. "Environmental Engineering And Sustainability"@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "Environmental Impact assessment methods and techniques- natural resources management"@en . . "7.5" . "Environmental impact issues from projects and programmes\nSpecific issues of natural resource management (resource management)\nMethods and Techniques of Environmental Impact Assessment, interdisciplinary information and data combination for carrying capacity investigation, impact assessment and comparison of alternatives (scenarios)" . . "Presential"@en . "FALSE" . . "Emerging pollutants and remediation strategies"@en . . "6" . "In the first part, the course will provide knowledge on sustainability and pollution in the gaseous, liquid and solid state. It will deal with Life Cycle Assessment (LCA) applied to materials and processes. The emerging pollutants will be studied from the point of view of their chemical nature, diffusion, solubilization and mixing characteristics. Analytical techniques for the evaluation of the type and quantity of pollutants will be presented, also through the discussion of real cases of pollution. In the second part, the engineering approaches to the resolution of real cases of air pollution, waterways and land will be treated, with particular attention to decision-making strategies." . . "Presential"@en . "TRUE" . . "Contaminant remediation engineering"@en . . "6" . "The course provides the students with the skills needed to design remediation and management systems of contaminated sites. The first part of the course deals with the study of the movement of water and the transport of contaminants in the earth subsurface. The second part deals with risk analysis, followed by the design of remediation technologies of contaminated sites (soil and groundwater). Attention will be given also to the design of monitoring systems and groundwater extraction technologies." . . "Presential"@en . "TRUE" . . "Design of urban hydraulic infrastructures"@en . . "6" . "The course aims to provide the engineering students the elements necessary for a proper designing and management of the water supply systems and the urban drainage networks in a context of climate change. The course which is design/application based, is organized in a series of lessons and analysis of real case studies, that illustrate the main aspects for a sustainable management of the water resources in urban areas. Particular attention will be given to the new mitigation-restoration approaches that propose the use of best management practices (“green” and “blue” infrastructures)." . . "Presential"@en . "TRUE" . . "Design of integrated systems for material recovery from municipal solid waste"@en . . "6" . "Basic knowledge is transferred to size the plants that characterize the sector in terms of material recovery from municipal solid waste. Methodologies are provided for characterizing waste and tools for dimensioning a sustainable system based on the principle of urban mining, including collection strategies. In addition to design criteria for biochemical and mechanical processes, the bases are provided for the design of landfills (and their remediation with material recovery)." . . "Presential"@en . "TRUE" . . "Design of facilities for energy recovery from waste"@en . . "6" . "Basic knowledge is transferred to size the facilities that characterize the sector in terms of energy recovery from waste. Design examples of plants for the production of energy from anaerobic digestion and gasification of special waste are developed. Finally, the criteria for sizing landfill biogas recovery systems are provided." . . "Presential"@en . "TRUE" . . "Engineering for international sustainable development: methods and project work"@en . . "12" . "The course (2 modules) introduces to different approaches in applying sustainable development in the international context. It examines the contexts (geopolitical, institutional, historical, economic, technological), with the links between environment/climate change and poverty/inequality, and global/local agendas for SD. Then it analyses different implementation methods adopted by a wide range of stakeholders. It adds techniques for: participatory planning, management of environmental conflicts, anthropological analysis (module 1). Then (module 2) it faces an environmental project in a real territory context. Carried on in partnership with international/local actors, it culminates in a field mission, prepared both at technical and project management level. Students learn: to apply their theoretical knowledge to the project, to interact with several public/private actors, to manage projects in multicultural and interdisciplinary contexts." . . "Presential"@en . "TRUE" . . "Water and sediment management for sustainable development"@en . . "6" . "Focus on the water-sediment-development nexus from global to local scales in different geographical contexts. Students learn: (1) how human development affects and is affected by changing water uses and related sediment processes; (2) to use engineering tools to quantify water uses and to design sustainable technical solutions. Topics: WASH: water supply in developing rural or suburban areas; environmental effects of human water and sediment uses; soil, coastal erosion, floods, river management in developing countries; Irrigation systems design and water needs." . . "Presential"@en . "TRUE" . . "Near-zero-energy technologies for waste and sanitation"@en . . "6" . "The module aims at teaching the basic knowledge to plan and design the collection, treatment and disposal systems of human excreta both wet and dry (with low-cost and almost zero-energy hygienic-sanitary technologies and with material recovery where possible) and municipal solid waste in the contexts of international cooperation, referring to the principles of environmental sustainability. Differentiated skills are provided for low- and middle-income countries. The intervention scenarios are distinguished between urban and rural. For the aforementioned areas, criteria for the management of special waste and industrial wastewater are also transferred." . . "Presential"@en . "TRUE" . . "Nature-based solutions for urban sustainability"@en . . "6" . "The course covers the principles of sustainable development in urban areas, with a focus on the role of nature-based solutions (NbS) for more livable, resilient and healthier cities. Students will learn to analyze the supply and demand of urban ecosystem services; to plan and design NbS targeted to specific challenges and contexts; and to assess their environmental and socio-economic impacts using suitable methods and tools. Current thinking and experiences in cities around the world will be compared and discussed." . . "Presential"@en . "TRUE" . . "Renewable energies"@en . . "6" . "The course provides engineering skills for the design of renewable plants such as solar thermal and photovoltaic plants, geothermal and biomass facilities including conventional and innovative processes such as gasification. A relevant part of the course will be oriented to analyze the integration of the investigated renewable resources and plants including the evaluations of the economical assessments and their impact in reducing emissions compared to the conventional fossil fuels." . . "Presential"@en . "TRUE" . . "Contaminant remediation engineering"@en . . "6" . "The course provides the students with the skills needed to design remediation and management systems of contaminated sites. The first part of the course deals with the study of the movement of water and the transport of contaminants in the earth subsurface. The second part deals with risk analysis, followed by the design of remediation technologies of contaminated sites (soil and groundwater). Attention will be given also to the design of monitoring systems and groundwater extraction technologies." . . "Presential"@en . "TRUE" . . "Studying the soil-plant-atmosphere continuum with process-based model"@en . . "6" . "The course is held as intensive course during 2 weeks" . . "Presential"@en . "FALSE" . . "Terrestrial carbon: modelling and monitoring"@en . . "5" . "The module will cover:\n- The role of vegetation in the climate system\n- Terrestrial vegetation dynamics modelling\n- Remote sensing of vegetation\n- Concepts and maths of data assimilation\n- Using remote sensing data to constrain and test vegetation dynamics models\n\nThe Terrestrial Carbon: modelling and monitoring module aims:\n- To outline the role of vegetation in the carbon cycle and the wider climate system\n- To outline how the vegetation carbon cycle can be modelled and use the models in prediction\n- To provide the linkages between the models and observations\n- To enable the students to use remote sensing (and other) data to constrain, test and criticise the models - To expose the students to modern statistical methods in combining data and models" . . "Presential"@en . "FALSE" . . "Reactive transport in the hydrosphere"@en . . "7.5" . "In the first year, students with 'Biochemistry' specialization should choose four courses out of these five specialization courses offered.\n\nThe course teaches students how to create and use mechanistic and spatially explicit models to study (bio)geochemical processes in the various compartments of the Earth’s hydrosphere including sediments, aquifers, rivers, lakes, and oceans.\n\nBy the end of the course, students will\nhave a general understanding of concepts and methods needed to quantitatively describe (bio)geochemical reactions and transport processes in various compartments of the hydrosphere;\nbe able to formulate models (conceptually and with mathematical equations) to describe transport and reactions in Earth's surface environments;\nbe able to solve models numerically using appropriate modeling software (R, with relevant packages ReacTran & deSolve);\nbe able to perform sensitivity analyses to understand model implications;\nbe able to interpret the results of the models in the relevant context (e.g., geochemical processes in rivers, lakes, aquifers, sediments, oceans);\nbe able to report the results in written and oral forms.\n\nThe course will also help develop the following transferable skills:\nAbility to work in a team: Practical exercises and group projects will be done in teams of 3-4 students. Students will need to distribute the tasks, organize and execute the workflow, and share responsibility for presentation of the results.\nWritten communication skills: results of group projects will be presented as reports. Feedback will be given after report submission.\nVerbal communication skills: results of group projects will also be presented orally, as a group effort. Students will receive feedback on the quality of their presentations.\nAnalytical/quantitative skills: Throughout the course students will solve quantitative tasks using numerical methods. They will also interpret their results in the wider environmental context.\nStrong work ethic: Students will be required to follow fixed deadlines for delivering results of group projects.\nComputer skills: Students will write their own code to solve models. This will develop their programming skills in the programming language R. Preparation of written reports and oral presentation will help them develop skills in programs used for word processing and slide shows." . . "Presential"@en . "TRUE" . . "Empowerment for sustainability"@en . . "6" . "Contents:\nThis course aims to foster a multifaceted understanding of empowerment for sustainability, and to equip you to walk your talk of sustainability. Firstly, it engages you to explore conceptually the complex nature of (un)sustainability and empowerment, and to distinguish paradigms in terms of worldviews and mindsets impacting society and the environment. Secondly, it exposes you to your own agency and it supports you to uncover your potential through which you can contribute to sustainability endeavors within your sphere of influence. Thirdly, it enables you to cultivate qualities and capacities (competencies) for actively participating into the quest for sustainability and navigating its complexities, namely: reflexivity, perspective-taking, (worldview) communication, personal leadership, entrepreneurial mindset, emotional awareness, care and self-sustainability. This course integrates theory, reflexive thinking and actions.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- explain and personalize concepts related to (un)sustainability, modernity, post- and trans-modernity paradigms, empowerment and agency related competencies;\n- understand their own agency and own competencies by creating and implementing a personal real life sustainability project of their own choice, within their own sphere of influence;\n- share and discuss their own personal real life sustainability project, related outcomes and learning process with clarity, inspiration and sense of ownership of own project." . . "Presential"@en . "TRUE" . . "Environmental education and learning for sustainability"@en . . "6" . "Contents:\nEducation and learning, citizen participation and whole system innovations are considered important tools in developing people's environmental and sustainability interests, concerns and competences, but also to improve the performance of people, organizations and systems in transitioning towards sustainable living and ecological mindfulness. This course enables students to actively engage with critical issues in designing an appropriate environmental and sustainability education programme or activity, using a variety of learning and community engagement approaches. During the course students explore the emancipatory use of education, learning, communication, multi-stakeholder participation and whole system re-design. The emancipatory capacity-building perspective, as opposed to an instrumental behaviour change-oriented perspective, will be explored, related, challenged and illustrated by practical examples from multiple contexts.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\nidentify new forms of education, learning and capacity-building that can contribute to restoring, regenerating and re-imagining human - nature - environment relationships;\nunderstand the role of education and learning in environmental policy making, sustainability transitions, stimulating awareness, action and a change in lifestyle, connecting people, young and old, with the natural world, and other sustainability-oriented learning initiatives;\ndevelop and critique an environmental/sustainability education strategy or a specific strategy for an environmental innovation/sustainability transition process of their own choice\nactively engage their peers in a sustainability topic through a hands-on educational activity they co-design." . . "Presential"@en . "TRUE" . . "Communicating for sustainability and responsible innovation"@en . . "6" . "Contents:\nWhile sustainability is the most intractable and daunting challenge of our generation, it is less clear how to communicate, engage, empower and use science and innovation responsibly. Communicating for sustainability used to be considered a straight-forward affair: a matter of providing the public with scientific information. Yet, this 'information deficit' model proved elusive. Sustainability came to be recognised as a ‘wicked’ problem with no single solution and with equally legitimate definitions, each shaped by different values and producing different outcomes. In this course we provide students with concepts and methods to explore the challenge of communicating for sustainability and responsible innovation. Across the six lectures we explore the need for reframing environmental communication, for dialogue and co-design, and for transformative, system-wide and integrative approaches. To give the course a practical edge, we deliver six skills sessions that enable students in small groups to develop their own focus group project on a “wicked” sustainability challenge of their own choice recruiting fellow WUR students as participants (from outside the course). Learning and developing skills of focus group design, active listening, small group moderation and analysis we explore how the views, values and expectations of citizens can co-produce new approaches for communicating a 'wicked' sustainability challenge.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- explain social science concepts and theories on communication for sustainability;\n- explain social science concepts and theories on responsible research and innovation;\n- apply social science concepts and theories to the course profile;\n- design and carry out a public engagement focus group project;\n- design a communication strategy using the results of empirical research." . . "Presential"@en . "FALSE" . . "Educational design and teaching for sustainability"@en . . "6" . "Contents:\nThis course enables students to understand, design, facilitate and experience sustainability-oriented teaching, learning and capacity-building processes. It is targeted towards students who seek to build their capacities as future sustainability-oriented educators, and who like to like to design and engage with deep learning processes fostering responsibility and transformation in educational contexts (e.g. a school), in communities (e.g. a group of citizens), and in organizations (e.g. a local government).\n\nThe course is envisioned as a ‘laboratory’. It is intended to facilitate students' abilities to integrate the theory and the practice of education, teaching and learning aiming at fostering responsible engagement into sustainability challenges, at the crossroad between science and society. Based on their own aspirations, students design an educational initiative of their own choosing to address a sustainability aspect they care about, and put into action their didactical abilities while considering the socio-cultural characteristics of the context of their initiative. Through this initiative, students gain the tools to design an educational module or trajectory, and to facilitate the cultivation of multiple ways of knowing, being and doing that help responding to sustainability challenges. Depending on the nature of the initiative, students can experiment with a variety of creative methods of teaching, facilitation, and capacity-building in order to encourage mental, emotional, somatic, moral and aesthetic forms of learning. Students, from a variety of disciplines, closely interact throughout the course by working in peer groups supporting each other and exchanging feedback.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- understand education and learning theories and how they can be applied for cultivating people's sustainability-oriented understanding, engagement, and transformation;\n- understand the key challenges of teaching, learning, and capacity-building in relation to a wicked problem such as sustainability in formal education settings (e.g. in higher education) and non-formal or informal settings (e.g. in multi-stakeholder community);\n- identify a sustainability challenge they care about and articulate its characteristics;\n-design an educational initiative of own choice (e.g. a module, course, training, blog, etc.) to respond to that identified sustainability challenge;\n- apply a variety of teaching and learning activities and articulate and justify corresponding theoretical underpinnings from the education and learning sciences;\n- support peer learning by providing constructive feedback to the design of the intervention and didactical performance of peers from their own and other disciplines;\n- reflect on their (future) role and purpose as an educational professional and the competences needed to perform this role within the context of sustainability challenges." . . "Presential"@en . "FALSE" . . "Capacity building for sustainable development"@en . . "12" . "Contents:\nThis Academic Master Cluster variant offers students the possibility to develop their capacity-building skills for sustainable development through theory-enriched project-based activities, the design of an educational manual and the practice of teaching and facilitation skills. This course ELS69312 consists of the two courses ELS31806 (Environmental and Sustainability Education), ELS32806 (Educational Design and Teaching for Sustainability) and an additional assignment that covers the AMC learning goals for (1) working on a real-life sustainability topic and with an organization in society (e.g., government, private, non-governmental/civil society), (2) managing teamwork and social team dynamics, and (3) personal and professional development.\nNB. To prevent for a study load that extends the 12 EC study load of the two courses, some assignments from the two underlying courses will be slightly reduced in workload for AMC students.\nLearning outcomes:\nAfter completion of this course students meet the learning outcomes of the courses ELS31806 and ELS32806, and are expected to be able to:\n- design an educational manual on a sustainability topic in consultation with a real-life organization in society, and focusing on the competencies stakeholders need to address a sustainability topic;\n- facilitate (peer group) teamwork in either ELS31806 or ELS32806, show insight in, and how to stimulate group dynamics and effective teamwork, and adjust their facilitation interventions to these insights;\n- design and facilitate a reflective (evaluative) group meeting in either ELS31806 or ELS32806;\n- set SMART learning goals for their professional and personal development in the context of the two courses and beyond and show how to actively achieve these learning goals." . . "Presential"@en . "no data" . . "Chemical processes in soil, water, atmosphere"@en . . "6" . "Contents:\nThe lectures and tutorials will cover the major chemical processes in Soil, Water, and Atmosphere in six themes. These themes are:\nchemical composition and speciation of natural aqueous solutions (week 1);\nmineral-water interactions: Dissolution & precipitation (week 2);\nsediment-water interactions (week 3);\nsolid-solution interfaces: Particles, surfaces & adsorption (week 4);\ntroposphere chemistry (week 5);\ncloud formation & chemistry (week 6).\nThe themes are quantitatively approached and exercised in the tutorials.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\nrecognize the role of chemistry in processes acting in soil, water, and atmosphere;\ndescribe, explain, and quantify by calculations the following major chemical processes in practical applications (under simplified conditions): aqueous equilibrium speciation, mineral solubility equilibria, adsorption (regulating the behavior of minor components), redox processes in water-sediment systems, equilibrium and dynamic processes regulating the composition of the atmosphere." . . "Presential"@en . "TRUE" . . "Applications in soil and water chemistry"@en . . "6" . "Contents:\nVarious aspects of chemical interactions of compounds in the soil-water environment (nutrients, contaminants) and their applications are part of this course. Most relevant process studied is speciation (especially adsorption and complexation). Applications focus on practical calculation and measurement procedures (what should be measured).\nLectures: fundamental aspects and practical applicability of speciation processes in soil, groundwater and surface water; applications to soil remediation, soil fertility, water quality, risk assessment, etc.\nPC practical: structural approach in solving chemical equilibria (speciation calculations) using a computer model.\nLab practical: determination of adsorption behaviour of heavy metals to solid and suspended particles (clay, oxides, organic matter); chemical analysis (AAS, TOC, pH); parameter fitting (multiple linear regression).\nTutorials: assignments related to lecture topics; simulation of adsorption behaviour using a speciation model .\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\nconduct laboratory experiments to determine adsorption isotherms, analyse important chemical soil and water characteristics and interpret experimental results;\nanalyse speciation problems in soil-water systems and perform speciation calculations with a computer speciation model;\ndescribe and predict compound behaviour in soil and surface water;\nindicate applicability of speciation in soil and water chemistry." . . "Presential"@en . "TRUE" . . "Soil quality"@en . . "6" . "Contents:\nThe dynamics of nutrients and contaminants within the terrestrial ecosystem including the groundwater and their relationship with soil biota are explained and related to actual environmental issues such as mobility, bioavailability, soil quality assessment, soil remediation, and nature restoration. Soil quality aspects are discussed with a focus on nature, agriculture and the environment. Actual environmental issues regarding nutrients (in surplus as well as limiting supplies) and contaminants are presented and explained. Soil quality standards are discussed in relation to chemical compound behaviour, risk assessment protocols, and fertilizer recommendations. An outline is given of the policy legislation.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\ndescribe and explain the concept of biological and chemical soil quality and their interrelations;\ndescribe and discuss relevance, advantages and disadvantages of the use of various soil quality indicators;\nevaluate soil quality in the fields of environmental pollution, sustainable agriculture, land use change, and climate change;\nexecute and analyse scientific experiments on contaminant bioavailability;\nreport on experimental results in the framework of soil quality evaluation." . . "Presential"@en . "TRUE" . . "The soil carbon dilemma"@en . . "6" . "Contents:\nThere is a trade-off between using carbon (as a source of energy, and benefiting from the nutrients released - but accepting a decline in organic matter) and hoarding carbon (to mitigate effects of increasing atmospheric CO2, but sequestering nutrients). This trade-off between different ecosystem functions and services provided by carbon suggests that carbon is subject to a zero-sum game. Could we transform a zero-sum game into a win-win situation: sequestering carbon while also raising energy crops and improving soil fertility? Several (interlinked) scientific controversies that are important for resolving or managing the carbon dilemma will be discussed and novel research questions will be identified.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\nanalyse scientific results and arguments on all sides of controversies over key mechanisms regulating soil C cycling;\nevaluate the validity of novel scientific insights and judge their implications for the C dilemma;\ndiscuss some of the social, economical and environmental implications of soil C sequestration;\nconstruct unbiased argumentation describing the carbon dilemma controversies;\nprovide constructive criticism to peers (fellow student and authors)." . . "Presential"@en . "TRUE" . . "Research methods in soil biology"@en . . "6" . "Contents:\nSoil life is key to sustainable (agro)ecosystems. Soil biology studies the role of soil life in key element (carbon, nutrient) transformations in soils using a wide array of laboratory-based methods. Soil biologists study the role of the soil biota in ecosystem processes at a range of scales; from the life in a soil ped to the role of soil biota in climate change at a global scale. Studies focus, for example, on the role of soil life in the cycles of nutrient elements (N, P, micronutrients) to enhance soil ecosystem services and warrant a more efficient agriculture that is more sustainable with the environment.\n\nThe primary objective is to teach you the principles of experimentation in soil biology. You will design your own experiment, carry out field sampling and laboratory work and analyze and present your findings. You will cover a variety of laboratory techniques, and gain necessary practical experience for a future thesis in soil biology. Furthermore you will address practical questions regarding data documentation, data transformation, statistics and presentation of your research. There will be lectures and workshops to support you in writing and presenting your results. At the end of the last week you will present your results in the form of a short research article focusing on the research methods.\n\nThis research methods course prepares you for a master thesis in soil biology or a related topic.\nLearning outcomes:\nAfter successful completion of this course, students are expected to be able to:\nformulate a research plan for a field study in soil biology, including research questions and hypotheses, aims and objectives, and a short explanation on how you intend to conduct the research;\nperform laboratory research at the soil biology lab using the research plan and the relevant methods and tools available;\nanalyze and synthesize the data in order to answer the research questions, including the application of data normalization and data transformation, and the application of statistical tools provided in the course;\nreport on the research in the form of a short scientific article with a focus on the research methods;\nindependently discuss about acquired knowledge and experience." . . "Presential"@en . "TRUE" . . "Atmospheric composition and air quality"@en . . "6" . "Contents:\nThe objective of this course is to show how simple principles of physics and chemistry can be applied to describe a complex system as the atmosphere, and how one can reduce the complex system to build models. The second objective is to convey a basic but current knowledge of atmospheric composition in terms of air pollution and greenhouse gas concentrations, and their effects, along with an appreciation for the research that led to this knowledge. This course gives students the knowledge and skills to understand today's most pressing issues in atmospheric chemistry and air quality. This includes the chain of processes that occur between emissions of pollutants from natural and anthropogenic sources, and their effect on the composition of the atmosphere and on human health. Special emphasis is on quantifying the effects of air pollution through numerical modelling of the processes involved (e.g., transport, chemistry, deposition, biogeochemical cycles) and through acquisition and analysis of field measurements. Sources, effects and possible abatement measures of local air pollution, acid deposition, eutrophication, ozone in troposphere and stratosphere (the ozone hole) and climate change are explained.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\nunderstand and apply basic numerical calculations in atmospheric physics and chemistry;\nanalyze the role of various physical and chemical processes in air pollution, climate change, and ozone destruction;\nset up and apply simple models to simulate atmospheric change;\ncritically evaluate scientific papers on the effect of air pollution on human health.\nIn more detail, after successful completion of this course students are expected to be able to:\nexplain the structure and composition of the atmosphere, and summarize the fundamental drivers of its composition;\nexplain the global cycles of oxygen (O), carbon (C) and nitrogen (N) through the Earth reservoirs, and explain how these make life on Earth possible;\nsummarize what controls climate on Earth. Students should be able to reflect on the different roles of climate parameters such as solar radiation, CO2, water vapour, aerosols and clouds;\nanalyze the role of emissions and chemistry leading to ozone smog, and assess how ozone events may be countered in practice. They recognize the special role of aerosols in air pollution, climate change, and stratospheric ozone depletion;\napply the concepts of emissions, residence time, lifetime, and distance of transport to set up a mass balance." . . "Presential"@en . "TRUE" . . "Sustainable technology in society"@en . . "6" . "Contents:\nThis social scientific course that deals with the development and use of environmentally sound technology in modern societies. Global industrial pollution, resource depletion or climate change are often presented as problems that need technological solutions. The social sciences study and critically address these mostly technically defined problems and solutions by using contextual models in which technology is seen as socially constructed and employed as part of the range of social practices that constitute society. Through the readings, lectures, assignments and tutorials students become acquainted with the societal dimensions of planning, designing and managing sustainable technology and technological systems such as urban infrastructures, food and housing and building in the Global North and Global South.\nLearning outcomes:\nAfter completion of this course, students are expected to be able to:\nrecognize and understand theories on social practice, technology and system innovation;\nexplain and compare social science theories and methods to analyse sustainable technology in society;\napply social science theories and methods to contemporary sustainable technology developments in various contexts (such as urban infrastructures, food, housing and building).\ndemonstrate knowledge of current socio-technical experiments in technological systems such as urban infrastructures, food, housing and building;\ndesign socio-technological niches for sustainable technology development;\nevaluate present day socio-technological experiments in terms of their contribution to technological transitions;\ndiscuss, report, present and defend a case of sustainable technology development within a chosen field;" . . "Presential"@en . "TRUE" . . "Economic modeling of sustainability challenges"@en . . "6" . "Contents:\nSustainability challenges often require researchers and policy makers to make projections of the environmental and economic impact of policies before those policies are implemented. For example, what impacts on employment and income distribution can we expect from a tax on greenhouse gas emissions? How much will arable farmers earn in the coming decades on a warming planet? And how will liberalization of the international food market affect the environment? To make such projections we need to model the interaction between economic and natural systems. Policy advisors such as Wageningen Economic Research (WEcR), PBL Netherlands Environmental Assessment Agency (PBL), the Organisation for Economic Co-operation and Development (OECD), and the Food and Agricultural Organisation of the United Nations (FAO) use a range of economic models for this purpose. For example, WEcR uses MAGNET to study international climate issues and AGMEMOD to analyze the greening of the EU’s agricultural policies. Usually these are large numerical models, but their core principles are rooted in economic theory. In this course you learn how to apply this economic theory in small simplified numerical economic simulation models that can be used to make projections of sustainability challenges such as climate change and natural resource use.\n\nThis course is followed by students from various master programmes including the MSc programmes Economics of Sustainability (MMED), Environmental Sciences (MES), Climate Studies (MCL), Urban Environmental Management (MUE) and International Development Studies (MID). You learn from teaming up with students in other study programmes in social and environmental sciences to tackle modelling challenges. Models discussed include mathematical programming, partial equilibrium, input-output and applied general equilibrium models as well as neoclassical Ramsey growth models.\n\nThis course provides students the analytical insights and skills to develop and critically evaluate applied economic models and is an excellent preparation for writing an MSc-thesis. The course can be directly followed by a thesis with Environmental Economics and Natural Resources Group (ENR-80436) and Agricultural Economics and Rural Policy Group (AEP-80436).\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- explain the micro-economic theory underlying economic simulation models;\n- create small economic simulation models using good modelling practices;\n- assess the economic behaviour of a given model;\n- assess the natural science elements of a given model;\n- critically reflect on the potential uses and limitations of economic simulation models." . . "Presential"@en . "TRUE" . . "Reactive transport in the hydrosphere"@en . . "7.50" . "The course teaches students how to create and use mechanistic and spatially explicit models to study (bio)geochemical processes in the various compartments of the Earth’s hydrosphere including sediments, aquifers, rivers, lakes, and oceans.\n\nBy the end of the course, students will\nhave a general understanding of concepts and methods needed to quantitatively describe (bio)geochemical reactions and transport processes in various compartments of the hydrosphere;\nbe able to formulate models (conceptually and with mathematical equations) to describe transport and reactions in Earth's surface environments;\nbe able to solve models numerically using appropriate modeling software (R, with relevant packages ReacTran & deSolve);\nbe able to perform sensitivity analyses to understand model implications;\nbe able to interpret the results of the models in the relevant context (e.g., geochemical processes in rivers, lakes, aquifers, sediments, oceans);\nbe able to report the results in written and oral forms.\n\nContent\nModel formulation: from conceptual diagrams to differential equations\nIntroduction to R\nSpatial components and parameterization of models\nModel solution (using R-packages deSolve and ReacTran)\nApplications and case studies:\ncoupled chemical reactions: atmospheric ozone dynamics\nsurface reactions: mineral dissolution/precipitation\nacid-base chemistry: pH dynamics\necology: aquatic food-webs\nepidemiology: COVID pandemic\nglobal-scale models: Earth's global carbon cycle\nbiogeochemistry in water bodies: anoxia in an estuary\nbiogeochemistry in porous media: early diagenesis in sediments\n\n\nThe course will also help develop the following transferable skills:\nAbility to work in a team: Practical exercises and group projects will be done in teams of 3-4 students. Students will need to distribute the tasks, organize and execute the workflow, and share responsibility for presentation of the results.\nWritten communication skills: results of group projects will be presented as reports. Feedback will be given after report submission.\nVerbal communication skills: results of group projects will also be presented orally, as a group effort. Students will receive feedback on the quality of their presentations.\nAnalytical/quantitative skills: Throughout the course students will solve quantitative tasks using numerical methods. They will also interpret their results in the wider environmental context.\nStrong work ethic: Students will be required to follow fixed deadlines for delivering results of group projects." . . "Presential"@en . "TRUE" . . "Morphodynamics of tidal systems"@en . . "7.50" . "After the course, the student:\nWill understand the basic hydrodynamic and morphodynamic processes caused by tides.\nWill be able to develop and use models to analyse tidal time series and to predict the hydrodynamics,sediment transport and morphological change in tidal systems.\nIs able to critically read scientific literature and to position detailed research results in the broader picture of coastal research.\nWill be able to apply his knowledge in coastal research and consultancy.\nWill be able to to present and discuss results in written reports and oral presentations.\nContent\nThis course is the second course in a series of three (period 1: River and Delta systems, period 3: Morphodynamics of wave-dominated coasts) . Other courses in the MSc that focus on delta and coastal systems are Coastal Ecology and Managing Future Deltas.\n During this course the dynamics of tidal systems will be studied at all relevant time scales (few hours to millennia) and spatial scales (kilometers to global scale). We will follow the pathway of the tidal wave from its generation in the ocean to the dissipation of tidal energy in the shallowest regions of tidal basins and estuaries. Along its paths, tidal waves induce current that transport sediment and cause morphological change. Main topics of the course are:\nGeneration of tides by the gravitational interaction of earth, moon and sun.\nTidal dynamics of shallow shelf seas.Hydrodynamics and morphodynamics of shallow tidal basins.\nTides in estuaries: Effect of geometry on tides, river-tide interactions, estuarine dynamics, fine sediment dynamics and morphological change.\nTime series analysis of water level and flow velocity data.\nEvolution and depositional architecture of tidal systems under sea level rise.\n\nDevelopment of Transferrable Skills\nAbility to work in a team: During the course the students have to work in teams to do computer exercises, write reports and do research.\nWritten and verbal communication skills: Students have to deliver reports. You will get feedback on the content.\nProblem-solving skills: Students have to work on programming exercises and apply it to analyse data sets or model tidal phenomena.\nAnalytical/quantitative skills: Students have to analyze data sets, to apply equations to field cases, and to program Python code.\nTechnical skills: Students will have to program in Python and will learn to use the codes to study tidal phenomena." . . "Presential"@en . "TRUE" . . "Morphodynamics of wave-dominated coasts"@en . . "7.50" . "By the end of the course, the student:\nHas acquired an in-depth, quantitative understanding of wave statistics (including time series analysis), wave transformation, wave-induced and aeolian sand transport, and morphological evolution in wave-dominated coasts;\nCan program assignments related to time series analysis, modelling and data-model comparison using Matlab or Python;\nCan differentiate and recommend modelling approaches for waves and wave-driven morphodynamics;\nIs able to critically read scientific literature and to position detailed research results in the broader picture of coastal research;\nCan describe and motivate the choices in the management of the wave-dominated coasts (with a focus on the Dutch context), including dunes.\nContent\nWind-generated waves are the main driving force for the evolution of the nearshore zone (water depths less than 10 m) on time scales of hours (storms) to decades. As waves approach the coast, they transform by altering, among other characteristics, shape, height, length, and orientation. This results in a wide variety of other processes, including alongshore currents and rip currents. Also, it leads to the transport of sand perpendicular to and along the coast. As a consequence, the morphology of the nearshore zone changes continuously as the offshore wave conditions change with time and when mankind intervenes with coastal processes, for example, by artificially placing sand to enhance coastal safety. This makes the nearshore zone one of the most dynamic and complicated regions within the oceanic domain.\nMain topics of the course include:\ncross-shore transformation of wind-generated waves, and the resulting currents;\nsand transport and morphological evolution;\nmodelling of waves, currents, and sand transport;\nat a range of time scales (hours - decades) and in natural and humanly altered wave-dominated coastal settings. The later setting provides the student with insight into issues related to present-day coastal zone management." . . "Presential"@en . "TRUE" . . "Principles of plant and soil science"@en . . "6" . "1. Explain plant structures and their significance with respect to their function 2. Value through a practical approach the various physiological processes taking place in plants 3. Recognise the properties of various substrata 4. Relate the relationship between plant growth and the properties of the various substrata." . . "Presential"@en . "TRUE" . . "Sustainable development"@en . . "6" . "1. Identify the principles of sustainable development 2. Explain the role of environmental management in sustainable development 3. Explain the role of international law and agreements in sustainable development 4. Explain the role of International Institutions in sustainable development 5. Demonstrate sustainable development in the regional and local context 6. Identify whether we have reached the point of no return or whether we can still achieve sustainable development goals." . . "Presential"@en . "TRUE" . . "Waste management"@en . . "6" . "1. Identify the factors related to the generation of waste 2. Recognise the nature of waste and its classification 3. Recognise the effects of waste on human health and the environment 4. Outline the legislative instruments related to the management of waste 5. Review the Waste Hierarchy and selected techniques for the sustainable and safe management of waste in a business environment" . . "Presential"@en . "TRUE" . . "Spatial energy planning"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "Environment protection"@en . . "2" . "Basic knowledge of the environment protection problem" . . "Presential"@en . "TRUE" . . "Sustainable engineering management and practice"@en . . "no data" . "This modules helps to learn pertinent environmental, quality, health & safety issues, and their relevant related regulations, influencing engineering business. Students will develop professional and technical skills to assess and manage these impacts within the framework of industry-recognised Management Systems." . . "Presential"@en . "TRUE" . . "Structural modeling of the subsoil"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Environment protection"@en . . "1" . "The aim of the course is to provide basic knowledge of environmental science, its interdisciplinary nature and applications. In course are described potential impacts of human activities and their influence to environment, as well as importance not only about direct impacts, but also indirect effects and possible cumulative effects to nature. Environmental science and their functions are described using systemic approach about element and energy fluxes, as well as explaining different protection strategies of nature and ecosystems. Environmental degradation and effects of climate change caused by the society with unsustainable usage of resources and management methods will be analyzed, also will be shown sustainable development goals and existing experience, applications. The course provides general knowledge of environmental processes, the impact of human activities on them and potential solutions to existing environmental problems and preventive actions. The tasks of the course is: 1. to provide environmental education in the study programs of higher education institutions, taking into account the provisions of the Environmental Protection Law (29.11.2006) article 42; 2. to provide theoretical knowledge of environmental science and sustainable development necessary to participate in smart decision-making processes and predict actions to ensure economic development, sustainable principles of resource management and mining without negative impact on the environment and its quality. Languages of instruction are Latvian and English.\nCourse responsible lecturer Māris Kļaviņš\nResults Knowledge: 1. explains the basic principles of environmental science and the issues we are faced nowadays; 2. understands main environmental problems and explains their possible solutions; 3. describe potential risks of human interaction with environment; 4. understands the principles of nature protection and sustainability in solving related problems; Skills: 5. independently develops and improves knowledge of environmental issues (main environmental problems and their possible solutions); 6. acts in the context of the circular economy and is critical of published environmental information in media; 7. analyses environmental, natural, and related economic and social problems, environmental quality in Latvia and Europe; Competence: 8. identifies nature conservation issues and addresses them to the appropriate level of competence; 9. implements activities in accordance with the basic principles of sustainable development; 10. applicates knowledge about significant environmental issues in practice." . . "Presential"@en . "TRUE" . . "Fundamentals of soil science"@en . .