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T5: Tackle the Task of a Transition through Technological Targets

T5: Tackle the Task of a Transition through Technological Targets

Gilbert Ahamer
Copyright: © 2015 |Volume: 5 |Issue: 1 |Pages: 14
ISSN: 2155-5605|EISSN: 2155-5613|EISBN13: 9781466679719|DOI: 10.4018/ijtem.2015010101
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MLA

Ahamer, Gilbert. "T5: Tackle the Task of a Transition through Technological Targets." IJTEM vol.5, no.1 2015: pp.1-14. http://doi.org/10.4018/ijtem.2015010101

APA

Ahamer, G. (2015). T5: Tackle the Task of a Transition through Technological Targets. International Journal of Technology and Educational Marketing (IJTEM), 5(1), 1-14. http://doi.org/10.4018/ijtem.2015010101

Chicago

Ahamer, Gilbert. "T5: Tackle the Task of a Transition through Technological Targets," International Journal of Technology and Educational Marketing (IJTEM) 5, no.1: 1-14. http://doi.org/10.4018/ijtem.2015010101

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Abstract

This article provides a technology-based quantitative tool for the sharing of hypotheses, scenarios, political applications, and didactic strategies related to planning, developing, managing, using and evaluating technological targets towards climate protection and global sustainability in academia, administration, education and policy consulting. This article illustrates a problem-based educational technique and dialogic use of technology in education. The approach is to produce an improved scientific basis for the implementation of climate protection targets by assessing trends of energy-related CO2 emissions for each country. The complete logical chain of cause and effect “socio-economic driving forces => CO2 emissions => CO2 concentration => global carbon cycle => resulting climate change => necessary measures to be taken” is used as an educational basis for advocating the global necessity and potential technological feasibility of CO2 reduction. Global structural transitions can make use of intrinsic saturation effects detected by the proposed educational tool. By technologically oriented university classes, a set of CO2 abatement measures can be identified and assessed by the analysis of intrinsic societal, economic, energy-related and technological trends and the systemic transitions proposed by such analysis. In educational and technological practice, students can undertake a detailed analysis of the energy system of any country by means of a dynamics-as-usual case as baseline for measures and a historical long-term trend analysis of the structural change in socio-economic and energy parameters.

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