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FIRST DOCUMENT. Greening Through IT: Information Technology for Environmental Sustainability Author: Bill Tomlinson (2010) This book utilizes Green IT and sustainable computing in seeking to bring together environmental issues and IT and further explores the manner in which these two areas connect to each other. It addresses the opportunities that exist for IT to solve global problems related to ecosystem. The rapid growth and digitalization of the world suggest that IT has crucial role to play in tackling global environmental, social and economic problems to enhance sustainable development. SECOND DOCUMENTARY: Greening the Ghetto Film by: Majora Carter (2006) Majora Carter is an social and environmental advocate who seeks to make ghettos, poor communities and slums more sustainable. It is evident that there is environmental injustice across the world. Most minority neighborhoods suffer most from flawed urban policy. Most of the power plants, land fields, environmental polluting facilities are located in poor communities. For planning perspective, economic perspective begets social as well as environmental perspectives. The need to make both urban and rural communities development sustainable. To create affordable housing and environmental justice. THIRD DOCUMENTARY: Greening the Desert II : Greening the Middle East (2009) Permaculture research institute. This video puts sustainable development into practical test by turning deserts in Jordan into agricultural land. So amazing how these people are able to make this and make me feel there is nothing impossible in life and one is determined and focused.

I found the above mentioned article and the two videos very touching and relevant to this course. All three articles educate us how we can achieve sustainability and save the world through information technology. How amazing and ambitious to want to make the dessert in the middle east ( specifically Jordan) green. The marriage between IT and sustainability is gaining grounds and making significant impact in making the world a safe haven for current generation as well as saving it for future generations.


INDIVIDUAL ASSIGNMENT AFTER SEMINAR 2: Search for a visionary person that has affected or affects your perspective to sustainable development. Describe this person, his/her work and how it relates to sustainable development.

The visionary person I found that most inspires me is Bill Drayton. I aspire as my future career to be a social entrepreneur in order to help solve the global social problems and challenges. As we learnt from this course, just 1 percent of the world's population owns 99 percent of the resources. A recent report by Oxfam last year revealed that, 62 of the world's billionaires owns as much wealth as half of the poorer world population. It will take great visionary and social entrepreneurs to solve the social disparity and inequality. Not only is Bill Drayton a visionary and a great example of a social entrepreneur, he practically contributed in defining and promoting social entrepreneurship. He is the founder and currently the chairperson of Ashoka: “Innovators for the Public”, an organization whose core mandate is dedicated to finding and helping social entrepreneurs around the world in order to help solve the world's problems and making it a safe haven for current and future generations. Drayton spreads out his social entrepreneurship expertise in other organizations as well, working as a chairman at Community Greens, Youth Venture, and Get America Working! in addition to his duties at Ashoka. By the year 2010, Ashoka Foundation has sponsored 2,145 fellows in 73 countries, some of which have gone on to develop leading social businesses that have made a huge impact on communities around the world. Social entrepreneurship is the way forward in solving most of the 17 UN sustainable development goals.


The main concepts covered in the edx models were - Epistemology, Philosophical thinking, Cogency, Premises, Conclusions, Inferring, Sound arguments, Unsound arguments, Valid arguments, Invalid arguments, Foundationalism, Cohenrentism, Externalism, Reliabilism, Internalism, Pragmatism, Skepticism, Infallibilism, Fallibilism and Justified True Belief of Knowledge.

Module two

Model two included topics such as: Fallacy of composition and division, Posteriori, dimensionalism, Priori Conditionals and Deductive fallacies, Personal identity and fission, Internationality, Behaviorism, Necessary and sufficient conditions, Cogito, Mind and body (dualism), Eliminativism, Epiphenomenalism, Functionalism, Materialism, Physicalism, Reductionism, Temporal and spatial parts.

Module three

model three main ideas- Deduction, Induction, Generalization, Analogies, Idealism, Realism, Instrumentalism, Ontology, Problem of Induction, Correlation and Approaches to causation.

Module four

Key concepts - Intersubjectivity, Error detection, Reproducibility, Reliability, Explanatory frameworks, Cognitive biases, Logical fallacies, Rationalism, Science and Pseudoscience.


SEMINAR THREE:PRE-DISCUSSION bk2 chp5-7 As we have read in the beginning, the concept of sustainability is as old as the hills. But until over a decade ago, the concept has gained grounds and awareness is growing from strength to strength. Although the awareness is growing and people as well as corporations rae gradually practicing sustainability, the pace is growing at a snail pace compared to the growing population rate as well as the rate at which more pollution and destruction is being done to the world. Must countries be left to set their own target and define their own sustainability concept. Since the Brundtland report, successive governments have made pledges and commitments but are npt able to accomplish. Whats is the price paid for failure to not accomplish a sustainability target? Where should the problem be tackled from, bottom-up or the reverse?

*(Individual assignment) HOW SUSTAINABILITY IS INCORPORATED IN EDUCATION IN SOME COUNTRIES: ‘Project Earthworms’– A 3- and 4-year old children study earthworms** I read bout a sustainability project where sustainability education is embedded in early childhood in Brazil. In an early childhood educational centre, a group of 3- and 4-year-old children decided to do a project on earthworms. How did everything happen? They were playing in the playground. Under the dry leaves of an orange tree, Felipe saw a small animal. He called his colleagues who were nearby: ‘Look, look!’ One of them said: ‘It is an earthworm’. They observed, turned the worm with a stick, put it on a dry leaf and put soil on top of it. Returning to the classroom, the comments about what happened under the orange tree became the main subject of the class. The teacher gave ‘wings to the imagination’, posing several questions, trying to understand what the children had observed, and what their comments were on the worm. Luisa spoke: ‘My father creates earthworms’. Trying to turn the information into a discussion for the group, the teacher asked: ‘Why does her father create earthworms?’ The answer soon came: ‘He sells earthworm manure’. ‘Do earthworms make manure?’ the teacher insisted. Why do they create manure? In conclusion, the teacher conducted a project on how earth earthworms make holes and tunnels in the soil and feed on leaves and also why earthworms hate sunlight. It was an interesting and educative way of teaching sustainability to kids for them to appreciate and see the value of this noble concept. This early childhood sustainability teaching and learning is the way forward if we really want to save the next generation. Source:


1. Can we afford as a nation or global world to have early childhood education without sustainability in this 21st century? This question is geared towards awakening the students reasoning and thinking faculty to argue the reason why it is essential for us to teach sustainability topics at early age.There is the need to start sustainability education in the early childhood curriculum so as to “catch them young”

2.Should sustainable development be defined globally or domestic? Which is the best way to tackle sustainability: bottom up or top-down approach. This topic came up during the first seminar and generated a heated and varying opinions. The question is to give students the opportunity to express their opinions on how sustainability issues be handled. They have the ability to challenge the current situation and suggest the way forward .

3.Is the restriction of consumption by both developing and developed countries the panacea to achieving sustainability? How feasible is it. This question is very relevant to the green IT course. There are those from a school of thought who argue that, the developed and affluent countries should reduce the consumption level and others who think that developing countries are treading a dangerous path to their quest to growth. The question will therefore allow students to bring forth their ideas whether growth is a necessarily evil or there is actually the need to cut down consumption. Can we actually achieve this? Where and how do we start?

4 Which of the 17 sustainability development goals do you take as your priority of achieving and why? what step will you take in achieving or solving this challenge. The question is essential and meant to allow students offer practical solutions on how to achieve the 17 millennium development goals.

5. How can history on sustainability help us achieve sustainable development in the future? the current studies on sustainability points to the direction that things done in the past has been unsustainable. How far do you agree with this argument? Can history tell something positive about sustainability in the past and how can we revive those practice instead of throwing away the past.