GEOG7111 Case Study 3 Sample

GEOG7111 Case Study 3

Assessment 3

Develop a class exercise plan for your GEOG7111 colleagues.

This can be completed as a pair.

Please confirm with your tutor if you intend to complete this assessment task in a pair

The purposes of this assignment are:

to provide an opportunity for you to think creatively

◄ Previous: Requirements to complete the topic to to illustrate environmental challenges using case studies or specific examples to practice skills of facilitating
knowledge transfer Some topic starting points are listed below:

Using the Ecosystem Services framework to better account for environmental goods - e.g. choose one ecosystem service and an example of where how it is being applied
Degrowth - reimagining the economy as if nature mattered Corporate Sustainability - making big business behave itself (use an example of a business or an element of the CSR concept)

Environmental activism - challenging business-as-usual (choose a case study to examine the role of activism in challenging business as usual in relation to environmental management)

Food security (use an example or case study in an environmental management context)

Using a human wellbeing index as an environmental management approach (use a case study to explore where the concept is used in place of GDP)

Unintended consequences of technology designed to benefit the environment (use a case study)

Applying traditional or indigenous knowledge to environmental management or, a topic of your choosing with approval of the topic coordinator

It is a good idea to check your class exercise plan ideas with your tutor.

Your class exercise plan should:

draw from a case study - a real example - to explore the key concepts underpinning your topic. You may choose any place or jurisdiction. Often small-scale examples are easier to explore and extrapolate from. require your class to think about and explore different and contested perspectives about managing the environment. be self-explanatory. That is, one of your peers ought to be able to follow your instructions so they could lead or participate in your exercise without needing information over and above that which you provide.

The Class Exercise Plan should be presented as a report and include:

A brief introduction to the topic (e.g. 150 words) that sets the context Learning objectives of the class exercise (i.e., what knowledge do you expect participants to develop about the challenge of managing the environment as a result of this exercise?)

A summary of learning activities and the estimated duration of each teaching and learning activity Instructions: the step-by-step procedures for a teacher to conduct the class exercise (e.g. what will you do as the leader of the class, and what will you require the class to do both before and during the class?)

An appendix including:

Suggested Required Readings/reference Materials

FLO text (as per weekly FLO sites for this topic – e.g. a brief introduction to the topic, aims, required reading etc.)

A copy of the slide deck (save as PDF notes) that you will show to your class to set up/explain the task you have set them.

Solution

1. Introduction

The topic “Irony of Bhutan - Hidden Secrets of the Happiest Country” studies the environmental effects of modernisation and development in Bhutan. The Gross National Happiness (GNH) index puts social welfare and environmental preservation over economic growth which has made Bhutan famous for its distinctive approach to development. The topic uncovers that rapid modernisation has cost the environment deeply. As per the MBA assignment expert, the purpose of this class exercise plan is to introduce students to environmental issues raised in the topic while encouraging the students to do critical thinking and conservation. The students will participate in small group discussions and large group discussions to discuss the key issues in their own thinking, which will help the students broaden their thoughts and respect others’ opinions. Students will engage in a case study analysis to discover environmental issues faced by Bhutan and propose potential solutions. This will help the students to form a deeper understanding of economic growth and environmental protection.

2. Class Exercise Plan

2.1 Objectives

The objectives of the class exercise plan are:

● Encourage discussion and critical thinking
● Discover the effects of modernisation and development on the environment
● Analyse the balance between economic growth and environmental preservation
● Talk about the advantages and disadvantages of Bhutan’s environmental laws
● Encourage awareness of sustainable development
● environmental issues or problems, environmental performance or quality, environmental incidents, accidents and disasters, etc.

2.2 Learning Activities

Introduction: The teacher introduces a little background on Bhutan’s growth and environmental regulations before introducing the topic (Varma, 2020).

Viewing and Note-taking: students will take notes on important terms like key themes, issues and environmental impacts while watching the topic.

Small Group Discussion: The students will discuss among themselves in small groups about the environmental issues, environmental effects of Bhutan’s modernisation and growth, how Bhutan balances between economic development and environmental conservation and the strengths and limitations of Bhutan’s environmental policies (Mulvihill & Ali, 2016).

Large Group Discussion: The teacher will lead a large group discussion through asking the students about their perspective and ideas to the issues raised in the topic (Almendingen, Skotheim and Magnus, 2022).

Case Study Analysis: The teacher will introduce a case study of a particular environmental problem of Bhutan. The students will analyse the case study and talk about potential solutions in small groups.

Reflection and Conclusion: The teacher will conclude the main topics and ideas highlighting the importance of balancing economic growth and environmental preservation. Students will reflect on what they have learned during the class and from the topic.

2.3 Estimated Duration of Each Teaching and Learning Activity

● Introduction: 10 minutes
● Viewing and Note-taking: 60 minutes (Abdulla, Whipp and Teo, 2022)
● Small Group Discussion: 30 minutes
● Large Group Discussion: 30 minutes
● Case Study Analysis: 30 minutes
● Reflection and Conclusion: 20 minutes

Total Duration: 3 hours

2.4 A Step-by-Step Procedures to Conduct Class Exercise Plan

1. Introduction (10 minutes):

● Acknowledge the students and present them a brief overview of the topic “Irony of Bhutan- Secrets of the Happiest Country”.

● Offer them some historical background of Bhutan’s economic growth and environmental policies (Katel et al., 2021).

● Hand out materials with key concepts and discussion questions

2. Viewing and Note-taking (60 minutes):

● Direct the students to read about the topic and take notes on the key points, issues and effects of the environment raised in the topic.

● Encourage the students to ask any question while reading the topic and take frequent breaks if needed.

3. Small Group Discussion (30 minutes):

● After completing the topic, divide the students in small groups of four.

● Instruct each group to discuss the following problems:

What are the key environmental issues of Bhutan that are raised in the topic?

What are the effects of modernisation and development that have on the environment?

How does Bhutan balance economic development with environmental conservation?

What are the advantages and disadvantages of environmental laws of Bhutan?

● Persuade the students to take turns in speaking and listen to one another actively.

4. Large Group Discussion (30 minutes):

● When the class is back together, ask each small group to share their thoughts and opinions on the issues and key points covered in the topic (Mongar, 2021).

● Encourage a bigger discussion in which students can debate and learn about each other's point of views.

● Help the students with additional information and background context to comprehend the environmental issues of Bhutan.

5. Case Study Analysis (30 minutes):

● Give a case study of a specific environmental problem faced by Bhutan like climate change.

● Again, divide the students in small groups to discuss the problem and encourage them to find possible solutions to this problem.

● Help the students to use their imaginations and discover the advantages and disadvantages of their different solutions.

6. Reflection and Conclusion (10 minutes):

● Ask the students to show their solutions and ask them about what they have learned from the topic.

● Conclude the key ideas and themes, focus on the importance of balancing economic growth and environmental preservation.

● Ask the students to think about their own personal opportunities to support sustainable development.

Additional tips:

● Make sure to keep track of time and ensure every topic is completed in time.

● Provide articles and videos related to the topic to the students for better understanding.

● Push the students to take part in environmental organisations and sustainable development.

● Adapt the case study and discussion to the level and areas of interest of the students.

3. Conclusion

In conclusion, this class exercise provides an opportunity to the students to explore the environmental impacts of modernisation and development of Bhutan. Students learned about the present issues faced by Bhutan like climate change through the topic. Students will gain a deeper understanding of the challenges of sustainable development and take part in small and large group discussions to share their thoughts. By reflecting on the lessons, students will be prepared to grasp Bhutan’s environmental issues and support sustainable development in their personal lives. Students discussed the advantages and disadvantages of environmental laws of Bhutan in small and large group discussions and explored the balance between economic development and environmental protection. By joining in case study analysis, students have developed critical thinking abilities and thought of potential solutions for the environmental issues faced by Bhutan. Hoping that the students will take note and understand the topic through this activity and apply it in their own lives.

References

Abdulla, A., Whipp, P.R. and Teo, T., 2022. Teaching physical education in ‘paradise’: Activity levels, lesson context and barriers to quality implementation. European Physical Education Review, 28(1), pp.225-243. Accessed from: https://journals.sagepub.com/doi/pdf/10.1177/1356336X211033696

Almendingen, K., Skotheim, T. and Magnus, E.M., 2022. “A Lot Takes Place Digitally Now, so It Can Be Good to Train on It’’: A Large-Scale Repeated Cross-Sectional Study on Recording Live-Streamed Educational Activities among Health, Social, and Education Students. Education Sciences, 12(11), p.747. Accessed from: https://www.mdpi.com/2227-7102/12/11/747

Mulvihill, P. R., & Ali, S. H. (2016). Environmental management: critical thinking and emerging practices. Taylor & Francis.
Katel, O., Gurung, D.B., Harada, K. and Schmidt-Vogt, D., 2021. Watershed conservation for ecosystem services and its implication for green growth policies in the context of global environmental change: A case of Bhutan. Water Security in Asia: Opportunities and Challenges in the Context of Climate Change, pp.505-516. Accessed from: https://link.springer.com/chapter/10.1007/978-3-319-54612-4_37

Mongar, K., 2021. Bhutanese Teachers' and Students' Perceptions about Environmental Issues in Bhutan. Interdisciplinary Journal of Environmental and Science Education, 18(1), p.e2263. Accessed from: https://www.ijese.com/article/bhutanese-teachers-and-students-perceptions-about-environmental-issues-in-bhutan-11363

Varma, V., 2020. Developing change readiness: A video-based classroom exercise. Management Teaching Review, 5(1), pp.20-31. Accessed from: https://journals.sagepub.com/doi/pdf/10.1177/2379298118822497

Appendix

Uncertainty in environmental management:

Environmental management: