GEO3132 : Climate Change Debate: Science, Politics and Public Views (Inactive)
- Inactive for Year: 2018/19
- Module Leader(s): Dr Hiro Yamazaki
- Lecturer: Dr Kathryn Manzo, Dr Gareth Powells
- Owning School: Geography, Politics & Sociology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||10|
|Semester 2 Credit Value:||10|
Anthropogenic global warming and climate change since 20th century is among the most discussed topics today, but abundant misleading information of the internet age and the disconnection of general public from highly specialised scientists have been leading to chaotic swings of trust and distrust. In order to re-establish the fragile balance between physical and emotional implications of the climate change, invisible barriers between physical and human geographers need to be removed with courage by understanding both aspects. As the first step to achieve this far-fetching goal, this module is designed to
- Introduce basic scientific methodologies behind climate change investigations
- Highlight the pitfalls and misuse of scientific and statistical data
- Scientifically examine varieties of evidences discussed in the non-scientific community
- Introduce the complex decision making process related to climate change policy.
- Appreciate different views on the issues around climate change discussions.
- Understand how general public perceive the scientific climate information.
Outline Of Syllabus
N.B. Not necessarily in the following order.
1. Debating Climate Science
The physical science of climate change
Scientific understanding of climate change
Spatial and temporal scales in climate change
Metaphors: hockey stick and tipping point
Climate Sceptics: misuse of science and statistics
Technology, adaptation and decision making
Geo-engineering and space technologies
Climate impacts on water, energy and food
Ecology and evolution
Known unknowns and unknown unknowns
Public understandings of science
Climate change and the media
Climate change in popular culture
The concept of danger in climate science and geopolitics
2. Debating climate change and development
Capitalism, climate change, development
The global problem of climate change
Climate action and finance (emissions trading and reduction, clean development, REDD, etc.)
Climate capitalism, green development
The concept of opportunity in business and government
NGOs, climate change and development
People not polar bears
Vulnerability and uneven development
Climate poverty, climate justice
|Scheduled Learning And Teaching Activities||Lecture||8||1:00||8:00||N/A|
|Guided Independent Study||Assessment preparation and completion||6||2:00||12:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||8||2:00||16:00||Included critical movie evaluation|
|Scheduled Learning And Teaching Activities||Practical||1||3:00||3:00||Climate science exercises|
|Scheduled Learning And Teaching Activities||Workshops||6||1:00||6:00||Formative assessments of debates|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||3||1:00||3:00||N/A|
|Guided Independent Study||Independent study||1||152:00||152:00||N/A|
Teaching Rationale And Relationship
In order to develop critical evaluation of climate discussions in the public, students need to learn basic knowledge of science as well as inter-personal communication skills. Debates are efficient methods to expose the limitation of knowledge and to develop inter-personal communication skills simultaneously. A completion of computer-based exercises of scientific knowledge without time-restriction will complement the debating exercises to establish further confidence in the fundamental knowledge that is needed to join more advanced discussions.
The format of resits will be determined by the Board of Examiners
Assessment Rationale And Relationship
In order to establish scientific background.
Essays test the students' ability to explore subjects in depth, demanding critical reading and writing skills and an ability to gather and synthesise material and to formulate a rigorous argument.