Powering the Future Final Project_Team Ardra-Devleena

7/25/2019 Powering the Future Final Project_Team Ardra-Devleena

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Waste management at

Ashoka UniversityEmpowering the future

Final Project

YIF 14

Project By,

Ardra Venugopal.

Devleena Chatterji.

Garima Rathore

Lavanya Julaniya

Monisha Dhingra

Sabarathinam Selvaraj

Sonal Jain

Surbhi Borar

Rahat Kulshreshtha

Rajat Nayyar.

1EMPOWERING THE FUTURE


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Executive Summary

Hotels, restaurants and universities are one of the largest contributors of waste in this

ecosystem. About 1 lakh tonnes of municipal solid waste is generated in India everyday andaround 40% of the waste generated is organic and the rest is distributed between plastic,

metal, paper, glass and other waste like ash, grit etc. In India, the Urban local bodies spend

around Rs. 500 to Rs. 1500 per tonne on solid waste for collection, transportation, treatment

and disposal. And even though urban local bodies invest in waste management, the average

efficiency of waste collection in India is about 50-60% , which is abysmal.1

However, the problem we are looking at is not the lack of efficient waste disposal. We wish to

address the energy-inefficient way of using" waste. A lot of energy, labour, soil, water and

other inputs used to produce and distribute these goods are lost with each kilogram that is

thrown away. There are ways to actually ensure that waste is used in a useful manner2

especially if it is managed and segregated carefully. For example, numerous technologies like

biogas plants enable the energy and nutrient potential within food-waste to be recovered.

Systems of this type are most efficacious when food is separated from other waste streams at

source .3

Being the last cohort of Young India Fellowship that is based out of the Aurobindo Campus,

the Young India Fellows are aware of the key developments and initiatives that have gone intolaunching Ashoka University. Moreover, since the Young India Fellowship is a residential

fellowship, we are attuned and sensitised to the amount of waste generation in the hostel. We,

as a team, believe that the waste generated could be used to create alternate sources of

electricity, livelihood for rural settlements around Sonepat and active change-agents" for the

future. This project is a step towards the same. It aims at laying down the basic research work

required to check the feasibility of options like a biogas plant at Ashoka, a waste segregation

system and ways to integrate students and community members to this process.


http://indiatogether.org/environment/articles/wastefact.htm1

https://www.academia.edu/3167777/2

Sorting_it_Out_Food_waste_separation_in_large_New_Zealand_hotels_-_Barriers_and_Incentives_FULL_

ibid.3
http://indiatogether.org/environment/articles/wastefact.htmhttps://www.academia.edu/3167777/Sorting_it_Out_Food_waste_separation_in_large_New_Zealand_hotels_-_Barriers_and_Incentives_FULL_


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Research Methodology

In order to check for the feasibility of our project it was important for us to have a complete

understanding of the generation of waste and waste management in a educational setting.Since, this would be the first year of Ashoka University, there is no way to look into past data

for this and hence to estimate the waste we have used YIF as a prototype. We estimated the

waste generated in the hostel as well as the campus by taking a three day sample and

measuring the food, paper, plastic and glass waste produced by the hostel and the campus. For

this we spoke to the cleaning staff and the catering staff involved. We also measured the

newspaper subscriptions in the hostel, the amount of paper purchased and utilised for

administrative purposes and the amount of waste paper recycled in the hostel (We have a

paper recycling system in place).

We are aware of the fact that this could lead to a convenience bias and hence a fallacious

estimate due to the difference in environment, amenities offered and the location. Therefore,

the estimate of waste has been adjusted accordingly. For example, we may say that due to

location of campus and lack of fast-food options along with the inclusion of themed cafs in

the campus there is possibility of generation of more waste; we have thus estimated around

5% more for every 100 people in Sonepat as opposed to the 100 people in Katwaria Sarai

(local residents would be forced to staying on campus there, unlike now).

After estimating the waste we also spoke to a waste management consultant in order to get a

right estimate of the possible costs that the University will incur in establishing a biogas plant.

Waste segregation would be an important part of this project and hence there was a lot of

research was done in the kinds of waste the hostel generates and ways to implement pro-

environmental changes in student behaviour. This was done by reading a case studies of

successful waste management in Indian as well as foreign universities. We also tried to come

up with a few innovative behavioural change techniques that could be effective.



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ESTIMATION OF WASTE GENERATED BASED

ON YIF.

A survey of the different types of waste generated on an average in the YIF hostel led us to

the categorization of waste as follows:

Paper waste- The amount of paper that is discarded as waste on a day to day basis

is enormous. Newspapers, printout sheets, food packets etc fall into this category. The

consumption of paper is extensive which in turn generates proportionately high amounts of

paper waste.

Plastic and Glass waste- Polythene waste, use and throw glasses/plates, beverage

containers etc account for this category of waste which is non-biodegradable and takes a lotof time to be get decomposed even after it has undergone treatment.

Food waste- This is the category of waste which can be classified as organic. The

food waste that is generated over breakfast, lunch and dinner meals are collected separately in

a container kept in the hostel mess and is not mixed with any other form of waste. This waste

is organic in nature and gets decomposed easily as compared to other forms of non

biodegradable waste.

Table 1:Waste generation in YIF

Source: Self-compiled



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Food Waste is 20 Kgs a day. The dustbin is cleared three times each day. ( Around 80% of

the 10 kg dustbin is full when cleared). This includes all the used food, vegetable peels etc.

The left-over food is consumed by the guards, maids and if there is something still left, they

take it for their families. And of course, this varies on holidays and weekends because the food

cooked then is less in quantity.

In Ashoka, the number of students (including those enrolled at YIF) will be around 350, as

informed by the admin team. Plus we add the staff and their families who will be living on

campus, therefore, around 500 people in total. Hence the waste in Ashoka can be

estimated to be nearly 5 times the waste in YIF.

Paper wastefrom the hostel is 50 Kgs in 2 months. This includes all the A4 sheets,

pamphlets, newspaper subscriptions..Also around 30 packets of 500 A4 paper are used every

year by the admin office, as informed by the accountant. This means that around 15000papers per year i.e 1000 papers per month approx. are used in YIF itself.

Plastic waste: 7 to 10 1 litre bottles per day, per floor. And packets is about 30 packets per

floor. The maid said that there is about 1 kg of plastic waste per floor per day including

bottles, packets etc. So that is 4 kilos a day from the entire hostel.

Obviously in Ashoka this may vary depending on the rules on plastic bags and the

accessibility to shops and junk foods et al.

Glass: Mostly alcohol bottles. 20*1 litre bottles per week is found in the hostel. This estimate

for Ashoka has also been 5 times the waste generated in YIF.



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"RE-USING" WASTEWet Waste management

The largest amount of waste generated at YIF is food waste. This can be treated eitherthrough composting or biogas generation.Composting is a cheap method of managing waste.

However, its only output is manure, which would be too large a quantity to be fully used at

the campus.

Biogas treatment yields both manure as well as usable energy. This requires space and the

installation of a plant, which can yield cooking fuel or electricity. The biogas plant installation

can be determined by the amount of waste generated and the budget. The plants themselves

vary according to its technology, materials used, design and consequently the energyefficiency.

A simple biogas plant could have the following specifications.

# Table 2:Biogas Plant specifications

Source: Centre for Renewable Energy and Sustainable Technologies, NIE.

According to our conversations with the consultant working at Reap Benefit, the installation

cost of such a biogas plant would be ~ INR 50,000. It requires some construction to be done

on site as part of the installation.



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However, better designs are available with minimal construction needed for installation.

These can cost up to INR 5,00,000 and have a much better yield of 1.5 LPG cylinders/100

Kg of kitchen waste. The two possible types of are a KVIC (Khadi and Village Commission)

floating dome model and the second, is a completely automated model, a double digester that

successfully converts waste into energy at higher efficiency levels than most of the presentbiogas plants.

Paper, Glass and Plastic WasteManagement

It would be ideal to develop a flow with organizations that recycle these materials. However

there are accessibility issues at Sonepat, which could lead to an overall energy loss. According

to the waste generated, we can consult if it is useful to set up a collection mechanism, which

could be as low frequency as once a month.

Apart from this, we can recycle material at the campus itself. There are many low-income

families residing in and around the Rajiv Gandhi Education City who can be constructively

engaged in this. Student groups can designs, which can be well executed.



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RECYCLING AND WASTE MANAGEMENT AT

VARIOUS UNIVERSITIES

1. University of Arizona

FM Recycling & Waste supports the University of Arizona's long-term sustainability goals by

working to facilitate and increase recycling efforts campus-wide. Their primary focus is on

recycling, providing information, education, and resources to support the recycling of

common materials such as cardboard, paper, aluminium and plastic. They also recycle print

and toner cartridges, e-waste, batteries, and shipping pallets.

In partnership with Waste Management Inc., they operate a modified "single-stream"

recycling system. All types of Paper, Plastic and Aluminum/Tin canscan be deposited in

virtually any recycling bin or box on campus.

They also provide separate "White Office Paper Only" bins for administrative offices and

copy rooms for the exclusive collection of this high-revenue commodity. Finally, all corrugated

cardboard boxes are collected in cardboard cages located throughout campus. As other high-

revenue streams are made available, they implement those accordingly.

They increase the recycling rate for the entire University community by a rate of 10% each

year for the next 5 years. Currently, the University recycles 40% of all waste, a five percent

increase from a year ago.

2.American University

AU, beat out 604 other American colleges to Grand Champion in a 2012 Recycle

Maniacontest. It was a milestone on the schools way to becoming 100% waste-free. It plans

to get there by increasing the methods its already using, like composting all paper towels from

restrooms on campus and all kitchen waste from three dining areas. Bottled water and food

trays have also gotten the ax, cutting waste by 32%. Auto lubes are recycled, furniture is

recycled or reused, and kitchen grease is recycled for electricity. It all adds up to one of thefinest recycling programs in academia.

3.Pepperdine University

Only 22% of the waste produced at this school ever makes it to a landfill. The other 78% is

recycled, an amazing diversion rate.Green waste, like tree and brush trimmings, are

composted and reused for fertilizer and pathways. Food waste is also cut down by composting

and by a meal system involving points, not buffet-style meals, so students arent tempted to be

wasteful.



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4.College of the Atlantic

COA, in Maine, is well-known as one of the greenest campuses in the nation. Its recycling

program reaches every floor of every building, offering outlets for recycling bottles, cans,

glass, printer cartridges, and paper. But where the school really shines is in food recycling:

every last scrap of food waste is composted, along with the napkins and disposable flatware.Actually, not every scrap is recycled; in the Sustainable Business Hatchery on campus, some

of the food waste may beturned into cleanby an enterprising student.

Strategic Intervention: Shaping pro-

environmental behaviour at Ashoka University

For our plans of wet waste management and dry waste management to be

successful (successful being energy efficient), it is essential that we focus on

integrating students in the process of waste segregation. For this it is important that

the University places strict rules in terms of waste segregation. These rules would be much

easier to follow for the new batch of students coming in rather than placing the rules after the

university has kicked off because behaviour of students is easier to mould when they are

entering a new system. However, we have also thought of ways to device a University level

scheme to reduce waste and promote energy efficient behaviours.

Rationale: Any advancement in the field of energy is contingent upon technological and

scientific advancement and the appropriation of the same by the consumer. While the current

scheme plans to implement systems that may lead to efficient waste management, it also takes

cognisance of shaping long lasting and dynamic- pro-environmental behaviours.

Theoretical Paradigm: This scheme operates keeping in mind the socio-ecological context

within which the university operates. This essentially means that behaviour of an incomingstudent at Ashoka will be affected by several factors organised in interrelated and expanding

layers. These factors include the immediate social environment consisting of peers, teachers

and mentors, the architectural structure and the geo-political- social atmosphere and location

of the campus. Keeping these factors in mind, the scheme purports to develop a "cultural

context" that may be conducive to waste efficient behaviours. This policy links traditionally

recognised determinants like rules, fines, and incentives with larger social and cultural

determinants.

Furthermore, the current scheme focuses on establishing an atmosphere of mutual trust and

co-operation as we believe that we can prevent "tragedy of commons" by promoting a culture



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of collective ownership and responsibility. In order to support this understanding the scheme

adopts a non- directive, implicit and personalised approach in promoting pro-environmental

behaviours. Lastly, the scheme places emphasis on establishing social norms and making the

students responsible for maintenance and upkeep of the system.

Procedure:

1.A benchmarking initiative:

The Rajiv Gandhi Education City (RGEC) at Kundli, the ambitious project by Government

of Haryana to develop a hub of higher education institutes has a host of institutions

including Ashoka University.Indian Institute of Technology Delhihas taken possession of 50

acres of land offered for the extension of its Delhi campus. Many Universities who have

started their projects include O.P Jindal Global University, SRM University,

Bhagat Phool

Singh Mahila Vishwavidyalaya andDeenbandhu Chhotu Ram University of Science and

Technology. A benchmarking

practice

could be established between these universities, so that

students andadministration would release reports of their efforts in being energy efficient and

in waste management. This would help a study of best practises for otherinstitutionsand

aid

implementation

of these best practises as well. A yearly award could be

instituted

to

reward the bestinstitutein these efforts as well. This would spurinstitutionlevel efforts;

encourage students further and create a collaborative environment for change.

This could become a model to be emulated by other clusters of educational

institutionsthroughout the country, taking further the process of change into a phenomenon. Bringing

partner

institutes

of these colleges from abroad into the circle would enhance the best

practice standard further, thus sowing the seeds for a global framework of such sorts between

academicinstitutions, which are responsible for producing most literature on the issue to

implement them in their own surroundings and the practise the change they propagate.

2.Sequential Norm priming

This step involves sequentially establishing the "change maker" and "mutual cooperation

norm. This can be done in the orientation week and extended over the first two semesters,

until the students show signs of internalisation.

Step 1: The idea is about being different, unique, bringing about change and revolutionising

the status quo. These values are implicit to Ashoka, as the institution stands as an exemplar to

these and it vouches to inculcate it in its students. And hence, to incorporate this, the

university should make students cognisant of avenues of practicing this norm. To do this, the

university can introduce the concepts like "Discussion Forums" and "The Burning man"

event.

Step 2:The Burning man is an event based on the concept of "gift exchange economy".

The university can hold a fair, where all students, faculty members, and staff come together to

http://en.wikipedia.org/wiki/Indian_Institute_of_Technology_Delhi%22%20%5Ct%20%22_blank%22%20%5Co%20%22Indian%20Institute%20of%20Technology%20Delhi


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offer something they can do or make for free to whoever approaches them. The event rejects

market norms, and emphasises the importance of co-operation, mutual appreciation,

acknowledgment. This lays the foundation of trust in the cohort. Later the university can

have a second fair or collective ownership box, where people can give up some of their

belongings to someone else who might need it in the campus or place them in the collectiveownership box. This further creates a norm of minimising personal waste and maximising

collective resources. This norm building although not directly related to pro-environmental

behaviours creates an atmosphere for building the same.

Step 3:The orientation week could include several activities of relevance to the current

scheme. This would include an explicit declaration of a "green campus" i.e. energy and waste

efficient campus. The code of conduct would be spelled out and the idea of mutual checks

balances would be explained, where by faculty members, students, administration and other

players would keep an active look on their own and their neighbour's energy consumption. A

second activity that is imperative to the present scheme is creation of a discussion forum,

where students actively discuss issues both personal and social. This will act as a spring board

for creations of active student body clubs. Thus, the administration allows the students to

arrive at the idea of energy efficiency and pro-environmental behaviour inductively. The next

step would be to ensure these bodies are active and inclusive.

Step 4: While building the student bodies further, the administration can capitalize on the

ideation and passion of students and involve them in waste management issues in University.

Moving further, they can engage them with issues in Rajiv Gandhi Education city, the waste

generated in Kundli Industrial area etc. Sequentially build their knowledge andunderstanding of larger issues by giving them projects as an extracurricular and for extra

credits. As the students get involved in these projects, they will psychologically internalize the

concepts involved in efficient waste management and energy usage. This would gradually

initiate the process of cognitive restructuring to attain balance, whereby their intellectual and

practical involvement in a particular issue would automatically make them alter their personal

habits to become more energy efficient. This principle of cognitive balance assumes that

individuals prefer to live in cognitive harmony, and if one set of behaviours and attitudes

contradict another, they tend to alter one so it becomes inline with another. Since, the

university has already established the idea of mutual responsibility, change, co-operation andchecks and balances, the movement towards a pro- environmental attitude is imperative

rather than its reverse.

Step 5: Students can be further motivated to maintain waste management and energy

efficiency of the campus by creating a social-comparison paradigm. Thus Ashoka can

proudly proclaim to be a university with a "student run waste management/ energy efficiency

program"; a program which can actively evolve with every incoming batch. This creates

further sense of responsibility in the students to take up the program seriously.



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3.A committed administration:

This exercise would demand an equal commitment from the administration side as well. A

committed administration, faculty, TAs and RAs who practice these values are important to

inculcate this behaviour among the impressionable young kids as well. This would make them

imbibe the values, thus all these people become ambassadors or role models in their own rightand in impacting the behaviour of students.

A healthy exchange should be inculcated as well, where the students could hold the

management accountable for designing inefficient systems in the future, paper wastage etc.

The TAs and RAs, coming from the Young India Fellowship tradition could act as mentors to

power these efforts, for the club and in the hostel and keep track of the dynamism by

initiating new efforts in key areas where action needs to be stepped up.

4.Negative reinforcements for a community led change in variable interval

schedules:

The success of the people almost always depends upon the favour and good opinion of their

neighbours and equals; and without a tolerably regular conduct these can very seldom be

obtained - Adam Smith.

A competition between rooms to reward the most energy efficient rooms will ensure that

individuals take initiatives and committed to fuel the change. We suggest a community led

alternative to this. A floor wise aggregate meter would be installed in all hostels.

At the end of the week, the floors which have consumed beyond the optimal limit of

consumption will be subjected to 2 or 3 short power cuts of 15-30 minutes in variable interval

schedules as a negative reinforcement. These schedules will vary in duration and their time,

thus creating the desired negative effect to spur a change. This would lead to a community

committed desire to be energy efficient. Defaulters would be held accountable by their fellow

students, thus streamlining the entire process.

This would be a more effective tool than punishments like fines. Punishments suppress

behaviour and might lead to a rebellious reaction if they turn autocratic in genuine cases ofmistake. Such negative reinforcements on the other hand lead to an avoidance of negative

behaviour to avoid the consequences and not suppression. Hence, we advocate them over

punishments to create a legacy of strong traditions at our new university.

5.Academic focus on Energy and Waste management as an issue and Ashoka

Quest

Energy, global warming, waste efficiency as an issue of academic and research focus could be

inculcated at Ashoka University. This could be initiated through readings for foundation

courses in natural sciences, economics sociology etc. where there is a wide body of literature



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by eminent scholars on the energy issue using key theories. This would also serve in

highlighting energy, ecology, sustainability as fields of scope for specialization in academics at

post graduation level, in research projects for courses and as a career option.

Ashoka quest could play a key role here, as one of the modules needs to be in the social

sector/ government/ research- encouraging students to work in think tanks, agencies, NGOswhich have done pioneering and exciting work in this field would bring the energy to focus

much more among their peers and create new leaders in this field from the Ashoka tradition.

6.Sign board, art and graffiti :

Sign boards, if effectively placed could be very effective tools. Visual signals have been

effectively used as a lean tool to effectively perform smaller activities that may slip ones mind,

especially precautions and processes. A similar approach could be adopted where there are

sign boards with every junction box on campus- in conference halls, staff rooms,administration offices, classrooms, hostel, sports facilities mess etc reminding the students,

faculty and administration to switch off the equipment when not in use. Thus, there could be

a culture of subliminal boards all over the campus advising general green behaviour, waste

management, and energy efficient behaviours.

We also advise a strong culture of customised sign boards/ posters in every room which have

personalised posters of the form, Dear X, Have you turned off your lights? on the main

door, Dear X, Have you turned off your geyser? on the bathroom door, Posters like, Feel

like climbing the stairs ? You will lose Y calories that you gained from eating XXX . For4

waste segregation we could have signs near colour coded dustbins likeEverything has its

place, even your crap. OR DONT WASTE YOUR WASTE!"

A graffiti design contest on certain wall spaces would bring this change as well, while giving

the students a chance to embark on a creative journey.

FUTURE PLANSThe waste management system can be expanded along its breadth as well as scale.

Expansion


XXX could probably be the most popular item on the menu of the mess. Like Cheese sandwich and samosa in4

our case.


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Once a working model is in place and the bottlenecks are smoothed out, it could be expanded

to include other colleges around the campus. A green campus can be created and more

efficient and a larger scale of energy production set in motion. An ELM project could be

designed for working on the technical and behavioral aspects of waste reduction and

management along with the logistics of running and expanding the system.

Livelihood Generation

For recycling wastes, livelihood opportunities could be created for women from the low

income families residing near the college. An ELM project could be proposed which begins

with researching the families who would be interested in such work. Furthermore, the team

could create or find well-executable designs. The gifts that guests and lecturers and presented

with on behalf of Ashoka could be fully created on campus.

CONCLUSIONS

We have already talked about why waste management is imperative and should be put into

place near its source itself. Our project however specifically takes Ashoka into consideration

considering the relevancy and urgency in this situation. It is relevant considering the impact

that Ashoka aims to make on society by helping change agents develop, it makes sense for its

functioning to be aligned with its ideals. It is urgent as the Ashoka campus opens its gates to

students mid-July. Modifying a functioning system requires way more effort than setting the

systems in place right at the onset. As undergraduate students step out of their homes,

possibly for the first time, they could be integrated into a system that functions cleanly and has

environment consciousness embedded into every act.


Powering the Future Final Project_Team Ardra-Devleena

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