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Section III: Confronting Political Paralysis

CCL, Section III, Confronting Political Paralysis

1. Sex
2. Years at university
3. Disciplinary background (or planned direction of studies). Check several if you wish
The purpose of education is to ensure that students acquire knowledge, skills and competences and are given the opportunity to develop a well thought-through approach to their education and future profession. Students should also be encouraged to make use of the University’s width from a formation perspective and thereby be given the chance develop personally. All planning of courses and teaching should be based on disciplinary and pedagogical knowledge and with the aim of to facilitate students’ independent, active learning and responsibility-taking. (translated excerpt from Uppsala University’s pedagogical program)

How meaningful was the lecture/seminar/workshop for your process of learning? (1=without meaning; 5=very meaningful)
4. The History and Practices of Climate Change Politics - Bo Kjellén
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5. The EU’s Leadership role - Charles Parker
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6. Seminar: Moving Borders and Migration - Course Coordinators/James Lee
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7. Politics of International Negotiations - Aaron Maltais
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8. Financing Global Action - Johanna Sandahl
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9. Seminar: Local Politics/fieldtrip - Uppsala Kommun
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10. Workshop: Negotiations Role Play - Students/Course Coordinators
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11. Course Reader: Articles read during section III
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Please answer the following two questions if you have read and written about Giddens, Anthony "The Politics of Climate Change"
12. Course Literature: Giddens, Anthony "The Politics of Climate Change"
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13. Written Assignment III: Confronting Political Paralysis Based on your reading of Giddens
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Please answer the following two questions if you have read and written about Bond, Patrick "The Politics of Climate Justice"
14. Course Literature: Bond, Patrick "The Politics of Climate Justice"
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15. Written Assignment III: Confronting Political Paralysis Based on your reading of Bond
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