This subject aims to provide students with the skills to undertake and critically evaluate environmental risk assessments. Students will learn a range of qualitative and quantitative tools from a variety of disciplines, and apply them to environmental risk problems. Students completing this subject should be familiar with the concept of exposure pathways; understand the ecological processes associated with contamination in aquatic and terrestrial ecosystems; be able to develop empirical models; estimate exposures and responses in ecological systems; and develop a critical understanding of methodologies used in environmental risk assessment.

Topics include the concepts of risk assessment, psychology and history of risk perception, Australian standards for risk assessment, risk assessment frameworks, exposure pathways, hazard assessment, casual and empirical modeling, inference from data, endpoints and management goals, interval arithmetic, logic trees, environmental toxicology, decision-making under risk and uncertainty, social context of risk, and risk management.

The subject includes methods of hypothesis development, experimental design and testing in environmental impact assessment, design and analysis of sampling and monitoring programs and their subsequent analysis, and evaluating proposed solutions for their technical feasibility and risk.

This subject provides a detailed knowledge of vegetation structure and natural values of Victorian plant communities and their assessment, including environmental limiting factors, threats due to land use, development and fragmentation, and management issues related to environmental impact assessment and conservation of native vegetation. The subject will be based around short excursions to examine different vegetation types in the Melbourne region, and a series of special lectures by scientists, managers and consultants from both the government and private sectors. Topics will include:

• ecology and natural history of Victorian plant communities;
• environmental impacts and vegetation assessment;
• conservation and management issues (e.g. revegetation, rare species, fauna habitat, weed invasions);
• biodiversity legislation and government agencies;
• consulting services and client focus.

Applied Ecology is the science of understanding and managing ecosystems. The subject describes and evaluates the applications of ecological concepts for the conservation and management of natural and human-altered ecosystems. In particular, it identifies the implications of global and local changes for ecosystems, communities and individual species, especially within the Australian environment. It examines approaches to management and conservation of terrestrial resources and ecosystems, the control of pest species, and restoration of modified habitats.

This subject explores the relevance of ecological and evolutionary theory for understanding the distributions of species, their interactions, their life history characteristics and how these traits are impacted by changing environmental conditions. Topics include spatial ecology and metapopulations, climatic impacts on distribution and abundance, life history evolution and ecosystem stability and resilience. The skills developed in this subject provide an essential grounding for careers in ecology.

The oceans cover 71% of the earth’s surface and are vital to the well being of humans in many ways. This subject covers our current understanding of the biology of marine organisms and how marine scientists assess environmental impacts, manage exploited species and conserve biodiversity.

This subject explores and evaluates green infrastructure technologies, including green roofs, green walls, green facades and water-sensitive urban design installations. Students study the underpinning science that supports these technologies and their use in urban environments to achieve environmental, social and economic outcomes, including plant ecology, horticulture, hydrology and the science of growing media including soils and green-roof substrates. There is a strong emphasis on understanding the functions of different design systems and the engineering applications of green infrastructure in landscape and building installations. The subject also uses case studies, field visits and industry practitioners to investigate, analyse and evaluate green infrastructure technologies and systems.

Australia is one of the most urbanised countries in an increasingly urbanised world. This subject will introduce students to urban ecology and landscape ecology concepts and illustrate how they can be applied to plan and design more ecologically sustainable human landscapes. Topics include the concept of scale in ecology, land transformation and habitat fragmentation, the structure and components of landscapes, patterns and processes along urban-rural gradients, the impacts of urbanisation on biodiversity and strategies to mitigate them.

This subject takes students through a process of identifying, planning, managing, analysing and reporting on a project relating to a problem or issue in either urban or forested ecosystem. Selection of the problem or issue is led by students and is structured to explore ecological, environmental, social, spatial, temporal and economic related topics.

Activities include developing a project proposal and objectives, project planning and timelines, scientific methods of analysis, evaluation and synthesis of data and/or information and the preparation and presentation of results, findings or outcomes. Students will also work in groups drawing upon their prior degree studies to develop recommendations, provide solutions, or outline further insights for their problem or issue.

In collaboration with industry representatives and academic staff, this subject enables students to explore projects based on real world problems through a work integrated learning and relevant capstone experience.

At a global scale forests are valued and managed by societies in a wide range of ways for goods and services that reflect the needs of people and their aspirations for the environment. Combining biophysical understandings of forest ecosystems with the social context in which they exist, Forest Systems explores the complexity of Forest management and will provide students with a deep appreciation of the challenges and opportunities associated with taking care of the worlds’ forests in a sustainable way. The subject will be taught across 9 weeks including the first eight weeks of semester 1 and a pre-teaching week prior to commencement of semester 1. Starting with a 4-day field trip in the pre-teaching week (WEEK 1), students will immerse themselves directly in forests by visiting a range of sites and exploring several case studies and real-world scenarios to gain perspective and insights that they will draw on during subsequent semester activities. Through the first 8 weeks of semester (WEEKS 2 - 9), students will explore four themes where they will learn how science has shaped our understanding of what sustainable forest management is, how forest grow, develop and are utilised, the role fire in shaping forest ecosystems and how societal attitudes and values impact on the provision of forest ecosystem goods and services. Assessment tasks will link directly to each theme where students will be expected to critically analyse and communicate their understandings in a contextualised way while also reflecting on the activities and discussions undertaken during workshops.

This subject imparts detailed knowledge on the crucial role that urban forests are playing in the development and resilience of sustainable cities around the world, using both local and international case studies. It begins by exploring the unique composition of urban forests, and the multiple social and ecological drivers that shape them in the context of global environmental change. This includes extreme biotic and abiotic stressors, such as changing pests and pathogens, fundamental plant physiology principles of drought, heat, light and pollution tolerance. The benefits that the urban forest generate for fauna habitat and biodiversity, human health and wellbeing, nature connectedness, microclimate cooling, and improved hydrology and water quality are discussed and analysed in detail. Finally, the subject brings these themes together through an urban landscape management lens to explore practical approaches to building our future urban forests through remote sensing, modelling ecosystem service values, and community engagement and participation. A central theme will be planning and managing urban forests for environmental equity, multiple social values and ecological outcomes in a contested urban landscape.

This subject examines principles in the two disciplines of hydrology and ecology, emphasising the application of both to understand how to solve environmental management problems in river ecosystems. The subject examines water in terms of quantity and quality; and the physical channel and floodplain systems in which it is conveyed and stored, along with transported materials such as sediments and organic matter. The subject also examines population, community and ecosystem dynamics of riverine organisms and their geographical distributions and diversities. Through practicals and fieldwork, students should develop skills in acquiring, analysing and presenting hydrological and ecological data, and in the identification and proper field sampling of stream biota. Students should become aware of the multidisciplinary nature of environmental management and the need for critical examination of ideas in the literature.

Fire is one of the most important controls over the distribution of vegetation on Earth. This subject examines the role of fire in natural systems, with a particular emphasis on the importance of fire in determining global vegetation patterns and dynamics over long periods of time. The aim is to understand how terrestrial systems have evolved to cope with and exploit fire, and to place the extreme flammability Australia's vegetation within a global context. The subject will examine concepts such as resilience, positive feedback loops, hysteresis and alternative stable states. The use of fire by humans to manipulate environments will be examined, with a particular emphasis on the variety of approaches employed by people across a diversity of environments over long periods of time, allowing an exploration of the social and cultural dynamics of fire and environmental management. A field excursion in Tasmania will visit a number of sites which will exemplify the subject themes. The practical exercises leading up to the field trip will focus on how to gather fire-related ecological data. The practical exercises following the field trip will be devoted to processing, analysing, interpreting and reporting on the field data. At the end of the subject, students will have gained an understanding of the way in which fire has shaped natural systems, as well as acquiring the skills necessary to formulate and test hypotheses.

More information about the subject and field trip can be seen at: http://michaelsresearch.wordpress.com/GEOG30025/

The estimated additional cost of the 7 day field trip to Cradle Mountain, Tasmania, is in the vicinity of $750.

Note this subject may be taken as the Capstone subject in the Geography major of the BA and BSc. All students, whether they are capstone students or not, will be required to complete online introductory materials that are common across all field classes.

Geobiology involves the study of interactions between Earth’s geosphere and biosphere, and how these interactions impact or reflect environmental conditions. This subject includes the fields of geobiology, biomineralization, fossilization and palaeontology. This subject will survey the fundamental principles used in geobiology and palaeobiology, explain how biological processes influenced palaeoenvironmental conditions and controlled the evolution and preservation of geologically ancient lifeforms as fossils. This subject will demonstrate how fundamental knowledge of macroscopic fossils (dinosaurs and mammalian megafauna) and microscopic fossils (using their biogeochemistry, mineral and organic biomarkers) can be used to interpret past environments, faunal evolution, paleoclimates and paleoceanography, while also informing a wide range of problems in the energy, minerals and environmental industry sectors.

This subject aims to provide students with the skills to undertake and critically evaluate environmental risk assessments. Students will learn a range of qualitative and quantitative tools from a variety of disciplines, and apply them to environmental risk problems. Students completing this subject should be familiar with the concept of exposure pathways; understand the ecological processes associated with contamination in aquatic and terrestrial ecosystems; be able to develop empirical models; estimate exposures and responses in ecological systems; and develop a critical understanding of methodologies used in environmental risk assessment.

Topics include the concepts of risk assessment, psychology and history of risk perception, Australian standards for risk assessment, risk assessment frameworks, exposure pathways, hazard assessment, casual and empirical modeling, inference from data, endpoints and management goals, interval arithmetic, logic trees, environmental toxicology, decision-making under risk and uncertainty, social context of risk, and risk management.

The subject includes methods of hypothesis development, experimental design and testing in environmental impact assessment, design and analysis of sampling and monitoring programs and their subsequent analysis, and evaluating proposed solutions for their technical feasibility and risk.

This subject presents a comprehensive view of the processes that are responsible for the structure, composition and properties of the atmosphere. It will focus on local and regional scales, covering aerosol and cloud processes such as formation, precipitation and lightning. It will address how these atmospheric processes interact with the climate system - discussing major weather systems, land use, air quality and greenhouse gas fluxes. This subject will involve a field trip to the Creswick campus to observe the atmospheric boundary layer state and chemical composition using state of the art monitoring equipment.

This subject will involve a field trip (or virtual field trip) to the Creswick campus.

The lecture component of this subject covers the main sources and types of environmental contaminants with a focus on water contaminants and their effect on water quality. Frequently used analytical techniques in environmental and industrial monitoring and analysis, not covered in the prerequisite or other second year level chemistry subjects, will be outlined in the context of achieving desirable environmental outcomes. These include: volumetric analysis; gravimetric analysis; optical techniques (inductively coupled plasma optical emission spectrometry); electroanalytical techniques such as potentiometry (ion-selective electrodes, potentiometric stripping analysis) and voltammetry (polarography, anodic stripping voltammetry); analytical separation techniques (ion chromatography, extraction); and automatic analytical techniques (flow injection analysis).

The practical component of this subject involves the application of chromatographic (ion chromatography, gas chromatography and high performance liquid chromatography), electroanalytical (potentiometry, polarography and anodic stripping volatmmetry) and optical (atomic absorption spectrometry) analytical techniques to environmental samples.

This subject will investigate, both qualitatively and quantitatively, the fundamental physical and chemical processes governing groundwater flow and composition, including aquifer properties, regional geology and hydrology, water-rock interactions, and subsurface microbial activity. Field and laboratory methods used to characterize aquifer properties and groundwater chemistry, including well pumping tests, chemical tracers, and major ion and isotope analyses will also be covered. A one-day field excursion will draw together many of these concepts and topics.

This subject takes students through a process of identifying, planning, managing, analysing and reporting on a project relating to a problem or issue in either urban or forested ecosystem. Selection of the problem or issue is led by students and is structured to explore ecological, environmental, social, spatial, temporal and economic related topics.

Activities include developing a project proposal and objectives, project planning and timelines, scientific methods of analysis, evaluation and synthesis of data and/or information and the preparation and presentation of results, findings or outcomes. Students will also work in groups drawing upon their prior degree studies to develop recommendations, provide solutions, or outline further insights for their problem or issue.

In collaboration with industry representatives and academic staff, this subject enables students to explore projects based on real world problems through a work integrated learning and relevant capstone experience.

The subject is designed to develop students’ understanding of the physical processes of coasts and rivers, and how these processes interact, over time, to shape catchments and landscapes. A focus is on processes of erosion and deposition that occur as we follow the movement of water and sediment from hillsides, down rivers, through estuaries, to meet wave and tidal processes at the coast. A theme of the subject is the impact of humans on these geomorphic systems, and how these impacts can be predicted and managed. The subject will address major questions and challenges that are facing the management and research communities alike. These challenges include the impact of past and present management activities on both the fluvial and coastal processes. Furthermore, the impact of a changing climate on the rates and types of processes occurring in these dynamic environments will be addressed both from a holistic catchment perspective and at the individual landform scale. Management of coasts and rivers is a growing area of employment.

Using practicals and field-trips, students will develop their empirical and analytical skills including the use of ArcGIS (spatial mapping and geomorphic analysis), stratigraphic logging and interpretation, and topographic surveying. This subject includes a 3-day field trip to the Otways Ranges in western Victoria, occurring over a weekend during semester, where students will collect and interpret field data from coasts and rivers.

This subject covers geological processes involved in large-scale tectonics and introduces advanced topics in structural and metamorphic geology. The subject will begin with a one-week pre-semester field trip to East Gippsland, where students will develop their geological mapping and structural analysis skills. Lecture topics include the structure and composition of the Earth; plates defined in terms of the thermal and rheological structure of the outer part of the Earth; isostasy; stress and strain in the crust and lithosphere; structural and metamorphic processes in orogenic belts, their origin and their relationship to continental amalgamation and fragmentation; intraplate deformation; deformation mechanisms; shear zone processes; the analysis of poly-deformed terranes and high grade metamorphic processes including partial melting and melt loss.

The field trip will take place in the weeks immediately prior to the normal commencement of classes for Semester 1. The estimated cost of the field trip is $380 and payment options can be found at http://ecommerce.science.unimelb.edu.au/product.asp?pID=73&cID=19&c=241822. Price may vary slightly at time of field trip.

Topics covered include facies analysis and petrology of carbonate, terrigenous and chemical sediments; techniques used in stratigraphic analysis and sequence stratigraphy; sedimentary geochemistry and its applications; principles and applications of palaeontology with respect to stratigraphy; post-depositional processes, including diagenesis and weathering, that alter rocks after their formation; chemical interactions between minerals and groundwater in weathered rocks and weathering products; the processes involved in hydrocarbon generation and organic maturation; and application of sedimentary geology to understanding sediment-hosted ore deposits.

This subject deals with methodologies for extracting geological information out of geophysical datasets. The subject mostly covers potential fields (gravity and magnetic methods) because these datasets are readily available, however it also visits seismic and electrical geophysical methods. GEOL30005 focusses on physics concepts and how they can be used to understand geology. Students work with industry standard software (eg. Geosoft - Oasis Montaj) which performs the maths in the background.

Topics covered include maps, projection systems, datums and GPS; theory, acquisition, processing and interpretation steps involved for gravity and magnetic methods; image enhancement and qualitative interpretation techniques; quantitative style 2.5D geophysical modelling; seismic theory, acquisition, processing and how this integrates with geophysical wire-line well logging; radiometric acquisition/interpretation; and electrical geophysical techniques such as resistivity, induced polarisation, self-potential, electromagnetics and magnetotelurics.

Geobiology involves the study of interactions between Earth’s geosphere and biosphere, and how these interactions impact or reflect environmental conditions. This subject includes the fields of geobiology, biomineralization, fossilization and palaeontology. This subject will survey the fundamental principles used in geobiology and palaeobiology, explain how biological processes influenced palaeoenvironmental conditions and controlled the evolution and preservation of geologically ancient lifeforms as fossils. This subject will demonstrate how fundamental knowledge of macroscopic fossils (dinosaurs and mammalian megafauna) and microscopic fossils (using their biogeochemistry, mineral and organic biomarkers) can be used to interpret past environments, faunal evolution, paleoclimates and paleoceanography, while also informing a wide range of problems in the energy, minerals and environmental industry sectors.

AIMS

This subject will introduce students to the use of imagery in the mapping of both human and natural environments. Imagery is often the cheapest way to gain spatial information about the environment, especially for large areas, but analysis and interpretation of the data requires sophisticated techniques. Usually the light or other electromagnetic radiation being emitted or reflected from the surface being imaged needs to be interpreted into another variable of interest, such as the type of vegetation on the surface. Once interpreted, the information must be communicated to others; usually in the form of maps or reports.

This subject builds on a student’s knowledge of the physical and built environment relevant to their discipline and allows them to interpret and communicate that knowledge. On completion of the subject students should have the skills to perform routine image analysis tasks in the workplace using industry standard software. This subject partners with others to the Spatial Systems majors of the undergraduate science and environments degrees to allow the student to progress to the Master of Engineering (Spatial) or to enter the workforce in a paraprofessional role.

INDICATIVE CONTENT

• Image interpretation basics
• Image acquisition and formation
• Fundamentals of image processing and measurement
• Both aerial photography and satellite imagery will be used to illustrate the techniques of measurement and interpretation by which both spatial position and semantic content can be extracted from image data.

This subject examines the impacts of disasters in cities. It will explore why some groups are more vulnerable to particular hazards than others, while considering the role of social capital and adaptation for increasing the resilience of urban communities to disasters.This is important because the trend towards increasing urbanisation and larger cities is a major contributor to the rising toll of disaster losses globally. In addition, climate change predictions indicate that natural hazards such as bushfires, floods, storms and cyclones are likely to increase in intensity and possibly also frequency in many places, including cities. Contemporary cases will be used to highlight key issues and policy debates. Implications for urban planning and disaster planning and management in cities and at the rural-urban interface will be considered.

Cases and examples will be drawn from around the world, primarily from developed countries. Students will have the opportunity to examine case/s of their own choosing (with approval from the subject coordinator), and will undertake locally based research in preparation of the field report. There will be a local field trip associated with this subject.

This subject aims to provide students with the skills to undertake and critically evaluate environmental risk assessments. Students will learn a range of qualitative and quantitative tools from a variety of disciplines, and apply them to environmental risk problems. Students completing this subject should be familiar with the concept of exposure pathways; understand the ecological processes associated with contamination in aquatic and terrestrial ecosystems; be able to develop empirical models; estimate exposures and responses in ecological systems; and develop a critical understanding of methodologies used in environmental risk assessment.

Topics include the concepts of risk assessment, psychology and history of risk perception, Australian standards for risk assessment, risk assessment frameworks, exposure pathways, hazard assessment, casual and empirical modeling, inference from data, endpoints and management goals, interval arithmetic, logic trees, environmental toxicology, decision-making under risk and uncertainty, social context of risk, and risk management.

The subject includes methods of hypothesis development, experimental design and testing in environmental impact assessment, design and analysis of sampling and monitoring programs and their subsequent analysis, and evaluating proposed solutions for their technical feasibility and risk.

This subject addresses the fundamental processes that govern atmospheric and oceanic motion, and how these processes interact to control the weather and climate of the Earth. Topics include the fluid dynamics of the atmosphere and ocean, the scaling of the equations of motion, the shallow-water system, vorticity and divergence, buoyancy driven flows, and numerical modelling of atmospheric and oceanic flows. On completion of this subject, students should have an appreciation of the fundamental processes that govern atmospheric and oceanic motion and interactions on a range of time and spatial scales. A qualitative as well as quantitative understanding of the atmosphere is to be gained, with the substantial mathematical analyses covered during the subject. Students will also receive experience in constructing simplified models of the atmosphere and ocean.

This subject gives an overview of the interaction between the ocean and the atmosphere on a wide range of time and space scales. Topics include the planetary boundary layers in the ocean and the atmosphere, momentum and heat exchanges, fundamental causes of ocean circulation, ocean wave theory including wind-waves, Kelvin and Rossby waves, ENSO theory, tidal theory, and the effects of air-sea interaction on the dynamics of tropical cyclones.

This subject explores the relevance of ecological and evolutionary theory for understanding the distributions of species, their interactions, their life history characteristics and how these traits are impacted by changing environmental conditions. Topics include spatial ecology and metapopulations, climatic impacts on distribution and abundance, life history evolution and ecosystem stability and resilience. The skills developed in this subject provide an essential grounding for careers in ecology.

This subject examines the nature and causes of past changes in Earth’s climate during the Quaternary Period (the last 2.7 million years), with a particular emphasis on the last glacial-interglacial cycle. It aims to place modern climate and the projections of future global warming into a longer-term perspective, and will allow students to understand why human interference in the climate system may be a legitimate cause for concern. Emphasis is placed on how Earth materials (ice, rocks, sediments, biological materials) record past climate changes, the techniques used to extract this ‘palaeoenvironmental information’, and the principles that govern how this information is interpreted.

A series of lectures covering the theoretical elements of the subject will immediately precede 10 days of field study (in either Tasmania, mainland SE Australia or New Zealand). The field component focuses on how particular environments (e.g. coastal, lake, fluvial, cave, and glacial) preserve evidence of past climate change. Additional lectures and practicals following completion of the field work will focus on the types of analytical methods employed in this field, the nature of the data that are produced and how these are processed and interpreted. By the end of the subject, students will not only appreciate the dynamics of Earth’s past climate and the mechanisms that have forced it, but also the way in which we practice this important and growing field of study.

Note this subject may be taken as the Capstone subject in the Geography major of the BSc. All students, whether they are capstone students or not, will be required to complete online introductory materials that are common across all field classes, and will be invited to a discussion session together at the end of their Capstone study and experience.

This subject aims to provide students with the skills to undertake and critically evaluate environmental risk assessments. Students will learn a range of qualitative and quantitative tools from a variety of disciplines, and apply them to environmental risk problems. Students completing this subject should be familiar with the concept of exposure pathways; understand the ecological processes associated with contamination in aquatic and terrestrial ecosystems; be able to develop empirical models; estimate exposures and responses in ecological systems; and develop a critical understanding of methodologies used in environmental risk assessment.

Topics include the concepts of risk assessment, psychology and history of risk perception, Australian standards for risk assessment, risk assessment frameworks, exposure pathways, hazard assessment, casual and empirical modeling, inference from data, endpoints and management goals, interval arithmetic, logic trees, environmental toxicology, decision-making under risk and uncertainty, social context of risk, and risk management.

The subject includes methods of hypothesis development, experimental design and testing in environmental impact assessment, design and analysis of sampling and monitoring programs and their subsequent analysis, and evaluating proposed solutions for their technical feasibility and risk.

Conservation planners and managers must contend with important questions about competing priorities and strategies. Which species should we protect? What should be the objectives for the conservation of an ecosystem? How should we balance multiple values of a site, and which sites should be prioritised for protection or conservation action? Which conservation practices and tools will best achieve the intended outcomes? The answers to these questions depend not only on the biological and physical characteristics of ecological systems, but on human relationships with nature.

The subject builds on foundational knowledge in ecology and environments. Students will develop an understanding of psychological and sociological theory relevant to conservation decision making, scenarios and practice. They will also develop skills grounded in social science that can support conservation planning based on integrated ecological and social principles. Topics for consideration include:

• ecological, psychological and cultural factors that influence the species and ecosystems that society and managers prioritise for protection;
• cognitive and cultural influences on conservation objectives and strategies;
• the impact of value conflicts on the success of conservation projects;
• the relationship between conservation and the welfare of both animals and humans; and
• the role of tools such as education and engagement, citizen science, citizen informed and participatory decision making in managing conservation challenges.

Everyone knows what ‘Sustainable Development’ is, but if you stop to think, it may become less clear. Sustainable development has become a chameleon, suiting different needs and fulfilling different roles for different people with different interests. In this subject, we will explore this appealing-yet-slippery idea with the aim of deciding whether it is a suitable concept with which to explore the cultural, environmental, and economic challenges facing society. Is sustainable development a useful idea, do we need to move on, or can we take it back?

In addition to the debates over sustainable development, this subject will provide students with the skills needed to examine, analyse, and report on challenges related to their interests. At its heart, the subject explores the primary question of sustainable development, which is whether it can be useful in a world (seemingly) approaching numerous catastrophic tipping points. The climate is changing, the oceans are acidifying, the soils cannot keep producing our food, and wealth is being concentrated amongst a smaller and smaller segment of the world. Is sustainable development helpful in understanding, and ideally changing, these trends?

There are also more practical considerations surrounding the debate over sustainable development. Some people might be interested in having a greater impact on the world through development projects, micro-credit, or volunteering. Is sustainable development helpful? Can the concept help individuals seeking to improve our world (or at least trying)? Does it help ensure that their efforts are beneficial and not perverted by opposing interests and processes?

It is also worth considering whether sustainable development might not be better thought of as an analytical framing: as a way of pulling apart problems or projects in order to better understand or assess their impact on ecological sustainability, development, or economics? Is sustainable development an analytical tool for making sense of ‘wicked’ problems?

In this subject we will review the history of sustainable development, which draws together literature from Geography, Sociology, Engineering, Psychology, Economics, and the Sciences. We will explore critiques of sustainable development, and force ourselves to consider whether it is possible, practical, or even useful in the ‘real world’. We will explore several key challenges, using sustainable development as a lens or framing. And finally and most creatively, we will attempt to reinterpret sustainable development in a world of growing inequality.

For more information see: http://briansresearch.wordpress.com/teaching/sustainable-development/