Sustainability Policy of the Chambers Institute

Sustainability Policy of the Chambers Institute The objective of this Policy is to outline the Institutes commitment to incorporate sustainability principles into its major functional areas i.e. teaching, research, operations and community engagement. A sustainable thriving environment on premises and in local communities. To support students, staff, stakeholders, administration to use resources more sustainably and to take practical action on climate change. This Policy applies to all staff members, students and members engaged in institutions activities or activities closely related to the institution and provides a common framework for sustainable practices and activities at Chambers Institute and all major function areas for which this policy is intended for. Chambers Institute aims to: minimize the effect of its operations and move towards reestablishing ecological balance add to human wellbeing and prosperity advance social equity, value and assorted qualities Sustainability also known as sustainable development, is defines as development that meets the needs of the present without compromising the ability of future generations to meet their own needs. It contains within it two key concepts: the concept of needs, in particular the essential needs of the worlds poor, to which overriding priority should be given; and the idea of limitations imposed by the state of technology and social organization on the environments ability to meet present and future needs. (UN Documents, 1987). The Institutes Sustainability Policy is based upon the principles outlined as follows: Participation Communication The Institution involves students, staff and community in decision making process related to sustainability. All sorts of thoughts and expressions are welcome and will be taken under consideration. Integration Long-term economic, social and environmental considerations are integrated into the Institutes strategic decision-making processes to improve Sustainability outcomes. Shared Responsibility All members of the Institution i.e. students, staff and people related to institution shares responsibility for the Instructions Sustainability performance. Global Perspective Chambers Institute makes sure that its activities have an influence beyond the boundaries due to its close ties to the local global communities. Precautionary Principle Lack of understating will not be used to justify postponement of any precautionary measure to prevent any risk of irreversible environmental and social damage. Continuous Improvement The Institutions makes consistent change in Sustainability execution regarding ecological integrity, financial viability, social value and diversity. Leading for Improvement Drive-in, endorse and advance sustainability into learning, teaching, operation and community engagement techniques and exercises. Managing Intrinsic Impacts Reduce consumption of energy, water and consumables, reduce waste to landfill and improve our recycling system, record energy usage and keep track of annual estimate of carbon emissions, recycling of paper, cardboard and printer cartridges, promoting use of tele and video conferencing as a preference to travel and incorporate sustainability measures into relevant business decisions. Managing Operational Impacts Improve energy efficiency and reduce overall energy use, increase use of sustainable transport to and from institution, improve water efficiency in day to day operation and reduce overall water usage, improve environmental and health outcomes. The Vice-Chancellor is responsible for the effective implementation and coordination of this policy with the help of the Administration and other coordinating committee. Vice-Chancellor will direct initiatives to Develop and effectively implement a sustainability strategy. Ensure that the policy and strategy complies with all local national laws and regulations. Make consistent improvement in execution to maximize social good and ecological integrity while minimizing any adverse impact. Promote and embed principles of sustainability into academic programs, teaching practice. Monitor and evaluate performance on regular basis to keep a check on how well we are doing and if there is any scope of improvement. Make sure all members including students, staff, independent contractors and people related to the intuition complies with the policy outlined. National Greenhouse and Energy Reporting Act 2007 An Act to provide for the reporting and dissemination of information related to greenhouse gas emissions, greenhouse gas projects, energy production and energy consumption, and for other purposes. (Australian Government, 2007) Environment Protection and Biodiversity Conservation Act 1999 (EPBC Act) The Environment Protection and Biodiversity Conservation Act 1999 (the EPBC Act) is the Australian Governments central piece of environmental legislation. It provides a legal framework to protect and manage nationally and internationally important flora, fauna, ecological communities and heritage places defined in the EPBC Act as matters of national environmental significance. (Australian Government, 1999) Sustainability Victoria Act 2005 Sustainability Victoria is a Victorian government statutory authority delivering programs on integrated waste management and resource efficiency. Established under the Sustainability Victoria Act 2005, SVs board is appointed by the Minister for Energy, Environment and Climate Change. (www.legislation.vic.gov.au, 2005) National Construction Code The NCC is an initiative of the Council of Australian Governments developed to incorporate all on-site building and plumbing requirements into a single code. The NCC sets the minimum requirements for the design, construction and performance of buildings throughout Australia. (Australian Building Codes Board, n.d.) References   Australian Building Codes Board. (n.d.). NCC Suite. Retrieved from Australian Building Codes Board: http://www.abcb.gov.au/Resources/NCC Australian Government. (1999). Environment Protection and Biodiversity Conservation Act 1999. Retrieved from Federal Register of Legislation: https://www.legislation.gov.au/Series/C2004A00485 Australian Government. (2007). National Greenhouse and Energy Reporting Act 2007. Retrieved from Fedral Register of Legislation: https://www.legislation.gov.au/Details/C2007A00175 UN Documents. (1987). Our Common Future, Chapter 2: Towards Sustainable Development. Retrieved from http://www.un-documents.net: http://www.un-documents.net/our-common-future.pdf www.legislation.vic.gov.au. (2005). Sustainability Victoria Act 2005 . Retrieved from Victorian Legislation and Parliamentary Documents: http://www.legislation.vic.gov.au/Domino/Web_Notes/LDMS/LTObject_Store/LTObjSt4.nsf/DDE300B846EED9C7CA257616000A3571/E5BE74E39849EB1CCA25776100328F4F/$FILE/05-65a003.pdf

Chacter Sketch Miss Brill Essay

Katherine Mansfield illustrates in the story the protagonist Miss Brill as a middle aged women with no family that believes she has a social life, which consists of watching other people interact with each other. Mansfield parallels Miss Brill with the fur she keeps wrapped up in a box until Sunday. She demonstrates a dynamic character that receives a reality check from the â€Å"real† world where she belongs rather than in a chimerical world she made up. Mansfield creates a colorful character who symbolizes her old, worn fur and lacks the reality of the outside world. Mansfield’s parallelism between Miss Brill and her fur shows the reader that Miss Brill stays in a box in a dark closet until Sunday when she â€Å"acts† in the play of the outside world. Mansfield describes the fur’s eyes asking â€Å"what has happened to me?† as Miss Brill had to â€Å"rub some life back into its dim little eyes † after it sat in the box for some period of time. Just like the fur Miss Brill stays bottled up in box in her apartment until Sunday when she goes to watch the band play. Both the fur and Miss Brill have aged and do not leave their perimeter until Miss Brill’s cue to enter the stage of the world. The outside world helps to sculpt Miss Brill into a dynamic charter. The realization of the outside world and her view change on the world around her allows her to wed the name of a dynamic character. Miss Brill forms a world of her own that she lives through. She sees all of the people she observes as â€Å"just coming from dark, little rooms or even- even cupboards. † In reality Miss Brill is the one that hides in the cupboard from the outside world until Sunday when she liberates herself from the dark room. She lives her social life through the lives of the people around her. She believes she interacts with the outside world and that she had a vital role in the play that the world undergoes. Miss Brill soon learns that her presence does not have a great impact on her peers as their presence does on her. During the performance of the band Miss Brill pays more attention to the conversations of the people she sits next to then the performance. As she ease dropped on a young couple she over heard them mocking her. Miss Brill realizes that she does not have the same importance to them as they do to her. Her chimerical world bursts as she becomes exposed to the real world and the realization of  her importance. The comprehension of the real world has a severe importance to Miss Brill. If Miss Brill did not come to a realization of the outside world she would follow the footsteps of Willy Loman from A Death of a Salesman. Willy Loman lacked realization of the real world just as Miss Brill did. His delusional behavior and lack of connection with the real world lead to his suicide. If Miss Brill did not understand her mirage of the world she might have landed in the grave just as Willy Loman had. The protagonist Miss Brill faces the antagonist of reality. She comprehends that she has lived in a fantasy world that revolved around her having the same impact on everyone as they do on her. If she did not come to an understanding she would have followed in the footsteps of the delusional Willy Loman who committed suicide. Mansfield parallels Miss Brill and her fur because both have aged and do not leave their boxes until Sunday. The story informs the reader that sometimes elderly and lonely people live in made up world and when welcomed back into reality have a hard time cooping with it.

Truancy Among Students

As growing age, truancy is not a new phenomenon in Malaysia. According to dictionary, truancy means act or condition of being absent without permission. It also means any intentional unauthorized absence from compulsory schooling. (Pearson Education Limited). Truancy happens because students have no interest in studies. A very strict teacher also affected the interest of student. Apart from that the subject taught was too boring or difficult but they have to take the subject for examination.In addition, most of student thinks truancy is best way to run away from any problems life. This leads to immoral activities such as vandalism, burglary, substance abuse and gang activity. Thus, to avoid the truancy become more critical issue among Malaysian school students the Ministry of Education have to take action by solving this problem. How do they solve it? There are suggestions to reduce truancy are the ministry have to enhance skill of teaching, counselling service and organize lectures and campaign.Teacher needs to improve their skill of teaching so that the students will enjoy every moment in the class as problem of truancy can be prevent. In other hands, teacher should make class more interesting. In the class teacher is not only use the text book as material but also make a video or fun activities because our brain easily get bored and tired of monotone learning. Therefore when students learn something with enjoyable it will immediately store in long term memory and students were able to understand.Teacher should give students chance to voice out their opinion in the class. So that teacher is not talking much alone when there are two-way communication between students and teacher. This make a process of learning were help students succeed in school as truancy will be decreased. In the nutshell truancy become a top issue among Malaysian students in order produce a great future generation. According to a survey conducted by ministry, 58. 5 per cent of truancy cas es last year involved student in rural areas as compared with 41. 45 per cent in cities. This affected the increasing rates of discipline problems in schools. However, there are strategies to reduce truancy whereas the ministry take part overcome this problem by enhance skill of teaching, counselling service and organize lectures and campaign. Reference: 1) Kgsilou. blogspot. com/2012/03/truancy-among-school-children-rampant. html 2) Pearson Education Limited

The Environmental Change and the Collapse of Easter Island

The environmental change and the collapse of Easter Island Ruud Coumans In this paper, we will search for an explanation of the mystical collapse of society on Easter Island, during the 18th century. We’ll use the second chapter for the book â€Å"Collapse. How Society Choose to Fail or Succeed† by Jared Diamond. First we will summarize some of the evidence supporting the explanatory framework of the author to give an outline of the situation. Then we will state the research question. After that we will talk about the underlying process where we will discuss the actions of the assumptions of the actors goals, the theory of the action implied and the initial conditions. We will finish with a conclusion. In his first chapter proposed the†¦show more content†¦With climate change he does not mean global warming, but the fact that climate may vary between months or years. The problem is that in the time of the Easter Island most people only lived long enough to witness one climate, and not for example a time of plenty and a time of little rain. The inhabitants of the island therefore had no firsthand memory of a previous period of little or plenty rain. Therefore, every time they had to come up with a new strategy because they did not know an old strategy. Another problem with good and bad decades is that after a good period there is too much population to be supported, and after a bad time there are not enough people to deal with a climate change. There is not much known about the climate changes at Easter Island. But, we do know that the population changed a few times because of kidnapping and different epidemics. This means that although there may have not been a lot of clim ate change, there was a constant change in the number of people living on the island who may have not known how to deal with different circumstances. The third and fourth factor Diamond mentions are hostile neighbors and trade partners. But, because Easter Island was an island almost completely isolated from the rest of the world , these factors cannot have played an important role in the collapse of the island. Although in the book is mentioned that the Easter Islanders sometimes had visitors, these visits were notShow MoreRelatedEaster Island : A Case Study1483 Words   |  6 PagesName of Case Study: â€Å"Easter Island: A Case Study in Non-sustainability† (Foot p.11) Key environmental points: Easter Island is a remotely located island in the South Pacific. The island was first populated in circa A. D. 400 by a group of travelers from Polynesia. The island, shaped like a triangle, was positioned 2,000 km from the nearest inhabited land, and 3,200 km from the closest continental land mass (Foot p. 11). 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