Environmental Studies

This is an introduction to the discipline of Conservation Biology. This course discusses ecological and evolutionary concepts that are relevant to diagnosing and treating the decline of populations, species, and ecosystem health (including population dynamics, island bio-geography, and conservation genetics). It covers the advantages and disadvantages of different conservation tools and approaches, as well as other important considerations for setting up a conservation plan (for example, what is the end goal and why; do you focus on a species or habitat; and how do you measure progress). The course considers the reality of implementing scientific theory into conservation practice, and why the incorporation of societal, political, and/or economic considerations is important to the success of conservation programs. In addition to class presentations on selected topics, students produce a conservation action plan for a selected case study. At the end of this course, the students are able to: describe and discuss processes that lead to declines in populations, biodiversity and ecosystem functioning; explain the relevance and use of ecological and evolutionary theories and principles for conservation biology; discuss how the concept of context dependency applies to conservation biology; discuss the strengths and weaknesses of different conservation approaches; explain how an interdisciplinary approach is essential to addressing conservation challenges; conduct a situation analysis for a conservation case, using data from the scientific literature, highlighting the drivers of decline, direct threats and traits of the population/ecosystems that may assist and/or hinder conservation efforts; critically evaluate conservation approaches for appropriateness and feasibility for different case studies; construct a conservation action plan for a case study, based on relevant literature, a situation analysis and critical evaluation of different conservation approaches, and communicate the plan to a lay audience.

In this course students become familiar with the literature and theoretical concepts dominating the academic debate about green growth, low-carbon development, and social inclusiveness. The course studies examples from China and India, looking at the factors that shape processes of social inclusiveness and of the greening of the economy. Both China and India offer interesting perspectives on how rapidly developing countries, which have displayed high economic growth rates over the last decade, deal with environmental pollution and climate change on the one hand and with social inequality on the other. The seminar imparts the analytical skills needed to effectively research policies and politics related to inclusive low-carbon development. It reflects upon scientific literature on these issues and discusses adequate theoretical starting points for empirical research. Furthermore, students research the key facts and figures and conduct small illustrative case studies in order to identify influential factors in this field.

This course introduces the field of environmental history focusing on the past one hundred years of environmental change around the globe. The course explores different themes in environmental history, including the environmental impact of humans, the history of sustainable development, environmental justice movements and national programs of nature conservation.

This course focuses on research within the field of environmental soil science. Students learn about the following subjects at the regional scale: soil in relation to the environment and agricultural problems (e.g. ochre pollution), nutrient circulation, erosion, and heavy metals. Students also study international soil classification systems. This course covers geochemical and physical soil processes and soil classification in relation to agriculture and the environment. Students read scientific literature, apply theories and data related to the course subjects, give an oral presentation based on scientific research, and write a concise report. Students also propose solutions for complex problems at either a local or global scale using theory, data, and scientific methods.

This course investigates the interrelationship between humans and their natural environments through time using evidence from physical and human geography, archaeology, palaeoanthropology, palaeoclimatology and palaeoecology. The course takes a deep-time perspective, journeying from the emergence of humankind 6 million years ago to the present day. Case studies are used from around the word and across many different time periods, exploring how changing environments have influenced important transitions including the first migration of humans out of Africa, the emergence of symbolic behavior, the beginning of agriculture and animal domestication, and resilience and collapse of complex societies. many questions are explored such as Did environmental complexity shape brain development? Why did all other Homo species go extinct while Homo sapiens became dominant? Did humans play a role in the extinction of megafauna? Was the emergence of agriculture and domestication linked to changing environments? Is there a correlation between environmental change and the collapse of complex societies? How have human subsistence strategies and resource use impacted vegetation, animal species, soils and climate? How will anthropogenic climate change affect the future of our species?

This course explores the principles and practice of sustainability and sustainability planning. The workshop format combines reflection on the notion of sustainability with development of a sustainability planning and design project. Students collect data and develop research proposals in the course Field Methods for Examining Socio-Ecological Systems. They use that information in this course to discuss socio-ecological problems and design practical solutions based on sustainability principles.

Modern civilization which on one hand boasts of having discovered the behavior of subatomic particles has also to its credit the impending intensified energy crisis and global warming. Thus, there is an urgent need to address these challenges. This course teaches about the current global energy crisis and how clean energy resources and energy storage devices can help. In addition to the principles of various energy processes, the course highlights the research done by the scientific community. Topics include: present energy scenario, solar energy, photovoltaic converters, nuclear energy, ocean energy, tidal energy, ocean thermal energy converters, wind energy, biomass, fuel cells, world of hydrogen and Lithium ion batteries.

Sustainable development integrates improvements in human welfare with improvements in the health of the environment. It is societies attempt to solve the degradation that economic and social development has imposed on the environment. To solve environmental crises such as climate change, pollution, or destruction of biodiversity we need to integrate environmental practices into all our activities, pulling together new technologies, lifestyles, economic theories and business practices, and government policies. This course looks at how this process of integration works at the international, national, and municipal levels and from the organization perspectives of different industrial sectors, businesses, and communities. On the completion of this course, students will be able to: Integrate the principles and goals of sustainable development into sustainability efforts; Analyze and critique existing socio-technical systems for environmental performance; Explore, critique and apply options for transitioning socio-technical systems to achieve better environmental performance; Design approaches for collective action problem solving and coordination among stakeholders; Gain knowledge of several Hong Kong socio-technological systems that will be of future use in Hong Kong and elsewhere. Develop and use the skills and competencies of a sustainability professional. The course is built around group-based projects on Hong Kong's socio-technological systems. The projects integrate knowledge and skills drawn from a main text and supplemental readings. Group Demonstration 10% Individual Reading Assignments (2 x 5%) 10% Group Project Presentation 10% Report (group integration component) 15% (individual component) 25% Final Exam 30%