Short Description:
This first and only university textbook of human security, intended as an introductory text from senior undergraduate level up, and includes chapters by 24 authors that encompass the full spectrum of disciplines contributing to the human security field. It is based on the four-pillar model of socio-political security, economic security, environmental security and health security. The chapters include learning outcomes, extension activities, and suggested readings; a comprehensive glossary lists key terms used throughout the book. This textbook can be used in courses on international studies and relations, political studies, history, human geography, anthropology and human ecology, futures studies, applied social studies, public health, and more.

Long Description:
This first and only university textbook of human security is intended as an introductory text from senior undergraduate level up, to be used in courses on international studies and relations, political studies, history, human geography, anthropology and human ecology, futures studies, applied social studies, public health, and other fields.

Its second, thoroughly revised and updated edition will represent again in a coherent fashion the field of human security and will set it apart from more traditional models of security. Its approach is again deliberately multidisciplinary and transcultural. In addition to a thorough overview of the human security concept, the chapters address problems and opportunities in international law, politics, international relations, human ecology, ethics, law enforcement, development aid, human rights, and public health. The reader is also introduced to specific human security regimes that address human rights violations, peace building and conflict resolution, as well as global environmental governance.

The book encourages a vision of the future that acknowledges the certainty of change, extrapolates significant current trends, and questions the values, beliefs and ideals that tend to inform some dominant notions of development. Because of its transdisciplinary approach, the book will appeal to a very wide range of interests at the post-secondary/tertiary level. It will be of particular interest to undergraduate and graduate students and researchers, and also to educators from various disciplines in the natural sciences, social sciences, and humanities.

Word Count: 304560

ISBN: 978-1-77420-077-3

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Geography 430 is an active, creative learning community focused around understanding the changing relationships between people and their environments, the causes and consequences of environmental degradation, strategies for building a more sustainable world, and the methods and approaches that scholars have used to understand human-environment interactions. The primary course objectives are to help geographers, earth scientists, and other professionals to deepen their appreciation for the complexity of human-environment systems and to develop skills that allow them to interpret, analyze, and communicate effectively regarding human-environment interactions in their lives as students, professionals, and citizens.

Human activities that cause a loss of biodiversity. Video by California Academy of Sciences. Created by California Academy of Sciences.

This article examines the sixth of seven essential principles of the climate sciences--"We Change Earth's Climate." Written for the science teacher, the article covers greenhouse gases, land-use changes, and other human-induced causes of global climate change. Each issue of the free online magazine Beyond Weather and the Water Cycle is structured around one of the seven principles. The content provides background information, lessons, and activities for K-5 classrooms.

This unit is geared for high school biology students. The unit will take place after the students have learned about ecology and population growth. The students will use their prior knowledge on subjects like food webs and balance within ecosystems to understand how small factors can cause great changes.

The unit will start off by considering invasive species and how the introduction of a single new organism into an ecosystem that is already in balance can disrupt the flow of energy. With this in mind, the students will think about how humans have done something similar. We introduced ourselves into new areas and have caused environmental harm. From there, we will study climate-based damage caused by humans and consider the environmental and biological impacts.

Finally, we will design strategies to adapt to a changing planet. This will have the students looking into how the world has changed, and what we can do to cope with the diverse climate-based impacts.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"One of the many reasons why a melting planet is a dangerous one is bacteria that break down carbon in soil. Freezing temperatures keep soil carbon locked away from these hungry microbes, but as temperatures rise, that carbon gradually becomes accessible, sending the bacteria into a feeding frenzy and thereby sending harmful carbon dioxide into the atmosphere. To better understand how that process could play out, researchers analyzed soil from the Alaskan tundra. Surprisingly, a 2.2°C increase in temperature was enough to substantially boost microbial activity, with further warming only compounding that effect. The results serve as a grim warning: left unchecked, global warming could have a more profound impact on the health of the planet than previously anticipated..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

In this video segment adapted from the National Film Board of Canada, learn how the Inuit people have used their traditional knowledge to understand and adapt to changes in their Arctic environment, particularly when hunting and navigating the landscape.

Students will be required to answer a series of simple questions for this assignment based on material covered in lecture. This assignment also allows students the experience of searching a website for more specific information about hurricane statistics that are not covered in lecture. Hurricane Katrina will be discussed in lecture. Students will see where Katrina falls relative to other major hurricanes while answering the questions.

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In this problem-based learning module, students research and report on Hurricane Katrina, using an earth systems science analysis approach.

In this activity, students learn how people prepared for and then dealt during a hurricane by analyzing news headlines about Hurricane Florence (2018). Then they analyze data about the amount of damage that different categories of hurricanes cause, learning that even low category storms are able to cause damage.

This transcribed article from American Radio Works discusses the hurricane risk in New Orleans. The 2002 article talks about how deep flood waters would be in a Category Five hurricane and the likelihood that such a storm would hit. Users may also listen to the article using Real Player audio program.

This homework assignment is given in the first two weeks of class. Students receive one or two lectures that cover the topics of atmospheric layers, temperature and pressure profiles, concepts of atmospheric mass and pressure and measuring (i.e. dropsonde) instrumentation. At the beginning of each lecture I briefly show them the tropical update from the NOAA National Hurricane Center web site; if there is an active storm, I show where I go to get more info, such as the projected storm track and storm history (for example, from Intellicast Hurricane Tracking). Then, for this assignment, I reintroduce them to these hurricane information web sites and demonstrate how to find the historical data on tropical storms (such as from the Unisys Hurricane Data Archive), and how to copy and paste text data into word and/or excel, as a tab- or space-delimited file. I point out some problem areas with this data-grabbing method, such as headers that get lost from their associated data column or date information that may not format as dates.
I then hand out the assignment, which asks them to:

Find data on a current or recent (this year) tropical system, provide the name and year of the storm and the reference web site, and plot the wind speed and pressure variables against time. Students should label the axes and give a descriptive title to the chart.
Describe what they notice in the graphed data and if it seems believable (this allows students to decide if they have done the task correctly by using their understanding of the data).
Predict what will happen if the storm a) intensifies or b) weakens.
I then provide another data set (of any long-duration tropical storm that formed, weakened and later re-intensified) and ask them to go through the same process of plotting and interpretation.
I tell them that some future climate predictions are for more storms with lower central pressures and ask which of the two charts best represents that future scenario, and why.

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In this activity, students use maps and data to learn about where and how hurricanes form and possible correlations with climate change affecting their strength.

Hurricanes are a fact of life for millions of Americans each year, and billions more people around the world. What is a hurricane, and how can we prepare for them? Through a model and student-level data, students explore the factors influencing storm frequency and intensity. They also consider the language of storms, as well as steps to resilience. This guide is an extension of the TILclimate episode "TIL about hurricanes."

In this activity, students examine the effects of hurricanes on sea surface temperature using NASA data. They examine authentic sea surface temperature data to explore how hurricanes extract heat energy from the ocean surface.

This activity is for students to work in teams (2012) or individually (2013) to develop a project (such as a physical or numerical model), survey based research, case study, technical briefs on a remediation technology, etc. of the students' choice, based on their understanding of and interest in the subjects covered in the class. This is used in the GL 199 Hydrogeology course, which is offered through the Department of Geology and Environmental Sciences at Norwich University. This is an experimental course that has not made it to the course catalogue as yet. It is currently offered to students majoring in Geology, with an acknowledgement that a course in hydrogeology is a desirable component of a Geology curriculum. Environmental Science students are encouraged to take it to deepen their understanding of subsurface processes. This course is considered a science elective for Civil and Environmental Engineering majors, and greatly complements the Hydrology, and Soils and Materials classes that are a part of the regular CE&E curriculum. Students from freshmen through seniors across these three majors are accepted into the course.
With a cross section of majors and academic years in the class, it was determined that a project that has students thinking about a topic of their choice and developing fundamental research and collaboration skills is critical to meeting common workplace demands.

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This module discusses the hydrologic cycle and its impacts on the planet Earth. Additionally, the module addresses connections between the hydrologic cycle, climate and the impacts humans have had on the cycle.

This video discusses impacts that the Eastern US is experiencing due to climate change. It describes the seasonal shifts that may affect tourism in New England, extreme heat in the Southeast, how rising sea level affects coastal areas, changes in hurricane intensity, the spread of invasive species and disease, as well as other topics.

This video features Katharine Hayhoe presenting a lively discussion of impacts that the Midwestern US is experiencing due to climate change. It steps through evidence for how climate change is affecting agriculture, tourism, drought and flood, water cycles and freshwater availability, the spread of invasive species and disease, as well as other topics.

This document is a summary for teachers of the IPCC's Sixth Assessment Report (AR6). Designed to make core scientific concepts easily accessible to non-specialist teachers, it includes valuable infographics and concise suggestions for brief classroom activities.