After reading Seymour (2018) and watching the Amanda Gorman and Prof. Katharine

WRITE MY ESSAY

After reading Seymour (2018) and watching the Amanda Gorman and Prof. Katharine Hayhoe Ted Talk videos, write an original post of 250-300 words that conveys your thoughts about the following question:
Given everything that you have learned in GEOG*3020DE, what approach would you take if you were speaking with a friend or relative who is skeptical of the science behind climate change and/or feels so overwhelmed that they choose not to read about or acknowledge it?
Be sure that your original post indicates which, if any, of the following tactics your approach would reflect: quoting science and social science research that documents climate change and its impacts, appeal to emotion, incorporate irony/satire/irreverence, express empathy and try to find common ground by drawing from your own observations and experiences.
Note: There is no single ‘right answer’ and the approach you describe need not reflect all of the tactics! The goal here is to generate discussion and share ideas about how best to engage in challenging conversations about climate change.
For each discussion activity, you are responsible for posting at least one substantive original initial response to the discussion questions posed, as well, as a reply to at least two other postings made by your classmates.
Your initial substantive posting should be a thoughtful reflection on at least one aspect of the discussion theme or question posed and can either initiate a line of discussion or be in response to someone else’s posting (i.e., adding your own perspective or additional research to it). Keep in mind that quality is better than quantity and “me too” and “I agree” type postings add little to the conversation. Your postings should demonstrate that you have read and thought about the course material. You are encouraged to reference your course textbook in your postings as well as other relevant outside literature.
¨Please note that you will need to make an original post before you can read and respond to your peers’ posts
¨write in 260 words. follow proper guidelines as given in beginning. Use AP7 STYLE OWL PURDE. Provide reference.
Write in on own words.
¨Some points to keep in mind: Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 250-300 words. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the video and docx provided and other outside literature.
Raise additional questions or points of discussion to stimulate further discussion
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.
PREPARING TO WRITE1. Read assigned material—critically—and take notes as you read: Who wrote this material (a respected expert? an activist with a specific aim or belief?) Do they have any possible biases? Are studies reliable and valid? (What kind of research was performed?) When was this material written? Are the definitions/conditions/opinions described still accur vant? ate/rele Is an opinion expressed? How might someone disagree? How does this material relate to other concepts and theories you are studying? (Remember, instructors choose readings with a plan in mind—try to imagine why they have assigned this reading) Does the article complement other things you have learned? Is it in opposition? 2. Read and understand the discussion question or topic provided by your instructor • What are you asked to do? (Formulate an opinion? Respond to a question? Explain a concept or theory?) • How are you asked to do this? What kind of information are you expected to include (e.g., supporting quotations or references, examples, etc.) Do you need to bring in outside research? 3. Sort out the finer details • Is there a word maximum? Minimum? (Most posts will be 1‐2 paragraphs maximum). • How many times are you expected to post? (Find out if you are required to post a certain number of times per question, per week, etc.) • How much of your grade is this component worth? Each post? Budget your time accordinglyAre you expected to respond to other students’ posts? What proportion of original posts versus responses are you asked to provide?INITIAL POSTS – An initial post is a response to the original question presented by the course instructor, or the opening post on a particular topic (i.e., not responding to other students’ posts). Consider each post a “mini‐thesis,” in which you state a position and provide support for it. If you are responding to a question, be sure to 1. Take a position: Provide a clear answer to the question (incorporate some of the wording of the question in your answer if possible). 2. Offer a reasoned argument: Provide an explanation for your point of view, and use evidence from your text, notes, or outside research (where appropriate) to support your point. 3. Stay focused: End with a summary comment to explain the connection between your evidence and the question (how your evidence proves your point). Your post might also introduce a question or idea that others can follow up on. But make sure you have answered the question first!
Discusssion Marking rubric.
A+ Discussion Post A+
Original Initial Post(8-10 points) Length guidelines met.
writing is clear and engaging; approach clearly described, including tactics it would reflect.approach connected to/rationalized in terms of at least two ideas or pieces of inspiration from Prof.Katharine Hayhoe and Amanda Gorman Ted Talk video.Deliver information that is full of thought, insight, and analysis • make insightful connections to course content • make insightful connections to real-life situations • contain rich and fully developed new ideas, connections, or applications • contain no spelling errors and typos
Resources and link which has to be used thee are two pdf which have to be analsyed.
First you have go through both readings of Seymour (2018) and
then start watching the Amanda Gorman and Prof. Katharine Hayhoe Ted Talk videos, anlyse the readings and video and then aswer to the question. write an original post of 260words only.
THERE ARE TWO DOCUMENT ATTACHED IN FORM OF PDF WHICH ARE THE READING OF
PDF 1 : Seymour (2018 1-19 in Seymour, N. (2018). Bad environmentalism: Irony and irreverence in the ecological age. U of Minnesota Press.
PDF 2: Seymour (2018 20-40 in Seymour, N. (2018). Bad environmentalism: Irony and irreverence in the ecological age. U of Minnesota Press
READING which also has to be used while answer to
Given everything that you have learned in GEOG*3020DE, what approach would you take if you were speaking with a friend or relative who is skeptical of the science behind climate change and/or feels so overwhelmed that they choose not to read about or acknowledge it?
analyse whole reading first both document pdf-1 and pdf-2
then also use the reading given below named as Sustainable Development as a Response and Approach to Global Inequality and Rapid Environmental Change.
Sustainable Development as a Response and Approach to Global Inequality and Rapid Environmental Change
Week 6: Sustainable Development as a Response and Approach to Global Inequality and Rapid Environmental Change
This week focuses on sustainable development and international efforts to motivate, measure, and monitor progress towards improved social and environmental outcomes. Recall from Unit 01 that the international community has agreed to the idea of “meeting the needs of the present without compromising the ability of future generations to meet their own needs” for decades. How has this lofty goal been operationalized, and what are some strengths and weaknesses in the UN approach?
One common way that sustainable development has been understood and pursued since the late-1990’s is as a global agenda wherein goals are negotiated and ratified through UN processes and architectures and pursued through UN implementation agencies and approaches. A set of goals, called the UN Millennium Development Goals (MDGs), were established in 2000 and pursued through to the end of 2015. A subsequent set of goals, called the UN Sustainable Development Goals (SDGs), were established in 2015 and will be under pursuit until 2030. The UN General Assembly formally enshrined the SDGs when it passed a resolution on the 25th of September, 2015. The second item in the Declaration states:
“On behalf of the peoples we serve, we have adopted a historic decision on a comprehensive, far-reaching and people-centred set of universal and transformative Goals and targets. We commit ourselves to working tirelessly for the full implementation of this Agenda by 2030. We recognize that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. We are committed to achieving sustainable development in its three dimensions – economic, social and environmental – in a balanced and integrated manner. We will also build upon the achievements of the Millennium Development Goals and seek to address their unfinished business.”If you would like to read the full resolution adopted by the General Assembly on Sept. 25, 2015, it is available on the United Nations website: Transforming our world: the 2030 Agenda for Sustainable Developmentopens in new window (note: this is an optional reading).
A Brief History of the SDGs
Please watch the short video below of a lecture on the history of the SDGs by Dr. Jeffrey Sachs. Dr. Sachs is the Director of the Centre for Sustainable Development at Columbia University in New York City and is also the President of the UN Sustainable Development Solutions Network. As you watch this video, note key historical moments and multilateral environmental agreements that we have covered in earlier parts of the course. Dr. Sachs concludes with a good suggestion to think about these as an “overarching framework of global cooperation” for sustainable development and to address global environmental change.
Direct Video Link: A Brief History of the SDGs opens a video in a new window(10:59)
The SDGs are Broad and Ambitious
Let’s start to get acquainted with the SDGs. You can browse the 17 Goalsopens in new window on the United Nations website. Once you are on the website, scroll over and click through the different goals, noting the diversity of issues they identify and seek to address. We see everything from poverty to hunger to gender equality to life below water to climate action.
The image below shows a visual of all 17 goals laid out together on the left, and then on the right, what we would see when we click on SDG #15, ‘Life on Land.’ Like all of the SDGs, #15 has specific text that articulates what the signatory country is committing to (i.e., the goal text): protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss.
The UN Sustainable Development Goals with SDG #15, ‘Life on Land,’ highlighted.WHAT TO MONITOR AND MEASURE?
Setting broad and ambitious goals is important. However, there are two even more important things: i) that an agreed-upon blueprint is in place to inform how countries will monitor and measure progress towards goals, and ii) that countries commit to report systematically on progress within their borders. Targets and indicators are crucial and can be understood as the basic blueprint for global SDG monitoring and measurement.
To continue with our example, the image below shows a visual of all of the targets articulated underneath SDG #15. Do you notice more or less specificity when contrasted with the SDG #15 goal text?
opens PDF in new windowThe targets articulated underneath SDG #15. Click on the above image to access a PDF version of the image.Long DescriptionINDICATORS
Indicators are measures and/or indices used to draw comparison and inform specific types of conclusions. In the context of SDGs, they are used to know if/when a target has been met and to help keep track of progress towards each of the 17 goals. Each SDG target has one or more indicator that has also been agreed upon by all signatory countries. The image below continues our example by illustrating the indicators for Target 15.1, ‘Conserve and Restore Terrestrial and Freshwater Ecosystems.’
Indicators chosen for Target 15.1, ‘Conserve and Restore Terrestrial Ecosystems.’As the above image shows, there are two indicators for Target 15.1.
15.1.1 – Forest area as a proportion of total land area
15.1.2 – Proportion of important sites for terrestrial and freshwater biodiversity that are covered by protected areas, by ecosystem type
IN A NUTSHELL: GOALS, TARGETS, AND INDICATORS
We have just seen that goals, targets, and indicators are interrelated; at the same time, it is important to note that they are each conceptually unique. The table below provides the key characteristics that you should use to understand and help distinguish between goals, targets, and indicators.
Characterizing Goals versus Targets versus IndicatorsGoalsTargetsIndicators
Coherent, motivational narrativeConsistent with existing international agreements and/or data collection frameworkStraightforward (i.e., simple to compile and interpret)
Widely (ideally, universally) applicableAnchored to a timeline and/or quantitative measure (i.e., action oriented)Possible to replicate from place to place
Relatable to high quality and consistently measured dataUnderpinned by internationally agreed upon data collection and analysis standards
Challenges and Pitfalls — Thinking Through This Week’s Reading
Goals, targets, and indicators are critical to the global sustainable development agenda as pursued through the UN. This week’s required reading, Lessons from the History of GDP in the Effort to Create Better Indicators of Prosperity, Well-being, and Happiness, helps in thinking through some challenges and pitfalls that emerge when trying to set global-scale goals, measure and monitor at the national scale, and in turn, attempt to make decisions based using that highly-structured information.
First, what we choose for targets and indicators matters a lot because these become deeply associated in the media and people’s minds with what progress is/what it looks like. In the case of GDP, there are growing questions and reservations about its narrowness as a target and problem as a stand-alone indicator for individual wealth and societal prosperity. The authors observe:
“Today, GDP in particular, and economic growth in general, is regularly referred to by leading economists, politicians, top-level decision-makers, and the media as though it represents overall progress.”
– Costanza et al., 2018, p. 119Moreover, if not chosen carefully, targets and indicators may give an inaccurate or incomplete picture of progress towards a goal or how outcomes are actually being experienced by people and the environment. On this point, the authors observe some shortcomings of GDP as an indicator:
“Because GDP measures only monetary transactions related to the production of goods and services, it is based on an incomplete picture of the system within which the human economy operates. As a result, GDP not only fails to measure key aspects of quality of life; in many ways, it encourages activities that are counter to long-term community well-being.”
– Costanza et al., 2018, p. 119Finally, it is important to remember that goals, especially at the global scale, will not encompass the outlooks and preferences of all (recall, for example, patterns of global inequality and the dynamics of climate justice covered in Unit 01). With respect to thinking through the GDP example, countries no longer design economic policy with maximizing GDP as the sole goal; it is often one among several.
Week 11: Caring, Sharing, and Talking About Global Environmental Chnge
REQUIRED READING
Before proceeding with this week’s content on CourseLink, make sure you have read the following resource:
Pgs 1-19 in Seymour, N. (2018). Bad environmentalism: Irony and irreverence in the ecological age. U of Minnesota Press. [available on Ares]
The following article is recommended but not required reading:
Pgs 19-30 in Seymour, N. (2018). Bad environmentalism: Irony and irreverence in the ecological age. U of Minnesota Press. [available on Ares]
Direct Video Link: Amanda Gorman’s poem at the UN General Assembly 2022 l UNICEFopens a video in a new window (4:22)
Social Science and Science are not the Only Ways to Understand the Pressing Challenges of Global Environmental Change
Much of this course is grounded in understanding global environmental change generated through bodies of social scientific and scientific research. This research is very important! It draws conclusions based on systematic data, monitoring and analysis of human circumstances, biophysical processes, and socio-economic patterns around the world. But, what we see in the newspaper, television, and in social media debates that go on around us daily, is that climate and other environmental mitigation and adaptation efforts are plagued by politics, misinformation, and various counter pressures that stall or seek to completely avoid action. Look at the headlines below.
THE STAGGERING PRICE OF CLIMATE INACTIONTHE TYEE
In BC, 2021’s heat, fire and floods cost the economy $10.6 billion to $17.1 billion, a report calculates.opens in new window
Green groups ask social media companies to do more to address climate disinformationChanging America
Over a dozen environmental groups called on social media CEOs to better address climate change disinformation as part of their compliance with the EU’s Digital Services Act.opens in new window
‘TANGLED MESS OF INACTION’: HUNDREDS OF THREATENED SPECIES RECOVERY PLANS EXPIRING IN NEXT SIX MONTHSThe Guardian
Growing list facing extinction and underresourcing of conservation means plans have not been updatedopens in new window
Social science and science are important, but it is fair to say that they are not the only ways to build understanding and generate greater public support for action on global environmental change. This week builds on what we have learned to date from the social scientific and scientific research, but the goal is to take your thinking in some new directions.
WHAT DID YOU THINK WHEN YOU WATCHED AMANDA GORMAN DELIVER THEIR POEM TO THE UN?
As you watched Amanda Gorman deliver their poem to the UN, chances are that your reactions and thoughts had to do with emotion as much (or more!) than the specifics of climate change science and global environmental governance that we have learned over previous weeks. That was one of the points of having you watch the video!
Momentum is building around the idea that getting more people to care about global environmental change requires talking and sharing in ways that recognize and tap into emotion, value different ways of knowing and understanding the world around us, and that doesn’t make us feel that we have to walk around as ‘perfect environmentalists’ all of the time. For that reason, we will be engaging with perspectives from other types of thinkers and leaders this week; people who hold Indigenous and local knowledge, people who embrace artistic creativity and different ways to communicate, and advice about how we might communicate more effectively and authentically with those who may be overwhelmed or unconvinced by the need to act.
LIVED EXPERIENCE, EMBODIED OBSERVATION
In addition to information gleaned through education, media, friends, family, etc., people make sense of the world by drawing from experiences that they have had and personal observations they have made over time. Individual experiences can be of the built and physical environment (e.g., buildings and other infrastructure, weather, landscape surroundings, seasons) and to do with interactions of other people in groups. Personal observations—what one sees and how one interprets what one sees—reflect individual values, priorities, specific periods and places in time, and spaces they do/do not have access to. The terms ‘lived experience’ and ‘embodied observation’ are meant to reflect the personal nature and dynamics of being human on the planet Earth. Please watch the short video below to see and think a bit about this from the perspective of Inuit youth.
Direct Video Link: Tariuq Takujannik – The Ocean From My Eyeopens a video in a new window (4:42)
In addition to helping you think about lived experience and embodied observation, the video also helps explain the growing—and long overdue—respect and attention being given to Indigenous and other forms of local knowledge. Delving deeply into the breadth and complexities of Indigenous and other forms of local knowledge is not possible within the scope of GEOG*3020DE. However, there are two important things to note for this course. First, Indigenous peoples and nations around the world have lived in places, often called traditional territories, for millennia, and they pre-existed explorers and arrivers from Europe and other parts of the world. Knowledge gleaned through observations and relationships with those places have been and continue to be built across generations of Indigenous peoples and through different forms of sharing, recording, and communication. Second, Indigenous peoples and nations have been and continue to be impacted in a number of negative ways by colonialismopens in new window. Environmental policies or programs that forcibly remove Indigenous peoples and nations from traditional territories or reduce Indigenous access to traditional territories, food sources, and cultural sites reproduce colonial relationships and practices. They also represent a form of environmental injustice (a concept from earlier in the course); as we are given a sense of in the video, many consider climate change itself to be an ongoing legacy of colonialism.
‘BAD ENVIRONMENTALISM’
Seymour (2018) is the introductory chapter to a book called Bad Environmentalism: Irony and Irreverence in the Ecological Age. Reading a piece like this may be something new to you and/or feel different compared to other pieces in this course. One reason is that Seymour is a scholar from the humanities with research expertise in popular culture, especially popular culture of the environment and environmentalism. Written from that standpoint, Seymour (2018) makes some interesting and bold statements about the way that ‘environmentalists’ and ‘feminists’ tend to be seen and portrayed in popular culture (e.g., television, social media, etc.) Consider these quotes, for example:
“public animosity toward environmentalism runs rampant. A study from the University of Toronto, titled The Ironic Impact of Activists: Negative Stereotypes Reduce Social Change Influence, observed the following:
Researchers have previously attempted to understand … resistance to social change by examining individuals’ perceptions of social issues and social change. We instead examined the possibility that individuals resist social change because they have negative stereotypes of activists, the agents of social change. Participants had negative stereotypes of activists (feminists and environmentalists), regardless of the domain of activism, viewing them as eccentric and militant” (p. 2).
“in rare moments when irony is deployed by environmentalists, it is usually outwardly directed, claiming the ‘moral high ground’. Such positioning, of course, has earned environmentalists a reputation for self-righteousness and sanctimony. One could argue that it is precisely this lack of awareness or self-reflexivity that so easily renders environmentalists the butt of jokes” (p. 14).It is very important to note that Seymour does not disagree with environmental causes or environmental activism, and she believes that it is urgent to act on global environmental change. Rather, her argument is that there is a broader range of ways to present impacts and urgent concerns such that more and different types of people will be drawn-in (instead of being made to feel overwhelmed, excluded, or like they can never do enough to be a ‘perfect environmentalist’).
BUILDING MORE INCLUSIVE, AND LESS SANCTIMONIOUS, ENVIRONMENTAL MOVEMENTS AND CAMPAIGNS
One of the main things that Seymour (2018) makes a case for is the use of irony, irreverence, and even satire in environmental communication and conversation. The book contains chapters that deconstruct and illustrate specific examples, pieces of popular culture, and campaigns. For example, there is one chapter called: Climate Change is a Drag and Camping can be Campy. While we are not reading that chapter as part of this class, the photograph and headline below capture the spirit of it and many of Seymour’s observations throughout the book. Notably, that unexpected and/or marginalized forms of art, communication, and expression can make clear points about global environmental change (often more poignantly and inclusively than many typical environmental campaigns). See the image below.
USING YOUR VOICE TO ENGAGE IN CHALLENGING CONVERSATIONS ABOUT CLIMATE CHANG
There are many ideas and resources out there that can help you to think about your voice and the ways that make the most sense for you to use it to engage in challenging conversations about climate change. Two Ted Talks—one by poet Amanda Gorman and another by a climate scientist named Prof. Katharine Hayhoe—are very useful and inspiring. Each of them shares insight based on lived experience and gives advice about how you can think about using your voice and what approaches you might take in doing so.
Watch each video carefully! This week’s small group discussion post assignment will need to reflect ideas from the videos as well as Seymour (2018). The first video featuring Amanda Gorman is below.
Direct Video Link: Using your voice is a political choiceopens a video in a new window (7:17)
The next video, included below, features Prof. Katharine Hayhoe.
Direct Video Link: The most important thing you can do to fight climate change: talk about itopens a video in a new window (17:03)
Reminder: Small Group DiscussionPart of this week’s coursework is to engage in a discussion inspired by Seymour (2018) and the Amanda Gorman and Prof. Katharine Hayhoe Ted Talk videos.
Be sure to go to the Assessments module and read the small group discussion instructions carefully because that is where the guidelines, deadlines, and grading rubric are provided in full detail.
How Does All of this Relate to Hope?
There are a number of different ways that this week’s coursework relates to hope in the face of global environmental change. Consider the points below:
It is empowering to think that we, as individuals, can share up-to-date science and social science with others! You have gained access to and built an understanding of some of the most up-to-date research and information by taking this course. You can (and should!) convey it through conversation with friends, family, and others in ways that show your passion and care.
What we have learned through this week is that depending on the person or people we are talking to, focusing on research and data isn’t the only or sometimes even the most effective way to engage in a challenging conversation. It can be even more compelling or impactful when we present science and social science as only a small part of a broader approach, one that includes other forms of communication/story-telling and is oriented towards personal experience, values, and emotion.
We all have lived experiences and embodied observations to draw from and places that we care about! Thinking and sharing stories about places and ecosystems that you love can be considered an expression of environmentalism, and it can make a difference in the world.
All of this is well-summarized by what Prof. Katharine Hayhoe said at the end of her Ted Talk video “we can’t give in to despair [and] hope begins with a conversation.
Now use most important
Resources and link of videos which has to be analysed properly by watching the video all four video link are provided below.
1. watching the Amanda Gorman
2.
3. https://www.ted.com/talks/amanda_gorman_using_your…
4.https://www.ted.com/talks/katharine_hayhoe_the_mos…
please start reading intsructions mam
and guidelines and you have to answer to this i am proving the grading rubrics everythong write in own words no AI AND CHATGPT AS MAM HAS THE SOFTAWARE TO DETECT.EACH AND EVERY LINE and please can you you provide in two hours as i have less time

WRITE MY ESSAY