Students
CLIM805 – Climate Change: Policies, Management and Adaptation
2016 – S2 Evening
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Kate McCauley
Contact via Email
W3A429
Thursdays by appointment
Andrew McGregor
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| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MClimCh or MEnv or PGDipEnv or PGCertEnv or MWldMgt or PGDipWldMgt or PGCertWldMgt or MSc in Biodiversity Conservation or PGDipSc in Biodiversity Conservation or PGCert in Biodiversity Conservation or MSusDev or GradDipEnv or GradCertSusDev or GradDipSusDev or MEnvPlan or MConsBiol or GradDipConsBiol or MPASR or GradDipPASR or GradCertPASR
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
GEOP705
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| Unit description |
Unit description
Global climate change is one of the important issues facing humanity in the 21st century. The ability to mitigate or adapt to projected climate change depends on developing an integrated perspective on the physical, biological, biogeochemical, socio-economic and cultural factors that influence the climate system. This unit focuses on the legal and socio-economic frameworks for understanding mitigation and adaptation to climate change, and covers (a) the legal and regulatory frameworks for climate change, (b) technological and economic strategies for climate mitigation, (c) risk management, (d) the ethical context of climate change specifically with respect to sustainability and cultural diversity and (e) climate-change governance. It also examines human adaptation to climate change from a diversity of perspectives. It will provide students with the background to critically evaluate the complex interactions that influence human responses to climate change and our ability to change future climate trajectories through political, economic and legislative means. The course is taught by a team of internationally renowned experts drawn from the University's Concentration of Research Excellence (CORE) in Climate Futures.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Demonstrated understanding of current progress on climate change policy, particularly in regards to mitigation and adaptation opportunities
- Ability to compare and contrast different approaches to climate change from perspectives of equity and justice
- Ability to identify diverse ethical, political, social and economic influences on human responses to climate change
- Demonstrated understanding of the scalar dimensions of human responses to climate change
- Skills to promote and pursue pathways to climate-resilient futures through a variety of communicative means
- Ability to work collaboratively and as part of a team on climate related issues
General Assessment Information
Marking rubrics:
Marking rubrics will be provided in class for each assessment task.
Penalty for late submission of assessment tasks:
Assessment tasks are to be submitted on the date listed under the Assessment Tasks section of this Unit Guide. 5 marks will be deducted off the final mark for the assessment task for each day that the assessment task is late. For example, for a student who initially receives a mark of 75 for an assessment task but this task was submitted two days late, they will be penalised a total of 10 marks - to bring a final mark of 65.
Extensions:
Extensions must be requested in advance and in writing via email to your Unit Convenor. In the email, please explicitly state the reason for the request.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Climate Policy Development | 10% | Wed 24 Aug 2016 |
| Mitigation strategies | 40% | Wed 5 Oct 2016 |
| Climate resilience conference | 40% | Wed 2 Nov 2016 |
| Participation | 10% | All semester |
Climate Policy Development
Due: Wed 24 Aug 2016
Weighting: 10%
Create a 2-page Information Sheet that outlines the evolution of climate policy in a country of your choice. Identify the key actors, events and influences that have shaped policy in that country.
In your information sheet, you are encouraged to consider:
- Current targets and goals to address climate change;
- Key climate change policies, programs and institutions;
- Comparisons with other countries;
- Participation in international forums and agreements;
- Influential domestic organisations and actors;
- Barriers to progress; and
- Socio-cultural, economic and ethical contexts that influence climate policy development and implementation.
The Information Sheet is expected to be delivered in a way that would effectively inform a general audience as to the state of play for climate change policy development in your country of choice. You are expected to draw from academic (e.g. academic journal articles) as well as non-academic sources (e.g. government and non-government policy documents, reports, media coverage, etc.).
On successful completion you will be able to:
- Demonstrated understanding of current progress on climate change policy, particularly in regards to mitigation and adaptation opportunities
- Ability to compare and contrast different approaches to climate change from perspectives of equity and justice
- Ability to identify diverse ethical, political, social and economic influences on human responses to climate change
- Demonstrated understanding of the scalar dimensions of human responses to climate change
Mitigation strategies
Due: Wed 5 Oct 2016
Weighting: 40%
One of the key challenges for those working on climate change is communicating complex concepts and initiatives to different audiences. This assignment addresses this issue in two parts.
Task 1: Group e-presentation on mitigation strategies (7 minutes - 20%)
Task 1 requires you to work in a small group (between 4 and 6 people) and create an e-presentation oriented at promoting a particular mitigation strategy of your choice to a general audience (i.e. something that might be posted on youtube or a website with important and valuable information about climate change, for example).
The e-presentation should be no more than 7 minutes long and can take the form of a podcast, digital story, video, slowmation, blended media or narrated powerpoint. The e-presentation should explain the mitigation strategy and provide convincing arguments for its adoption. The presentations will be shown in class and be followed by a public question and answer session (held during class).
If you are not already familiar with e-presentations, this assignment will require you to develop some technical communication skills and have access to presentation software (such as powerpoint, imovie or windows movie maker). A library training session will be held in the early weeks of Semester 2 and help with this, however, you are also expected to develop these skills through accessing other helpful information in your own time such as online forums and training modules. A valuable website which contains much of the information you require is - http://www.digiexplanations.com/.
Please note that this task is expected to submitted to the Unit Convenor via email. In addition, each team is required to email the Unit Convenor outlining the contribution of individual team members (the format for this will be clarified in class).
Task 2: Individual information sheets on mitigation (1,000-word report - 20%)
Task 2 is an individual task rather than a group task. Each member of the group is required to prepare a 1,000-word report which advocates for adoption of this mitigation strategy in a country of their choice. A key aspect of this argument is 'why' the mitigation strategy should be adopted and 'why' it is appropriate for your country. Each student is expected to select a different country. The report should be written as an academic essay and fully referenced using the Harvard Referencing Style. Effective use of diagrams and pictures is encouraged.
On successful completion you will be able to:
- Demonstrated understanding of current progress on climate change policy, particularly in regards to mitigation and adaptation opportunities
- Ability to compare and contrast different approaches to climate change from perspectives of equity and justice
- Ability to identify diverse ethical, political, social and economic influences on human responses to climate change
- Demonstrated understanding of the scalar dimensions of human responses to climate change
- Skills to promote and pursue pathways to climate-resilient futures through a variety of communicative means
- Ability to work collaboratively and as part of a team on climate related issues
Climate resilience conference
Due: Wed 2 Nov 2016
Weighting: 40%
For this assessment task, you are invited to give a 5-10 minute oral presentation (weighting 20%) and publish a 2,000-word fully-referenced essay (weighting 20%) in the proceedings of a conference workshop entitled 'Pathways towards ethical and just climate-resilient futures'.
You must submit via email a one-paragraph abstract (max. 250 words) to the Unit Convenor for approval at least 2 weeks prior to the conference. You are encouraged to respond creatively to the conference theme. In your response, you may like to consider aspects such as:
- Ethical dimensions of a particular adaptation strategy;
- Human and non-human climate justice issues;
- Climate vulnerabilities;
- Preparing for climate disasters;
- Building capacities in people and places;
- Promising strategies and initiatives from around the world.
Please note that your topic must be different to your mitigation strategies e-presentation topic.
Your presentation should be solution-oriented (i.e. helpful in preparing society to respond to climate change) and based on your 2,000-word essay. The presentation is worth 20% of your final grade and the accompanying essay is also worth 20%.
On successful completion you will be able to:
- Demonstrated understanding of current progress on climate change policy, particularly in regards to mitigation and adaptation opportunities
- Ability to compare and contrast different approaches to climate change from perspectives of equity and justice
- Ability to identify diverse ethical, political, social and economic influences on human responses to climate change
- Demonstrated understanding of the scalar dimensions of human responses to climate change
- Skills to promote and pursue pathways to climate-resilient futures through a variety of communicative means
Participation
Due: All semester
Weighting: 10%
If we are to address the challenges of climate change it is important that we act as informed and involved citizens. This means participating in climate change debates effectively both face-to-face and online. This final assessment task requires your active participation in class and in the online discussion forum (via iLearn) and is aimed at developing your communication skills, both in person and online via iLearn, enabling you to actively participate in climate change discussions, advocacy and action out in the broader community. Your contribution to class and the online discussion forum will be assessed over the entire semester. This is not a matter of being the loudest voice in class but rather a matter of engaging insightfully and effectively with the issues being discussed.
Participation will be assessed across the whole semester in terms of:
- Class attendance (5%)
- Class participation (5%) (including online discussion forum via iLearn)
You are expected to come to class prepared to contribute to class discussion which will take place each week sometime after the lecture. This means that you are expected to have prepared for class as requested by the guest lecturer (this may vary from week to week and will be posted on iLearn via an announcement close to a week in advance) including carefully and critically attending to the set readings.
Each week a number of people will be called upon randomly (on the spot) to co-lead a class discussion based on the set readings. Each person will be allocated 5 minutes presentation time. You are expected to co-lead a class discussion at least once over the semester. In addition, you are expected to contribute critically during class discussion and the online discussion forum. You will be assessed according to the quality of your contribution over the whole semester. If for some reason you do not get a chance to say much in class, you will still be able to achieve a good grade through class attendance and participation in the online discussion forum.
The intention is for the co-leaders to facilitate an impromptu and fluid group discussion based on the set readings by making insightful and critical comments, and posing questions to the class. You may like to consider:
- What questions the readings either together or separately raised for you?
- What you found interesting?
- What you found helpful and not so helpful?
- What you think was missing (if anything) and what could have been done better?
- How did these papers compare to the lecture content and academic literature covered to date i.e. similar or opposing views, aims, methods etc.
On successful completion you will be able to:
- Demonstrated understanding of current progress on climate change policy, particularly in regards to mitigation and adaptation opportunities
- Ability to compare and contrast different approaches to climate change from perspectives of equity and justice
- Ability to identify diverse ethical, political, social and economic influences on human responses to climate change
- Skills to promote and pursue pathways to climate-resilient futures through a variety of communicative means
- Ability to work collaboratively and as part of a team on climate related issues
Delivery and Resources
This unit will be taught on Thursday evenings between 6 and 9pm, and led by climate change experts from across the university. All relevant information to prepare for class will be available on iLearn. Students are expected to undertake Required Readings and come to class prepared (as per iLearn announcements).
Readings: (any updates to this reading list will be announced via iLearn)
All students should familiarise themselves with the sections of the 5th Assessment Report of the IPCC available here: https://www.ipcc.ch/report/ar5/
Week 1 Kate McCauley
Required:
Gardiner S (2010), Ethics and climate change: an introduction, Wiley Interdisciplinary Reviews: Climate Change, 2010
Hayward T (2012), Climate Change and Ethics, Nature Climate Change 2, pp 843–848
UNFCCC Big Picture of Climate Change (please browse this page prior to class):
http://bigpicture.unfccc.int/#content-the-paris-agreemen
Recommended:
Gibson-Graham JK (2011): A feminist project of belonging for the Anthropocene, Gender, Place & Culture: A Journal of Feminist Geography, 18:01, pp 1-21
Randalls S (2011), Broadening debates on climate change ethics: beyond carbon, The Geographical Journal, Vol. 177, No. 2, June 2011, pp 127–137
UNFCC Framework on Climate Change 1992:
http://unfccc.int/resource/docs/convkp/conveng.pdf
UNFCC Kyoto Protocol:
http://unfccc.int/resource/docs/convkp/kpeng.pdf
UNFCCC Paris Agreement:
http://unfccc.int/resource/docs/2015/cop21/eng/l09r01.pdf
Week 2 Andrew McGregor
Required:
McGregor, A. 2015. REDD+ in Asia Pacific. Nature Climate Change 5, 623-4.
Stehfest, E., Bouwman, L., van Vuuren, D., den Elzen, M., Eickhout, B., Kabat, P. 2009. Climate benefits of changing diet. Climatic Change 95: 83-102.
Recommended:
Corbera, E ; Schroeder, H, Governing and implementing REDD+, Environmental Science and Policy, 2011, Vol.14(2), pp.89-99
Food and Agriculture Organisation 2006 Livestock's Long Shadow (particularly chapter 3). http://www.fao.org/docrep/010/a0701e/a0701e00.HTM
McGregor, A. 2010 Green and REDD? Towards a political ecology of deforestation in Indonesia. Human Geography 3, 2, 21-34.
UN-REDD website: http://www.un-redd.org/
Week 3 Martin Rice
Readings tbc
Week 4 E-Presentation Training
NA
Week 5 Jon Symons
Required - Innovation:
Victor, David (2011), “Promoting technological change”, in Global Warming Gridlock: Creating More Effective Strategies for Protecting the Planet, Cambridge UP: Cambridge. Pp 116-164.
David King, John Browne, Richard Layard, Gus O’Donnell, Martin Rees, Nicholas Stern, Adair Turner A Global Apollo Programme to Combat Climate Change
http://cep.lse.ac.uk/pubs/download/special/Global_Apollo_Programme_Report.pdf
Recommended - Innovation:
Brook, B. W., Edney, K., Hillerbrand, R., Karlsson, R., & Symons, J. (2015). Energy research within the UNFCCC: a proposal to guard against ongoing climate-deadlock. Climate Policy, (ahead-of-print), 1-11
Garnaut, R. (2008). The Garnaut climate change review. Melbourne: Cambridge University Press. pp. 219–223; Retrieved from http://garnautreview.org.au/
Mazzucato, Mariana. "The Entrepreneurial State: Foundations for Progressive Economics." Renewal 19. 3-4(2011).
Urpelainen, J. (2012). Technology investment, bargaining, and international environmental agreements. International Environmental Agreements, 12, 145–163
Required - Geoengineering:
Holly Jean Buck, "Climate Remediation to Address Social Development Challenges: Going Beyond Cost-Benefit and Risk Approaches to Assessing Solar Radiation Management" In Engineering the climate: the ethics of solar radiation management. Ed. Christopher J. Preston. Rowman & Littlefield, 2012. pp 133-148
Bodansky, Daniel. “Governing Climate Engineering: Scenarios for Analysis” Discussion Paper 2011-47, Cambridge, Mass.: Harvard Project on Climate Agreements, November 2011. http://belfercenter.ksg.harvard.edu/files/bodansky-dp-47-nov-final.pdf
Recommended - Geoengineering:
Barrett, S. (2008) ‘The Incredible Economics of Geoengineering’, Environmental and Resource Economics 39(1): 45-54.
Goes, M., Tuana, N., and Keller, K. (2011) ‘The Economics (or Lack Thereof) of Aerosol Geoengineering’, Climatic Change 109, 3-4: p.719-744.
Hamilton, C. (2013) Earthmasters: The Dawn of the Age of Climate Engineering, New Haven: Yale University Press.
Lampitt, R. S., Achterberg, E. P., Anderson, T. R., Hughes, J. A., Iglesias-Rodriguez, M. D., Kelly-Gerreyn, B. A., Lucas, M., Popova, E. E., Sanders, R., Shepherd, J. G., Smythe-Wright D., and Yool, A. (2008) ‘Ocean Fertilization: A Potential Means of Geoengineering?’ Philosophical Transactions of the Royal Society of London A 366(1882): 3919-3945.
Morrow, D., Kopp, R. and Oppenheimer, M. (2009) ‘Toward Ethical Norms and Institutions for Climate Engineering’, Environmental Research Letters 4 (October-December): 5.
Preston Christopher J. (ed) Engineering the climate: the ethics of solar radiation management. Rowman & Littlefield, 2012.
Rayner, S., Redgwell, C., Sauvulescu, J., Pidgeon, N. and Kruger, T. (2010) ‘Draft principles for the conduct of geoengineering research (the “Oxford Principles”)’, reproduced in House of Commons Science and Technology Committee: The Regulation of Geoengineering. Fifth Report of the Session 2009-2010, HC221, 18 March.
Royal Society (2009) Geoengineering the Climate: Science, Governance and Uncertainty, London: Royal Society; http://royalsociety.org/Geoengineering-the-climate/
Victor, D. G. (2008). On the regulation of geoengineering. Oxford Review of Economic Policy, 24(2), 322-336.
Week 6 James Hazelton
Required:
Zahar, Peel, Godden, Australian Climate Law in Global Context, Chapter 3, Pg 92-126
The GRI G4 guidelines, comprising the "Reporting Principles and Standard Disclosures" and the "Implementation Manual":
https://www.globalreporting.org/standards/g4/pages/default.aspx
Week 7 Sara Fuller
Required:
Cameron, J. and Hicks, J. (2014) Performative research for a climate politics of hope: rethinking geographic scale, “impact” scale, and markets, Antipode, 46(1), 53-71.
North, P. and Longhurst, N. (2013) Grassroots localisation? The scalar potential of and limits of the ‘Transition’ approach to climate change and resource constraint, Urban Studies, 50(7): 1423-1438.
Paterson, M. and Stripple, J. (2010) My Space: governing individuals' carbon emissions. Environment and Planning D: Society and Space, 28: 341-362.
Recommended:
Seyfang, G. and Smith, A. (2007) Grassroots innovations for sustainable development: Towards a new research and policy agenda, Environmental Politics, 16(4): 584-603.
Walker, G. (2011) The role for ‘community’ in carbon governance, Wiley Interdisciplinary Reviews: Climate Change, 2(5): 777-782.
Week 8 Lesley Hughes
Required:
Rowley N Why the Paris climate talks won’t be another Copenhagen, The Conversation 8th April 2015
https://theconversation.com/why-the-paris-climate-talks-wont-be-another-copenhagen-39591
Leviston Z, Price J, Malkin S, McCrea R (2014) Fourth annual survey of Australian attitudes to climate change: Interim report
Clean Energy Australia Report 2013
http://www.cleanenergycouncil.org.au/policy-advocacy/reports/clean-energy-australia-report.html
Recommended:
Lowy Institute Poll 2015: Attitudes to global warming
http://www.lowyinstitute.org/publications/lowy-institute-poll-2015
Climate Change Authority (2015) Final Report on Australia’s Future Emissions Reduction Targets
http://www.climatechangeauthority.gov.au/node/355
Week 9 Fiona Miller
Required:
Miller, F. and Bowen, K. 2013. Questioning the assumptions: the role of vulnerability assessments in climate change adaptation, Impact Assessment and Project Appraisal, 31:3, 190-197
Pelling, M. 2011. Adaptation to Climate Change: From resilience to transformation, Routledge; London: pp. 20-51
van Aalst, M.K., T. Cannon, and I. Burton. 2008. "Community level adaptation to climate change: The potential role of participatory community risk assessment." Global Environmental Change 18:165-179
Recommended:
Adger, W.N., N.W. Arnell, and E.L. Tompkins. 2005. "Successful adaptation to climate change across scales." Global Environmental Change 15(2):77-86
Barnett, J & O'Neil, S 2010, 'Maladaptation', Global Environmental Change, vol. 20, no. 2, pp. 211-3.
Week 10 Richie Howitt
Required:
Haalboom, B.J., Natcher, D.C., 2012. The Power and Peril of ‘Vulnerability’: Lending a Cautious Eye to Community Labels in Climate Change Research. Arctic 65 (3), 319-327.’
Langton, M., Parsons, M., Leonard, S., Kate, A., Bell, D., Burgess, P., Edwards, S., Howitt, R., Jackson, S., McGrath, V., Morrison, J., 2012. National climate change adaptation research plan for Indigenous communities. National Climate Change Adaptation Research Facility, Griffith University, Brisbane. [available online at http://www.nccarf.edu.au/publications/national-climate-change-adaptation-research-plan-indigenous-communities ]
Veland, S., Howitt, R., Dominey-Howes, D., Thomalla, F., Houston, D., 2013. Procedural vulnerability: Understanding environmental change in a remote indigenous community. Global Environmental Change 23 (1), 314-326.
Recommended:
Adger, W.N., Huq, S., Brown, K., Conway, D., Hulme, M., 2003. Adaptation to climate change in the developing world. Progress in Development Studies 3 (3), 179-195.Berkes, F., Colding, J., Folke, C., 2000. Rediscovery of Traditional Ecological Knowledge as Adaptive Management. Ecological Applications 10 (5), 1251-1262.
Adger, W., Dessai, S., Goulden, M., Hulme, M., Lorenzoni, I., Nelson, D., Naess, L., Wolf, J., Wreford, A., 2009. Are there social limits to adaptation to climate change? Climatic Change 93 (3), 335-354.
Ford, J.D., 2012. Indigenous health and climate change. American Journal of Public Health 102 (7), 1260-1266.
Ford, J.D., Berrang-Ford, L., King, M., Furgal, C., 2010. Vulnerability of Aboriginal health systems in Canada to climate change. Global Environmental Change 20 (4), 668-680.
Ford, J.D., Pearce, T., Duerden, F., Furgal, C., Smit, B., 2010. Climate change policy responses for Canada's Inuit population: The importance of and opportunities for adaptation. Global Environmental Change 20 (1), 177-191.
Ford, J.D., Smit, B., Wandel, J., Allarut, M., Shappa, K., Ittusarjuats, H., Qrunnut, K., 2008. Climate change in the Arctic: current and future vulnerability in two Inuit communities in Canada. The Geographical Journal 174 (1), 45-62.
Green, D., Alexander, L., McLnnes, K., Church, J., Nicholls, N., White, N., 2010. An assessment of climate change impacts and adaptation for the Torres Strait Islands, Australia. Climatic Change 102 (3), 405-433.
Hofmeijer, I., Ford, J.D., Berrang-Ford, L., Zavaleta, C., Carcamo, C., Llanos, E., Carhuaz, C., Edge, V., Lwasa, S., Namanya, D., 2013. Community vulnerability to the health effects of climate change among indigenous populations in the Peruvian Amazon: a case study from Panaillo and Nuevo Progreso. Mitigation and Adaptation Strategies for Global Change 18 (7), 957-978.
Howitt, R., Havnen, O., Veland, S., 2012. Natural and Unnatural Disasters: Responding with Respect for Indigenous Rights and Knowledges. Geographical Research 50 (1), 47-59.
O'Neill, C., Green, D., Lui, W., 2012. How to make climate change research relevant for Indigenous communities in Torres Strait, Australia. Local Environment 17 (10), 1104-1120.
Petheram, L., Zander, K.K., Campbell, B.M., High, C., Stacey, N., 2010. 'Strange changes': Indigenous perspectives of climate change and adaptation in NE Arnhem Land (Australia). Global Environmental Change 20 (4), 681-692.
Smit, B., Wandel, J., 2006. Adaptation, adaptive capacity and vulnerability. Global Environmental Change 16 (3), 282-292.
Week 11 Kirsty Davies
Required:
Cubasch, Ulrich et al, 'Introduction' in T Stocker, D Qin and G Plattner (eds), Climate Change 2013: The Physical Science Basis. Contribution of Working Group I to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change (Cambridge University Press, 2013)
http://www.ipcc.ch/report/ar5/wg1/
Intergovernmental Panel on Climate Change, 'Summary for Policymakers' in Martin Parry et al (eds), Climate Change 2007: Impacts, Adaptation and Vulnerability. Contribution of Working Group II to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change(Cambridge University Press, 2007) http://www.ipcc.ch/publications_and_data/ar4/wg2/en/spm.html
Vierros, Marjo et al, Traditional Marine Management Areas of the Pacific in the Context of National and International Law and Policy (United Nations University – Institute of Advanced Studies Traditional Knowledge Initiative, 2010) http://www.unutki.org/downloads/File/Publications/Traditional_Marine_Management_Areas_Sept_2010_single_page_webversion_v2.pdf
Unit Schedule
| Week / date | Theme | Lecturer | Lecture Topic |
| Week 1 - 4 Aug | Introduction | Kate McCauley | Coming to agreement: climate ethics and climate change laws |
| Week 2 - 11 Aug | Mitigation strategies | Andrew McGregor | Mitigating emissions from agriculture and forests |
| Week 3 - 18 Aug | Mitigation strategies | Martin Rice | Climate change and renewables in Australia |
| Week 4 - 25 Aug | Training | Kate McCauley/ MQ Library Staff | E-presentation training for Assessment 2 |
| Week 5 - 1 Sep | Mitigation strategies | Jon Symons | Global governance of climate mitigation innovations |
| Week 6 - 8 Sep | Mitigation strategies | James Hazelton | Financing, accounting for and trading carbon |
| Week 7 - 15 Sep | Mitigation strategies | Sara Fuller | Grassroots mitigation strategies: community action and behaviour change |
| Mid-semester break | |||
| Week 8 - 6 Oct | Law, policy and institutions | Lesley Hughes | Climate change: Australian attitudes, policies and institutions |
| Week 9 - 13 Oct | Adaptation | Fiona Miller | Vulnerability, resilience and community-based adaptation |
| Week 10 - 20 Oct | Adaptation | Richie Howitt | Indigenous dimensions of adaptation |
| Week 11 - 27 Oct | Adaptation | Kirsty Davies | Ecosystem services and adaptation |
| Week 12 - 3 Nov | Conclusions | Conference Session 1 | Workshop on pathways towards ethical and just climate-resilient futures |
| Week 13 - 10 Nov | Conclusions | Conference Session 2 | Workshop on pathways towards ethical and just climate-resilient futures |
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
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Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
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Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcome
- Skills to promote and pursue pathways to climate-resilient futures through a variety of communicative means
Assessment tasks
- Mitigation strategies
- Climate resilience conference
- Participation
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- Demonstrated understanding of current progress on climate change policy, particularly in regards to mitigation and adaptation opportunities
- Ability to compare and contrast different approaches to climate change from perspectives of equity and justice
- Demonstrated understanding of the scalar dimensions of human responses to climate change
Assessment tasks
- Climate Policy Development
- Mitigation strategies
- Climate resilience conference
- Participation
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- Demonstrated understanding of current progress on climate change policy, particularly in regards to mitigation and adaptation opportunities
- Ability to compare and contrast different approaches to climate change from perspectives of equity and justice
- Ability to identify diverse ethical, political, social and economic influences on human responses to climate change
- Demonstrated understanding of the scalar dimensions of human responses to climate change
- Skills to promote and pursue pathways to climate-resilient futures through a variety of communicative means
Assessment tasks
- Climate Policy Development
- Mitigation strategies
- Climate resilience conference
- Participation
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- Demonstrated understanding of current progress on climate change policy, particularly in regards to mitigation and adaptation opportunities
- Ability to compare and contrast different approaches to climate change from perspectives of equity and justice
- Ability to identify diverse ethical, political, social and economic influences on human responses to climate change
- Skills to promote and pursue pathways to climate-resilient futures through a variety of communicative means
- Ability to work collaboratively and as part of a team on climate related issues
Assessment tasks
- Climate Policy Development
- Mitigation strategies
- Climate resilience conference
- Participation
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- Skills to promote and pursue pathways to climate-resilient futures through a variety of communicative means
- Ability to work collaboratively and as part of a team on climate related issues
Assessment tasks
- Mitigation strategies
- Climate resilience conference
- Participation
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- Demonstrated understanding of current progress on climate change policy, particularly in regards to mitigation and adaptation opportunities
- Ability to compare and contrast different approaches to climate change from perspectives of equity and justice
- Ability to identify diverse ethical, political, social and economic influences on human responses to climate change
- Skills to promote and pursue pathways to climate-resilient futures through a variety of communicative means
- Ability to work collaboratively and as part of a team on climate related issues
Assessment tasks
- Climate Policy Development
- Mitigation strategies
- Climate resilience conference
- Participation