Unit convenor and teaching staff |
Unit convenor and teaching staff
Yingjie Yang
Contact via 02 9850 8414
RM 121, 12 Wally's walk, North Ryde, NSW, 2109 Australia
Simon George
Contact via +61 2 9850 4424
12 WALLY'S WALK, ROOM 3.29
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
12cp at 100 level or above
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
Any newspaper you pick up today is guaranteed to have a story in it about global warming or energy security; famines; super-storms; mining magnates; conflict over diminishing resources or the death of the Great Barrier Reef; renewable energy; nuclear energy; the Paris Accord or acid rain. These all represent key aspects of the single greatest issue facing global society today: climate change. This topical unit explores both the science and politics behind climate change. We examine the links between population growth, fossil fuel use, agriculture and changing climate within the context of Earth’s history. This is contrasted against an investigation of the political and economic drivers of continued fossil fuel use, including an examination of the ongoing debate regarding resource security and how this has influenced pivotal policy decisions and recent historical events, such as the war in Iraq. The social and environmental consequences of such fossil fuel use will be considered, including the risks posed by rising sea levels, increasingly severe natural disasters and potential changes to atmospheric circulation such as a weakening of the Asian Monsoon. Finally, solutions to the climate crisis will be proposed. We will assess the efficacy of geopolitical approaches, such as the IPCC and the Paris Accord, as well as technological solutions, including the rise of renewable energy.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Hurdle | Due |
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Assignment 1 | 10% | No | 25/03/2019 |
Assignment 2a | 5% | No | 12/04/2019 |
Assignment 2b | 25% | No | 27/05/2019 |
ReadinGame Quiz | 10% | No | Week 13 |
Practicals | 10% | No | Throughout semester |
Final exam | 40% | No | TBA |
Due: 25/03/2019
Weighting: 10%
Explain what unconventional hydrocarbons are AND how they have changed the fossil fuel market over the last decade.
Due: 12/04/2019
Weighting: 5%
The extraction and use of energy resources and anthropogenic impacts on climate are controversial topics that garner much attention in the news media. Chose an energy resource or climate debate that interests you and evaluate it, considering benefits and issues for all stakeholders.
A 250 word proposal explaining what you want to research and why it is relevant.
Due: 27/05/2019
Weighting: 25%
The extraction and use of energy resources and anthropogenic impacts on climate are controversial topics that garner much attention in the news media. Chose an energy resource or climate debate that interests you and evaluate it, considering benefits and issues for all stakeholders.
Once your proposal has been approved by the unit convenor you may proceed with the full 2500 word assignment, which is due by the 27th May.
Due: Week 13
Weighting: 10%
We will be using a custom designed and built, online learning tool; “The ReadinGAME”. This game is designed to operate on a calendar week cycle (from Sunday to Sunday), and involves you being able to ask a question related on the weeks material from the readings and lectures. You will then be able to answer questions posed by other students, and most importantly, you will not only be able to score points for correctly answering the questions, but you will also be able to comment and discuss the questions, and rate whether they are good/not so good questions etc.
Importantly, in the process you will be learning and reinforcing the weeks material as well as having a lot of fun- it can be quite addictive.
To play, follow the link in iLearn, and simply ask a question relevant to the weeks material. You will then be able to play, by answering other questions and watching how your score accumulates. You will also be able to give feedback on other peoples questions and monitor your performance. There are multiple scoring paths, and different types of scores to achieve, depending on your interests.
At the end of the semester, there will be a quiz worth 10% of question derived from the ReadinGAME.
Due: Throughout semester
Weighting: 10%
Two practicals will be chosen at random for marking - 5% each.
Due: TBA
Weighting: 40%
Final exam on material from lectures, assignments and pracs.
Delivery is via lectures, which are recorded. Quizzes and assignments can be done online through iLearn, and all assignments may be submitted through iLearn or emailed directly to the lecturer. Attending the two on-campus sessions (one on 7th April, Sunday; and the other on 1St June) are compulsory for the external students (unless by prior arrangement with convenor)
Please watch the lectures in a timely manner.
On-campus session I:
Time: 9AM-12PM and 1-4PM, 7th April (Sunday).
Location: TBC
Covering week 1-6 tutorials
on-campus session II
Time: 9AM-12PM and 1-5PM, 1St June (Saturday)
Location: TBC
Covering week 7-12 tutorial as well as revision.
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@mq.edu.au
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
If you are a Global MBA student contact globalmba.support@mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Some lecture/tutorial content will be given by different staff compared to 2018.