Sustainable Community Indicators. Trainers Workshop. Hart Environmental DATA

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1 Sustainable Community Indicators Trainers Workshop Hart Environmental DATA

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3 Sustainable Community Indicators Trainer's Workshop Development of this workshop was sponsored by the US EPA Office of Sustainable Ecosystems and Communities (OSEC) under a cooperative agreement with Lowell Center for Sustainable Production at the University of Massachusetts, Lowell Developed and produced by: P.O. Box 361 North Andover, Massachusetts mhart@tiac.net Copyright 1998 Maureen Hart. All rights reserved. Permission to make copies is granted for nonprofit, educational uses provided that the copyright and sponsorship information is included on all materials and is notified.

4 Table of Contents Introduction... 8 How to Set Up... 9 Introductory Exercise...10 Optional Exercises...12 Section 1 - What is sustainability? A new way to look at the world...16 Training workshop agenda...18 Let s define some terms...22 What does sustain mean?...24 What is development?...26 What is carrying capacity?...28 What is community capital?...30 What are weak and strong sustainability?...32 How do you define a community?...34 What is an indicator?...36 Traditional measures...42 Interconnected measures...44 There are many different definitions of sustainability...46 Brundtland Commission...48 Brundtland Commission (continued)...50 Caring for the Earth...52 Indicators from Caring for the Earth...54 MACED...56 Interfaith Center on Corporate Responsibility...58

5 Table of Contents Sustainable Seattle...60 Puget Sound/Sustainable Community Roundtable...62 Co-op America...64 MACED Communities by Choice...66 Hawaii...68 Northwest Policy Institute...70 Indicators for sustainable communities...72 Sustainable business...74 Lowell Center for Sustainable Production...76 The Natural Step...78 Sustainable production indicators...80 Sustainable agriculture...82 Indicators for sustainable agriculture...84 Sustainability is a vision of the future...86 Recapping...88 Next...90 Section 2 - What makes a good indicator? What are indicators for?...94 Showing Linkages...96 What makes a good indicator?...98 Not at expense of others Environmental indicators Cultural/social indicators Economic indicators

6 Table of Contents Making a better indicator Examples of national economic indicators Gross National Product Genuine Progress Indicator Ecological Footprint Making measures that speak to people Total water use Water use per person Water use vs. water available Measure cause and effect Pressure - State - Response Evaluating indicators Environmental indicators Economic indicators Transportation indicators Land use indicators Recapping Next Exercises Section 3 - Developing Indicators Small Group Exercise Small group exercise Linking issues Indicator checklist

7 Table of Contents Recapping Next Section 4 - Indicator Projects and Resources View of Community Economy, environment, society as interlocked circles Economy in society in environment Indicator frameworks Indicator themes Issues Goals Indicator criteria Examples How many indicators do we need? Data sources Local and regional data sources National and international data sources Who is working on sustainability? Where are they working on it? How are they working on it? Why are people working on it? Other resources How do we get there? It s time to measure what we want to be...204

8 Introduction Purpose and Audience This workshop is for people and organizations who are reaching out to communities on issues of sustainability or who are considering developing economic, environmental, or social indicators for a community. This includes nonprofit organizations, grassroots activists, community development and economic development organizations, and state and local government officials. The purpose of this workshop is to increase participants' understanding of sustainability issues at the grassroots level and provide tools for initiating or furthering community indicator projects. It is hoped that those who take this workshop, either in person or via the web site, will be able to present a one-day basic course in indicators of sustainability. (A complete version of this workshop can be found on the World Wide Web at The one-day course provides an introduction to the concept of sustainability and the use of indicators, as well as tools for evaluating indicators and sustainability projects. The course is an interactive process that encourages the active involvement of the participants rather than a lecture session. In addition to learning about how others are defining and working on sustainability, participants will gain experience in developing and evaluating potential indicators of sustainability. The course also highlights useful resources and sources of data for indicators. As a result of attending this course, the participants will be able to provide more effective outreach to their constituents on issues of sustainability. They will also be able to work more effectively with groups developing indicators, so that those indicators are more aligned with the concepts of sustainability. Suggested Agenda 8:30-9:00 Introduction and warmup exercise 9:00-9:30 What is sustainability? 9:30-10:30 What makes a good indicator of sustainability? 10:30-10:45 Break 10:45-12:30 Small group exercise: developing indicators 12:30-1:30 Lunch 1:30-2:00 Small group exercise continued 2:00-3:00 Report back on indicators 3:00-3:15 Break 3:15-3:45 How do we get there? 3:45-4:00 Wrap up 8

9 How to Set Up This course works best when seating is arranged in a U-shape or semi-circle, so that participants can talk to each other. The interaction among participants is as important to the success of the workshop as the material presented. The equipment required for this course includes: An overhead projector At least two large flip charts with plenty of paper Markers Tape for putting finished flip chart pages up on the wall If possible, choose a room with plenty of open wall space. This will allow you to put flip chart pages on the wall and keep them visible for the entire workshop. 9

10 Introductory Exercise At the top of one flip chart, write the title Quality of Life. At the top of the second flip chart write Type of Organization. Taking turns around the room, each participant has one minute to introduce himself or herself by providing the following information: Name Where he or she is from The type of organization he or she works for or represents (health, business, planning, education, environmental protection, grassroots, private citizen, etc.) What he or she considers a key component of quality of life. One way to phrase this concept could be to describe his or her vision of a good community one that has a good quality of life. Another way to phrase this concept would be to describe a problem or issue that he or she is trying to improve. For example, My name is. I am a volunteer on the Watershed Watch group in and I think that quality of life includes having an adequate supply of clean drinking water. Another example would be, My name is. I am a social worker for and I think that homelessness is decreasing people's quality of life. If the workshop is being done for a single organization, rather than saying the organization they represent, the participants can mention a group that they are involved in outside of work such as school PTA, church group, etc. This shows the different segments of the community that are represented. These affiliations should be kept very brief the object is to get a list of organizations represented and a list of quality of life components. When an organization type is mentioned (state environmental agency, health organization, etc), it is written on the Type of Organization flip chart. If multiple people mention the same organization type, just add a check next to that line on the flip chart. When a component of quality of life or a quality of life issue is mentioned, it is written on the Quality of Life flip chart. If multiple people mention identical issues or concerns, again, add a check next to that line on the page. Make sure that the person recording the issues is accurately capturing each idea. For example, if two people mention water quality but one is concerned with runoff from fertilizer and pesticides and the other is concerned about sewer discharge, both issues should be written down. When everyone is done, ask the participants to look at the organizations and identify groups that exist within a community, but are not represented at the workshop. Frequently missing groups include business, youth, and the homeless or other disadvantaged groups. Write the groups mentioned in a different color. Discuss ways to get people who represent these interests involved in a sustainable community indicator project. 10

11 Introductory Exercise Things to Think About Often the most difficult, but ultimately the most important, part of a sustainable community indicator project is ensuring that all different groups within the community are represented and feel a part of the process. It is very important to listen carefully to what people are saying. Make sure they are really being heard. 11

12 Optional Exercises These exercises can also be useful when working with groups on issues of sustainability. The first exercise shows the diversity in the way people view a community because some issues will be classified differently by different people. This reinforces the idea that a community is a complex web, not a combination of the isolated elements of economy, environment, and society. The second exercise gives participants a chance to think creatively about goals in a sustainable community. 1. Categorizing Issues Using the flip chart of issues and concerns created in the introductory exercise, categorize the items according to whether they are related to economic, educational, environmental, health, housing, political/governmental, public safety, recreational, resource use, social/cultural, or transportation issues. If people have different opinions (one person thinks something is economic and another thinks that it is education) mark it as both. The point is to get people to see that these categories are not mutually exclusive. Depending on the participants, this can also show that a diverse group is needed to represent the community. For example, if the participants are all environmentalists, most of the issues might be environmental, with very few social issues mentioned. It is useful to refer back to this exercise when discussing the theme-based indicator framework. Things to Think About The harder it is to categorize an issue, the more areas that issue is linked to, and the more potential there is for developing a good indicator of sustainability. The categories of issues addressed by a group, as well as the indicators that are developed as a result, will reflect the interests of the people in the group. This is why it is so important to make sure that a very broad cross section of the community is involved in a sustainability project and made to feel that their opinion is important. 12

13 Optional Exercises 2. Identifying Goals Select one or two of the issues mentioned during the introductory exercise. Ask the group to define the goal for that issue for a sustainable community. Ask the group to imagine what the community would be like if this issue did not exist or had been corrected. Sometimes it is helpful to have participants imagine the community fifty years in the future: The problem has been solved, what does the community look like? Try to keep the discussion focused on the goal, not how to get to the goal. People will have a tendency to propose ways to get to a solution: "require all cars to be electric," rather than what the solution looks like: "people are able to get around without creating pollution." If the discussion gets into ways to solve the problem, bring the group back to the topic by asking "What is the goal, what does it look like?" Things to Think About The hardest part of this exercise is keeping people from talking about how to solve the problem. It helps to re-emphasize that the time frame to consider is 25 to 50 years. 13

14 Section 1 - What is sustainability? The purpose of this section is to introduce the participants to the concept of sustainability, sustainable communities, sustainable development, and indicators of community sustainability. By the end of this section, participants will understand sustainability as a concept that includes carrying capacity, a community vision of the long-range future that includes all members of the community and links the environmental, economic, and social aspects of the community. Participants will also understand how sustainability is defined by a number of different groups, the common elements of those definitions, and some indicators that are being used to measure sustainability. Tips for Teaching/Key Elements The important concepts to emphasize are: 1) Sustainability is not really an environmental movement, it is a community movement. It is the concept that humans are a part of the ecosystem, and we need to learn to integrate our economic and social lives into the environment in ways that maintain and enhance the environment rather than degrade or destroy it. 2) Sustainable development is not sustained growth. 3) Living within the carrying capacity of the earth is a basic component of sustainability. 4) A sustainable community seeks to maintain and enhance all three types of community capital: natural, social, and financial/built. 5) In the context of the sustainable community movement, a community is a geographic area that is defined by the members of the community. It may be a small rural town, an urban area, or a larger region or country. 6) Traditional indicators tend to focus on a single aspect of a community and frequently measure the number of dollars involved with an activity. Some examples of these individual aspects of a community are culture, economy, education, environment, government, health, housing, population, public safety, quality of life, social, resource use, recreation, transportation. 7) Sustainable community indicators show the links among different aspects of a community and measure results, not input. 8) Sustainability is a long range years minimum view of a community that allows all members to participate, acknowledges the links between the economic, environmental and social aspects of a community, considers carrying capacity, and is measurable. 14

15 Notes 15

16 Slide A new way to look at the world Indicators Sustainable Community Indicators A new way to look at the world 1 Talking Points Thinking about sustainability requires looking at the world from a new perspective By encouraging a new way of thinking, we can begin to change our behavior New habits can help us improve our communities and maintain a high quality of life while maintaining and enhancing the natural environment on which our lives depend 16

17 Narrative What we measure often defines how we see the world. The purpose of this workshop is to encourage people to look at the world in a new way. By using indicators to measure sustainable development and sustainable communities, we can change how we look at the world. This in turn can change the way we recognize problems and solve them, and can help us develop new habits that will continuously improve our communities. 17

18 Slide Training workshop agenda Indicators Sustainable Community Indicators Agenda / Introductory exercise / What is sustainability? / Common terms for discussing sustainability / Definitions of sustainability / Examples of indicators / What makes a good indicator of sustainability? / Develop indicators of sustainability / Others working on sustainable community issues / Data sources for indicators / How do we get there? 2 Talking Points Review agenda and purpose Provide an understanding of sustainability and indicators Learn the many uses of sustainable community indicators Provide an understanding of links among different community issues Learn what makes a good sustainability indicator Provide materials, information and experience to allow participants to work with others on indicators Learn who else is working on these issues, what they are doing, and where to find data What are the challenges and opportunities Encourage questions Have participants introduce themselves and state a topic of concern 18

19 Narrative Sustainable community indicators is a topic that sounds more difficult than it really is. What it really comes down to is this: What is the quality of life for all members human and non-human of a community now? How does the quality of life compare to life in the past and in the future? How do we measure quality of life? Do people have good jobs that pay for their basic needs? Is environmental quality a health concern? How involved are people in making their community a better place to work, play and live? These are all issues of concern for a sustainable community. Sustainable community issues include issues of health, education, welfare, economy, environment, transportation, public safety... in short, all the different parts that, together, make up a community. Together, with all our diverse needs and desires, we all make up communities. Creating sustainable communities requires that we understand how our needs and desires are intertwined: a healthy economy helps to make housing affordable; environmental quality affects human health; poverty and health affect how well students learn; well educated workers are necessary for a healthy economy. All these different issues and needs are linked. Together we need to find ways to meet those needs so that our communities can continue to improve and prosper. There are five primary purposes for this workshop: To give each of you a common understanding of the meaning of some terms related to sustainability, such as: sustainable community, sustainable development, sustainable community indicators, community capital, and weak and strong sustainability; To help you see how your professional or personal concerns are linked to other issues in ways you may not have considered before; To show you all the ways that indicators can be used to help move a community towards sustainability; To provide you with information and materials so that you can go back to your organizations and constituents and help them understand how to move towards a sustainable community; To provide you with examples of other communities that are working on issues of sustainability; 19

20 Narrative This is meant to be an interactive session, not a lecture. If you have questions, please feel free to ask them. Remember that there are no dumb questions, only things that haven t been explained well enough. This is not rocket science. Sustainability is something that everyone can understand. Now I would like to go around the room and have each of you give your name, the type of organization you represent, and a short phrase (2 to 7 words total) that describes the issue that you think is key to quality of life. Sustainable communities or Sustainability is not an appropriate answer; the purpose is to get specific topic areas. (Note: The facilitator or helper writes each issue on a flip chart at the front of the room. The facilitator should go first to show by example that the issue statement is to be kept brief. For example, the facilitator might say, My name is Maureen Hart and I work for the Lowell Center for Sustainable Production. For me, quality of life is having clean water to drink and clean air to breathe. Other examples include: time with family, recreation, green space, a good job, and good health. This has to be kept short, particularly if there are more than 15 people present since this part of the workshop should take less than 20 minutes. If people start to take too long, gently remind them that you are looking for a 2 to 7 word phrase. The purpose of this introduction period is three-fold: First, to give the presenter an idea of the interests of the group. Participants answers can direct the presenter toward specific examples to use throughout the day. Second, the introduction allows everyone attending to understand the wide range of topics that are involved in quality of life issues. Third, the list of topics will be used as a basis for group exercises later in the day. Some participants may come up with general phrases that could mean many different things to different people. Examples include: economic progress, economic opportunity, economic growth. The participants should be asked to elaborate on exactly what they mean by the phrase; for example, jobs for everyone, good income, etc. Once everyone has had a turn, ask the group to look at the list of types of organizations represented and identify the types of organizations who are not represented. Categories may include: youth, homeless, low income families, arts, business, developers, religion, and the medical profession. The first thing every group needs to realize is that sustainability projects are most successful if they represent a very diverse cross section of the community. This may make dialogue more difficult initially, while trust and respect are built, but diversity is very necessary. If there is time, have the group discuss ways to bring those not represented to the table.) 20

21 Notes 21

22 Slide Let s define some terms Indicators Let s define some terms: / Sustain / Develop / Carrying Capacity / Community Capital / Weak vs. Strong Sustainability / Community / Indicator 3 Talking Points We need a common understanding of terms Sustainable development and sustainable community are not really environmental movements; they are community movements 22

23 Narrative In order to talk about sustainable community indicators, we need a common understanding of certain terms: sustain, develop, community, and indicator. As we review these definitions, keep in mind that what we are trying to improve is our community: not just the environment, not just the economy, not just social behavior, but all the interwoven pieces that make up the community. Sustainable development is not an environmental movement. It is a community movement. It is about making our communities better places to live for all members of the community. (Depending on the audience, the facilitator may or may not want to go to the definition pages for sustain, develop, community and indicator. If not, incorporate the talking points or narrative from those pages here.) 23

24 Slide What does sustain mean? Indicators What does sustain mean? Sustain: To keep in existence without diminishing, to provide sustenance and nourishment 4 Talking Points A sustainable community: Nourishes, allowing all its members to flourish Is able to continue indefinitely Does not mean no change or never changing or status quo Does not mean utopia 24

25 Narrative Sustain means to keep in existence without diminishing, to nourish. It means operating in such a way that a community doesn t use up all its resources. Notice that sustain does not mean to keep the status quo it does not mean that nothing ever changes. It also doesn t mean utopia. It doesn t mean that bad things never happen. There will always be floods and hurricanes. Some businesses may fail, some people will go hungry. Sustainability means that we continually work to make things better and we make sure that the systems we set up are helping rather than harming the process. 25

26 Slide What is development? Indicators What is development? Develop: To bring out the capabilities or possibilities of, to bring to a more advanced or effective state 5 Talking Points Not growth To improve, make better 26

27 Narrative Development means to make something better than it was, to improve. Notice that development does not mean growth. We all grow as children, but then we reach a certain age and stop growing. However, we don t stop developing just because we have stopped growing we go back to school, we learn a new trade or hobby, we go new places, make new friends. This is what sustainable development is all about changing and making better. We live on a world with a certain amount of resources: air, water, energy, materials, and land. An example that many people will understand is that of a small island community: There is a limit to the number of people that can fit on the island and to the amount of the island s resources that those people can consume. One example is the island of Haiti where the need for fuel has completely deforested the island. We are all living on an island called Earth and we need to develop or improve our individual and global communities without using up or wearing out the resources that we have. (Note that the difference between growth and development is a difficult but very important concept for people to understand in order to make progress towards sustainability. One comment some people may make is that growth is good as long as it is quality growth. However, people need to realize that all growth is finite. A small town can only grow so much before it ceases to be a town and becomes a small city. Small cities that grow become large cities. If a community likes its small town feeling then the community needs to acknowledge that growth must stop at some point in order to preserve that feeling.) 27

28 Slide What is carrying capacity? Indicators What is carrying capacity? Carrying capacity: The population that can be supported indefinitely by an ecosystem without destroying the ecosystem 6 Talking Points Not an absolute number Depends on available resources and per capita consumption Not caring capacity 28

29 Narrative The carrying capacity is the size of a population that can live indefinitely using the resources available where that population lives. For example, consider an island onto which is dropped a colony of rabbits. As long as there is an adequate supply of food and water, the rabbits will not only survive but they will reproduce and the colony will get larger. The rabbit population can continue to grow as long as food and water are adequate. However, if at some point, there are more rabbits that there is food to feed them, then the rabbit population will start to decline. This limit is called the carrying capacity. Carrying capacity is not a fixed number; it depends upon factors such as how much each rabbit eats, how fast the food grows, and how well the natural systems of the island can handle the waste produced by the rabbits. Obviously, in a drought year less food would grow and the island would support fewer rabbits. In good years, the island would support more rabbits. The earth is our island. We have an advantage over the rabbits in that we have developed technology to grow, process, and store food so that we can survive the bad years. We have also developed technologies for handling wastes that we create. However, there is still a carrying capacity that the earth can support. That carrying capacity is a function of the number of people, the amount of resources each person consumes and the ability of the earth to process all the wastes produced. Sustainability is about finding the balance point among population, consumption, and waste assimilation. 29

30 Slide What is community capital? Indicators What is community capital? 7 / Natural capital. Natural resources. Services provided for human activity. Capacity of capital to sustain diversity and long term health / Human/social capital. Connectedness to people and community. Education, skills and health of population / Financial/Built capital. Manufactured goods, buildings, infrastructure. Information resources. Credit and debt Talking Points Natural capital is the natural environment and natural resources of the community Human and social capital are all the people in the community Financial and built capital are all the things that humans have created We need all three types of capital, although usually we think only of financial and built capital We need to live off the interest of our community capital, not use up the principal 30

31 Narrative Another important term when talking about sustainable communities is community capital. Although we tend to think of money or equipment when someone says the world capital, in fact, there are three kinds of capital in a community: natural capital, human capital, and financial or built capital. Natural capital is all the things that nature provides for us, such as raw materials to make clothing, buildings, and food. It also includes the services that nature provides such as air to breathe, protection from UV light, rain to water our crops, and wetlands to filter water and prevent flooding. (It helps at this point to stop and ask participants to name some elements of natural capital that the community has.) Human and social capital are the people that make up a community: friends, neighbors, coworkers. An important part of human capital is the connections among people, the way people work together to solve problems or run a community. It includes volunteer efforts and the community s governing structure. Other parts of human capital are the skills and education of the community members and their health. (Again, ask participants to give some examples of human capital in their community.) Financial and built capital are the built structures like roads, bridges, and buildings in the community. It also includes the manufactured goods, the information resources, and the credit and debt in the community. All three types of capital are equally important to a community. All three types of capital need to be managed with care in order to ensure that the community does not deteriorate. Imagine that someone gave you a million dollars. You could spend that money quickly, or you could invest it at 5% interest per year, earn $50,000 per year for life, and still have a million dollars to pass on to your children and grandchildren. A sustainable community is one that nurtures its natural, human and financial capital so that the community continues to improve. A sustainable community lives off the interest of its community capital instead of using up that capital. 31

32 Slide What are weak and strong sustainability? Indicators Weak vs. Strong Sustainability Weak sustainability: Manufactured capital of equal value can take the place of natural capital Strong sustainability: The existing stock of natural capital must be maintained and enhanced because the functions it performs cannot be duplicated by manufactured capital 8 Talking Points Natural resources provide material and services Weak sustainability means we can replace or duplicate natural materials and services with manufactured goods and services Strong sustainability means that natural materials and services cannot be duplicated 32

33 Narrative There are two different levels of sustainability: weak and strong. Weak sustainability is the idea that natural capital can be used up as long as it is converted into manufactured capital of equal value. The problem with weak sustainability is that, while we can assign a monetary value to manufactured goods and capital, it can be very difficult to assign a monetary value to natural materials and services. How much is a forest full of trees worth? A value can be calculated if you assume that all the trees are cut down and turned into furniture or paper. However, the forest provides a home for wildlife that provides food for hunters. It also provides a place for hikers to enjoy the natural environment. Weak sustainability does not take into account the fact that some natural material and services can not be replaced by manufactured goods and services. (Other questions to ask participants are: What is the dollar value of the ozone layer? A wetland? An ocean fishery? An aquifer? A river full of salmon?) Strong sustainability is the idea that there are certain functions that the environment performs that cannot be duplicated by humans. The ozone layer is one example of an ecosystem service that is difficult for humans to duplicate. 33

34 Slide How do you define a community? Indicators How do you define a community? Community: A social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage 9 Talking Points A geographic area whose size should be determined by members Includes economic, environmental, and social/cultural features of that area 34

35 Narrative The questions What makes up a community? and How big is a community? always come up when discussing sustainable communities. The simple answer is: as big as it needs to be. The more complex answer is that it depends on the community and the issues involved. In general, a sustainable community is a geographic area and includes everything in that area human and nonhuman, animal, vegetable, and mineral. In some cases, political boundaries such as town, city or county limits might be most useful in delineating a community. In other cases, watersheds or other natural boundaries might be most useful. What is important is that the members of the community be involved in deciding the boundaries of their community and how to make that community a sustainable community. 35

36 Slide What is an indicator? Indicators What is an indicator? Indicator: A way to measure, indicate, point out or point to with more or less exactness; Something that is a sign, symptom or index of; Something used to show visually the condition of a system. 10 Talking Points Measure progress Show direction Very common, well-undertood concept 36

37 Narrative An indicator is really just a long way of saying how much or how many or to what extent or what size. Indicators are ways to measure. Measuring isn t new. We all measure all the time. In fact, we start doing it at an early age who got the biggest piece of cake, who can run the fastest, who caught the most fish the examples are endless. There is nothing wrong with measuring and comparing. How many people have set themselves a goal for something that they really wanted to do? Perhaps as a child you saved money to buy a bicycle; later on you wanted to buy a car. The amount of money in your piggy bank or bank account was the indicator. The cost of the bike or car was the goal. How many people here have ever counted the number of course credits they needed to graduate? How many people watch the highway signs showing the number of miles left to wherever you are going? We all set goals and use indicators to measure our progress towards those goals. The problem with measurement is that sometimes we forget what the goal is and just worry about the indicators. The measurement becomes more meaningful than the goal and we start to define ourselves in terms of what we measure, not what we want to be. For example, how many teachers have ever heard a student ask, What do I need to do to really learn the material in this course and apply it to my life? And how many teachers have ever heard a student ask, What do I need to do to get an A? This is an example of the measurement becoming the goal. What is really more important? That the student understand and be able to apply the material or that the student be assigned a letter grade of A? When the student focuses on the letter grade instead of learning, the measurement has become more important that the goal. As a society we also have goals and measurements, and in many cases the measurement has become more important than the goal. Or the measurement hides what is really important about some part of our lives. (This next section should be tailored to match the audience.) I m going to ask some questions about things that you might measure. I want you to raise your hand if you measure what I mention. I won t ask you for the measurement, I just want to know if you know the measurement. For example, if I ask you if you know how much you weigh, I am not going to then ask you to tell everyone your weight. I only want to know if you know the measurement. I am also not interested in precision. This isn t a quiz. You don t have to know your weight to the gram or exactly what it is this morning after you had that extra pastry. How many people know: How much money they make (hourly or yearly) How much they save (hourly or yearly) How many hours they need to work to pay for their basic needs? What is really important? How much money you earn or whether it is enough to pay for your needs? A student graduating from the Massachusetts Institute of Technology in 1948 got a very good 37

38 Narrative job which paid $275/month. However, he only had to pay $70/month in rent. It s not how much money you spend that is important, it is how much you need to support yourself that counts. How many people know: What the unemployment rate is? What the real unemployment rate is (includes people who have given up looking for work or who have been out of work for too long to be counted) What the real employment rate is (number of people who have jobs appropriate to their skill level that allow them to pay for their basic needs)? It is not a question of how many jobs there are, it s a question of how many good jobs there are relative to the number of people who need or want jobs. How many people know: How many dollars a week they spend on groceries? How many pounds of trash they generate each week? How much it costs to fill up the gas tank in their car? How many gallons of gas it takes to fill up the tank in their car? How many pounds of pollution that tank of gas generates? How many pounds of pollution are generated making that gasoline? We tend to pay attention to the monetary measures of what we do without thinking about the ecological consequences of what we do. How many people know: Which store has the best prices? Which store has the most locally produced goods? Which store generates the most local jobs per local dollar spent? We also don t think about the social or health consequences of our actions. If you buy something that is less expensive because it was made by the forced labor of children in less developed countries are you responsible for their quality of life? If you buy food that was grown in another country where DDT and other pesticides are still allowed, are you responsible for the effect on migrating birds or for the effect of pesticide residues on your family s health? 38

39 Narrative Most traditional indicators are based on dollars the amount of money that we spend on something. However, what is most important is what we get for the money we spend. How many people know: What their shoe size is? What their ecological footprint is? Your shoe size is how much space your foot takes up. Your ecological footprint is how much space you take up when you consider everything that is necessary to support your needs. Imagine a glass dome over the this area. How big would the dome have to be to include enough resources to support all the people living in the dome indefinitely? If it was too small they would quickly run out of oxygen. Making it a little bigger and the oxygen would hold up but they would run out of water. Imagine how big it would have to be to support food and raw material needs for the whole population of the U.S. (It is very useful, prior to the workshop, for the facilitator to find out the land area and population of the area in which he or she is presenting this training and calculate the acres/person available.) Our ecological footprint depends upon the lifestyle we lead. The average U.S. citizen s ecological footprint is 13 acres. We have the largest ecological footprint in the world. Ecological footprints are one measure of sustainability. If everyone in the world consumed resources at the rate that we do, we would need two more earths to support everyone. The world population is projected to double in the next 30 years. Then we will need six planet earths to support us. Measuring our ecological footprint tells us that the earth can t sustain this rate of consumption over the long run. (Mathis Wackernagel and William Rees wrote a book call Our Ecological Footprint that explains how to calculate the footprint. Wackernagel s web site is: There is also a very good web site on ecological footprints by Dick Richardson [ resource/], a professor at the University of Texas in Austin. He has included calculating ecological footprints in courses that he teaches. The ICLEI also has an excellent web site that allows you to estimate your own ecological footprint based on your eating, driving, and household characteristics. The URL is coldfus/ecofootq.htm.) It is not just a question of living better than everyone else. One American consumes as much energy as 295 Ethiopians and as much water as 30 Nigerians. Clearly most people would say that Americans have a better lifestyle than the average Ethiopian or Nigerian. However, we also use much more than other countries with lifestyles similar to the U.S. For example, energy use per person in the U.S. is double that of the United Kingdom and Sweden, almost three times that of Switzerland and Japan. We use three times as much water per person as people in Denmark and five times as much as people in the Netherlands. (Energy and water use information from World Resources ) 39

40 Narrative Are our lives twice as good as the lives of people in England or five times better than the lives of the Dutch? Are water and energy use really good measures of standard or living? Or just a measure of a wasteful style of living? What happens if everyone in the world were as wasteful as we are? This is what sustainability is all about are we living in a way that will allow our children and grandchildren to have healthy, enjoyable lives 25 or 50 years in the future? And not just the grandchildren of the people in this room, in this city, state or country, but the grandchildren of all the people around the world. 40

41 Notes 41

42 Slide Traditional measures Indicators Traditional Measures Environment Economy Society Water Quality Air Quality Natural Resources Stockholder Profits Materials for Production Jobs Education Health Poverty Crime 11 Talking Points Traditional view sees unconnected boxes Resulting measures often work at cross purposes 42

43 Narrative Some of the measures or indicators we just discussed are traditional measures: How much money do you make? What is the unemployment rate? The traditional measures that we use tend to show a community as disconnected segments: the environment, the economy and the society. An environmentalist wants to improve air quality. A business person want to increase profits. The health professional wants to improve people s health. However, the traditional ways we use to measure progress in these areas don t take into account the connections among these three areas. As a result, the three groups may work at cross purposes. For example: Shutting down a factory may improve air quality, but if many people are out of work they won t be able to afford health care. Ignoring air quality regulations may improve profits in the short term, but poor air quality can affect worker health, which can in turn cause health insurance costs to go up and therefore hurt profits in the long run. (Ask participants to suggest other common measures that may work at cross purposes. One example is laying off workers to improve profits when the stockholders are pension funds owned by the workers or their parents. Another example is poor water quality requiring companies to pay more to clean the water before they use it. A third example is increasing the number of jobs that pay minimum wage and provide no benefits, which may actually increase overall poverty.) 43

44 Slide Interconnected measures Indicators Interconnected Measures Water Quality Stockholder Profits Education Air Quality Natural Resources Materials for Production Jobs Crime Health Poverty 12 Talking Points Community is a complex web of interconnections Changes in one area affect other areas We are all stockholders 44

45 Narrative Rather than being three disconnected boxes, communities are actually a complex web of interactions. Air and water quality affect the quality of other natural resources, which in turn are used as materials for production. Having materials for production allows people to have jobs, which in turn affects their health and the general poverty levels. An important point to note here is that although there is a tendency to think of stockholders as someone other than ourselves, we are all stockholders in some sense. Even if you don t own stock personally, if you have a pension fund, a mortgage, a car loan, a bank account, or a credit card, then you are a stockholder in the community. We are all part of the economic system and we all need to become more aware of how measures of well-being in these different areas are reported and how they connect to each other. (Activity: It is very useful at this point to have the participants look at some of the interconnections in their community. Start by writing in the middle of a flip chart page one of the quality of life components that many people agreed on. Ask participants what other quality of life components link to those. Add their suggestions to the flip chart and draw in the links. Keep adding links and components until at least 15 or 20 items are added with multiple links.) 45

46 Slide There are many different definitions of sustainability Indicators Definitions of Sustainability / Sustainable Development / Sustainable Community / Sustainable Production / Sustainable Agriculture 13 Talking Points Different ways to use the term Establish common understanding 46

47 Narrative There are many different ways that the term sustainable has been applied and defined. There are probably as many definitions as there are people who are trying to define it. The fact that there are so many definitions is not a problem; everyone has a different way of looking at things. In fact, having different definitions provides many ways to discuss a difficult concept. I am now going to share with you some of the ways that the idea of sustainability has been applied by a wide variety of groups and communities. These definitions are similar in many ways, but it is important to realize that each group came up with its own definition. It is not necessary that every group have its own unique definition. However, a community should not use another community s definition or indicators without discussing the definition with all members of the community to ensure that the definition applies. All communities are different. What is sustainable in Seattle may not be sustainable in Tuscon or Miami. What is sustainable in an urban setting may not be sustainable in a rural setting. However, the process of discussing what sustainability is and how to measure it is an important step in the process of understanding sustainability. (When presenting this to a group, the facilitator should select some number of definitions that are relevant to the group. The point is not to overwhelm people with the many different definitions of sustainability. In a rural area, show rural examples; for a business audience, use business examples. It is important to show that the definitions from one area may also relate to another area; for example, urban and rural communities do have some points in common and therefore have some aspects of sustainability in common: everyone needs a job, for example.) 47

48 Slide Brundtland Commission Indicators Sustainability is:..development that meets the needs of the present without compromising the ability of future generations to meet their own needs World Commission on the Environment and Development 14 Talking Points Brundtland Commission started looking for environmental issues People responded with many interrelated issues: jobs, health, ecological productivity, education, international trade Sustainability is not as much about the environment as it is about our communities and economic systems and how they will survive into the future The future is not short term; it is long term: 25 or 50 years 48

49 Narrative Although the concept of sustainability has been around for a long time, it became more widely used in the 1980s. Back in 1983, the Secretary-General of the UN established a commission called the World Commission on the Environment and Development. This commission is frequently referred to as the Brundtland Commission, after Gro Harlem Brundtland, the head of the commission and formerly the Prime Minister of Norway. The commission was asked to look at the world s environmental problems and propose a global agenda for addressing them. She put together a team that went around the world and talked to people in all walks of life: fishermen, farmers, homemakers, loggers, school teachers, indigenous people and industry leaders. They asked what peoples environmental concerns were and how they should be addressed. The result of the study was that there wasn t one environmental issue that was first and foremost in peoples minds. People talked about living conditions, resources, population pressures, international trade, education, and health. Environmental issues were related to all of these, but there was no hard and fast division separating environmental issues, social and economic issues. All the problems were intertwined. There were links among the environment, the economy and society that caused problems in one of these areas to affect the other areas. As a result, the Brundtland Commission came up with this definition of sustainable development which emphasizes meeting needs, not just now, but in the future as well. (Source: Our Common Future, page 8) 49

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