Browsing All Posts filed under »CfS_Agenda«

Beginning a dialogue to generate a vision

August 6, 2007


The “every graduate” approach means that sustainable practice is recognised as a core capability which must be developed within the context of each discipline. A premise of the CfS Agenda is that we work with disciplines to articulate appropriate responses, coming at problems from both incremental and transformative directions. The first four items on the […]

Sustainability 101 in a nutshell?

July 29, 2007


The earth is a spaceship with limited resources governed by an intricate and fragile web of natural and human systems whereby actions should be backed by critical thinking and participatory decision making to avoid unintended consequences sometimes temporally and spatially removed from the origin.   Jim Trauth (ThoughtLaggard) blogged this today: I collected up some […]

Challenge: think outside the (pencil) box

July 26, 2007


I grew up in the UK in the 70s. David Sproxton’s Morph on Take Hart was my all time favourite (though only in summer, Mum’s aversion to having a television in the house only dissipated during Wimbledon, but I digress). So I’ve watched this about 17 times today. What a great way to promote Friends […]

10 kinds of people: Sustainable practitioners and the guzzlers

July 26, 2007


The world is made up of 10 kinds of people: those who are sustainable practitioners and those who aren’t (OK, old computing joke). Suggesting that there are only two groups is clearly far too simplistic, but we need to know where people are so that we can work with them for the better. The fourth […]

Agenda encourages and empowers computing education for sustainability

July 16, 2007


Following up on the NACCQ policy statement on computing education for sustainability, here is the agenda for achieving this vision. We hope that it is empowering and engaging. It is deliberately both top down and bottom up. It is deliberately both incremental and transformative. It is deliberately aimed at the champions and the “ordinary lecturer”. […]