1.  You need to identify exactly what a successful sustainability literate graduate will be able to do as a result of your course.  Graduates are likely to have developed : Professional specialist elements (eg accountancy, business, plumbing) Professional but transferable elements (eg book- keeping, management) Personal elements (eg interpersonal skills, critical evaluation, reflective learning). 2.20

2.  The best possible characteristics for a person who is “sustainability literate”, would be demonstrated through:  Recognising the need to become more sustainable in their behaviour  A person who recognises the need for sustainable approaches will be able to articulate the need to support this behaviour, draw examples from their own lives and will be able to transfer this knowledge to various situations and environments.  Having sufficient skills and knowledge to be able to decide and act in a sustainable way  A person with these skills will be equipped with a number of tools and strategies that enable them to make informed decisions that are likely to contribute to a more sustainable society.  Encouraging and rewarding sustainable behaviour in others Recognition of sustainable behaviour and rewarding and reinforcing this approach 2.21

3. 2.22

4. The learner’s worldRelevance 1. Mapping the learner’s environment These are the key relationships of the learner, with the most important relationships in the middle of the spheres and reducing as they work outwards. 2. Matrix to identify essential aspects of the learning environment The 3 elements which identify the competencies required for a particular career 2.23

5. Other influences could include:  Money  Financiers  Creditors  Customers  Insurance  Electricity  GST  Taxes  Computers  IT Resources  Paper  Buildings  Others? 2.24

6. Other influences could include:  Money  Suppliers  Creditors  Customers  Insurance  Electricity  GST  Taxes  Natural resources  Computers  Training  Paper  Professional associations  Buildings  Landscapes  Community  Manufacturers  Others? 2.25

7. Other influences could include:  Research  Suppliers  Creditors  Customers  Insurance  Energy consumption  GST  Natural resources  Computers  Paper/ water  Professional associations  Buildings  Bridges  Community  Contractors  Others? 2.26

8. Other influences could include:  Food  Suppliers  Creditors  Food safety  Insurance  Energy consumption  GST  Natural resources  Computers  Paper/ water  Professional associations  Disposables  Biodiversity  Community  Contractors  Others? 2.27

9. Other influences could include:  Plants  Suppliers  Creditors  Urban design  Insurance  Water use  GST  Natural resources  Computers  Paper  Professional associations  Land  Biodiversity  Community  Contractors  Wildlife  Oceans  Others? 2.28

10. Other influences could include:  Plants  Suppliers  Radioactive material  Dangerous goods  Insurance  Water use  GST  Natural resources  Computers  Paper  Professional associations  Land  Biodiversity  Community  Contractors  Wildlife  Oceans  Others? 2.29

11. Other influences could include:  Staff  Suppliers  Tax benefits  Government  Insurance  Caring  GST  Donations  Computers  Paper  Professional associations  Philanthropy  Grants  Community  Contractors  Disabled  Children  Others? 2.30

12. Other influences could include:  Money  Suppliers  Tax benefits  Government  Insurance  Creativity  GST  Sponsors  Computers  Paper  Professional associations  IT Software  Grants  Community  Contractors  Canvases  Art groups  Others? 2.31

13. Other influences could include:  Staff  Suppliers  Tax benefits  Government  Insurance  Caring  Ethics  GST  Donations  Computers  Paper  Professional associations  Philanthropy  Grants  Community  Contractors  Disabled  Children  Others? 2.32

14.  Countless possible ways to operate more sustainably  There is no ‘silver bullet’ – everyone has to figure out their own path  Can be either a series of incremental steps, with a goal of continuous improvement, or can be a ‘quantum leap’, where entire processes and products are completely re-evaluated and may change radically  Do we have time for incremental improvements?  eg current global agreements for carbon emissions for modest reductions are hard to reach, impossible to enforce, and virtually without effect; and even if they were successful, they would have a negligible impact on the critical trend 2.35

15.  http://www.ecorecycle.vic.gov.au/www/default.asp?casid=2799 – Ecorecycle Victoria site with information on reducing waste in the office http://www.ecorecycle.vic.gov.au/www/default.asp?casid=2799  http://www.epa.nsw.gov.au/cleaner_production/selfhelptool.pdf - Profits from Cleaner Production: A Self-Help Tool for Small to Medium-Sized Businesses (NSW Dept State & Regional Development and the former NSW EPA) http://www.epa.nsw.gov.au/cleaner_production/selfhelptool.pdf  http://www.greenhouse.gov.au/community_household.html - an AGO site with information on greenhouse gas issues, eg energy efficiency and tips for reducing emissions http://www.greenhouse.gov.au/community_household.html  http://www.energy.unsw.edu.au/unswitch/experts.html - dispels some of the myths about turning off your computer monitor http://www.energy.unsw.edu.au/unswitch/experts.html  Russell (2003) – lists numerous additional websites 2.36