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This list relates to the 2017-18 which ended on 18/08/2018
  1. Recommended textbooks 4 items
    1. Core recommended books for this module 3 items
      1. Understanding Sustainable Development - John Blewitt 2015

        Book  Available in the Library and as an e-book

      2. The principles of sustainability - Simon Dresner 2008

        Book  Available in the Library and as an e-book

      3. The age of Sustainable Development - Jeffrey Sachs 2015

        Book  Available in the Library and as an e-book

    2. Useful background reading 1 item
  2. Week 1: Introduction 6 items
    1. Lecture 1 - Welcome to the Module (Dr Antje Brown) 2 items
      Preparation: Please study the Module Handbook, browse the recommended textbooks (see above) and note any questions you may have
      1. Background reading: to help reconnect you with the SD material from last semester and then start focusing on the SDGs, read the following:

      2. Sustainable Development Goals - Jeffrey Sachs

        Chapter  Available in the Library and as an e-book.

    2. Lecture 2 – How did we get here? The emergence of the Sustainable Development Goals (Dr Rehema White) 2 items
      The Sustainable Development Goals are the latest policy iteration within a long journey from the way we think about our environment and about each other. We can trace the seeds of sustainable development back into changes in land rights centuries ago; impacts of the industrial revolution; post-colonial reflections and struggles for (re)identity; shifts in development aid strategy. We will explore the birth of the SDGs, including perspectives from global north and south, state and non-state.
      1. Earth in mind: on education, environment, and the human prospect - David W. Orr 2004

        Book  Especially Chapter 1 (Available in the Library and as an e-book)

    3. Lecture 3 – SDGs (Dr Rehema White) 2 items
      The SDGs offer us an interconnected, holistic view of development and suggest mechanisms for how we can tackle corruption and conflict and pursue peace and partnership. The aspirations for transformation of our world are inspiring. However, the agenda is ambitious and some say ambiguous. How can we monitor, let alone achieve targets for which we as yet have no clear indicators? What might ‘success’ look like? What will the role of young people be in both promoting and critiquing the SDGs?
  3.  

    ---SDGs 12 & 17: Responsible consumption & production and Partnership---

  4. Week 2 23 items
    Learning objectives: To understand the cultural, social, material and temporal aspects of food waste practices; To apply learning on theories of change and reflect on an intervention to reduce food waste
    1. Lecture 4 – What’s the problem with food waste? (Dr Katherine Ellsworth-Krebs) 5 items
      A third of the global food production is wasted every year (FAO, 2011) and in the EU households are responsible for 53 percent of food waste (Stenmark et al., 2016). Food wastage occurs at all stages along the supply chain (35 percent at the level of final consumption) and within many different but interconnected practices of everyday life (shopping routines, storing, cooking, and eating). This lecture will introduce the drivers of food waste and explore interventions, connecting strategies to various theories of change.
      1. Recommended readings for Week 2 5 items
        1. Global Food Losses and Food Waste - FAO (Food and Agriculture Organization of the United Nations) 2011

          Document 

    2. Lecture 5 – Guest Presenters on Food Waste: University waste management (Dr Katherine Ellsworth-Krebs and guest speakers) 1 item
      This lecture will involve two speakers involved in food waste management presenting on their experiences, framing of key food waste challenges and solutions for how to reduce food waste.
      1. See above for readings

    3. Lecture 6 – Food Waste Assignment: Reflective Essay, Group Planning & Fieldtrip Info (Dr Katherine Ellsworth-Krebs ) 16 items
      This will be an interactive lecture that provides information on the Food Waste Assignment and Fieldtrip. The lecture will present information specific to food waste at the University, including ways students can help that have been developed by the University's Food Waste Working Group and Residential Business Services. The class will divide itself into 10 groups based on their accommodation (i.e. by hall and self-catered students) and in these groups will decide on a strategy to (attempt) to reduce food waste. These activities will form an essential part of student's individual reflective essays.
      1. (Examples of) readings on pro-environmental behaviour change:

      2. (Examples of) readings on nudge/practice theory:

      3. Nudge(ography) and practice theories - Louise Reid, Katherine Ellsworth-Krebs 2018

        Article 

      4. (Examples of) readings on people responding to basic prompt about food waste:

      5. (Example of) literature on weighing food waste (option for un-catered students, including commuters):

      6. (Examples of) behaviour change literature:

    4. Tutorial 1 – What solutions can you recommend to overcome the different drivers of food waste? 1 item
  5.  

    ---Addressing Poverty, Inequalities, and Migration---

  6. Week 3 6 items
    1. Lecture 7 – Overview & Linkages (Dr Katherine Keenan) 2 items
      Why is population important for development and the SDGs? This lecture argues that success in many of the SDGs is dependent on population processes such as fertility, mortality, and migration. We also discuss the complex relationship between poverty, population and the environment.
    2. Lecture 8 – Fertility and family planning (Dr Katherine Keenan) 2 items
      Is population growth still an important development issue? We discuss regional variations and global projections; the determinants of fertility decline, and the role of family planning programmes.
    3. Lecture 9 – Migration and Mobilities (Dr Laura Prazeres) 2 items
      An overview of global migration trends, push-pull factors; urbanisation, and how this relates to SDG progress.
  7. Week 4 6 items
    1. Lecture 10 – Health and wellbeing throughout the life course (Dr Katherine Keenan) 1 item
      This lecture addresses global health inequalities and priority intervention points to make progress towards the SDGs. We discuss how health is influenced by life course processes, and the importance of the maternal environment, childhood, adolescence as critical periods.
      1. Early childhood development coming of age: science through the life course - Maureen M Black, Susan P Walker, Lia C H Fernald, Christopher T Andersen 2017

        Article 

    2. Lecture 11 – Educational Inequalities, causes and consequences (Helen Packwood) 1 item
      This lecture will explore the global picture of educational inequalities and unpack the theory and practice of addressing inequality through education systems. To what extent are they a liberating force for progress and social mobility or a mechanism for maintaining a highly unequal world order? Finally, we look at educational practice in the UK, focussing on the unequal outcomes of school leavers in Scotland.
    3. Lecture 12 – Linkages between SDGs and social inequalities (Dr Katherine Keenan) 1 item
      In the final lecture we will examine the challenges posed by social inequalities, and the crucial interrelations between the SDGs.
    4. Tutorial 2 – How does girl’s education relate to progress in the SDGs? 3 items
      This tutorial builds on themes in lectures 11 and 12 to discuss the importance of girl’s education in achieving the SDGs. How can female education promote progress in many SDG areas? On the other hand, do policy makers place too much emphasis on the transformative role of individual education and female empowerment, and what kind of wider structural changes need to take place?
      1. Key reading: 1 item
      2. Critical reflections on the focus on girls in development: 2 items
  8.  

    ---Affordable and Clean Energy & Climate Action---

  9. Week 5 5 items
    1. Lecture 13 - Overview: the global energy system (Dr Darren McCauley) 3 items
      1. OR

    2. Lecture 14 - Why does it matter and to whom? The Global Energy Trilemma (Dr Darren McCauley) 1 item
    3. Lecture 15 - Fossil Fuels: from peak oil to peak demand? (Dr Darren McCauley) 1 item
  10. Week 6 6 items
    1. Lecture 16 - Alternative Fuels: towards a low carbon world (Dr Darren McCauley) 1 item
    2. Lecture 17 - Systems of consumption: beyond the household (Dr Darren McCauley) 1 item
    3. Lecture 18 - SD Evaluation & Solutions: rebalancing the trilemma - the case for transition.(Dr Darren McCauley) 3 items
      1. Resolving society's energy trilemma through the Energy Justice Metric - Raphael J. Heffron, Darren McCauley, Benjamin K. Sovacool 2015

        Article 

      2. OR

      3. An Energy Justice Road Map - Six Key Considerations - Darren McCauley

        Chapter  Chapter 4 in 'Energy justice: re-balancing the trilemma of security, poverty and climate change' [Available in the Library and as an e-book]

    4. Tutorial 3 - How can we transition to a low carbon future in a way which is just and fair? 1 item
      1. Please consult Dr McCauley's recommended reading (weeks 5 & 6)

  11.  

    ---Life below Water and on Land---

  12. Week 7 4 items
    1. Lecture 19 – How ecosystem functions are a function of the biodiversity within it (Prof Will Cresswell) 1 item
      Life creates the conditions for life. Energy flow and nutrient cycling in any ecological system is a function of the animals and plant within it. Examples of how everything depends on the biodiversity within an ecosystem and so the rationale for managing or conserving this biodiversity.
      1. Ecology: from individuals to ecosystems - Michael Begon, Colin R. Townsend, John L. Harper 2005

        Book  THE Ecology textbook – for an introduction (particularly chapters 17-22). Don’t try and read it all but if you did you would be an ecology star. [Available in the Library and as an e-book]

    2. Lecture 20 – Humans as key organisms in ecosystems (Prof Will Cresswell) 1 item
      Humans are integral parts of almost all ecosystems and have small and large scale effects. How humans affect the water, carbon, phosphorus and nitrogen cycles. How humans affect and control populations, levels of biodiversity, communities, habitats and whole ecosystems, and how they can have global effects, such as global warming.
      1. Continue reading Begon, Townsend & Harper, Ecology: From Individuals to Ecosystems

    3. Lecture 21 – How biodiversity affects ecosystem functions (marine environment & biodiversity) [Dr Maria Dornelas] 2 items
      This lecture explores the links between biodiversity and ecosystem function. We discuss the roles of species functional complementarity and functional redundancy in ecosystem function, and explore the consequences of biodiversity change for the provision of ecosystem services.
      1. Biodiversity and Stability in Grasslands - D. Tilman, J.A. Downing

        Article 

      2. Biodiversity loss and its impact on humanity - Bradley J. Cardinale, J. Emmett Duffy, Andrew Gonzalez, David U. Hooper 2012

        Article 

  13. SPRING BREAK

  14. Week 8 9 items
    1. Lecture 22 – Measurement and Management (Prof Thomas Meagher) 3 items
      We live in a time of extensive and ongoing threat to biodiversity through habitat loss and increased risk of extinction for many species. In this lecture, we will address regional long-term impacts of human activity on biodiversity, how that measurement advances scientific knowledge, and how that measurement feeds into policy for environmental management.
      1. The domestication of Amazonia before European conquest - Charles R. Clement, William M. Denevan, Michael J. Heckenberger, André Braga Junqueira 2015

        Article 

      2. Environmental science: Agree on biodiversity metrics to track from space - Andrew K. Skidmore, Nathalie Pettorelli, Nicholas C. Coops, Gary N. Geller 2015

        Article 

    2. Lecture 23 – Understanding and predicting ecological changes (Dr Sophie Smout) 4 items
      "To know that we know what we know, and to know that we do not know what we do not know, that is true knowledge." (Nicolaus Copernicus) --- Scientists make models of the world in order to better understand how it works, and often with the aim of predicting what will happen. Ecologists might be looking for answers to questions like these: “How many humans will there be on Planet Earth, 10 years from now?” “Will cod stocks recover if we stop fishing?” --- But it’s difficult to answer them. Why? In this lecture we will look at some of the classical models used in ecology and at their successes and failures, and we will think about the kinds of predictions we might reasonably be able to make. I’ll also argue that, sometimes, it is most useful to know just what it is that we don’t know.
      1. This paper introduces some important ideas about uncertainty and the management of natural systems:

      2. This book is a terrific introduction to the use of mathematical models in ecology (take a look at the section on Chaos theory before the lecture):

    3. Lecture 24 – How humans can manage ecosystems: conservation and sustainable solutions (Prof Will Cresswell) 1 item
      The science of conserving biodiversity to promote ecosystem functions. How sustainability can be achieved by retaining and promoting the abundance and diversity of plants and animals in our shared environments. The idea of land sharing and land sparing. The real value of biodiversity.
      1. Conservation Biology for All 2010

        Book  A top of the range conservation biology text book which covers the whole field in a lot of depth. You don’t need to read this but if there is anything in my lectures that raises more questions (and I hope this is the case), then you will be able to explore it in a bit of depth here.

    4. Tutorial 4: How does biodiversity make ecosystems function? 1 item
      The animal and plants that make up an ecosystem are essential to its functioning: energy flow, nutrient cycling and even abiotic conditions depend on which animals and plants are present and their abundance. Consequently, changing the composition or abundance of animals and plants in an ecosystem can fundamentally change many things. This tutorial explores the many ways in which biodiversity change leads to ecosystem change – altering functions, and from a human point of view, the services that ecosystems then provide such food, water, climate regulation and many other aspects of quality of life. Viewed from this perspective conservation of biodiversity on land and below water is then a fundamental goal of systainabilty.
      1. Biodiversity and ecosystem services: a multilayered relationship - Georgina M. Mace, Ken Norris, Alastair H. Fitter 2012

        Article 

  15.  

    ---From Economic Growth to Peace, Justice and Strong Institutions---

  16. Week 9 6 items
    1. Pre-lecture Preparation: 3 items
      1. Doughnut Economics - Growth is Not Enough - Kate Raworth

        Webpage  For a background to critical perspectives on growth, please watch Kate Raworth’s short video ‘Growth is Not Enough’,

      2. You may also wish to watch other videos on Raworth's website, or:

    2. Lecture 25 – Economic growth – what’s the problem? (Dr Rod Bain) 1 item
      1. Be agnostic about growth - Kate Raworth

        Chapter  Chapter 7 in 'Doughnut economics: seven ways to think like a 21st-century economist'

    3. Lecture 26 – Tourism: economic, social, and ecological risks, costs, benefits (Dr Rod Bain) 1 item
      1. The tourist gaze 3.0 - John Urry, SAGE Knowledge, J. Larsen 2011 (electronic book)

        Book 

    4. Lecture 27 - Eco-tourism- just how sustainable is it? (Dr Rod Bain) 1 item
  17. Week 10 9 items
    1. Lecture 28 – An Introduction to Goal 16: Peace, justice and strong institutions (Dr Antje Brown) 4 items
      SDG16 is unique! It somewhat glues together the aims and ambitions of the other SDGs and provides the foundation from which SD should (and might well) be achieved. And yet, this SDG is arguably a very Westernised and politically-loaded construction of an ideal. The first SDG16 lecture will introduce students to the Goal itself, will then look into some of the concepts and debates surrounding it (referring to International Relations and Democracy theories), before turning to some exemplary cases and questions regarding the Goal’s prospects for implementation.
      1. Please browse (emphasis is on browsing, possibly with a cup of tea/ coffee) the following websites to familiarise yourself with SDG16:

      2. Goal 16: Sustainable Development Knowledge Platform - United Nations

        Webpage  United Nations Sustainable Development Knowledge Platform

      3. Goal 16: Peace, justice and strong institutions | UNDP - United Nations

        Webpage  United Nations Development Programme

    2. Lecture 29 – SDG 16 Realities - Case Studies (Dr Antje Brown) 3 items
      SDG16 seeks to capture a number of significant and complex issues that are inextricably linked with the other SDGs and SD in general. In order to achieve sustainability and meet the needs of the present without compromising the ability of future generations to meet their own needs, current stakeholders ideally need to create structures that allow for transparency, accountability and participation. As the UN has already noted in its recent SDG Report (2017) progress on SDG16 targets, this progress has been uneven across and within regions. In order to understand the challenges (and opportunities!) in creating peace, justice and strong institutions, it would be useful to focus on two exemplary case studies. The examples chosen for Lecture 29 relate to - 1) a country: Afghanistan, and b) an issue: journalism. Both have been on the UN’s radar and are highlighted in numerous reports and analyses. While Afghanistan constitutes a country of strategic significance and in urgent need of stability and sustainability, violence against journalists in certain parts of the world not only represents a direct threat to the journalists themselves, but also undermines the principles of transparency & democracy. With the help of these examples, the lecture will offer students a critical analysis on the SDG 16’s state of play and points out areas where performances could even out and improve.
      1. UN SDG Report 2017 2017

        Document  For an overview of the different issues associated with SDG16, study the relevant section.

      2. The following 'Toolkit' is an interesting, if not intriguing, document containing templates and models of action for those who seek to implement SDG16 in their various countries and communities. Have a browse and consider the likelihood of having an impact with this collection of templates and action plans:

    3. Lecture 30 – SDG16 Conclusion: it’s all about perseverance (Dr Antje Brown) 1 item
      The final SDG16 lecture will build on the evidence of the preceding lectures. It will consider some of the performance indicators to date and draw some conclusions on the likelihood of translating SDG16 equally, widely and successfully across the globe.
      1. The 2030 Agenda. Reducing all forms of violence - Alex J. Bellamy 2015

        Article  Short & sweet and yet highlights some of the blurred lines, conundrums and future agendas that UN decision-makers and SD stakeholders still need to address.

    4. Tutorial 5 - Whales and tourists in Scotland: opportunities and challenges for sustainable enterprise? 1 item
      1. The Sustainability of Whale-watching in Scotland - A.J. Woods-Ballard, E.C.M. Parsons, A.J. Hughes, K.A. Velander 2003

        Article 

  18. Conclusion

  19. Week 11 4 items
    1. Lecture 31 – Guest Lecture by Dr Gari Donn 2 items
      It is a great pleasure to welcome Dr Donn to St Andrews to give a guest talk about her work and her experience with the SDGs. Dr Donn is Executive Director of UN House Scotland and she and her team have been instrumental in communicating and implementing the SDGs in Scotland. This guest talk is a fantastic opportunity for students to hear first-hand how the SDGs have been received, perceived, and transposed by civil society in Scotland.
      1. Find out about UN House Scotland and prepare a couple of questions you might want to ask Dr Donn.

    2. Lecture 32 - Drawing some Conclusions and Thinking Ahead (Dr Antje Brown) 1 item
      With input from colleagues, your module coordinator will tie insights gained from the past 10 weeks together and will also offer a taster of the SD Level 2 modules.
      1. Nearer the time students will be prompted via Moodle/ email to forward final questions & discussion points for this concluding session.

    3. Lecture 33 - Exam Guidance (Dr Antje Brown) 1 item
      1. To ensure that students are given all the necessary tools to pass the end-of-semester exam with flying colours, the final session is dedicated entirely to exam guidance.

  20. Assignments 6 items
    1. Assignment 1 : Recommended reading 1 item
    2. Assignment 2 5 items
      1. Required reading 1 item
      2. Further readings 4 items
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