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JOHN CABOT UNIVERSITY
COURSE CODE: "NS 290"
COURSE NAME: "Science and Urban Ecology"
SEMESTER & YEAR:
Fall 2016
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SYLLABUS
INSTRUCTOR:
Margaret Kneller
EMAIL: [email protected]
HOURS:
TTH 3:00PM 4:15PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
PREREQUISITES:
OFFICE HOURS:
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COURSE DESCRIPTION:
This course provides the liberal arts student with an introduction to the scientific issues which underpin human health in the urban environment. We study components of the urban environment by using basic concepts from ecology, biology, chemistry, and geology. We then learn about “linkages” (or interactions) between humans and their physical, chemical, and biological environment in order to understand human health in the urban environment. The interactions examined will relate to actual conditions found in major cities in the 21st century: we look at water supply and quality, air quality standards, energy supplies, and common diseases.
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SUMMARY OF COURSE CONTENT:
What can we learn about the scientific aspects of the urban environment in a single semester? This course provides an overview of interesting urban environments, and issues directly relevant to humans within these cities. The course concentrates on the issues of water, and air…because the provision of clean air and water is necessary to thriving urban life. It provides a key introduction to energy, without which our climate-controlled 24/7 urban lifestyles could not proceed. And then a primer in communicable diseases, since the high densities of cities makes the population more vulnerable to epidemics.
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LEARNING OUTCOMES:
Each urban environment is unique in terms of ecological components and processes. Class lectures and related articles have been selected, to provide examples of 21st century cities and urban ecology issues: for example drinking water quality, and air particle pollution. Students learn to conceptualize their urban environment (global examples) as ecological components and processes—the class emphasizes issues with relevant to 21st century natural resource policy.
The course is organized into five units:
1. Introduction: Homo sapiens, review of ecosystems, biomes and climate, the Anthropocene.
2. Water: Sources and Quality
3. Air: Urban Pollutants of Interest
4. Energy: main sources for power, the link to Climate
5. Diseases: common bacteria and viruses
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TEXTBOOK:
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REQUIRED RESERVED READING:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments |
| Various titles | Various authors | Academic and government publishers | various | | The reading material is selected from government sources (US, EU, or UN), scientific articles, of high-quality news articles. Look at the SCHEDULE, which follows, for the specific texts. |
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Midterm | | 30 % |
| 5 Short Papers | Approximately every two weeks, there will be an assignment, related to the material, where you will write or present your analysis.
One page, typed, with references on second page.
Papers due electronically, no late papers accepted.
| 30 % |
| Final | | 30 % |
| Class Discussion, Short Assignments | Relevant discussion of topics, readings and assignments. | 10 % |
-ASSESSMENT CRITERIA:
AThis type of work demonstrates the ability to learn the concepts and theories presented, and also to begin to make analysis. During class discussion and in written tests, the student shows clear evidence of a significant amount of reading, and comprehension, of the required and recommended articles and texts.
BThis is highly competent level of performance and directly addresses the question or problem raised. There is usually a demonstration of ability to learn the concepts and theories presented. During class discussion and in written tests, the student usually shows evidence of a significant amount of reading, and comprehension, of the required and recommended articles and texts. The work does not suffer from any major errors or omissions and provides evidence of reading of the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
Class attendance is required, more than three unexcused absences will lower the grade by one half (e.g. B to B-). More than six unexcused absences will lower the grade by one whole point (e.g. from B to C).
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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This table shows the program for the course: topic and related reading.
Some changes may occur, days of outdoor field trip, or computer lab exercise, may change. Important changes will be noted by Message in MyJCU.
Please do reading for the class, and ask questions.
Articles related to current events, not yet on the syllabus, will be used.
August 29 version.
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Day
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Topic, and Reading
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1
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Introduction: Cities are Ecosystems?
· Text: http://www.anthropocene.info/en/home
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2
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10,000 years to 2008, Humans Become City Dwellers
· Text: Rise of the Megacities-interactive from The Guardian http://www.theguardian.com/global-development/interactive/2012/oct/04/rise-of-megacities-interactive
· Text: The Urban Millennium, selected pages from UNFPA State of the World Population, http://www.unfpa.org/swp/2007/english/introduction.html
· Global Cities of the Future, interactive map: http://www.mckinsey.com/global-themes/urbanization/global-cities-of-the-future-an-interactive-map
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3
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Ecosystem Services, Carrying Capacity, and “The Commons”
· Text: “The Tragedy of the Commons,” by Garrett Hardin, a classic from 1968, <http://www.sciencemag.org/content/162/3859/1243.full>
· “Carrying Capacity concept”, see http://www.csus.edu/indiv/l/loom/lect%2031-32%20s07.htm
· Text: ESA Definition of Ecosystem Services http://www.esa.org/ecoservices/comm/body.comm.fact.ecos.html
· in class: Constanza et al., 1997 (MyJCU and http://www.esd.ornl.gov/benefits_conference/nature_paper.pdf )
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4
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Human Population
· Text: C. Haub and J. Gribble, “The World at 7 Billion,” Population, Bulletin 66, no. 2. (MyJCU)
· Text: Norman Myers, “How we covered the world at 5 billion…” (MyJCU)
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5
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Google Earth Exercise
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6
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Intro to Water Supply: groundwater, rainwater, glaciers, & rivers, precipitation (mean, anomaly)
· Text: Princeton_Water_Wars_Infographic (MyJCU)
· Text: Lalasz and Richter, How Cities can get smart about water, http://www.globalwaterforum.org/2013/05/15/how-cities-can-finally-get-smart-about-water/ (& MyJCU)
· <Water_Supply_Bosnia_Egypt> and <NaclaBoliviaWaterWars2013> [MyJCU]
· Optional: http://en.wikipedia.org/wiki/Water_supply_and_sanitation_in_the_United_States
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7
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Transboundary Water
· Famiglietti: “Global Groundwater Crisis,” Nature, 2014 [MyJCU]
· Libya_Water_TheGuardian_2011 [MyJCU]
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8
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Awareness about Water Quality
· Text: A. Biswas, “clean water” vs. “improved sources” http://www.globalwaterforum.org/2011/11/16/evolution-of-global-developments-in-urban-water-management-part-2-of-2/ (and MyJCU)
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9
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Water Quality, continued
· “Flint’s Water Crisis and the ‘Troublemaker’Scientist” by D Hohn, 2016, NYTimes [MyJCU]
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10
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Are Drinking Water Standards, Standard??
· Text: http://water.epa.gov/drink/contaminants/index.cfm
· Text: www.safewater.org/PDFS/resourceswaterqualityinfo/RegulationsGuidelinesComparisons.pdf
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11
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Drinking Water/Watershed Online Exercise
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12
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What is an Exposure Pathway?
· Articles compiled <4_Exposure_Pathway_cholera_articles_video> [MyJCU]
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13
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Air Pollutants, London and Singapore
· Text: N Chestney and B Lewis, “Europe’s toxic air” (MyJCU)
· articles in: <London_Beijing_Air_Pollution> [MyJCU]
· Text: G Mullany, “Pollution in Singapore” (MyJCU)
· http://www.who.int/mediacentre/news/releases/2011/air_pollution_20110926/en/
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14
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Pollution Sources: the case of Lead
· Text: news articles <Lead Articles> (in MyJCU)
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15
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MIDTERM
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16
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Databases on Air Pollution, Exercise
· For example: http://www.who.int/phe/health_topics/outdoorair/databases/en/
· www.eea.europa.eu/themes/air/air-quality/map/airbase/air-quality-statistics-at-reporting-stations
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17
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Pollution Sources: Planning to Reduce Particles
· Text: WHO Particulate Matter 2000 (MyJCU)
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18
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Transboundary Air Pollution
· Text: see previous articles
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19
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Intro to Global Health
· http://www.guardian.co.uk/science/2013/feb/19/coronavirus-how-easily-spread
· Key statistics from WHO The World Health Report: http://www.who.int/whr/previous/en/
· Summary of the paper, "Rising Morbidity and Mortality in Midlife Among White non-Hispanic Americans in the 21st Century," PNAS, Nov 2 2015 at http://wws.princeton.edu/faculty-research/research/item/rising-morbidity-and-mortality-midlife-among-white-non-hispanic
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20
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The Human Microbiome
· See <Human Microbiome Articles> in MyJCU folder
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21
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Example of many Epidemics caused by a Bacteria
MyJCU Folder: <WHO Pandemic Definitions>
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22
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Bacteria and Antibiotic Resistance?
· Drug-Defying Germs From India Speed Post-Antibiotic Era, By Jason Gale and Adi Narayan - May 7, 2012, Bloomberg Markets Magazine, http://www.bloomberg.com/news/2012-05-07/drug-defying-germs-from-india-speed-post-antibiotic-era.html, video at http://bloom.bg/KItlV6 (and MyJCU)
· http://rendezvous.blogs.nytimes.com/2013/02/18/global-health-threat-seen-in-overuse-of-antibiotics-on-chinese-pig-farms/ (and MyJCU, listed as Tatlow)
· (on-line exercise in class)
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23
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Influenza as an Infectious Disease
www.nytimes.com/2006/03/28/science/28flu.html [to be updated] with Multimedia link Lessons From a Past Pandemic http://www.nytimes.com/packages/html/science/20060328_FLU_FEATURE/blocker.html
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24-25
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Ebola Virus
· MyJCU Folder: Ebola articles
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26
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Natural Hazards and Cities
· Text: The Economist, “Natural Disasters versus Natural Hazards” 2012 (MyJCU)
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27
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Sea Level Rise in the 21st Century?
· Text: Revkin “Coastlines and Cities” (MyJCU)
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28
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Natural Hazards and Cities
Case Studies: Tokyo and Fukushima, New York City and Sandy
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FINAL—the date set by JCU Registrar. NOTE that the FINALS period is from Dec 3 to 9, and this includes Saturday and Sunday! Do not schedule travel on the weekend. We must take our Final on the scheduled day and time.
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