. "Spatial orientation and perception of the environment"@en . . "2" . "Adoption of basic knowledge of cartography, its development and methods of producing maps, cartographic visualization and generalization with a focus on achieving the ability to distinguish objects viewed at different cartographic representations and the application of the elements of cartography in order to develop simple maps and map related representations. \nThe students will:\n Describe the purpose and applied topographic, marine and other maps in orientation. Qualitative and a quantitative interpretation of spatial data and evaluate their suitability for use.\nTo plan methods of surveying and integrate spatial data from different sources for the purpose of orientation.\nImplement reambulation of space.\nMaster orientation in space using classic and modern navigation devices." . . "Presential"@en . "FALSE" . . "Space environment and s/c qualification"@en . . "3" . "Availabe: General Module (Space Environment and Testing) Description\n•Space environment and vehicle specification needs\r\n•Design and development of space vehicles\r\n•Proof and product assurance\n\nOutcome: General Module (Space Environment and Testing) Outcomes\nStudents have knowledge/responsibilities in:\r\n•Space Environment and conditions of Satellites for scenarios close to Earth and in deep space\n•System design and analysis of launchers, satellites, landers, orbital systems\r\n•Multi-disciplinary interface relations between mission analysis, space flight \r\nmechanics, propulsion system, flight control, mechanical and thermal design\r\n•Ability of simplified modeling\r\n•Derivation of the essential dimensioning variables\r\n•Capability of system pre-design of space structures\r\n•Quality, reliability and risk\r\n•Influence of errors to costs\r\n•Methods to handle and control / Systems engineering\r\n•Influence to the development of Space technologies" . . "Presential"@en . "TRUE" . . "Environmental transport processes"@en . . "6" . "The course aims at providing the theoretical foundations and the practical notions to tackle environmental processes related to mixing and dispersal of pollutants in water bodies and atmosphere. The physical transport processes (diffusion, turbulent diffusion, dispersion) will be analyzed, with an introduction to turbulence mechanics, together with the most relevant biochemical processes. Students will be able to examine case studies also using numerical models." . . "Presential"@en . "TRUE" . . "Advanced environmental modelling and applications"@en . . "12" . "The course deals with the real-world applications of advanced numerical methods for environmental fluid mechanics. In the first part, the focus is on methods for hyperbolic PDE (hydraulics on mobile bed) and nonlinear parabolic equations (heat equation; Richards equation for the flow in porous media), finite element methods for linear elliptic equations (with applications to solid and fluid mechanics), and on the parallelization necessary for the application to complex problems. In the second part, the numerical methods are implemented for complex transport processes, with real-world applications to: turbulence modelling; stratified flows; jets and plumes; air and water quality models. The course contains practical hands-on sessions in the computer laboratory." . . "Presential"@en . "TRUE" . . "Turbulence in environmental flows"@en . . "6" . "The course is held as intensive course during 2 weeks Turbulence is one of the last mysteries, not yet fully understood, in nonlinear fluid mechanics (including multiphase flows). In this course, we provide an introduction to turbulence by coupling the analysis of the most used numerical models (e.g., k-epsilon model) and the interpretation of real-world measurements, with a special focus on processes occurring in the atmosphere and in stratified water bodies such as lakes. The course covers theoretical and numerical aspects of turbulence modelling and introduces the necessary statistical tools for the analysis of data from turbulence observations both in the field and in the laboratory." . . "Presential"@en . "FALSE" . . "Environmental gis"@en . . "5" . "is module provides an applied introduction to the use of GIS in the environmental sciences. The course covers the underlying concepts of spatial data and their analyses, and offers extensive hands-on experience of GIS in its application to practical problems and research questions in the environmental sciences.\n\nThe Environmental GIS module commences with an introduction to the concept of GIS and explores the range of software and programming options available. The course provides a foundation in cartography, coordinate systems and data types. The course then progresses through a range of data integration, data management and analytical procedures to provide a hands-on experience of the application of GIS to real environmental problems. The last few sessions focus on some specific case studies, in theory and in practice.\n\nThe main sessions cover:\n\n- Principles of cartography, geovisualisation and geospatial data presentation\n\n- Coordinate systems and projections, and georeferencing\n\n- Types (raster/vector) and sources of spatial data\n\n- Integration and organisation of spatial data in a GIS\n\n- Spatial analyses\n\n- Spatial statistics\n\nThe course is delivered through a series of extended computer-based practicals supported by lecture material, videos, and directed reading. The assessment comprises a 2000 word written report illustrated with independent and original examples of the use, application and analysis of GIS.\n\nThe module assumes no prior knowledge of GIS and geospatial data, but presumes familiarity and competency in general computer use.\n\nThe module delivers a range of core and transferable skills:\n\n- Critical thinking: ability to assess data and ideas\n\n- Problem-solving\n\n- GIS\n\n- Statistical analysis (geospatial statistical analyses)\n\n- Coding (brief experience of coding using Google Earth Engine)" . . "Presential"@en . "FALSE" . . "Modelling wind and dispersion in urban environments"@en . . "5" . "The course focuses on the modelling of winds and dispersion around 3D city models. The goal is to further the students experience in geomatics knowledge by learning tools with direct application to real urban scenarios. The course covers the necessary fundamentals of fluid dynamics and computational fluid dynamics methodologies to perform simulations in urban environments.\n\nAfter the course the student is able to:\n\n1) Understand the fundamental requirements for wind and dispersion simulations;\n2) Perform data requirement analysis for the modelled phenomenon starting from (but not limited to) a semantic 3D city model;\n3) Apply the acquired knowledge to set up and run a correct simulation environment to analyze wind and dispersion in an urban area;\n4) Gather and analyse the simulation results, and make them available for further applications." . . "Presential"@en . "FALSE" . . "Reconstructing quaternary environments"@en . . "7.5" . "Course goals\nPlease note: the information in the course manual is binding.\n \nto provide a sound understanding of how Quaternary climate and terrestrial environmental change can be examined;\nto provide practical skills in the collection, identification and analysis of evidence for Quaternary terrestrial environmental change;\nto discuss specific topics and communicate knowledge, understanding and skills to others.\nContent\nLecture topics (12):\nIntroduction\nPalaeorecords of environmental change\nGeomorphological evidence\nSite selection and sampling strategies\nLithological evidence\nBotanical evidence\nFaunal evidence \nDendrochronology\nC-14 dating and annual layering\nLuminescence and other dating techniques\nStratigraphic correlation\nEnvironmental and climate reconstructions\nIntegration of Ice-core, Marine and Terrestrial records." . . "Presential"@en . "TRUE" . . "Environmental quality and governance"@en . . "6" . "Contents:\nThis course enables students to identify how interdisciplinary scientific perspectives from the social and natural sciences can contribute to a shared understanding of risk and problem solving in complex environmental problems. You will be asked to explore the possible role of science in the public policy process by bringing together key concepts in environmental toxicology, animal ecology, public policy, and environmental governance. In the first half of the course you will become acquainted with technical skills required for gathering, processing, and interpreting data on environmental toxicology and animal ecology, as well as relevant social science theories on the relationship between science and politics in the public policy process. You will participate in a policy simulation in which you must generate, interpret, and present scientific data needed to estimate and reduce the risk associated with poor environmental quality and unsustainable use of ecosystem services. The course caters for students with a background in either natural or social sciences by providing a unique opportunity to integrate both perspectives into practical process of environmental research and policy. You will be introduced to a range of natural science concepts and methods used to assess the exposure and effect of persistent toxic compounds accumulating in the food chain, posing risks for eel population success and the health of eel consumers. From the social science side you will be introduced to concepts that can be used to analytically interpret the values, interests, and strategies of stakeholders involved in policy processes around risk identification, definition, acceptance, and management. By the end of the course you will be able to apply these skills in both the analysis and practice of science and policy making, while also taking into account other possible explanations and solutions for the dramatic decline in eel populations.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- understand environmental quality issues in a holistic way, taking into account the interplay of social and biophysical dynamics;\n- explain the basic principles and indicators of environmental quality and appraise their application in environmental risk assessment;\n- become acquainted with a range of toxicological and water quality research methods and analyse the uncertainty scientists and policy makers face when using the results of environmental risk assessments;\n- use social science concepts such as risk society and uncertainty to explain and assess the role of public and private actors in negotiations over environmental policy;\n- critically assess the formulation of policy goals, as well as technical and political strategies for engaging public and private sector actors to improve environmental quality;\n- critically assess the role of natural and social science research in addressing an environmental quality issue and draw lessons for one's own (future) professional practice;\n- identify and reflect upon selected key requirements for successful interdisciplinary or transdisciplinary environmental research." . . "Presential"@en . "TRUE" . . "Principles of environmental sciences"@en . . "6" . "Contents:\nThis course offers students the opportunity of updating and extending their knowledge of the basic concepts of environmental sciences. Environmental problems in soil, water, and atmosphere are described and analysed. Attention is given to the socio-economic causes of these problems and their effects on organisms (including man) and ecosystems. The role science and technology can play in solving these problems is discussed, as is the role of interested actors such as government, business, environmental movement and individual citizens.\nIn a case study, small groups of students analyse a specific environmental problem, write a report and present a paper.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- demonstrate insight in the functioning of life/ecosystems and their response to changes in environment;\n- demonstrate insight in impacts of society on ecosystems and human beings;\n- demonstrate insight in possible technical solutions to environmental problems;\n- demonstrate insight in the role of social sciences in tackling environmental problems;\n- demonstrate insight in environmental awareness and environmental policy, and how they changed in time;\n- demonstrate insight in social causes of environmental problems, and their implications for environmental reform;\n- integrate and apply obtained knowledge by analyzing a particular environmental issue;\n- practice in determining one's own opinion on an environmental issue." . . "Presential"@en . "TRUE" . . "Environmental analytical techniques"@en . . "6" . "Contents:\nThe lectures give an introduction into analytical chemistry with emphasis on spectrometry to measure inorganic coumpounds, structure elucidation and chromatography of organic compounds, organic carbon (humus) fractionation and free ion analysis using electrodes and the Donnan membrane technique (DMT). Selection of a particular method is exemplified by real-world problems in air, soil and water chemistry, environmental chemistry, environmental technology, etc. (case-study).\nTutorials related to the lecture topics help improving insight by answering questions and solving assignments (simple calculations).\nIn the practical students determine different chemical forms of compounds (e.g. heavy metals, benzene) in groundwater, surface water, soil, and plant material with a variety of analytical techniques, such as: inductively coupled plasma optical emission spectrometry (ICP-OES), mass spectrometry (MS), gas chromatography and high pressure liquid chromatography (HPLC). The structure of unknown organic constituents is elucidated by means of mass spectroscopy (MS) and nuclear magnetic resonance (NMR). Free ions are analysed using specific metallic electrodes and with a specific separation method (DMT). Organic material is fractionated to determine humic and fulvic acid concentrations using TOC analysis (Total Organic Carbon). The various methods available are compared with respect to their field of application, limits of detection, selectivity, accuracy, precision, throughput and robustness.\nGroups of students (3-4) will work on a case-study reflecting real-life problems. The group has to analyse the problem situation regarding chemical analytical aspects, formulate a proposal for further research and specify the chemical analytical techniques to be used.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- demonstrate insight into how to tackle practical chemical analytical problems;\n- demonstrate understanding of the basic theory and relevant parameters in analytical chemistry;\n- apply methods of instrumental chemical analysis to natural materials and (eco)systems;\n- demonstrate awareness of the limitations of the various methods;\n- report about experimental analytical results and draw correct conclusions;\n- discuss chemical analytical aspects relevant for the selection of proper analytical techniques for real-life problem situations." . . "Presential"@en . "TRUE" . . "European workshop environmental sciences and management"@en . . "12" . "Contents:\nIn this course, a group of 30 students of different nationalities and disciplinary background work together on an environmental problem commissioned by a client. The course consists of three phases. In the preparation period students integrate their knowledge of environmental sciences and natural resource management to make a project plan based on the Terms of Reference received from the commissioner. In this period an applied training in project management, data collection & interview techniques, and team work is offered. A few lectures are given to provide students with additional background information to tackle the issue. The second phase consists of two weeks of field work mainly dedicated to data collection by interviews, a survey and observations on site. At the end of this phase the preliminary results will be presented to the commissioner. Finally, students are expected to analyse the data, incorporate the feedback from the commissioner and write a concise consultancy report. In this final phase supporting lectures on data analysis and consultancy report writing are given as well as feedback on the draft reports. Every student is expected to steer their own learning process and be actively involved by contributing knowledge and expertise to the group assignments and to reflect on this.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- contribute their academic knowledge, general academic skills, and attitude to a transdisciplinary-oriented project dealing with a complex problem commissioned by a client outside the university;\n- develop recommendations to mitigate an environmental issue by using theories and methods in the field of environmental sciences and management and by collecting, selecting, analysing and synthesizing information;\n- work as part of a multidisciplinary and multicultural team and value the contribution of different perspectives in designing solutions for complex (environmental) problems;\n- develop a project management plan (including a data generation plan), execute it and adjust it if circumstances make it necessary;\n- reflect on aspects that are of importance for successfully executing a project, such as project management, decision making in a complex situation, team roles and team building;\n- reflect on their own functioning and contribution to the execution of a project in terms of disciplinary knowledge, academic skills, group dynamics, intercultural setting;\n- reflect on their own (personal development of) knowledge, skills, attitude and performance, and how to develop these in the future;\n- communicate their findings orally or in writing to the commissioner, in a manner that is consistent with the commissioner's needs and level of knowledge." . . "Presential"@en . "no data" . . "Environmental toxicology"@en . . "6" . "Contents:\nThis course gives an overview of different aspects playing a role in the challenging field of environmental toxicology. Toxicology itself already is very interdisciplinary, but environmental toxicology even adds (environmental) chemistry, earth sciences, biology of a wide range of species and ecology to this. The course is set-up as an integration between lectures, practicals, computer sessions, videos and excursion. The book 'Principles of Ecotoxicology' is used to develop a basis for the rest of the subjects in the course. About half of the lectures will focus on a variety of timely additional issues. In the practical part of the course you will use a set of experiments to identify two unkown chemicals based on their toxicity profiles. Applying a set of modern in vitro and in vivo assays you will address the toxicity of the unknown and compare this with literature data/ Based on this, the identity of the chemicals can be assessed. This will be presented both orally as well as in a small report.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- summarise the most relevant terms, principles and methods in environmental toxicology;\n- distinguish the main sources and types of environmental pollutants and assess their potential environmental fate;\n- evaluate the characteristics of compounds, organisms and ecosystem for their consequences for environmental fate and effect propagation:\n- design and execute toxicological dose-response experiments in a comprehensive way and analyse and critically discuss the results (written);\n- create an experimental approach with meaningful endpoints to assess the environmental and human risk for a topical environmental contamination case." . . "Presential"@en . "TRUE" . . "Environment and development"@en . . "6" . "Contents:\nThis course focuses on the nature and causes of environmental problems in developing countries with specific attention given to the institutional and political structures governing ecological sustainability and economic development. Student will learn to identify and critically assess institutional and political strategies for managing environment and natural resources through concepts such as ecological modernization theory, political ecology, and global value chain analysis. These approaches are illustrated in the lectures through a series of case-studies from developing countries. Students are also given the opportunity to experience the practice of decision making over environment through a course long role-play or 'simulation'. Using these approaches attention is given to both the causes and solutions of environmental problems and the role of state and non state actors interacting at local, national and global scales. The course is given in English and caters for MSc students with an interest and background in both technical and social environmental sciences.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- explain the history and background to contemporary causes and solutions to environmental problems in developing nations;\n- distinguish key concepts and theories that help to explain the relationship between environment and development;\n- apply key concepts drawn from the theories taught in the course, to a relevant aspect of the simulation that explains the dilemmas and solutions to environmental problems in developing countries;\n- support ideas of how governance and policy can better contribute to improved development and environment outcomes;\n- practice analytical skills for critical social science through individual academic writing by locating relevant literature and organizing theories and concepts." . . "Presential"@en . "TRUE" . . "Cost-benefit analysis and environmental valuation"@en . . "6" . "Contents:\nThis advanced course covers on the one hand the economic analysis of investments and policy changes (Cost-Benefit Analysis), on the other hand it treats the valuation of environmental effects of such projects or policies (Environmental Valuation). Investments are often in productive sectors, such as in land consolidation, polders, irrigation and drainage projects, or in infrastructure, for example roads and railways, or, less often, in nature conservation projects. Policy changes that can be appraised are, for example, taxes, price-support measures and market regulations. CBA is a decision-making tool for policy makers, using financial and economic criteria. Emphasis is put on the theory of cost-benefit analysis: welfare economic foundations, financial versus economic analysis, valuation of commodities, capital, labour and foreign exchange, discount rate, shadow pricing, effects on income distribution, and environmental effects. The last element is extensively treated under the headings travel cost methods, contingent valuation, hedonic pricing, existence value, and irreversibility, risks and uncertainty.\nThis is an advanced course that builds on knowledge offered in introductory microeconomics or environmental economics courses such as ENR20306, ENR21306, DEC10306, or UEC21806. Students are strongly recommended to take one of these introductory courses before enrolling in this course.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- demonstrate a thorough understanding of the theory of cost-benefit analysis as founded on micro-economic theory;\n- show a good ability in the application of project, programme and policy appraisal;\n- pass an informed judgement on such economic interventions;\n- demonstrate a thorough understanding of environmental valuation methods and to apply such methods." . . "Presential"@en . "TRUE" . . "Fundamentals of environmental technology"@en . . "4" . "Contents:\nGeneral basic knowledge of environmental technology is refreshed and extended as a preparation for the more specific courses ETE-30306, ETE-30806 and ETE-35306. Attention is paid to phase-separation processes and chemical and biological conversion processes for the treatment of water, gases, soil and solid wastes. These processes are analysed by mass balances, which are a powerful tool to design, model and optimize treatment processes. Physical, chemical and biological aspects, including equilibrium states and conversion rates, that are relevant for the development and application of separation and conversion processes, as well as the mathematics for the analysis of mass balances are discussed. The theory is critically evaluated in a technical laboratory practical.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- demonstrate the fundamental knowledge of biology, chemistry, physics and mathematics necessary for the advanced master courses in environmental technology;\n- set up mass balances for chemical and biological reactor systems and separation technology;\n- integrate this knowledge to design, optimize and characterize separation devices and reactor systems." . . "Presential"@en . "TRUE" . . "Environmental systems analysis: methods and applications"@en . . "6" . "Contents:\nEnvironmental problems are complex and of a multidisciplinary character. In solving these problems often many actors are involved. Analyzing such complex problems requires an integrated approach. In this course, tools and methods are taught that can be used to analyze environmental issues while taking into account these interactions. Environmental systems analysis studies are often performed to assist decision-makers in finding solutions to specific environmental problems. In this course, attention is paid to interactions between researchers (systems analysts) and the users (decision-makers) of the results of environmental systems analysis studies.\nThe course starts with a general introduction in which a systems analysis procedure is presented. Next, tools and methods used in environmental systems analysis are introduced. Special attention is given to modelling. Group work study gives more insight in the use of environmental systems analysis and tools and methods.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- describe the general procedure of environmental systems analysis (in steps);\n- describe the basic characteristics of environmental systems analysis, with a focus on integrating knowledge from the natural and social science domains;\n- describe the importance of the science-policy interface, with attention to integrated assessment models;\n- apply the following tools that can be used in different steps of environmental systems analysis:\ncausal diagram;\nstakeholder analysis;\necosystem service analysis;\ncost-benefit analysis;\nscenario analysis;\nenvironmental modelling;\nmulti-criteria analysis;\nlife cycle assessment;\nenvironmental impact assessment;\n- integrate the appropriate environmental systems analysis tools;\n- perform a limited environmental systems analysis to analyze complex environmental problems." . . "Presential"@en . "TRUE" . . "Environmental assessments of nutrient and pollution management"@en . . "6" . "Contents:\nIn this course, we discuss environmental impacts of agricultural production and energy production and present various (chains of) models to assess the impacts of policy scenarios and management options on air, soil and water quality. An important aim of the modelling tools and resulting analyses is to support managers (e.g. farmers or foresters) or policy/decision-makers in taking appropriate management or policy measures. With respect to agricultural production, we focus on the management of large-scale (diffuse) inputs of carbon, nutrients and metals, specifically by fertilizer, manure and human waste. Considering both agricultural production and energy production, we also pay attention to (trans-boundary) pollution problems, including emissions of greenhouse gases, causing climate change, and of sulfur and nitrogen compounds, causing air pollution. During the group work students will work in small groups (4-5 students) in which they will write a research proposal on the design of an environmental model system. To follow the course, students do not need to have experience in programming or computer modelling.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- recall and explain main interacting environmental impacts of food & energy production on soil, water and air quality and the potential of management options to reduce those impacts;\n- explain the choice and impacts of different model approaches in view of differences in pollutant behaviour and model aim;\n- understand the principles of agent based models and the related environmental impacts in coupled social-environmental systems;\n- evaluate the usefulness of environmental models in integrated environmental assessments;\n- assess the relevance of different management options to reconcile nutrient use in food production with protection of soil, water and air quality;\n- design an integrated environmental assessment model in terms of model specifications (model inputs, outputs, system boundaries etc.) and model linkages;\nMore details on the second and fourth learning outcome are present in the course guide." . . "Presential"@en . "TRUE" . . "Engaging and modelling with stakeholders to solve environmental problems"@en . . "6" . "Contents:\nEnvironmental systems are complex involving many actors with a wide range of interests and perceptions. This course aims to enhance students’ understanding and practical abilities of how to actively involve which stakeholders in the scientific process. Stakeholder involvement is imperative to ensure fair representation, and it helps increase our knowledge of human behaviour in different contexts. In addition, students will be able to learn how to facilitate participatory decision-making involving stakeholders, in order to solve wicked problems. Students will learn to use a selection of methods and tools to successfully link science and policy making, by integrating stakeholder knowledge. Fundamental to the course is hands-on experience on how different methods can help to engage stakeholders and interact with them in concrete case studies. Emphasis is on the development and use of future scenarios and (participatory) modelling techniques (Fuzzy Cognitive Maps and Agent-Based Models) to understand stakeholders’ perspectives and behaviour, and how these are translated to collective decision-making. Special attention is paid to facilitation techniques and practical skills in stakeholder engagement. The course provides a meeting ground for students from environmental and social sciences study programs, by combining methods from both fields. In this multidisciplinary context, students learn about transdisciplinary concepts and tools, and apply them in a hands-on setting.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- recognise and describe complex environmental systems and their properties;\n- justify stakeholder engagement and participatory decision-making in solving wicked environmental problems;\n- get familiar with facilitation on multi-stakeholder collaboration processes for building consensus, trust and improve decision-making;\n- assess the value of participatory approaches, in particular related to Story-And-Simulation;\n- assess the advantages of qualitative and quantitative methods and how to link them;\n- apply a variety of participatory methods and tools to involve and work actively with stakeholders." . . "Presential"@en . "TRUE" . . "Regional environmental management"@en . . "6" . "Contents:\nIn regional environmental management many, often conflicting, interests have to be taken into account. In this process the importance of ecosystems and ecosystem services are often neglected. For balanced decision-making, it is necessary to analyse the impacts of human interventions in a given ecosystem or region in an integrated way, taking due account of all main ecosystem services, the economic, social, institutional and ecological context, and stakeholders’ interests and perceptions. The course starts with an introduction of a regional environmental management framework, concepts and tools with special emphasis on ecosystem services and natural capital accounting. Students will practice with these tools in case studies and apply them to selected regional environmental management issues.\nLearning outcomes:\nAfter successful completion of this course the students are expected to be able to:\n- explain, critically discuss and apply the main regional environmental management tools;\n- understand the different approaches to map and value ecosystem services and natural capital and apply this information in trade-off analysis;\n- understand and apply basic models that can be used in support of regional environmental management and describe the importance of uncertainties;\n- identify, understand and assess stakeholder perspectives in regional environmental management;\n- understand how main institutional and financing instruments for ecosystem services can be applied to improve regional environmental management;\n- apply regional environmental management tools within a multidisciplinary project team." . . "Presential"@en . "TRUE" . . "Reconstructing quaternary environments"@en . . "7.50" . "to provide a sound understanding of how Quaternary climate and terrestrial environmental change can be examined;\nto provide practical skills in the collection, identification and analysis of evidence for Quaternary terrestrial environmental change;\nto discuss specific topics and communicate knowledge, understanding and skills to others.\nContent\nLecture topics (12):\nIntroduction\nPalaeorecords of environmental change\nGeomorphological evidence\nSite selection and sampling strategies\nLithological evidence\nBotanical evidence\nFaunal evidence \nDendrochronology\nC-14 dating and annual layering\nLuminescence and other dating techniques\nStratigraphic correlation\nEnvironmental and climate reconstructions\nIntegration of Ice-core, Marine and Terrestrial records.\n\nSeveral transferable skills will be trained during the course practicals, seminars, and excursion. \n\n\nPracticals:\nAnalytical, technical, and team-work skills are trained in the Microscope Labs on: pollen; core description. \nProblem solving skills are trained in Computer labs: data analysis; C-14 calibration and wiggle-matching.\nWritten communication skills are trained: scientific jounals analysis; article writing and evaluation of research proposals, short reports.\n\nExcursion: Analytical and team-work skills are trained during a lithological description and interpretation of a ca 50m long core from the shallow sub-soil of The Netherlands at Deltares / Geological survey of the Netherlands.\n\nSeminar presentation: training in verbal communication skills during short (15 minutes) individual presentation and discussion of recent scientific papers on different topics: Proxies; Dating and correlation; Events." . . "Presential"@en . "TRUE" . . "introduction to space and space environment"@en . . "4" . "no data" . . "Presential"@en . "TRUE" . . "Comprehensive environmental Impact assessment techniques"@en . . "6" . "1. Explain why and when an Environmental Impact Assessment (EIA) is required 2. Explain the interaction between all stakeholders 3. Explain the documentation involved in the process 4. Explain the sources and methodologies used to collate data for an EIA 5. Explain the role of the public in the EIA process 6. Explain how to prepare a baseline report" . . "Presential"@en . "TRUE" . . "Environmental systems"@en . . "6" . "1. Recognise environmental systems 2. Identify the characteristics of the lithosphere 3. Recognise the characteristics of water within hydrological systems 4. Evaluate the relationship between global climate and environmental systems 5. Explain the relationship between the ecosphere and environmental systems 6. Describe the effect of man on ecosystems" . . "Presential"@en . "TRUE" . . "Environmental principles and measurements"@en . . "6" . "1. Identify the principles of Comprehensive Planning for environmental, health and engineering controls. 2. Demonstrate the application of Environment Indicators for sustainable measurements. 3. Evaluate policy instruments in relation to Environmental and Social Principles. 4. Interpret Moral and Political Reasoning in environmental practices. 5. Analyse international legislation and agreements which govern Sustainable Environment." . . "Presential"@en . "TRUE" . . "Energy and the environment"@en . . "6" . "1. Understand the advantages, current drivers and challenges to move to sustainable and low CO2 emission energy systems. 2. Identify the main concepts of a sustainable building and the required design or energy retrofit for a building to be comfortable, sustainable and energy efficient. 3. Perform an energy audit and use building energy simulation programs to recommend solutions to improve the energy performance and carbon footprint of a building/industry. 4. Choose between the various possible sustainable energy technologies for a given project in terms of costs, energy savings and reduction in emissions. 5. Determine the concepts of sustainable transportation and the different energy efficient technologies and fuels related to transport" . . "Presential"@en . "TRUE" . . "Transitional work on geoscience in environmental management"@en . . "no data" . "N.A." . . "Presential"@en . "TRUE" . . "Environmental systems"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "Environment and gis"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "Environmental mineralogy"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Environmental mineralogy"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Geographical fundamentals of environmental protection"@en . . "no data" . "N.A." . . "no data"@en . "TRUE" . . "Environmental Impact assessment"@en . . "no data" . "N.A." . . "no data"@en . "TRUE" . . "Environmental geography"@en . . "no data" . "N.A." . . "no data"@en . "TRUE" . . "paleoenvironmental reconstruction"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "Life cycle analysis (lca) - assessment of environmental Impacts"@en . . "3" . "EU objectives\n- Know and understand a Life Cycle Analysis and place it within the notion of circular economy - Know how to criticize an existing LCA - Know how to set up an LCA and model it\nContent of the lessons\nThe teaching consists of: - Defining and explaining what a life cycle analysis is according to the ISO 14040, ISO 14044 standard (2006 and revisited in 2020) - Analyzing an LCA already carried out, - Modeling an LCA (specific to each pair of students) with the SIMAPRO 7.3 and SIMAPRO 8.1 software.\n\nThe course will be punctuated with examples to facilitate understanding and these examples will come from case studies chosen by the students (working in pairs).\nSkills to acquire\nCarry out a Life Cycle Analysis of any product or system, according to ISO 14040 and ISO 14044 (2006). You will be able to model/quantify the environmental impacts linked to this product or service. You will also be able to make recommendations to manufacturers, decision-makers and development stakeholders, so that negative environmental impacts are reduced or eliminated." . . "Presential"@en . "FALSE" . . "Geosciences and environment: field studies"@en . . "3" . "EU objective\nThe objective is to put students face to face with field situations where the theoretical skills acquired during the various lessons provided by the training will be implemented.\nContent of the lessons\nThe teaching will consist of 4 field days to study: - post-mining in the Lorraine basin - the implementation of safeguard measures in the Nature2000 zone of the upper Bruche valley - the Alsatian potash basin - the development of the Rhine valley Each day will be an opportunity to study the natural environment from a geological and geomorphological point of view and to meet economic players involved in the management of the areas studied." . . "Presential"@en . "FALSE" . . "Csr and environmental management standards"@en . . "3" . "EU objectives:\nAcquire knowledge of environmental management and quality assurance standards, CSR\nUnderstand environmental management standards (ISO 9001 and ISO 14001) and analyze the compatibility of quality and environmental approaches\nUnderstand what Corporate Social Responsibility CSR is (ISO, 26000 – Oct 2020) and know how to put it into practice\nTo acquire skills :\nKnow how to put the ISO 14001 standard (2015 revisited in 2021) into practice - Know how to put the ISO 9001 standard (2015 revisited in 2021) into practice\nImplement CSR within a company by developing a practical case\nKnow how to present your results\nContent of the lessons:\nAfter a general presentation of environmental norms and standards, we will think about the difference between community standards or regulations and what should be chosen depending on the company in question. Then a precise analysis of ISO 14001 (2015) and ISO 9001 (2015) will be carried out. The conclusion will focus on the framework, constraints and challenges of certification.\nFor CSR, after an overview of ISO 26000, we will analyze the definitions and dimensions of CSR then we will study the stages of implementing a CSR approach and finally we will reflect on the constraints, solutions and limits the implementation of a CSR approach.\nThe course will be punctuated with examples to facilitate understanding and these examples will come from case studies chosen by the students (working in pairs)." . . "Presential"@en . "FALSE" . . "Environmental modelling: causes and Impacts of changing resources"@en . . "7" . "no data" . . "Presential"@en . "TRUE" . . "Species distribution and environmental niche modelling"@en . . "7" . "no data" . . "Presential"@en . "FALSE" . . "Environmental assessment using sdss and advanced eo tools"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Space environment"@en . . "6" . "Objectives: Develop advanced understanding of the basic physical processes acting in the Heliosphere,\nits different regions and their interactions; understand how to study them with satellites and with groundbased facilities.: • Overview of the Heliosphere and its different regions • Solar interior and solar variability • Solar atmosphere: structure, heating and generation of the solar wind; solar activity and solar transients (flares, CMEs, ...); important physical processes (reconnection, acceleration, ...) • Solar wind and solar-terrestrial disturbances: generation and propagation; turbulence • Near Earth’s environment and its couplings; phenomenological description (magnetosphere, ionosphere, ...); physical processes (adiabatic invariants, reconnection, ...); interaction with the solar wind; magnetosphere/ionosphere/atmosphere coupling; global electric circuit • Other bodies of the solar system and their interaction with the solar wind • Societal effects: space weather and space climate • Basics of space plasma instrumentation and techniques • Archives and virtual observatories" . . "Presential"@en . "TRUE" . . "The space environment"@en . . "5.00" . "Students are given an overview of the space environment, including the vacuum environment; the neutral environment; the plasma environment; the radiation environment; and the micrometeoroid/orbital debris environment. The distinguishing characteristics of different satellite orbits and their uses for a range of space-based applications (e.g. Earth observation and astrophysics, solar system transfers) are developed. The essentials of spacecraft subsystems engineering, including rocket propulsion, are discussed.\n\nLearning Outcomes:\nOn completion of this course, the student should be able to:\n- construct suitable orbits for various satellite and spacecraft applications;\n- compare and contrast space environments of different orbits;\n- identify the main effects of the space environment on satellites, and outline mitigation strategies;\n- understand and describe the critical elements of spacecraft subsystems engineering;\n- apply fundamental physical principles to rocket propulsion." . . "Presential"@en . "TRUE" . . "Environmental management"@en . . "5.00" . "Learning Outcomes\nThis course aims at the an in-depth study of integrated environmental management and assesment tools. Special emphasis is given in case studies relevant to: (i) Life Cycle Assessment, (ii) Ecological Label, (iii) Environmental Management Systems, (iv) Environmental Indicators and Indexes, (v) Sustainable Product Design, (vi) General Proncipals of Environmental Economics, (vii) Multi-criteria Decision Analysis, (viii) Environmental Statisics, (ix) Optimal Desicion Support Approached for Environmental Management.\nGeneral Competences\nApply knowledge in practice\nRetrieve, analyse and synthesise data and information, with the use of necessary technologies\nMake decisions\nWork autonomously\nWork in teams\nDesign and manage projects\nRespect natural environment\nCourse Content (Syllabus)\n1. Environmental Law\n2. Life Cycle Assessment\n3. Environmental Management Systems (EMS)\n4. Ecological Label\n5. Environmental Indicators and Indexes\n6. Sustainable Product Design\n7. General Proncipals of Environmental Economics\n8. Multi-criteria Decision Analysis\n9. Environmental Statisics\n10. Climate Change and Energy Strategies\n11. Optimal Desicion Support Approached for Environmental Management" . . "Hybrid"@en . "TRUE" . . "Energy and environmental performance of buildings"@en . . "5.00" . "Learning Outcomes\nThe aim of this module is to provide an understanding of the building’s design principles and approach so that it can achieve the high energy and environmental performance, whilst it ensures high indoor environmental quality conditions.\n\nBy having accomplished the course, students will be able to integrate the design principles of HVAC systems, of automation and controls, but also of the adaptation of the building to the climate, the microclimate, the topology and operational and habitual conditions.\nStudents will hence be acquainted with:\n(a) energy performance design and assessment methods and tools, as well as with measures to improve the efficiency of new and existing buildings\n(b) environmental assessment methods and tools, along with measures to reduce the buildings' environmental footprint\n(c) strategies to manage the existing building stock towards a sustainable urban environment and the application of circular economy principles.\nGeneral Competences\nApply knowledge in practice\nRetrieve, analyse and synthesise data and information, with the use of necessary technologies\nMake decisions\nWork in teams\nWork in an interdisciplinary team\nRespect natural environment\nCourse Content (Syllabus)\nThe impact of buildings on nature: The effects of current designing, planning and construction practice. Introduction to energy efficient and bioclimatic design. Renewable energy sources in buildings: Passive and active solar systems, building integrated PVs, geothermal systems. Energy auditing and energy studies. Dynamic simulation of the building’s energy behaviour. Energy and environmental certification of buildings. Sustainability policies: The European and national legal framework, managing the building stock, setting aims for future developments." . . "Presential"@en . "TRUE" . . "Materials and environment"@en . . "5.00" . "no data" . . "Presential"@en . "FALSE" . . "Gis for environmental management"@en . . "15.0" . "EGM721 – GIS for Environmental Management (15 credits)\n\nThis optional module examines the application of GIS to environmental management, modelling and impact assessment. It aims to enable students to appreciate the need for properly researched information to support strategic and operational environmental management decisions, and to be aware of the means by which such information can be obtained and evaluated." . . "Presential"@en . "FALSE" . . "Environmental Impact assessment"@en . . "30.0" . "EGM804 – Environmental Impact Assessment (30 credits) - this module will run in January 2023, January 2025, January 2027, January 2029\n\nThis module introduces the concepts and requirements of environmental impact assessment, the methodology of planning and carrying out an environmental audit and the use of environmental management systems." . . "Presential"@en . "FALSE" . . "Spacecraft technology and space environment"@en . . "5.0" . "Aims\n\n- being able to evaluate the different elements of an aerospace missions: launching, orbital mechanics and corrections, performing the mission requirements during the lifetime of a spacecraft\n- dimensioning and evaluating different (sub)systems of a spacecraft (phase 0-level): structure, propulsion, orbital and attitude control, energy management, thermal control, material choice, payload,….\n- acquiring insight of existing aerospace technologies, specific loads and test procedures: launch vehicles, satellite systems, launch and environmental loads\n- getting acquainted to project phasing and scheduling\n\nModule 3.87 ects. Spacecraft Technology and Space Environment: Lecture (B-KUL-H04X5a)\n\n1. Introduction\n- History and overview of aerospace\n \n2. Orbital mechanics\n- Keplerorbits and central force field\n- Generalization of force field: geopotential, flattening and asymmetry\n- Orbit perturbuations: periodic and permanent\n- Swing-by and Lagragian points\n \n3. Propulsion, Rockets and Launch\n- Propulsion: thrust, specific impulse, solid, liquid and electrical propulsion, propulsion systems\n- Rocket equation: ideal acceleration and losses, ∆v,…\n- Rockets: working principles, performance, multi-staging\n- Launching: optimalisation, minimum ∆v, injection errors\n- Ariane rocket: technical description, performance and evolutions\n \n4. Satellites\n- Goal, construction and subsystems \n- Telecommunication satellites and other applications\n- Structure: loads, materials, construction\n- Thermal control: passive, active, materials,..\n- Orbital and attitude control: spin en 3D-stabilized S/C, sensors en control-units\n- Electrical power: solar arrays, batteries,…\n- TTC: antennas, telecommunication\n- Project management: phasing and testing\n \n5. Space Environment\n- microgravity, vacuum, atomic oxygen\n- space weather, electromagnetic and corpuscular radiation, radiation belts,…\n- Meteorides, space debris\n\nModule 1.13 ects. Spacecraft Technology and Space Environment: Practicals (B-KUL-H04X6a)\n\n1. Introduction\n- History and overview of aerospace\n \n2. Orbital mechanics\n- Keplerorbits and central force field\n- Generalization of force field: geopotential, flattening and asymmetry\n- Orbit perturbuations: periodic and permanent\n- Swing-by and Lagragian points\n \n3. Propulsion, Rockets and Launch\n- Propulsion: thrust, specific impulse, solid, liquid and electrical propulsion, propulsion systems\n- Rocket equation: ideal acceleration and losses, ∆v,…\n- Rockets: working principles, performance, multi-staging\n- Launching: optimalisation, minimum ∆v, injection errors\n- Ariane rocket: technical description, performance and evolutions\n \n4. Satellites\n- Goal, construction and subsystems \n- Telecommunication satellites and other applications\n- Structure: loads, materials, construction\n- Thermal control: passive, active, materials,..\n- Orbital and attitude control: spin en 3D-stabilized S/C, sensors en control-units\n- Electrical power: solar arrays, batteries,…\n- TTC: antennas, telecommunication\n- Project management: phasing and testing\n \n5. Space Environment\n- microgravity, vacuum, atomic oxygen\n- space weather, electromagnetic and corpuscular radiation, radiation belts,…\n- Meteorides, space debris\n\nMore information at: https://onderwijsaanbod.kuleuven.be/syllabi/e/H04X5AE.htm#activetab=doelstellingen_idp2776672" . . "Presential"@en . "FALSE" . . "Water resources and environmental monitoring"@en . . "20.0" . "Not provided" . . "Presential"@en . "TRUE" . . "Environmental assessment, management and auditing"@en . . "20.0" . "Not provided" . . "Presential"@en . "TRUE" . . "People and the environment"@en . . "20.0" . "Module Description\nThe interaction of people with their environment is becoming increasingly complex, in part due to increased demands and availability of resources, but also due to the way in which the environment is managed. \n\nPeople and the Environment will introduce you to the concepts of sustainability, the environment as a holistic working system and the patterns of human resource use. The module will develop and explore these concepts and provide you with an understanding of the underpinning, scientific fundamentals. \n\nYou'll explore sustainability over four key areas: \n\nIntroductory concepts: people, environment and sustainable futures. \nSoils, agriculture and global food security. \nGlobal water resource management. \nThe global biosphere and conservation. \nUsing examples of environmental management and at global and local scales, you’ll be able to critically analyse scientific arguments concerning sustainable use of resources and demonstrate understanding of complex environmental issues. \n\nThe UN has defined 17 Sustainable Development Goals (SDGs) which set out the world’s roadmap to ending poverty, reducing inequality and protecting the planet by 2030. In this module you will explore case studies that are relevant to delivering SDGs: 2: Zero Hunger, 6: Clean water and Sanitation, 11: Sustainable Cities and Communities, 12: Responsible Consumption and Production, 13: Climate Action, 14: Life Below Water. \n\nLocation/Method of Study\nStirling/On Campus, UK\nStirling\n\nModule Objectives\nBy the end of this module, students should be able to demonstrate skills in:• Assessing the merits of contrasting theories and explanations in environmental debate• Using environmental data sets for environmental assessments• Analysis and problem-solving through quantitative and qualitative methods• Critical evaluation, interpreting and combining different types of geographical evidence to develop reasoned and evidence-based arguments• Taking responsibility for learning and reflection upon that learning\n\nStudents taking GEOU1PP will acquire knowledge in how humans interact with their environment and challenges facing our sustainable use of resources. You will develop an understanding of global and local environmental issues, and what needs to be done to increase environmental impact at these scales. Skills will be gained in the synthesis, evaluation and presentation of environmental data, essay writing and preparation of scientific reports.\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\ndemonstrate an understanding of sustainability and environmental issues relating to human resource use;\nanalyse scientific arguments concerning the sustainable management of resources;\nproduce concise and structured reports.\nIntroductory Reading and Preparatory Work\nThe recommended course book for this module is listed below. This text will also be of use for Environmental Science and Geography modules in the spring semester.\n\nWright, R. T. & D. F. Boorse. Environmental Science: Towards a sustainable future. Eleventh Edition. Pearson.\n\n\nThe text gives a good introduction to the material covered in the module but it does not constitute a fully comprehensive source for all of the module content. Students are advised that they shall be required to make use the reading materials listed on Talislist in order to achieve the learning outcomes.\n\nDelivery\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\nReport\t30\t1,2,3\nReport\t35\t1,2,3\nReport\t35\t2,3,1\nCoursework: 100%\n\n\nMore information at: https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=GEOU1PP&_gl=1*1ifl7ig*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzNjkxMi4wLjAuMA.." . . "Presential"@en . "TRUE" . . "Global environmental Issues"@en . . "20.0" . "Module Description\nThe aim of this module is to provide you with an introduction to key global environmental problems by examining the issues, the underlying science and the potential solutions and to link these to the acquisition of core skills (including numerical problem solving and handling unit conversions). \n\nIn GEOU2GE, you’ll explore the impacts that humans are having on the environment as a consequence of industrialisation, urbanisation, expanding agriculture and increased living standards. \n\nIn this module you’ll explore: \n\nthe need for solutions concerning key global environmental issues; \nthe relationships between human activities and environmental processes; \nimpacts of human activities on land, water and air; \nskill development in basic numeracy, data analysis and visual representation of data. \nThe UN has defined 17 Sustainable Development Goals (SDGs) which set out the world’s roadmap to ending poverty, reducing inequality and protecting the planet by 2030. In this module you will explore content that is relevant to delivering SDGs 6: Clean water and Sanitation, 10: Reduced inequalities, 11: Sustainable cities and communities and 13: Climate action. \n\nLocation/Method of Study\nStirling/On Campus, UK\nStirling\n\nModule Objectives\nThe module aims to provide an introduction to key global environmental problems by examining the issues, the underlying science and the potential solutions and to link these to the acquisition of core skills. The main themes are waste management & disposal, air and water pollution, the built environment, and the science of climate change and its impacts on our world.The application of basic numerical problem solving to explore environmental issues is a key component of this module.\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\ndemonstrate an overall appreciation of the need for solutions concerning key global environmental issues;\ndescribe & explain the relationships between human activities and environmental processes and outline impacts on land, water and air;\ndemonstrate skills in basic numeracy and data analysis, including visual representation of data in Excel;\nproduce concise and structured scientific reports.\nIntroductory Reading and Preparatory Work\nThe recommended course textbook is:\n\nWright, R.T. and Boorse, D. 2010. Environmental Science. Toward a Sustainable Future (11th edition).Pearson Education, New Jersey.\n\nDelivery\nDirected Study 14 hours A discussion or classroom session focussing on particular topics or projects, may be virtual but are available at a specific time or live\nDirected Study 6 hours A session involving the development and practical application of a particular skill or technique\nDirected Study 22 hours A meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project, online or in person\nDirected Study 156 hours Preparation 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 200 hours \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\n· Engage with all module materials, activities, and online timetabled teaching sessions\n\n· Actively participate in discussions and practical activities\n\n· Prepare in advance of live sessions by undertaking the required reading and/or other forms of preparation\n\n· Submit coursework/assessments by the due time and date\n\n· Complete class tests and examinations at the specified time and date\n\n· Make your module co-ordinator aware at the earliest opportunity if you experience problems which may impact on your engagement\n\n· Inform 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\n· Respond to e-mails from your personal tutor, module co-ordinator or programme director and attend meetings if requested.\n\n· Engage 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 Learning\nOutcomes\nClass Test 33 1,2,3\nReport 34 2,3,4\nExam (Canvas - on campus) 33 1,2,3\nCoursework: 67%\nExamination: 33%\n\nMore information at: https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=GEOU2GE&_gl=1*13vimht*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzNjkxMi4wLjAuMA.." . . "Presential"@en . "TRUE" . . "Environmental resilience"@en . . "20.0" . "Module Content Prerequisites\nBefore taking this module you must have taken:\n1 of GEOU4ER prerequisites\nPeople and the Environment (GEOU1PP)\nLandscape Evolution (ENVU2LV)\nGlobal Environmental Issues (GEOU2GE)\nBiogeography: An Ecological and Evolutionary Approach (GEOU3BE)\nPeople and the Environment (GEOU1PE)\nBuilding Planet Earth (ENVU1BP)\nBuilding Planet Earth (ENVU1GE)\nLandscape Evolution (ENVU2LE)\nBiogeography: An Ecological and Evolutionary Approach (GEOU3BG)\nModule Description\nResilience or the ability to resist, adapt or recover from changes driven by biophysical and human disturbances is a fundamental characteristic of the natural environment. Environmental Resilience is a core Physical Geography module where we will explore how different geomorphological and environmental properties, processes and feedback mechanisms contribute to the resilience of landscapes and landforms. \n\nYou’ll also explore the ways that they are impacted by increasing human pressures on the environment and a rapidly changing climate. \n\nIn this module you’ll learn about: \n\nkey concepts in resilience theory and landscape change;\na range of biophysical and environmental processes that determine the resilience of coastal, fluvial and lake systems;\nhow to sustainably restore landscape resilience by working with natural processes. \nThe UN has defined 17 Sustainable Development Goals (SDGs) which set out the world’s roadmap to ending poverty, reducing inequality and protecting the planet by 2030. In this module you will learn about what makes landscapes resilient and explore case studies that are relevant to delivering SDGs 11: Sustainable Cities and Communities, 13: Climate Action, 14: Life Below Water and 15: Life on Land. \n\nLocation/Method of Study\nStirling/On Campus, UK\nStirling\n\nModule Objectives\nThis module will introduce the key concepts in environmental resilience that are necessary for understanding many of the environmental challenges we face today. This will be done by considering examples from fluvial, coastal and lake systems to analyse multiple facets of resilience at landscape level, and explore potential solutions to restore the resilience of diverse landscapes by working with natural processes. Thorough the semester we will cover the following topics:- Key concepts in resilience theory- Characteristics of landscape change- Resilience of fluvial systems- Coastal resilience- Working with natural processes for landscape resilience- Processes and change in freshwater lakes- Lake management and restoration- Resilience to a changing climateThe module will also include a virtual field trip and practical sessions for analysing environmental data from fluvial, coastal and lake systems.\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 inter-relationships between the biophysical and human drivers of environmental change that determine the resilience of different landscapes and landforms;\nrecognise the limits and sustainability of specific landscape interventions for enhancing environmental resilience in a changing climate;\napply a systems perspective to analyse examples of resilient landscapes;\nanalyse and integrate field and practical-based information with theoretical content.\nIntroductory Reading and Preparatory Work\nHolden, J. (Ed.), 2017. An Introduction to Physical Geography and the Environment, 4th edition. Pearson.\n\nDelivery\nDirected Study\t20 hours\tLarge group presentation or talk on a particular topic\nDirected Study\t10 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\t7 hours\tSurvey work, data collection, exploration, which may be supervised or unsupervised and may take place virtually\nDirected Study\t4 hours\tA meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project, online or in person\nDirected Study\t100 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\t50 hours\tIndependent activities required to complete the module\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\n\nEngage with all module materials, activities, and online timetabled teaching sessions\nActively participate in discussions and practical activities\nPrepare in advance of live sessions by undertaking the required reading and/or other forms of preparation\nSubmit coursework/assessments by the due time and date\nComplete class tests and examinations at the specified time and date\nMake your module co-ordinator aware at the earliest opportunity if you experience problems which may impact on your engagement\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\nRespond to e-mails from your personal tutor, module co-ordinator or programme director and attend meetings if requested.\nEngage with in-sessional English language classes (if applicable)\n\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\n\nAssessment\n% of final\ngrade\tLearning\nOutcomes\nReport\t30\t2,4,3\nPoster\t20\t4\nExam (Canvas - on campus)\t50\t1,3,2\nCoursework: 50%\nExamination: 50%\n\n\nMore information at: https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=GEOU4ER&_gl=1*1r1wd2*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzNzg0My4wLjAuMA.." . . "Presential"@en . "TRUE" . . "People and the environment"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=GEOU1PP&_gl=1*1rqncef*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzODY1MC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Global environmental Issues"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=GEOU2GE&_gl=1*kjdomz*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTA0NS4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Introduction to aquatic environments"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=AQUU3AE&_gl=1*7lcm2i*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "People and the environment (geou1pp)"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=GEOU1PP&_gl=1*dwddjn*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTM5NC4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Environmental Impact assessment"@en . . "4" . "Scientific knowledge concerning the impacts which the critical development caused. Methods of the environmental impact assessment. Provides the opportunity to the students the required tools to evaluate the impacts and restore the environment. Methods of scoping and screening. Existing legislation in Cyprus." . . "Presential"@en . "TRUE" . . "Other Environmental Sciences Kas"@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .