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ENVIRONMENTAL ECONOMICS

ENVIRONMENTAL ECONOMICS. Shakeel Hayat Faculty Room# 10 shakeel.imsciences@gmail.com 18 th Oct 2011. Millennium Development Goal Ensure Environmental Sustainability. TARGET A: Integrate the principles of sustainable development

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ENVIRONMENTAL ECONOMICS

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  1. ENVIRONMENTAL ECONOMICS Shakeel Hayat Faculty Room# 10 shakeel.imsciences@gmail.com 18th Oct 2011

  2. Millennium Development Goal Ensure Environmental Sustainability TARGET A: Integrate the principles of sustainable development into country policies and programs and reverse the loss of environmental resources TARGET B: Reduce biodiversity loss, a significant reduction in the rate of loss TARGET C: Halve by 2015 the proportion of people without sustainable access to safe drinking water and basic sanitation TARGET D: Have achieved a significant improvement by 2020 in the lives of at least 100 million slum dwellers

  3. Unit Aim • To provide an interdisciplinary introduction to the background and concepts of global environmental change in the context of development and to understand the main components of global environmental change

  4. Unit Objectives • To enhance student understandings of global environment and development issues, their drivers, biophysical processes, outcomes and implications for poverty and environment • To provide insights to the complex linkages between human and environmental systems • To understand, measure and be able to assess the significance of processes of change

  5. Unit Linkages • The unit is a core unit for the BSc Economics. There are no pre-requisites for the unit, although students should have a reasonable understanding of essential elements of the environment and appreciation of linkages with social, economic and political systems

  6. Unit Outcomes: Key Skills Developed • Conceptual knowledge of perspectives on global environmental change and development • Analytical skills and critical thinking on global environmental change • Understanding of underlying biophysical processes in global change and their interactions with coupled socio-ecological systems • Essay writing, including critical thinking regarding the conceptualisation of responses to questions, research into and gathering of material, the assimilation and analysis of supportive material, and the construction of analytical and well presented pieces of work • Presentation skills for seminar work, involving the ability to synthesise information into a short presentation, to present and critically debate information or ideas clearly, audibly and with visual aids as necessary, and to develop confidence in speaking to groups of people

  7. Unit Content and Structure Week 1: Introduction to the unit and key themes in global environmental change and development Week 2: Video “The Planet” – Introduction to GEC issues Week 3: Understanding the environment through Ecosystem Services Week 4: Millennium Ecosystem Assessment Week 5: Understanding climate change Week 6: Communicating climate change: Stakeholder perspectives Week 7: Forests loss and changing land cover Week 8: Understandings of the Global Fisheries Crisis Week 9: Video “The end of the line” Week 10: Global water ‘crisis’ Week 11: Water security Week 12: Biodiversity Loss Week 13: Narratives of Himalayan environmental change and degradation Week 14: Wetlands

  8. Reading for the Unit Text books • Bass, S., Reid, H., Satterthwaite, D. and Steele, P. (2005) Reducing Poverty and Sustaining the Environment: The Politics of Local Engagement. Earthscan, London. Chapter 1 and 12, plus relevant case study chapters. • Johnston, R.J., Taylor, P.J. and Watts, M.J. (1995) Geographies of global change. Blackwell, Oxford. Chapters 18 – 21. • Leach, M and Mearns, R. (eds.) 1996. The Lie of the Land. Currey/Heinemann. • Lomborg, B., 2001. The Skeptical Environmentalist: Measuring the real State of the World. Cambridge University Press. • Millennium Ecosystem Assessment (2005) Ecosystems and Human Well-being: Synthesis. Island Press, Washington, DC. Online - http://www.millenniumassessment.org/en/Synthesis.aspx • Trudgill, S. (2001) The terrestrial biosphere. Prentice Hall, Harlow, England. Mainly Chapters 1-4. • World Bank (2008) Global Monitoring Report 2008: MDGs and the Environment. World Bank, Washington DC. Online http://siteresources.worldbank.org/INTGLOMONREP2008/Resources/4737994-1207342962709/8944_Web_PDF.pdf

  9. Key cross-cutting papers • Adger, W.N., Brown, K. and Hulme, M. (2005) Redefining Global Environmental Change. Global Environmental Change 15, 1-4. • Adger, W. N., Hughes, T.P. , Folke, C., Carpenter, S.R., and Rockstro¨m, J. (2005) Social-Ecological Resilience to Coastal Disasters. Science 309, 1036-1039. • Clark, W.C. and Dickson, N.M. (2003) Sustainability science: The emerging research program. Proceedings of the National Academy of Sciences 100, 8059 – 8061. • Kates, R.W. and Dasgupta, P. (2007) African poverty: A grand challenge for sustainability science. PNAS 104, 16747. • Lambin, EF; Turner, BL; Geist, HJ, et al. (2001) The causes of land-use and land-cover change: moving beyond the myths. Global Environmental Change 11, 261-269. • Rudel, T. K. (2008) Meta-analyses of case studies: A method for studying regional and global environmental change. Global Environmental Change 18, 18-25. DOI: 10.1016/j.gloenvcha.2007.06.001 • Turner, BL; Lambin, EF; Reenberg, A (2007) The emergence of land change science for global environmental change and sustainability. Proceedings of the National Academy of Sciences 104, 20666-20671.

  10. Supplementary Reading • Adams, W.M. 2001. Green Development: Environment and Sustainability in the Third World,. London, Routledge

  11. Modes of Assessment • This unit will be assessed by two pieces of coursework or written exam, one group presentation or short assignment and one comprehensive • Each assessment will account for 20% of marks except comprehensive • Comprehensive will account for 40% of marks

  12. Unit Problems • If you encounter problems with this unit, please: first see the lecturer directly concerned; then the convenor (I.e. Mr. Rafiq) • If the problem persists, referring the matter to the Student Representative • If you feel your coursework or written exam marks are unfair and are unsatisfied with the explanation you have the right to appeal against the decision to the course convenor • If formal procedures fail to reach a satisfactory conclusion, a formal complaints procedure can be operated through the course coordinator

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