1. Write down the three key things you learned in today's tutorial

2. Reflect on today's learning activities: were they useful for your learning? what could be improved?

3. What aspects still remain unclear to you about today's topic?

1. Firstly, when speaking of SIDS it is important to note that many people from these areas reject the label "small island states." Instead, the term ''large ocean states" is preferred. This is due to the fact that majority of their territory is ocean and the distinction highlights their unique identity and the significance of their maritime domains has on their individual countries.

2. The SIDS model can be applied to other contexts rather than exclusively to 'large ocean states''. For example, in Australia, where there is increasing risks of wildfires and droughts, people in certain areas will eventually have to migrate (either domestically or internationally) as their home becomes inhabitable. The point here is that when accessing resources on SIDS it is essential to note that this isn't something to a certain group of people in isolation. Rather, as issues of climate change continues, the world needs to prepare for mass migration as parts of the world will not be habitable indefinitely.

3. A major take away from this class was exploring the legal mechanisms that will account for this migration and how it can be connected to climate and social justice. When accessing readings on SIDS, these parts of the world occupy less than 2% of the earths migration and their contribution to the effects of climate change cannot even be compared with major developed countries. Despite this, these individuals are the ones who have to extreme lengths - often times having to migrate to different countries. I think this illustrates the need for enhanced legal mechanisms to aid in that migration. There needs to be a structured and accessible pathway to aid in this - a major shift from previous, often racist migration polices such as the "stop the boats" policy framework. Ultimately, international support is fundamental.

   
   

Todays tutorial activities:

• despite the technical delay I really enjoyed the content and tutorial activities from today.

• I really appreciated Harold popping into the breakout rooms - I think it helped guide the group on the key objectives for our assigned article and he gave us confidence in our ideas.

• I enjoyed the two videos that were played. They highlighted the importance of international corporation and support for SIDS and there was one particular quote from the second video that stood out to me; "If this issue had been in our hands it would have been solved 30 years ago. I suppose it made me think about how society dissembles information and the notion of "west knows best" whilst highlighting the need to empower local knowledge.

what remains unclear:

• I think todays session was very informative. Perhaps, if anything, i would say that im not as confident in my knowledge regarding the funding and economic aspects of SIDS. Although I will note that one of the breakout rooms did touch on it when they shared with the class.

1. The fact that climate change exacerbates existing social inequalities: For example, climate security intersects with gender by highlighting how women often bear the brunt of climate impacts, facing increased vulnerabilities due to socio-economic inequalities. This is typically due to gender roles, especially in many parts of the world where women rely on climate-sensitive work like agriculture, where Thomas used the example in the lecture of collecting water. Further, it can impact women by way of increased violence, economic instability and migration pressures as a result of climate change.

2. Understanding climate security: As established, climate change poses significant threats to human livelihoods, for example natural disasters; floods and bushfires etc. However, this week made me realise how far that danger can extend - to include serious security risks. The effects of climate change can lead to competition for natural resources, threaten livelihoods, and cause mass displacement, which heightens the risk of social tensions and instability. Such heightened social tensions can lead to conflicts, posing security threats to all.

3. Finally, I learnt a lot from the relevant breakout activity where my group focused on the article entitled "A Climate for Change in the UNSC? Member States’ Approaches to the Climate-Security Nexus." From here, we learnt the importance of improving the dialogue within the UN as to share lessons learnt and different countries responses to climate security nexus. Ultimately, the importance of international collaboration.

   
   

   Tutorial activities and what remains unclear:

   • I quite enjoyed the tutorial activities specifically the two videos we watched. I think some of the articles we were assigned to read and discuss as part of the breakout rooms were very complex, but i was thankful that Harold regularly popped in to answer our questions and set us on the right track.

1. The complex nature of democracy: Prior to this week I don't think i had properly considered the ramifications of this system of governance. The statement made by Harold during the class where he questioned whether an election that is only passed by 51% would still be deemed representative - was really interesting to me. While this isn't necessarily a 'fact' that i learnt, it was a key take away from the class.

2. The three key demands of extinction rebellion: (1)tell the truth, (2) Act now and (3) Go beyond politics. Understating these key pillars and what they each stood for was really interesting.

3. Exploring the key challenges in climate activism: The key challenges in engaging in climate activism include; the idea that the 'climate crisis' is seen as abstract and subsequently too complex or overwhelming to act on. The idea that climate change is a 'distant' issue that doesn't demand immediate action, especially problematic in more privileged or developed countries who are not exposed to the same effects of climate change, despite being largely responsible for the problem. Further, Harald made a comment in the tutorial about how activist groups, specifically using the example of extinction rebellion, is typically comprised of older members. He attributed this to the fact that older generations usually have more stability in their lives whereas younger generations may find climate activism to be too risky.

Learning activities:

I really enjoyed the learning activities presented in todays tutorial. Specifically, the lecture on Extinction Rebellion from Harald which actually contained a photo of my partners Aunty who is part of the activist group which was really exciting! Prior to this week, I had some idea of Extinction Rebellion, largely through Anna who is pictured in slide 13 of the lecture, the rest of my understanding of the group was through media sources - often portraying Extinction Rebellion in a negative light. So I really appreciated learning about it from Harald and having that insider perspective, as he is part of the group.

What remains unclear:

• I think this tutorial was probably my favourite in this course. As I did majority of the readings, I can't necessarily think of a particular aspect that remains unclear.

1. Understanding sustainable development: Prior to this week, I had heard of the concept of sustainable development but had never given much thought to the concept's definition. Using the definition from today's tutorial, I now understand it to be centred on balance. That is, balancing the needs of the present with the needs of future generations, but also, finding that balance between economic and social growth with the importance of environmental protection.

2. Understanding why climate change is contested: Learning about why climate change is contested was a really interesting discussion, especially given that I was raised by environmentalists and honestly have not been around many people who disputed the concept. There are many reasons why climate change is contested, for one, it is a very broad concept therefore people adopt different views and interpretations on what climate change is for them. Secondly, while it is a universal issue affecting everyone, people and groups of people, depending on a wide range of factors, will inevitably have different priorities and solutions. Ultimately, the idea of climate change as a contested subject matter is more than two people disagreeing whether it is real or not real, it encapsulations social, political and geographical factors that underpin how one may respond to the issue.

3. Understanding the IPCC: Again, the IPCC was an acronym that seemed familiar, and would see time to time on social media but prior to today I did not have a sound understanding of who it was and what they did. From the readings, and listening to classmates speak on it, I now understand the Intergovernmental Panel on Climate Change to be part of the United Nations which is responsible for reviewing the science that underpins climate change. The driving objective of the IPCC is to use those scientific findings and present them to governments, as to aid in the development of climate change policies.

Learning activities:

• I really enjoyed the learning activities from today. Specifically, I appreciated how the content went back to the basics which was a good refresher for topics that I was familiar with hadn't engaged with for a while. Further, It was really nice hearing from other class mates in different break out rooms. I think it helped my understanding of different concepts as they were often communicated in a simplified manner. I also really liked the video called the Inconvenient Truth and had seen it on social media prior to the class, so it was nice to have that unpacked.

What remains unclear:

• I would still say that I'm not super confident on the UNFCCC. While I understand the convention on a surface level, I'm not very knowledgeable regarding the exact processes.

1. The notion of climate justice: The fact that climate justice is about seeing climate change as an ethical and political issue, not just an environmental or scientific one. It points out that vulnerable communities, who have done the least to cause the problem, are often hit the hardest by its effects. As someone passionate about social justice, I really enjoyed our class discussions on climate justice. However, I felt a bit frustrated with the concept, especially considering that the wealthiest individuals, often the biggest contributors to climate change, seem largely unaware of how their actions affect others. It made me question when these people will recognize the need to change their behaviour, especially if they are shielded from the direct consequences of climate change. Before this week, I had often thought about these issues but didn’t know there was a term to describe them so I did really appreciate the discussions had.

2. The importance of funding/financing: While sustainable development goals (SDG) are extremely important, SDG strategies need to be supported by adequate funding, and budget needs to be aligned with SDG strategies. In the absence of adequate funding and budget alignment the SDG strategies will merely be aspirations. Funding is required to support these specific targets and priorities.

3. Looking at specific programs: Our breakout group looked a the Green Climate Fund which is the largest climate fund in the world. It aims to speed up transformative climate action in developing countries by using a partnership approach, along with flexible financing options and climate investment expertise. Right now, it’s collaborating with around 130 different developing nations. Importantly, the fund uses resources from both government and private sectors as the climate crisis is just too big and urgent for public institutions to tackle alone.

Reflection of activities:

• I really enjoyed the class discussions on climate justice however I did at times struggle with the intricacies of some of specific funding initiatives.

What remains unclear:

• Probably just some of the specifics relating to the other funding initiatives that other groups focused on. While I think I have a sound understanding of the Green Climate Fund, as that was what my breakout group was focused on, some of the others remain slightly unclear. However, I do acknowledge that it is a lot of content to cover in a 2 hour class so that is to be expected.

I found the content from week 7 really interesting, as there were a lot of concepts I had never heard of.

1. Sustainable cities: from this weeks content I learnt that a sustainable city is one that prioritizes environmental, social, and economic sustainability in its development and operations. This includes using resources efficiently, minimizing waste and pollution, promoting renewable energy, and ensuring equitable access to services for all residents. Sustainable cities focus on creating a healthy living environment, enhancing public transportation, supporting local economies, and fostering community engagement to build resilience against climate change and other challenges

2. Challenges of sustainable urban development: The main challenge in achieving and maintaining sustainable urban development is the absence of adequate of good climate and urban governance

3. Exploring Copenhagen as an example of a sustainable city: Copenhagen is regarded as one of the leading cities regarding sustainability. There are several reasons for this. For one, the city mainly powered by wind and solar energy and is seemingly on track to achieve its 2025 goal of becoming carbon neutral. Secondly, Copenhagen has sensors that monitor energy and water consumption, allowing for more efficient resource allocation and adjustments to minimize waste and reduce carbon emissions. Thirdly, the city is quite innovative when it comes to waste management. It has launched an intensive campaign encouraging residents to separate their waste and is in the process of piloting a robotics based facility to sort plastic.

Tutorial activities:

• I found the videos, specifically the one from World Bank really interesting. Additionally, I enjoyed looking into Copenhagen as a case study as it was nice to see some of the positive responses to climate change, especially when a lot of content surrounding the climate change is, unsurprisingly, quite negative.

What remains unclear:

• I think that while i can formulate a discussion on the concepts of a sustainable city, a smart city and a climate resilient city, I did struggle with understanding the connection and relationship of these three concepts. However, given that the class did not run as scheduled, leaving with some ambiguity after engaging with the content can be expected.

Different ways I used ChatGBT:

1. For readings: As I do for many courses, I will often ask ChatGBT for the key points from different readings before I fully engage with the document, especially if the reading doesn't contain an abstract. This helps me build somewhat of a background knowledge and context first which inevitably makes it easier and faster to read the document in full. Additionally, where there are parts of the reading that are too complex, I will copy the relevant passage into ChatGBT and ask it to simplify the passage to a level that I can understand.

2. For assignments: I used ChatGBT as a starting point to help me select a country for the policy brief assignement. I found this really helpful, as it assisted me to naviagate through all the content available online. Additionally, as I was struggling to keep my assignment within the wordcount, I would ask ChatGBT to help me rephrase and condense some of my sentences.

3. Organisation: I really like using ChatGBT to formulate somewhat of a calendar/ plan to manage upcoming tasks and deadlines. This is especially helpful given my demanding schedule.

1. Meaning of nature based solutions (NBS): Nature-based solutions refer to strategies that aim to protect, conserve, restore and sustainably manage ecosystems. These approaches encompass environmental, economic and social challenges to to promote human livelihood and to enhance biodiversity. The primary aspects of NBS focus on 1) protection 2) restoration 3) improved management and 4) creation.

2. The benefits of NBS: Typically Nature Based Solutions are more cost effective and cheaper to implement in comparison to technological strategies. Another key benefit is how the framework focuses on human well-being and addresses societal issues. Furthermore, NBS can work to stimulate the economy by way of creating jobs and enhancing business opportunities.

3. Key challenges and critiques of NBS:

   As identified in the proscribed reading entitled "Nature-based Solutions: narratives, frames, and future horizons, " some critics have concerns that the concept of NBS has the capacity to exacerbate injustices that exist within the governance of natural resources, thereby potentially promoting colonial legacies.

Learning Activities:

• I enjoyed the different learning activities as part of the tutorial as I feel they were all relevant to the week's learning outcomes. I enjoyed looking into Kenya's sand dams and climate smart agriculture as well as hearing from other students in different breakout rooms.

What remains unclear:

• I can't think of anything in particular, however I would be interested in learning more about Australia's approach to NBS.

Despite the vast number of international pledges and entrance into conventions, China has somewhat of an interesting position on climate change. China is the world's largest emitter of greenhouse gases, surpassing the United States in 2006, though it ranks lower than any other major economy with respects to per-capita emissions. Last year specifically, China's emissions surpassed previous records due to a rapid reassurance in economic activities and fossil fuel consumption following an end of the country's zero-covid policies. However, China has been seen to be successful with respect to wind and solar capacity, surpassing its NDC target six years ahead of schedule by reaching 1,206 GW in July of this year. Further, China's investments in non-fossil energy, energy storage, electric vehicles, and the circular economy continue to position it as a global leader in energy transition. 

Power:  

China, as the second largest economy in the world, and the highest populated country following India, is in a potentially in a very powerful position to enact on climate change issues and influence decision making process. While a large range of research tends to portray China as a 'climate risk’ due to its high levels of emissions, a different and often neglected aspect is the countries position in international collaboration in climate action (Teng and Wang 2021). Due to China having strong economic relations with other countries, China can play a large role as a source of investment in energy infrastructure while also leading the way in research and innovation for sustainable technologies and solutions. 

Critical analysis: 

Despite climate change being an important issue on the agenda of the Chinese government, as the world's largest emitter of greenhouse gases, research typically frames the country as a 'climate risk'. Many of the country's shortcomings with respect to climate action can be explored and understood through China's climate governance. A large body of research describes China's approach to climate policies and governance as one of authoritarian environmentalism (Luo, at el, 2023) (Teng and Wang 2021) This model can be alikened to a 'top-down approach'' that focuses on actors often termed as 'ecoelites' who are responsible for developing and implementing environmental policies. Whilst this approach can be successful in terms of rapidly developing policies, the policy process is non-participatory in that it lacks public consultation, activism and lobbying (Luo, at el, 2023). Such an approach to climate governance creates challenges in achieving international targets and agreements by way of reducing individual liberty that prevents the population from engaging in unstainable behavior and limiting awareness of climate issues, as the approach provides minimal space for social actors in environmental policies. This is particularly problematic given the immensely large population of China. In terms of China achieving or agreeing to achieve a potentially tougher climate action agreement to keep global warming below 1.5% by 2050, it appears somewhat unlikely given the countries current climate polices. Following the analysis conducted by the Climate Action Tracker, China's current climate targets and polices have been deemed to be 'highly insufficient,' suggestive that the country's commitments are not consistent with the Paris Agreement's 1.5 C, to which they signed in 2016. However, despite the fact whether China would want to be accountable to this target, to reach such target would require China to improve the formulation and the coverage of its climate targets and also increase its policy ambitions.  

Tutorial content from missed week:

week 4

1. Exploring the concept of governance and what constitutes 'good' governance: Governance is the act or process of overseeing and directing the control of an entity, typically a country or organization, and encompasses the rules and frameworks that guide a political system in resolving conflicts and making decisions. The idea of good governance is dependant on many factors, including; having long term considerations, consistent messaging, reflects the needs of its peoples and is founded on concepts of transparency and accountability.

   
   

Luo, Z., Qi, L., Du, X., Yang, J. and Wen, C., 2023. How effective is authoritarian environmentalism?—evidence from China. Journal of Cleaner Production, 413, p.137543.

Teng, F. and Wang, P., 2021. The evolution of climate governance in China: Drivers, features, and effectiveness. Environmental Politics, 30(sup1), pp.141-161.