Assignments - Course Number IS470N

Assignment 1: Understanding Earth's Atmosphere — Pressure, Wind, and Circulation Reflective Exploration of How the Atmosphere Works and Why It Matters Students are required to write a reflective term paper based on the ATMA (After-The-Movie Assessment) model. Answer the following six questions, each comprising factual accuracy (3 marks) and emotional reflection (2 marks): 1. How the Atmosphere Works as a System: Describe what atmospheric pressure is, how it creates winds, and how the three circulation cells (Hadley, Ferrel, and Polar) move heat from the equator toward the poles. Reflect on how it feels to learn that all weather on Earth comes from the simple fact that the sun heats the equator more than the poles. 2. How Our Understanding Has Changed Over Time: Explain how scientists moved from Hadley's simple one-cell idea (1735) to the three-cell model, then to wave theory (Rossby waves), and finally to computer-based Global Climate Models (GCMs). Reflect on what surprises or interests you most about this journey from basic observation to advanced simulation. 3. Why This Matters for People's Lives: Describe how circulation patterns like the ITCZ, trade winds, and monsoons directly affect farming, rainfall, and daily life in tropical and subtropical regions. Reflect on what worries or concerns you when you think about how dependent ordinary people are on these large atmospheric systems. 4. How Governments Use Atmospheric Knowledge: Explain how tools like barometers, weather maps (isobars), and GCMs help governments forecast weather and plan for disasters. Reflect on whether you feel governments are using this knowledge well enough to protect people, especially in vulnerable regions. 5. What Happens When Circulation Patterns Change: Describe how global warming is changing atmospheric patterns — for example, the Hadley cell is widening, jet streams are shifting, and subtropical deserts may be expanding. Reflect on any fear or unease you feel about these changes and what they could mean for the future. 6. Knowledge, Action, and Hope: Looking at everything you have learned about pressure, wind, and circulation — do you think humanity has enough scientific understanding to address climate change? Reflect honestly on whether this knowledge gives you hope or frustration, and explain why. Submission Guidelines: - Use clear language with scientific terms where appropriate. - Where suitable, include diagrams or tables from the source materials. - Reference: Atmospheric General Circulation, Atmospheric Pressure, Atmospheric Winds, and Savinder Singh Chapter 6. - Word limit: 2,000–2,500 words total. - Due Date: [02 weeks]
Assignment 2: Environmental Security in Theory and Practice — Myers and Græger (2500 words) Task Overview In this assignment, you will analyze and compare the works of Norman Myers and Nina Græger on the topic of *environmental security*. Drawing on their texts, you will critically examine how each author conceptualizes the environment-security nexus, the implications for policy and governance, and the broader debate over securitizing environmental issues. In a concise policy proposal, you will also apply their ideas to a real-world environmental security challenge. Assignment Structure Part I – Comparative Analysis: Myers’ and Græger’s Approaches to Environmental Security Summarize key arguments by each author: '''Myers''': Environmental degradation as a global security threat; emphasis on practical action, military budget trade-offs, environmental refugees. '''Græger''': Conceptual debates on securitization; critiques of state-centric models; proposal for multilevel governance and subsidiarity. Compare and contrast: How do they define '''environmental security'''? How do they approach '''global cooperation''' and '''national sovereignty'''? What are their views on '''military involvement in environmental policy'''? Part II – Critical Engagement with Shared Themes in Both Authors’ Work Themes to address: Securitization of the Environment Myers: Supports integration of environmental issues into security agendas. Græger: Cautions against militarization; supports desecuritization/politicization. ''Your analysis'': Which approach is more viable and why? Governance and Cooperation Models Myers: Advocates global interdependence and ethical responsibility. Græger: Proposes multilevel governance and pooling sovereignty. ''Your analysis'': Evaluate the feasibility of these models using examples (e.g., Paris Agreement, EU climate policy). Analytical vs. Normative Tension Græger: Warns that environmental security risks becoming a catchphrase without analytical rigor. Myers: Argues for a moral and practical urgency in addressing environmental threats. ''Your analysis'': Can environmental security serve both as a normative call and an analytical tool? Part III – Policy Proposal: Apply Insights to a Real-World Environmental Security Issue Choose a current environmental security issue (e.g., climate-induced migration, Arctic resource conflict, water scarcity). Develop a '''policy proposal''' incorporating insights from Myers and Græger. Issue background and security implications. Policy measures combining: Myers’ emphasis on '''practical action''', '''humanitarian focus''', and '''reallocation of resources'''. Græger’s '''multilevel governance''', '''subsidiarity principle''', and '''transnational cooperation'''. Anticipated challenges and justification for your approach.
Assignment 3: Systems Theory and Great Power Environmental Politics (2500 words) Task Overview This assignment analyses how Systems Theory explains the role of Great Powers in Global Environmental Politics (GEP) and Environmental Security. Draw on the readings from Lecture 12 and Climate Systems files to explore environmental power, governance fragmentation, and securitization. Conclude with a policy proposal using systems-informed reasoning. Assignment Structure Part I – Comparative Analysis: Lecture 12 and Systems Theory Perspectives Key Arguments from Each Source Lecture 12: Environmental power includes material (resources, emissions) and social (norm-setting) capacities. Great powers can use these for global leadership or obstruction. GEP is fragmented across issues and regions. Climate Systems: Systems Thinking shows climate as a complex, interconnected system. Tipping points, feedback, and institutional integration are key. Ecological economics and epistemic communities shape adaptive governance. Compare and Contrast Definitions of environmental power Role of great powers in managing environmental risk Approaches to governance—fragmented vs. integrated Part II – Critical Themes 1. Complexity and Environmental Power Lecture 12: Power is neutral, context-driven, and varies across issues. Systems View: Power must be understood within feedback-driven systems. Your Analysis: Show how Systems Thinking reframes power as a product of systemic influence, not just emissions or leadership. 2. Securitization Lecture 12: Securitization can elevate environmental urgency but risks authoritarian overreach. Systems View: Focuses on anticipatory governance, not reactionary militarization. Your Analysis: Evaluate whether securitization supports or hinders systemic, participatory responses. 3. Governance Coherence Lecture 12: Calls for Great Power Management and overcoming minilateral gridlock. Systems View: Advocates inter-agency coherence, science-policy bridges, and transboundary frameworks. Your Analysis: Argue for a systems-based rethinking of institutional design in GEP. Part III – Policy Proposal Issue Focus: Climate Governance in China and India Shared tipping point exposure (e.g., Himalayas, monsoon disruption) Conflicting pressures: development vs. global expectations Policy Measures Systems Approach: Regional Environmental Risk Councils for the Himalayas Minilateral Framework (China–India–EU) with peer-reviewed targets Myers-inspired Actions: Reallocate fossil fuel subsidies to adaptation Support local resilience to tipping-point risks Justification Systems Thinking enables cooperative, anticipatory governance and recognizes scientific complexity and political realities.
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Submit all of the above assignments well in time after that no score shall be given for submission.