Transcript Environmental Management Systems
ףרסא יבצ ןב תירוא םיעדמה תארוהל הקלחמה בגנב ןוירוג ןב תטיסרבינוא
Sustainable Development This discussion is framed under the term Sustainable Development, which can be defined several ways.
Meeting the needs of the present without compromising the ability of future generations to meet their own needs The simultaneous pursuit of a triple bottom line: Economic prosperity Environmental quality Social equity A better quality of life for everyone now and for generations to come
Sustainable Development Companies evolve in how they manage environmental and related issues.
Sustainable Development Risk Management Environmental Compliance “End-of-pipe” Limit impact of current activities Pollution prevention; Management systems Redesign to eliminate impacts of activities Strategic integration Change activities and design of industrial system
The problem solving skills of science and engineering graduates should be based on:
(a) Environmental Issues (Acid rain; Air pollution; Biodiversity; Climate change; Deforestation; Depletion of natural resources; Desertification; Ecosystems; Global warming; Ozone depletion; Photochemical smog; Solid waste; Water pollution). (b) Environmental Legislation, Policy and Standards (EU EMAS; IPCC; ISO 14001; Kyoto Protocol; Montreal Protocol on CFCs; Rio Declaration).
Azapagic A, Perdan S, Shallcross D (2005) How much do engineering students know about sustainable development? The findings of an international survey and possible implications for the engineering curriculum. Eur J Eng Educ 30:1–19
(c) Environmental Tools, Technologies and Approaches (Clean technology; Design for the environment; Fuel cells; Industrial ecology; Life cycle assessment; Product stewardship; Renewable energy technologies; Responsible care; Tradable permits).
(d) Sustainable Development (Definition and approaches to sustainable development; Precautionary principle; Population growth; Inter- and intra-generational equity; Stakeholders’ participation; Connection between poverty, population, consumption; and the degradation of the environment; Earth’s carrying capacity; Social responsibility).
How do Science education university students, perceive the Industrial world - Environment relationships?
60 BSc graduated
60 third year Biology university students
60 third year Engineering university students Ben-Zvi Assaraf, O. & Damri. S. (2009). The State of industrial environmental literacy among Science Graduate Students. Journal of Science Education and Technology. 18 (5), 367-380.
The Repertory Grid technique
Originally developed by George Kelly in 1955.
Used for eliciting and analyzing knowledge.
The technique combines two processes of creating cognitive personal constructs.
Kelly’s Personal Construct Theory (PCT) (Kelly 1955) describes how concepts are acquired and organized within a learner’s cognitive structures.
Repertory Grid Test—used to identify and elicit individual constructs and analyze relationships between them
First stage:
Analyzing the elements elicited by the students in a association diagram.
Safety procedure Toxic substances Asthma Success, Production Industry Risks Truck Cancer Life quality Container Research laboratories Noise Smoke Waste Work, employment Diseases
The elements were classified according to their relation to a unifying concept such as:
Technological components Truck Human components Container Car Chief executive Employees Economic workers Labor Schedule Working hours Manufacturing line Profits Money, Sales Pollution Noise Smoke Water contamination
Student perceptions of the Industry The distribution (percentage) of students ’ elements
16.0
Human components
14.0
Technological components Pollution Labor
12.0
Economic
10.0
Substances
8.0
Environmental treatment
6.0
4.0
2.0
0.0
Q K J I
Group Subjects
G D B
• The qualitative data analyses revealed that most of the students ignored the following groups of elements:
Safety
Research & development
Life quality-
Community feelings
Industrial processes
Diseases or effect of the pollution
Governmental organizations
Green organizations
Positive environmental management
Names of companies and locations
Media- Environment communication
Second stage:
Analyzing the constructs elicited from the students by comparing groups of three elements
Write your elements on 12 notes.
Put the notes in the envelope
Take out randomly three notes.
Now think which word of the three elements is exceptional, and different from the tow.
Now put the notes back in the envelope and take out another three note randomly.
Risks Truck Cancer
Constructs elicited from the students
Production– is different from: Industrial process and wastes At the end of the industrial process there are wastes , Life quality – is different from: Products and Environment Water sources are damaged due to chemical products manufacturing ,
Student perceptions of the Industry The distribution of students ’ constructs (percentage)
4.68
4.91
30.36
30.36
12.95
3.79
4.69
3.35
35 30 25 20 15 10 5 0
Partial distribution (percentage) of students ’ constructs Regarding Environmental pollution Air pollution Noise
35.00
30.00
25.00
20.00
15.00
10.00
5.00
0.00
od or G ar ba ge w ast es re so ur ce Ve s ge ta tio En vi n ro nm en t So il N oi se co nt am in at Ai io n r p ol W lu at tio er n p ol lu tio n
Partial distribution (percentage) of students ’ constructs Regarding Economic aspects Contributes to the economy Negative feeling Advertisement
Negative feeling Advertisement Contributes to the economy
Moneys
Moneys
livelihood
40 35 30 25 20 15 10 5 0 livelihood
Do environmental knowledge plays a part in university science graduates' thinking about industry ?
Our findings indicate that most of the graduates do not demonstrate an awareness of the relevance of environmental knowledge to questions connected to industry furthermore, they do not apply their scientific knowledge-base in contexts related explicitly to environmental aspects of the industrial process.
Purpose
How did the EMS study unit influence the students' ability to express their domain specific scientific terminology and environmental concepts while relating to industrial-environmental issues?
The development of industrial environmental literacy among Engineering Students
The Course: "Environmental Management Systems in the Industry “ Orit Ben-Zvi Assaraf
Ben-Gurion University of the Negev, Israel,
Nitzan Ayal
Environmental Management Systems Coordinator, the Standards Institution of Israel,
Ben-Zvi Assaraf, O. & Ayal, N. (2010). Harnessing the Environmental Professional Expertise of Engineering Students - The Course: "Environmental Management Systems in the Industry”. Journal of Science Education and Technology. 19, (6), 532-540.
EMS Definition
An EMS is a set of management processes and procedures that allows an organization to evaluate, control, and reduce the environmental impacts of its activities, products, and services and operate with greater efficiency and control.
Greater
efficiency
and
control
Environmental
compliance
Environmental
stewardship
Participants
The research was carried out in Israel during the 2007-2008 academic year.
It included 30 BSc graduates of the faculties of engineering, The participating students did not took any courses on sustainable development as part of their training and graduation.
Environmental chemistry
Environmental engineering
The Course: "Environmental Management Systems in the Industry" The main subject in this course:
Corporate sustainability
Developing environmental policy
Introduction to ISO 14001 - Environmental Management Systems (EMS)
Sustainability reports and GRI
Criteria and auditing EMS
Environmental legislation
Environmental communication
International environmental treaties (Kyoto, Barcelona, Montreal)
The students learning outcomes (submission works), as well as their final exam a) The government policy question:
In 2002 the Israeli government declared that its policy will be bared on the principles of sustainable development. Suggest three goals to three offices based on those principals
b) The sustainability agenda question:
As a new CEO in the Chemical global corporation you forced to deal with some unprecedented challenges and uncertainties due to the worldwide economic crisis. Offer a vision in order to create financial value at the same time as addressing environmental, social and governance issues in an integrated manner of sustainability agenda
c) The Deming Cycle question:
You are the organization's environmental consultant. At your request the plant engineer has analyze the production line using the Deming Cycle (PDCA). You need to evaluate the document. In relation to the Deming Cycle specify three principals and explain their importance
d) The Sustainability report question:
You have been promoted to be the CEO of the "Ways of Peace" bus company. The board directors have asked you to present the company's "Environmental Vision “ Using the ISO 14001 and the sustainable report principals . according to the GRI guidelines, explain which elements of ISO 14001 will be presented in the "Ways of Peace sustainability report".
Research tools
Word association
The Repertory-Grid technique
The Factory case-study
Students’ reports and final exam
Categories
Technological Environmental treatment Environmental management system Environmental policy Safety
Examples of elements
Waste treatment, activated sludge, filters in chimneys, biological treatment, filtration Environmental management system, ISO 14000 Environmental policy
P-value
0.0077 0.0012 0.0138
Type of Pollution
Safety procedures, events documentation, quality control, handling in hazardous substances, work accidents Air pollution, noise, wastes, water pollution, sewage, odor, soil contamination, radiation 0.0011 0.0520
Students’ perceptions, as shown in the word association, (Pre, N=468). (Post, N=388).
Despite of the significant increase in the elements belonging to the environmental categories, at the end of the learning process more than 60% refer to the following categories:
Technological Components
Human Components
Labor
Economic
Constructs elicited from the students
Safety Regulation Usage
"
Success
is different from
Chemical Substances
and
Pollution
since, chemical substances cause water pollution and therefore, a suitable water treatment should be performed".
Industrial Environmental Awareness
"
Management contamination
is different from
ground water
, and since in order to prevent ground water contamination the management policy must be changed"
Environmental Pollution
"
Research laboratories process
and
Production
are different from
Industrial
, because at the end of the industrial production process, air pollution may occur".
The analysis of 222 constructs created during Repertory grid technique and were referring to the aspects of industry-environment connection, showed that the number of constructs referring to the industrial ecological awareness has increased significantly
In the Pre test, only 9.1% of the total constructs has dealt with environmental safety, as compared with 15.3% after the learning was completed (p<0.01) 26.3% 46.8%
The question about a "factory” assignment
• •
The students were told about the establishment of a factory for manufacturing paint products that was suppose to be constructed in their town.
It is known that during the process of paint production the factory was using water-soluble substances The committee headed by you, will decide eventually whether to approve or decline the project.
The students were provided with a list of experts in the fields:
Environmental quality
Financial management
Ecology
Hydrology
Geology
Chemistry They had to ask each “expert” three questions in order to decide if they would recommend
Architect to build the factory.
Orientation
• Phenomenon/problem description
“How will the plant establishment affect the environment?“ “What is the effect on water quality?”
• Risks
”How will the substances affect the environment?” “In case the waste materials will be washed into the sewage, what will be the influence on the living creatures in the area?
”
• Treatment/Solution
“Is there a possibility to recycle the waste materials?” “Are there any neutralizing substances that can be added to reduce the pollution?
”
Dori and Herscovitz (1999)
Complexity
• Knowledge
“Is there a possibility to recycle the waste materials?” “Is it possible to prevent damage to the environment?”
• Application/Analysis
“Is the plant emits dangerous materials- Might enhance the Ozone hole and pollute the air?
the area?
” ” “Is it possible to prove that the paints components that will be produced will not affect the living creatures in
• Judgment/Evaluation
“Where the water leaches to and where the contamination reaches to?
” “ Are the soluble materials toxic to living creatures? - It is required that if damage has occur, to know what is it, and what are its short and long -term implications.
Analysis of questions raised by the students: Orientation
70 60 50 40 30 20 10 0 POST PRE Description Risks Solution
Complexity:
60 50 40 30 20 10 0 Knowledge POST PRE Analysis Evaluation
Taking personal position Could the pollution damage the houses in the area? It is important to take care of the poor people ” Pre 6.43% Post
12.35%
Research findings a) b) c) d) The students defined very well the ISO 14000 environmental management system as a model for Corporate Sustainability The students presented profound understanding of the process of creating and analyzing sustainability reports.
Assignments regarding to principles of sustainable development revealed that the students could not assimilate these principles beyond concrete yet industrial examples. The students rarely addressed social justice aspects of environmental issues.
תואדוו רסוח לש ןדיעב תומייק
סרוקה הנבמ
הבישח : תיגולוקא הבישח : 2 סרוק ךנחמה דיקפת לע תיפולח ?
תומייקל ךנחל ןתינ דציכ הלועפ רקחמ תשיג ) םיתווצב ( תישיא תוסנתה יוניש תלבוהב דיקפת לע תונבותו היצקלפר ךנחמה הביבסה תנגהל דרשמה קורי סופמק תואדוו רסוח לש ןדיעב תומייק : 1 סרוק תכרעמה לדומ תדמוצמה םוקמל רשק תלבוהל תויגטרטסא יוניש : גשומה תנבה – תומייק , תוימוחת בר , תואדוו יא , תובכרומ רשק , םיסרטניא ידוגנ , תומימע הביבס םדא יליעפ םידדומתמ דציכ תובכרומ םע הרבח – הביבס ?
וז חלמה םי ןגא : אמגוד תומזוי : םיתווצב םירקחמ תויתביבס תליחת – םירטסופ סנכ ' ב רטסמיס
Plan Do Check Act
Continual Improvement Management Review Checking & Corrective Action Environmental Policy Planning Implementation & Control
Planning
Identify Activities, Products and Services Identify Environmental Aspects and Impacts Determine Priority Environmental Aspects Determine Legal and Other Requirements Establish Objectives and Targets Develop Environmental Management Program