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courses:ct60a7000:spring2016:green:indicators:juliushytti [2016/04/17 19:28]
e0374153 [Green IT3: Sustainability Indicators]
courses:ct60a7000:spring2016:green:indicators:juliushytti [2016/04/28 20:58]
e0374153 [Green IT3: Sustainability Indicators]
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-== Short review of the Sustainability Indicators book Part I (Chapters 1, 2 and 3.) ==+== Short review of the Sustainability Indicators book Part I == 
 +Chapters 1, 2 and 3.
 {{:​courses:​ct60a7000:​spring2016:​green:​indicators:​sustainability_indicators_part1.pdf|}} {{:​courses:​ct60a7000:​spring2016:​green:​indicators:​sustainability_indicators_part1.pdf|}}
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 +== Radar diagram model == 
 +Here is a radar diagram model of the state of Public transportation of Lappeenranta
  
 +{{:​courses:​ct60a7000:​spring2016:​green:​indicators:​ptrl.png?​100|}}
 +
 +
 +== Exam questions ==
 +**Q1: What are the differences in holistic and reductionist approach to sustainability?​ In what type of cases should one be used rather than the other?**
 +
 +Here the students can build their answers first by thinking about the differences of each approach, and then by going into detail about process and blueprint projects.
 +
 +**Q2: What are the differences between MSY and AMOEBA? Give an example where they could be used.**
 +
 +The student should be able to know the differences between these sustainability measurement ap-proaches. Bonus points, if some criticism is made since neither of the approaches are 100 % accurate because they both try to simplify very complex systems.
 +
 +**Q3: How should the reference point be chosen when creating a sustainability indicator?​**
 +
 +The student can think about political rhetorics in what case the goals are set too low, and on the other hand limitless expectations in what case some CBA-analysis should be used also.
 +
 +**Q4: How can information technology help in achieving sustainability?​**
 +
 +Very large-scale question that gives the student a possibility to show one’s true expertise. The ques-tion doesn’t require any useless trivia, but at best can point out what the student actually knows.