Florida A & M University School Of Environment EVR 1001 .
EVR 1001Spring Semester 20161/13Florida A & M University School of EnvironmentEVR 1001- 002 FUNDAMENTALS OF ENVIRONMENTAL SCIENCE1:25PM – 2:15PM MWF FSH SCIENCE RESEARCH CENTER RM-116January 6, 2016 – April 22, 2016Instructor: Richard D. Schulterbrandt Gragg, Ph.D.Teaching Assistant: TBAOffice: 306D – FSH Science Research CenterPhone: 850-599-8549Email: richard.gragg@famu.eduWebsite: mlOffice Hours: T-W-TH — 10:00am–11:00am; and by appointmentMISSION STATEMENTThe School of the Environment (SOE) strives to produce students uniquely prepared toaddress present and future environmental science concerns. SOE fosters the development ofstudents by emphasizing rigorous academic course work; student involvement in facultyresearch; and student involvement in collaborative research efforts with other universities,community/junior colleges, national laboratories, regulatory agencies, corporateenvironmental contractors, utilities, and municipalities.COURSE DESCRIPTIONFAMU catalog description: Conditions that are healthy for living things on earth are the maintopics covered in the course. To identify these conditions relevant concepts from biology,chemistry, and physics are presented. Threats to healthy conditions, actions that are likely tomaintain healthy conditions, and laws that promote health conditions are then discussed.One objective of the course is to present information that will serve as part of the basis fordecisions about economic actions to support lifestyle choices.Prerequisite(s): MAC 1105 College AlgebraCore curriculum course: NoCourse restrictions:Availability to non-ESI majors: YESCOURSE OBJECTIVES1. To provide you with a basic understanding of environmental science and its components.2. To define, explain and characterize the spatial and temporal scales, and organizationallevels of the integration between the atmosphere, hydrosphere, lithosphere, ecosphere,and biosphere.3. Solicitation of your perspectives, reactions, and experiences in the class discussions,assignments, and exams.4. Develop and present annotated essay: ‘My Environmental Ethic’.5. Develop and present: ‘Visual/Performing Arts Presentation: Environmental Connections’.
EVR 1001Spring Semester 20162/13LEARNING MATERIALSRequired eBook: Your Environmental Connections, Elijah Johnson and Richard D.Schulterbrandt Gragg III, Great River Learning, August 2015, ISBN Number: 9781680750300.Available through FAMU Bookstore (http://famu.bncollege.com/) or Great River s). All other multimedia materials for the courseare available at: http://famu.blackboard.com/TOPICS COVERED1.2.3.4.5.6.Information Literacy, Writing Skills, Annotated BibliographyFramework of Environmental ScienceSpatial, Temporal, and Organizational ScalesInterdisciplinary Components of Environmental ScienceImpact Analysis and Case StudiesEnvironmental Science Essay Development and PresentationEXPECTED LEARNING OUTCOMESFoundation skills and knowledge: You will demonstrate a basic understanding andapplication of the framework of environmental science. You will demonstrate a basicunderstanding of the atmosphere, hydrosphere, lithosphere, ecosphere, and biosphere. Youwill demonstrate a basic understanding and application of the components of environmentalscience: atmospheric sciences; ecology; environmental chemistry; and geosciences. You willdemonstrate a basic understanding and application of spatial and temporal scales, andorganizational levels You will demonstrate a basic understanding and application ofenvironment and society. You will demonstrate a basic understanding and application of theannotated essay.Effective written and verbal communication: You will demonstrate, through thedevelopment of an annotated essay entitled My Environmental Ethic, the ability to present andexplain concepts related to the environment and society to yourself, your classmates, theinstructor, and invited guests.Critical thinking: You will demonstrate, through the development of an annotated essay onenvironment science, an ability to assimilate and critically evaluate facts and concepts relatedto environment and society, and to stimulate discussion and answer questions from yourpeers on this topic through highlighting important themes; placing the individual readings inperspective by comparison and contrast; introduce distinctions and concepts that supplementmultimedia resources; and provide additional insights and perspectives not developedelsewhere in the course.Integration of learned skills and information: You will demonstrate, through thedevelopment of an annotated essay on environment science, the ability to analyzeinformation from the interdisciplinary context of environmental science and apply thatknowledge to the Visual/Performing Arts Presentation: ‘Environmental Connections’.
EVR 1001Spring Semester 20163/13COURSE ADMINISTRATIONACTIVITIESCLASS PARTICIPATIONCUMULATIVE ANNOTATION ASSIGNMENTSEXAMS (3 TAKE HOME)FINAL EXAM PRESENTATIONEXTRA CREDIT ASSIGNMENTSFINAL GRADE ASSIGNMENTPERCENT OF FINAL GRADE25 PTS150 PTS75 PTS50 PTS10 PTS 280 A; 250-279 B; 220-249 C;199-219 D; 199 FCourse Description: Introduces the participant to the interdisciplinary field of environmentalscience. Primarily this course will provide a forum to discuss and learn the variety of ways inwhich environmental science is applied to understand the natural and human environmentswhere we live, work and play. This course includes supervised and independent research,periodical review and discussion of current environmental/occupational health issues andevents.Course Objectives: Provide participants with the opportunity to become well-versed andknowledgeable about environmental science.Course Content: Students will conduct and present (written & oral) individual and groupprojects, study, review, and apply environmental science and related societal issues in thepublic media, journals and periodicals and complete reading assignments and class projects.Teaching Methods: Group and individual projects, assignments, exams, and guest lecturers.Make-up policy: Missing any exam or deadline is strongly discouraged. Excused absenceswill be allowed only with advance permission of instructor and for valid hardship. Homework,presentations and projects will not be accepted late; no make-up exams will be given.Attendance: Regular and punctual attendance is expected and is fundamental to success inthis course. Information presented during class is the responsibility of the student whetherpresent or not. It is up to the student to obtain class material from other students when asession is missed.As stated in the most recent edition of the Florida A & M University handbook (“The Fang”, pp72-73) any student exceeding 3 unexcused absences may be dropped from the course andassigned the letter F”.Academic Honesty: Plagiarism and cheating will NOT be tolerated in any form. Please reviewthe Florida A & M University handbook “The Fang” for the FAMU academic honesty policy.Cell Phone Policy: Cell phone use is strictly prohibited during class, no ringing, vibrating,text messaging, games, pictures, etc. unless requested/permitted by instructor. Failure tocomply with this rule will result in your dismissal from the class.
EVR 1001Spring Semester 20164/13LECTURES – EXAMS – ASSIGNMENTSJanuary 6th – January 22ndIntroduction and Overview: Framework of Environmental ScienceModule I: The Context and Framework of Impact Assessment Chapter 12: Comets and Asteroidso Case Study 1: A Procedure for Evaluating Environmental Impact. Leopold, L.B.,F.E. Clarke, B.B. Hanshaw and J. R. Balsley, (1971) Geological Survey Circular645. United States Department of Interior.! Annotation: The Environmental Quality Act of 1969 prompted thethen Secretary of the Interior, Rogers C. B. Morton to direct theU.S. Geological Survey to provide systematic guidance forenvironmental impact reporting to inform environmental decisionmaking and management. In the Circular 645 Foreword SecretaryMorton stated “Every human action affects the world around us insome degree and the full effect is difficult to assess because ofcomplex relations among living and nonliving things. Under thecircumstances one can neither expect to restore the entire past norpreserve the entire present for future generations. However, all canand should strive for proper balance between resourcedevelopment and maintenance of pleasant surroundings.”Inaddition to detailing a standard empirical procedure for evaluatingenvironmental impacts the circular presented the specific exampleof a phosphate mining lease its impacts at the local scale.Module II: Impact Analysis: Integrating Theoretical and Empirical Perspectives Chapter 1: Concepts of Systems and Processeso Case Study 2: Scale and Cross Scale Dynamics: Governance and Information in aMultilevel World. Cash, D. W., et al., (2006) Ecology and Society 11(2):8.! Annotation: Challenges of ignorance, mismatch and, plurality arisewhen we tackle resource exploitation and management, becausethere is a lack of consideration of the proper scales, cross-scaleand cross-level dynamics and interactions, which more often resultin improper public policies that ultimately hamper the protectionof the environment and human health. This ignorance leads tomanagement and national policies that adversely constrain localpolicies and short-term solutions that lead to long-term problems.Mismatches occur between levels and scales in humanenvironment systems and affects the resiliency and credibility ofthe information and structures present. Lastly, plurality is thefailure to recognize the different ways that scales are perceived. Incross-scale linkages, different actors seek to gain differentoutcomes from strengthening to weakening cross-scale andcross-level linkages. As in the commons, this needs to beaddressed because the benefits and risks are not symmetric.
EVR 1001Spring Semester 2016o 5/13Case Study 3: Grand Challenges in Environmental Sciences. Committee on GrandChallenges in Environmental Sciences. Oversight Commission for the Committeeon Grand Challenges in Environmental Sciences. National Research Council.Grand Challenges in Environmental Sciences. Washington, DC: The NationalAcademies Press, 2001! Annotation: The Grand Challenges in Environmental Sciences elucidates the suitability of the interdisciplinary nature of theenvironmental sciences to investigate the complex andmultifaceted relationship of our technological society with theenvironment within the broader context of understanding theenvironment and humanities place in it. The grand environmentalchallenges: biogeochemical cycles; biogeochemical diversity andecosystem functioning; climate variability; hydrologic forecasting;infectious disease and the environment; institutions and resourceuse; land-use dynamics; and reinventing the use of materials wereselected and detailed through a collaborative and participatoryprocess including recommended research investment strategiesand implementation issues.Chapter 15: Extreme Eventso Case%Study%3a.%Institutions%and%Resource%Use! Annotation: Grand Challenges in Environmental Sciences:Institutions and Resource Use - The multilevel capacity, functionand utilization of institutions and resources has evolved. In thecontext of the human dimension the science, technology, andindustrial revolutions call for special and closer attention to theinstitutions of government, law and public policy necessary tomanage and sustain economic, social and environmental resourceslocally, regionally and globally. “The challenge is to develop asystematic understanding of the role of ,regulatoryarrangements,international conventions, and other formal and informal sets ofrules—in shaping systems for natural resource use, extraction,waste disposal, and other environmentally important of%Materials! Annotation: Grand Challenges in Environmental Sciences:Reinventing the Use of Materials - Human decisions on how weexploit and utilize natural resources must account for the impactson human health and the environment. Appropriate and sufficientsocial, economic and environmental adaptations and remedies thatsustain human health and the environment locally, regionally andglobally, must accompany the assessment of the impacts. “Thechallenge is to develop a quantitative understanding of the globalbudgets and cycles of key materials used by humanity and of howthe life cycles of these materials may be modified. Among thematerials of particular interest for this grand challenge are thosewith documented or potential environmental impacts, those whoselong-term availability is in some question, and those with a highpotential for recycling and reuse. Examples include copper, silver,and zinc (reusable metals); cadmium, mercury, and lead(hazardous metals); plastics and alloys (reusable substances); and
EVR 1001Spring Semester 20166/13CFCs, pesticides, and many organic solvents (environmentallyhazardous substances).” Chapter 9: Restrictions on the Use of Earth Systemso Case Study 4: The Tragedy of the Commons. Hardin, G., (1968) Science162:1243-1248.! Annotation: Hardin sheds light on humanities response to theplethora of resources at our disposal with the phrase and concept:“tragedy of the commons.” Hardin uses the example of thepasture, which represents an open access resource that is availableto anyone who brings their cows to graze with the sole goal ofmaximizing private gains and benefits. Every herder in enticed tobring more cows to the pasture because they will receive the directbenefit of grazing their cattle there. The concluding resultunbeknownst to the cattleman is that by placing their individualbenefits to the forefront, it opens the door for ruin and overexploitation of the pasture, a representation of our earth’sresource. Resources we commonly waste range from water that wepour to nurture our lawns; to driving two cars to one place; andliving a materialistic lifestyle that warrants waste filling landfillsand the like. If we are not mindful of the little things that we dothen, short-term decisions can turn into long -term problems.Assignment #4: My Environmental Ethic Annotated Essay: 1st Draft Due January 22ndJanuary 25th – February 26thModule III: The Built Environment: Impacts and Assessments Chapter 2: Basic Physicso Case Study 5: Grand Challenges in Environmental Sciences: Climate Variability! Annotation: The human exploitation of fossil fuels (oil) isevidenced to impact the carbon biogeochemical cycle and thesubsequent increase in atmospheric greenhouse gases (i.e., CO2).These increases perturb the climate system with unknown effectson climate extremes and variability. “The challenge is to increaseour ability to predict climate variability, from extreme events todecadal time scales; to understand how this variability may changein the future; and to assess its impact on natural and humansystems.” Chapter 3: Basic Chemistryo Case Study 6: Grand Challenges in Environmental Sciences: BiogeochemicalCycles! Annotation: The cycling of chemical elements through the Earthsystem in their multi-level biological, geological, and chemicalforms constitutes the biogeochemical cycles. These chemicalelements include the nutrient elements: carbon, oxygen, hydrogen,nitrogen, sulfur, and phosphorus; and elements such as:potassium, calcium, molybdenum, iron and zinc which function asphysiological regulators or cofactors for enzymes. These cyclesoperate at individual, local, regional and global scales. Changes inthese cycles, which can be induced by human activity, may lead to
EVR 1001Spring Semester 20167/13large scale earth systems changes such as increases in the levelsof carbon dioxide in the atmosphere which are linked to changesin global temperatures, sea levels, ocean acidification, and foodsecurity. “The challenge is to understand the Earth's majorbiogeochemical cycles and how they are being perturbed byhuman activities; to be able to predict the impact of theseperturbations on local, regional, and global scales; and todetermine what public policies and technological innovations canrestore these cycles to more natural states, should suchrestoration be deemed desirable.” Chapter 4: Basic Biologyo Case Study 7: Grand Challenges in Environmental Sciences: Biological Diversityand Ecosystem Functioning! Annotation: The human exploitation of natural resources canimpact ecosystem biodiversity. ‘Biodiversity is the variety ofdifferent types of life found on earth. It is a measure of the varietyof organisms present in different ecosystems. This can refer togenetic variation, ecosystem variation, or species variation(number of species) within an area, biome, or ty). ‘Biomes are regions ofthe world with similar climate (weather, temperature) animals andplants. There are terrestrial(land) biomes; aquatic biomes, ds.nceas.ucsb.edu/biomes/). Biodiversity is crucial toecosystem function and service. For example, microbes are an oldand large fraction of the Earth’s life forms improving thisunderstanding is of great scientific and practical interest. Humanactivity can unintentionally impact aquatic, terrestrial, andatmospheric biodiversity diminishing the capacity of the Earth tosupport human societies. “The challenge is to understand theregulatory and functional consequences of biological diversity, andto develop approaches for sustaining this diversity and theecosystem functioning that depends on it.” Chapter 6: Toxicology for Plantso Case Study 8: The Response of Natural Ecosystems to The Rising Global CO2Levels. Bazzazz, F.A. (1990). Annual Review of Ecology and Systematics,21:167-196.! Annotation: The observed responses to elevated CO2 includespecific changes in plant physiology, respiration, photosynthesisand reproduction. The seminal paper by Bazzaz reviewed andintegrated all the research related to this topic conducted prior to1990. It’s conclusions have been borne out by further detailed andadvanced research and similar review and integration at the local,regional and global levels via the United Nations IntergovernmentalPanel on Climate (http://www.ipcc.ch; http://www.un.org/climatechange/) and the Organization of Economic Co-operationand Development (http://www.oecd.org).
EVR 1001Spring Semester 20168/13 Chapter 7: Toxicology for Animalso Case Study 9: Endocrine-disrupting chemicals in fish: Developing exposureindicators and predictive models of effects based on mechanism of action.Gerald T. Ankley, et al., (2009). Aquatic Toxicology 92 (2009) 168–178.! Annotation: Endocrine-disrupting chemicals are anthropogenicagents that interfere with the production, release, transport,metabolism, binding, action, or elimination of natural hormones inthe body responsible for the maintenance of homeostasis and theregulation of developmental processes. These agents act onreproduction and development processes through direct effects ic–pituitary–gonadal axes in humans and other vertebrates. Chapter 8: Alteration of Earth Systems and Processeso Case Study 10: The Trajectory of the Anthropocene: The Great Acceleration.Steffen, W., W. Broadgate, L. Deutsch, O. Gaffney and C. Ludwig (2015) TheAnthropocene Review 2(1):81-98.! Annotation: Human interaction with the environment ischaracterized and shaped by our economic and social activities,which are manifest in the built environment. Globalization isdriving the analysis of human behaviors on spatial, temporal andorganizational scales within and between the biotic and abioticsystems and the subsequent impacts on the environment includinghuman life and endeavors. The environmental impact of the humandimension is now innovatively characterize
EVR 1001 Spring Semester _ 2016 1/13 Florida A & M University School of Environment EVR 1001- 002 FUNDAMENTALS OF ENVIRONMENTAL SCIENCE 1:25PM – 2:15PM MWF FSH SCIENCE
FLORIDA WETLAND PLANTS, AN mENTIFICATION MANUAL can be purchased from the University of Florida, Food and Agricultural Sciences. 1-800-226-1764, P.O. Box 110011, University of Florida, Gainesville, Florida 32611-0011. Introduction For use the the manual: FLORIDA WETLAND PLANTS, AN mENTIFICATION MANUAL
The Annual Florida Equity Report is required under Florida statutes as follows: The Florida Educational Equity Act (Section 1000.05 F.S.) and the Florida Board of Governors Regulation 2.003 Equity and Access. The Uni-versity of South Florida System (USF System), which is comprised of three institutions USF Tampa, USF St.
School Program allows eligible virtual schools to provide an on-line education program to full-time students in K-8. The two K-8 virtual schools in Florida are Florida Connec-tions Academy and Florida Virtual Academy. Florida Virtual School (FLVS) is a public virtual middle and high school offering over 90 online courses to students in grades 6-12.
the Sponsor to the School for the maintenance and operation of a Florida public charter school in Volusia County, Florida, to be known as the “Ivy Hawn Charter School of the Arts”. The School is a unit of the School District of Volusia County, Florida, an
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Collectively make tawbah to Allāh S so that you may acquire falāḥ [of this world and the Hereafter]. (24:31) The one who repents also becomes the beloved of Allāh S, Âَْ Èِﺑاﻮَّﺘﻟاَّﺐُّ ßُِ çﻪَّٰﻠﻟانَّاِ Verily, Allāh S loves those who are most repenting. (2:22
Some Common Diseases of Pepper in Florida Ken Pernezny and Tom Kucharek, Respectively, Professor, Plant Pathology, Everglades Research and Education Center, Belle Glade; and Professor, Univer-sity of Florida, Plant Pathology Department, Gainesville, Florida.1991; Revised November 1999. Pepper is an important commercial veg-etable crop in Florida.
A Title III Funded Program Application Narrative Introduction Florida A&M University (FAMU), located in the Florida panhandle, is the only public historically Black university in Florida. FAMU is a member of the State University System of Florida (SUS), a 12-member coalition of state public higher education institutions. FAMU,
