Sustainable Environments (MSc)

Applications and Selections

Who Teaches this Course

• Dr Dearbhaile Morris
• Dr Jamie Goggins,
• Dr Bryan McCabe
• Professor Martin Feely
• Dr Marcus Keane
• Daniel Coakley
• Dr Stephen Nash
• Dr Tom van Rensburg
• Dr Martin Gammell GMIT

External professionals from public, private and voluntary sector also contribute to the course.

Dr. Michael Gormally

B.Sc., Ph.D.

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Dr. Caitriona Carlin

Ph.D.

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Dr Gesche Kindermann

MSc, Ph.D.

Lecturer
Applied Ecology Unit
Centre for Environmental Science
Arts/Science Concourse
National University of Ireland Galway
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Prof Frances Fahy

BA, PhD

Director of the Ryan Institute, Professor in Geography
Geography
University of Galway
University Road
Galway City, Ireland
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Dr Tiernan Henry

BA, MSC, PhD

Lecturer Above The Bar
Earth & Ocean Sciences
Room A205
Quadrangle Building
University of Galway
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Requirements and Assessment

Glossary of Terms

Year 1 (90 Credits)

RequiredEV602: Ecosystems Assessment

EV602: Ecosystems Assessment

Semester 1 | Credits: 10

This module introduces students to ecosystem terminology and the key techniques used to assess ecosystems from a number of different perspectives i.e. geology, hydrology, soils, biodiversity, etc. As part of the assessment, students undertake a variety of fieldwork techniques used to appraise the status of plant & animal communities in Ireland. Emphasis is placed on relating the connections between these parameters with a view to producing an overall integrated ecosystem assessment procedure. This strongly focuses on SDG 14 and SDG15 and supports SDG3 and SDG13.
(Language of instruction: English)

Learning Outcomes

1. identify a range of habitats and associated freshwater and terrestrial ecosystems in relation to targets within SDG14 and SDG15.
2. inspect and assess a range of ecosystem types in relation to targets within SDG14 and SDG15.
3. appraise and relate different parameters that comprise an ecosystem to construct an ecological audit of a site, in relation to targets within SDG14 and SDG15.
4. plan and produce habitat management guidelines, in relation to targets within SDG14 and SDG15.
5. evaluate ecosystem management strategies in relation to targets within SDG14 and SDG15 and supporting topics within SDG3 and SDG13.

Assessments

• Continuous Assessment (100%)

Teachers

•  MICHAEL JOSEPH GORMALLY 🖂
  
•  ROBERT KENNEDY 🖂
  
•  CAITRIONA CARLIN 🖂
  
•  GESCHE KINDERMANN 🖂
  

Reading List

1. "Ecological Census Techniques: A Handbook" by Sutherland, W.J.
   Publisher: Cambridge University Press
2. "Handbook of Biodiversity Methods Survey, Evaluation and Monitoring" by Hill, D; Fasham, M. Tucker, G., Shewry, M., Shaw, P.
   Publisher: Oxford University Press
3. "Best Practice Guidance for Habitat Survey and Mapping" by Smith, G., O'Donoghue, P., O'Hora, K. & Delaney, E.
   Publisher: Heritage Council
4. "Habitat Management for Conservation A Handbook of Techniques." by Ausden, M.
   Publisher: Oxford University Press

RequiredEV603: Biodiversity & Conservation

EV603: Biodiversity & Conservation

Semester 1 and Semester 2 | Credits: 5

This module explores the design and implementation of effective and sustainable biodiversity policy (SDG14 and SDG15). Students will gain competencies in critiquing the role of nature conservation legislation as a driver of effective policy while taking cognisance of the role of stakeholders in implementing good practice, addressing key aspects of SDG2. Special reference will be made to the need to develop better linkages between emerging research, policy makers and practitioners to inform evidence based policy and practice (SDG6, SDG4, SDG11, SDG13).

Learning Outcomes

1. Identify the factors that influence the design of sustainable and effective policy (SDG2, SDG11, SDG14, SDG15).
2. Assess the impact of integrating policies and legislation on landscape ecosystems (SDG2, SDG13, SDG14, SDG15).
3. Critique effective planning policies, conditions and obligations (SDG11, SDG13, SDG14, SDG15).

Assessments

• Continuous Assessment (100%)

Teachers

•  MICHAEL JOSEPH GORMALLY 🖂
  
•  MICHELINE SHEEHY SKEFFINGTON 🖂
  
•  RONAN HENNESSY 🖂
  
•  CAITRIONA CARLIN 🖂
  
•  GESCHE KINDERMANN 🖂
  

Reading List

1. "Habitat Management for Conservation. A Handbook of Techniques." by Ausden, M.
   Publisher: Oxford University Press.
2. "Managing habitats for conservation." by Sutherland, W. & Hill, D.
   Publisher: Cambridge University Press
3. "The conservation handbook." by Sutherland, W.
   Publisher: Wiley-Blackwell.
4. "Wetlands of Ireland. Distribution, Ecology, Uses and Economic Value." by Otte, M.
   Publisher: University College Dublin Press.

RequiredEV6104: Environmental and Human Health

EV6104: Environmental and Human Health

Semester 1 and Semester 2 | Credits: 5

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

Learning Outcomes

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

Assessments

• Continuous Assessment (100%)

Teachers

•  LIAM MORRISON 🖂
  
•  CAITRIONA CARLIN 🖂
  

Reading List

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

RequiredEV6103: Environmental Problems & Solutions From Land To Sea

EV6103: Environmental Problems & Solutions From Land To Sea

Semester 1 and Semester 2 | Credits: 10

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

Learning Outcomes

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

Assessments

• Continuous Assessment (100%)

Teachers

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

Reading List

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

RequiredEV5103: Sustainable Environments Research Project module

EV5103: Sustainable Environments Research Project module

15 months long | Credits: 30

This module is undertaken by the student during the summer (trimester 3). The student carries out an individual research project from a list provided by co-ordinators. The student will write up the research in the context of the Sustainable Development Goals, according to the requirements of an appropriate journal or as a manual.
(Language of instruction: English)

Learning Outcomes

1. Apply appropriate laboratory and field methodologies skills to the project. All projects must have a sustainable focus and so support the SDGs.
2. Develop expertise in experimental design and planning skills
3. Acquire good practice in data recording skills
4. Become skilled at suitable scientific data analyses evaluate, examine and understand research area in sustainability (all SDGs).
5. Synthesise current thinking and apply it to the sustainable research project (all SDGs).
6. Write a scientific paper based on research project according to appropriate journal
7. Present oral and written scientific presentations.

Assessments

• Continuous Assessment (65%)
• Research (35%)

Teachers

•  CAITRIONA CARLIN 🖂
  

RequiredCE476: The Built Environment

CE476: The Built Environment

Semester 2 | Credits: 5

This module is designed to introduce Engineers and Project Managers to the basic principles of architecture, planning and the considerations and common challenges involved in the successful design of both. It enables students to take up a position within the construction (or related) industry armed with a meaningful understanding of how their individual role is critical to realising good design. It allows meaningful communication with architects and planners with the mutual benefits of same.

Learning Outcomes

1. a. Understand ‘The Built Environment (TBE)’, and how it has evolved over time b. Appreciate who (and by what mechanisms) influences changes to TBE c. Describe what society and designers look for from TBE today and how we define it’s quality. d. Understand the key stages in a development process and a brief introduction to some different procurement routes e. Understand the evolution of the design team; the main players and their roles today. f. Understand basic architectural terminology and their application and relevant to design.
2. a. Appreciate the predominant and evolving styles of Architecture in Ireland from pre-historic to the 20th Century and will be made aware of the most notable architects of this period. b. Identify of what period and style a historic building belongs to.
3. a. Appreciate the predominant and evolving styles of Architecture in 21st Century and be aware of the most notable architects and a sample of their work. b. Identify some works of the ‘Architectural Masters’ who still most heavily influence the architecture of today.
4. a. List the more influential architects and projects of the 21st century. Students will be exposed to current advancements in architecture and its possibilities for the future. b. Formulate opinions on own personal taste as well as finding an appreciation for other works which fall outside personal tastes.
5. a. Assess the design quality of the built environment and be aware of what contributes to good design and what will have a negative impact. b. Notice (and formulate an opinion on) how various design moves and their articulation effect the overall space, and quality of the experience. c. Be able to carry out a basic assessment of a sample brief and site and identify the main issues to be addressed in any proposed design.
6. a. Identify some of the design challenges facing architects and how through clever design, those challenges can mould and contribute positively to the final design solution.
7. a. Be familiar with some of ‘the best of contemporary Irish Architecture’ and appreciate the level of design b. Form their own educated opinion on some of the projects shown.
8. a. Describe concepts of urban design/ planning through a worked Irish example, therefore will see how these concepts come together in reality. b. Identify what elements contribute to the success of urban design/ planning.
9. a. Appreciate what makes successful contemporary urban planning projects in the world, including how these project can be conceived, what parties make them happen, types of problems that can occur and how good urban design has such a huge impact on the way people live.
10. Recognise another facet of design – i.e the design of the ‘in between spaces’ and appreciate the challenges and what is involved in good urban design.
11. Describe the stages of the design process. What type of documentation is referenced and produced at each stage. Who is involved at each stage and what role they play.
12. An understanding of the principles of conservation (including various charters) and their appropriate application to sample projects.
13. An understanding and basic knowledge of energy-efficient, energy-conserving, and energy producing buildings and different Sustainable development rating systems used in industry today.
14. a. An understanding of Green Infrastructure. b. A basic knowledge of some sound ecological urban design and infrastructure principles and some built examples of same.
15. A basic knowledge of what Ideas and possibilities are currently being explored for the future in relation to architecture and urban design.
16. A knowledge of common, sustainable and technologically advanced Construction Materials and some innovative applications.

Assessments

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

Teachers

•  JAMIE GOGGINS 🖂
  
•  SERENA LAWLESS 🖂
  
•  Aidan O'Callaghan 🖂
  

RequiredMI5106: Environmental Resilience

MI5106: Environmental Resilience

Semester 2 | Credits: 5

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

Learning Outcomes

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

Assessments

• Continuous Assessment (100%)

Teachers

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

Reading List

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

OptionalBI5108: Green Lab Principles and Practice

BI5108: Green Lab Principles and Practice

Semester 1 and Semester 2 | Credits: 5

This module aims to provide a general overview of key environmental concepts such as climate change, plastic pollution, principles of sustainability, sustainable development goals, and biodiversity. It will briefly explore how perspectives from psychology, sociology, communication, circular and doughnut economy, and the study of ethics and governance provide us with insights into how perception and behaviour influence responses to environmental issues. In addition, the life-cycle of materials, and the environmental impact of the resources and equipment typically used in scientific laboratories will be examined in some detail. These ideas will form the backdrop to a focused study on how the organisation of, and practices in, scientific laboratories can be reformed to reduce their environmental footprint and be established on a more sustainable basis.
(Language of instruction: English)

Learning Outcomes

1. Describe the main components of the Earth’s climate system, the key factors that influence climate change.
2. Summarise psychological and social influences on your own and others’ behaviour in response to learning about climate change, biodiversity loss, and other environmental challenges.
3. List and describe the core principles of sustainability (including sustainability metrics) and indicate which planetary boundaries are currently exceeded.
4. Report on how your local/regional environment is, or is expected to be, impacted by climate change and identify relevant government or supranational (eg. E.U.) policies that address climate change, greenhouse gas emissions and loss of biodiversity.
5. Provide the chemical formula for at least four different kinds of plastic that are commonly used in labs and describe their potential ‘cradle-to-grave’ impact on the environment.
6. Provide examples of circular and doughnut economy policies and practice that are being implemented within and outside the EU and cite possible limitations to the CE business model.
7. Advise on the adoption of green practices within research and teaching laboratories in higher education.
8. Justify alignment of module content with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry, Innovation and Infrastructure), SDG 11 (Sustainable Cities and Communities), 12 (Responsible Consumption & Production), 13 (Climate Action), 15 (Life on Land), and 17 (Partnership for the Goals).

Assessments

• Department-based Assessment (50%)
• Research (50%)

Teachers

•  UNA FITZGERALD 🖂
  
•  IAIN MAC LABHRAINN 🖂
  
•  MARY NÍ FHLATHARTAIGH 🖂
  
•  CAITRIONA CARLIN 🖂
  
•  GESCHE KINDERMANN 🖂
  

Reading List

1. "Sustainability: the basics" by Peter Jacques
   ISBN: 978-04156084.
   Publisher: Routledge
   Chapters: All
2. "Don't even think about it: why our brains are wired to ignore climage change" by George Marshall
   ISBN: 978-163286102.
   Publisher: Bloomsbury
   Chapters: All
3. "Half-Earth: Our planet's fight for life" by E.O. Wilson
   ISBN: 978-163149252.
   Publisher: Liveright
   Chapters: All
4. "On Fire: the burning question of the green new deal" by Naomi Klein
   ISBN: 978-198212991.
   Publisher: Simon & Schuster
   Chapters: All
5. "This changes everything: capitalism v the climate" by Naomi Klein
   ISBN: 978-145169739.
   Publisher: Simon & Schuster
   Chapters: All
6. "Out of the wreckage: a new politics for an age of crisis" by George Monbiot
   ISBN: 978-178663289.
   Publisher: Verso
   Chapters: All
7. "Doughnut Economics: Seven ways to think like a 21st century economist" by Kate Raworth
   ISBN: 847941397.
   Publisher: Random House
8. "Half-Earth" by Edward O. Wilson
   ISBN: 9781631492525.
   Publisher: Liveright
9. "The Ethics of Climate Change: Right and Wrong in a Warming World" by James Garvey
   ISBN: 0826497373.
   Publisher: A&C Black

OptionalPAB5125: One Health

PAB5125: One Health

Semester 1 and Semester 2 | Credits: 5

This module focuses on the concepts of One Health in agriculture and agrifood contexts. One health is defined by the CDC as a collaborative, multisectoral, and transdisciplinary approach—working at the local, regional, national, and global levels—with the goal of achieving optimal health outcomes recognizing the interconnection between people, animals, plants, and their shared environment. Key areas where a One Health approach is particularly relevant include the control of zoonoses (diseases that can spread between animals and humans, such as Covid-19, flu, rabies and Rift Valley Fever), food safety, and combating antibiotic resistance. The module will outline how One Health approach relates to the Sustainable Development Goals (SDG), in particularly relating to trade-offs and co-benefits associated with SDG3 and other SDGs. The module will also provide an overview of OnePlanet, Ecosystem Health and Near Health concepts, as well as the concepts of behaviour change in context of OneHealth. The policy and regulatory aspects of OneHealth will be discussed, and will include case studies across a range of organisations. PAB5125: Overall this module aligns with the following UN Sustainable Goals: 3 - Good Health and Well-being; 4 - Quality Education; 6 - Clean Water and Sanitation; 8 - Decent Work and Economic Growth; 9 - Industry, Innovation and Infrastructure; 10 - Reduced Inequality; 11 - Sustainable Cities and Communities; 12 - Responsible Consumption and Production; 13 - Climate Action; 14 - Life Below Water; 15 - Life on Land
(Language of instruction: English)

Learning Outcomes

1. LO1. Explain and discuss the OneHealth and OnePlanet concepts, and the underlying rationale for such approaches to public and ecosystem health in different contexts. Demonstrate understanding of OneHealth and One Planet concepts relation to the sustainable Development Goals (SDG).
2. LO2. Identify and describe the main policies and institutions nationally and globally of relevance to implementing the One Health approach.
3. LO3. Apply a One Health approach to design of agricultural landscapes, farming and food systems that improve the health of humans, agricultural and natural ecosystems.
4. LO4. Demonstrate learning and understanding of disease ecology, evolution and emergence, and the drivers of and impact of disease (social, economic, biological, evolutionary, demographic, ecological) interactions with biotic and abiotic systems. Use a One Health framework to evaluate disease control and prevention options.
5. LO5. Explain how anti-microbial resistance (AMR) occurs, why it is a global problem, and what portfolio of technological and non-technological options can be used in a One Health approach to address the AMR challenge facing humanity.
6. LO6. Describe the mechanisms by which zoonotic diseases occur using examples of major and emerging zoonotic diseases. Use a One Health approach identify options for combatting zoonotic diseases for improved health outcomes.
7. LO7. Describe the range of current and potential therapeutic options for communicable diseases of humans, livestock and aquatic animals; Use a One Health approach to devise improved diagnostic and treatment options.
8. LO8. Describe antimicrobial usage in food and agricultural systems in context of OneHealth approach. Demonstrate understanding of policy and regulatory aspects of food safety outlined by OneHealth concept.
9. LO9. Develop a sustained and reasoned argument and communicate it in a manner appropriate to a target audience.
10. LO10. Effectively and appropriately use information technology for information analysis and presentation.

Assessments

• Continuous Assessment (85%)
• Oral, Audio Visual or Practical Assessment (15%)

Teachers

•  PETER MC KEOWN 🖂
  
•  CHARLES SPILLANE 🖂
  
•  CAITRIONA CARLIN 🖂
  
•  GESCHE KINDERMANN 🖂
  
•  GALINA BRYCHKOVA 🖂
  

OptionalCE6107: Water Quality

CE6107: Water Quality

Semester 2 | Credits: 5

The health of the Earth's surface waters is vitally important to humans as we use them for many different purposes including water supply, recreation, disposal of wastewaters, irrigation and energy generation. In addition, they are home to a large proportion of the Earth's plants and animals, many of which are important food sources for humans. The aim of this module is to provide students with knowledge of the factors affecting water quality, including natural and man-made stressors, transport and mixing processes, and the bio-geo-chemical interactions of the water quality cycle. In addition, students will learn the fundamental theory of water quality modelling and gain experience in the use of water quality models so that they will be able to use such models in a sensible manner. The module addresses SDG 6 Clean Water and Sanitisation as it provides students with knowledge and tools to tackle the challenge of reducing water pollution.
(Language of instruction: English)

Learning Outcomes

1. understand the impact of soil type and agricultural practices on losses from agricultural land.
2. utilise state-of-the-art measurement and analysis techniques to quantify losses of nutrients and suspended solids from catchments.
3. understand the primary processes of mixing in rivers, including advection, diffusion and dispersion.
4. derive the transport equations for diffusion and advection (separately) and the 1D advection-diffusion and advection-dispersion equations.
5. describe and express mathematically the coefficients of diffusion and dispersion.
6. apply a number of mathematical approaches (ideal reactors and control volume) to model transport of materials in incompletely mixed (i..e distributed) systems.
7. understand the physical, chemical and biological processes that play a role in water quality, i.e. the water quality cycle.
8. develop mathematical formulations of the chemical and biological processes described within the water quality cycle.
9. develop a 1D water quality model of a case study site using the industry-standard modelling software HECRAS, and conduct some scenario modelling.
10. appreciate the sensitivity of a water quality model to the prescription of the rates and constants used to describe various physical, chemical and biological processes.

Assessments

• Written Assessment (80%)
• Continuous Assessment (20%)

Teachers

•  MARK HEALY 🖂
  
•  STEPHEN NASH 🖂
  
•  AGNIESZKA OLBERT 🖂
  
•  Victoria Mossman 🖂
  

OptionalEC5102: Renewable Energy Economics and Policy

EC5102: Renewable Energy Economics and Policy

Semester 2 | Credits: 10

A key focus of the module is the optimal provision of renewable energy resources and on problems that arise due to the incomplete nature of markets for these resources. The course will address the theory of externalities, missing markets and property rights; the theory of public goods and Nash-Cournot equilibria. Attention is given to energy externalities, public goods, Pigovian taxes in the energy sector, emission standards, tradable permits and tradable energy certificates.
(Language of instruction: English)

Learning Outcomes

1. The module is designed to equip students with strong quantitative applied modelling skills to critically analyse energy economics and policy that are fundamentally linked to the research activities of faculty and research staff. The programme has four objectives: • To provde a theoretical framework for the evaluation of energy economics and renewable energy economics
2. To provide students with the necessary analytical skills to undertake a rigorous evaluation of renewable energy economic projects and programmes.
3. To provide students with the interdisciplinary skills necessary to develop renewable energy-economic models and apply these to real life environmental problems.
4. To provide students with generic modelling and policy analysis skills.
5. To provide students with the skills to estimate non-market values associated with renewable energy projects

Assessments

• Written Assessment (50%)
• Continuous Assessment (50%)

Teachers

•  THOMAS VAN RENSBURG 🖂
  
•  SANDRA BRENNAN 🖂
  
•  CHARMAIN BYRNE 🖂
  

Reading List

1. "Energy Economics" by Bhattacharyya, S.C.
   Publisher: Springer-Verlag, London
2. "Natural resource and environmental economics" by Perman, R., M.A. Y., McFilvary, J. and Common, M.
   Publisher: Pearson Education
3. "Environmental economics: in theory and practice" by Hanley, N., Shogren, J.F. and White, B. 2007
   Publisher: Palgrave-Macmillan,
4. "The theory of externalities, public goods and club goods" by Cornes, R. and Sandler, T.
   Publisher: CUP. New York
5. "Resource economics" by Conrad, J.M.
   Publisher: CUP, New York

OptionalCE466: Energy in Buildings

CE466: Energy in Buildings

Semester 2 | Credits: 5

This module introduces the student to energy systems in buildings. The module describes the inter-relationships between building physics, human occupant behaviour and energy systems required to support the effective provision and maintenance of thermal comfort in buildings. Optimum states of comfort are defined including the necessary physical measurement and control infrastructure. Systematic procedures for the analysis of thermal comfort metrics and design principles of sustainable and smart buildings including conventional and renewable energy systems are presented. The content delivered is structured to consist of lectures in parallel with a team design project that provides the incremental development of energy simulation models that address the content in the lecture part, utilising real world buildings including a number of buildings on the NUI Galway campus.
(Language of instruction: English)

Learning Outcomes

1. Define optimum comfort states in buildings
2. Calculate a range of building comfort metrics
3. Describe conventional and renewable energy systems in buildings
4. Analyse the energy requirements for specific zones in buildings
5. Size a number of energy systems in buildings
6. Describe the various sustainability indicators and weighting systems in sustainable assessment methodologies for buildings throughout their life-cycle
7. Develop validated energy simulation models for a variety of HVAC systems
8. Present a critiqued literature review of innovative energy concepts and technologies

Assessments

• Written Assessment (50%)
• Continuous Assessment (50%)

Teachers

•  MARCUS MARTIN KEANE 🖂
  
•  SERENA LAWLESS 🖂
  
•  Aidan O'Callaghan 🖂
  

Reading List

1. "Faber & Kell's Heating & Air-conditioning of Buildings, Tenth Edition" by Doug Oughton, Steve Hodkinson
   ISBN: 0750683651.
   Publisher: Butterworth-Heinemann
2. "Air conditioning engineering" by W. P. Jones
   ISBN: 9780750650748.
   Publisher: Oxford ; Butterworth-Heinemann, c2001.
3. "Energy Systems and Sustainability" by Bob Everett (Editor), Godfrey Boyle (Editor), Stephen Peake (Editor), Janet Ramage (Editor)
   ISBN: 9780199593743.
   Publisher: Oxford University Press, USA

OptionalPAB5127: Geospatial Analysis and Remote Sensing

PAB5127: Geospatial Analysis and Remote Sensing

Semester 2 | Credits: 5

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

Learning Outcomes

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

Assessments

• Continuous Assessment (100%)

Teachers

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

OptionalEC5116: Global Issues in Agricultural, Marine and Renewable Energy Economics

EC5116: Global Issues in Agricultural, Marine and Renewable Energy Economics

Semester 2 | Credits: 10

This module applies economic theory and models to understand and evaluate a wide range of problems and issues related to agriculture, marine and renewable energy. This course focuses on contemporary issues and topics will vary from year to year. The course has a global emphasis using case studies and material from both developed and developing countries.
(Language of instruction: English)

Learning Outcomes

1. Understand and discuss economic concepts and theories in relation to global agricultural issues and policies
2. Critically evaluate the principle policy instruments associated with marine economic activities
3. Understand and discuss the economic consequences of the variability nature of renewable energy

Assessments

• Written Assessment (50%)
• Continuous Assessment (50%)

Teachers

•  THOMAS VAN RENSBURG 🖂
  
•  SANDRA BRENNAN 🖂
  
•  CHARMAIN BYRNE 🖂
  

Reading List

1. "Energy Economics" by Bhattachararyya, S.C.
   Publisher: Springer-Verlag
2. "Natural Resource and Environmental Economics" by Perman, R., Ma, Y., Common, M., Maddison, D. and M.Gilvary, J.
   Publisher: Pearson

OptionalEV5102: Communicating Science and Research

EV5102: Communicating Science and Research

Semester 2 | Credits: 5

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

Learning Outcomes

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

Assessments

• Continuous Assessment (100%)

Teachers

•  FRANCES FAHY 🖂
  
•  GESCHE KINDERMANN 🖂