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Biology Curriculum
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#policy
Describe the use of key conservation policy initiatives, such as the IUCN Red List and Protected Area categories
[
BIOL 3065
]
Develop familiarity with how science is translated into policy, the history of global conservation efforts, and the governmental, non-governmental, and inter-governmental bodies involved in implementing policy
[
BIOL 3065
]
Explain Environmental Impact Assessment (EIA) legislation at the Federal and Provincial levels
[
BIOL 4001
]
Explain the importance of communicating science to society.
[
BIOL 3080
]
Identify key ecological and coastal issues in Nova Scotia
[
BIOL 3623
]
Contrast how the North and South have approached sustainable development
[
BIOL 4065
]
Contrast the pros and cons of an ecological economics, environmental economics, and neoclassical economics
[
BIOL 4065
]
Contrast the pros and cons of the Cuban Model of sustainable development
[
BIOL 4065
]
Demonstrate critical and independent thinking skills to understand coastal policies and action plans in Nova Scotia
[
BIOL 3623
]
Design a meaningful stakeholder participation program
[
BIOL 4001
]
Explain how the ecosystem approach is relevant to watershed dynamics
[
BIOL 3061
]
Identify Valued Environmental Components (VECs) in a range of ecosystems
[
BIOL 4001
]
Analyze diverse examples of environmental problems & issues
[
BIOL 3061
]
Assess and value residual impacts for decision makers
[
BIOL 4001
]
Compare several approaches frequently used to explain human-environment interactions and environmental problems (case studies of population-scarcity, markets and commodities, institutions, environmental ethics, risks and hazards, political economy, and the social construction of nature)
[
BIOL 3061
]
Construct a follow-up plan for accountability
[
BIOL 4001
]
Contrast a set of environmental management concepts and applications
[
BIOL 3061
]
Design and justify the major features of a Sustainable Society
[
BIOL 4065
]
Discuss the collapse of Canadian Atlantic Cod populations.
[
BIOL 3080
]
Discuss the ecological and evolutionary consequences of fisheries exploitation.
[
BIOL 3080
]
Explain the pros and cons of the Tragedy of the Commons (ToC) to current global environmental problems such as climate change and decreasing marine fish stocks
[
BIOL 4160
]
Generate a Strategic Environmental Assessment (SEA) framework for plans, programs and policies
[
BIOL 4001
]
Illustrate how resilience theory is useful in environmental management
[
BIOL 3061
]
Interpret the consequences of climate change on ecosystems and communities, including unexpected and unintuitive consequences, and explain how conservation planning should take climate change into account
[
BIOL 3065
]
Understand sound propagation in water, fundamental sound component analysis (e.g. amplitude, frequency), sound production and receiving mechanisms in various marine mammal taxa and the impacts harmful sound can have on populations
[
BIOL 3090
]
Analyze the dynamics of power, myth, and knowledge in the use and abuse of natural resources
[
BIOL 4160
]
Assess global success or lack thereof in achieving sustainable development as per the 2012 Rio + 20 Summit in Brazil
[
BIOL 4065
]
Conceive of how a green economy might function in a Sustainable Society
[
BIOL 4065
]
Contrast the major global trends affecting sustainable development and existential risk in the coming decades and imagine the world of 2050
[
BIOL 4065
]
Design Environmental Management Plans including mitigation, enhancement, compensation and monitoring
[
BIOL 4001
]
Evaluate the future potential of Political Ecology in a world of dwindling resources, environmental deterioration, and increasing existential risk
[
BIOL 4160
]
Outline history of diverse ideas and approaches that led to the global adoption of sustainable development
[
BIOL 4065
]
Recommend appropriate management strategies to Strategic Environmental Assessment (SEA) decision-makers
[
BIOL 4001
]
Recommend project decision: acceptance, modification or rejection
[
BIOL 4001
]
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