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C1149

Introduction to Sustainable Development S econd-year option Module overview Dr Rob Byrne Sussex Energy Group, STEPS Centre and Tyndall Centre for Climate Change Research R.P.Byrne@sussex.ac.uk. C1149. We know that we are faced with a variety of environmental problems

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C1149

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  1. 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

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. Module sessions

  8. 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)

  9. Module programme: seminarsSeminars in 2012-2013, but some could change as we develop the module based on student feedback

  10. 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

  11. 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

  12. We hope to see you during the autumn

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