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What is ISO 14001?
● The International Standard Organization is a
certifying body that with the aid of licensing
agencies provides a recognition of standard
operation procedures in a particular area
● ISO 14001 concerns an environmental
management scheme and is open to institutions of
all sizes and types
● ISO guidelines exist, however there are no strict
requirements for developing the management
scheme
● This project will focus on an aspects analysis,
under section 4.3.1 in ISO 14001. 2
What is an aspects analysis?
“The organization shall establish and maintain (a)
procedure to identify the environmental aspects of
its activities, products or services that it can
control and over which it can be expected to have
an influence, in order to determine those which
have or can have significant impacts on the
environment. The organization shall ensure that
the aspects related to these significant impacts are
considered in setting its environmental objectives.
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Indicators Used in Green Gradecard:
● CURRICULUM A- Strong, growing, funded
● BUILDINGS C New buildings OK
● FOOD SERVICES
Bruff B- Mostly reusable dinnerware, some veggie
meals, low food waste, no donation, recycling
U.C. C+ Mostly disposables, improving, as Bruff
Academic Bldgs. B
Program needs more workers,
infrastructure Dormitories C
Need more institutional follow-up
Campus Grounds F
Need bins on grounds; bad accessibility
● PROCUREMENT
Compliance C- Little or no 6
awareness and
● MEDICAL WASTE C Good safety, regs.; poor info-
gathering
● CONSCIOUSNESS
Knowledge B Students aware of
needs Action D Wasteful behaviors
abound
● RESEARCH B Much positive research, some
questionable funders
● INVESTMENTS
Business Partners B- Pepsi, Marriott, BFI
Endowment F No social/environmental screening
Donors D Shell, Freeport et al. have poor
enviro. records
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● Students are effective in aiding an aspects
analysis, and thus should be involved during the
implementation of ISO 14001
● An effective audit will have to include direct
impacts on the Earth, such as the level of Tulane
recycling, as well as aspects which are institution
specific like the status of the environmental
curriculum at Tulane
● There are many things that a class cannot
accomplish in one semester working on an aspects
analysis
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Things to work on in next analysis:
● The Green Gradecard is already outdated because of the
construction of new buildings on campus, the expansion of
our recycling and composting programs and a new natural gas
co-generation facility, as well as many changes in Tulane’s
environmental staff
● The previous analysis considered mostly internal factors and
lacked data on how Tulane’s impacts affect surrounding
communities (ex. Shintech) and ecosystems (ex. Waste
disposal in Mississippi and Cancer Alley)
● An effective analysis will require more organization, labor,
time, resources and expertise than can be afforded by a class
of undergraduates in a few months
● The next analysis will have to look at both quantitative and
qualitative data 10
Comparative Analysis and Case Studies:
Part I: Research Processes and Purpose
● A major part of my project was to gather data on how other
universities and corporations conducted their aspects
analysis
● Information was located on the World Wide Web
● A letter was sent to over 50 institutions and corporations
requesting information
● An indicator report conducted by a community in the Sierra
Nevada was utilized to get another perspective on aspects
analysis
● These case studies will show Tulane how others have
conducted an aspects analysis and help us determine the best
way to do ours
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Penn State University Indicators Report
● Two editions of the Indicator Report exist: a first edition
published in 1998 and an updated version released in the year
2000
● Report completed by a team of 30 students and several faculty
● First Edition:
➞ Reactions and comments to this process are provided from
Energy
-Total and per capita energy
consumption Food
-Dining hall diet
-Consumption of natural gas vs. coal -Dining hall waste
on campus -Food purchasing policies
-Emissions from coal combustion on
campus -Research on food system
-Energy conservation initiatives sustainability
Water Land
-Land accumulation and
-Water consumption
policies
-Ground water quality -Impervious surfaces
-Waste water disposal
Material Resources and Waste -Planting of native vs.
Disposal exotic plants on campus
-Paper consumption
-Total solid waste production -Pesticide use in land care
-Recycled solid waste 13
Transportation
-Car dependence
-Green space converted to parking space
-Transport-related safety
Research
The Built Environment -Ethical treatment of research subjects
-Disposal of laboratory wastes
-Building decision process
-Research priorities
-Building priorities
-Ecological design in buildings Decision Making
-Core values in decision making
Community -Openness
-Ecological literacy of graduating seniors
-Technology: enhancing vs.
undermining community vitality
-Student crime
-Student alcohol consumption
-Student depression
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Indicators were evaluated both quantitatively and
qualitatively:
“A few reviewers encouraged us to limit our
analysis to the strictly numerical indicators, but in
the course of this study we came to see that
sustainability is much more than millions of BTUs
saved or tons of paper recycled. Indeed, it is a
whole way of looking at the world which
encompasses mindfulness of place, respect for
natural processes, discernment of true needs, civic
responsibility, and full-cost accounting. In this
vein, the use of non-numerical indicators reminds
us that some of what is important and worthy of
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our attention cannot be expressed in numbers.”
Quantitative and Qualitative Data
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Second Edition Assessment Procedure
● This edition has added an overall device for determining
how the university is doing. Four main categories are
established and the number of indicators is placed in
each. These four categories are:
➝ The University has a complete strategy to adopt
sustainable practices; high profile issue with strong
leadership - 0
➝ The University has taken many significant measures
to adopt sustainable practices but still lacks a
comprehensive strategy - 16
➝ The University has taken only limited measures to
adopt sustainable practices - 13
➝ The University has taken no significant means to
adopt sustainable practices – 4 17
Strengths of Evaluation Process
● Indicators are broken into how they affect each
student- for example how much electricity is used for
each student in a residence hall
● Short term goals and long term goals are presented
● Explanation of how and why each indicator is
important to real world and university – an example
is how much paper = how many square miles of
forest
● Conclusion summing up each category based on short
term and long term goals, as well as a short synopsis
about each aspect
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The Ford Motor Company Aspects Analysis
Step I: Determining Indicators
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Step III: Documentation Procedure:
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Part II: Important Findings
● An aspects analysis must consider both positive and negative
impacts on the environment
● A good indicator report will have both quantitative and
qualitative findings
● Universities are more likely to post their complete aspects
analysis on the World Wide Web with easy access, while
corporations tend to mention that they are ISO certified
● Corporations often give information about the process and
their commitment to helping the Earth, but they rarely provide
raw data on their analysis and its results
● Aspects analysis are being done by all different sorts of people
with many different goals in mind – their analysis will
represent these goals and objectives 24
Important Findings Continued
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Key Websites:
ISO website – www.iso14000.com
Tulane Green Grade- www.tulane.edu/~greenclb/audit/audit.html
Penn State Indicators Report - www.bio.psu.edu/greendestiny/index.shtml
Ford Motor Co. - www.ford.com/default.asp?pageid=581&storyid=730
Sierra Nevada Wealth Index Excerpts - tahoe.ceres.ca.gov/sbc/wealth.html
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