Integrating social, environmental and economic sustainability in my life and my community during a historic time of uncertainty. COVID-19 virus pandemic, climate change, poverty, war, deforestation,...

Integrating social, environmental and economic sustainability in my life and my community during a historic time of uncertainty.


COVID-19 virus pandemic, climate change, poverty, war, deforestation, the enormous decline in global biodiversity and so much more.Write a 2 page paper aboutthe major challenges confronting society and/or the environment affects YOUR life and YOUR community in terms of economic, environmental and social trajectories

1. 
   focus on Environmental Science/Sustainability science
   


2. 
   use real world examples such as green technology
   


3. 
   Talk about the importance of leadership
   

Use the attached file as a rubric for proper writing


GENERAL EDUCATION STUDENT LEARNING OUTCOME: CRITICAL THINKING The ability to utilize reflective analysis to draw informed conclusions.  Capstone 4 Milestones 3 2 Benchmark 1 Explanation of Issues Issue/ problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. Issue/ problem to be considered  critically is stated, described, and  clarified so that understanding is  not seriously impeded by  omissions.  Issue/ problem to be considered  critically is stated but description  leaves some terms undefined,  ambiguities unexplored, boundaries  undetermined, and/ or backgrounds  unknown.  Issue/ problem to be  considered critically is stated  without clarification or  description.  Evidence: {Selecting and using information to investigate a point of view or conclusion} Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly. Information is taken from  source(s) with enough  interpretation/evaluation to  develop a coherent analysis or  synthesis. Viewpoints of experts  are subject to questioning.  Information is taken from source(s)  with some interpretation/  evaluation, but not enough to  develop a coherent analysis or  synthesis. Viewpoints of experts are  taken as mostly fact, with little  questioning.  Information is taken from  source(s) without any  interpretation/ evaluation.  Viewpoints of experts are  taken as fact, without  question.  Influence of context and assumptions and embracing contradictions Integrates alternate, divergent, or contradictory perspectives and thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position. Identifies own and others'  assumptions and relevant contexts  and incorporates alternate,  divergent, or contradictory  perspectives or ideas in an  exploratory way when presenting  a position.  Questions some assumptions.  Identifies/includes (recognizes the  value of) alternate, divergent, or  contradictory perspectives or ideas  when presenting a position. May be  more aware of others' assumptions  than one's own (or vice versa).  Acknowledges alternate,  divergent, or contradictory  perspectives or ideas. Shows  an emerging awareness of  present assumptions. Begins  to identify some contexts  when presenting a position.  Student's position (perspective, thesis/hypothesis) Specific position (perspective, thesis/ hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/ hypothesis) are acknowledged and others' points of view are synthesized within position. Specific position (perspective,  thesis/ hypothesis) takes into  account the complexities of an  issue. Others' points of view are  acknowledged within position  (perspective, thesis/ hypothesis).  Specific position (perspective,  thesis/ hypothesis) acknowledges  different sides of an issue.  Specific position  (perspective, thesis/  hypothesis) is stated, but is  simplistic and obvious.  Connecting, Synthesizing, Transforming Transforms ideas or solutions into entirely new forms. Synthesizes ideas or solutions into  a coherent whole.  Connects ideas or solutions in novel  ways.  Recognizes existing  connections among ideas or  solutions.  Conclusions and related outcomes (implications and consequences) Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. Conclusion is logically tied to a  range of information, including  opposing viewpoints; related  outcomes (consequences and  implications) are identified  clearly.  Conclusion is logically tied to  information (because information is  chosen to fit the desired  conclusion); some related outcomes  (consequences and implications) are  identified clearly.  Conclusion is inconsistently  tied to some of the  information discussed;  related outcomes  (consequences and  implications) are  oversimplified.  Effective Date: 2015 - Format Revised: 2020 For information, please contact the School of General Studies 908-737-0330 or​ ​www.kean.edu/academics/college-liberal-arts/school-general-studies Kean University 1000 Morris Avenue, Union NJ 07083 www.kean.edu http://www.kean.edu/academics/college-liberal-arts/school-general-studies http://www.kean.edu/academics/college-liberal-arts/school-general-studies