Download
1 / 14
140 likes | 251 Vues
This module, led by Dr. Rob Byrne, explores the intricate relationship between environmental challenges and sustainable development. Students will delve into key issues such as climate change, biodiversity loss, and pollution while examining the technical and human dimensions of these problems. The module highlights the role of science and technology, encourages informed discussions, and addresses competing conceptions of sustainability. Through lectures, seminars, and case studies, participants will develop critical thinking skills essential for addressing sustainability in real-world contexts.
E N D
Introduction to Sustainable DevelopmentSecond-year optionModule overviewDr Rob ByrneSussex Energy Group, STEPS Centre and Tyndall Centre for Climate Change ResearchR.P.Byrne@sussex.ac.uk C1149
We know that we are faced with a variety of environmental problems • Air pollution and climate change • Pollution of rivers and groundwater • Species extinction and biodiversity loss • Release of toxic substances • Desertification • And many others • It is very important to understand these issues in natural science terms • How do pollutants accumulate over time? • How dangerous are they for humans, other animals, ecosystems? • How can we measure/monitor them? • For many problems (if not all) we might expect ‘technical’ solutions to be possible • Stop emitting pollutants such as carbon dioxide • Prevent deforestation and/or increase afforestation • Replace the use of toxic substances with non-toxic ones • And so on
But the causes of these problems often come down to human action • Our consumption habits or wants • Firms making investment or production decisions • And so on • Many of these actions do not succumb easily to technical fixes, or there are different views about what the best ‘fixes’ should be • Once we begin to recognise that such problems are complex, and depend on different perspectives and contexts, we also begin to recognise that solving such problems becomes a complex and context-dependent effort • Inherent in many of the complexities are various tensions or trade-offs • When we examine the concept of sustainable development, we begin to realise that this, itself, is full of tensions, trade-offs and complexities
Module purpose • The purpose of this module is to • Explore these tensions and complexities • Begin to make sense of the key questions that need addressing if we intend to achieve sustainable development • Of particular interest to us as scientists, analysts and practitioners, is the role that science and technology can – and cannot or should not – play in achieving sustainable development goals
Module presenters • Convenor: Dr Rob Byrne • Based in SPRU (Department of Science & Technology Policy Research in BMEc), but also a member of the STEPS Centre and the Tyndall Centre for Climate Change Research • Research interests: low carbon development, sustainability and poverty reduction in developing countries • Seminar tutor: Tammy Sharp tutored in 2012-2013 • Final-year doctoral student based in SPRU, working on the role of carbon capture and storage in future scenarios of the UK energy supply mix • Others • There will be a number of guest lectures given by academics in SPRU (see the later slide on the Module programme), each of them with expertise in the topic of the particular lecture • NB: the actual topics and lecturers will depend on who is available – the list given later is from the 2012-2013 lecture programme
Module learning outcomes • By the end of the module, a student should be able to • Describe competing conceptions of sustainable development • Recognise the positive and negative roles of science and technology in delivering sustainability • Identify key questions that policy processes seeking to deliver sustainability must address • Participate in informed discussion of the above topics
Module programme: lecturesLectures in 2012-2013, but some could change for 2013-2014 (depends on available lecturers) RB: Rob Byrne; RC: Rose Cairns; ASm: Adrian Smith; RW: Rebecca White; GM: Gordon MacKerron ASt: Andy Stirling; FK: Florian Kern; SS: Steve Sorrell; AE: Adrian Ely; TS: Tammy Sharp (seminar tutor)
Module programme: seminarsSeminars in 2012-2013, but some could change as we develop the module based on student feedback
Module assessment • Two assessments, each to be attempted individually • 750-word essay, based on a question given during the early part of the module to be submitted in week 5 of teaching block 1 – accounts for 20% of the module mark • 2500-word essay, based on one of a choice of questions, to be submitted in week 1 of teaching block 2 – accounts for 80% of the module mark • There are no formally assessed presentations, although students might be asked to do short informal (unassessed) presentations during seminars
Modes of learning • Case studies to link lectures to real-life examples • Small-group and whole-group discussions • Mini presentations (not assessed) • Debates • Short videos & other audio-visual documentary material • Policy discussion, generating new policy through discussion • Essay feedback session (week 7 seminar) – to help prepare for the 2500-word essay • Interactive discussion in the lectures
