Role of local governments in promoting cleaner production

Cleaner Production and eco-efficiencyAssessment Item 2 (3700 words) –
Select a topic from the list below and undertake a literature review on the topic to write a research paper. Literature cited should include most recently published papers from journals as well as recent reports published by recognised institutions/organisations. If you prefer to write the paper on a topic not included in the list below, you are required obtain approval from the course convenor prior to commencing the work on the paper.

· Evolution of cleaner production
· Benefits and barriers of implementing cleaner production
· Cleaner production as a strategy to enhance industrial competitiveness
· Cleaner production assessment, implementation and continuation
· Cleaner production assessment in primary industries (select one industry)
· Cleaner production assessment in major manufacturing industries (select one industry)
· Cleaner production assessment in major service sectors (select one service sector)
· Life cycle assessment
· Environmental management accounting
· Design for environment
· Industrial ecology
· Eco-labeling
· Green purchasing and supply chain management
· Public environmental reporting
· Government policies and strategies for promoting cleaner production
· International cleaner production strategies
· Financing cleaner production
· Role of local governments in promoting cleaner production
· Cleaner production case studies
· Sustainable production and consumption
· Green economy

The format of the paper is flexible. However, it should comply with the normal requirements of a paper published in a journal. The rationale behind this assessment item is to assess the student’s ability to research on a given topic in cleaner production and eco-efficiency, ability to cite latest literature and reports on latest developments in this area and to assess the ability to write a research paper to the standards normally required of a journal. Students are strongly encouraged to get familiar with such requirements by referring to paper published in an international scientific journal.

Cleaner Production and Eco-efficiency: Marking Rubric
Needs Improvement
Very Good
Information Seeking/Selecting and Evaluating
10 Marks Student gathered information that lacked relevance, quality, depth and balance.
20 Marks Student gathered information from a limited range of sources and displayed minimal effort in selecting quality resources
20 Marks Student gathered information from a variety of relevant sources–print and electronic but limited critical readings relating to the thesis or topic.
30 Marks Student gathered information from a variety of quality electronic and print sources, including appropriate licensed databases. Sources are relevant, balanced and include critical readings relating to the thesis or topic.
Analysis and Synthesis
10 Marks Student conclusions simply involved restating information. Conclusions were not supported by evidence. Student work is not logically or effectively structured.
10 Marks Student conclusions could be supported by stronger evidence. Level of analysis could have been deeper. Student could have put greater effort into organizing the product
20 marks Student product shows good effort was made in analysing the evidence collected Student is/are able to organize the product and made a few good connections among ideas
30 Marks Student carefully analysed the information collected and drew appropriate and inventive conclusions supported by evidence. Student developed appropriate structure for communicating product, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions.
0 Marks Student clearly plagiarized materials.
10 Marks Student need to use greater care in documenting sources. Documentation was poorly constructed or absent.
20 Marks Student documented sources with some care, Sources are cited. Few errors noted.
20 Marks Student documented all sources. Sources are properly cited. Documentation is error-free.
10 Marks Student showed little evidence of thoughtful research. Product does not effectively communicate research findings.
10 Marks Student need to work on communicating more effectively
20 Marks Student effectively communicated the results of research to the audience.
20 Marks Student effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated thorough, effective research techniques. Product displays creativity and originality.
30 Marks
50 Marks
80 marks
100 Marks
A large proportion of the mumps cases in Iowa were among vaccinated persons. Why wasn’t it concluded that the vaccine was not working?

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