Climate change and environmental issues PDF

JANUARY 2021 SEMESTER
OUMH1603
LEARNING SKILLS FOR 21ST CENTURY /
KEMAHIRAN BELAJAR UNTUK ABAD KE-21
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TABLE OF CONTENT PAGE
WAYS GLOBAL CITIZENSHIP EDUCATION (GCED)
BENEFITED THE SOCIETY IN RESOLVING ENVIRONMENTAL ISSUES.
INTRODUCTION
GLOBAL CITIZEBSHIP EDUCATION (GCED)? 3 – 4
OBJECTIVE OF STUDY 4
PART A: ENVIRONMENTAL ISSUE
CLIMATE CHANGE 5 – 6
PART B: VIDEO ANALYSIS
CLIMATE CHANGE 7
GCED 8
PART C: CONCEPTUAL DIMENSIONS OF GCED 9 – 11
SUMMARY 12
SELF-REFLECTION
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REFERENCES 14
WAYS GLOBAL CITIZENSHIP EDUCATION (GCED)
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BENEFITED THE SOCIETY IN RESOLVING ENVIRONMENTAL ISSUES
INTRODUCTION
GLOBAL CITIZEBSHIP EDUCATION (GCED)?
There are various translations of the thought of 'worldwide citizenship. A typical
comprehension is that it is a feeling of having a place with a more extensive network, past
national limits, that stresses our normal mankind and draws on the interconnectedness
between the nearby and the worldwide, the national and the global. The articulation "Overall
Citizenship" can't. It has expanded basic energy with the area of progression since the
dispatch of the UN Secretary- General's Global Education First Initiative (GEFI) in 2012,
which has recognized "developing overall citizenship". This is as one of its three need
districts of work, close by admittance to and nature of guidance (Bourn et al. 2017).
All things considered, presently what is Global Citizenship Education (GCED) at that
point? Worldwide Citizenship Education intends to prepare students of any age with those
qualities, information and aptitudes that is to ingrain regard. This incorporates human rights,
social equity, decent variety, sex fairness and ecological manageability and that engage
students to be capable worldwide residents. GCED gives students the abilities and chance to
understand their privileges and commitments to advance a superior world and future for all
GCED expands on many related fields, for example, human rights training, harmony
instruction, and training for worldwide comprehension and is lined up with the targets of
instruction for maintainable improvement (ESD) (Sushanti, 2018). As the time of
globalization happens, the world turns out to be nearer as it advances more popularity of
worldwide associations. We meet individuals from better places with remarkable abilities,
gifts, and individual supports. Subsequently, as we step in the higher stepping stool of
training, a few reasons with respect to why GCE ought to be coordinated into the educational
plan and these present as the goal of this examination.
It is basic to build up one's competency to adapt up to the pattern particularly in the
event that you intend to wander into a multicultural firm later on. The instructive experience
encourages youngsters to improve their center skills in managing the social issues. Numerous
understudies travel to another country to examine and build up their competency in all zones,
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as it is one of the primary focal points when you work in business, governmental issues,
instruction and harmony forms (Sushanti, 2018). Applying GCE into the educational program
won't just advantage the establishment for a bigger scope, however it would likewise teach
worldwide capability to the understudies. Beside this, it likewise offers a chance to build up
the educational program content, learning condition, instructing and appraisal rehearses that
are advancing in the foundation.
OBJECTIVE OF STUDY
Coordinating the GCE is a solitary advance road to additionally overhaul the
instructive framework. The ever-changing requirements of the understudies make an effect on
the teachers significantly. The more we move to the progression of training, the more
endeavours the instructors must drive in the working environment. Instructors are the
operators of social change. In this manner, fusing the worldwide capability to the training
framework intends to all the more likely set up the exercise plans and educational program.
Through this, understudies will be set up to the tremendous changing and progressively
interconnected world.
PART A: ENVIRONMENTAL ISSUE
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CLIMATE CHANGE
Regular assets can be classified into sustainable and non-inexhaustible sources. The
previous ones are endless. Instances of such assets are sun-based radiation where the
restoration is generally fast, similar to the case with biomass. Non-sustainable assets are those
that exist in a restricted manner. This is on the grounds that; their recovery includes the entry
of numerous years, for example, petroleum derivatives (Sivaramanan, 2015). Petroleum
derivatives will in general emanate ozone harming substances like carbon dioxide and carbon
monoxide into the environment when they experience burning. The greater part of us knows
about the various gases make up the Earth's environment. Nitrogen alone records for 78
percent followed by oxygen in runner up, which makes up another 21 percent. Numerous
different gases involve the staying 1 percent. A few, for example, helium and krypton are
artificially inactive, which implies they don't respond with others. Other piece players can go
about as a cover for the planet. These have come to be known as ozone depleting substances.
These gases trap heat vitality from the sun and keep away from the Earth from transforming
into a goliath ice ball drifting in the close planetary system. Worldwide temperatures would
average around - 18 degree Celsius, as indicated by the National Oceanic and Atmospheric
Administration (NOAA) if the nursery gasses were missing. Every ozone harming substance,
once radiated, ascends into the air. There, it enables the environment to clutch heat. A portion
of these gases trap more warmth, per particle, than do others. Some likewise remain in the air
longer than others do.
So, let me start with our cherished non-renewable energy sources. Worldwide carbon
emanations from petroleum products have fundamentally expanded since 1970. Carbon
dioxide emanations have expanded by around 90 percent, with discharges from petroleum
product burning. This adds to around 78 percent of the all-out ozone harming substance
discharges climb from 1970 to 2011 (Sivaramanan, 2015). Studies show that 14 percent of
ozone harming substance discharges in 2017 originate from the transportation segment. This
number is created principally from fossil-fuelled autos, trucks, ships, prepares, and planes.
Like how the ice sheet that sank the relentless Titanic appeared to be little from the
surface, the ozone harming substance discharges by transportation framework is only a small
amount of the mass. A few different factors, for example, power creation, farming, land use
and ranger service. In any case, power creation makes up 25 percent of the worldwide ozone
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depleting substance discharges. In the year 2018, coal and petroleum gas made up 27 and 24
percent individually of the worldwide power age.
Furthermore, straight up the tail of power creation is agribusiness, land use and
deforestation, which adds to the worldwide ozone depleting substance discharges with a
percentile of 24. Ozone harming substance emanations from this part come generally from
agribusiness, for example, development of harvests and domesticated animals. On account of
horticulture, harvests and animals waste, for example, cow compost and biomass bring about
the discharge of methane gas into the environment. This expansion the seriousness of an
unnatural weather change since methane traps around multiple times more warmth than
carbon dioxide. Normally, green plants expel carbon dioxide. Be that as it may, agribusiness
is likewise identified with deforestation now and again, which builds the seriousness of an
Earth-wide temperature boost because of high measures of nursery gasses in the environment.
This condition exacerbates the circumstance by barring the carbon dioxide that green plants
expel.
PART B: VIDEO ANALYSIS
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CLIMATE CHANGE
Title: What is Climate Change? | Start Here
Link: https://www.youtube.com/watch?v=dcBXmj1nMTQ
In recent years, global warming and climate change have been the subject of a great
deal of political controversy, especially in the U.S. But as the science becomes clearer and
consensus grows impossible to ignore, debate is moving away from whether humans are
causing warming and toward questions about how best to respond. Proof of rising
temperatures is unavoidable and striking: Thermometer records kept over the previous
century and a half show Earth's normal temperature has risen more than 1-degree Fahrenheit
(0.9 degrees Celsius), and about twice that in parts of the Arctic. That doesn’t mean
temperatures haven't fluctuated among regions of the globe or between seasons and times of
day. But by analysing average temperatures all over the world, scientists have demonstrated
an unmistakable upward trend. This pattern is important for environmental change, which
numerous individuals think about inseparable from a dangerous atmospheric deviation.
Scientists prefer to use “climate change” when describing the complex shifts now affecting
our planet’s weather and climate systems. Climate change encompasses not only rising
average temperatures but also extreme weather events, shifting wildlife populations and
habitats, rising seas, and a range of other impacts. Indeed, we are going in reverse. The
United Nations says carbon dioxide levels in our climate are going up, and the earth is on
target to warm by 3.2 degrees Celsius before the century is finished. The outcomes of that
quickening are now demonstrating lamentable for networks the world over.
GCED RELATED
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Title: Learning to live together in peace through Global Citizenship Education
Link: https://www.youtube.com/watch?v=KuKzq9EDt-0
The UNESCO video on "Figuring out how to live respectively in harmony through
Global Citizenship Education" clarifies the significance of Global Citizenship Education
(GCED) in a globalized and progressively interconnected and reliant world. GCED is vital to
comprehend the interconnections between the nearby and the worldwide and support a
feeling of having a place with a typical mankind. It fabricates inspiration to expect dynamic
jobs to add to an all the more simply, serene, tolerant and economical world. The video
additionally shows how GCED can be conveyed in and outside of schools. Global
Citizenship Education (GCED) is UNESCO’s response to these challenges. It works by
empowering learners of all ages to understand that these are global, not local issues and to
become active promoters of more peaceful, tolerant, inclusive, secure and sustainable
societies. GCED is a strategic area of UNESCO’s Education Sector programme and builds on
the work of Peace and Human Rights Education. It intends to ingrain in students the
qualities, perspectives and practices that help capable worldwide citizenship: imagination,
advancement, and pledge to harmony, basic liberties and supportable turn of events.
PART C: CONCEPTUAL DIMENSIONS OF GCED
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One approach to acquire regard and common comprehension is through a solid talk.
Students are urged to connect with and proactively advance harmony and build up
connections in settling interconnected difficulties of the 21st century. Government and its
offices have its key job to activate and finance, while Non-Government Organizations
particularly the adolescent backings in bringing issues concerning the common society.
Relationship working among these partners through GCE affects the presentation of the
framework because of their particular jobs and aptitude. Building up the worldwide
measurement is important for the millennial age. We live in an interconnected web where we
know the issues and happenings in our places both neighbourhood and national or even in the
worldwide field. Worldwide Citizenship Education is a metro getting the hang of making the
student's backing and dynamic cooperation tending to contemporary issues in the part of
monetary, social, political and common. Understudies will glance in a more extensive point
of view, ponder social shameful acts and abuse and battle fanaticism through helpful talks.
As referenced before in the presentation GCED is Global Citizenship Education means
to prepare students of any age with those qualities, information and abilities that is to impart
regard. This incorporates human rights, social equity, decent variety, sexual orientation
correspondence and natural supportability and that enable students to be mindful worldwide
residents. Then again, in my decision of natural issues I have picked an unnatural weather
change. Ice sheets are softening, ocean levels are rising, cloud timberlands are biting the dust,
and natural life is scrambling to keep pace. It has become evident that people have caused the
greater part of the previous century's warming by discharging heat-catching gases as we
power our advanced lives. Called ozone harming substances, their levels are higher now than
whenever over the most recent 800,000 years. We regularly call the outcome a worldwide
temperature alteration, however it is making a lot of changes the Earth's atmosphere, or long-
haul climate designs, that fluctuates here and there.
The three unique components of GCED are amazingly important inside the present
time especially for the 21st century students. This is because of these dynamic measurements
can be a decent benefit for the current situation we will in general live in without a moment's
delay. These build measurements conjointly benefit inside the natural issue that is referenced
higher than. Having some expertise in these three spaces of learning can encourage the
general public in swaying up with a response for the trouble, during this case, its
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deforestation. With these spaces of learning, the general public would be prepared to
investigate and illuminate the propelled drawback through significant reasoning (Bourn et al.
2017).
As portray higher than, we can obviously observe that deforestation might be a
propelled which needs a potential and reasonable response to unwind the issue. Through the
socio-passionate qualities, our general public would be prepared to get the consideration and
significance of living calmly by dealing with the environment. This can encourage totally
various social orders to hitch submits coming back to a reasonable response for deforestation
as a particular a piece of the planet needs an unmistakable methodology in goals the trouble.
Researchers are additionally chipping away at approaches to reasonably deliver hydrogen, the
greater part of which is as of now got from flammable gas, to take care of zero-emanation
power modules for transportation and power. Different endeavours are planned for building
better batteries to store sustainable power source; designing a more intelligent electric
framework; and catching carbon dioxide from power plants and different sources with the
objective of putting away it underground or transforming it into important items, for example,
gas.
A few people contend that atomic force in spite of worries over wellbeing, water use,
and dangerous waste ought to be a piece of the arrangement, in light of the fact that atomic
plants don't contribute any immediate air contamination while working. While stopping new
ozone depleting substance discharges is basic, researchers have additionally stressed that we
have to separate existing carbon dioxide from the environment. Progressively whimsical
thoughts for cooling the planet purported "geoengineering" plans, for example, showering
daylight reflecting pressurized canned products into the air or obstructing the sun with a
mammoth space reflect have generally been excused in light of the fact that they may present
more ecological dangers than demonstrated advantages. Be that as it may, planting trees, re-
establishing seagrasses, and boosting the utilization of farming spread harvests could help
tidy up noteworthy measures of carbon dioxide. Re-establishing backwoods previously
cleaved down in Brazil, for instance, could draw about 1.5 billion metric huge amounts of
CO2 out of the air, and an ongoing report distributed by the National Academies of Science
gauges the world's woods and homesteads could store 2.5 gigatons. Books, for example,
Drawdown and Designing Climate Solutions have proposed striking and far reaching yet
basic designs for turning around our present course. The thoughts shift, however the message
is steady: We as of now have a significant number of the instruments expected to address
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environmental change. A portion of the ideas are expansive ones that legislatures and
organizations must execute, however numerous different thoughts include changes that
anybody can make eating less meat, for instance, or re-examining your methods of transport.
SUMMARY
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In conclusion, this assignment is more focused on Global Citizenship Education
(GCED) and environmental issue. This assignment will point out what is GCED and its
three-core conceptual dimension. Next, environmental issue are also included in this task
which is global warming. The connection between GCED and environmental issue also has
been discussed and how GCED manage to help in reducing the environmental issue that we
facing right now.
Global Citizenship Education (GCED) refers to a sense of belonging to a broader
community and common humanity. Its emphasis on political, economic, social and cultural
interdependency and interconnectedness between the local, the national and the global.
GCED entails three core conceptual dimensions which is cognitive, socio-emotional and
behavioural. These three-core conceptual serve as the basis for defining global citizenship
education goals, learning activities and competencies. In order to become a global citizen,
every citizen should have an open mind, educate themselves with a lot of knowledge, get
involved in a community and travel when possible.
On the other hand, environmental issue refers to a harmful effect of human activities on
the biophysical environment. Major current environmental issue may include climate change,
pollution, environmental degradation and resources depletion. By facing environmental issue,
it actually affects us on the decreasing of water quality, increased pollution and greenhouse
gas emissions, depletion of natural resources and contribution of global climate change. Some
of these are the direct result of human activities, whereas others are secondary effects that are
part of a series of actions and reactions.
Global citizenship education can contribute to a solving environmental issue through
its three conceptual dimensions. A global citizenship should be able to practice these three
keys conceptual dimensions in their daily life in order to make a right decision. Implementing
these 3-key conceptual in every citizen especially younger generations may help these
generations to have a better critical thinking and finding ways on how to solve a wider
problem in their surroundings. As a result, all the citizen can have a better future and a more
sustain environment for the younger generations to live in.
SELF-REFLECTION
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I want to thank God that with His permission I was given the opportunity to complete
this assignment. For starter, this assignment is about a global citizenship education and
environmental issue that we currently face right now. This assignment is closely related to
how GCED benefit the society in resolving the current environmental issue and also how
their three key conceptual dimensions can help in producing a global citizen. Throughout my
journey of completing assignments, I have encountered many challenges and obstacles but I
have also gained invaluable knowledge.
First of all, before starting this assignment, various questions came to my mind as, was
I be able to complete the assignment in a short time, could I answer each question correctly
and could I get the exact reference and material needed for this task. As a student with a
background in medical science, this subject is new to me. As I going through the syllabus
given and the assignment pointed to me, I realized that these was not an easy task. I need to
read more from any related trusted article, books and journal. While completing this
assignment, I find it hard to find a relevant reference for me to include in this assignment. A
relevant reference should not be taken from the website such as Facebook, twitter, blogger
and Wikipedia as these websites can easily be edit by another person. Next, I also find out
that I have less knowledge about global citizenship educations, and what it’s actually
benefited to us. With that, I have to read more so that I can acquire more knowledge about
this assignment. After that, I also obtained a various knowledge on environmental issue.
There are actually many major environmental issues that we are currently facing right now,
it’s just we are not concern enough for our environment. Other than that, I also learned that
we all can become a global citizen if we actually applied the global citizenship education in
our daily life. In order to achieve world peace and a sustainable environment, we must
become a global citizen. After completing, I was able to know about the environmental issue
that we face right now and how to prevent it from becoming much worse in the future. I
learned that by being a global citizen can help us in our daily life as much as it helping us in
maintaining the environment in its good form. In conclusion, I strongly agree that we all
should become a global citizen in order to create a better future. For me, this subject is an
important subject for all student to take because it allows us to learn more valuable
knowledge and it allows to practice our critical thinking.
(3209 Words)
REFERENCES
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1. Shahzad, Umair. (2015). Global Warming: Causes, Effects and Solutions.
2. Sivaramanan, Sivakumaran. (2015). Global Warming and Climate change, causes,
impacts and mitigation. 10.13140/RG.2.1.4889.7128.
3. Ngongeh, L. A., Idika, I. K., & Ibrahim Shehu, A. R. (2014). Climate change/global
warming and its impacts on parasitology/entomology. Open Parasitology Journal,
5(1), 1–11. https://doi.org/10.2174/1874421401405010001
4. https://www.livescience.com/37003-global-warming.html
5. Bourn, Douglas & Hunt, Frances & Bamber, P. (2017). A review of education for
sustainable development and global citizenship education in teacher education.
6. Susanti, D. (2018). Empowering Core of Global Citizenship Through Implementation
Environmental Education Development In the School. Global Citizenship Education.
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