Search result: Catalogue data in Autumn Semester 2019

Environmental Sciences Bachelor Information
Bachelor Studies (Programme Regulations 2016)
Specialization in an Environmental System
Human-Environment Systems
There are no highly recommended courses for the Specialization in Human-Environment Systems.
NumberTitleTypeECTSHoursLecturers
701-0301-00LApplied Systems Ecology Restricted registration - show details
Number of participants limited to 35.
W3 credits2VA. Gessler, C. Grossiord
AbstractThis course provides the ecological systems` knowledge needed to question applied solutions to current environmental issues. Our central aim is to balance participants' respect for complexity with a sense of possibility by providing examples from the vast solution space offered by ecological systems, such as e.g. green infrastructure to manage water.
Learning objectiveAt the end of the course...
...you know how to structure your inquiry and how to proceed the analysis when faced with a complex environmental issue. You can formulate the relevant questions, find answers (supported by discussions, input from the lecturers and the literature), and you are able to present your conclusions clearly and cautiously.
...you understand the complexity of interactions and structures in ecosystems. You know how ecosystem processes, functions and services interact and feed back across multiple spatio-temporal scales (in general, plus in depth case examples).
...you understand that biodiversity and the interaction between organisms are an integral part of ecosystems. You are aware that the link between biodiversity and process/function/service is rarely fully understood. You know how to honestly deal with this lack of understanding and can nevertheless find, critically analyse and communicate solutions.
...you understand the importance of ecosystem services for society.
...you have an overview of the methods of ecosystem research and have a deeper insight into some of them, e.g. ecosystem observation, manipulation and modelling.
...you have reflected on ecology as a young discipline at the heart of significant applied questions.
ContentThis course provides the ecological systems' knowledge needed to question applied sustainability solutions. We will critically assess the complexity of current environmental issues, illustrating basic ecological concepts and principles. Our central aim is to balance participants' respect for complexity with a sense of possibility by providing examples from the vast solution space offered by ecological systems, such as e.g. green infrastructure to manage water.

The course is structured around four larger topical areas: (1) Integrated Water Management -- Green infrastructure (land management options) as an alternative to engineered solutions (e.g. large reservoirs) in flood and drought management; (2) Fire dynamics, the water cycle and biodiversity -- The surprising dynamics of species life cycles and populations in arid landscapes; (3) Rewilding, e.g. re-introducing apex predators (e.g. wolves), or large ungulates (e.g. bisons) in protected areas -- A nature conservation trend with counterintuitive effects; (4) Coupling of aquatic and terrestrial systems: carbon, nitrogen and phosphorus transfers of global importance on landscape scale.
Lecture notesCase descriptions, commented glossary and a list of literature and further resources per case.
LiteratureIt is not essential to borrow/buy the following books. We will continuously provide excerpts and other literature during the course.

Agren GI and Andersson FO (2012) Principles of Terrestrial Ecosystem Ecology, Cambridge University Press.

Chapin et al. (2011), Principles of Terrestrial Ecosystem Ecology, Springer.

Schulze et al. (2005) Plant Ecology; Springer.
Prerequisites / NoticeThe course combines elements of a classic lecture, group discussions and problem based learning. It is helpful, but not essential to be familiar with the "seven stages" method (see e.g. course 701-0352-00L "Analysis and Assessment of Environmental Sustainability" by Christian Pohl et al.).
701-0651-00LCoevolution between Society and Environment: Analysis and InfluenceW3 credits2VG. Meylan
AbstractFundamentals of an interdisciplinary analysis of societal development. Guiding target: a comprehensive understanding of Sustainable Development. Outcome: innovative and sound future strategies for the private sector, policy, and civil society. Scientific entry points: Environmental sociology and macrosociology, ecological economy, industrial and social ecology, institutional and innovation theory.
Learning objectiveGeneral objectives:
Overarching aim: Introduction to the fundamentals of an action-oriented analysis of key societal mechanisms grounded in the interface of environmental and social sciences in the context of (1) Sustainable Development as guiding principle and (2) the Anthopocene as a matter of fact (humanity as geological force)

Methodical knowledge:
Knowledge relating to methods: Students will become acquainted with selected discourses as well as analysis and action frameworks from the fields of environmental sociology and macrosociology, ecological economics including growth-critical frameworks, industrial ecology, development theories, institutional and innovation theory, sociotechnical transition theories, social ecology, political science, management and business. Case studies will show how environmental system scientists can make analysis of and action on society-environment systems work together.

Imparted skills:
1) Target knowledge: Students become acquainted with the idea and broad understanding of “Sustainable Development” as a concept and with the paradigms of sustainability sciences (i.e, “Human Exceptionalist Paradigm, New Ecological Paradigm, Ecological Modernization, Treadmill of Production”). They are able to participate in a creative way in sustainability debates and discussions. This includes the ability to identify and tackle sustainability-related questions in their own fields (e.g., in Biogeochemistry and Pollutant Dynamics or in Forest and Landscape Management), so they can develop scientifically sound and impactful measures for action in case studies at university and later in their careers.
2) Analytical knowledge: The lecture lays the foundations for students to become actors in science, the economy, policy, and society, understand the deeper causes and diverse effects of today’s unsustainability, and recognize that we are already living in the epoch of the Anthropocene with its opportunities and dangers.
3) Transformation knowledge: the lecture opens a view to necessary innovative strategies for solutions in the private sector/companies, policy, civil society – beyond shortsighted pragmatism and mere symptoms treatment.
ContentEinleitung

Kurzes Nachhaltigkeits-Update:
Ursprünge der Leitidee Nachhaltige Entwicklung, normative Grundlagen, Konzepte. Was bleibt gültig nach 25 Jahren Nachhaltigkeitsdiskurs? Was heisst nachhaltig wachsen (Von Hauff & Jörg, 2017)?

Koevolution zwischen Gesellschaft und Ihre Umwelt:
Woran hängt es, dass Gesellschaften sich entwickeln und neue (nachhaltige) Wege beschreiten oder aber scheitern? Erkenntnisse aus der Umwelt- und Makrosoziologie (Gross, 2011; Nolan & Lenski, 2008). Und: Welche Rollen kann dazu der Umweltwissenschaftler annehmen? Analysieren und Einfluss nehmen als wissenschaftlichen Beitrag verstehen und so Ansätze und Disziplinen einordnen und richtig einsetzen.

Teil I: Analyse

Cleaner Production:
Seit mehr als 20 Jahren fördern internationale Organisationen wie die UN (UNIDO) die Cleaner Production als Arbeitspferd der Nachhaltigen Entwicklung in Unternehmen, vor allem im Globalen Süden und in Schwellenländern. Was bietet nun Cleaner Production über Ökoeffizienz als Leitmotiv hinaus? Einsichten in die Geschichte und Erfolge der National Cleaner Production Centres mit Fokus auf Jordanien und Ausblick. Wie könnte Cleaner Production auf regionaler Ebene aussehen: Regionaler Stoffhaushalt (Baccini & Bader, 1996).

Industrial Ecology:
Industrien und Industrienetzwerke wie natürliche Ökosysteme gestalten: Geht das Überhaupt?

Wachstumskritische Ansätze:
Kann wachsen nachhaltig werden? Welche Länder haben es gewagt und mit welchem Erfolg? Glaubwürdige Alternativen zum Wachsen (Jackson, 2009).

Perspektiven aus dem Globalen Süden:
Sufficiency gone global… Konsumenten im Norden verbrauchen weniger, damit der Globale Süden seine legitimen Ansprüche auf materiellen Wohlstand (Ernährung, Sicherheit, Unterkunft, usw.) erfüllen kann und natürliche Ressourcen und Senken (z.B. globales Klima) erhalten bleiben: Auf der Suche nach Nachhaltigkeit in einer ungerechten Welt (Swilling & Annecke, 2010).

Teil II: Einflussnahme

Corporate (Social) Responsibility:
Unternehmen als Mittreiber des Wandels, von Ecolabels (z.B. Max Havelaar) bis zur Global Reporting Initiative (GRI).

Sustainability Transitions:
Kann man den Wandel zur Nachhaltigkeit steuern und beschleunigen? Das ist die grosse Ambition der «Sustainability Transitions». Diese sozialwissenschaftlich geprägte Disziplin strebt dazu an, Einfluss auf gesellschaftliche (z.B. politische) Prozesse zu nehmen. Veranschaulichung mittels einer Fallstudie zur neuen Abfallverordnung in der Schweiz.

Sozial-Ökologie:
Mehr soziale Ungerechtigkeit führt zu mehr Umweltschäden. Eine Umweltpolitik (und politische Instrumente wie eine CO2-Abgabe) muss somit immer auch eine Sozialpolitik sein. Eine der zentralen Thesen des Ökonomen Eloi Laurent (Laurent, 2012).

Deliberative Demokratie:
Was ist der Ursprung der deliberativen Demokratie? Was sind unterschiedliche Formen der deliberativen Demokratie? Könnte es zu einem radikalen Wandel zur Nachhaltigkeit beitragen (Arriaga, 2014)?

Teil III: Analyse und Einflussnahme in Einklang bringen, wie geht das?

Fallbeispiel I: Abfallwirtschaft in den Seychelles (Prüfungsvorbereitung)

Fallbeispiel II: Beitrag der Abfallwirtschaft zur Schweizer Energiewende (Unterrichtsbeurteilung)

Fallbeispiel III: Kleinbauern in Burkina Faso

Schlussveranstaltung: Fazit und Ausblick
Lecture notesskript and additional texts are distributed in the cource
LiteratureArriaga, M. (2014). Rebooting Democracy: A Citizen's Guide to Reinventing Politics. London: Thistle Publishing.
Baccini, P., & Bader, H.-P. (1996). Regionaler Stoffhaushalt: Erfassung, Bewertung und Steuerung. Heidelberg: Spektrum Akademischer Verlag.
Gross, M. (2011). Handbuch Umweltsoziologie. Wiesbaden: Springer Fachmedien.
Jackson, T. (2009). Prosperity without growth: Economics for a finite planet. London: Routledge.
Laurent, E. (2012). Demokratisch-gerecht-nachhaltig: Die Perspektive der Sozial-Ökologie: Rotpunktverlag.
Nolan, P., & Lenski, G. (2008). Human Societies: an introduction to macrosiology. Boulder, CO: Paradigm Publishers.
Swilling, M., & Annecke, E. (2010). Just transitions: Explorations of sustainability in an unfair world. Tokyo: United Nations University Press.
Von Hauff, M., & Jörg, A. (2017). Nachhaltiges Wachstum. Oldenbourg: De Gruyter.
Weitere Angaben in der Vorlesung
Prerequisites / NoticeWillingness to prepare intensively the topics and to participate actively in the course
701-0658-00LSeminar for Bachelor Students: AnthroposphereO3 credits2SA. Müller, D. N. Bresch, A. Patt, M. Siegrist
AbstractAnalysis and presentation of research papers from the involved chairs, relating to topics from human-environment systems.
Learning objectiveThe students learn to read, understand, summarize and present current research papers related to human-environment systems. Furthermore, students train the critical discussion of these papers. The students alse get to know a number of innovative approaches for such presentations.
ContentResearch in human-environment systems is characterised by a broad range of topics and methods. This is illustrated by the research papers that are discussed in this seminar. Students choose a paper from a list and present it to the seminar participants. Furthermore, they lead the discussion and train questions and answers related to such presentations. In the first three lessons, inputs to presentation techniques and innovative approaches to presentations are provided and discussed.
Lecture notesWill be provided in the seminar.
LiteratureWill be provided in the seminar.
Prerequisites / Noticenone
701-0659-00LTropical Forests, Agroforestry and Complex Socio-Ecological SystemsW3 credits2GC. Garcia, A. Giger Dray
AbstractThe course will focus on integrated landscape approaches for the management of tropical forest landscapes, by addressing the complex interactions between ecological processes, stakeholders´ strategies and public policies. Dedicated tools such as games and simulation models to improve knowledge and foster collective decision-making processes will be explored.
Learning objectiveThrough the course the students will learn:
Section 1: Concepts and Methods
1. To master definitions and concepts: SES; Vulnerability; Resilience, Environmentalist Paradox.
2. To gain exposure to methods for assessing stakeholders perceptions/practices/knowledge.

Section 2: Recognising diversity & Interdisciplinarity
1. To understand points of views/normative views and how these shape management objectives and practices.
2. Gain familiarity with major schools of thought on Natural Resources Management - Theory of the commons, Political Ecology, Vulnerability, Resilience.
3. To explore interdisciplinary approaches to natural resources management.

Section 3: Topics and Arenas
1. To understand links between Forest, Trees and Livelihoods - poverty, food security & well-being.
2. Gain familiarity with drivers of deforestation; degradation; reforestation.
3. Knowledge of global arenas affecting the international forest regime, and their impact at the local level.
4. To recognise and understand trade-offs between conservation and development in a forest/agroforest context;

A major objective of the course is to encourage students to develop a critical analysis of existing conservation and development narratives within the frame of agroforestry and forested agricultural landscapes. The course will also provide students with methods and tools to assess stakeholders perceptions/practices and knowledge, that will be of use in their professional life.
ContentThe course will address:

1- Definitions of forests and agroforests, deconstructing the rigid historical divisions between these two, and showing the complexities and implications legal definitions will have on the management systems. We will also address the definitions of Social and Ecological System (SES) and Resilience, useful for the entire course. We will provide insights on how to describe the SES using the ARDI methodology (Actors, Resources, Dynamics and Interactions)
2- Methodological frameworks to understand drivers and coping strategies of stakeholders (Sustainable livelihood framework & Vulnerability; Ecosystem Services & trade-offs; Companion Modelling and Adaptive Management; Surveys and Participatory Appraisals)

Building upon this, and introducing the Forest Transition curve as guiding framework for the course, a series of case studies will be presented, highlighting the different drivers and issues at each stage of the transition curve (Kanninen et al. 2007).

1- Tropical Forestry - including Reduced Impact Logging, Forest Certification, and International Timber Market.
2- Secondary forests and Agroforests - landscape mosaics, forest fragments, non timber forest products, slash and burn systems, small holder production systems.
3- Conversions and Deforestation: Global trends, Biofuel extensions .
4- Reforestation and Agroforestry : Plantations.
5- Conclusion - Future trends; Global Arenas and Local Governance.

The course will tackle new and emerging topics such as the role of forests and trees in adaptation to climate change, the links between forest, poverty and food security, and the need to mainstream conservation of biodiversity outside protected areas. The course will draw from diverse disciplines, from ecology, economy, sociology, political sciences and legal studies as the most preeminent ones.
The course will enlarge the scope of the students from the ecological process to the social and political components of tropical social and ecological systems. It will address topics and case studies that the students will have little opportunity to address elsewhere, linking them to issues of global relevance in environmental sciences.
LiteratureAssunçao, J., C. C. e Gandour, and R. Rocha. 2012. Deforestation Slowdown in the Legal Amazon: Prices or Policies? Climate Policy Initiative Rio de Janeiro, Rio de Janeiro.
CGIAR Research Program 6. 2011. Forest, Trees and Agroforestry: Livelihoods, Landscapes and Governance. Page 338. CGIAR Research Program 6. CIFOR, ICRAF, CIAT, Bioversity, Bogor.
Costanza, R., R. d'Arge, R. De Groot, S. Farber, M. Grasso, B. Hannon, K. Limburg, S. Naeem, R. V. O'Neill, and J. Paruelo. 1997. The value of the world's ecosystem services and natural capital. Nature 387:253-260.
FAO. 2010. Global Forest Resource Assessment 2010. Page 342. FAO, Rome.
Kanninen, M., D. Murdiyarso, F. Seymour, A. Angelsen, S. Wunder, and L. German. 2007. Do trees grow on money: The implications of deforestation research for policies to promote REDD. Forest Perspectives. Forest Perspectives. CIFOR, Bogor.
Lescuyer, G., P. O. Cerutti, E. E. Mendoula, R. Ebaa-Atyi, and R. Nasi. 2010. Chainsaw milling in the Congo Basin. ETFRN News 52:121-128.
Torquebiau, E. F. 2000. A renewed perspective on agroforestry concepts and classification. Comptes Rendus de l'Académie des Sciences-Series III-Sciences de la Vie 323:1009-1017.
World Bank. 2004. Sustaining Forests: a development strategy. Page 81, Washington, DC.
701-0661-00LEnvironmental Decision-Making Restricted registration - show details W3 credits2VA. Müller
AbstractEnvironmental decision-making is at the core of sustainability policies and management of human-environment systems. This lecture provides an introduction to the conceptual background for environmental decision-making and teaches the practicalities of environmental decision-making by means of exemplary real world cases.
Learning objectiveAfter the course, the students are able to
- identify, describe and analyse the relevant aspects (drivers, actors, etc.) in concrete situations of environmental decision-making;
- evaluate policy instruments and other institutional solutions for improved environmental decision-making;
- modify and apply the approaches to deal with environmental decision-making as discussed in the case-studies to other cases.
ContentThe lecture starts with the introduction of basic topics related to environmental decision-making. It then switches to a flipped-classroom format with individual project work. In this project work, the students work with existing governmental, academic, NGO, etc. reports on specific situations that involve environmental decision-making. This part of the lecture closes with a synthesis of the project work in the plenary. The second half of the semester focuses on a short individual project on a case of environmental decision-making chosen by each student, again organised in flipped-classroom format. The lecture closes with plenary lessons where the group work and individual project work is located in a broader context of central aspects of environmental decision-making and where a synthesis is drawn on the topics addressed in this lecture.
Lecture notesWill be made available in the lecture.
LiteratureWill be indicated in the lecture.
701-0791-00LEnvironmental History - Introduction and Overview Restricted registration - show details
Does not take place this semester.
Number of participants limited to 100.
W2 credits2Vto be announced
AbstractOur society faces a serious ecological crisis. Of what historical dimension is this crisis? How have human societies already in earlier times changed their environment, and, consequently, perhaps also ours? What were the main ecological challenges for societies and how did they change over time? And how did societies adapt to changing environmental conditions?
Learning objectiveIntroduction into environmental history; survey of long-term development of human-nature-interrelations; discussion of selected problems. Improved ability to assess current problems from a historical perspective and to critically interrogate one's own standpoint.
Lecture notesCourse material is provided in digital form.
LiteratureMcNeill, John R. 2000. Something new under the sun: An environmental history of the twentieth-century world, New York: Norton.

Uekötter, Frank (Ed.) 2010. The turning points of environmental history, Pittsburgh: University of Pittsburgh Press.

Winiwarter, Verena und Martin Knoll 2007. Umweltgeschichte: Eine Einführung, Köln: Böhlau.
Prerequisites / NoticeStudents are asked to write an exam during the last session
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