Admission and Unit Information - Bachelor of Natural Science (Environmental Management)

How many species walk, fly, swim or slither, crawl, hop, wriggle or just float, hitchhike or move so slowly that they appear not to move at all? No one knows and new species appear almost every day. This unit focuses on this spectacular diversity of living things and the process of evolution. Students explore and classify biodiversity and how organisms function, acquire and assimilate resources and co-ordinate growth and reproduction. Organisms interact with one another and their environment forming a complex set of interactions in ecosystems. It is these interactions that have driven evolution. Ultimately human survival depends on the sustainable use of this biodiversity and ecosystems.

This unit is designed to provide students with scientific literacy and generic skills required to successfully undertake science-related undergraduate studies. Students learn, develop and utilise academic and interpersonal methodologies within the context of applied scientific principles in society and take responsibility for their own learning. Students are introduced to the contestable and uncertain nature of science and the scientific method. Activities encourage development of self-confidence, self-efficacy, creative thinking through problem solving, group process, communication and peer support. Academic skills include scientific reading and report writing, researching scientific information and library skills, oral presentation, taking tests and exams, effective personal and group based learning strategies, peer assessment, and online learning.

This unit involves the study of basic biology, ecology, conservation and management of selected terrestrial wildlife (amphibian, reptiles, birds and mammals) grouped according to their taxonomic affiliations. It examines the various strategies used in the management of both wild roaming and captive reared animals including those produced for human use. Students will learn the different management systems and research methods used in wildlife research. The use of wildlife as a sustainable resource will also be analysed within the context of ecological sustainable development and animal ethics.

This unit introduces students to the physical, chemical and biological nature of water systems and the linkages to human activity. These linkages include a development of an appreciation of the essential services and broad uses and values of water in modern human society, and the natural environment. Students are challenged to examine the causes and effects of water pollution and environmental degradation. Students are introduced to scientific water sampling, analysis and reporting of water quality and pollution.

Resource sustainability deals with the local, national, and global sustainability issues concerning human interactions with the environment. The unit uses current resource issues and scientific concepts to provide the practical and theoretical information needed for students to think critically about environmental issues and to contribute to the sustainable management of natural and built environments. Students will also learn how science and society interact in the management of resources. Using the concept of ecologically sustainable development as a foundation, students will use critical thinking skills to research a resource issue of their choice at the local, national and/or international level. Students will communicate their research using new mediaexploring the issue and make recommendations for improving sustainability.

This level 1 unit develops the quantitative skills that underpin many fields of study in the sciences. The content covered includes basic algebra, functions, graphs, equations, linear and quadratic, introductory probability and descriptive statistics. These mathematical/statistical concepts will be revised and developed using scientific concepts such as molarity and dilution, optical density, population growth, and predator-prey models. In all aspects of this unit, students will be developing and using critical thinking skills to solve mathematical/statistical problems set in a scientific context.

Water is essential for all life on earth. This unit will equip students with skills in biological, chemical and physical water quality assessment for a sustainable water future. The unit introduces students to healthy natural waterways and contrasting degraded waters impacted by disturbance from human activities. A broad range of pollutants, their sources and the consequences for human health and the ecology of water ways will be investigated. Management strategies will also be examined based on the sound scientific assessment of water quality. Students in this unit will cover water quality legislation, regulation, policy, guidelines and develop competencies in water monitoring, regulation, treatment and management.

In 2012 this unit replaced by 300812 - Understanding Landscape. This unit explores the historical and cultural perceptions and perspectives of the term ‘landscape’ and the sustainability and management of landscapes. Students become familiar with the terminology and concepts surrounding the natural landscape experientially through a series of field trips and develop an awareness and appreciation of both of the conceptual and actual landscape issues. Skills in mapping and spatial awareness skills and technologies will be developed through field trips and workshop sessions including GIS. Such skills will assist in developing a capacity to comprehensively describe and analyse the landscape.

Science and the scientific process of discovery have been successful in offering explanations for the world we live in. Due to scientific advances, we have eradicated some disease, explored the moon and the deepest parts of our oceans and created communication across distances on the planet previously unimaginable. We now face the major challenge of creating a future world which is sustainable for life on Earth. Solving our contemporary complex human and environmental issues to create a sustainable future, however, requires integrative and multidisciplinary research frameworks, an understanding of the relationship between science and society including cultural, social, economic and political and ethical factors. Students will critically examine such perspectives in a series of contemporary 'real-life' case studies such as climate change, indigenous health, medical breakthroughs, biodiversity loss, environmental sustainability and human-animal interactions. They will undertake research into the relationship of science integrated with society, and the uncertainty and bias of evidence in decision making. They will demonstrate their understanding by analysis of a contemporary issue by producing an eco-science advisory column.

Indigenous Landscapes aims to exploretraditional Indigenous Australian ways of knowing landscape. Specifically, the unit incorporates UWS generic Indigenous core curriculum content that acknowledges and values pre-colonial Australian history and land-use practices. Content includes traditional land management practices; protected area management, joint management /co-management; Native Title; Land Rights; Indigenous versus statute law; sustainable land use; cultural heritage and heritage landscapes. This unit also aims to equip students with cultural competency in order to address issues of dispossession and disadvantage brought about by the historical destruction and disruption of ecological integrity.

This unit is an introduction to environmental planning in local and state government and in particular the role of planning in protecting the natural environment, enhancing population health and/or encouraging sustainable development practices. Students focus on goal-setting for environmental protection and then explore how planning policy can assist with achieving these goals. Current metropolitan planning and strategy is examined using the Metropolitan Strategy for Sydney as the primary case study. The unit scopes environmental planning policies introduced by state, local and Commonwealth governments to adapt to climate induced impacts on the environment and on community health and well being.

Formulating research questions to solve problems by designing and selecting a systematic methodology to test hypotheses and evaluate evidence are an essential part of research and inquiry. This unit will provide students with the critical thinking skills needed to undertake applied research, especially how to incorporate quantitative and qualitative evidence into arguments. Students will communicate the results of investigations using a variety of modes for different purposes. The ethical and regulatory frameworks for research on human and animals will be discussed including the UWS human and animal ethics approval process required for research.

This unit will assist students develop a sound framework for the analysis of land use and its interactions with the environment. The skills gained will assist in the evaluation of land use at various levels from household to international level. Particular emphasis will be placed on students gaining a sound conceptual framework from which to examine sustainability at the environmental, economic, social, and production levels. Emphasis will be placed on the use of ecological footprinting as a tool.

This unit aims to provide students with a broad understanding of the current environmental regulations available to environment protection and planning authorities at the State and Local Government level to protect and manage the natural and built environments. This unit will also consider environmental policy introduced by the Sate and Commonwealth governments to manage land use activities so as to encourage sustainable development practices. It is a suitable subject for students entering government or industry in environmental management, health and planning roles. There is a particular focus on the use of legislation and preparation of policy to address environmental and health risks to the community.

Unit 300913 (Field Project 1) and the associated Unit 300914 (Field Project 2) are designed as capstone units of study for the Bachelor of Natural Science Degree. They draw together the skills acquired in previous years of the degree course and apply them in the context of a year-long research project exploring a real world problem on behalf of a professional client. In this Unit the student will develop skills in scoping, planning and pilot testing the research project. They will then revise methods as appropriate, plan data collection and analysis.

This unit examines the world of environmental risk management and will introduce students to environmental management systems including Environmental Impact Assessment and Environmental Auditing. The unit considers and examines the application of the precautionary principle in real world situations. Students will also be introduced to methods of quantitative risk assessment as applied to environmental and agricultural risks such as urban, peri-urban and rural growth; industrial and agricultural land use; contaminated land, and climate change.

This is the second of two Units (Field Project 1 & Field Project 2) that are designed as capstone units of study for the B Nat Sci Degree. Together they draw together the skills acquired in previous years of the degree course and apply them in the context of a year-long research project exploring a real world problem on behalf of a client in industry, government or community agency. In the first Unit the student will have developed skills in scoping, planning, and piloting methods for a research project. In this second Field Project Unit the student will collect and organise a significant body of relevant field data, analyse this and present the conclusions and recommendations in the form of a report to the client that provides the students answers to the clients initial problems. The student then undertakes a critical review of the whole process to identify lessons for both personal and professional development and future career planning.

This unit explores the relationships between community, the natural environment and government within an urban context through considering how housing and urban development can influence population health. Concepts explored include "healthy housing", "active living" "safety by design" and "energy efficiency". Through a combination of case studies and practical field experience, students will develop the skills and knowledge appropriate to assessing the "healthiness" and sustainability of urban environments. The unit examines methods of construction and building regulation aimed at the preservation of health and amenity.

Many land and water use activities in both urban and rural landscape result in hydrologic changes that have environmental, economic and social consequences. These activities require appropriate management strategies for sustainable water use in catchment. In this unit, the hydrologic cycle will be explored at varying spatial scales in urban and rural contexts. Hydrologic, environmental, economic and social perspectives will be used in the examination of the demand and the use of water.