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Course Criteria
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3.00 Credits
Every other spring. Spring 2007. PETER LEA. The interaction of water and geological materials within the hydrologic cycle, with emphasis on groundwater resources and quality. Qualitative and quantitative examination of the movement of groundwater in aquifers. (Same as Geology 275.) Prerequisite: Previous course in geology or permission of the instructor.
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3.00 Credits
Every other fall. Fall 2007. PETER LEA. Everyone lives in a watershed, but how do watersheds function, both naturally and increasingly as impacted by humans Examines the movement and modification of water through the landscape, emphasizing such topics as natural and human controls of water quality, streamflow generation and surface-groundwater interactions, watershed modeling, and approaches to watershed management. Students perform an integrated investigation of a local watershed, examining natural and human controls on hydrologic processes. (Same as Geology 276.)
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3.00 Credits
Fall 2006. BARRY A. LOGAN. Plants can be found growing under remarkably stressful conditions. Even your own backyard poses challenges to plant growth and reproduction. Survival is possible only because of a diverse suite of elegant physiological and morphological adaptations. The physiological ecology of plants from extreme habitats (e.g., tundra, desert, hypersaline) is discussed, along with the response of plants to environmental factors such as light and temperature. Readings from the primary literature and a text facilitate class discussion. Excursions into the field and laboratory exercises complement class material. (Same as Biology 280.) Prerequisite: Biology 210.
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1.00 Credits
Fall 2006. THE PROGRAM. Examines the role of environmental education within environmental studies while providing students with the opportunity to gain hands-on experience within a local elementary school. Students read, research, analyze, discuss, and write about theoretical essays, articles, and books from the field of environmental education, in addition to theoretical material on pedagogy and lesson plans. Topics discussed include: ecological literacy, the historical roots of environmental education, globalization, sustainable education, and policy implications of environmental education. In addition, students teach at least one hour weekly. Students develop lesson plans and reflect on their experience of teaching environmental education lessons. Prerequisite: Environmental Studies 101.
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3.00 Credits
THE PROGRAM.
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3.00 Credits
Fall 2006. DHARNI VASUDEVAN. Over 100,000 synthetic chemicals are currently in daily use. In order to determine the risk posed to humans and ecosystems, we need to understand and anticipate the extent and routes of chemical exposure. Addresses the fate of organic chemicals following their intentional or unintentional release into the environment - why these chemicals either persist or break down and how are they distributed between surface water, ground water, soil, sediments, biota, and air. Analysis of chemical structure is used to gain insight into molecular interactions that determine the various chemical transfer and transformation processes, while emphasizing the quantitative description of these processes. (Same as Chemistry 305.) Prerequisite: Chemistry 225.
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3.00 Credits
Spring 2007. GUILLERMO HERRERA. Seminar. Analysis of externalities and market failure; models of optimum control of pollution and efficient management of renewable and nonrenewable natural resources such as fisheries, forests, and minerals; governmental vs. other forms of control of common-pool resources; and benefit-cost analysis of policies, including market-based and non-market valuation. Not open to students who have taken Economics 218 or 228 except by permission of the instructor. (Same as Economics 318.) Prerequisite: Economics 255 and 257.
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3.00 Credits
MCSR.Ecological Economics and Sustainable Development
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3.00 Credits
Home:History,Culture,and Design of Housing in North America
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3.00 Credits
Spring 2007. JILL PEARLMAN. Explores major developments in Boston's built environment in the nineteenth and twentieth centuries with emphasis on the twentieth. Topics include the evolution of public buildings and spaces, cultural institutions, neighborhoods, housing types, academic landscapes, commercial districts, transportation infrastructure, and the heritage industry. Considers the roles that builders, architects, economic and political interests, and ordinary citizens have played in the shaping of Boston. Each student engages in a semester-long research project. (Same as History 289.) Prerequisite: One of the following: Environmental Studies/History 244; Environmental Studies/History 227; History 226, Environmental Studies/Art History 243, or permission of the instructor.
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