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.
Hybridoma Technology ( Production , Purification , and Application )
Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docx
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
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?