts and participant roles Example sentence: Pragmatics, Discourse Analysis ‹#› ENG 380: Stylistics A stylistic analysis can start at any level of language The interaction between levels of language is important Interaction between levels is important: one level may complement, parallel or even collide with another level. Example: Margaret Atwood’s Poem playing off the level of grammar against the level of graphology. Conclusion
  • 72. ‹#› ENG 380: Stylistics Section B: Levels of language at work: an example from poetry ‹#› ENG 380: Stylistics Foregrounding Levels of language ‹#› ENG 380: Stylistics Orthography Removed standard punctuation Removed capitalization Lexicography Neologisms (invented words): ‘sunly’, ‘moonly’, ‘unbe’ Colorful treatment of adjectives and adverbs Structure Mathematical symmetry in stanzaic organization Repetition – Key words, phrasal patterns
  • 73. Constituent clauses connected grammatically to the first word, “love” ’love is more thicker than forget’, e e cummings ‹#› ENG 380: Stylistics Adjectives of gradability Ascribe qualities to entities, objects and concepts Test gradability by intensifying word “very” Classifying adjectives Fixed qualities relative to the noun they describe. E.g. former manager – strategic weapons Adjectives types ‹#› ENG 380: Stylistics Exploits gradability of adjectives Extend or modify the degree or intensity (e.g. ‘very’) Comparing concepts Comparative relationships: ’more’ or ‘-er’ Superlative relationships: ’most’ or ‘-est’ Equal relationships: ‘as…as’ Inferior relationships: ‘less’
  • 74. Defies grammatical rules ‘more’ and ‘-er’ used together is technically ungrammatical Adjectives in ‘love is more thicker’ ‹#› ENG 380: Stylistics Narrows scope of reference by adding material after the adjective Example: The pilot was conscious The pilot was conscious of his responsibility Another example Mary is now much better at Maths Intensifier: much Adjective: better Scope: at math ‹#› ENG 380: Stylistics Initially foregrounded because of grammatical deviance, these phrases move into the background through repetition allowing
  • 75. other phrases to become foregrounded. “more thicker” instead of “thicker” “most mad” instead of “maddest” “less bigger” instead of “less big” Internal Foregrounding in ‘love is more thicker’ ‹#› ENG 380: Stylistics “more…-er” “most + 1-syllable” “less..-er” Adjectives: ‘Love is more thicker…’
  • 76. Describing abstract concepts with adjectives used for liquids and solids Adverbs: ‘more seldom than a wave is wet’, ‘more frequent than to fail’ adverbs of time-relationship in main slot in the adjective phrase communicate negative time relationships; convolutes meaning of phrases Logical tautologies: ‘than all the sea which only is deeper than the sea’ Saying the same thing twice (replicating the basic premises of the proposition) Other stylistic features in ‘love is more thicker’ ‹#› ENG 380: Stylistics Lexical antonyms: ‘thicker’/‘thinner’, ‘never’/‘always’, ‘sunly’/‘moonly’ Words of opposite meaning Establishes cohesion in a text
  • 77. ‹#› ENG 380: Stylistics Stylistic choices are a communicative force “The individual stylistic tactics used in the poem, replicated so vigorously and with such consistency, all drive towards the conclusion that love is, well, incomparable” (Simpson 2004). “Buried in the semantics of the poem is its central enigma, acted out in the very contradictions ascribed to the poem’s central theme, the experience of love” (Simpson 2004). Stylistic analysis should be precise “Much of the internal dynamic of cummings’s poem is sustained by the subversion of simple and everyday patterns of language, and it is the distortion of these commonplace routines of speech and writing that deliver the main stylistic impact” (Simpson 2004). “…it is an important part of the stylistic endeavour that its methods probe the conventional structures of language as much as the deviant or the distorted” (Simpson 2004). Stylistic analysis should be retrievable “Finally, I hope this importance of making the analysis retrievable to other students of style, by showing how not just one level, but multiple levels of language organisation simultaneously participate, some in harmony and some in conflict, in creating the stylistic fabric of a poem” (Simpson 2004). Stylistic Conclusions
  • 78. ‹#› ENG 380: Stylistics Simpson, P. (2004). Stylistics: A Resource Book for Students (2nd ed.). London: Routledge. ISBN 9780415644969 (print edition). References ‹#› ENG 380: Stylistics SUS 350 Sustainable Communities Kim Townsend Winter 2020 v v 1
  • 79. Contemporary Global Issues Learning Objectives Analyze the origins, historical contexts, and implications of contemporary global issues. Explain the complex nature and interdependence of contemporary global issues using a multi-disciplinary approach. Articulate in writing a critical perspective on contemporary global issues using evidence as support. Course Learning Objectives Identify major ecosystem services and how they are utilized by humans. Define sustainability and resilience and describe the interdependence between ecological, social and economic systems. Utilize critical and systems thinking skills to analyze complex sustainability issues.
  • 80. Identify personal motivations for sustainability action at the individual and community levels. Identify and apply sustainability change agent skills. Course Components Participation (250 points) • In-Class Activities • Guest Speaker Reflections Corvallis Sustainability Coalition Action Team Research Assignment (100 points) Group Project Assignments: • Proposal Idea Selection (75 points) • Group Project Contract (75 points) • Service Learning Project (100 points) • Grant Proposal (150 points) • Poster Presentation (150 points) Final Reflection (100 points) Total Points: 1000 Service Learning Requirement
  • 81. You are required to complete 4 hours of service outside of the classroom Service Learning groups will be set up on Canvas Deanna Lloyd, the experiential learning coordinator, will join us in class on Jan 14th to introduce the service learning project Getting to know you Is anyone brand new to OSU? Is anyone brand new to Canvas? What majors are represented today? Getting to know you Who has taken another SUS course? Who has taken another sustainability related course? Who is enrolled in the Sustainability Double Degree Major or
  • 82. Minor? Who is new to the field of sustainability? Who is here to complete the bacc core Contemporary Global Synthesis requirement? Who is here to fulfill an elective? Who is here for fun? In-Class Activity Part 1 How would you define sustainability? What are your specific interests within sustainability? What do you want to sustain in your own life? How would you define community? What are some characteristics of sustainable communities?
  • 83. Sustainability Frameworks Echoes from the Past “In our every deliberation, we must consider the impact of our decisions on the next seven generations” The Great Law of the Iroquois Confederacy 1142 A.D. Echoes from the Past Look and listen for the welfare of the whole people and have always in view not only the present but also the coming generations, even those whose faces are yet beneath the surface of the ground -- the unborn of the future Nation The Great Law of the Iroquois Confederacy 1142 A.D. Echoes from the Past
  • 84. “Then I say the earth belongs to each...generation during its course, fully and in its own right. The second generation receives it clear of the debts and encumbrances, the third of the second, and so on. For if the first could charge it with a debt, then the earth would belong to the dead and not to the living generation. Then, no generation can contract debts greater than may be paid during the course of its own existence.” Thomas Jefferson 1789 “The "greatest good for the greatest number" applies to the people within the womb of time, compared to which those now alive form but an insignificant fraction. Our duty to the whole, including the unborn generations, bids us to restrain an unprincipled present-day minority from wasting the heritage of these unborn generations." “The conservation of natural resources is the fundamental problem. Unless we solve that problem it will avail us little to solve all others.” Theodore Roosevelt 1916 Fig. 3 The current status of the control variables for seven of
  • 85. the nine planetary boundaries. Will Steffen et al. Science 2015;347:1259855 Copyright © 2015, American Association for the Advancement of Science The current status of the control variables for seven of the nine planetary boundaries. The green zone is the safe operating space (below the boundary), yellow represents the zone of uncertainty (increasing risk), and red is the high-risk zone. The planetary boundary itself lies at the inner heavy circle. The control variables have been normalized for the zone of uncertainty (between the two heavy circles); the center of the figure therefore does not represent values of 0 for the control variables. The control variable shown for climate change is atmospheric CO2 concentration. Processes for which global- level boundaries cannot yet be quantified are represented by gray wedges; these are atmospheric aerosol loading, novel entities, and the functional role of biosphere integrity. Modified from (1). https://www.ecologyandsociety.org/vol14/iss2/art32/ What are the ‘root causes’ contributing to a lack of sustainability? What are the ‘root causes’ contributing to a lack of sustainability?
  • 86. https://ourworldindata.org/fossil-fuels https://ourworldindata.org/world-population-growth Brundtland Commission 18 Created by UN in 1983 to address concerns …. "about the accelerating deterioration of the human environment and natural resources and the consequences of that deterioration for economic and social development.” Coined the term “sustainable development” Defined sustainable development as development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Brundtland Report The ‘interlocking crises’
  • 87. “…the industries most heavily reliant on environmental resources and most heavily polluting are growing most rapidly in the developing world, where there is both more urgency for growth and less capacity to minimize damaging side effects. These related changes have locked the global economy and global ecology together in new ways. We have in the past been concerned about the impacts of economic growth upon the environment. We are now forced to concern ourselves with the impacts of ecological stress - degradation of soils, water regimes, atmosphere, and forests upon our economic prospects. We have in the more recent past been forced to face up to a sharp increase in economic interdependence among nations. We are now forced to accustom ourselves to an accelerating ecological interdependence among nations. Ecology and economy are becoming ever more interwoven locally, regionally, nationally, and globally into a seamless net of causes and effects.” Brundtland Report An optimistic message “Our Report is not a prediction of ever increasing environmental decay, poverty, and hardship in an ever more polluted world among ever decreasing resources. We see instead the possibility for a new era of economic
  • 88. growth, one that must be based on policies that sustain and expand the environmental resource base. And we believe such growth to be absolutely essential to relieve the great poverty that is deepening in much of the developing world.” Brundtland Report Emphasized three key components of sustainable development: Economic growth/development Environmental quality/protection Social equity Corporate Social Responsibility and the Triple Bottom Line John Elkington (1998) sustainability should be perceived as a: “triple bottom line, focusing on economic prosperity, environmental quality, and … social justice” emphasizes a change in corporate responsibility from “shareholders” to “stakeholders”
  • 89. https://www.greenbiz.com/article/zen-and-triple-bottom-line Sustainability Frameworks Triple bottom line (TBL) Three-legged stool 3 Es: Environment, Equity, Economics 3Ps: People, Profit, Planet 3 Pillars of Sustainability 3 Dimensions of Sustainability https://newleaf-llc.com/2013/07/defining-sustainability-triple- bottom-line/ In-Class Activity Part 2 Is continuing economic growth sustainable? Why or Why not? What is the importance of intact ecosystem structure and function? Is social equity achievable? Does your answer change depending on scale? “It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.” Leon C. Megginson
  • 90. Sustainability Frameworks Triple bottom line (TBL) Three-legged stool 3 Es: Environment, Equity, Economics 3Ps: People, Profit, Planet 3 Pillars of Sustainability 3 Dimensions of Sustainability https://newleaf-llc.com/2013/07/defining-sustainability-triple- bottom-line/ Defining the Social Leg What is social justice? Philosophical construct that involves Equality Social fabric of communities Basic human rights Acknowledgement and respect for dignity of individuals What is social equity? Equal opportunity Redistribution of wealth/income
  • 91. Social Equity: Its Legacy, Its Promise Mary E. Guy and Sean A. McCandless To be clear, “equity” and “equality” are terms that are often used interchangeably, and to a large extent, they have similar meanings. The difference is one of nuance: while equality can be converted into a mathematical measure in which equal parts are identical in size or number, equity is a more flexible measure allowing for equivalency while not demanding sameness. http://onlinelibrary.wiley.com/doi/10.1111/j.1540- 6210.2012.02635.x/abstract 28 Perception is Everything Sustainability is the point where human endeavors reflect social equity, political stability, and economic development that is balanced with the capacity of ecosystems to absorb impacts without declining ecosystem structure and function https://fa.oregonstate.edu/sustainability/academics/sustainabilit y-course-lists Least sustainable More sustainable Most sustainable
  • 92. A New Way of Thinking What are the origins, end-points and impacts of the resources we consume? How are human communities linked by their activities? What are the relationships between economic decisions, social equity and ecological conditions? How can we design an economy that mimics the way nature works (operates within physical limits)? Lessons to Take Forward Sustainability requires viewing each decision within a system of interconnected and interdependent parts Change involves uncertainty, and uncertainty is the norm in complex systems Dealing with uncertainty requires an adaptive approach Adaptive Management https://www.doi.gov/sites/doi.gov/files/migrated/ppa/upload/Ch apter1.pdf In-Class Activity Part 1 Part 1: Work in groups of 2-3 to create your own visual model of sustainability. Submit both the image that you create and a
  • 93. paragraph or two explaining your image to the Visual Representations of Sustainability Discussion Board on Canvas. In-Class Activity Part 2 Part 2: Comment on at least three sustainability models. Consider the following in your comments: Explain what impresses or resonates with you. Can you see other ways to interpret the model? Did this model reinforce or expand your understanding of sustainability? Next week: Tuesday: Systems Thinking Introduction to Service Learning Projects by Deanna Lloyd Thursday: Community Resilience Overview of Group Project, introduction to first assignment.
  • 94. Community Development Grant Proposal Applicant Names: Charles H Stephens, Jake Goodwin, Noah Denker, Lam Ho Yung, Rosel alsadah, Emily Thomas, Felix Brucker Community Partner: Corvallis Transit System Start Date: 02/25/2020 End Date: 02/25/2021 Total Requested: $20,000 Project Summary: Our group is looking to reduce the carbon emissions of public transport in the city of Corvallis by converting existing buses to electric drive systems. The funding will be used to convert a single test bus using Long lasting Nickel Iron chemistry batteries. This converted bus will be used as a test platform to offer more data for a informed future decision on later conversions/upgrades to the Corvallis bus system. The goal would be that this trial bus is a success and that the City of Corvallis would take note and would like to collaborate in funding. This would entail asking for further funding or fundraising with the community to raise funds for a full fleet of these buses. Along with the buses, we would get the community excited and supportive on our project by postering up an ad campaign, having a social media ad presence, and fundraising from the community via events or an online kickstarter link. This would be just a couple of many options that would be considered in support for this team effort, our main goal is to get the conversion process going as soon as possible while remaining as productive and efficient as possible. Corvallis Sustainability Coalition Action Plan Goal: Choose one goal from the Corvallis Sustainability Coalition Action Plan and explain how Your proposed project will work toward achieving this goal in the Corvallis community.
  • 95. (200-300 words) The goal from the Corvallis Sustainability Coalition: Transportation Action team that our proposal best fits is their main goal 2, which reads: “By 2040, community members will reduce per-capita gasoline consumption to 90 gallons annually, 50% below 2008 levels.” We hope to bring CSC closer to this goal with our proposal, which is for a pilot program to switch the Corvallis buses from biodiesel to electric.This would decrease the amount of CO2 emissions from the buses, which run multiple bus routes most of the day, with some night routes. Electric, or even partially electric, would cut the emissions from the buses by at least 50%, if not close to 100%. As of 2008, we were using 180 gallons per capita of fuel, so if we can offset that by over 50% for a larger portion of the Corvallis population, we will be well on our way of decreasing that to 90 gallons per capita by 2040, which is a major improvement and one of our goals. This pilot proposal would be for a single bus as a prototype. By only converting a single bus initially, this allows us to ensure a successful implementation before investing in converting the entire fleet. It also lets us collect data to ensure we get the maximum emission reduction, and thus bringing us closer to our goal of less than 90 gallons per capita annually. Community Partner Description: The C.T.S.(Corvallis Transit System) aims to offer transportation to the population of Corvallis in an environmentally-friendly, inexpensive way. This organization has already taken steps towards reducing dependency on fossil fuels with the introduction of biodiesel usage in the current busses. We hope to further pursue this goal with the phasing out of I.C.E.(internal combustion engines) from use and replacing them with a long lasting Nickel Iron chemistry battery system. This would cut down the gas usage entirely while cutting down heavily on carbon emissions in Corvallis. Not only would this improve the buses, but we hope that this will inspire other
  • 96. forms of public transit and general transportation in Corvallis to become more efficient and safe for the environment. We think collaborating with them rather than competing is the most productive approach to this project since we’re trying to better our community and better the systems we currently have. They house a large fleet of transit busses outside of the busses on shift, so it would not be difficult to take advantage of their resources to pull one aside and experiment. This would help inspire Beaver Busses, Dial-a-bus, and the shuttles that circulate through Corvallis to follow in our lead and convert their fleets for a greener transit system. Project Goals: We will decrease Corvallis’s gasoline consumption and gas emissions so that by 2040, per capita gas consumption will be down to 90 gallons annually. -Taking the Corvallis transit system and converting their gas engines into Long lasting Nickel Iron chemistry batteries so that there will be zero gas consumption. Secondly, we will fundraise a minimum of $500,000 to start converting multiple buses after our initial prototype. -We will do this via our advertisement campaign, and general community engagement while reaching out to local businesses and entrepreneurs. Third, once we have a solid backbone to renovate a couple buses, we will have an endorsement with a bus company to produce our buses for us. -This will inspire other communities to take the same initiative and produce zero-gas buses as well. Dimensions of Sustainability: This project is primarily environmental in focus, but will benefit social and economic dimensions of sustainability through this focus. Converting the buses will have the immediate impact of helping reduce direct fossil fuel use. This is both due to a reduction in emissions, the elimination of diesel
  • 97. usage, and the increased attractiveness for public transportation it will provide. Culturally, more sustainable buses will create a sense of progress and accomplishment, which will be much more local and concentrated in its affect than the direct environmental impact. This is important in connecting the project to the local Corvallis community generally. It would provide both a moral boost for existing users and also potentially attract more. More use of public transportation is also good for local ecological communities. Less traffic and road emphasis helps lessen habitat fragmentation, air pollution, light pollution, and noise pollution. Roadkill is the most obvious effect of habitat fragmentation in a day-to-day manner, but the reduction of fragmentation and pollutants is ultimately essential to preserving biodiversity and keeping ecosystem services intact. On a worldwide scale, the reduction of CO2 also of course helps ecosystems around the world on land as well as it does on sea (considering ocean acidification). Project Evaluation: This project will impact the Corvallis community and public transportation by reducing the carbon footprint. This will be accomplished by turning to more sustainable electric buses instead of carbon buses. Moreover, the impact will be measured by taking the current footprint of the public transportation in Corvallis and its effect on the environment, and compare it to the footprint and the environmental effect a year after the project gets implemented which is the qualitative data. In addition, we will be measuring the quantitative data by looking into whether the change has motivated the people in the city of Corvallis to use the electric bus and public transportation by measuring the number of people who used buses before and after the change. The results will be shared in the group poster and by working with our community partner to announce the results and the difference that has been done when we use an environmentally friendly bus, to motivate more people to use electric buses by knowing the difference that they have made on
  • 98. the environment. Project Description and Timeline: Upon the start of our group’s specific Corvallis sustainability study (via SUS 350) we would take our class knowledge and community volunteering experience to use the proper language and etiquette to solve our specific sustainability issue. With fixating on the buses of Corvallis, our system would start by reaching out and finding a local automotive maintenance company to help us begin converting a prototype bus that would be more efficient and safer for the environment. As the conversion process begins, that’s when we’d work on fundraising with an ad campaign to get the Corvallis community to donate and help our cause for a future eco-friendly bus system. We’d work on social media, banners and posters, and digital ads via local graphic designers and marketing teams to help out via volunteering or collaboration. Once the first bus prototype is ready to hit the streets, we would start showing it to City Hall, the State of Oregon, entrepreneurs, and bigger corporations to inspire funding and assistance to get a full fleet in production. The combined efforts of fundraised money from the community and support from outside help, this would fund the final production and implementation of said final fleet. For this proposal’s sake, our timeline ends at the prototype’s finish, because that’s when our $20,000 cap would reach. Our goal is that by then, we’d have a backbone of fundraised support to keep moving forward without delay. Jan: Group equips further knowledge on sustainability issues within Corvallis to narrow down our project focus. Feb: Start planning and volunteering within the community to learn more about our project’s urgency while finishing project proposal. March: Bring in local eco-friendly automotive maintenance company. April: Start development on bus prototype
  • 99. April: Start fundraising campaign May: Join with local designers/marketers to make social media/poster/ads for supporting the project August: Finalizing Bus prototype August: Begin showing progress/sponsorship for further production to automotive companies, entrepreneurs, etc. Collaboration: Due to the Corvallis Transportation Action Team report by CTS, there are 16 fixed-routes in Corvallis. At present, based on the limitations of funds and technology, under the constant discussion of our group, we found that "Scania.Co" (North America) has designed green power for petrol buses and launched petrol and electric buses (Euro 6). Scania they contributed with the bus companies and government internationally. They aim an innovative bi-articulated bus that will be of growing interest to cities around the world as they now address urban pollution and lessening their carbon footprint. We indeed decided to reach the manufacturers ahead to discuss with CTS the existing Corvallis bus and choose one of the routes was handed over to the manufacturers to change from fuel engines to electric engines. Including testing whether it is directly proportional to eco-friendly commercial. However, after the remodeled electricity can be provided to Scania.Co for commercial advertising purposes as build up a college town. () Project Background: Project 1: The Netherlands replaced their diesel buses with electric buses that can drive 300 km within a single charge and can carry up to 90 people. They did this to improve their air quality, and it has been very successful since they replaced 11 buses in september 2017, and have ordered 55 more to deliver a full range of electric buses around the city. For our project we have taken
  • 100. their success story of replacing their buses to electric with 300km except for one charge which is that our project and aim is to come out with the most sustainable buses for Corvalis. () Project 2: In China they have not only turned their busses into electric buses, they also thought about how they will charge it and the power grid impact on the city, since it’s a large amount of electricity that is going to be needed for more than one bus at time. For that they have implemented a technology model and algorithm that will help the charging stations lower the electrical output that is coming out at a one time. However, there is still more work that is needed to better the technology used. Moreover, we also have taken their success story of implementing the electric buses where there’s an estimate of 5 million more busses will be used in 2020. In addition, it gave us the idea of thinking about charging stations, but since there's a low number of electric busses currently, there isn’t any huge impact on the stations, but in the long run their work would be helpful to learn form to help the people we are trying to help. () Project 3: In Utrecht they are also implementing electric buses and working on improving their bus system by 2028. Where they are looking into larger busses that can hold more people. Which is what we were aiming for, for the bus to carry enough people without making it too crowded. For that their work will help us learn and improve our goal. () Lasting Impact & Maintenance Plan: Long term benefits of the project could continue indefinitely. Unlike conventional Li-Ion batteries which have a cycle life of around 2000 cycles the nickel Iron cells we
  • 101. purpose to use have been known to continue working for over 80 years of service and some from their original invention by Edison are still usable to this day. The electric drive system is also very robust requiring minimal maintenance for brushless motors. The disposal of the materials when needed also doesn’t pose an issue due to no heavy metals or highly toxic chemicals being needed for the batteries unlike Li-ion, or conventional sealed lead acid batteries. Value for Team: Each group member writes one individual paragraph (100 - 150 words per person) see outline for further instruction. Emily Thomas: From this project, I hope to learn more about what it takes to convert to an electric bus. This is a long term goal overall, especially to see the benefits, so it will help me with my patience problem. Learning anything new is always fun for me, but learning how to be more conscientious of ways to be more sustainable both in my personal life and in a company or professional setting. Not only will this help me personally learn more, but academically it is helpful to be able to convey ideas and strategies to people from all backgrounds and experience levels. Jake Goodwin: I can consult on the technical aspects of the project offering insight into the workings and maintenance of electrical vehicles and battery systems. I can also analyze data logged and collected during the duration of the project, using the R programing language to offer statistical information on the newly implemented systems effectiveness. Charles Stephens: I hope to gain experience in creating and working on a community service project that actually benefits people. I hope
  • 102. to learn what it really takes to run and lobby for a proposal. I hope that I can enhance my presentation and communication skills through this project. I have never been good at presenting and communication and hope that by working on this project, helping and talking to people as well as presenting will help me improve these skills to a level where I can implement them in my life moving forward. This project will also help me expand my knowledge on ways to live more sustainability. Lam Ho Yung: Mostly a major in an international affair of political science, I felt I am inpatient of listening to people's thoughts. I continuously manage the time allocation for my groupmates to achieve a short amount of time and maximum benefits so that everyone in a group can use the shortest time to deliver half the cost and save everyone time. Noah Denker: I work best with groups and connecting with my team members, so keeping everyone motivated and stoked on the project is something I find myself good at. Finding out what everyone would rather do, feel comfortable working on, or just general hlp to make sure the project is running smoothly is something I prioritize and do my best to check in with. Besides soft skills, I come from an artistic/design background, so thinking about the concept, abstractions, and processes of a project in its uniqueness or most wholesome is something I work on for design projects and general volunteering, systematic work. Rosel alsadah: I hope to learn more about how this project has impacted the city of corvallis when it comes to their air quality and carbon footprint, and just by looking into other projects that have been done, i believe that this will give me the push that i need to work on future sustainable projects. Moreover, this project helped me when it comes to working skills like
  • 103. cooperation and leadership and working with a group is a great way to learn about working with other people to achieve the best outcome. Moreover, i believe that this experience has given me a lot of knowledge that can be helpful in the future if i decided to go into the transportation side of civil engineering. Felix Brucker: Transferring to more sustainable systems is something many people need to gain experience in. It is very necessary for the world, but complex tasks like this also require experience, which projects like this can provide. It is a matter of learning from mistakes and becoming stronger for them, rather than seeing them as an obstacle. I also am learning more about the communities that surround me and connected local power structures that facilitate change. This project is additionally a group effort, which provides what I think is one of the most important aspects of experience - learning to work with people effectively and productively. I mean productive in the efficiency sense, but also in the sense that we can together produce things that affect our lives after this particular project is said and done. Qualifications and Experience: Each group member should write one individual paragraph. Your resume and qualifications and experience section should align. Make sure information you emphasize in one is reinforced in the other. Please describe why you are interested in creating this project, and why you believe you’re qualified to carry out this project. Include any relevant experience you have (volunteer work, employment, courses, etc.). Include a description of the change agent skills that you contribute to your team. (100-150 words per person)
  • 104. Jake Goodwin: I have experience working in the renewable energy sector on wind turbines as well as my work on personal projects involving electric vehicles utilizing battery management systems and brushless direct current motors along with their controller software. I have also earned an AAS in renewable energy technology and taken SUS350 at Oregon State University. Charles Stephens: I have gained knowledge from taking SUS 350 and ATS 341 that has made me more aware and think more deeply about climate change and how to live more sustainability. I am also proficient in Microsoft Word, Microsoft Powerpoint, and Microsoft Excel. I also have experience in customer relations and customer service and have good organization skills. All together I can use these skills to assist my teammates in all facets of these projects. As well as help communicate with Community partners. I can also help organize and format our projects to make sure they are clear, concise, and well formatted. Lam Ho Yung: In the previous term, I have gained knowledge of climate change in political thought, which is a huge social topic in the world, and every country should start to place attention on that. Perhaps, ideas of environmental politics, those about the different nations or state how they keep their homeland to be sustainable. Due to that, I had felt sustainability is the thing that could help earn a profit or waste a massive amount of cost. Put back in this project, and this would be a real experiment to show that to build a sustainable environment, which costs a lot of the price before you see the result. Noah Denker: As a graphic designer, my skillset falls in line with all of my random interests and I love working on diverse projects
  • 105. with groups of diverse people. I have been wanting to use this for wholesome causes (such as sustainability efforts) and I believe I have the background knowledge to effectively do this. My BIO 101 class prepared me for the sciences and was a great gateway to taking SUS 103 and into SUS 350. Along with the basis material, I have been working in my GD 325 Collaborative class to work on sustainability based projects to improve waste processes on campus. With this in mind, I find that my approach to this project is unique to the group and a great asset to help with processes, design, and development. Rosel alsadah: As a civil engineer major I fall into the category of transportation which is one of my interests, and my number one goal is to be sustainable which means I look forward to having all sustainable cars that will better our environment. Moreover, before I signed up for the SUS350 I have taken introduction to civil engineering where we had a lecture about transportation engineering. I have also taken a writing engineering class where I presented a susceptible concrete that heals itself using water and becatira which means less repairs and more sustainable. In addition, with this gained knowledge from the courses and research I believe I'm qualified to take on this project and give ideas and expertise. Emily Thomas: As a member of the Corvallis community, I always enjoy seeing new ways to create more sustainability for residents. I not only have a personal investment, but a professional one as well. With my background in both geology and physics, I understand just how dire the situation is with climate change. The switch to electric buses can help mitigate that significantly. My qualifications I bring include employment assisting on electronics in the aviation industry, a healthy amount of working with people in a service role, and several years in creating new systems which were used to help streamline and perfect processes.
  • 106. Felix Brucker: As a computer science major I am fascinated in complex systems, taking unknowably complex things and poking around for half-decent leverage points. It’s not made of code but transportation and the world that transportation effects absolutely is one of those complex systems. I can use my familiarity with logical systems as a unique vantage point on the issue and how to approach electric busses. With this class, another sustainability class, and a geography class, I have gained significant exposure to sustainable management topics that inform my choices in this project. I also have the tools to express those choices because of various communications classes I have taken, and my artistic experience. Budget and Budget Justification: Please provide a line-item budget estimating all costs for the project (including in-kind donations and items funded through other sources). Please include information about where your purchases are being sourced and the sustainability of the materials. Preference will be given to budgets that reflect consideration of the ethical, material, and economic sustainability of proposed expenses. Consider borrowing, renting, or sourcing donated materials. Follow the example below Expense Unit Price # of Units Total Price Funding
  • 107. Source/ Donation Vendor Sustainability Factors Considered Fundraising Campaign “varies” “varies” $1,000 Front the cost US It's a community project that the community helps support. Advertising Campaign “Varies “Varies” $2,000 Fundraising Fund Youtube,Bus Ads, To help get are message out there Bus Conversion 1 1 $8,000 Fundraising Fund Corvallis Transit System Uses environmentally safe elements in high cycle life cells and does not release CO2 emissions over its life Charging Infrastructure 1 1 $8,000 Fundraising Fund Corvallis Transit System The material production uses harmful materials but worth the cost to cut back emissions.
  • 108. Resumes: See resumes under this assignment folder. Systems Map (image and Narrative) When looking at the systems around electric busses, we can separate them into two main camps. There are systems involving the creation of these busses. These systems are mostly economic (funding & taxation), though there are strong ties to environmental systems (construction supplies both effect and depend on natural ecologies through potentially damaging extraction processes and the health of ecosystem services) and even stronger ties to social systems (various levels of government) if you trace things back far enough. Then there are the systems involving the impact of the busses. These are largely environmental (both local ecosystems and global climate change), though these environmental impacts are important largely for their social (quality of life) and economic (ecosystem services) impacts. Both of these groups are connected by people. People are distinctly both part of the creation and the affected, when it comes to these busses. Their part in this system closes a loop, in which people (the Our Team node) put in motion legislation which pays money to help transportation which helps people (the Better Quality of Life node). When we look at the materials and electricity used to make the busses we are also ultimately reliant on environmental aspects (ecosystem services) for them, which are affected positively by green transportation being successful. Supplemental Materials: In the future we will be aiming for more sustainable buses like using buses with hydrogen fuel. In London they had a great success with hydrogen powered transit to reduce 60% of their carbon emission by 2025. They started in 2011 with only 6 buses, and more busses are being turned to hydrogen to improve their quality of air and to get to their goal by 2025. In addition, their way of reducing carbon emission is more effective but
  • 109. expensive for our project budget for that a sustainable electric bus is more effective. However, in the long run we would like to switch to Hydrogen fuel to reduce the footprint even more. The hydrogen method will also save time when it comes to filling the fuel since it is used just like a gas station, where on the other hand electric busses will take time to charge, for that it is more efficient to use hydrogen, and we're hopeful that in the long run there will be no carbon buses that affect the environment. () Scania unveils first bi-articulated Euro 6 gas bus. (n.d.). Retrieved February 21, 2020, from https://www.scania.com/global/en/home/experience- scania/features/scania-unveils-first-bi-articulated-euro-6-gas- bus.html SUS 350: Sustainable Communities Final Reflection Worth up to 100 points Submit responses that demonstrate critical thinking and support from course materials to the following Final Reflection questions by 11:59 pm on Thursday, March 19th. Include evidence from at least 7 sources from the course readings, lectures and guest speakers with parenthetical references and a reference list in APA style. 1. The first day of class (Jan 7th), I asked you to respond to the following questions as part of the first in-class activity: · How would you define sustainability? · What are you specific interests within sustainability? · What do you want to sustain in your own life? · How would you define community? · What are some characteristics of sustainable communities?
  • 110. For question one, please cut and paste your response from Jan 7th. In 3-4 paragraphs explain how your ideas have evolved since January 7th. Include references to course readings and/or lecture or guest speaker content to support your response. If you were not present in class on Jan 7th and did not complete this activity, please respond to the questions above in 3-4 paragraphs. Include references to course readings and/or lecture or guest speaker content. (25 points) 2. Define each of the following in your own words. Describe at least 2 important considerations within each dimension that resonated with you this term. · Environmental sustainability · Social sustainability · Economic sustainability (20 points) 3. Choose one UN Sustainable Development Goal. Create a systems map that incorporates the triple bottom line framework as well as targets, indicators and information about progress in 2019. Include a one to two paragraph narrative of your systems map. (30 points) 4. In class on Feb 4th, you chose several change agent skills to develop to address sustainability challenges in your community. In one to two paragraphs, describe how you practiced these skills (identify at least two) through your group project (service-learning project, grant proposal, grant poster, team communication and problem solving, etc.). Do you intend to further develop these skills moving forward? (10 points)
  • 111. 5. Group project reflection: a. Write a 1-2 paragraph self-assessment evaluating your contributions to the project over the course of the term. What challenges did you encounter and how did you work to overcome them? What did you learn about your chosen topic and about yourself while working on this proposal? b. Write a 1-2 paragraph reflection on your group process throughout the term. What went well? What were the challenges? How will you approach a project like this differently in the future? Are there changes that you would recommend for this project (in general or for specific assignments) in future terms? (20 points) Extra credit (up to 10 points): 1) What were your biggest take-aways from the course?