Nvironmental Apocalypseor Ecologism: the Beginning of a New Era”.

IDS 201-601
Assignment II:

Please write a paper with the following topic: Environmental Apocalypseor Ecologism: the Beginning of a New Era”.

a?Ecologisma?: a new worldview that centers on sustainable development in a society that recognizes the importance of an intact ecosystem for the survival of our civilization.

Keep in mind that the title constitutes a question and offers two possible answers. Please think about the title, the question and the possible answers. Deal with both possible answers! See what you would expect to read in a paper with this title. Then write the paper. You have the freedom to come up with whatever you think is relevant for this topic. I expect the papers to be very different from each other. I do not care as much about right answers as about you developing your own ideas and thoughts.

The question obviously relates to the a?Lifecycles of Civilizationsa? we dealt with at the beginning of the semester. The question is if our civilization (USA or global, up to you) is facing an environmental apocalypse? In which stage of the lifecycle in relation to environmental issues do you see us? If you see us in stage 3 or 4, do you see a new worldview/paradigm developing which will enable us to start a new lifecycle? (remember the graph) How so? Does this new world view a?Ecologisma? enable us to avoid the apocalypse? Do you see signs for that worldview developing, if yes is it maybe developing too slow, too little, too late? Is there maybe not any apocalypse coming up at all?

I expect you to
a. do quality research and proper citations (check the a?citation linka?). However, I do not care which citation style you choose! Wikipedia is NOT a valid academic source to cite!
b. analyze and critically evaluate your research outcome
c. develop your own thoughts
d. write a structured paper.

Please check my a?Advice on Writing Papersa? link.

Please use Microsoft Word. I cannot read it in other software.

Length: 3 pages, Times New Roman 10 font, line spacing 1.5

I can only accept papers which

a. have a title, course number, studentas name and are paginated
b. are in Microsoft Word
c. are submitted to the assignment tool in Moodle
d. are submitted before the deadline
e. please do not waste paper on a cover sheet

1. Please read the assignment carefully. Spend a good amount of time on thinking and understandings every detail of the assignment. What is it I am asking you to do? What is the purpose of the assignment? (Donat give me a summary when I ask you for an application; donat explain basic concepts when I ask you to supplement) Please check BLOOMS TAXONOMY OF THINKING (see below) and VERBS REPRESENTING COGNITIVE TASKS IN BLOOMS TAXONOMY (see below) for better understanding and classification of my questions.
2. Do what I am asking you to do. The most common mistake students make is to pick a few keywords from the assignment and then write a paper that is only slightly related to what I want them to do. Apply appropriate discipline. You must retain a disciplined focus on the assigned work, and not allow yourself to be carried away with issues that especially interest you. It is easy to get lost in project details, descriptions of organizations etc. A paper that is excellent but doesnat exactly meet my assignment will not earn a good grade. Again, think about what the assignment exactly is about and then apply discipline.
3. Give your paper an appropriate structure. 1. An introduction (here you announce what your plan is for the paper). 2. The body of the paper. (here you do most of the work). 3. The conclusion (does it relate to the intro? Or did you wander off?) Produce an outline before you start writing.
4. The required length of a paper: Whatever you write that I didnat ask you to do doesnat count. On the contrary: If I have to read a lot of stuff I didnat ask for I take off points. Papers that are much longer than required usually miss the point.
5. Very carefully apply the Universal Intellectual Standards (see below) throughout your whole paper.
6. If I ask you to give me a summary of concepts or readings, please do so. But I never ask you for that. So please never give me a summary. I usually ask you for an application, analysis, or reasoned judgment. That means that you understand and comprehend all the necessary concepts and then work with them. I always want a critical reflection on the issue. What I am really looking for in my assignments is your own thinking. Of course you can only reflect critically on subject matters you have a thorough understanding of.
7. I am asking you to go through a thinking process in my assignments. That means the outcome/conclusion should be open. In other worlds, donat start your paper with an opinion and then defend it. Rather ask a question and be open do find an answer that might contradict your opinion.
8. When you are done writing the paper, let it sit for a while (a day or longer). Then go back to it and double check if your paper is doing what I asked you to do. Use the assignment as a check list. Use the Universal Intellectual Standards as another check list.
9. Leave time to improve your paper.

I can only accept papers which

a. have a title, course number, studentas name and are paginated
b. are in Microsoft Word
c. are submitted to the assignment tool in Vista
d. are submitted before the deadline
e. please do not waste paper on a cover sheet

1. CLARITY: Could you elaborate further on that point? Could you express that point in another way? Could you give me an illustration? Could you give me an example?
Clarity is the gateway standard. If a statement is unclear, we cannot determine whether it is accurate or relevant. In fact, we cannot tell anything about it because we dont yet know what it is saying. For example, the question, What can be done about the education system in America?is unclear. In order to address the question adequately, we would need to have a clearer understanding of what the person asking the question is considering the Problemto be. A clearer question might be What can educators do to ensure that students learn the skills and abilities which help them function successfully on the job and in their daily decision-making?
2. ACCURACY: Is that really true? How could we check that? How could we find out if that is true?
A statement can be clear but not accurate, as in Most dogs are over 300 pounds in weight.
3. PRECISION: Could you give more details? Could you be more specific?
A statement can be both clear and accurate, but not precise, as in “Jack is overweight.(We dont know how overweight Jack is, one pound or 500 pounds.)
4. RELEVANCE: How is that connected to the question? How does that bear on the issue?
A statement can be clear, accurate, and precise, but not relevant to the question at issue. For example, students often think that the amount of effort they put into a course should be used in raising their grade in a course. Often, however, the Effortdoes not measure the quality of student learning, and when this is so, effort is irrelevant to their appropriate grade.
5. DEPTH: How does your answer address the complexities in the question? How are you taking into account the problems in the question? Is that dealing with the most significant factors?
A statement can be clear, accurate, precise, and relevant, but superficial (that is, lack depth). For example, the statement “Just say Nowhich is often used to discourage children and teens fro using drugs, is clear, accurate, precise, and relevant. Nevertheless, it lacks depth because it treats an extremely complex issue, the pervasive problem of drug use among young people, superficially. It fails to deal with the complexities of the issue.
6. BREADTH: Do we need to consider another point of view? Is there another way to look at this question? What would this look like from a conservative standpoint? What would this look like from the point of view of…?