Final Project Milestone Managing Responsibility Case Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Final Project Milestone Managing Responsibility Case Assignment
- Read Managing Responsibility: What Can Be Learned From the Quality Movement?Discuss the following questions in light of the article:
What does this article tell us about quality and responsibility management and how we can integrate this into organizational processes?
What can we ascertain from the reading that does not appear value added?
What company can improve responsibility management by improving quality management? How can this be done?
Provide examples and research to support your thinking. This assignment only has to be one page long.
- Final Project Milestone #6: Managing Responsibility
How does your selected company manage its reputation and corporate citizenship?
What is the company doing right? Where can it improve?
What has your experience been? What do other stakeholders report about the company’s citizenship and reputation?
What makes you remain a stakeholder?
This assignment can be between 2-3 pages.
- Search the internet for real-life examples of probability. As a hint, type “probability” followed by a topic of interest to you into the search engine. Carefully review the search results. Post a summary of your findings.
This assignment only has to be one page.
Some of the early starters have already made major advances in shrinking their carbon footprints and improving efficiency. Green Mountain College in Poultney, Vermont, is building a combined heat-and-power plant that will supply 85% of heating to the campus and run on renewable biomass such as locally sourced wood chips. Green Mountain’s student enrolment has risen by 14% since 2007, but its carbon emissions per student have decreased by nearly 20%.
Meanwhile, the University of Minnesota, Morris, has constructed a large-scale wind- research turbine that supplies power to most of its buildings. And in 2008, Middlebury College in Vermont completed a biomass gasification plant, which is expected to replace 3.8 million litres of heating oil. Harvard University has more than 60 green building projects in progress. One of its building renovations, completed in 2008, resulted in a 35% improvement in energy efficiency and a 40% reduction in water use, says Heather Henriksen, the university’s sustainability director.
And if the 51 institutions in one study succeed in going carbon-neutral, that would be equivalent to taking 690,000 cars off the roads, says Jason Pearlman of the consulting firm Sightlines, based in Guilford, Connecticut.
Some early skeptics, who once worried about universities trying to ‘greenwash’ their reputations with minor institutional adjustments, are now convinced. Dave Newport, director of the Environmental Center at the University of Colorado at Boulder, says that several years ago he was dubious about whether universities would really take a leading role in sustainability. “Campus
4 leadership has really stepped up” since then, he says, “and the effort is nothing short of full speed ahead.”
Many US schools have committed to meeting Leadership in Energy and Environmental Design (LEED) standards, set out by the US Green Building Council. In 2001, Emory built the first LEED-certified building in the south- east, a biomedical research building, and in 2005 it became the first US university to attain LEED certification for an existing building when it renovated its business school, a $95,000 project that paid for itself in less than a year through reduced energy bills, says Howett.
Institutions elsewhere are also jumping onboard. A junior college in Puerto Rico and a community college in the Republic of Palau have signed the climate commitment. Six educational institutions have also recently joined the Climate Neutral Network, led by the United Nations Environment Programme, with the mission of helping society reach a low- or zero- carbon future. They include Tongji University in Shanghai, China, which has been implementing building upgrades and energy-saving projects. In 2006, it saved about 10 million kilowatt-hours of electricity and reduced its carbon dioxide emissions by 9,200 tonnes, according to the university’s vice-president Chen Xiaolong. And in 2008, he says, it installed a system to perform real-time monitoring of energy consumption in some 300 buildings across four campuses.
In southern Spain, Malaga University is installing solar panels that will produce a mega- watt of energy to power the campus, along with geothermal energy and a trigeneration power plant to convert waste heat into power. The university aims to eventually meet all of its energy needs through renewable energy, according to Rafael Morales, a university vice-rector and head of its sustainability programme.
In Britain, the University of the West of England in Bristol expects to have 100% of electricity on its academic sites coming from renewable sources by 1 October. From 2006 to 2007, the university cut its carbon emissions by 23%, says James Longhurst, an environmental scientist there. “We’re on a journey,” he says. “I don’t think any of us are certain that we’ll ever arrive, but we’re on a journey towards being more sustainable.”
In the United States, some of the most aggressive schools in the campus sustainability movement, such as Emory and Harvard, have chosen not to sign the presidents’ climate commitment. In part, that’s because many are skeptical of the commitment’s focus on a zero-carbon goal. Reaching carbon neutrality will require schools to buy offsets, which are often criticized because they allow a polluter to pay a fee to support a green activity to ‘offset’ the polluter’s carbon transgressions. “There’s no way to become carbon neutral without buying offsets, mathematically,” says Pearlman.
Buying offsets is still a fairly new and unregulated practice, so some are concerned that it could take the place of more meaning- ful emissions cuts. “Until it’s better regulated, we didn’t feel comfortable that we could say we knew exactly where every dollar of that was going,” says Emory’s Howett. But Cortese contends that over time, as schools make larger investments in green technologies and find better ways to cut carbon, fewer offsets will be necessary.
Model institutions Many schools also see themselves as a test bed for green living from which communities and cities can learn. In Atlanta, a
city notorious for traffic congestion and poor air quality, Emory is setting aside more than half of its campus as protected green space, working to create a bike culture, and providing incentives for its employees to ride buses powered by used cooking oil from its campus cafeterias. Harvard has developed a $12-million revolving loan fund for sustainability projects, which doles out up to $500,000 per project. Within just a few years, the work has saved nearly $4 million annually and some 25,000 tonnes of carbon dioxide equivalent, says Henriksen. She says she has fielded calls from foundations and corporations and spoken to city managers who are thinking of setting up similar loan funds. And in 2007, Middlebury completed a renovation of its Franklin Environmental Center, housed in an 1870s farmhouse near the centre of the campus, as a model of sustainable design for those who want to go green while retaining the character of the region’s architecture.
Institutions do not seem to be shying away from their commitments, despite the current financial downturn. Paul Fonteyn, president of Green Mountain College, says the school’s new biomass-fuelled plant will save $250,000–300,000 per year in heating costs. “I don’t see how you can afford not to do this kind of activity,” he says. Amy Johns, an environmental analyst at Williams College in Williamstown, Massachusetts, agrees. Although the financial belt-tightening has made some projects more challenging, she says, “a lot of them do have a pretty solid payback, so even in the hard financial times they can be pretty appealing”.
Jack Byrne, director of the sustainability integration office at Middlebury, says that the recession is driving his school to find more efficient ways to accomplish its green goals. “The one thing that has been clear in all of this is that sustainability is a core value,” he says. “We’re just going to be looking for more effective and efficient ways to do it with fewer people.”
The Roots of Sustainability By Glenn M. Ricketts
Sustainability and Higher Education
Sustainability was born outside of the academy, but environmentalism paved a relatively smooth way in. The social activism
5 of the 1960s was institutionalized by the 1990s, and the sorts of people who would have raised skeptical questions about a movement founded on apocalyptic visions and ideological enthusiasms had either retired or been marginalized. The new academy could only raise one series of questions to any new supplicant: Will you respect diversity? Will you accommodate the sensitivities of identity groups? Will you join in a view of the world that treats the basic narrative of society as a struggle between oppressors and the oppressed? Sustainability came to the table with the right answers. But while the environmentalist movement had already joined the team by melding with ecofeminism, the environmental justice movement, and a tangle of alliances with other grievance groups, sustainability did not immediately become a major campus movement. That took some serious effort by determined advocates.
In 1990, Teresa Heinz, then married to Republican senator John Heinz, met Massachusetts Democratic senator John Kerry at an Earth Day rally. The Widow Heinz met Senator Kerry again at the Earth Summit in 1992, and during the ensuing courtship in 1993 they co-founded Second Nature: Education for Sustainability, a non-profit organization dedicated to making sustainability a key feature of American higher education. Second Nature had (and still has) a strikingly narrow focus. It would advance sustainability not by winning over students, not by funding faculty research, but by converting the campus leadership. With a focus on “senior college and university leaders,” Second Nature placed itself, ironically, in the tradition of Christian missionaries who evangelized the chiefs, confident that they would in turn force everyone else to heel.
Moving outward from university leaders, Second Nature evoked the familiar environmentalist image that everything is connected with everything else. In the end, the community would convert: We believe that in order for society to move in a sustainable direction, higher education must develop a framework in which the sector and individual institutions operate as fully integrated communities that teach, research, and model social and ecological sustainability.
Final Project Milestone Managing Responsibility Case Assignment
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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