. "Science and sustainability: a socio-ecological approach"@en . . "6" . "The student understands the terms sustainability, sustainable development, education for sustainability.\nThe student understands certain measures, argued from the diverse academic disciplines, that can be taken in the domain of science to stimulate sustainability, and the impact they (may) have.\nThe student understands certain didactical principles that can be used in the context of education for sustainable development.\nThe student recognizes the importance of transdisciplinary collaboration in the context of sustainability, sustainable development and education for sustainable development .\nThe student dares to take a position in the debate on social themes such as sustainability and sustainable development and dares to take responsibility in this context.\nThe student has developed the skills to communicate clearly about scientific subjects and to work in an interdisciplinary team.\nThe student is able to apply the three stages of analyzing, problem solving and implementation on a problem of sustainable development.\nThe student can implement didactical aspects in the context of education for sustainable development." . . "Presential"@en . "TRUE" . . "Ecological planning"@en . . "9" . "The course provides knowledge about the content of spatial plans and the main stages of the planning process, with a focus on ecological and environmental sustainability issues. Students will learn to identify and analyze the key information about the biophysical and human environment of a geographical context; to select and apply methodologies and tools to support the formulation of planning options; and to propose ecosystem-based interventions. The course includes a module on the Italian spatial planning system and an introduction to Environmental Impact Assessment processes." . . "Presential"@en . "TRUE" . . "Hydrological modelling"@en . . "6" . "The course aims at teaching how to simulate the hydrological cycle at different spatial scales in order to properly manage the water resources and to prevent the flood risk. The importance of these two topics is widely recognized in two EU Framework Directives: “Water” (2000/60/EC) and “Floods” (2007/60/EC). The students will be able to model streamflows, evaporation and transpiration of river catchments of different sizes, reconstructed using digital information." . . "Presential"@en . "TRUE" . . "Biological interactions in soils"@en . . "6" . "Contents:\nThis course deals with interactions between soil organisms and soil in the context of cycles of C, N and P. Important topics of soil fertility and global change will be addressed. Keywords: organic matter decomposition and nutrient mineralization, reactions of plants to excess and deficiency, role of plants, mycorrhizas and soil fauna in C, N and P cycles, soil structure, greenhouse gas emissions. The practical will train basic experimental techniques in soil biology and fertility, experimental design and processing of data. Part of the experiments can be designed by the students so that they complete the whole experimental cycle.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\ndemonstrate knowledge of the main interactions in the soil between plants, nutrients and soil biota;\ndemonstrate insight in the effects of human-induced disturbances on these interactions;\ncritically evaluate and discuss conflicting views in the literature on key biotic interactions in the soil;\ndesign, execute and report experiments that quantify interactions between biota and cycles of carbon, phosphorus and nitrogen." . . "Presential"@en . "TRUE" . . "Biological processes for resource recovery"@en . . "6" . "Contents:\nThe subject of this course is the exploration of microbiological opportunities to recover resources within Environmental Technology, thereby closing material cycles with minimal losses. Thermodynamic, microbiological and biotechnological unified principles are used to assess the viability of those opportunities for application in practice. Viable opportunities are developed into technological concepts working at optimal energy conditions.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- assess the thermodynamic feasibility of biological reactions for resources recovery under actual conditions;\n- assess the microbial biomass yield of biological reactions for resources recovery;\n- evaluate substrate properties (toxicity, bioavailability, biodegradability) for their effect on biological processes for resource recovery;\n- calculate the dimensions of bioreactors used for resource recovery;\n- explain biofilm theory and use the equations involved;\n- explain how biological processes can be used to produce recyclable crystals and minerals, and be able to use the involved mathematical relationships;\n- use the acquired knowledge to design a biological process to steer the microbial competition for substrates in mixed cultures in such a way that desired reactions occur." . . "Presential"@en . "TRUE" . . "Hydrogeological transport phenomena"@en . . "7.50" . "Students learn concepts and principles related to the movement of solutes in soil and groundwater. We study processes affecting the spreading of contaminants in porous media, such as advection, diffusion, dispersion and adsorption, including a quantitative analysis by making use of the corresponding governing equations. Students will develop the ability to analyze hydrogeological situations and to set up mathematical models for quantitative description including initial and boundary conditions. Besides the application of analytical solutions, students will gain insight into the standard subsurface software package ModFlow. The course aims to stimulate scientific thinking and enhance the skill of problem solving. A key prerequisite here is the motivation for self-study, contextual thinking and quantitative analysis.\nContent\nThe subsurface environment plays an important role in many human activities as well as in natural systems. Both, soil and groundwater are vulnerable natural resources. Moreover, the subsurface is frequently used for storage of mass and energy,facilities construction and infrastructure. Understanding and prediction of flow and transport processes is extremely important for a sustainable use of the subsurface. In particular, knowledge of the flow of water and the movement of dissolved chemicals is essential for the design of various activities occurring in the subsurface.\n\nThis course fosters the understanding and quantification of processes which affects the fate of dissolved groundwater components. The generality of the underlying physical principles allows to apply the knowledge to many other disciplines studying porous material, such as human tissues, plants, construction materials, or paper. Topics of study are:\nTransport of solute by advection, diffusion and dispersion\nDetermination of flow velocity and dispersion coefficients\nDescription of adsorption: linear and nonlinear isotherms, kinetic adsorption\nDetermination of adsorption coefficients\nDecay and degradation processes\nPartitioning of chemicals in water, air and liquid phase.\nPhysical principles of transport, mathematical description and solution\nDiscussion of initial and boundary conditions\nColloid and virus transport" . . "Presential"@en . "TRUE" . . "Biological survey techniques"@en . . "6" . "1. Describe the main aims of biological surveys 2. Identify the factors that influence biological surveys 3. Plan biological data collection based on ecological and operational principles 4. Determine the types and distribution of vegetation communities" . . "Presential"@en . "TRUE" . . "Hydrologic modelling"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "Logic programming"@en . . "2" . "no data" . . "Presential"@en . "FALSE" . . "Logic programming"@en . . "2" . "no data" . . "Presential"@en . "FALSE" . . "Hydrogeological risk"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "hydrogeological modeling"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "geological process modeling"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "geological research"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "Pedological characterization of soils"@en . . "3" . "Pedological characterization of soils; EU objective\nDefine and characterize a soil. Understand the processes responsible for its formation and evolution. Understand water/soil/atmosphere/organism interactions. Know the anthropogenic risks around soils (fertility, erosion, pollution, development). Acquire the notions of geotechnics. Know how to understand the difficulties of implementing routine means of sampling soil and groundwater using drilling techniques. Know the procedures for measuring the permeability of soils by drilling.\n\nContent of the lessons\nThe state of the world’s soil (risks, issues)\nBasic notions of pedology (description, structure, porosity, grain size)\nFormation, evolution and classification of soils.\nSoil, vegetation and living organisms.\nWhat is geotechnics, a science applied to the study of the soil-structure interface? The profession and its applications, the equipment of geotechnicians.\nCommon drilling techniques and soil sampling methods.\nThe creation of piezometers for water sampling and groundwater monitoring.\nDrilling permeability tests.\nCase studies, application on environmental issues.\nLaboratory soil analysis" . . "Presential"@en . "FALSE" . . "Hydrological and environmental cycles"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Modelling and analysis of geological data (7 ects)"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Biogeography: an ecological and evolutionary approach"@en . . "20.0" . "Module Description\nBiogeography follows an ecological and evolutionary approach to understand the spatial and temporal changes in the distribution of species. The module will explore the role of geology, physical geography, and climate in creating new forms and patterns of life. \n\nThrough this module, you’ll achieve a comprehensive understanding of our planet’s biota. It travels from the challenges of existing on planet Earth through to the Anthropocene and the biodiversity crisis. The module will also provide opportunities for you to develop your generic skills in analysing spatial and temporal ecological data.\n\nIn this module, you’ll learn how biota live together in communities and ecosystems, the geographical patterns of biodiversity, and explore case studies that are relevant to delivering long-term sustainability. \n\nLocation/Method of Study\nStirling/On Campus, UK\nStirling\n\nModule Objectives\nBiogeography will explore:1) The challenges to existing on planet Earth - patterns of life, niches and the limits to life;2) How biota live together in communities and ecosystems;3) The geographical patterns of biodiversity;4) The engines of the planet: geology and evolution;5) Island biogeography - getting there, adapting and evolving;6) The patterns of life, examples from the past and present;7) Ice age Earth - understanding the past;8) People and problems - the anthropocene and the biodiversity crisis.Biogeography will also incorporate field and laboratory based learning as we take students through the process of generating, interpreting and presenting biogeographical data, and look at issues connected with sustainability.\n\nGeneric skills (e.g. Information skills/oral and written communication skills/numeracy/team working/personal organisational skills):access relevant and reliable scientific information from a variety of different sources (G1)demonstrate effective team working skills to prepare a poster presentation (G2)\n\nCognitive skills (e.g. analytical/problem-solving/interpretative/critical reasoning):apply numerical approaches and techniques to analyse complex datasets (C1)analyse and interpret temporal and multivariate data sets as recorded in the field and generated from laboratory recorded stratigraphical data (C2)demonstrate critical reasoning through the construction of evidence based arguments (C3)\n\nAdditional Costs\nThere are no additional costs associated with this Module.\n\nCore Learning Outcomes\nOn successful completion of the module, you should be able to:\n\nexplain the impacts of environmental change (including climate change and human impacts) on ecosystem composition and distribution (K1);\ndemonstrate a variety of biogeographical techniques used to describe patterns in ecosystem composition and distribution (K2);\nevaluate how evidence for past ecological change can be used to understand future ecosystem responses to change (K3);\nevaluate the effectiveness of strategies for conserving biodiversity (K4).\nIntroductory Reading and Preparatory Work\nCox, C.B., Moore, P.D. and Ladle, R.J. (2016) Biogeography: An Ecological and Evolutionary Approach, Wiley Blackwell, Chichester. pp. 482 (ninth ed.)\n\nDelivery\nDirected Study\t11 hours\tA discussion or classroom session focussing on particular topics or projects, may be virtual but are available at a specific time or live\nDirected Study\t9 hours\tA session involving the development and practical application of a particular skill or technique\nDirected Study\t80 hours\tPreparation for scheduled sessions, follow up work, wider reading and practice, completion of assessment tasks, revision, accessing webinars and other materials available on demand\nTotal Study Time\t200 hours\t\nAttendance Requirements\nYour engagement with learning materials and activities and attendance at scheduled live sessions and other events is extremely important. Full engagement in your studies will enable you to get the most out of the course and help you perform at your best when it comes to assessment.\n\nWe expect you to engage with all aspects of this module and with your programme of study. You should:\n\nEngage with all module materials, activities, and online timetabled teaching sessions\n\nActively participate in discussions and practical activities\n\nPrepare in advance of live sessions by undertaking the required reading and/or other forms of preparation\n\nSubmit coursework/assessments by the due time and date\n\nComplete class tests and examinations at the specified time and date\n\nMake your module co-ordinator aware at the earliest opportunity if you experience problems which may impact on your engagement\n\nInform the University of absence from study (planned or unplanned), e.g. illness, emergency as outlined at http://www.stir.ac.uk/registry/studentinformation/absence\n\nRespond to e-mails from your personal tutor, module co-ordinator or programme director and attend meetings if requested.\n\nEngage with in-sessional English language classes (if applicable)\n\nWe will monitor these aspects throughout each semester to check that you are fully participating and that you are coping well with your studies. Some activities may be prescribed, failure to engage with 2/3 of prescribed activities will result in your module grade being capped at the pass mark (40 for Undergraduate modules, 50 for Postgraduate modules).\n\nAssessment\n% of final\ngrade\tLearning\nOutcomes\nClass Test\t0\t1,3,4\nGroup (Presentation)\t25\t1,2,4\nReport\t30\t1,4\nExam (Canvas - on campus)\t45\t1,3\nCoursework: 55%\nExamination: 45%\n\n\nMore information at: https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=GEOU3BE&_gl=1*9bvywp*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzNjkxMi4wLjAuMA.." . . "Presential"@en . "TRUE" . . "Biological and environmental sciences honours project"@en . . "40.0" . "Module Description\nThe Hons dissertation is a project that runs through your entire final year and allows you to carry out an original piece of scientific research on a subject of your choice, covering contemporary environmental and biological sciences. \n\nThis is your opportunity to do some independent in-depth analysis on a topic that most excited you during your undergrad studies. During the project you’ll have the guidance and advice of a dedicated supervisor. \n\nIn the autumn semester's Biological and Environmental Sciences Honours Project Start (SCIU9PS), you'll have reviewed the scientific literature to identify your research aims and objectives. You'll have proceeded with planning your research (including obtaining ethical approval and producing a risk assessment) and may have already started to collect relevant data.\n\nNow it is time to analyse and interpret your results using appropriate methodologies. You will report and discuss your results with a written document (the thesis) and an oral presentation or a video. This module will allow you to develop a critical appreciation of key theoretical and practical concepts through your review of the scientific literature, your hands-on research and your dissemination of results through written material and oral presentations.\n\nLocation/Method of Study\nStirling/On Campus, UK\n\nModule Objectives\nYou will gather scientific data and analyse them quantitatively or qualitatively.\n\nThe results will be interpreted and discussed in the thesis.\n\nThe research findings will be presented in a thesis and a talk.\n\nAdditional Costs\n£TBC If the project requires fieldwork, there could be additional costs associated with travel to the field site. This is project specific, therefore please discuss with your potential supervisor.\n\nCore Learning Outcomes\nOn successful completion of the module, you should be able to:\n\ncollect a dataset that is sufficient to test your hypothesis and/or address your research question;\nanalyse your dataset using contemporary methods and/or statistical approaches, and present the data in appropriate formats;\nreport your results to different audiences in the form of a detailed dissertation thesis written in the form of a scientific document and a short oral presentation summarizing your work to a lay audience.\nIntroductory Reading and Preparatory Work\nPlease contact your supervisor for a list of readings that is appropriate to your project.\n\nA more general text we recommend is the following (available from the library): Fisher, Elizabeth; Thompson, Richard: Enjoy Writing Your Science Thesis or Dissertation!  - a Step-by-Step Guide to Planning and Writing a Thesis or Dissertation for Undergraduate and Graduate Science Students. Second edition, London, Imperial College Press, 2014.\n\nDelivery\nDirected Study\t30 hours\tPreparation for scheduled sessions, follow up work, wider reading and practice, completion of assessment tasks, revision, accessing webinars and other materials available on demand\nUndirected Study\t570 hours\tIndependent activities required to complete the module\nTotal Study Time\t600 hours\t\nAssessment\n% of final\ngrade\tLearning\nOutcomes\nPresentation\t20\t3\nDissertation\t80\t1,2,3\nCoursework: 20%\nDissertation: 80%\n\n\nMore information at: https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=SCIU9PR&_gl=1*g8zjbz*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzODU3My4wLjAuMA.." . . "Presential"@en . "TRUE" . . "Biogeography: an ecological and evolutionary approach (geou3be)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=GEOU3BE&_gl=1*dwddjn*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Applying a sociological lens (spcu901)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=SPCU901&_gl=1*88qhb4*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Logic And Set Theory"@en . . . . . . . . . . . . . . . . . . . . . .