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https://pressbooks.bccampus.ca/hiring/chapter/the-job-posting/
|
The Job Posting
1. Consider Revising your Area Hiring Criteria
- The job posting is generated by People Services based on your program’s Area Hiring Criteria.
- After reviewing the section on “Who is the Best Candidate for The Job?” you may wish to revise your Area Hiring Criteria.
- The process for doing so is outlined in the Collective Agreement, Appendix II, Part B, page 109. The key points are to focus on essential qualifications and to recognize equivalent qualifications.
2. Communicate Inclusivity Through Goals and Metrics
- People Services has developed the following statement, which appears on all VCC job postings: “At VCC, we respect and celebrate our differences, and are committed to the work of decolonization, accessibility, and inclusivity for all. Be a part of creating an inclusive community that provides equitable opportunities for Indigenous and diverse representation, participation, and success for everyone. We value lived experience and encourage applications from members of all groups experiencing barriers to equity. Come join the VCC community as we shape the future together.”
- Some organizations include diversity goals and metrics in their job postings. Information about VCC’s diversity goals and metrics are not yet available. You can help change this by advocating for the the collection of more demographic data, followed by the creation of goals to address underrepresentation.
3. Share the Posting Widely
- The posting will be shared on careers.vcc.ca. Promote your posting through social media with hashtags like #InclusiveWorkplace.
- Share the posting widely by email, especially to people with diverse networks.
- Share the job posting with community organizations that work with marginalized groups to ensure the opportunity reaches diverse audiences.
Feedback/Errata
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pressbooks
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2025-03-22T05:08:57.396812
|
01-3-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/hiring/chapter/the-job-posting/",
"book_url": "https://pressbooks.bccampus.ca/hiring/front-matter/acknowledgements/",
"title": "Equitable Faculty Hiring at Vancouver Community College",
"author": "Shantel Ivits, Tanny Marks",
"institution": "Vancouver Community College",
"subject": "Teaching staff, Personnel and human resources management"
}
|
https://pressbooks.bccampus.ca/hiring/chapter/challenging-our-biases/
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Challenging our Biases
Our brains rely on mental shortcuts to process the overwhelming amount of information we encounter daily. While helpful, these shortcuts can lead to biases—unconscious preferences or judgments that are often unfair and not based on objective reasoning. Everyone has biases, but they can result in mistakes in reasoning, evaluation, and decision-making.
In the hiring process, biases can lead to discriminatory practices. As a result, we have a legal and ethical responsibility to identify and control for biases when evaluating candidates. Here are some common types of biases to watch for:
Cloning (Affinity Bias)
- Unconsciously favouring people with similar attributes or backgrounds as ourselves.
- Undervaluing unfamiliar approaches or experiences.
- Expecting candidates to resemble the person being replaced.
Snap Judgements
- Making judgments about a candidate without sufficient evidence.
- Dismissing a candidate for minor reasons.
“Good Fit” Bias
-
Defining “fit” based on personal comfort or cultural familiarity, which can hinder diversity.
-
Prioritizing familiarity over the ability to meet the role’s needs.
Negative Stereotypes
-
Assuming incompetence in historically underrepresented groups (e.g., women, Indigenous people, Black people, people of color, 2SLGBTQ individuals, people with disabilities, older employees, newcomers).
-
Requiring individuals from these groups to repeatedly prove their competence.
Positive Stereotypes
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Assuming competence or overlooking flaws in candidates from dominant groups (e.g., white, wealthy, male, highly credentialed).
Prescriptive Stereotypes
- Expecting different workplace behaviour based on social identities. For example:
- women are often expected to be mild-mannered team players, but this may be optional for men.
- assertive and direct behaviour may be seen favourable for some groups and interpreted as difficult, abrasive, or tactless behaviour for other groups.
- 2SLGBTQ employees may be stereotyped as too masculine or too feminine, which is irrelevant to the ability to do a job.
Elitist Thinking
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Favouring candidates from elite schools
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Favouring candidates with credentials from North America or Western Europe.
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Downgrading candidates based on appearance or mannerisms.
Horns and Halos
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Allowing one weakness to unfairly influence an overall negative evaluation (horns).
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Allowing one strength to unfairly influence an overall positive evaluation (halos).
Before starting the interview process, take time to reflect on these biases. If you notice a bias in your thinking, ask yourself:
- Where did this thought come from?
- Is it fair?
- What impact could acting on this bias have?
Through ongoing learning, reflection, and intentional action, we can challenge these biases and create a more equitable hiring process.
References:
Center for WorkLife Law (2021). “Bias Interrupters for Hiring & Recruiting.” Retrieved from https://biasinterrupters.org/wp-content/uploads/2022/12/identifying-bias-in-hiring-guide-no-citations.pdf
University of Waterloo Office of Equity, Diversity, Inclusion and Anti-Racism (2020). “Implicit Bias Pre-Reading.” Retrieved from https://uwaterloo.ca/equity-diversity-inclusion-anti-racism/sites/default/files/uploads/documents/implicit-bias-pre-reading-1.pdf
Cognitive Bias Codex
Feedback/Errata
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pressbooks
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2025-03-22T05:08:57.411740
|
01-3-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/hiring/chapter/challenging-our-biases/",
"book_url": "https://pressbooks.bccampus.ca/hiring/front-matter/acknowledgements/",
"title": "Equitable Faculty Hiring at Vancouver Community College",
"author": "Shantel Ivits, Tanny Marks",
"institution": "Vancouver Community College",
"subject": "Teaching staff, Personnel and human resources management"
}
|
https://pressbooks.bccampus.ca/hiring/chapter/screening-applications/
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Screening Applications
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Engage Multiple Screeners:
- Have at least two people independently review applications to reduce individual bias and ensure consistency.
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Use Pre-Determined Criteria:
- Base evaluations on the selection criteria outlined in the job posting.
- Consider diverse qualifications, including non-traditional pathways such as lived experience or volunteer work.
- Do not overlook applicants who have gaps in their employment history due to reasons such as caregiving responsibilities or medical leave.
-
Standardize the Process:
- Spend an ample amount of time reviewing each application (eg. twenty minutes per application).
- Use a scoring rubric or evaluation matrix to objectively compare candidates. For guidance, refer to this template.
- Screeners should document their evaluations and decisions for transparency and compliance.
-
Select Candidates for Interview:
- Interview all candidates who meet the selection criteria. If you have more candidates who meet the criteria than you can feasibly interview, base decisions on the scoring rubric.
-
Build Trust Through Transparent Communication
- Inform candidates promptly of delays in processing applications.
- Provide follow-up feedback to all applicants, not just those who advance to the next stage. Ensure feedback is specific and constructive.
Feedback/Errata
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pressbooks
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2025-03-22T05:08:57.421428
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01-3-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/hiring/chapter/screening-applications/",
"book_url": "https://pressbooks.bccampus.ca/hiring/front-matter/acknowledgements/",
"title": "Equitable Faculty Hiring at Vancouver Community College",
"author": "Shantel Ivits, Tanny Marks",
"institution": "Vancouver Community College",
"subject": "Teaching staff, Personnel and human resources management"
}
|
https://pressbooks.bccampus.ca/hiring/chapter/taking-a-relational-approach/
|
Taking a Relational Approach
Hiring practices can be placed on a spectrum between transactional and relational approaches.
In a transactional approach, interactions are seen as deals where each person gets what they need, with less focus on building a deeper relationship. Transactional approaches are often anonymous, impersonal, and overly formal.
In a relational approach, interactions are intended to build strong, long-term connections based on trust, respect, and mutual care, prioritizing the relationship over short-term goals. Relational approaches emphasize personal connection, cooperation, and clear communication.
Taking a relational approach does not mean forming personal relationships or allowing them to influence hiring decisions. Instead, it means treating candidates with dignity and respect while fostering mutual understanding. This involves showing how the candidate’s skills and experience align with the position’s needs and how the role meets their expectations.
To take a relational approach:
- Reflect on the burden the hiring process places on candidates. Acknowledge the time, energy, and capacity they expend.
- Set a tone of welcome and appreciation throughout the process.
- Favor genuine conversations over automated responses.
- Strive to build trust and reduce power imbalances.
- Consider candidates’ needs, preferences, and comfort levels.
- Respect each candidate’s dignity, time, and effort.
- Accommodate neurodiversity by recognizing different communication styles and interaction methods.
- Evaluate recruitment requirements (e.g., tests or tasks). Are they necessary? Could they be modified to reduce anxiety and preserve dignity?
- Invite candidates to provide feedback and check in regularly to ensure their comfort throughout the process.
Plan communication activities thoughtfully, ensuring candidates feel informed and valued at every stage. By creating a reciprocal and respectful atmosphere, a relational approach helps build trust and fosters a positive candidate experience.
Neurodiversity is the idea that people have different ways of thinking, learning, and processing information, and these differences are normal and valuable. It includes conditions like autism, ADHD, dyslexia, and more, while recognizing that everyone’s brain works differently.
Feedback/Errata
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pressbooks
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2025-03-22T05:08:57.432052
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01-3-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/hiring/chapter/taking-a-relational-approach/",
"book_url": "https://pressbooks.bccampus.ca/hiring/front-matter/acknowledgements/",
"title": "Equitable Faculty Hiring at Vancouver Community College",
"author": "Shantel Ivits, Tanny Marks",
"institution": "Vancouver Community College",
"subject": "Teaching staff, Personnel and human resources management"
}
|
https://pressbooks.bccampus.ca/hiring/chapter/setting-up-the-interview/
|
Setting Up the Interview
1. Offer Accommodations:
- Include all available accommodations in the interview invitation and encourage candidates to request additional accommodations as needed. Examples include:
- Virtual interviews via Zoom (with cameras off) or by phone.
- Casual dress for the interview.
- Scheduled breaks during the interview.
- Use of sensory aids or personal materials.
- Be flexible around scheduling. Candidates may be managing many work, family, and community responsibilities.
2. Ensure Panel Diversity:
- Assemble an interview panel that reflects diversity in culture, abilities, credentials, gender identities, and perspectives.
- Include team members beyond faculty, such as administrative or support staff, to provide a broader view of the workplace.
3. Review Biases Before the Interview Starts:
- Before and after each interview, review the list of biases to challenge your assumptions and ensure fair evaluations.
4. Create a Comfortable Environment:
- Opt for sensory-friendly spaces with comfortable seating, scent-free policies, and natural lighting.
- Arrange seating in a round setup to avoid an “us versus you” dynamic. Allow candidates to choose where to sit.
5. Set the Tone:
- Foster a welcoming environment that communicates respect and appreciation for the candidate.
- Reframe the process as a mutual exploration to gauge alignment between the department’s goals and the candidate’s skills and aspirations, rather than focusing solely on “measuring up.”
- Shift from “What can you do for us?” to also asking, “How can we support your needs and ensure the position is accessible and sustainable for you?”
6. Introduce the Panel:
- Share panelists’ names and roles with the candidate in advance.
- Encourage panelists to introduce themselves at the start of the interview and, if they choose, share pronouns and relevant equity dimensions.
7. Encourage a Two-Way Dialogue:
- Invite candidates to think of the interview as an opportunity to evaluate the organization.
- Create a safe space for candidates to ask questions by crafting prompts like, “What else would you like to know about working here?”
8. Communication and Support:
- Clearly communicate the interview process and timeline.
- Follow up with candidates promptly, providing feedback to all applicants, not just those who advance.
Feedback/Errata
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pressbooks
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2025-03-22T05:08:57.443201
|
01-3-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/hiring/chapter/setting-up-the-interview/",
"book_url": "https://pressbooks.bccampus.ca/hiring/front-matter/acknowledgements/",
"title": "Equitable Faculty Hiring at Vancouver Community College",
"author": "Shantel Ivits, Tanny Marks",
"institution": "Vancouver Community College",
"subject": "Teaching staff, Personnel and human resources management"
}
|
https://pressbooks.bccampus.ca/hiring/chapter/the-questions/
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The Questions
1. Use Pre-Determined Questions:
Base questions on the hiring criteria. Ask all candidates the same set of pre-determined questions based on the knowledge, skills, and abilities required for the role. Follow-up questions and conversational engagement are welcome, provided they remain aligned with the original purpose.
2. Provide Questions in Advance:
Sharing interview questions ahead of time helps reduce anxiety and allows candidates to prepare thoughtful responses. This ensures the interview focuses on the candidate’s understanding of the role and qualifications, rather than their ability to think on the spot. For example, you could share the questions a week in advance, the evening before, or 30 minutes before the interview.
3. Incorporate Real-Life Scenarios:
Behavioral interview questions can be enhanced by providing real-life scenarios for candidates to consider before the interview. This allows for a practical evaluation of how they might approach challenges or tasks in the role. (See examples of behavioural interview questions). You can minimize the issue of applicants finding canned responses from the web by providing the scenarios 20 minutes before the interview.
4. Allow Notes:
Let candidates know they are welcome to refer to prepared notes during the interview. This fosters an environment where candidates can focus on demonstrating their competencies rather than managing nerves.
Feedback/Errata
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pressbooks
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2025-03-22T05:08:57.452087
|
01-3-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/hiring/chapter/the-questions/",
"book_url": "https://pressbooks.bccampus.ca/hiring/front-matter/acknowledgements/",
"title": "Equitable Faculty Hiring at Vancouver Community College",
"author": "Shantel Ivits, Tanny Marks",
"institution": "Vancouver Community College",
"subject": "Teaching staff, Personnel and human resources management"
}
|
https://pressbooks.bccampus.ca/hiring/chapter/making-a-decision/
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Compensation
There is an emerging practice of compensating candidates—either through honoraria or reimbursements— for their participation in the interview process. This practice is more common in non-profit and technology sectors than post-secondary institutions. It is nonetheless worth noting because attending interviews may require time off from work, childcare, and travel costs – all of which may pose barriers to participation for marginalized people.
In the current post-secondary landscape, this endeavour would need to be organized by faculty, as opposed to an initiative through VCC’s People Services. Perhaps departments could collaborate on an application to the Strategic Innovaction and Enhancement Fund for this purpose, or explore whether this is an equity initiative the faculty association might administer.
There are three types of compensation to consider:
1. Honoraria
Consider paying candidates an honorarium for the time they spend preparing for and attending interviews. Developing a framework for offering honoraria would demonstrate respect for candidates’ time and effort.
2. Compensation for Work Products
If candidates are required to prepare a presentation, lesson plan, or other work product, consider paying them for their preparation time. This is especially important for candidates who may face systemic barriers, such as limited access to technology, working multiple jobs, or managing disabilities that require significant energy. Paying candidates for their work validates the resources they invest in the hiring process and levels the playing field.
3. Reimbursement of Travel Costs
Ensure candidates are not financially burdened by the interview process. Offer to cover bus fares, parking costs, or other travel expenses (in advance or on the day of the interview) to eliminate out-of-pocket expenses.
Feedback/Errata
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pressbooks
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2025-03-22T05:08:57.461036
|
01-3-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/hiring/chapter/making-a-decision/",
"book_url": "https://pressbooks.bccampus.ca/hiring/front-matter/acknowledgements/",
"title": "Equitable Faculty Hiring at Vancouver Community College",
"author": "Shantel Ivits, Tanny Marks",
"institution": "Vancouver Community College",
"subject": "Teaching staff, Personnel and human resources management"
}
|
https://pressbooks.bccampus.ca/hiring/chapter/making-a-decision-2/
|
Making a Decision
-
Use a Standardized Rubric:
Score candidates using a pre-determined interview rubric to ensure evaluations are objective and based solely on job-relevant criteria. For transparency, consider offering the rubric to candidates after the successful hire has been made. For guidance, refer to this template.
-
Provide Feedback:
Offer a debrief meeting to unsuccessful candidates to share constructive feedback on how they could strengthen their application for future opportunities. When detailed feedback is not feasible, provide general insights on common strengths and areas for improvement.
-
Communicate Promptly:
Keep candidates informed about timelines and promptly communicate any delays in the selection process. Clear communication fosters trust and respect.
-
Rethink Reference Checks:
Use reference checks primarily to confirm a candidate’s previous experience (i.e. that they worked/volunteered at a given location and time). Recognize that diverse candidates may have faced discrimination in past workplaces. Allow candidates to choose references beyond their most recent supervisors, such as community leaders, volunteer supervisors, or colleagues, to provide a more comprehensive view of their skills. Notify candidates before contacting references to ensure transparency and avoid potential risks. In workplaces where the candidate is already known by others in the organization, do not do informal reference checks, as these can bias for or against an applicant. Candidates should be able to choose who they want to be contacted as a reference.
-
Follow-Up with All Candidates:
Inform all candidates about the outcome of the interview process, not just those selected for the role. When possible, provide substantive feedback on what worked well and areas for improvement during the interview.
-
Gather Feedback to Improve:
Administer an anonymous survey to all candidates to gather insights on the interview process. Use the results to identify strengths and areas for adjustment in future hiring practices.
Feedback/Errata
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pressbooks
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2025-03-22T05:08:57.470439
|
01-3-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/hiring/chapter/making-a-decision-2/",
"book_url": "https://pressbooks.bccampus.ca/hiring/front-matter/acknowledgements/",
"title": "Equitable Faculty Hiring at Vancouver Community College",
"author": "Shantel Ivits, Tanny Marks",
"institution": "Vancouver Community College",
"subject": "Teaching staff, Personnel and human resources management"
}
|
https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/book-information/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
1. Book Information
2. OER definition
3. Why use OER?
4. Types of OER (and where to find them)
5. Faculty Perception of OER
6. Adaptation or Adoption?
7. Adaptation
8. Adoption
9. Creation
10. Evaluating OER
11. Business OER
12. Copyright
13. Creative Commons Licensing
14. Combining CC Licenses
15. Creative Commons Alternatives
16. Attribution Statements
17. Keeping Track of Changes
Appendix
Appendix 1 - Accessibility and Usability
Previous/next navigation
Faculty OER Toolkit Copyright © by Shannon Moist is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:08:57.485815
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09-16-2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/book-information/",
"book_url": "https://ecampusontario.pressbooks.pub/facultyoertoolkit2/front-matter/introduction-2/",
"title": "Faculty OER Toolkit",
"author": "Shannon Moist",
"institution": "",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/oer-definition/
|
2 OER definition
Definition
The term OER (Open Educational Resources) was first defined by UNESCO in 2002 as “any type of educational materials that are in the public domain or introduced with an open license” and can “range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.”
Creative Commons created the table below to compare different definitions of OER from various sources.
Although many people think of OER and Open Education as generally referring to online-only material and courses, this is not the case. Many open textbooks, for example, are also available in hard copy, or can be printed if a user prefers.
The 5 Rs of Openness
As seen in the table above, OER differs from traditional educational resources in their licensing and permissions. Namely, the “open” aspect of OER can be defined by David Wiley’s 5R Framework.
Retain
the right to make, own, and control copies of the content
Reuse
the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)
Revise
the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
Remix
the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup)
Redistribute
the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)
*This material was created by David Wiley and published freely under a Creative Commons Attribution 4.0 license at: http://opencontent.org/blog/archives/3221
A Review of the Effectiveness & Perceptions of Open Educational Resources As Compared to Textbooks.
OER Myth busting
Think OER are too difficult to find or complicated to use? Worried that they will take too much time and effort to implement? Concerned about copyright and intellectual property protection? The OER Policy for Europe has addressed many of these concerns on their OER Myth busting! site.
Additionally, SPARC (the Scholarly Publishing and Academic Resources Coalition) has created a digital resource outlining myths to OER, including:
- Open simply means free
- All OER are digital
- “You get what you pay for”
- Copyright for OER is complicated
- OER are not sustainable
- Open textbooks lack ancillaries
- My institution is not ready for OER
7 Things You Should Know About Open Education: Content
Here is an article found in the Educause Learning Initiative.
Attributions
The OER table at the top of this page has been copied from Creative Commons and is used under a CC BY 4.0 license.
The 5R Framework on this page was retrieved from SFU’s Open Educational Resources research guide and is used under a CC BY 4.0 license.
A Review of the Effectiveness & Perceptions of Open Educational Resources As Compared to Textbooks by https://www.youtube.com/channel/UCcDT… licensed under CC- BY
7 Things You Should Know About Open Education: Content by Educause is used under a CC BY 4.0 license.
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pressbooks
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2025-03-22T05:08:57.499077
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09-16-2024
|
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"title": "Faculty OER Toolkit",
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"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/why-use-oer/
|
3 Why use OER?
Benefits of using OER
As can be seen in the BCOEL (formerly BCOER) infographic below, there are many reasons to use OER, including increasing student retention and providing more relevant materials for your classes.
Why Open Education matters
The following video explains why the move to Open Education (and the use of OER) is so important.
Why Open Education Matters from Blink Tower on Vimeo.
Documented Research on the Impacts of OER
The following are documented case studies which have been conducted on OERs use and their impacts on learning and teaching:
https://www.openpraxis.org/index.php/OpenPraxis/article/view/227
Additional Links that can be used to search for OERs Impacts:
http://www.irrodl.org
https://oerknowledgecloud.org/
Faculty Perspectives on Open Textbooks
In the following two videos, you will hear from faculty who are using open textbooks and some of the reasons why.
Why use open textbooks? Benefits for students from BCcampus on Vimeo.
What instructors say about open textbooks from BCcampus on Vimeo.
Financial Potentials for OER
The Financial Potentials of Open Educational Resources by David Wiley from Educause on YouTube.
Attributions
The Faculty Perspectives on Open Textbooks section above from the BC Open Textbook Adaptation Guide by BCcampus and is used under a CC BY 4.0 international license. Download this book for free at http://open.bccampus.ca.
The Financial Potentials of Open Educational Resources from Educause and is used under a CC BY 4.0 license.
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pressbooks
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2025-03-22T05:08:57.511785
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09-16-2024
|
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|
https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/types-of-oer/
|
4 Types of OER (and where to find them)
There are a multitude of OER out there to choose from, including textbooks, courses, multimedia, data, and supplementary materials. These can be found by searching regular search engines (like Google) by using certain keywords but it is much easier to find them through dedicated OER repositories or websites. The examples below are just a sampling of such repositories and websites.
Repositories
SOL*R (Shareable Online Learning Resources) – This is BCcampus’ OER respository.
Creative Commons Search – A repository of various types of media, including images, music, and videos.
OER Commons – A large collection of a variety of types of OER, including textbooks, courses, and ancillary materials.
MERLOT – “a curated collection of free and open online teaching, learning, and faculty development services contributed and used by an international education community.”
OER Handbook for Educators – “a guide for those who are just getting started in the creation of open educational resources (OER).”
The Orange Grove – A digital OER repository of instructional resources that can be reused, remixed, redistributed.
Textbooks
BCcampus’s BC OpenEd Resources page is a good place to start to find both general information about OER and a list of textbooks that have been “created…or…re-created from existing [OER] by BC post-secondary faculty, reviewed by B.C. faculty and made available under a Creative Commons license.”
The eCampusOntario Open Library contains more than 250 free OER. Since the initial launch in 2017, eCampusOntario has continuously improved the library to meet the needs of Ontario post-secondary educators and learners.
OpenStax – Supported by Rice University, OpenStax has a huge collection of open, peer-reviewed textbooks on a large variety of subjects.
Project Gutenberg – A collection of tens of thousands of digitized books available for download; audiobooks are also available.
AU Press – Athabasca University’s AU Press publishes open access journals and books with a focus on Canada, the North American West, and the Circumpolar North.
Libretexts – Open, accessible, free, interactive textbooks.
Open Textbook Library – This library includes a number of open, accessible books that can be downloaded for free or printed for a low cost.
Courses
Khan Academy – A collection of instructional videos and practice exercises on topics including math, science, programming, history, English, economics, and standardized test prep.
MIT OpenCourseWare – offers free access to almost all MIT course content.
Saylor Academy – a non-profit organization committed to providing free and open online courses.
Coursera – an educational platform partnered with dozens of prestigious universities and institutions (including MoMA, Stanford, Yale, the University of Toronto, and the University of London).
Open Course Library – A collection of quality, free, downloadable courses that can be used for teaching.
Utah State University Open Courseware – offers free access to a number of courses offered at Utah State.
SUNY OER – Offers ready-to-adopt courses in a variety of areas.
Multimedia
Creative Commons Search – A repository of various types of media, including images, music, and videos.
Pexels – A free stock photo website, consisting of photos that are tagged, searchable and easy to find.
Vimeo – Videos with a CC license can be found through Advanced Search options.
Flickr: Creative Commons – Flickr is an “online photo management and sharing application” and many photos are available under CC licenses; Flickr allows searching by type of license.
Supplemental materials
Supplemental, or ancillary, OER materials can include lecture notes, lesson plans, PowerPoint presentations, assignments, and activities.
PhET – Interactive math and science simulations with lesson plans and activities
OER Commons – A large collection of a variety of types of OER, including textbooks, courses, and ancillary materials
OASIS – A collection of a variety of OER which includes textbooks, courses, course materials, interactive simulations, audiobooks, videos and more.
Citizendium – A community of authors developing quality, free knowledge that can be shared
Connexions– OpenStax CNX is available in two formats: Pages and Books which is accessible and can be reused.
HippoCampus – free and accessible videos, presentations and simulations.
Internet Archive’s OER Library – A library of OER that contains a number of accessible courses, video lectures, and supplemental materials from universities in the US and China.
IOER (Illinois Open Educational Resources) – offers free, open, quality educational and career content. The tools can be used to find, share, and produce resources.
National Science Digital Library – A library of resources that educators can access to reuse, revise for their own courses.
Skills Commons – Free OER that can be used in workforce development and training.
Teaching Commons – A collection of OER including open textbooks, syllabi, lectures that can be reused, revised, redistributed.
Lumen Learning – Offers open, accessible OER materials to improve learning.
Other OER lists
Many universities have research guides related to finding OER and that provide lists of various repositories and resources, so be sure to check your home institution.
University of British Columbia
Kwantlen Polytechnic University
British Columbia Institute of Technology
University of Northern British Columbia
The University of Minnesota Libraries
Additional resources taken from:
OER Knowledge Cloud. (n.d.). OER Repositories and Resources. Retrieved from https://oerknowledgecloud.org/content/oer-repositories-and-resources
Community College Consortium for Open Educational Resources (n.d.). Retrieved from https://www.cccoer.org/learn/find-oer/general-oer/
Attribution: CC BY 4.0 License
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https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/faculty-perception-of-oer/
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5 Faculty Perception of OER
Perceptions of quality
Material adopted from the exploring faculty use of Open Educational Resources in B.C. post-secondary institutions research report by BCcampus.
Although the question of the quality of a resource can make reference to a number of potential aspects/characteristics (e.g., Does it align with the curriculum? Is it fit for the specific purpose? Is it error free? Is it up-to-date?), the perception of OER as ‘poor quality’ when compared with proprietary material can act as a potential barrier to OER adoption and adaptation and is therefore a key area when exploring perceptions of OER (Bliss, Hilton III, Wiley, & Thanos, 2013; Bliss, Robinson, Hilton III, & Wiley, 2013; Clements & Pawlowski, 2012).
The Boston Consultancy Group report, which focused on US perceptions and uptake of OER, revealed that “proven efficacy” and “trusted quality” were the two most important factors for potential users of OER in the K-12 sector (2013, p. 8). Yet, whereas quality is of concern to non-OER users, it is of note that only 8% and 4% of K-12 current OER users in this study report “quality” and “efficacy” respectively as their reason for continued OER use (2013, p. 20). For this group of educators who are already using OER, almost 60% report “flexibility/modularity” and “low cost” as the most important factors for their current use of OER (29% & 29%, respectively; p. 20). Quality thus appears to be less of an issue once educators are using OER and therefore more familiar with the practice of using OER, its impact on students and the potential for remix.
Improved perceptions of quality and efficacy by educators using OER are also reflected in a number of research studies: Allen & Seaman (2014) report that nearly 85% of OER using respondents thought the “proven efficacy” of OER when contrasted with proprietary resources was “superior” or “about the same” (16.5% and 68.2%, respectively) whereas over 70% of participants thought the “trusted quality” of OER was “superior” or “about the same” (12.1% and 61.5%, respectively; 2014, p. 38). Moreover, in a 2014-2015 study of OpenStax College open textbook users (which utilised the same question as used in the OTP survey reported on below), 43.5% of OSC educators told us they thought OER was “comparable” when contrasted with “traditional, proprietary materials” (n=20) whilst 47.8% of respondents said they thought OER was “significantly better” or “slightly better” 5 . The remaining small number of respondents reported that they thought the quality of OER was “slightly worse” than that of proprietary resources (8.7%, n=4) (Pitt, 2015, p. 15)
Attributions
This chapter contains material from the exploring faculty use of Open Educational Resources in B.C. post-secondary institutions research report by BCcampus. This work is licensed under a Creative Commons Attribution 3.0 Unported License. Download this research report for free from https://bccampus.ca/files/2016/01/BCFacultyUseOfOER_final.pdf.
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09-16-2024
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https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/adopt-adapt-vs-creation/
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6 Adaptation or Adoption?
Why adaptation or adoption?
Many educators feel driven to create the “perfect” resources for their classes and it can be difficult put aside that perfection and use other people’s creations. However, the number, variety, and quality of OER available freely is such that any educator should be able to find resources they can readily (with or without adaptations) put to use within their classrooms. And adaptation or adoption of OER will almost always be more efficient than creating teaching materials from scratch.
Jan M. Pawlowski addressed one of the reasons behind this reluctance in his article, Emotional Ownership as the Key to OER Adoption.
More resources
For more complete information about and instructions on how to adapt an open textbook, please visit the BC Open Textbook Adaptation Guide by BCcampus.
For more complete information about and instruction on how to adopt an open textbook, please visit the BC Open Textbook Adoption Guide by BCcampus.
For a list of open textbooks that have been evaluated and are available for adoption and adaptation, please visit BCcampus’ OpenEd.
Librarians Are Your Friends
When adapting/adopting/creating OER, we need to consider the assistance of librarians. Librarians are qualified to provide the critical judgement of OER. They frequently scrutinize resources for their quality, relevance and licensing agreements. They also teach students and faculty how to determine the quality and relevance of information and to use it properly. Librarians can lead OER initiatives when keeping the following points in mind:
- There are a few studies which focus on the effect of OER on student learning and their performance.
- Open textbooks are valued differently than other resources and should be included in most survey courses.
- OER must go through a quality control process which may take longer than commercial textbooks.
- The instructional design process will have to be modified when using OER.
- Faculty will need a lot of time to adopt, adapt and create quality OER.
- OER may omit many excellent library resources that are free, but not “available in the public domain” (Pierce, 2016, p. 15).
- Students who do not have good internet connections may have difficulties with using OER.
Reference:
Pierce, M. (2016) Looking at OER with a Critical Eye: Strengthening OER Initiatives by Focusing on Student Learning. Community & Junior College Libraries, 22:1-2, 11-17, DOI: 10.1080/02763915.2016.1205391
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https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/adaptation/
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7 Adaptation
For more complete information about and instructions on how to adapt an open textbook, please visit the BC Open Textbook Adaptation Guide by BCcampus.
Adaptation
The term “adaptation” is commonly used to describe the process of making changes to an existing work. Though we can also replace “adapt” with revise, modify, alter, customize, or other synonym that describes the act of making a change. The example below refers to adapting an open textbook but any OER (assignments, videos, lecture notes, diagrams, etc) can be adapted.
In addition to cost savings to students, one of the biggest advantages of choosing an open textbook is it gives faculty the legal right to add to, adapt, or delete the content of the textbook to fit their specific course without obtaining permission from the copyright holder. This is possible because the copyright holder has already granted permission by releasing their work using an open — or Creative Commons — license. This type of license gives users permission to use and reuse, share, copy, retain and modify the textbook without consulting the author.
Below are some examples of how an open textbook can be adapted by adding in your own Learning Objectives, Exercises, and Key Takeaways.
Learning Objectives
Type your learning objectives here.
- First
- Second
Exercises
Type your exercises here.
- First
- Second
Key Takeaways
Type your key takeaways here.
- First
- Second
Reasons to adapt an open textbook
One of the benefits of using an openly licensed textbook or other educational resource is that you are free to adapt it to fit your needs. In other words, you can adjust the educational resources to fit your course curriculum, not the other way around.
Below are 10 more reasons adapting an open textbook might be for you:
- Address a particular teaching style or learning style
- Adjust for a different grade or course level
- Address diversity needs
- Meet a cultural, regional, or national preference
- Make the material more accessible for people with disabilities
- Add material contributed by students or material suggested by students
- Translate the material into another language
- Correct errors or inaccuracies
- Update the book with current information
- Add more media or links to other resources
Attributions
This chapter contains material from the B.C. Open Textbook Adaptation Guide by BCcampus is used under a CC BY 4.0 International license. Download this book from free from http://open.bccampus.ca.
The “Reasons” above are adapted from fromWikiEducator. “Adapt” in OER Handbook for Educators (http://wikieducator.org/OER_Handbook/educator_version_one/Adapt) and Why Remix Open Educational Resources? created by Liam Green-Hughes, both used under a CC BY license.
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"book_url": "https://ecampusontario.pressbooks.pub/facultyoertoolkit2/front-matter/introduction-2/",
"title": "Faculty OER Toolkit",
"author": "Shannon Moist",
"institution": "",
"subject": "Education"
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https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/adoption/
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8 Adoption
The information in this chapter refers to adopting an open textbook but any OER (assignments, videos, lecture notes, diagrams, et cetera) can be adopted for classroom use (using many of the steps below).
For more complete information about and instruction on how to adopt an open textbook, please visit the BC Open Textbook Adoption Guide by BCcampus.
Adopt an open textbook
If you are an instructor looking for an open textbook to assign to your class, here are some suggested ways to go about using a textbook from the BCcampus Open Textbook collection.
First, we often get questions from people outside of British Columbia about whether or not they can use textbooks in our collection. The answer is yes. You don’t have to be from British Columbia to use our open textbooks. Open textbooks are not geographically limited. Anyone from Canada, the United States, or any other country in the world can use these resources.
Using an open textbook for your class
- Find the right textbook. Search the B.C. Open Textbook collection (http://open.bccampus.ca)
- Review and evaluate to see if it matches your criteria and based on content, presentation, online accessibility, production options, platform compatibility, delivery options, interactivity, consistency between online and printed versions, and available ancillary material (test banks, PowerPoints, etc.) Suggested source for evaluating an OER: http://open.bccampus.ca/files/2014/07/Faculty-Guide-22-Apr-15.pdf
- Decide if you want to use as is or modify it. One of the benefits of open textbooks is flexibility to modify and customize them for specific course designs as much or as little as you desire. If you want to make edits or append content, make sure the Creative Commons license allows for that (every CC license except the non-derivative license allows for modifications). If you are interested in modifying an open textbook, check out our section on how to modify an open textbook (http://open.bccampus.ca/open-textbook-101/adapting-an-open-textbook/)
- Distribute to your students. There are a number of ways in which you can do this.
- If you’re using a textbook from this site, provide the link to the textbook to your students. They will have the option to select which file type they would like to download, or they can purchase a low cost printed version from the BCcampus print on demand service.
- Alternatively, you can download copies of the book and put them on another site. Some examples of where you could put your own copies of the book files are:
- Your institutional LMS (Learning Management System). Load the book files into your Moodle, Desire2Learn, Blackboard or Canvas site and make the books available to your students via the LMS.
- Use an online file sharing service like Dropbox or Google Docs. Upload a copy of the book files to Dropbox or Google Docs and send your student the link to that copy.
- If you have a faculty website, put copies of the files on that website and send students to your website to download your copy of the textbook.
- Approach your local institutional bookstore or print shop to see if they can make printed copies of the books available for your students. Many institutional print shops can create low cost printed versions of textbooks and make them available to students. Keep in mind that textbooks that have a specific non-commercial clause (CC-BY-NC) cannot be sold with a markup or at a profit. However, charging a modest cost-recovery fee for physical textbooks is considered reasonable.
- Let us know. If you adopt an open textbook from this site, tell us about it. (https://open.bccampus.ca/adoption-of-an-open-textbook/) Faculty adoption information is important to the long term viability of the open textbook project. Plus we will add you to a mailing list to inform you of when the textbook is being modified or additional resources are available for it.
Attribution
This chapter contains material from the B.C. Open Textbook Adoption Guide by BCcampus is used under a CC BY 4.0 International license. Download this book from free from http://open.bccampus.ca.
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pressbooks
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https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/creation/
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9 Creation
OER Design Tips
Consider this list of design tips to create sharable, reusable OER – and get help from the library along the way
Start with what’s there
Look to existing collections with quality resources such as eCampus Ontario’s Open Textbook Library. Also consider materials that you’ve created, which may be available offline.
Make it accessible
It’s important to ensure that the resources you create are accessible to all learners. Note that it is more work to make existing OER accessible than it is to create an accessible OER from the start. Use the accessibility checklist to guide your work.
Make it adaptable
The more modular your content is, the easier it is for future users to reuse it. If you’re working on an open textbook, separate your content by chapter and subchapter. If possible, provide a version of your resource in an editable format, such as .docx or Google Docs.
Make it open
Select and clearly display the Creative Commons licence for your resource. If you integrate other materials into your resource, select those that are open. See the Licensing Module in this toolkit for information on choosing an open licence, or contact your library for help.
Make it discoverable
Work with library staff to determine the best platform for sharing the resource with others. Library staff can also advise you on adding appropriate descriptors that make your OER discoverable.
Invite critique
Evaluate your resource using a rigorous rubric such as the Comprehensive OER Evaluation Rubric. Ask peers to review the resource using the evaluation rubric. OER development is an iterative process, so try to revisit your OER on a regular update cycle.
Free OER Authoring tools
-
Access templates for creating tailored websites with a variety of designs, including e-portfolio structures, lesson plans, online courses, and others.
-
Bring in and adapt your own resources, as well as resources from its affiliated OER Commons library, to create new or remixed OER.
-
Adapt, remix, and localize OpenStax textbooks.
-
Develop open textbooks with a collaborative community of creators and authors.
-
Access wiki-based adaptable open textbooks and create new wiki textbooks.
-
Add TED videos to a lesson builder template, and supplement the video with questions and additional content.
Attributions
The OER creation section above from The learning Portal, College Libraries Ontario, OER Toolkit and is used under a CC BY 4.0 international license.
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https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/evaluating-oer/
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10 Evaluating OER
Evaluating OER
The BCOEL Librarians have developed a useful guide to assist faculty with the open textbook and OER evaluation process. This Faculty Guide for Evaluating Open Education Resources has been released under a CC BY 4.0 International license.
For more complete information about and instructions on how to adapt an open textbook, please visit the BC Open Textbook Adaptation Guide by BCcampus.
For more complete information about and instruction on how to adopt an open textbook, please visit the BC Open Textbook Adoption Guide by BCcampus.
For a list of open textbooks that have been evaluated and are available for adoption and adaptation, please visit BCcampus’ OpenEd. This list of textbooks has been reviewed by BC post-secondary faculty.
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pressbooks
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https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/business-oer/
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11 Business OER
The field of business has several Open Educational Resources (OER) available for post-secondary educators to use in their teaching practices. eCampusOntario recently launched an Open at Scale – Business OER project, where they will be targeting OER development and adaptations for nine highly enrolled business courses in the Ontario college sector. The courses include:
- Business Fundamentals / Intro to Business
- Business Mathematics
- Business Communication / Professional Writing
- Intro to Marketing
- Intro to Human Resources
- Financial Accounting / Intro Accounting
- Intro to Business Computing
- Organizational Behaviour
- Economics
An environmental scan uncovered 169 OER, and a detailed tracking spreadsheet was created that outlined areas such as the publisher, type of OER and the specific license used.
High quality OER that were highlighted from the environmental scan include:
Business Fundamentals / Introduction to Business
- Fundamentals of Business: Canadian Edition (eCampusOntario)
- Fundamentals of Business, Second Edition (Virginia Tech Open Textbooks)
Business Mathematics
- Introductory Business Statistics (OpenStax)
- Introductory Business Statistics with Interactive Spreadsheets – 1st Canadian Edition (BCCampus)
Business Communication / Professional Writing
- Communication for Business Professionals: Canadian Edition (eCampusOntario)
Introduction to Marketing
- Principles of Marketing (BCCampus)
Introduction to Human Resources
- Human Resource Management (University of Minnesota Libraries Publishing)
Financial Accounting / Introduction Accounting
- Introduction to Financial Accounting: Third Edition (BCCampus)
- Financial Accounting (University of Minnesota Libraries Publishing)
Introduction to Business Computing
- Computer Applications (Suny OER, Lumen Learning)
- Beginning Excel (Open Oregon Educational Resources)
- Information Systems: A Manager’s Guide to Harness Technology (University of Minnesota Libraries Publishing)
Organizational Behaviour
- Organizational Behaviour (BCCampus)
Economics
- Principles of Economics (OpenStax)
- Principles of Economics (University of Minnesota Libraries Publishing)
- Principles of Microeconomics: UVic (BCCampus)
Attribution
This chapter contains material from the Open at Scale – Business OER website by eCampusOntario and . The material is used under a CC BY 4.0 International license.
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pressbooks
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https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/copyright/
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12 Copyright
Copyright definition
In Canada, copyright is defined as “sole right to produce or reproduce a work or a substantial part of it in any form” and it “provides protection for literary, artistic, dramatic or musical works (including computer programs) and other subject-matter known as performer’s performances, sound recordings and communication signals.”
For more information about copyright, please contact your institution’s Copyright Office or Copyright Librarian.
Copyright and Creative Commons
Using a Creative Commons license does not negate copyright – it modifies the terms of copyright, allowing others to use a work with attribution, that is, while recognizing the intellectual property of the copyright holder(s). As Creative Commons states, “CC licenses are copyright licenses, and depend on the existence of copyright to work. CC licenses are legal tools that creators and other rights holders can use to offer certain usage rights to the public, while reserving other rights.”
The video below discusses how Creative Commons licenses allow creators to modify copyright terms.
https://player.vimeo.com/video/25684782
Creative Commons Kiwi from Creative Commons Aotearoa NZ on Vimeo.
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https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/creative-commons-licensing/
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13 Creative Commons Licensing
Choose a license
If you are adapting an existing open textbook, the adaptations you make will be released with whatever open license you choose, while the rest of the book will be released under the license of the original book. In other words, you need to respect the license of the original work. You cannot license what you do not create. You can only attach a CC BY (Creative Commons Attribution), or other open license to the parts of the book that you have created and are new.
However, there is a “catch.” If the textbook you are adapting has a Share-Alike condition (CC BY-SA 4.0) stipulated, then you must release the entire book using the same license as the original book.
Below are the symbols and definitions of each of the Creative Commons licenses. If you are unsure which CC license you would like to use, you can use the Creative Commons Choose a License tool.
Attribution: CC BY
This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials.
Attribution-ShareAlike: CC BY-SA
This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to “copyleft” free and open source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects.
Attribution-NoDerivs: CC BY-ND
This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you.
Attribution-NonCommercial: CC BY-NC
This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms.
Attribution-NonCommercial-ShareAlike: CC BY-NC-SA
This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms.
Attribution-NonCommercial-NoDerivs: CC BY-NC-ND
This license is the most restrictive of our six main licenses, only allowing others to download your works and share them with others as long as they credit you, but they can’t change them in any way or use them commercially.
This presentation explains what open licensing is and why it’s so important to the OER movement.
Test your knowledge
OER License game
Ready to see how creative commons savvy you are? Try this interactive matching game to test your knowledge.
Attributions
The Creative Commons license definitions and images listed on this page have been copied from Creative Commons and are used under a CC BY 4.0 license.
Test your knowledge: Match the Creative Commons Licenses is a derivative of Scenario-licenses Matching Activity, by Kenneth Leroy Busbee, licensed under CC-BY 3.0
Open Licensing Video: The presentation by Amy Hofer from OpenOregon is licensed under a CC BY 4.0 license.
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pressbooks
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09-16-2024
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"title": "Faculty OER Toolkit",
"author": "Shannon Moist",
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"subject": "Education"
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https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/combining-cc-licenses/
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14 Combining CC Licenses
Combining CC licenses
When adapting an open textbook (or other OER), you may want to incorporate other people’s works into your adaptation. In order to do that, you must ensure that any existing licenses on the work you’re adapting or including are compatible with each other.
For example, as explained in Chapter 9, the CC BY license is the least restrictive and is compatible with all of the other CC licenses. However, if you want to include a work that has a CC BY-SA license, you must use that same license with your adaptation (which may conflict with other licenses already attached to the work). Creative Commons provides more information about CC BY-SA license compatibility on this page.
A step by step video resource on creating OER and combing licenses:
The Orange Grove repository’s video below further explains how CC licenses can be combined.
https://youtube.com/watch?v=Hkz4q2yuQU8%3Fecver%3D2
Attribution
The Creative Commons license definitions and images listed on this page have been copied from Creative Commons and are used under a CC BY 4.0 license.
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"subject": "Education"
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https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/creative-commons-alternatives/
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15 Creative Commons Alternatives
Alternative licenses
While Creative Commons licensing is a well-recognized, straight-forward, flexible type of licensing that is strongly associated with OER, there are other types of open licensing available.
GNU
The GNU General Public License is a “free, copyleft license for software and other kinds of works.”
Copyleft
Copyleft is comparable to the Share Alike aspect of a Creative Commons license.
Public Domain
Works in the public domain are not copyrighted. Different countries have different copyright laws and lengths, however, which must be carefully checked.
Creative Commons has tools that allow users to place their works in the public domain.
Attributions
The GNU General Public License version 3 logo is in the Public Domain.
The Copyleft symbol by Zscout370 is in the Public Domain.
The Public Domain logo has been copied from Creative Commons and is used under a CC BY license.
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{
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https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/attribution-statements/
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16 Attribution Statements
Attributions
Regardless of the Creative Commons license you choose for your OER, all CC licenses require at least an attribution to the original creator of the work (the “BY” part of a CC license). Below are some examples of how to create attribution statements for text and media.
This attribution generator from Open Washington can also be a useful tool. Creative Commons also has advice about and examples of giving attribution.
Examples of attribution statements
All Creative Commons licenses contain an attribution (BY) clause. This means that you must include a statement that gives credit to, or attributes, the creator of the work from which you have borrowed, whether it’s text, an image, a video, or other item. If you have made a change, indicate that in your attribution statement.
As far as how and where to place attribution statements for text or media taken from another source or sources, best practices state that you should place them at the bottom of each affected web page. Clearly mark all of these with a heading called: “Attributions”. Several attribution statements can be listed under this heading. Here are examples.
Example of an attribution statement for adapted text
This chapter is an adaptation of Natural Disasters and Human Impacts (on Open Geography Education) by R. Adam Dastrup and Maura Hahnenberger, and is used under a CC BY-SA 4.0 International license.
Note:
- The statement is clear, simple, and contains all elements required for a complete attribution: title of the work used, author(s), and license type. A link is provided to the original work, the home page of the website (this is optional), and the license type.
- There is no need to name the adapting author in this statement. This information should either be included on the Book Info page as a main author OR if you want to indicate which author wrote/adapted which chapter, you can use the Chapter Author option at the bottom of each chapter/web page in Pressbooks.
- If the book is to be CC BY licensed, then you will need to address the conditions dictated by the license for each resource you are using in your adaptation. At the bottom of the Chapter page in Pressbooks, there is an option to set the license type for that page which will override, for this page only, the overarching license chosen for the book on the Book Info page.
- If the chapter contains some original material AND some material from another source, then rather than saying “This chapter is an adaptation of….”, say “This chapter contains material taken from….”.
Example of an attribution statement for an adapted image
Figure 1.2
Dog by David Locke is used under a CC BY 2.0 license. Modifications to this photo include cropping.
Note:
- The statement is clear, simple and contains all elements required for a complete attribution: title of the image, photographer, and license type, as well as a note of the changes made. A link is provided to the original work, the home page of the photographer (if available), and the license type.
Attributions
This chapter contains material from the BC Open Textbook Adaptation Guide by BCcampus and is used under a CC BY 4.0 international license. Download this book for free at http://open.bccampus.ca.
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https://ecampusontario.pressbooks.pub/facultyoertoolkit2/chapter/keeping-track-of-changes/
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17 Keeping Track of Changes
Provenance
When adapting or adopting OER, it is imperative to track the provenance of the resources as they are modified and remixed.
Keep a record of all changes and additions
As the author, you retain copyright of all new material you create. This means that even if the new material you create is released under an open license, as the author, you will receive attribution for your contribution.
As you edit and make changes (text and images) and/or add new material, such as a chapter or section within a chapter, keep a list so these additions/changes:
- Can be included as part of the Copyright Notice
- Can be accurately attributed to you, the author
Minor changes, such as fixing grammatical or spelling mistakes, don’t need to be documented.
If you add material from another openly licensed work to your adaptation, especially text, record the source and where it is used in your adapted version. This information is needed for the wording and placement of each attribution statement required for each open CC BY (Creative Commons Attribution) licensed work you use. For more information, see Attribution Statements.
Provenance document examples
Below are examples of provenance documents that could be used to track changes and attributions when adapting OER. The term “Collegial collections” can refer to resources adopted/adapted from a colleague or inter-departmentally – these resources are often openly shared within a faculty team (or department) but are not openly shared in an OER repository.
| File type | OER | “Collegial collections” |
| OER provenance document | Collegial Collections provenance document | |
| Word | OER provenance document | Collegial Collections provenance document |
Attribution
This chapter contains material from the B.C. Open Textbook Adaptation Guide by BCcampus is used under a CC BY 4.0 International license. Download this book from free from http://open.bccampus.ca.
“OER provenance document” by BCcampus is licensed under CC BY 4.0.
“Collegial Collections provenance document” by BCcampus is licensed under CC BY 4.0.
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"book_url": "https://ecampusontario.pressbooks.pub/facultyoertoolkit2/front-matter/introduction-2/",
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"author": "Shannon Moist",
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"subject": "Education"
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/introduction/
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Module 1: Physical Risks
Introduction
In Module 1, we’ll be exploring the first of three main pathways by which climate impacts the economy. Physical risks arise when climate and weather events interact with physical assets and infrastructure in a manner that results in either direct costs (through property damage) or indirect costs (through disruptions in business operations)
When we think about direct physical risks, we often think only of those physical assets that we own—our stores, our facilities, our inventory. However, every node in a business’s value chain—from raw materials extraction to customer sales and service—can be exposed to direct risks from climate and weather hazards.
Regardless of whether those direct risks expose our suppliers, employees, customers, or the transportation infrastructure that links us all together, the impact may very well cascade onto business operations, costs and revenue stability. These are the indirect risks arising from the value chain’s exposure to direct risk in the value.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/direct-and-indirect-risks/
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Module 1: Physical Risks
Direct and Indirect Risks
Figure 1.1 provides examples of direct and indirect risks associated with climate and weather hazards.
“Figure 1.1” by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0.
Figure 1.1 highlights two important points:
- The geospatial distribution of physical risk exposure expands beyond the location of owned assets. As such, a comprehensive risk analysis must consider the full geographic extent of the value chain.
- Protecting one’s own property may not be sufficient to avoid the impact of climate and weather events. Community resiliency (including business’s role in promoting and contributing to it) is an important strategy for adaptation.
Like businesses, governments and public agencies are exposed to both direct and indirect risks. Public infrastructure (like roads, utilities, buildings) can be directly exposed to climate and weather events. Direct damage to public infrastructure can then result in indirect risks through the impairment of a government’s capacity to deliver essential services to its citizens (e.g., emergency services, healthcare, disaster relief, etc.).
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/the-anatomy-of-risk/
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Module 1: Physical Risks
The Anatomy of Risk
A climate risk materializes when hazard, exposure, and vulnerability interact to produce damages and loss. The Intergovernmental Panel on Climate Change IPCC (2012, p. 69) defines each of the first three elements as follows:
| Hazard | “The possible, future occurrence of natural or human-induced physical events that may have adverse effects on vulnerable and exposed elements. |
| Exposure | “The inventory of elements in an area in which hazard events may occur.” |
| Vulnerability | “The propensity of exposed elements such as human beings, their livelihoods, and assets to suffer adverse effects when impacted by hazard events.” |
When a vulnerable element is exposed to a hazard, some quantifiable amount of damage and loss is suffered. Though businesses are often most concerned with the financial value of damages and loss, public agencies and governments are concerned with a broad range of losses (such as loss of human life, displacement, etc.)
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|
https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/catastrophe-models/
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Module 1: Physical Risks
Catastrophe Models
Actuaries (professionals who study, measure and predict risk) use mathematical simulation models called catastrophe models (or Cat Models, for short) to produce estimates of damages and losses along with the probability of their occurrence.
Watch the videos, below, for an explanation of how Cat models work (full screen recommended)
Video attribution: “Catastrophe Models – Part 1” by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0.
Video attribution: “Catastrophe Models – Part 2” by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0.
Read more about how actuaries use catastrophe models (like the one introduced in the video) in Chapter 2 (pp. 16 – 21) of CISL’s Physical risk framework: A primer for investors and lenders on insurers’ natural catastrophe models for extreme weather perils. In Cambridge Institute for Sustainability Leadership (CISL). (2019). Physical risk framework: Understanding the impacts of climate change on real estate lending and investment portfolios.
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|
https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/climate-hazard-and-loss/
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Module 1: Physical Risks
Climate, Hazard and Loss
Climate change can result in increasing frequency and intensity of hazards, resulting in an increase in associated damage and loss. This video illustrates the relationship between climate-related hazard and various measures of financial impact.
Video attribution: “Change and Adaptation” by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/modeling-risk/
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Most small to medium sized enterprises and, indeed, many large organizations lack the resources and capacity to fully implement a catastrophe model of their own (though open-source Cat model applications are freely available to those with the courage!).
However, understanding the relationship between hazard, exposure, vulnerability and loss can still be useful when thinking about, identifying and ranking risks within any organization. You can start identifying your climate-related risks, for example, by asking yourself questions like these:
|
Module
|
Questions to consider…
|
| Hazards |
- What climate-driven hazards have occurred here before that could threaten assets or disrupt operations?
- How often have they occurred in the past?
- What climate-related elements drive those hazards (e.g., temperature, precipitation…)?
- How are anticipated climate changes expected to affect the frequency and intensity of the hazard in the future?
- What other elements of the value chain (suppliers, employees, customers, infrastructure) might be exposed to climate-related hazards
|
| Exposure |
- Which elements of the value chain are in proximity to potential hazard? For example…
- Locations within a flood plain or low-lying coastal area?
- Locations near to an urban/wildland interface?
- Locations near to or within areas prone to tropical cyclone
- Locations at risk of excessive hot days or drought
- Locations on unstable slopes
|
| Vulnerability |
- What is the capacity to take defensive actions to protect property (e.g., temporary barriers against flooding, rapid relocation of inventory)?
- What level of redundancy (e.g., in suppliers, in production sites, etc.) is in place?
- What emergency supplies are on hand (e.g., excess inventory)?
- What emergency services are available in the event of a disaster, and what is their capacity?
- What is the likelihood of a hazard great enough to destroy all assets?
- What is the likelihood of a hazard great enough to disrupt operations for 1 day? 1 week? 1 month? 6 months?
- What are the terms, coverage, and limitations of current insurance policies? How much loss is insured?
|
| Damage |
- What is the total value of assets at risk?
- What is the present value of future income that those assets can generate?
- How much income is generally earned on each day of operations?
- What are the costs of downtime (in terms of sales, productivity, and reputation losses and recovery costs)?
|
Even without quantifiable data on the probability and extent of losses, the Cat model framework highlights two important elements:
- Shifts in the hazard function brought about by climate change will, in many cases, result in an increase in the probability and extent of losses.
- Climate adaptation strategies that target exposure and vulnerability can offset the increase in the hazard function, reducing the losses associated with climate risks.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/changing-climate-changing-risk/
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Module 1: Physical Risks
Changing Climate – Changing Risk
It may surprise you to learn that Germanwatch’s Climate Risk Index for 2020 ranks Canada as the country 9th most affected by climate change in the world! According to Environment Canada, Canada is warming at twice the global rate on average, and between 3 – 4 times the global rate in parts of western and northern Canada.
The table below summarizes the major projected changes in Canada’s climate:
Projected changes in Canada’s Climate
| Temperature | |
| Seasonal temperature | The largest increases in air temperature are projected for northern Canada in winter. In summer, the largest increases are projected for southern Canada and the central interior. The magnitude of projected warming varies substantially by emission scenario. |
| Extremes in daily temperature | Increases in the frequency and magnitude of unusually warm days and nights, and decreases in unusually cold days and nights, are projected to occur throughout the 21st century. |
| Long-duration hot events | The length, frequency, and/or intensity of warm spells, including heatwaves, are projected to increase over most land areas. |
| Rare hot extremes | Rare hot extremes are projected to become more frequent. For example, a 1-in-20 year extreme hot day is projected to become about a 1-in-5 year event over most of Canada by mid-century. |
| Precipitation and Other Hydrological Indicators | |
| Seasonal precipitation | Increases in precipitation are projected for the majority of the country and for all seasons, with the exception of parts of southern Canada, where a decline in precipitation in summer and fall is projected. |
| Heavy precipitation | More frequent heavy precipitation events are projected, with an associated increased risk of flooding. |
| Rare precipitation events | Rare extreme precipitation events are currently projected to become about twice as frequent by mid-century over most of Canada. |
| Streamflow | Increases in winter streamflow are projected for many regions in southern Canada. Mean annual streamflow is projected to decrease in some regions of Alberta and Saskatchewan, while projections for other regions vary across different scenarios. |
| Snow Cover | |
| Snow-cover duration | Widespread decreases in the duration of snow and ice cover are projected across the Northern Hemisphere, with the largest changes in maritime mountain regions, such as the west coast of North America. |
| Snow depth | Maximum snow accumulation over northern high latitudes is projected to increase in response to projected increases in cold-season precipitation. |
| Permafrost | |
| Ground temperature | Warming of the permafrost is projected to continue at rates surpassing those observed in records to date. Because much of the Arctic permafrost has a low average temperature, it will take many decades to centuries for colder permafrost to completely thaw. |
| Sea Level | |
| Global sea-level rise to 2100 | Estimates of the magnitude of future changes in global sea level by the year 2100 range from a few tens of centimetres to more than a metre. |
| Global sea-level rise beyond 2100 | Projections beyond 2100 indicate continuing global sea-level rise over the coming centuries and millennia. Global sea-level rise may eventually amount to several metres. |
| Relative sea-level change | Patterns of change along Canadian coastlines will continue to be influenced by land uplift and subsidence as well as by changes in the oceans. Sea-level rise will continue to be enhanced in regions where the land is subsiding, and sea level is likely to continue to fall in regions where the land is rapidly rising. Regions where the land is slowly rising may experience a transition from sea-level fall to sea-level rise. |
| Sea-Ice Extent | |
| Arctic summer sea ice | A nearly ice-free summer is considered a strong possibility for the Arctic Ocean by mid-century, although summer sea ice may persist longer in the Canadian Arctic Archipelago region. |
| Lake Ice | |
| Ice-cover duration | With the continued advance of ice cover break-up dates and delays in ice-cover freeze up, ice-cover duration is expected to decrease by up to a month by mid-century. |
Reproduced from Warren & Lemmen (2014) in The Expert Panel on Climate Change Risks and Adaptation Potential. (2019). Canada’s top climate change risks. Council of Canadian Academies. You can read the full report here.
For an overview of global climate trends and risks, read Section 2 A changing climate and resulting physical risks (pp. 48 – 59) in Woetzel, J., Pinner, D., Samandari, H., Engel, H., Krishnan, M., Boland, B., & Powis, C. (2020). Climate risk and response: Physical hazards and socioeconomic impacts. McKinsey Global Institute.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/activity-predicting-damage-and-loss/
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Module 1: Physical Risks
Activity: Predicting Damage and Loss
Activity
In this activity, you’ll be using climate projections obtained from the World Bank’s Climate Change Knowledge Portal to predict the corresponding changes in damage and loss values for one of four scenarios. Each scenario is drawn from one of the top 12 climate risks in Canada (Expert Panel on Climate Change Risks and Adaptation Potential):
- Whitehorse Grocery (transportation disruption risk due to land subsidence caused by permafrost thaw)
- Pemberton Cabins (property loss due to wildfire)
- Clark Acres Farm (crop damage due to drought)
- Windsor Care Home (heatwave exacerbated by power outage)
You can also access the scenarios in the Appendix.
Here is your task:
- Open the Climate Change Knowledge Portal, Climate Data – Projections for Canada.
- From the Variables drop-down list, select the variable that corresponds to the climate driver in your scenario.
- Drop a pin on the map at the location where your scenario takes place so that the database returns data for your specific location.
- Create a table and record the mean value and the 90th percentile value for each of the four date ranges and each of the four RCP scenarios.
- Interpret the impact those projections would have on the organization’s costs of damages and loss.
- Post your table and analysis to the Module 1 discussion forum.
- Comment on the analyses provided by at least two others in the cohort.
Here is a brief video orientation to the Climate Change Knowledge Portal database.
Video attribution: “Orientation to the Climate Change Knowledge Portal database” by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/conclusion/
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Module 1: Physical Risks
Conclusion
Physical risks arise from an organization’s exposure and vulnerability to climate-related hazards. If those risks materialize, organizations face damages and loss due to physical damage to assets and/or infrastructure and/or to operational losses due to disruptions in sales, production, order fulfillment, etc.
The catastrophe modeling framework sheds light on the dynamics of climate risks. It illustrates the pathway via which the changing climate causes increases in costs. It also highlights that an organization can mitigate its climate risks by managing exposure and vulnerability through comprehensive climate adaptation strategies.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/overview/
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Module 2: Transition Risks
Overview
Unlike physical risks that arise from direct and indirect exposures to climate-related hazards, transition risks arise from human responses to climate change. In particular, as humans recognize the imperative of shifting to a low-carbon economy, and as policies, consumer choices, investment, and innovation pathways reorient toward decarbonization, large-scale changes will occur in the economy. The low-carbon economy will produce new winners and new losers, and—for those on the loss side (including their investors, suppliers, customers and employees)—the transition will produce serious and perhaps insurmountable challenges.
Energy is at the core of our modern economy. Over the past 3 – 4 decades, we have made significant progress reducing the energy intensity of the goods and services we consume (either as businesses, as public bodies, or as consumers). Nevertheless, our dependence on energy remains. Eighty-one percent of our energy comes from fossil fuels and, thus, fossil fuels are deeply embedded within our current economic system.
However, if we are to achieve the global warming target of the Paris Agreement (2.0C), a dramatic shift away from our carbon-based economy is necessary. And decarbonization will inevitably disrupt the status quo, along with those sectors with business models that depend on the status quo for its success.
Transitions like the ones necessitated by climate change have happened throughout the history of market economies (for example, as disruptive, game-changing innovations arise). When those transitions are disorderly and abrupt, the consequences can be far reaching. However, it is possible to manage the necessary transition to a low-carbon economy in a manner that is orderly and predictable, and that minimizes the worst outcomes.
But only if we start soon!…
This module explores transition risks that arise from the low-carbon transition.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/transition-risks-and-the-financial-sector/
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Module 2: Transition Risks
Transition Risks and the Financial Sector
Our discussion thus far on transition risks have alluded to the fact that transition—especially if rapid and disorderly—can have a significant negative effect on financial assets (like the corporate shares of climate policy relevant sectors). The risk in the real side of the economy can thus be transmitted throughout the financial economy, impacting investors both private and public, both retail and institutional. As such, the consequences can have far-reaching effects throughout the whole economy, and likely will not stay limited to the directly impacted sectors.
Mark Carney—former Governor of the Bank of Canada (2008 – 2013) and the Bank of England (2013 – 2020)—has been outspoken on the systemic implications of transition risks. In his 2015 speech to executives from Lloyd’s of London (an insurance market located in London), Carney reviews the risks associated with climate change, with particular attention to transition risks and to climate-related financial disclosures that may help attenuate the worst consequence of transition to a low-carbon economy.
Watch the speech here before continuing.
You can also follow along using the transcript from the speech, available here.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/activity/
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Module 2: Transition Risks
Activity
Activity
This activity involves using data to formulate observations and conclusions regarding an economic sector’s exposure to transition risks under various socioeconomic scenarios. Below are the tasks required:
- Read the overview and descriptions of the five Shared Socioeconomic Pathways (SSPs). The SSPs will be combined with RCPs (Representative Concentration Pathways, used in Activity 1) to generate the scenarios we’ll use in this activity.
- Choose a climate policy relevant sector of the economy that interests you.
- Open the SSP database and go to the IAM Scenarios tab (IAM stands for Integrated Assessment Model)
- In the menu for Model/Scenarios choose SSP1 – 1.9, SSP2 – 1.9 and SSP5 – 1.9. (Review the SSP storylines to understand the underlying assumptions of the three models; the number refer to the RCP scenario for RCP1.9—the pathway consistent with a global warming target of 1.5C.)
- In the Menu for Variable, choose Climate/Temperature/Global Mean and note the projected warming trend over time.
- In the menu for Variable, choose Economic Indicators/Price|Carbon. Notice the different carbon price trajectory for the three SSP scenarios
- Consider the transition risk exposure of the economic sector you chose in Step 1 in each of the three scenarios. Answer the following questions:
- Which scenario poses the greatest transition risk and which the least?
- What are the implications of each scenario for investors in your sector?
- Referring back to the storylines, what are the socioeconomic conditions that generate the lowest transition risks?
- Post your observations and conclusions to the Module 2 discussion forum.
- Read observations posted by others and comment on at least two.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/transition-risk-pathways/
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Module 2: Transition Risks
Transition Risk Pathways
Semieniuk et al. (2019) identify how climate-responsive policies, technologies and consumer preferences impact both the real economy (in which goods and services are produced and traded) and the financial economy (which deals with financial assets, investment, banking and insurance). Economy-wide interactions amplify and transmit the effects to companies, households and governments. Feedback loops can exacerbate the situation.
Image attribution: “Climate Induced changes to policies, technologies & consumer & investor preferences” by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0.
Before continuing, read Semieniuk, G., Campiglio, E., Cercurre, J., Volz, U., & Edwards, N.R. (2021). Low-carbon transition risks for finance. WIREs Climate Change, 12(1). Though the complete article makes an important contribution to understanding transition risks, section 4 (pp. 6 – 13) are critical to interpreting the diagram above.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/transition-timing/
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Module 2: Transition Risks
Transition Timing
The carbon budget, along with research on the costs of climate change and on the costs of delayed action, suggest that delays in implementing a strong policy response will result in future policy transitions that will necessarily be both more rapid (giving the economy less time to adapt) and more stringent (creating greater transition impacts). And those transition costs will incur on top of greater climate damage costs that will arise because of delays in our response
Please watch the video below for a discussion of implications of transition timing.
Video attribution: “Transition timing and delayed action” by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/carbon-policy-relevant-sectors/
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Module 2: Transition Risks
Carbon Policy Relevant Sectors
Battiston et al (2017) used the term “carbon policy relevant sectors” to describe sectors of the economy that are particularly vulnerable to changes in carbon policy (such as the introduction or rapid increase of a carbon tax, or regulations prohibiting extraction or use of certain resources). These sectors are particularly important in assessing climate transition risks, since—under business-as-usual—they are the sectors that are likely to experience the most negative impacts of climate policy.
To determine which sectors are climate policy-relevant, analysts typically use three main criteria (see Battiston, 2017, 2020):
- The extent to which a sector contributes directly and/or indirectly to GHG emissions;
- The sector’s sensitivity to the cost implications of climate policy (e.g., energy-intensive sectors whose international competitiveness would diminish under certain climate policies, like stringent carbon taxes);
- The role, if any, that the sector plays in the climate value chain.
Using these criteria, Battiston et al. have identified five broad carbon policy relevant sectors:
Fossil Fuels
This is likely the most relevant sector, insofar as the business model within the sector necessarily includes revenues derived from fossil fuel extraction and refining. Though individual oil and gas companies have adaptation options—such as divestiture of oil reserves and reinvestment in alternative energy—the sector as a whole cannot diversify against it transition risks.
Utilities
Electrical utility companies may have significant exposure to climate policy depending on their dependence on combustion of fossil fuels for electricity generation. Those that do use fossil fuels extensively will be vulnerable to policies that affect the fuel inputs. Figure 1, below, shows the level of dependence on fossil fuels for electricity generation in each Canadian province and territory.
Source: The main electricity sources in Canada by province. Energyrates.ca. https://energyrates.ca/the-main-electricity-sources-in-canada-by-province/ This image is copyright © 2021 energyrates.ca
Energy-intensive sectors
Primarily, it is manufacturing and some mining that falls under this category. This sector is included as a climate policy relevant sector because of its vulnerability to energy prices.
The EU has prepared a list of energy-intensive sectors that it deems at high risk for “carbon leakage” when exposed to policies like carbon tax. Carbon leakage occurs when production shift from a country with high emissions charges to a country with more lenient policies, due to an inability to compete with imported substitutes when high carbon prices are imposed. The EU list provides a good sense of the range of sector that fall under this category. The list is available here.
Other energy-dependent sectors
Transportation, buildings (including construction and maintenance), agriculture, forestry and fisheries are also included in the list of climate policy relevant sectors, due to their vulnerability to changes in carbon prices that affect the price of fuel inputs.
Unlike the energy-intensive sectors in manufacturing and mining which are dependent on the electricity grid and therefore unable to diversify away from fossil fuels (unless their electricity providers do so), these other energy-dependent sectors do have some capability to diversify away from fossil fuels. In the transportation sector, for example, adaptation can include switching to hydrogen fuel-cell electric vehicles (FCEV). Agriculture can switch to organic fertilizers and away from the commercial nitrogen fertilizers that account for a significant percentage of the energy use at a conventional farm.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/stranded-assets/
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Module 2: Transition Risks
Stranded Assets
The term “stranded assets” is used to describe assets that lose their value due to changes in the market and/or regulatory environment. The term is often used to describe the transition risk to carbon policy relevant sectors that may not be able to use their assets to produce revenue and are therefore required to write down the value of their assets in their financial books. Some examples might include:
- an oil and gas company forced to leave a portion of its reserves unexploited;
- a pipeline company whose pipeline is underutilized due to falling demand (and therefore producing less revenue);
- a car manufacturer whose factories and equipment are all designed to produce combustion engines while demand for gas-powered vehicles falls.
Writing down the value of stranded assets can have a significant impact on a business’s bottom line. In the following video, we take a look at how stranded assets in an oil and gas company can undermine the company’s financial position (including its share price), leading to falling share prices and investors’ (including large, institutional investors’) loss of wealth.
Video attribution: “Stranded assets” by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0.
These transition costs can be substantial. And, in their wake, inevitably some companies in policy relevant sectors will succumb, resulting in significant knock-on effects for employees, creditors, and whole communities. Some of these costs will be inevitable if we are to achieve our target of holding global warming below 2-degrees Celsius.
However, the level of disruption and instability that these transitions can potentially create can be managed through orderly policy-making with adequate signalling of future policy levels.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/transition-risks-and-disclosure/
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Module 2: Transition Risks
Transition risks and disclosure
In the Mark Carney video, he discusses the role of corporate disclosure of climate-related risks. Full disclosure of risks ensures that investors have adequate information about a company’s exposure to climate related risks (both physical and transition risks). With adequate information, investors can build a full understanding of risk into their valuation of a company’s shares.
Climate-related financial disclosures enable financial markets to calibrate to an acceptable level of risk, reducing the risk of financial instability that might otherwise arise from large-scale losses and write-downs of assets related to climate change. They might also enable more economically efficient allocation of financial capital.
When Mark Carney was the Chairman of the Financial Stability Board of the Bank for International Settlements, he commissioned a report on climate-related financial disclosures. The Task Force on Climate-related Financial Disclosure. The Task Force provided recommendations on disclosures in the areas of governance, strategy and risk management, as well as metrics to assess risks and opportunities and targets used to manage risks and report on performance.
Below is a summary of the Task Force’s recommendations.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/ssp-storylines/
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Module 2: Transition Risks
SSP Storylines
Shared Socioeconomic Pathways – or SSPs – are storylines that describe alternate socioeconomic scenarios for how the future could unfold. They include potential trajectories of population and economic growth along with greenhouse gas emissions. Each SSP describes if and how a certain representative concentration pathway (RCP) could be achieved, given the socioeconomic characteristics and policy assumptions of the future it represents. Some SSPs are incompatible with more ambitious global warming limits of 1.5C and 2.0C.
Here are brief definitions of each of the five shared socioeconomic pathways, reproduced from The IIASA SSP Database Supplementary note for the SSP data sets.(Login required: See link under Readings and Resources)
SSP Storylines
SSP1 – Sustainability: This is a world making relatively good progress towards sustainability, with sustained efforts to achieve development goals, while reducing resource intensity and fossil fuel dependency. Elements that contribute to this are a rapid development of low-income countries, a reduction of inequality (globally and within economies), rapid technology development, and a high level of awareness regarding environmental degradation. Rapid economic growth in low-income countries reduces the number of people below the poverty line. The world is characterized by an open, globalized economy, with relatively rapid technological change directed toward environmentally friendly processes, including clean energy technologies and yield-enhancing technologies for land. Consumption is oriented towards low material growth and energy intensity, with a relatively low level of consumption of animal products. Investments in high levels of education coincide with low population growth. Concurrently, governance and institutions facilitate achieving development goals and problem solving. The Millennium Development Goals are achieved within the next decade or two, resulting in educated populations with access to safe water, improved sanitation and medical care. Other factors that reduce vulnerability to climate and other global changes include, for example, the successful implementation of stringent policies to control air pollutants and rapid shifts toward universal access to clean and modern energy in the developing world.
SSP 2 – Middle of the Road (or Dynamics as Usual, or Current Trends Continue, or Continuation, or Muddling Through): In this world, trends typical of recent decades continue, with some progress towards achieving development goals, reductions in resource and energy intensity at historic rates, and slowly decreasing fossil fuel dependency. Development of low-income countries proceeds unevenly, with some countries making relatively good progress while others are left behind. Most economies are politically stable with partially functioning and globally connected markets. A limited number of comparatively weak global institutions exist. Per-capita income levels grow at a medium pace on the global average, with slowly converging income levels between developing and industrialized countries. Intra-regional income distributions improve slightly with increasing national income, but disparities remain high in some regions. Educational investments are not high enough to rapidly slow population growth, particularly in low-income countries. Achievement of the Millennium Development Goals is delayed by several decades, leaving populations without access to safe water, improved sanitation, medical care. Similarly, there is only intermediate success in addressing air pollution or improving energy access for the poor as well as other factors that reduce vulnerability to climate and other global changes.
SSP 3 – Fragmentation (or Fragmented World): The world is separated into regions characterized by extreme poverty, pockets of moderate wealth and a bulk of countries that struggle to maintain living standards for a strongly growing population. Regional blocks of countries have re-emerged with little coordination between them. This is a world failing to achieve global development goals, and with little progress in reducing resource intensity, fossil fuel dependency, or addressing local environmental concerns such as air pollution. Countries focus on achieving energy and food security goals within their own region. The world has de-globalized, and international trade, including energy resource and agricultural markets, is severely restricted. Little international cooperation and low investments in technology development and education slow down economic growth in high-, middle-, and low-income regions. Population growth in this scenario is high as a result of the education and economic trends. Growth in urban areas in low-income countries is often in unplanned settlements. Unmitigated emissions are relatively high, driven by high population growth, use of local energy resources and slow technological change in the energy sector. Governance and institutions show weakness and a lack of cooperation and consensus; effective leadership and capacities for problem solving are lacking. Investments in human capital are low and inequality is high. A regionalized world leads to reduced trade flows, and institutional development is unfavorable, leaving large numbers of people vulnerable to climate change and many parts of the world with low adaptive capacity. Policies are oriented towards security, including barriers to trade.
SSP 4 – Inequality (or Unequal World, or Divided World): This pathway envisions a highly unequal world both within and across countries. A relatively small, rich global elite is responsible for much of the emissions, while a larger, poorer group contributes little to emissions and is vulnerable to impacts of climate change, in industrialized as well as in developing countries. In this world, global energy corporations use investments in R&D as hedging strategy against potential resource scarcity or climate policy, developing (and applying) low-cost alternative technologies. Mitigation challenges are therefore low due to some combination of low reference emissions and/or high latent capacity to mitigate.
Governance and globalization are effective for and controlled by the elite, but are ineffective for most of the population. Challenges to adaptation are high due to relatively low income and low human capital among the poorer population, and ineffective institutions.
SSP 5: Conventional Development (or Conventional Development First): This world stresses conventional development oriented toward economic growth as the solution to social and economic problems through the pursuit of enlightened self-interest. The preference for rapid conventional development leads to an energy system dominated by fossil fuels, resulting in high GHG emissions and challenges to mitigation. Lower socio-environmental challenges to adaptation result from attainment of human development goals, robust economic growth, highly engineered infrastructure with redundancy to minimize disruptions from extreme events, and highly managed ecosystems.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/overview-2/
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Module 3: Systemic Risks
Overview
In Module 3, we’re exploring more pervasive financial impacts of climate change—those that impact financial stability, public budgets and the macroeconomy. These system-wide impacts and risks are important because they have a tendency to impact whole economies, rather than just specific economic sectors or industries. That means that even businesses with little or no direct exposure to physical or transition risks may still be impacted.
One key factor influences many of these system-level impacts: correlated risk. Typically, our economy, the financial sector and governments are able to withstand some adversity, especially if it is limited to certain sectors or certain geographic regions. We can depend on unaffected areas of the economy to offset or moderate the impact of that adversity. In other words, these institutions’ risks are diversified.
But, since climate change has the capacity to simultaneously increase a broad range of risks (both physical and transitional), there is increased likelihood that systemically-important institutions will face compounding damages from materialized risks against which it is difficult to diversity (since those risks share the same main driver—climate change).
Even if those institutions are robust enough to withstand the challenges, they may nevertheless be less efficient or less able to fulfill their typical role in the economy. Indeed, the way that banks, insurers and governments respond to compounding damages may actually exacerbate a struggling macroeconomy.
In this module, we’ll take a closer look at banks, insurers, governments and the macroeconomy as a whole to explore the financial risks transmitted through these key economic institutions.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/the-financial-system/
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Module 3: Systemic Risks
The Financial System
The financial system is comprised of banks, insurance companies, stock exchanges along with the various financial instruments they use. They play a critical role in the economy by facilitating exchange of funds between various participants to enable activities such as saving and borrowing, investing, and risk sharing. By lending out savings to those who can make productive use of it, banks enable a substantial amount of economic activity that would not otherwise occur. Likewise, by managing risk, insurers provide a more stable environment for investment.
When issues or crises arise in the financial system, liquidity problems can occur that may result in a reduction of access to personal or corporate credit. That has an effect on the “real” economy, undermining consumer and corporate demand by, for example, decreasing debt-financed consumption and capital investment.
The climate crisis can impact the financial system through both physical and transition risks, but also from feedback loops that can amplify the effect of an initial shock, leading to economy-wide effects.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/insurance/
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Module 3: Systemic Risks
Insurance
We’ll start our exploration of climate and the financial system with the insurance sector. The insurance industry plays a critical role in the growth of the economy. It provides stability to the economy by reducing volatility (e.g., sudden losses) associated with uncertainty and decision-making, encouraging investment and innovation when otherwise, risk aversion might prevent it.
The following video provides a brief overview of the insurance sector and its relationship to climate-related risk.
Video attribution: “Climate change and the insurance industry” by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0.
If you’d like to read more about climate change and the insurance sector, read more in The impact of climate change on the UK insurance sector . Scan pages 23 – 56 only, and feel free to skip sections that cover topics that you already understand.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/banking/
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Module 3: Systemic Risks
Banking
The banking sector also plays a central role in the economy. Banks facilitate the transfer of funds from those who save (depositors) to those in need of financial capital (in the form of loans and investments). By doing so, banks enable personal and corporate investment that contribute to demand and productivity growth.
Watch the video below for a brief overview of climate-related risks to the banking system.
Video attribution: “Climate Change and the Banking Sector” by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0.
Read Section 3.3 Financial risks from climate change facing the UK banking sector (pp. 21 – 37) in Transition in thinking: The impact of climate change on the UK banking sector.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/the-macroeconomy/
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Module 3: Systemic Risks
The Macroeconomy
In general terms, macroeconomics measures the aggregate performance of a nation’s economy. It is made up of several related “markets” within a country: the goods and services market (which determines output and the price level/inflation), the labour market ((un-) employment and the wage rate), the money (bond) market (interest rates), and the foreign exchange market (trade balance and currency exchange rate). Often, when we wonder whether or not our national economy is doing well or poorly, we look to these macroeconomic markets for indicators.
The pervasive nature of climate risk means that every aspect of the macroeconomy is vulnerable. Recession, high unemployment, price volatility, declining productivity—these are all potential outcomes as climate risks materialize.
Supply-side shocks arising from climate-related hazards (like price volatility, damage to the capital stock, falling labour productivity) can increase the costs of economic output, creating inflationary pressures in affected areas of the economy. Demand-side shocks (e.g., through loss of personal wealth, or investment uncertainty) can create recessionary pressures.
The following video provides a basic overview of the potential macroeconomic consequences of climate change.
Video attribution: “Climate Change and the Macroeconomy” by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0.
If you are interested in seeing some estimates of climate-related GDP forecasts produced by macroeconomic models, have a look at this article: Kompas, T., Pham, V.H., Che, T.N. (2018). The effects of climate change on GDP by country and the global economic gains from complying with the Paris Climate Accord. Earth’s Future, 6(8). You can skip through the background and methodology sections. Scroll down to Table 1 on p. 1161 to see the estimates of a 3o scenario on GDPs over the long run. Table 2 (p.1165) shows GDP impacts in four global warming scenarios.
This study uses a Computable General Equilibrium (CGE) model. The government of Scotland has a very accessible description of these models on its website, available here.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/public-budgets/
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Module 3: Systemic Risks
Public Budgets
The public budgets used by various levels of government to fulfill their civic role are not only directly exposed to climate risk (e.g., through critical infrastructure), but also indirectly exposed via the economy as a whole.
On the revenue side, public budgets are dependent on various taxes which are, in turn, dependent on such things as personal incomes, corporate profits and property values—any of which can be impacted by climate change. On the expense side, spending pressures on everything from healthcare to infrastructure repair will likely increase as the effects of climate change intensify.
These budgetary challenges can be exacerbated in the event that sovereign, provincial and/or municipal bonds are repriced due to investors’ perception of risk (i.e., increasing the costs of financial government activities). And it could also be compounded by increases in litigation against governments for negligence claims (e.g., inadequate infrastructure, issuing development permits in areas of known risk).
Please watch the following video for an overview of the interaction between climate change and public budgets.
Video attribution: “Climate Change and the Public Budgets” by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0.
For more information on public budgets and fiscal risks, read pages 133 – 138 in chapter 4 (“Managing the Fiscal Risks Associated with Natural Disasters”) in Fiscal Policies for Development and Climate Action. Table 2 on p. 134 provides a summary of some of the main macroeconomic risks and contingent liabilities.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/activity-2/
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Module 3: Systemic Risks
Activity
Activity
In the activity for this module, we’ll be exploring how these systems-wide risks might affect a particular industry, sector or organization. For the purposes of this activity, please use the following scenario:
Imagine that it’s 2060. Until ten years prior, relatively little progress had been made toward reductions in fossil fuel dependency (SSP2). Global mean temperatures exceeded the 2o target around the year 2045. Throughout much of 2040’s, extreme weather events caused very high economic losses across many sectors and many countries. Images of human suffering and stories of business bankruptcies dominated the landing pages of online news outlets. Shortly after 2050, the governments of most medium and high-income countries joined in radical policy reforms, aimed at aggressively decarbonizing the economy. Measures include a $US(2020) carbon tax of over $900/t CO2, and widescale decommissioning of coal, oil and gas leases.
- Identify an industry, sector or organization to use as an example for this activity.
- Consider the probable impact of the scenario described above to the financial and government sectors, and to GDP, employment and incomes.
- If the system-level impacts you described in Step 2 were to materialize, what would be the likely consequences to the industry, sector, or organization you chose in Step 1.
- Post your forecasts and conclusions in the Discussion Forum for Module 3.
- Read and engage with examples posted by others.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/overview-3/
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Module 4: Risk Under Deep Uncertainty
Overview
Throughout this course, we have been (explicitly or not) incorporating probabilistic methods to formulate conjectures about future states of the world. That approach is typically considered appropriate when exact quantities or values cannot be reliably determined, but the range and distribution of values can. Recall, for example, that in Module 1 we used a hazard distribution function as the basis for our simulations regarding the frequency and extent of exposure in our catastrophe models. Incorporating probability distributions in this way enables us to incorporate uncertainty into our predictions, and to explore (and prepare for) potential variability in outcomes.
But what happens when those probability distributions are not fully understood? Or are wrong? What happens if they change over time, or reach a point they no longer accurately describe reality?
We can think of those possibilities as deep uncertainty: situations in which adequate probabilistic information, or agreement about the correct probabilities, is lacking. Deep uncertainty is unsettling. It limits our capacity to make predictions about the future, which therefore undermines our capacity to make good decisions to meet that future.
In this module, after exploring two examples of how our probabilistic method could potentially let us down, we’ll look at decision-making models that are less reliant on probability distributions, but that can produce meaningful and adaptive strategies even amidst deep uncertainty.
Module Objectives
By the end of this unit, you will:
- Understand the uncertainty arising from the complex dynamic nature of climate systems, socio-political systems, and the inter-relationships between them;
- Define the “tail risks” in hazard distributions and understand the implications of “fat tails” on adaptation decision-making;
- Identify examples of models for decision-making under deep uncertainty (adaptation pathways, real options, robust decision making);
- Contemplate the relevance of the precautionary principle when the probability of catastrophic outcomes are greater than zero.
Readings & Resources
McSweeney, R. (2020). Explainer: Nine ‘tipping points’ that could be triggered by climate change. Carbon Brief.
van Ginkel, K.C.H., Wouter Botzen, W.J., Haasnoot, M., Bachner, G., Steininger, K.W., Hinkel, J., Watkiss, P., Boere, E., Jeuken, A., de Murieta, E.S., & Bosello, F. (2020). Climate change induced socio-economic tipping points: Review and stakeholder consultation for policy relevant research. Environ. Res. Lett. 15.
Watkiss, P., Hunt, A., Blyth, W., & Dyszynski, J. (2015). The use of new economic decision support tools for adaptation assessment: A review of methods and applications, towards guidance on applicability. Climatic Change, 132(3). [Excerpts only]. This article was made pursuant to the Fair Dealing Policy of the University. The article may only be used for the purpose of research, private study, criticism, review, news reporting, education, satire or parody. The use of this copy for any other purpose may require the permission of the copyright owner.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/climate-surprises-fat-tails/
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Module 4: Risk Under Deep Uncertainty
Climate surprises: Fat tails
Here, we’re interested in cases in which climate change does not proceed in an orderly, gradual and predictable way but, rather, presents us with surprises: an extreme weather event that our probability distributions suggest should occur very rarely, if ever; or, a sudden abrupt shift in the state or dynamics of the climate system itself.
If we wish to predict the probable frequency of future events, we’d like our probability distributions to take on a familiar and reliable bell-shape with a clearly defined central tendency within a fairly narrow range of values beyond which their likelihood approaches zero. That distribution would look similar to the red curve in the diagram below.
But what if the actual distribution looks more like the one illustrated with the violet curve? In that curve, the likelihood of extreme high values does not fully dissipate. Some likelihood of their occurrence remains. The violet curve is a “fat-tailed distribution.”
Image attribution: Image 4.1 by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0.
As Nordhaus (2011) points out, if a normal distribution applies to the likelihood of an event’s occurrence, then an unusually large event will only be slightly larger than historical events. But, fat-tailed distributions can produce outliers that are many times greater than historical events. Nordhaus illustrates the difference by comparing the distribution of women’s heights (a normal distribution) with the distribution of earthquake intensities (a fat-tailed distribution): “If you thought earthquakes had a normal distribution, such a tail event [as the 2011 Fukushima earthquake] would be equivalent to observing a twenty-foot-tall woman striding down the street” (Nordhaus, 2011, p. 249.)
The figure below clearly illustrates the higher probability of “surprises” (events that deviate substantially from normal variation) if the likelihood of an event follows a fat-tailed distribution compared to a normal distribution. It illustrates that, with a fat-tailed distribution, even values that are many standard deviations above the mean have probabilities that are not trivial. In the context of climate, those tail surprises could include unimaginably extreme weather events (heatwaves, precipitation events, storms, hurricanes, typhoons).
Image attribution: Image 4.2 by Todd Thexton, Financial Impact of Climate Change, Adaptation Learning Network is licensed under CC BY 4.0. This image is adapted from Nordhaus (2011).
The implications of fat-tailed distributions for forecasting financial impacts or for making adaption decisions are significant. If we base our models on averages or the “middle of the distribution” (Weitzman, 2009) and we assume that extreme outliers are too unlikely to be relevant to policy- or strategy-making, we risk both grossly underestimating (human and financial) risks and grossly. Some (for example, Weitzman, 2009, 2011) even go so far to question whether fat-tailed distributions render our typical cost-benefit models obsolete.
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pressbooks
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/climate-surprises-tipping-points/
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Module 4: Risk Under Deep Uncertainty
Climate surprises: Tipping points
Another possibility that throws a wrench into probabilistic modeling is the risk of an abrupt change in the climate system itself—a change either in the equilibrium state of the system or in its system dynamics. Such a change implies a corresponding sudden shift in the probability distribution for events that are produced by the system (like extreme weather).
Many of our adaptation planning models and our financial impact forecasts are based on an assumption that the climate will change gradually—perhaps gradually enough for us to adapt or alter our socioeconomic response to it. However, there are good reasons to question that assumption. For example, the paleoclimate record includes many such examples of abrupt changes in ocean and air circulation, and extreme extinction events (National Research Council, 2013).
These abrupt changes are generally seen as the consequences of crossing some threshold or “tipping point” beyond which changing system dynamics draw the system toward a new equilibrium. Common examples of tipping points in climate systems include loss of Arctic sea ice, which diminishes ice albedo, leading to increased temperatures, faster sea ice lost, and further diminished albedo. Or permafrost thaw that results in the release of methane into the atmosphere, increasing the atmospheric stock of greenhouse gasses, accelerating global warming and further permafrost thaw. Note that both these examples involve feedback loops in the climate system that result in an amplification of the initial disturbance.
For a list and description of some important climate tipping points, see McSweeney, R. (2020). Explainer: Nine ‘tipping points’ that could be triggered by climate change. Carbon Brief.
Some climate scientists suggest that some climate tipping points have already been activated, and that we are dangerously close to activating others. The authors of one such study conclude, “If damaging tipping cascades can occur and a global tipping point cannot be ruled out, then this is an existential threat to civilization. No amount of economic cost–benefit analysis is going to help us. We need to change our approach to the climate problem” (Lenton, T.M., et. al. (2019). Climate tipping points—too risky to bet against. Nature.) Notice the similarity of Lenton’s conclusion to Weitzman’s conclusion regarding fat-tailed distributions.
Tipping points are also possible in socioeconomic system as well, including technology and adaptation systems. For a brief overview of some of these tipping points, read van Ginkel et al, Climate change induced socio-economic tipping points: Review and stakeholder consultation for policy relevant research Section 3 (pp. 3 – 7) only.
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/decision-making-under-deep-uncertainty/
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Module 4: Risk Under Deep Uncertainty
Decision-making under deep uncertainty
Given the deep uncertainties with which the climate and its coupled systems are fraught, the question arises of whether—and how—decision-making can proceed. This is an especially important point when the kind of decision-making we’re contemplating is in regard to climate adaptation.
The first video in this module’s series is a brief overview of uncertainties in the climate system, and the implications of this for adaptation planning.
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pressbooks
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2025-03-22T05:08:58.020733
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/three-decision-frameworks/
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Module 4: Risk Under Deep Uncertainty
Three decision frameworks
Here, we’ll survey three decision-making models that have been proposed for situations of deep uncertainty: Real Options; Adaptation Pathways; and Robust Decision Making (RDM).
Before viewing the videos, read sections 3.5 – 3.11 (pp. 406 – 410) in Watkiss, P., Hunt, A., Blyth, W., & Dyszynski, J. (2015). The use of new economic decision support tools for adaptation assessment: A review of methods and applications, towards guidance on applicability. Climatic Change, 132(3). These sections provide a brief overview to each of the three methods. (NOTE: Watkiss et al use the term “Adaptive Management” rather than “Adaptation Pathways”).
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2025-03-22T05:08:58.029758
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/real-options/
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Module 4: Risk Under Deep Uncertainty
Real Options
The first of the three decision models we’ll look at is the Real Options approach. Real options focus on the value of preserving future choices by choosing strategy pathways that maximize flexibility. The example used in this video is based on an example provided in Her Majesty’s Treasury’ Supplementary Green Book Guidance (2009), as reported in The Mediation Project. (n.d.). Decision support methods for climate change adaptation: Real options analysis.
https://mediaspace.royalroads.ca/id/0_08hwxmjn
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pressbooks
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2025-03-22T05:08:58.039430
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07-14-2022
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/adaptation-pathways/
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Module 4: Risk Under Deep Uncertainty
Adaptation Pathways
Our second model is Adaptation Pathways. Adaptation Pathways define a broad range of sequential actions that achieve the decision-makers’ goal, and enables planners to both configure an action sequence to align with preferred decision principles, and builds in future decision points that support timely switching between strategies. The video below provides a brief overview of the approach. The Singapore drainage example is drawn from Buurman, J. & Babovic, V. (2016). Adaptation Pathways and Real Options Analysis: An approach to deep uncertainty in climate change adaptation policies. Policy and Society, 35(2), 137-150.
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pressbooks
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2025-03-22T05:08:58.048712
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07-14-2022
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/robust-decision-making/
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Module 4: Risk Under Deep Uncertainty
Robust Decision Making
The final example is the Robust Decision Making model. It is a model that—rather than predicting the future and crafting a strategy to meet that future—starts with strategy/decision-making, and then stress-tests the strategy against a broad range of scenarios. In the introduction video, below, the examples and illustrations were adapted from Rand Corporation. (n.d.). The robust decision making framework. and Hadka, D. (2015, October 1). Introducing OpenMORDM.
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2025-03-22T05:08:58.058114
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07-14-2022
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/light-touch-approaches/
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Module 4: Risk Under Deep Uncertainty
Light-touch approaches
Though each of the methods described above require some amount of technical competency to implement, Watkiss and Cimato (2016) observe that many planners—without fully implementing these methods—use each approach to inform the way they approach decision-making under uncertainty. Watkiss and Cimato call this the “light touch approach”.
The table below provides a few examples of how each method can “lightly” be incorporated into thinking to improve decision-making.
|
Method |
Light-touch approach |
| Real options |
|
| Adaptation Pathways |
|
| Robust decision making |
|
Adapted from U.K. Department for Environment, Food and Rural Affairs. (2020, November). Accounting for the effects of climate change: Supplementary green book guidance and Watkiss, P., & Cimato, F. (2016, May). The economics of adaptation and climate-resilient development: Lessons from projects for key adaptation challenges. Centre for Climate Change Economics and Policy Working Paper, No. 265.
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pressbooks
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2025-03-22T05:08:58.070589
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07-14-2022
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/the-end-of-cost-benefit-analysis/
|
Module 4: Risk Under Deep Uncertainty
The end of cost-benefit analysis
As noted in the introduction, certain aspects of deep uncertainty—particularly fat-tailed distributions and climate tipping points—result in non-negligible probability of global catastrophe. Both Weitzman (fat tails) and Lenton et al. (tipping points) conclude that the kind of cost-benefit analysis (CBA) that many decision makers rely on (for climate adaptation planning, but also a wide variety of other applications) is rendered obsolete by the kind of deep uncertainties related to fat tails and tipping points.
Weitzman, perhaps, states this most clearly in his Dismal Theorem (2009). Here, he argues that the disutility of extreme climate (i.e., the liability associated with damaged) is essentially unbounded (unlimited). In other words, at the extreme of the fat tail are infinite losses (for human purposes) with non-zero probabilities. This suggests a willingness to pay to avoid extreme damages should reasonably be very, VERY large.
The result?… Either a cost-benefit analysis (CBA) will endorse arbitrarily costly (unfeasible) projects, or it must truncate (or ignore) areas in the tail of the probability distribution that represent such global catastrophes. In the former case, results are meaningless because we’re unlikely to trade infinite wealth to eliminate an unlikely, but possibly infinite loss. In the latter case, our CBAs under-represents the full risk to which we’re exposed and, as such, may result in insufficient endorsement for adaptation measures.
Both Weitzman and Lenton et al. seem to imply that financial analysis through cost-benefit analysis is an inappropriate approach—that we need some other decision criteria to determine what, and how much, adaptation action is appropriate to our circumstances. Though neither explicitly mention the precautionary principle, others have proposed it as a more appropriate decision criteria in situations of deep uncertainty and non-negligible probability of global catastrophe.
Many of you are, no doubt, very familiar with the precautionary principle. Though it has been articulated in many different ways, the Wingspread Consensus Statement is, perhaps, the most clear statement of the principle as it might apply to climate change.
Wingspread Consensus Statement on the Precautionary Principle (2013, August 5)
“We believe existing environmental regulations and other decisions, particularly those based on risk assessment, have failed to protect adequately human health and the environment – the larger system of which humans are but a part.
“We believe there is compelling evidence that damage to humans and the worldwide environment is of such magnitude and seriousness that new principles for conducting human activities are necessary.
“While we realize that human activities may involve hazards, people must proceed more carefully than has been the case in recent history. Corporations, government entities, organizations, communities, scientists and other individuals must adopt a precautionary approach to all human endeavors.
“Therefore, it is necessary to implement the Precautionary Principle: When an activity raises threats of harm to human health or the environment, precautionary measures should be taken even if some cause and effect relationships are not fully established scientifically.”
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pressbooks
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2025-03-22T05:08:58.081141
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07-14-2022
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https://pressbooks.bccampus.ca/financialimpactclimatechange/chapter/activity-3/
|
Module 4: Risk Under Deep Uncertainty
Activity
Activity
For this week’s activity, I’m asking that we all reflect on the limitations of financial approaches to decision-making in light of deep uncertainty and non-negligible probabilities of catastrophic losses.
Things to consider in your reflection:
- How should deep uncertainty be represented in decision-making?
- To what extent are financial decision-making models suitable for decisions under deep uncertainty, and to what extent might they endorse insufficient action undertaken within inadequate timelines?
- Would the precautionary principle be a more suitable decision criteria than cost-benefit? Or another decision-making principle?
- Do we rely on financial models because they are salient to stakeholders and more reliably motivate action? If so, are they a necessary evil in the area of climate action?
- After your reflect on these topics, post a brief summary of your insights to the Moodle discussion board for Module 4. It is not necessary to address all of the above points in your contribution.
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pressbooks
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2025-03-22T05:08:58.099886
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07-14-2022
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https://pressbooks.justwrite.in/englishcommunication/chapter/chapter-1/
|
Main Body
This is the first chapter in the main body of the text. You can change the text, rename the chapter, add new chapters, and add new parts.
Main Body
This is the first chapter in the main body of the text. You can change the text, rename the chapter, add new chapters, and add new parts.
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pressbooks
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2025-03-22T05:08:58.119339
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04-19-2024
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{
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"url": "https://pressbooks.justwrite.in/englishcommunication/chapter/chapter-1/",
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"title": "Green Tea Intermediate English Communication OER",
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"subject": "Language learning: listening skills, Language learning: speaking skills"
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https://pressbooks.justwrite.in/englishcommunication/chapter/introverts-and-extroverts-main-presentation/
|
Introverts and Extroverts
Introverts and Extroverts – Main Presentation
Watch this lecture and take notes.
You can review the questions before you watch the video, and answer them after you watch:
1. What are the main ideas in this presentation?
2. What is the correct definition of introverts? Give examples and details from the video.
3. What is the correct definition of extroverts? Give examples and details from the video.
4. What is the meaning of “ambiverts”?
5. How can this information help you?
6. Do you consider yourself an introvert or an extrovert? Why? Explain your answer with some examples from your life.
Click here if you want to open the video in another tab and watch it full screen.
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2025-03-22T05:08:58.138827
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04-19-2024
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https://pressbooks.justwrite.in/englishcommunication/chapter/vocabulary-1-introverts-and-extroverts/
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Introverts and Extroverts
Vocabulary 1 – Introverts and Extroverts
-
•deal with•unique•individuals•figure out•gain•misconception•hang out with•Considerate•black and white
Read and focus on the bold words in these examples.
Have you seen them before? Are they new?
Take notes about the meaning, translation, and/or part of speech.
- Extroverts are the people we all want to hang out with.
- Introversion and extroversion specifically deal with how individuals may gain and lose energy.
- Another major misconception on the topic of introverts and extroverts is the idea that you need to be one way or the other.
- Introversion and extroversion are not completely black and white. There is a gray area.
- Figuring out where you fall on the scale can be extremely helpful when trying to understand your unique qualities.
- Be aware and be considerate of the different ways people function.
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pressbooks
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2025-03-22T05:08:58.162467
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04-19-2024
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https://pressbooks.justwrite.in/englishcommunication/chapter/vocabulary-2-introverts-and-extroverts/
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Introverts and Extroverts
Vocabulary 2 – Introverts and Extroverts
Read and focus on the bold words.
Have you seen them before? Are they new?
Take notes about the meaning, translation, and/or part of speech.
- More and more people are becoming familiar with the terms introvert and extrovert.
- Introverts gain energy from their internal world. This means they enjoy deep thinking, contemplating new ideas, and reflecting upon their experiences.
- This doesn’t mean that extroverts can’t contemplate complex ideas.
- More and more people are becoming familiar with the terms introvert and extrovert.
- Introverts gain energy from their internal world. This means they enjoy deep thinking, contemplating new ideas, and reflecting upon their experiences.
- This doesn’t mean that extroverts can’t contemplate complex ideas.
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pressbooks
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2025-03-22T05:08:58.182896
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/introvert-expert-video-and-questions/
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Introverts and Extroverts
https://www.youtube.com/watch?v=EEwCBlerkak
- What does she do at night during busy conferences?
- What does her husband think about this, and why?
- Where does she go to relax at work, and why?
- Do you ever use a quiet room or place to recharge?
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pressbooks
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2025-03-22T05:08:58.199241
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04-19-2024
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https://pressbooks.justwrite.in/englishcommunication/chapter/strengths-and-weaknesses-of-extroverts/
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Introverts and Extroverts
Strengths and Weaknesses of Extroverts
Watch the video and take notes. Can you catch all the main ideas?
There are 5-6 strengths of extroverts, and 5 weaknesses.
Introverts and Extroverts
Watch the video and take notes. Can you catch all the main ideas?
There are 5-6 strengths of extroverts, and 5 weaknesses.
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pressbooks
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2025-03-22T05:08:58.210947
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04-19-2024
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"title": "Green Tea Intermediate English Communication OER",
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/pronunciation-practice-introverts-and-extroverts/
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Introverts and Extroverts
Pronunciation Practice A – Introverts and Extroverts
Practice saying the reading out loud slowly, loudly, and clearly. You can record your voice and listen to it below.
After you practice, use a phone or computer to record yourself reading out loud, and send the recording to your teacher.
Now I’m familiar with the terms extroverts and introverts. Some people think introverts are individuals who are very shy and aren’t social. This is a misconception! Introverts are individuals who need some time alone to recharge their energy. They like to be around people, and it’s fun to hang out with them, but sometimes they prefer to be alone. This may be difficult for an extrovert to understand.
Everyone has different pronunciation challenges. Which ones are important for you?
- ch and j (extrovert, introvert, individuals, recharge, energy)
- sh (shy, social, misconception)
- th (the, think, they)
- s at the end of a word (terms, extroverts, introverts)
- r after a vowel (familiar, term, extroverts, introverts)
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pressbooks
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2025-03-22T05:08:58.222388
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/pronunciation-practice-b-past-tense-introverts-and-extroverts/
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Introverts and Extroverts
Pronunciation Practice B – Past Tense, Introverts and Extroverts
Practice saying the reading out loud slowly, loudly, and clearly. You can record your voice and listen to it below.
After you practice, use a phone or computer to record yourself reading out loud, and send the recording to your teacher.
Before, Eric thought that introverts were shy people. But when he heard information, read, thought, and spoke about the topic, he understood more. Now he knew that this was a misconception! He saw that introverts were individuals who need some time alone to recharge their energy. Because of the practice that we did, he found a new way to understand both introverts and extroverts.
Can you find the past tense verbs? There are 13 of them.
Also, everyone has different pronunciation challenges. Which ones are important for you?
- ch and j (extrovert, introvert, individuals, recharge, energy)
- sh (shy, information, misconception)
- th (the, thought, they)
- s at the end of a word (terms, extroverts, introverts)
- r after a vowel (were, heard, extroverts, introverts)
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pressbooks
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2025-03-22T05:08:58.233804
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04-19-2024
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"title": "Green Tea Intermediate English Communication OER",
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/finishing-the-notes-from-the-lecture-interactive-activity/
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Introverts and Extroverts
Finishing the notes from the lecture (interactive activity)
Drag and drop the words in each part to finish the notes from the lecture. Notice the organization of main ideas and details.
Introverts and Extroverts
Drag and drop the words in each part to finish the notes from the lecture. Notice the organization of main ideas and details.
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pressbooks
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2025-03-22T05:08:58.244901
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/presentation-parasports/
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Sports, disabilities, and aging
Presentation: Parasports
Watch, listen, and take notes about this type of sports.
After you watch, answer these questions:
- What is an example of an impairment from the speech?
- What are 3 examples of paralympic sports?
- What is an example of adapted equipment or another adaptation to the sport for the paralympics? (You can hear Mick talk about them. Also, you can see some pictures of the equipment in the presentation.)
- What sport does Jessica Long compete in?
- What is one part of her advice to other swimmers?
You can also watch the presentation in a new window.
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pressbooks
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2025-03-22T05:08:58.256777
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04-19-2024
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"author": "",
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/presentation-2-history-of-parasports/
|
Primary Navigation
Book Contents Navigation
Introduction
Chapter 1
Introverts and Extroverts - Main Presentation
Vocabulary 1 - Introverts and Extroverts
Vocabulary 2 - Introverts and Extroverts
Introvert Expert Video and Questions
Strengths and Weaknesses of Extroverts
Pronunciation Practice A - Introverts and Extroverts
Pronunciation Practice B - Past Tense, Introverts and Extroverts
Finishing the notes from the lecture (interactive activity)
Presentation: Parasports
Presentation 2 - History of Parasports
I AM - An Olympic Athlete
Watch and Discuss: The Never-Ending Marathon of Mr. Dharam Singh
Read it out: Paralympic Games
Group Activity: A New Olympic Sport
Empathy: Main Presentation
Extra Presentation - How empathy can help us
Stress, listening, and emotions: 3 short videos
Superstitions Main Presentation
Extra presentation - Superstitions at work
Aphasia Main Presentation
Brain health - Signs of a Stroke
Content and Function Words - about Aphasia
Presentation: Nutrition
Short Presentation: Nutrients in an apple
Full Vocabulary List for Food and Nutrition
Dialog: A conversation about Dad's health and nutrition
Minh Pham takes care of flowers and customers with a smile - ESOL News
From the farmer's market to the supermarket - ESOL News
Portland man is the first person to walk across Antarctica alone
Baseball in the US and in Portland, OR - ESOL News
Cats really do love their humans - ESOL News Oregon
Most Oregonians Love the State's Election System
Man sues Portland hotel for discrimination (ESOL News)
Lottery winner knows what to do with prize money
Oregon is recycling less and wasting more
Portland Store Makes Ice Cream from Chickpeas
Vowel Sounds and Review of Irregular Past Tense Verbs
Consonants: Voiced and Voiceless
Pronunciation: Adding S for plural and simple present third person
Final S sounds practice
-ED pronunciation for Past Tense and Adjectives
T Pronunciation
Word Stress: Compound Words and Adj. + Noun Combinations
Eric Dodson
Stress and Reductions and Example 1
Content words, function words, and stress
Example Reduction: Her, hers, he, him, his
Appendix
For Teachers
Sports, disabilities, and aging
Watch, listen, and take notes from this short presentation.
You can also watch the presentation in a new window.
Previous/next navigation
Green Tea Intermediate English Communication OER by Eric Dodson; Luciana Diniz; and Nanci Leiton is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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2025-03-22T05:08:58.278753
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04-19-2024
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"author": "",
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/i-am-an-olympic-athlete/
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Sports, disabilities, and aging
I AM – An Olympic Athlete
Watch Michael Hubbs talk about his life, training, and challenges. Answer the questions below in your notebook. (Remember, you can listen at 75% speed in Settings on YouTube.)
https://www.youtube.com/watch?reload=9&v=4CHgymBHQcg
Exercises
- What is this athlete’s name and what does he do?
- What drives, or motivates, him?
- What challenges has he overcome?
- Now, think about yourself and what motivates you. What challenges have you overcome to achieve your goals?
- Prepare a list of 5 things that describe you, your activities, interests or passions.
- Now, write an “I AM” list about yourself with at least 5 lines to describe your accomplishments, passions or challenges. Be prepared to share your list in class.
Here’s a model to follow:
|
Examples I AM (by Nanci Leiton) I AM a mother who raises children to solve problems. I AM a person who helps others whenever possible. I AM a person who strives to make a kinder world for everyone. I AM a teacher who creates a place for people to learn and achieve their goals. I AM a gardener who loves to grow green things and eat healthy food. I AM a citizen with the best interests of ALL people in my community.
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pressbooks
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2025-03-22T05:08:58.292809
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/watch-and-discuss-the-never-ending-marathon-of-mr-dharam-singh/
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Sports, disabilities, and aging
Watch and Discuss: The Never-Ending Marathon of Mr. Dharam Singh
Directions:
Watch this short movie about Mr. Singh. It is 20 minutes long, so plan your time. You will also hear a variety of world Englishes. Some audio is subtitled.
As you watch the movie, take active listening notes on a separate piece of paper with the title and date at the top of the page.
- What details did you learn about Mr. Singh? (names, places, numbers, etc.)
- What do the doctors say about Mr. Singh?
- Why does Mr. Singh run? What is his motivation?
- What is Mr. Singh’s secret to long life?
- What does Professor Girandola study? What is his title?
- Why doesn’t the fitbit/cell phone work for Mr. Singh?
- What is the problem with using Mr. Singh’s Indian passport to prove his age?
- How is Mr. Singh a role model?
Key Vocabulary:
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pressbooks
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2025-03-22T05:08:58.305506
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04-19-2024
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https://pressbooks.justwrite.in/englishcommunication/chapter/read-it-out-paralympic-games/
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Sports, disabilities, and aging
Read it out: Paralympic Games
Read it out: Paralympic Games
Before you read:
- Underline or write a list of the past tense -ed words
- o Practice these words
- o Which -ed sound do they have?
- Underline or write a list of the -s plural and simple present words.
- o Practice these words
- o Which -ed sound do they have?
- Also, you can listen to a similar article on Wikipedia read aloud.
After you practice, record your slow, clear pronunciation and share your recording.
Image by Flickr user
Start:
Hi, my name is________.
The Paralympic Games
The Paralympic Games are a major international sports event. People with physical disabilities compete in these games. They have included people with amputations, blindness, disabilities that affect movement, and more.
The Paralympics started as a small gathering of British World War 2 veterans in 1948. They planned new games every four years. They have continued to grow since then. The winter games opened in 1976. The Paralympics became one of the largest international sport events by the early 21st century.
Paralympians have many different kinds of disabilities, so there are several categories that they compete in. The disabilities are in six general categories. Athletes are placed into groups which vary from sport to sport.
These athletes work for equal treatment with able-bodied Olympic games participants, who receive much more money. Some Paralympians have also overcome even more challenges, and participated in the Olympic Games.
Thank you!
Finish
Adapted from Wikipedia
Paralympic Games. (2020, March 30). Wikipedia, The Free Encyclopedia. Retrieved 18:39, July 30, 2020 from https://simple.wikipedia.org/w/index.php?title=Paralympic_Games&oldid=6883229.
You can use this button to record your voice. Listen before you share it, to make sure everything recorded clearly.
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pressbooks
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2025-03-22T05:08:58.318952
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/group-activity-a-new-olympic-sport/
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Sports, disabilities, and aging
Group Activity: A New Olympic Sport
Great news! You have been hired (for free!) by the International Olympic Committee to help choose a new sport to add to the Olympic Games.
Instructions:
- You will work together and focus on four key questions about the activity.
- You will start by reviewing 3 example sports.
- After that, you can brainstorm and choose any sport that you want to suggest.
- Finally, you will talk about your #1 choice and share it with the rest of the class.
The 4 key questions
- Is the activity challenging?
- Is the activity entertaining to watch?
- Is the activity open to everyone?
- Can people with disabilities participate?
For each question, you can discuss more questions:
- Is the activity challenging?
- Does it require a physical skill?
- Does it require mental skill?
- How long does it take to become excellent?
- Is the activity entertaining to watch?
- Is it a popular sport around the world?
- Is it fun to watch in person and on TV?
- Is it fast, exciting, or intense?
- Is the activity open to everyone?
- Can people around the world play it?
- Does it require expensive equipment?
- Can children play it?
- Can older people play it?
- Can people with disabilities participate?
- Can they participate with able-bodied people?
- What changes could you make to the sport to include people with disabilities?
Three examples
Discuss these sports with the 4 key questions. They are sports that have been suggested in the past:
- Firefighting.
- This really was a demonstration sport at the 1900 World Olympics.
- The teams were required to extinguish a fire and perform a rescue.
- The instructions:
- The fire started on the 3rd floor of a house six floors; 4th floors and stairs the upper parts are impassable. People are saving the 5th and 6th floors. Operate rescue and extinction.”
Brainstorm
- What sport or activity would you like to see in the Olympics?
- Take a few minutes to suggest ideas. Try to get one idea from each person.
- Discuss the strengths and weaknesses.
- Can you agree on one sport?
- o You can take a vote
- o You can try to compromise
- o You can invent a new sport that combines your favorite parts
Share
Be ready to share with the rest of the class.
- Who will explain about the sport?
- Do you have an answer about each of the 4 key questions?
- Do you have pictures or examples of the sport that you can show everyone?
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pressbooks
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2025-03-22T05:08:58.335843
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04-19-2024
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https://pressbooks.justwrite.in/englishcommunication/chapter/empathy-main-presentation/
|
Primary Navigation
Book Contents Navigation
Introduction
Chapter 1
Introverts and Extroverts - Main Presentation
Vocabulary 1 - Introverts and Extroverts
Vocabulary 2 - Introverts and Extroverts
Introvert Expert Video and Questions
Strengths and Weaknesses of Extroverts
Pronunciation Practice A - Introverts and Extroverts
Pronunciation Practice B - Past Tense, Introverts and Extroverts
Finishing the notes from the lecture (interactive activity)
Presentation: Parasports
Presentation 2 - History of Parasports
I AM - An Olympic Athlete
Watch and Discuss: The Never-Ending Marathon of Mr. Dharam Singh
Read it out: Paralympic Games
Group Activity: A New Olympic Sport
Empathy: Main Presentation
Extra Presentation - How empathy can help us
Stress, listening, and emotions: 3 short videos
Superstitions Main Presentation
Extra presentation - Superstitions at work
Aphasia Main Presentation
Brain health - Signs of a Stroke
Content and Function Words - about Aphasia
Presentation: Nutrition
Short Presentation: Nutrients in an apple
Full Vocabulary List for Food and Nutrition
Dialog: A conversation about Dad's health and nutrition
Minh Pham takes care of flowers and customers with a smile - ESOL News
From the farmer's market to the supermarket - ESOL News
Portland man is the first person to walk across Antarctica alone
Baseball in the US and in Portland, OR - ESOL News
Cats really do love their humans - ESOL News Oregon
Most Oregonians Love the State's Election System
Man sues Portland hotel for discrimination (ESOL News)
Lottery winner knows what to do with prize money
Oregon is recycling less and wasting more
Portland Store Makes Ice Cream from Chickpeas
Vowel Sounds and Review of Irregular Past Tense Verbs
Consonants: Voiced and Voiceless
Pronunciation: Adding S for plural and simple present third person
Final S sounds practice
-ED pronunciation for Past Tense and Adjectives
T Pronunciation
Word Stress: Compound Words and Adj. + Noun Combinations
Eric Dodson
Stress and Reductions and Example 1
Content words, function words, and stress
Example Reduction: Her, hers, he, him, his
Appendix
For Teachers
Empathy
Watch Annie’s lecture on the topic of empathy.
Previous/next navigation
Green Tea Intermediate English Communication OER by Eric Dodson; Luciana Diniz; and Nanci Leiton is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:08:58.353469
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/extra-presentation-how-empathy-can-help-us/
|
Primary Navigation
Book Contents Navigation
Introduction
Chapter 1
Introverts and Extroverts - Main Presentation
Vocabulary 1 - Introverts and Extroverts
Vocabulary 2 - Introverts and Extroverts
Introvert Expert Video and Questions
Strengths and Weaknesses of Extroverts
Pronunciation Practice A - Introverts and Extroverts
Pronunciation Practice B - Past Tense, Introverts and Extroverts
Finishing the notes from the lecture (interactive activity)
Presentation: Parasports
Presentation 2 - History of Parasports
I AM - An Olympic Athlete
Watch and Discuss: The Never-Ending Marathon of Mr. Dharam Singh
Read it out: Paralympic Games
Group Activity: A New Olympic Sport
Empathy: Main Presentation
Extra Presentation - How empathy can help us
Stress, listening, and emotions: 3 short videos
Superstitions Main Presentation
Extra presentation - Superstitions at work
Aphasia Main Presentation
Brain health - Signs of a Stroke
Content and Function Words - about Aphasia
Presentation: Nutrition
Short Presentation: Nutrients in an apple
Full Vocabulary List for Food and Nutrition
Dialog: A conversation about Dad's health and nutrition
Minh Pham takes care of flowers and customers with a smile - ESOL News
From the farmer's market to the supermarket - ESOL News
Portland man is the first person to walk across Antarctica alone
Baseball in the US and in Portland, OR - ESOL News
Cats really do love their humans - ESOL News Oregon
Most Oregonians Love the State's Election System
Man sues Portland hotel for discrimination (ESOL News)
Lottery winner knows what to do with prize money
Oregon is recycling less and wasting more
Portland Store Makes Ice Cream from Chickpeas
Vowel Sounds and Review of Irregular Past Tense Verbs
Consonants: Voiced and Voiceless
Pronunciation: Adding S for plural and simple present third person
Final S sounds practice
-ED pronunciation for Past Tense and Adjectives
T Pronunciation
Word Stress: Compound Words and Adj. + Noun Combinations
Eric Dodson
Stress and Reductions and Example 1
Content words, function words, and stress
Example Reduction: Her, hers, he, him, his
Appendix
For Teachers
Empathy
Watch Annie talk about one more idea: how empathy can help us.
Previous/next navigation
Green Tea Intermediate English Communication OER by Eric Dodson; Luciana Diniz; and Nanci Leiton is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:08:58.371305
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04-19-2024
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https://pressbooks.justwrite.in/englishcommunication/chapter/stress-listening-and-emotions-3-short-videos/
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Empathy
Stress, listening, and emotions: 3 short videos
These 3 short videos each discuss important advice about stress, listening, and your emotions.
You can follow the link, sign in with your PCC email address and password, watch the videos, and answer the questions.
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pressbooks
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2025-03-22T05:08:58.381735
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04-19-2024
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"title": "Green Tea Intermediate English Communication OER",
"author": "",
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/superstitions-main-presentation/
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Superstitions – Good Luck, Bad Luck, or No Luck?
Superstitions Main Presentation
Listen to the main presentation on superstitions here.
Questions about the presentation:
- What do you think of when you hear “superstition?”
- What are the 4 sources (origins) of superstitions?
- Why did ancient people “knock on wood?”
- What is an example of a coincidence for a superstition?
- Why is it a bad idea to have a banana on a fishing boat?
- Can you think of a time when you had really good luck? Was it connected to any superstitions?
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pressbooks
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2025-03-22T05:08:58.392897
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/extra-presentation-superstitions-helping-people/
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Superstitions – Good Luck, Bad Luck, or No Luck?
Extra presentation – Superstitions at work
Listen to the extra presentation on superstitions at work here.
Superstitions – Good Luck, Bad Luck, or No Luck?
Listen to the extra presentation on superstitions at work here.
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pressbooks
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2025-03-22T05:08:58.404393
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/aphasia-main-presentation/
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Language, Memory, and Aphasia
Aphasia Main Presentation
Listen to the main presentation on language, memory, and aphasia here.
Questions:
- Have you ever forgotten a word in your home language? How did that feel?
- What is aphasia?
- What causes aphasia?
- What are the 3 types of paraphasias?
- What are the 2 groups or types of aphasia?
- How can we help people who have aphasia?
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pressbooks
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2025-03-22T05:08:58.415361
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/brain-health-signs-of-a-stroke/
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Language, Memory, and Aphasia
Brain health – Signs of a Stroke
Watch this video about what a stroke can look like, and how people can help stroke victims in the moment.
- What is FAST?
- F
- A
- S
- T
- What does the woman do that “probably saved his life?”
- How many different people help with Steven?
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pressbooks
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2025-03-22T05:08:58.426092
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/content-and-function-words-about-aphasia/
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Language, Memory, and Aphasia
Content and Function Words – about Aphasia
Read, focus, and record
We have practiced finding stressed content words and reduced function words. Can you find the stressed content words below? Read them out loud, and try to stress the content words, and reduce the function words.
You can also listen and repeat with Eric in the video below.
- Language is an essential part of our lives.
- Aphasia can affect all aspects of communication.
- Other causes can include tumors, brain injuries, trauma, or even some kinds of diseases.
- One of the main characteristics of aphasia is substitutions.
- Instead of the word house, they say, let’s go to my horse.
- They might say chicken instead of kitchen.
- They might ask for a cup of tea when they really wanted coffee.
- That’s a problem, of course, because other people won’t recognize it.
You can practice with this recording button:
Watch, listen, and repeat. Can you hear the stressed content words? Can you see them? Remember, stress is usually “big” — you can see bigger mouth movements and maybe even eye or eyebrow movements, too.
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pressbooks
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2025-03-22T05:08:58.437139
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/presentation-nutrition/
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Food and Nutrition
Presentation: Nutrition
Watch, listen, and take notes from this short presentation.
If you want to practice listening for details, preview the questions below before you watch.
Click here to watch the video in a new window, full screen.
Did you catch the main ideas and important details?
Answer these questions about details from the lecture. Use your notes from the lecture and be ready to answer these questions:
- Macronutrients provide _____ to our bodies.
- energy
- nutrition
- health
- Macronutrients include _____ .
- water and micronutrients.
- protein, carbohydrates and fat
- Carbohydrates and protein
- Our bodies need micronutrients in _____ doses.
- large
- moderate
- small
- With regular exercise, our diets should be about _____ carbohydrates.
- 16%
- 60%
- 66%
- List 3 places you can find protein in food, according to the speaker.
- __________________
- __________________
- __________________
- Fat has several roles in our bodies. They…
- help improve ____________________ development,
- protect vital organs, and
- assist vitamin absorption.
- Micronutrients include vitamins and minerals. List several examples of each that are mentioned by the speaker:
- Vitamins: _________________________________________________
- Minerals: _________________________________________________
- How can we have a healthy and balanced diet?
- Consume both macro- and micronutrients
- Eat many different colors of foods
- Both A and B are correct.
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pressbooks
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2025-03-22T05:08:58.451274
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/short-presentation-nutrients-in-an-apple/
|
Primary Navigation
Book Contents Navigation
Introduction
Chapter 1
Introverts and Extroverts - Main Presentation
Vocabulary 1 - Introverts and Extroverts
Vocabulary 2 - Introverts and Extroverts
Introvert Expert Video and Questions
Strengths and Weaknesses of Extroverts
Pronunciation Practice A - Introverts and Extroverts
Pronunciation Practice B - Past Tense, Introverts and Extroverts
Finishing the notes from the lecture (interactive activity)
Presentation: Parasports
Presentation 2 - History of Parasports
I AM - An Olympic Athlete
Watch and Discuss: The Never-Ending Marathon of Mr. Dharam Singh
Read it out: Paralympic Games
Group Activity: A New Olympic Sport
Empathy: Main Presentation
Extra Presentation - How empathy can help us
Stress, listening, and emotions: 3 short videos
Superstitions Main Presentation
Extra presentation - Superstitions at work
Aphasia Main Presentation
Brain health - Signs of a Stroke
Content and Function Words - about Aphasia
Presentation: Nutrition
Short Presentation: Nutrients in an apple
Full Vocabulary List for Food and Nutrition
Dialog: A conversation about Dad's health and nutrition
Minh Pham takes care of flowers and customers with a smile - ESOL News
From the farmer's market to the supermarket - ESOL News
Portland man is the first person to walk across Antarctica alone
Baseball in the US and in Portland, OR - ESOL News
Cats really do love their humans - ESOL News Oregon
Most Oregonians Love the State's Election System
Man sues Portland hotel for discrimination (ESOL News)
Lottery winner knows what to do with prize money
Oregon is recycling less and wasting more
Portland Store Makes Ice Cream from Chickpeas
Vowel Sounds and Review of Irregular Past Tense Verbs
Consonants: Voiced and Voiceless
Pronunciation: Adding S for plural and simple present third person
Final S sounds practice
-ED pronunciation for Past Tense and Adjectives
T Pronunciation
Word Stress: Compound Words and Adj. + Noun Combinations
Eric Dodson
Stress and Reductions and Example 1
Content words, function words, and stress
Example Reduction: Her, hers, he, him, his
Appendix
For Teachers
Food and Nutrition
Watch, listen, and take notes from this short presentation.
You can also watch the presentation in a new window.
Previous/next navigation
Green Tea Intermediate English Communication OER by Eric Dodson; Luciana Diniz; and Nanci Leiton is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:08:58.468834
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04-19-2024
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"author": "",
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"subject": "Language learning: listening skills, Language learning: speaking skills"
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/full-vocabulary-list-for-food-and-nutrition/
|
Food and Nutrition
Full Vocabulary List for Food and Nutrition
Study on Quizlet
Full word list:
as long as
aspect
be associated with
basic principles
classes
connections
develop
essential
guidelines
in fact,
include
leading
moderation
profound
obtain
overeat
play a role
prevent
promote
provide
quite
recommendation
select
similar concept
tend to
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pressbooks
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2025-03-22T05:08:58.481501
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04-19-2024
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"title": "Green Tea Intermediate English Communication OER",
"author": "",
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"subject": "Language learning: listening skills, Language learning: speaking skills"
}
|
https://pressbooks.justwrite.in/englishcommunication/chapter/dialog-a-conversation-about-dads-health-and-nutrition/
|
Food and Nutrition
Dialog: A conversation about Dad’s health and nutrition
Listen to a short conversation (<2 minutes)
Family members discuss their elderly father’s health after a visit to his doctor.
In your first time listening:
- What did the doctor say about the dad’s diet and health?
- What other recommendations did the doctor make?
- Where can they pick up the prescription drug?
- What details do you hear about these people and their family?
After you listen, can you catch these important words?
Finally, here is a pronunciation check for the short e vowel:
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pressbooks
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2025-03-22T05:08:58.493675
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04-19-2024
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"title": "Green Tea Intermediate English Communication OER",
"author": "",
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"subject": "Language learning: listening skills, Language learning: speaking skills"
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/minh-pham-takes-care-of-flowers-and-customers-with-a-smile-esol-news/
|
Listening Practice – News and More
Minh Pham takes care of flowers and customers with a smile – ESOL News
Listen to the news article about Minh Pham.
Answer questions about the news article. You can listen to the news article again, if you need to.
Additional Discussion
Do you think Minh Pham is more of an introvert, or an extrovert? Why?
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pressbooks
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2025-03-22T05:08:58.505531
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04-19-2024
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"title": "Green Tea Intermediate English Communication OER",
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"subject": "Language learning: listening skills, Language learning: speaking skills"
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/from-the-farmers-market-to-the-supermarket-esol-news/
|
Listening Practice – News and More
From the farmer’s market to the supermarket – ESOL News
Exercises
Listen to the news article about Choi Kimchi.
Exercises
Answer questions about the news article. You can listen to the news article again, if you need to.
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pressbooks
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2025-03-22T05:08:58.517411
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/portland-man-is-the-first-person-to-walk-across-antarctica-alone/
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Listening Practice – News and More
Portland man is the first person to walk across Antarctica alone
Answer the online practice questions:
For more practice, you can watch these videos about Colin:
Listening Practice – News and More
Answer the online practice questions:
For more practice, you can watch these videos about Colin:
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pressbooks
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2025-03-22T05:08:58.530460
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04-19-2024
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"subject": "Language learning: listening skills, Language learning: speaking skills"
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/esol-news-baseball/
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Listening Practice – News and More
Baseball in the US and in Portland, OR – ESOL News
Listen to this short news item about the history of baseball in the US and in Portland.
Exercises
Answer the online practice questions:
Listening Practice – News and More
Listen to this short news item about the history of baseball in the US and in Portland.
Exercises
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pressbooks
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2025-03-22T05:08:58.543819
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/cats-really-do-love-their-humans-esol-news-oregon/
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Listening Practice – News and More
Cats really do love their humans – ESOL News Oregon
Listen to this news article about cats and how they really feel about people.
Online Practice – Answer these questions about the article.
Listening Practice – News and More
Online Practice – Answer these questions about the article.
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pressbooks
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2025-03-22T05:08:58.557071
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/most-oregonians-love-the-states-election-system/
|
Listening Practice – News and More
Most Oregonians Love the State’s Election System
Listen to the article about voting in Oregon.
Check your understanding with these practice exercises.
Listening Practice – News and More
Listen to the article about voting in Oregon.
Check your understanding with these practice exercises.
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pressbooks
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2025-03-22T05:08:58.569299
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04-19-2024
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/man-sues-portland-hotel-for-discrimination-esol-news/
|
Listening Practice – News and More
Man sues Portland hotel for discrimination (ESOL News)
Listen to the article.
Can you catch the 5 Ws?
- Who
- What
- When
- Where
- Why
Answer these interactive questions about the article.
Listening Practice – News and More
Listen to the article.
Can you catch the 5 Ws?
Answer these interactive questions about the article.
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pressbooks
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2025-03-22T05:08:58.587707
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04-19-2024
|
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/lottery-winner-knows-what-to-do-with-prize-money/
|
Primary Navigation
Book Contents Navigation
Introduction
Chapter 1
Introverts and Extroverts - Main Presentation
Vocabulary 1 - Introverts and Extroverts
Vocabulary 2 - Introverts and Extroverts
Introvert Expert Video and Questions
Strengths and Weaknesses of Extroverts
Pronunciation Practice A - Introverts and Extroverts
Pronunciation Practice B - Past Tense, Introverts and Extroverts
Finishing the notes from the lecture (interactive activity)
Presentation: Parasports
Presentation 2 - History of Parasports
I AM - An Olympic Athlete
Watch and Discuss: The Never-Ending Marathon of Mr. Dharam Singh
Read it out: Paralympic Games
Group Activity: A New Olympic Sport
Empathy: Main Presentation
Extra Presentation - How empathy can help us
Stress, listening, and emotions: 3 short videos
Superstitions Main Presentation
Extra presentation - Superstitions at work
Aphasia Main Presentation
Brain health - Signs of a Stroke
Content and Function Words - about Aphasia
Presentation: Nutrition
Short Presentation: Nutrients in an apple
Full Vocabulary List for Food and Nutrition
Dialog: A conversation about Dad's health and nutrition
Minh Pham takes care of flowers and customers with a smile - ESOL News
From the farmer's market to the supermarket - ESOL News
Portland man is the first person to walk across Antarctica alone
Baseball in the US and in Portland, OR - ESOL News
Cats really do love their humans - ESOL News Oregon
Most Oregonians Love the State's Election System
Man sues Portland hotel for discrimination (ESOL News)
Lottery winner knows what to do with prize money
Oregon is recycling less and wasting more
Portland Store Makes Ice Cream from Chickpeas
Vowel Sounds and Review of Irregular Past Tense Verbs
Consonants: Voiced and Voiceless
Pronunciation: Adding S for plural and simple present third person
Final S sounds practice
-ED pronunciation for Past Tense and Adjectives
T Pronunciation
Word Stress: Compound Words and Adj. + Noun Combinations
Eric Dodson
Stress and Reductions and Example 1
Content words, function words, and stress
Example Reduction: Her, hers, he, him, his
Appendix
For Teachers
Listening Practice – News and More
Listen, then do the interactive exercises.
Previous/next navigation
Green Tea Intermediate English Communication OER by Eric Dodson; Luciana Diniz; and Nanci Leiton is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:08:58.612267
|
04-19-2024
|
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|
https://pressbooks.justwrite.in/englishcommunication/chapter/oregon-is-recycling-less-and-wasting-more/
|
Primary Navigation
Book Contents Navigation
Introduction
Chapter 1
Introverts and Extroverts - Main Presentation
Vocabulary 1 - Introverts and Extroverts
Vocabulary 2 - Introverts and Extroverts
Introvert Expert Video and Questions
Strengths and Weaknesses of Extroverts
Pronunciation Practice A - Introverts and Extroverts
Pronunciation Practice B - Past Tense, Introverts and Extroverts
Finishing the notes from the lecture (interactive activity)
Presentation: Parasports
Presentation 2 - History of Parasports
I AM - An Olympic Athlete
Watch and Discuss: The Never-Ending Marathon of Mr. Dharam Singh
Read it out: Paralympic Games
Group Activity: A New Olympic Sport
Empathy: Main Presentation
Extra Presentation - How empathy can help us
Stress, listening, and emotions: 3 short videos
Superstitions Main Presentation
Extra presentation - Superstitions at work
Aphasia Main Presentation
Brain health - Signs of a Stroke
Content and Function Words - about Aphasia
Presentation: Nutrition
Short Presentation: Nutrients in an apple
Full Vocabulary List for Food and Nutrition
Dialog: A conversation about Dad's health and nutrition
Minh Pham takes care of flowers and customers with a smile - ESOL News
From the farmer's market to the supermarket - ESOL News
Portland man is the first person to walk across Antarctica alone
Baseball in the US and in Portland, OR - ESOL News
Cats really do love their humans - ESOL News Oregon
Most Oregonians Love the State's Election System
Man sues Portland hotel for discrimination (ESOL News)
Lottery winner knows what to do with prize money
Oregon is recycling less and wasting more
Portland Store Makes Ice Cream from Chickpeas
Vowel Sounds and Review of Irregular Past Tense Verbs
Consonants: Voiced and Voiceless
Pronunciation: Adding S for plural and simple present third person
Final S sounds practice
-ED pronunciation for Past Tense and Adjectives
T Pronunciation
Word Stress: Compound Words and Adj. + Noun Combinations
Eric Dodson
Stress and Reductions and Example 1
Content words, function words, and stress
Example Reduction: Her, hers, he, him, his
Appendix
For Teachers
Listening Practice – News and More
Listen and take notes:
Try the interactive online practice:
Previous/next navigation
Green Tea Intermediate English Communication OER by Eric Dodson; Luciana Diniz; and Nanci Leiton is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:08:58.631476
|
04-19-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.justwrite.in/englishcommunication/chapter/oregon-is-recycling-less-and-wasting-more/",
"book_url": "https://pressbooks.justwrite.in/englishcommunication/front-matter/introduction/",
"title": "Green Tea Intermediate English Communication OER",
"author": "",
"institution": "",
"subject": "Language learning: listening skills, Language learning: speaking skills"
}
|
https://pressbooks.justwrite.in/englishcommunication/chapter/portland-store-makes-ice-cream-from-chickpeas/
|
Listening Practice – News and More
Portland Store Makes Ice Cream from Chickpeas
Listen to the news story about this interesting food:
Key vocabulary and tough-to-catch words:
- chickpeas
- vegan
- gluten
- hummus
- garbanzo
- chana masala
- Egyptian
- majority
Answer these questions in this online interactive exercise (the answers will not be recorded):
|
pressbooks
|
2025-03-22T05:08:58.642268
|
04-19-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.justwrite.in/englishcommunication/chapter/portland-store-makes-ice-cream-from-chickpeas/",
"book_url": "https://pressbooks.justwrite.in/englishcommunication/front-matter/introduction/",
"title": "Green Tea Intermediate English Communication OER",
"author": "",
"institution": "",
"subject": "Language learning: listening skills, Language learning: speaking skills"
}
|
https://pressbooks.justwrite.in/englishcommunication/chapter/vowel-sounds-and-review-of-irregular-past-tense-verbs/
|
Pronunciation Practice
Vowel Sounds and Review of Irregular Past Tense Verbs
American English Vowels
Vowels are the sounds we make with our mouths open.
Maybe you know that we have 6 letters that are vowels: A E I O U and sometimes Y.
When you say those letters, your mouth should be 100% open. Try it!
But, American English really has at least 12 vowel sounds. 😜
For example, you can hear 12 different vowels in these color words:
- red
- gray
- black
- olive
- silver
- mustard
- rose
- blue
- wood
- purple
- orange
- brown
IPA
In dictionaries and English learning books, you will sometimes see special symbols to show the specific sounds. This can help you focus on the sound, and make sure other people can understand the way you pronounce the word.
These special symbols are called IPA (International Phonetic Alphabet). For example, when we say the letter “A” in English, we write the IPA symbol / eɪ /.
For example, the IPA for the word “ate” in most American accents is / eɪt /.
Focusing on the sounds can help you pronounce things easily, quickly, and clearly. Learning about the IPA is a good way to check your pronunciation. Some people learn the whole English IPA, too, and it helps them understand and organize English sounds.
Also, every English speaker has an accent. The same word may have many different pronunciations as you meet different people from different places. We can use IPA to show or write the different pronunciations.
Here is the list of color words again, with the IPA of the vowel sounds. Can you repeat just the vowel sound?
- gray / eɪ /
- red /ɛ/
- black / æ /
- olive /ɑ/
- silver / ɪ /
- mustard /ə/
- rose /oʊ/
- blue /u/
- wood /ʊ/
- purple /ɚ/ or /ɜr/
- orange /ɔr/
- brown /aʊ/
Review: Vowels and Irregular Past Tense Verbs
Verbs are action words, like:
- do
- eat
- take
Many of the verbs we use the most in English are irregular past tense verbs. That means you have to memorize the past tense. You can’t say: doed, eated, or taked 😖. Instead, we say:
- did
- ate
- took
This list has many of the irregular past tense verbs we use the most, organized by the vowel sounds. Can you read and repeat the verbs? Can you also say the present tense form of the words?
You can listen and repeat, too.
- Red /ɛ/
- Felt
- Kept
- Left
- Met
- Read
- Said
- Sent
- Slept
- Spent
- Went
- Gray / eɪ /
- Became
- Came
- Ate
- Gave
- Made
- Paid
- Black / æ /
- Began
- Drank
- Had
- Rang
- Ran
- Sang
- Sat
- Olive /ɑ/
- Brought
- Bought
- Caught
- Cost
- Fought
- Forgot
- Got
- Lost
- Saw
- Taught
- Thought
- Silver / ɪ /
- Bit
- Built
- Did
- Hid
- Mustard /ə/
- Was
- Hung
- Shut
- won
- Rose [oʊ]
- Broke
- Chose
- Drove
- Rode
- Sold
- Spoke
- Stole
- Woke up
- Wrote
- Blue /u/
- Blew
- Drew
- Grew
- Knew
- Threw
- Wood /ʊ/
- Put
- Shook
- Stood
- understood
- Purple /ɚ/ or /ɜr/
- Were
- Heard
- hurt
- Orange /ɔr/
- Tore
- wore
- Brown /aʊ/
- found
|
pressbooks
|
2025-03-22T05:08:58.669762
|
04-19-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.justwrite.in/englishcommunication/chapter/vowel-sounds-and-review-of-irregular-past-tense-verbs/",
"book_url": "https://pressbooks.justwrite.in/englishcommunication/front-matter/introduction/",
"title": "Green Tea Intermediate English Communication OER",
"author": "",
"institution": "",
"subject": "Language learning: listening skills, Language learning: speaking skills"
}
|
https://pressbooks.justwrite.in/englishcommunication/chapter/consonants-voiced-and-voiceless/
|
Pronunciation Practice
Consonants: Voiced and Voiceless
A. Can you feel it?
Some English sounds are voiced. It means your vocal cords in your neck move when you make the sound.
Say: Aaaaaaaaaaaaaah. (Like at the doctor).
Some English sounds are voiceless. It means your vocal cords don’t move when you make the sound.
Say: Shhhhhhhhhhhhhhhh. (Like quieting your friend).
B. Read and repeat
| voiceless | voiced |
| /p/ Pear pig rip people
/t/ To tip feet retain /k/ Coat come rack picture /f/ Face fat half defend /θ / Thin thick with nothing /s/ Sue see price lesson / ʃ/ Shy show cash pressure / ʧ / chin choke natural catch |
/b/ Bear big rib rabbit
/d/ Do dip feed under /g/ Goat gum rag sugar /v/ Vase vat have clever /ð/ That then neither father /z/ Zoo Zip prize lazy /ʒ / garage pleasure vision / ʤ / Joke gin enjoy badge |
C. Listen and circle (or read out loud with a tutor or teacher)
| 1) dock dog
2) coat goat 3) face vase 4) half have 5) tile dial 6) lit lid |
7) pear bear
8) rip rib 9) sue zoo 10) price prize 11) chain Jane 12) batch badge |
|
pressbooks
|
2025-03-22T05:08:58.688954
|
04-19-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.justwrite.in/englishcommunication/chapter/consonants-voiced-and-voiceless/",
"book_url": "https://pressbooks.justwrite.in/englishcommunication/front-matter/introduction/",
"title": "Green Tea Intermediate English Communication OER",
"author": "",
"institution": "",
"subject": "Language learning: listening skills, Language learning: speaking skills"
}
|
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