Glossary of Terms

Credits

You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.

Module

An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.

Optional

A module you may choose to study.

Required

A module that you must study if you choose this course (or subject).

Semester

Most courses have 2 semesters (aka terms) per year.

Year 1 (90 Credits)

RequiredEV6104: Environmental and Human Health

EV6104: Environmental and Human Health

Semester 1 and Semester 2 | Credits: 5

This module explores the relationships between environment, biodiversity and health. It focuses on key topics within SDG3, SDG11, SDG14, SDG15, and supports SDG6, SDG7, Students become competent in assessing key aspects of environmental quality. Students evaluate linkages between emerging research, policy makers and practitioners at international and European levels to inform evidence based policy and practice in relation to health and environment.
(Language of instruction: English)

Learning Outcomes

1. Assess the key aspects of environmental quality and interactions between environment, health and wellbeing. This supports topics in SDG3, SDG11, SDG14, SDG15.
2. Critically appraise existing evidence in relation to benefits to health from the environment. This addresses key topics in SDG3, SDG11, SDG14, SDG15.
3. Evaluate the provision of green spaces and benefits to health. This addresses key topics in SDG3, SDG6, SDG7, SDG11, SDG14, SDG15.
4. Critique the effectiveness of governmental policies and legislation to benefit human health and wellbeing in relation to the environment. This supports targets within SDG3, SDG14, SDG15 and SDG17.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  LIAM MORRISON 🖂
  
•  CAITRIONA CARLIN 🖂
  

Reading List

1. "Forests, Tree and Human Health." by Editors: Nilsson, K., Sangster, M., Gallis, C., Hartig, T., de Vries, S., Seeland, K., Schipperijn, J. (Eds.)
   ISBN: ISBN 978-90-4.
   Publisher: Springer

The above information outlines module EV6104: " Environmental and Human Health" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredEV6103: Environmental Problems & Solutions From Land To Sea

EV6103: Environmental Problems & Solutions From Land To Sea

Semester 1 and Semester 2 | Credits: 10

This module utilises case studies to focus on environmental problems and their solutions. It explores best practice in the use of mitigation strategies to ameliorate environmental damage. Special reference will be made to the complexities in solving environmental problems (e.g. social, economic & cultural factors and environmental policy drivers). Particular emphasis will be placed on enhancing student competences to develop innovative and sustainable solutions to environmental problems. This module supports all SDGS and focuses on SDGs 2,3,4, 6, 7,8,9 & 11 & 13, 14 & 15, and 17.
(Language of instruction: English)

Learning Outcomes

1. Differentiate between good and poor environmental practice relating to a range of developments. This outcome is strongly focussed on SDG11, SDG13, SDG14, SDG15 and SDG16.
2. Evaluate appropriate mitigation strategies for specific developments, with a strong focus on SDG11.
3. Design sustainable solutions to environmental problems. This outcome supports all SDGs.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  LIAM MORRISON 🖂
  
•  CAITRIONA CARLIN 🖂
  
•  GESCHE KINDERMANN 🖂
  

Reading List

1. "Effective Judicial Protection and the Environmental Impact Assessment Directive in Ireland (Modern Studies in European Law)." by Ryall, A.
   Publisher: Hart Publishing.

The above information outlines module EV6103: "Environmental Problems & Solutions From Land To Sea" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredEOS5109: Environmental Problems (M&F) in Methodological Aspects and Applications

EOS5109: Environmental Problems (M&F) in Methodological Aspects and Applications

Semester 1 and Semester 2 | Credits: 5

This module will provide students with training, technical competencies and critical thinking abilities in laboratory, field and research skills that focus on all aspects of water quality monitoring and management. This will equip participants with expertise in monitoring programme design, quality assurance, data analysis, monitoring and assessment of marine and freshwater (including groundwater) quality with chemical and ecological methods. The programme will also provide opportunities to participate in field workshops. Students will also learn about and get an insight into methodological analytical approaches and suitable instrumental techniques important in marine and freshwater environmental assessment.
(Language of instruction: English)

Learning Outcomes

1. Describe the principles of environmental chemical analytical methods and the importance of environmental concepts, terms, principles, and methods
2. Identify the need for interdisciplinary approaches to advancing knowledge and solving problems in marine and freshwater monitoring and develop your ability to adapt and apply methodology to the solution of environmental problems
3. Plan, design and execute environmental assessment experiments, including good sampling practice, processing, and storage
4. Undertake field investigations in a responsible and safe manner
5. Prioritise of the suitable modern analytical instrumentation required to determine the concentration of different contaminants in the aquatic environment
6. Develop and apply appropriate data collection processes and demonstrate an ability to select appropriate techniques and procedures for environmental monitoring
7. Critically apply appropriate analysis methods to research questions and data
8. Define the role of biomonitors and bioindicators in environmental assessment, recognising their ecological basis in the EU Water Framework Directive and the Marine Strategy Framework Directive
9. Prepare for professional employment or doctoral studies in the marine and freshwater sciences

Assessments

• Continuous Assessment (70%)
• Oral, Audio Visual or Practical Assessment (30%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  LIAM MORRISON 🖂
  

Reading List

1. "Environmental Monitoring and Characterization" by Janick Artiola Ian Pepper Mark Brusseau
   ISBN: 9781483299792.

The above information outlines module EOS5109: "Environmental Problems (M&F) in Methodological Aspects and Applications" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredEOS5108: Operational Oceanography

EOS5108: Operational Oceanography

Semester 1 | Credits: 5

This module provides postgraduate students undertaking MSc or PhD studies with an introduction to Operational Oceanography, an evolving multi-disciplinary field which involves the application of archived and near real time oceanography data for operational applications (e.g. climate change studies, detection of harmful algal blooms etc.). The course consists of two lectures a week on topics related to practical and applied aspects of operational oceanography. Topics include the following: application, maintenance and data analysis of common instrumentation in oceanography (e.g. Seabird CTD data, Argo floats), databases and dataflags, time series data, bio-optics, CO2 parameters, nutrients and satellite derived data. The students will also complete fortnightly practical exercises. This module in particular will focus on the UN SDG 14 indicators and the UN Decade for Ocean Science Global Challenges. Where possible guest lecturers from the Marine Institute and other Irish institutions will be invited to talk/discuss their research related to operational oceanography. International guest lecturers working in SOLAS, IMBER, GEOTRACES or other SCOR related projects will also be included where possible.
(Language of instruction: English)

Learning Outcomes

1. Evaluate and assess the role of Operational Oceanography in oceanographic research involving Essential Ocean Variables (EOVs) and Essential Climate Variables (ECVs) in the context of UN SDG 14 and the UN Decade for Ocean Science.
2. Summarise and critique the basic science behind the measurement of EOVs and ECVs in the ocean.
3. Have a working knowledge and understanding of the current availability of data for EOVs and ECVs related to specific case studies in operational oceanography and be able to analyze and interpret these datasets in order to create new data products.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  PETER CROOT 🖂
  

The above information outlines module EOS5108: "Operational Oceanography" and is valid from 2023 onwards.
Note: Module offerings and details may be subject to change.

RequiredEOS5106: Marine and Freshwater Resources: Monitoring and Management Dissertation Project

EOS5106: Marine and Freshwater Resources: Monitoring and Management Dissertation Project

12 months long | Credits: 30

Each student will conduct and individual research project within the area of marine and freshwater resources: monitoring and management. This involves preparing a literature review, identifying knowledge gaps, research questions and hypotheses and writing a final report of the research findings. This offers an opportunity for the students to apply learning from the course content to conduct independent research and original work. This module involves a series of discussions with supervisors and stakeholder and progress reporting to supervisors within agreed timeframes.
(Language of instruction: English)

Learning Outcomes

1. Conduct effective and independent research for a project
2. Critically analyse research data and critically discuss the results and outcomes of the research with an emphasis on how the findings add to the current understanding of the topic in marine and freshwater science and present them in an appropriate manner
3. Generate new knowledge through the application of specific research and experimental methods
4. Demonstrate an ability to conduct scientific research, formulate research questions and apply these advances skills in the delivery of a quality research project
5. Make a presentation of the findings of the research Thesis and know how to describe and disseminate the research
6. Write a scientific paper based on research according to the guidelines of an appropriate journal

Assessments

• Continuous Assessment (90%)
• Oral, Audio Visual or Practical Assessment (10%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  LIAM MORRISON 🖂
  

The above information outlines module EOS5106: "Marine and Freshwater Resources: Monitoring and Management Dissertation Project" and is valid from 2023 onwards.
Note: Module offerings and details may be subject to change.

RequiredEV5105: Communicating Research

EV5105: Communicating Research

Semester 2 | Credits: 5

Research communication aims to effectively present research, to generate support for engaged research, to inform decision making and policy, and to engage the general public. This module provides an introduction to research communication and community engagement and enables students to critically engage with different communication methods. The module explores different ways and technologies for communication in relation to different audiences and examines the range of tools available and their use in a communication/public engagement context.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate a comprehensive knowledge and understanding of the thoretical background that underpins research communication with different audiences.
2. Assess the efficiency and relevance of different approaches to research communication
3. Define current practice in relation to communication and social media use and relate this to best practice.
4. Appraise the principles of communication as they pertain to empirical research findings and to evaluate how respective research might best be communicated.
5. Demonstrate ability to apply appropriate communication methods relative to different audiences.
6. Appraise the merit and value of science and research communication activities to help improve communication practices
7. Apply all the learning outcomes above to benefit the environmental and to promote sustainability.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  FRANCES FAHY 🖂
  
•  GESCHE KINDERMANN 🖂
  

The above information outlines module EV5105: "Communicating Research" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

RequiredEV5101: Water Framework Directive (WFD)

EV5101: Water Framework Directive (WFD)

Semester 2 | Credits: 5

This module explores the linkages between the Water Framework Directive (WFD) and conserving biodiversity. It outlines how different EU countries have defined targets such as "good ecological status". Case studies illustrate that increases in the resilience of biodiversity in aquatic ecosystems can be achieved by balancing sustainable water use with the long-term protection of available resources, while recognising limitations to the legislation. Emphasis will be placed on understanding the WFD and connections with other plans and programmes.

Learning Outcomes

1. Summarise and compare the components of the Water Framework Directive
2. Determine the ecological requirements of water-dependent habitats and species designated under the Habitats Directive
3. Identify and critique the limitations of the Water Framework Directive
4. Review a range of monitoring programmes devised to meet the obligations of the Water Framework Directive
5. Identify and assess linkages with other nature conservation obligations
6. Evaluate the effectiveness of the Water Framework Directive

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  TIERNAN HENRY 🖂
  
•  GESCHE KINDERMANN 🖂
  

Reading List

1. "The implications of the EU Water Framework Directive for plans, plan making and development control." by Brooke, J. & Cork, M.
   Publisher: Department for Communities and Local Government
2. "Introduction to the new EU Water Framework Directive" by European Commission
3. "CIS Guidance Document No. 11: Planning Process," by European Commission
   Publisher: EC
4. "Water Framework Directive Monitoring Programme." by Environmental Protection Agency
   Publisher: EPA
5. "River Basin Management Planning - A practical Guide for Public Authorities," by Department of the Environment, Heritage and Local Government
   Publisher: DEHLG
6. "Classifying ecological status under the European Water Framework Directive: the need for monitoring to account for natural variability. Aquatic Conservation:Marine and Freshwater Ecosystems" by Irvine, K.
   Chapters: 14: pp. 107–112
7. "Using historical data, expert judgement and multivariate analysis in assessing reference conditions and benthic ecological status,according to the European Water Framework Directive." by Muxika, I., Borja, A., Bald, J.
   Chapters: Marine Pollution Bulletin Volume 55; Issues 1-6: pp. 16-29

The above information outlines module EV5101: "Water Framework Directive (WFD)" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

OptionalEOS6101: Global Change

EOS6101: Global Change

Semester 1 | Credits: 5

This course introduces students to multi-disciplinary studies of the physical forcings and earth/ocean system responses that induce and drive environmental change on different temporal and spatial scales. Emphasis here is placed on understanding and communicating the basic science behind both natural climate cycling (e.g. Milankovitch/ENSO) and more recent anthropogenic forcings (e.g. fossil fuel burning and agricultural practices).
(Language of instruction: English)

Learning Outcomes

1. Critically discuss the basic science behind the natural processes that impact global climate
2. Recognize and interprete geological and chemical indicators of present and past global change in the environment (atmosphere, water, sediment/mineral).
3. Evaluate and appraise how human activities can be drivers of global change
4. Explain the role of the IPCC and how it works
5. Develop knowledge of current climate change adaptation strategies
6. Compile scientific information from multiple sources and prepare a briefing document for a general audience.
7. Present scientific perspectives on global change to both a specific scientific audience and to the general public

Assessments

• Written Assessment (70%)
• Continuous Assessment (30%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  PETER CROOT 🖂
  

Reading List

1. "Introduction to Modern Climate Change" by Andrew Dessler
   ISBN: 9780521173155.
   Publisher: Cambridge University Press
2. "Climate Change and Climate Modeling" by David Neelin
   ISBN: 0521602432.
   Publisher: Cambridge University Press

The above information outlines module EOS6101: "Global Change" and is valid from 2025 onwards.
Note: Module offerings and details may be subject to change.

OptionalEV507: Ecosystem Science

EV507: Ecosystem Science

Semester 1 and Spring | Credits: 5

This module explores how the ecosystem can be assessed from a number of different perspectives including; i.e. geology, hydrology, soils, biodiversity, etc. Emphasis will be placed on understanding the connections between these parameters with a view to producing an overall integrated ecosystem assessment procedure.
(Language of instruction: English)

Learning Outcomes

1. Recognise the influence of abiotic factors such as geology and hydrology on the ecology of the ecosystem
2. Interrelate different parameters that comprise an ecosystem
3. Differentiate between a number of different ecosystem types
4. Examine ecosystem function and apprise ecosystem services provided
5. Identify and assess main landscape features

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  CAITRIONA CARLIN 🖂
  
•  GESCHE KINDERMANN 🖂
  

Reading List

1. "Environmental science – Earth as a living planet" by Botkin, D.B. & Keller, E.A.
2. "Ireland. New Naturalist Library." by Cabot, D.
3. "Ecological concepts, pp. 43-78. British Ecological Society" by Cherrett, J.M.
   Publisher: Blackwell Scientific Publishing
4. "Linking Geology and Biodiversity" by English Nature
5. "Principles and methods in landscape ecology" by Farina, A
6. "Land mosaics – The ecology of landscapes and regions." by Forman, T. R.T
   Publisher: Cambridge University Press
7. "The making of the Irish landscape since the ice age" by Hall, V.
   Publisher: Collins Press.
8. "Collins Press." by Holland, C.H. & Sanders, I.S.
   Publisher: Edinburgh: Dunedin Press.
9. "Millennium ecosystem assessment" by n/a
   Publisher: Island Press
10. "Ecology: The experimental analysis of distribution and abundance." by Krebs, C.J.
    Publisher: Pearson Education.
11. "Measuring biological diversity." by Magurran, A. E.
    Publisher: Blackwell Publishing.

The above information outlines module EV507: "Ecosystem Science" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

OptionalEOS610: Introduction to Data Analysis Tools for Earth and Ocean studies

EOS610: Introduction to Data Analysis Tools for Earth and Ocean studies

Semester 1 | Credits: 5

This module provides students undertaking research in Oceanography, Earth sciences or Environmental projects with some of the key skills they will need for their Masters or PhD project work. These skills include mathematics for scientists, MATLAB and Labview programming, analysis of large oceanographic and earth science data (ODV and GMT) and an introduction to applying these tools to key earth and ocean processes (e.g. tides, seismic waves, climate time series etc). The course will consist of a weekly lecture over the course of the semester which will provide guidance on practical exercises to be completed by the class. Course load is 10 hours per week; 1 hour of lectures, 2 hours of practical, 3 hours for practical assignments and 4 hours of directed reading: 12 x10 = 120 hours over the semester.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate an understanding of the mathematical methods used to analyze Earth, Marine and Environmental sciences on spatial and temporal scales.
2. write computer programs in Matlab or Labview (R and Python optional) for processing and displaying data.
3. Analyse common oceanographic data, including Sentinel, ARGO, WOCE, CDIAC and GEOTRACES IODP datasets, using ODV or Matlab.
4. locate and use online data sources for essential ocean variables (EOVs).
5. Collect and display data from a variety of data formats (netcdf, HDF, ascii etc)

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  PETER CROOT 🖂
  

Reading List

1. "Modeling Methods for Marine Science" by Glover, Jenkins and Doney
   ISBN: 9780521867832.
   Publisher: Cambridge University Press
2. "Matlab Recipes for Earth Scientists" by Trauth
   ISBN: 9783662462430.
   Publisher: Springer
3. "Data Analysis Methods in Physical Oceanography" by Thomson and Emery
   ISBN: 9780123877826.
   Publisher: Elsevier

The above information outlines module EOS610: "Introduction to Data Analysis Tools for Earth and Ocean studies" and is valid from 2018 onwards.
Note: Module offerings and details may be subject to change.

OptionalIE446: Project Management

IE446: Project Management

Semester 1 | Credits: 5

Project management is a means to an end and not an end in itself. The purpose of project management is to foresee or predict as many of the potential pitfalls and problems as soon as possible and to plan, organise and control activities so that the project is successfully completed in spite of any difficulties and risks. This process starts before any resources are committed, and must continue until all the work is completed. The primary aim of this course is to improve the effectiveness of people engaged in project management. It focuses on the essential concepts and practical skills required for managing projects in dynamic environments. This course aims to provide learners with a solid understanding of the fundamentals of project management and to equip them with simple yet powerful tools that will empower them to meet their full potential in the area of project management thus enabling them to implement successful projects on time, within budget and to the highest possible standard.
(Language of instruction: English)

Learning Outcomes

1. Understand the critical influencing factors for successful project management and execution.
2. Understand the key reasons for failure and to comprehend the impact and implications of project failure on the individual, team and organisation.
3. Specify an effective project plan, which is consistent with the business plan of the company
4. Demonstrate the ultimate success of the plan through successful project implementation
5. Be capable of using appropriate tools to schedule a project and associated activities and tasks
6. Be capable of using tools to analyse the health of a project portfolio and to select relevant projects that align with the overall portfolio.
7. Understand the concept of cross functional team working
8. Gain a solid grounding in transferable skills such as problem specification, team working, and the ability to synthesise and apply acquired knowledge to the solution of problems

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  KATHRYN CORMICAN 🖂
  
•  GRÁINNE MORAHAN 🖂
  

Reading List

1. "Project Management: A Managerial Approach" by Meredith, J.R. and Mantel, S.J.
2. "A Guide to the Project Management Body of Knowledge (PMBOK® Guide)" by Project Management Institute

The above information outlines module IE446: "Project Management" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

OptionalEV534: Invasive Species & Biodiversity

EV534: Invasive Species & Biodiversity

Semester 2 | Credits: 5

This module explores how the local biodiversity can be impacted by a range of invasive species. In particular, this module focuses on the impacts of invasive species on native biodiversity and on the role of humans as vectors of invasive species and minimising the impacts of invasive species. In addition, it outlines the role of planning authorities in supporting resilient ecosystems through invasive species eradication or control programmes. Emphasis will be placed on understanding how invasive species become established and will look at case studies highlighting current thinking on control or eradication measures.

Learning Outcomes

1. Apply legislative obligations and implement policy measures against invasive species
2. Identify a number of invasive plants and animals, and determine the role of humans in different mechanisms of dispersal/spread and colonisation
3. Assess impacts of invasive species on a range of habitat types
4. Evaluate eradication and biosecurity strategies in terms of cost-effectiveness, time, efficacy, local community participation and implementation
5. Prepare, produce and implement control and eradication guidelines
6. Apply all the learning outcomes above to benefit species management to promote the protection of terrestrial and aquatic species and ecosystems in line with SDGs 14 and 15.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  CAITRIONA CARLIN 🖂
  
•  GESCHE KINDERMANN 🖂
  

Reading List

1. "Alien invasive species in Irish water bodies. pp 61-69. EPA (2007-W-MS-2-S1) STRIVE End of Project Report" by Maguire, C., Gallagher, K., Christine Maggs, C., Dick, J., Caffrey, J. O’Flynn, C., Fitzpatrick, U., Kelly, J. & Harrod, C.
2. "The ecology, distribution and invasiveness of Gunnera L. species in Connemara, western Ireland. Biology and Environment: Proceedings of the Royal Irish Academy 111B. 3" by Sheehy Skeffington, M. and Hall, K.
3. "Invasive species in Ireland. Unpublished report to Environment & Heritage Service and National Parks & Wildlife Service." by Stokes, K., O'Neill, K. & McDonald, R.A.
   Publisher: Quercus, Queens University Belfast,
4. "Ecophysical traits of invasive and non-invasive introduced Impatiens species." by Ugoletti, P., Stout, J.C. and Jones, M.B.
   Publisher: Biology and Environment: Proceedings of the Royal Irish Academy 111B. pp1-14

The above information outlines module EV534: "Invasive Species & Biodiversity" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

OptionalEV515: Biodiversity Legislation & Policy

EV515: Biodiversity Legislation & Policy

Semester 2 | Credits: 5

This module explores how conservation legislation and biodiversity policy can be linked into day to day planning work at a strategic and local level. Emphasis is placed on understanding the connections between national biodiversity actions, species action plans and local biodiversity action plans.
(Language of instruction: English)

Learning Outcomes

1. Apply a range of measures to meet policy drivers and legal obligations in day-to-day work
2. Interrelate different articles that comprise the Habitats Directive with measures to conserve the wider countryside and climate change adaptation strategies
3. Critique the success of species action plans and conservation strategies to contribute to favourable conservation status
4. Assess the effectiveness of site designation to benefit conservation
5. Evaluate European Court Judgements issued throughout Europe including Ireland for failure to transpose the terms of the Habitats Directive
6. Apply all the learning outcomes above to benefit biodiversity at national and local levels, promoting the protection of habitats and species in line with SDGs 14 and 15.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  GESCHE KINDERMANN 🖂
  

Reading List

1. "Nature and Biodiversity cases: Ruling of the European Court of Justice" by European Communities
2. "Biodiversity in the Coastal Zone: Status and Governance: A Report for the Working and Educating for Biodiversity (WEB) Group" by Flannery, W, Kindermann, G, Lynch, K & Potito, A
3. "Guidance on the maintenance of landscape features of major importance for wild flora and fauna – Guidance on the implementation of Article 3 of the Birds Directive" by Kettunen, M., Terry, A., Tucker, G. & Jones, A.
4. "How effective are European agri-environment schemes in conserving and promoting biodiversity?’ Journal of applied ecology, 40(6)" by Kleijn, D. & Sutherland, W.
5. "‘Does conservation on farmland contribute to halting the biodiversity decline?’ Trends in ecology & evolution, 26(9)" by Kleijn D., Rundlöf M., Scheper, J., Smith, H.G. & Tscharntke, T.
6. "‘Bringing politics back in’. Domestic conflict and the negotiated implementation of EU nature conservation legislation in Ireland. Journal of environmental policy & planning" by Laffan, B. & O' Mahony, J.
7. "Development and design of locally targeted HNV programmes in Ireland - The Aran Islands Case Study, pp. 74-75. In “Conserving Farmland Biodiversity – Lessons learned and future prospects. Teagasc" by McGurn, P. & Moran, J.
8. "The status of EU protected habitats and species. Backing documents, maps, Article 17 forms. Volumes 1-3. National Parks and Wildlife Service. Department of the Environment, Heritage and Local" by NPWS
9. "‘The ecological status of grasslands on lowland farmlands in western Ireland and implications for grassland classification and nature value assessment’, Biological" by Sullivan, C., Sheehy-Skeffington, M., Gormally, M. & Finn, J.

The above information outlines module EV515: "Biodiversity Legislation & Policy" and is valid from 2023 onwards.
Note: Module offerings and details may be subject to change.

OptionalPAB5127: Geospatial Analysis and Remote Sensing

PAB5127: Geospatial Analysis and Remote Sensing

Semester 2 | Credits: 5

This module provides a broad overview of geospatial analysis, remote sensing and spatial databases, and application of Geospatial Information Systems (GIS), with examples from agricultural systems. During this module, students will be provided with hands-on education in the principles and practice of GIS. The module will provide knowledge on how to combine data from a broad range of sources and formats, including digital maps, administrative data, census, surveys and satellite imagery. Content focuses on the representation, acquisition, management, manipulation and analysis of spatial data. The module provides students with GIS concepts, applications for ecological, environmental and land-use analyses and hands-on experience of commercial and free GIS softwares. The module also provides an overview of data streams from remote sensing, including how to access and utilise data from remote sensing data streams (e.g. from satellite data). PAB5127: Overall this module aligns with the following UN Sustainable Goals: 1 - No Poverty; 2 - Zero Hunger; 3 - Good Health and Well-being; 4 - Quality Education; 5 -Gender Equality; 6 - Clean Water and Sanitation; 10 - Reduced Inequality; 11 - Sustainable Cities and Communities; 12 - Responsible Consumption and Production; 13 - Climate Action; 14 - Life Below Water; 15 - Life on Land
(Language of instruction: English)

Learning Outcomes

1. Critically review the availability and utility of GIS and remote sensing applications, articulate the principles of data acquisition, management and analysis in relation to GIS and remote sensing.
2. Input, manage, analyse and output spatial and remote sensing data using ArcGIS and qGIS softwares.
3. Discuss the principles of generating and integrating spatial data from primary and secondary sources and designing the databases.
4. Discuss the principles of remote sensing and analysis techniques, remote sensing datastreams and their applicability to agricultural systems and environmental applications.
5. Demonstrate skills in statistical analysis and problem-solving in relation to remote sensing and GIS.
6. Explain the main concepts of agri-environmental modelling and planning
7. Discuss the potential for disruptive advances relating to society and economy in the agri-environmental sphere arising from use of geospatial and remote sensing data.
8. To take responsibility for his/her own learning

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  PETER MC KEOWN 🖂
  
•  CHARLES SPILLANE 🖂
  
•  GALINA BRYCHKOVA 🖂
  

The above information outlines module PAB5127: "Geospatial Analysis and Remote Sensing " and is valid from 2023 onwards.
Note: Module offerings and details may be subject to change.

OptionalPAB5128: Data Analysis for Sustainability Research

PAB5128: Data Analysis for Sustainability Research

Semester 2 | Credits: 5

The module will cover the core principles required in the analysis of complex multifactorial quantitative and qualitative datasets, interpretation and communication of the obtained results. This module will cover how to explore and understand the data, how to display the variables, normality of data, how to explore relationships between variables using scatterplot, correlations, linear regressions, associations between the variables and statistical model’s development. All practicals are conducted through R or other relevant statistical software.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate a broad understanding of the concepts behind the collection, management, analysis and interpretation of numerical data.
2. Demonstrate a broad understanding of the concepts behind the collection, management, analysis and interpretation of numerical data.
3. Demonstrate understanding of the idea of testing hypotheses using the probabilities of the hypotheses being incorrect.
4. Analyse and interpret datasets using relevant statistical software (correlation; linear and multiple regressions; chi-square; analysis of variance; multifactor analysis of variance).
5. Describe the main principles of statistical modelling.
6. Present data analysis and interpretation in the context of scientific publication.
7. Critically apply theoretical knowledge to analyse data.
8. Develop effective and efficient self-directed study skills

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  PETER MC KEOWN 🖂
  
•  CHARLES SPILLANE 🖂
  
•  GALINA BRYCHKOVA 🖂
  
•  Luis Quiroz 🖂
  
•  Waqar Shahid Qureshi 🖂
  

The above information outlines module PAB5128: "Data Analysis for Sustainability Research" and is valid from 2020 onwards.
Note: Module offerings and details may be subject to change.

OptionalLW3124: Legislation for Environmental Scientists

LW3124: Legislation for Environmental Scientists

Semester 2 | Credits: 5

This module exposes students to the considerable amount of environmental legislation that exists in Ireland. It encourages students to think about how the legislation is implemented and how it could be used in their future careers. This module will examine the legal aspects of a number of different sources of pollution including water pollution (inland and coastal), air pollution, waste, noise etc. The common law nuisance principles and the rule in Rylands v Fletcher will be examined, as well as recent case law in this area. Relevant domestic legislation (in particular the Water Pollution Act and the Air Pollution Act) as well as EU developments will be considered, particularly from the point of view of monitoring and penalties for breach. At the end of the module, students will have knowledge of the central principles of pollution control law and the structure of the system including the institutional arrangements, the role of the Environmental Protection Agency, and the development of Integrated Pollution Controls. In addition, special attention will be paid to specific topics such as wildlife protection, climate change, eco-system management, and access to information.
(Language of instruction: English)

Learning Outcomes

1. Consider both national and European legislation in the context of its impact on environmental quality
2. Deconstruct legislation with reference to the purpose of the legislation, the powers within the legislation, the offences and penalties contained in the legislation construct
3. Consider, using real life scenarios, the legislation that could be used in such scenarios for the betterment of the environment

Assessments

• Written Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  RÓNÁN KENNEDY 🖂
  
•  CARMEL FLYNN 🖂
  

Reading List

1. "Yvonne Scannell, Environmental and Land Use Law (Thomson Round Hall, 2006)" by n/a

The above information outlines module LW3124: "Legislation for Environmental Scientists" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

OptionalMI5106: Environmental Resilience

MI5106: Environmental Resilience

Semester 2 | Credits: 5

The module is future oriented and explores the intersection of global change, nature and public health from a resilience perspective. It encompasses a wide range of theory and debate spanning social and environmental issues, and links international examples to local context and relevance. The module will challenge students to use an interdiscipli-nary approach, drawing especially from resilience thinking, to critically reflect on current academic and public, civic, policy debates for a range of social-environment-development topics. Students will be introduced to theoretical concepts and methods of resilience thinking, and will conduct group and individual assignments that utilise these concepts and methods. The module supports topics within SDGs 2, 4, 6, 7, 8, 9 and focusses on targets within SDGs 3 11, 13, 14, 15, 17.
(Language of instruction: English)

Learning Outcomes

1. Define and explain key aspects of resilience thinking that relate to SDG 2, SDG3, SDG4, SDG6, SDG7, SDG8, SDG11, SDG13, SDG14, SDG15, SDG16, and SDG17.
2. Critically assess existing evidence in relation to how interacting systems of people and nature can best be managed in the face of uncertainty and shocks in support of SDG2, SDG3, SDG6 SDG7, SDG9, SDG11 SDG13, SDG14, and SDG15.
3. Evaluate the importance of the approaches employed to communicate social-environmental issues and how that impacts on stakeholders’ responses. This relates to inclusion and education (SDG4, SDG16 and SDG17)
4. Apply and appraise resilience techniques that are used to help to reduce work/life-based pressures and promote health and well-being in the context of SDG3, SDG4 and SDG8.
5. Demonstrate use and application of interactive formats, dialogue techniques and reflective practice to explore concepts, understand lived realities or identify knowledge gaps as they apply to the SDGs.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  LIAM MORRISON 🖂
  
•  CAITRIONA CARLIN 🖂
  
•  GESCHE KINDERMANN 🖂
  

Reading List

1. "Navigating Social-Ecological Systems" by Fikret Berkes,Johan Colding,Carl Folke
   ISBN: 1139434799.
   Publisher: Cambridge University Press
2. "Principles for Building Resilience" by Reinette Biggs
   ISBN: 9781107082656.
   Publisher: Cambridge University Press

The above information outlines module MI5106: "Environmental Resilience" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.

OptionalTI6147: Sustainability Planning and Policy for Marine Environments

TI6147: Sustainability Planning and Policy for Marine Environments

Semester 2 | Credits: 10

This module critically reviews how society has viewed and used the marine environment through history, examines evolving views on how these systems have been valued, evaluates various policies and practices employed in its management, and explores current and future issues that threaten marine system functionality. Students will be introduced to a range of tools used in managing the marine environment, investigate policy and practice suitability at multiple scales, and gain theoretical insights on sustainability in a marine and coastal context, using Ireland as a case study.
(Language of instruction: English)

Learning Outcomes

1. Critique and apply a range of geographical concepts and discourse to marine spatial planning debates
2. Develop and employ a practical understanding of relevant EU Directives related to the planning and use of marine and coastal systems, as well as related Irish legislation, policies, plans, and strategies
3. Apply and critique the use of various regulatory and participatory tools that promote concepts of sustainability in relation to established policy goals
4. Develop and interpret spatial data through GIS to critically analyse emerging discourses on sustainability in marine and coastal systems
5. Write in a way that explores, synthesises, and critiques academic material while relating it to advancements in the field of marine spatial planning
6. Demonstrate independent thinking and strategic planning through group activities and discussion
7. Demonstrate the ability to apply the knowledge gained throughout the course through various critical lenses to critique efforts that define and pursue sustainability within contemporary planning and policies of marine and coastal systems

Assessments

• Continuous Assessment (55%)
• Oral, Audio Visual or Practical Assessment (45%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  CHRISTINA COSTELLO HAVERTY 🖂
  
•  FRANCES FAHY 🖂
  
•  LIAM CARR 🖂
  

Reading List

1. "Ocean Zoning: Making Marine Management More Effective" by Agardy, T.
   ISBN: 1844078221.
   Publisher: Earthscan

The above information outlines module TI6147: "Sustainability Planning and Policy for Marine Environments" and is valid from 2024 onwards.
Note: Module offerings and details may be subject to change.