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courses:ct60a7000:spring2016:green:indicators:juliushytti [2016/04/17 19:22]
e0374153 [Green IT3: Sustainability Indicators]
courses:ct60a7000:spring2016:green:indicators:juliushytti [2016/04/28 20:58] (current)
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 == 
-{{:​courses:​ct60a7000:​spring2016:​green:​indicators:​sustainability_indicators_pt1.pdf|}}+Chapters ​1, 2 and 3. 
 +{{:​courses:​ct60a7000:​spring2016:​green:​indicators:​sustainability_indicators_part1.pdf|}} 
 +---- 
 +== 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.