Genetically Modified Organisms (GMOs)

Presenter: Greg Byers

Date: Monday November 30th

Readings

This page gives some basics about biotechnology. This is the home page, but it can be navigated through to get more information.

http://www.biotechknowledge.com/biotech/bbasics.nsf/basics.html?OpenPage

This website touches on some key areas.

http://74.125.95.132/search?q=cache:sc_MvSKCeh4J:www.greenfacts.org/en/gmo/index.htm+GMO+plants&cd=7&hl=en&ct=clnk&gl=us&client=firefox-a

More basic info with concerns and benefits.

http://www.ornl.gov/sci/techresources/Human_Genome/elsi/gmfood.shtml

http://www.csa.com/discoveryguides/gmfood/overview.php

These two sites touch on a specific issue.

http://www.gmo-safety.eu/en/

http://www.bt.ucsd.edu/

I also found a video that I may or may not show parts of.

http://www.monsanto.com/biotech-gmo/asp/default.asp


Powerpoint Presentation

http://www.slideshare.net/secret/owKzRxZru2Impr

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

-Identify and discuss the positive and negatives aspects of genetically modifying food crops.

-Discuss whether or not the benefits of genetically modifying crops outweigh the dangers.

-Identify a few of the methods used to modify plants.

-Discuss the moral issues that come with modifying an organism.

-Develop a stance on the issues being discussed.

Positive Environmental Impacts of Hunting

Presenter: Seth Kochel

Date: Friday November 23rd.

Readings

http://www.jstor.org/pss/3800518

http://www.nwtf.org/grants/2009/AWPF_09.pdf

http://www.safariclubfoundation.org/pr/pdf/muledeertranslocation.pdf

http://www.ducks.org/Conservation/HowWeConserve/1598/HowWeConserveHome.html

http://www.safariclubfoundation.org/pr/pdf/blackbear.pdf

Powerpoint Presentation

http://www.slideshare.net/secret/zO6NRFWSGiXKO5


Expected Learning Outcomes:

By the end of this course a fully engaged student should be able to

-describe the positive impacts of hunting organizations

-discuss the difference between poaching/overhunting and conscientious hunting

-discuss hunters attempts to have as little negative impact on the environment as possible when taking game

-develop an educated opinion of hunting as a sport


Discussion Questions:

1. Has your opinion of hunting changed after hearing this presentation? If so, how has it changed?

2. Do you think there are any other laws that could be put in place to lessen even further the impact of hunting on the environment?

3. Do you think you can be a hunter while still being interested in helping our environment?

4. Do you think restoring species that had died out in a region is a good idea?

Global Warming and the Mitigation of CO2 in the Atmosphere

Presenters: Danielle Ang and Erin Yen

Date: Friday November 20

Readings:

Carbon Dioxide Mitigation Technologies
http://www.acri.fr/co2/diox-home.html

Worldwide carbon capture and storage projects on the increase
http://www.environmental-expert.com/resultEachPressRelease.aspx?cid=11254&codi=75112&lr=1

Carbon Sequestration
http://www.netl.doe.gov/technologies/carbon_seq/index.html

Biomass energy development and carbon dioxide mitigation options
http://www.uneprisoe.org/CopenhagenConf/hall.htm


Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

-discuss the effects excess carbon dioxide has on the environment and the importance of carbon dioxide mitigation.

-discss various methods of mitigating carbon dioxide emissions into the atmosphere.

-discuss the pros and cons of carbon sequestration.

-compare and contrast the following mitigation processes: utilization of CO2 and the disposal of CO2.

Farm to Fork: A Journey of Food

Presenter: Emily Powell

Date: Wednesday November 18th

Readings:

http://www.rprogress.org/publications/2003/ag_food_0703.pdf

Just for fun, calculate the carbon footprint of what you eat:
http://www.eatlowcarbon.org/Carbon-Calculator.html

Video on the True Cost of Food:

http://video.google.ca/videoplay?docid=7929268648728632575#

Powerpoint Presentation

http://www.slideshare.net/secret/GvMuX8QikAbe29

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

-identify three subsets of the food system
-discuss problems with conventional food system
-name problems with other food systems (regional/local)
-identify two ways to decrease carbon footprint of food consumed
-discuss the role of food in determining global food footprint

Discussion Questions

1. There are many negative aspects of conventional food system, but is it economically viable to switch?

2. How about on a global scale?

3. Do you think it is realistic to expect to feed everyone in the world? Which system would be better for this: conventional or sustainable? What other tactics are available to eliminate world hunger?

4. Do you think it is reasonable to devote such a large ecological footprint to agriculture?

5. What are you willing to do?

Political Implications of the Melting of the Polar Icecaps

Presenter: Rebecca Lelko

Date: Monday November 17th

Readings

http://www.nytimes.com/2008/08/17/world/europe/17arctic.html?_r=1

http://news.bbc.co.uk/2/hi/6925853.stm

http://news.bbc.co.uk/2/hi/business/4356014.stm

http://www.cnn.com/2009/TECH/science/05/28/arctic.oil.gas.reserves/index.html

Powerpoint Slideshow

http://www.slideshare.net/secret/ezciCGshlcNxof

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- explain why the Arctic has become important to several counties in the past few years.

- identify the countries that have an interest in the Arctic.

- compare the U.S. to other countries that have territory in the Arctic.

- describe the potential benefits and risks that could develop as the Arctic continues to melt.

- discuss your own views on what the U.S. should or should not do to react to the Arctic ice melting.

5 Questions for Discussion

1) Before the presentation, what did you know about the possible political or economical effects of the Arctic ice melting?

2) Do you think the changing situation in the Arctic is an important issue?

3) How do you feel about what other countries are doing in the Arctic? Specifically, what do you think of Russia claiming so much territory and actually putting a flag under the North Pole?

4) What should the U.S. do to keep up with the changes in the Arctic?

5) Extracting natural gas and oil from the Arctic could cause even more harm to that environment. Is it okay for us to take these resources anyway? If the extraction of these resources were to be monitored, how would we create rules that all the different countries would agree on?

Extinction

Presenter: Matt Hagstrom

Date: Friday November 13th

Readings

http://www.worldwildlife.org/who/media/press/2009/WWFPresitem14042.html

http://www.hsus.org/hsi/wildlife/habitat_protection/

http://www.epa.gov/espp/basic-info.htm

Expected Learning Outcomes

By the end of this course a fully engaged student should be be able to

- identify environmental changes impacting the animal kingdom

- discuss leading causes of accelerated extinction in wildlife

- identify three resources for wildlife protection/safety

- discuss legislation aimed at increasing wildlife preservation

Climate Change: Let's Look at Both Sides

Presenter: Wade Brown

Readings

http://www.eoearth.org/article/Global_warming

http://www.greatglobalwarmingswindle.co.uk/index.html

Class Presentation

http://www.slideshare.net/secret/kSZYRA8cr14QjW


Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discuss the arguments coming from both sides of the Global Warming debate

- discuss and compare what they think to be an ideal solution, an illogical solution, and a realistic solution.

- degin to think about their personal stance on the issue of Global Warming.

Deforestation

Presenters

Tim Allen and Katie Nguyen

Readings

http://eoearth.org/article/Deforestation_in_Amazonia

http://environment.nationalgeographic.com/environment/global-warming/deforestation-overview.html

http://www.history.com/states.do?action=detail&state=Deforestation&contentType=State_Generic&contentId=60564&parentId=earth

http://www.globalchange.umich.edu/globalchange2/current/lectures/deforest/deforest.html

Powerpoint Presentation

http://www.slideshare.net/secret/kRYtCLOdHVh56A


Expected Learning Outcomes

By the end of this lesson a fully engaged student should be able to

- list the causes of deforestation

- discuss the four types of problems assosciated with deforestation

- discuss how country's economies are affected by deforestation

- discuss the history of deforestation

- discuss the the modern and future methods of controlling deforestation

Environmental Regulations

Readings

Clean Air Act, United States-
http://www.eoearth.org/article/Clean_Air_Act%2C_United_States

Clean Water Act, United States
http://www.eoearth.org/article/Clean_Water_Act%2C_United_States

Environmental Protection Agency
http://www.eoearth.org/article/Environmental_Protection_Agency%2C_United_States

Endangered Species Act, United States
http://www.eoearth.org/article/Endangered_Species_Act%2C_United_States

Convention on International Trade in Endangered Species (CITES)
http://www.eoearth.org/article/Convention_on_International_Trade_in_Endangered_Species_of_Wild_Fauna_and_Flora_%28CITES%29

Montreal Protocol on substances that deplete the ozone layer
http://www.eoearth.org/article/Montreal_Protocol_on_Substances_that_Deplete_the_Ozone_Layer

Kyoto Protocol
http://www.eoearth.org/article/Kyoto_Protocol

Kyoto Protocol and the United States
http://www.eoearth.org/article/Kyoto_Protocol_and_the_United_States

Powerpoint Presentation

Environmental Regulations
http://www.slideshare.net/secret/3KcVoxWWCDaVLZ

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discuss important environmental legislation in the United States

- discuss the role of the Environmental Protection Agency and the US Fish and Wildlife Service

- discuss important international environmental agreements such as CITES, the Montreal Protocol, the Kyoto Protocol

- discuss the most recent status of the discussions leading to COP15

Personal Environmental Ethics Paper

As you have probably noticed from looking at the syllabus, this assignment makes up a sizeable portion of your grade.

Assignment

Write a 3 - 5 page essay that expresses your personal environmental ethic. You need to defend why you have chosen your particular ethic. I am especially interested in seeing that you have clearly thought through the implication of your environmental ethic. For example, if you express a "biocentric ethic" that postulates that all living organisms have equal instinsic value and you eat beef then you need to integrate these two views.

Important Dates

First Draft- Due Friday November 13th (make sure to bring multiple copies of the draft so that you can exchange papers with members of your workshop group)

Students should review their classmates papers over the weekend and return them on Monday November 16th.

Final Draft- Due Friday November 23rd.

Pollution

Readings


1. General

Pollution: a brief history- http://www.eoearth.org/article/Pollution~_a_brief_history


2. Air Pollution

Air pollution emissions- http://www.eoearth.org/article/Air_pollution_emissions

Acid rain- http://www.eoearth.org/article/Acid_rain

Ozone- http://www.eoearth.org/article/Ozone

Antarctic ozone hole- http://www.eoearth.org/article/Antarctic_ozone_hole

Impact of local air pollution- http://www.eoearth.org/article/Impact_of_local_air_pollution

Smog- http://www.eoearth.org/article/Smog

3. Water Pollution

Point source pollution- http://www.eoearth.org/article/Point_source_pollution

Nonpoint source pollution- http://www.eoearth.org/article/Nonpoint_source_pollution

Fecal pollution of water- http://www.eoearth.org/article/Fecal_pollution_of_water

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discuss the causes and implications of forms of air pollution including increased carbon dioxide concentration, acid rain, smog, and ozone (both in the lower and upper levels of the atmospheres)

Student Presentations

Schedule

Monday November 9th Katie & Tim
Topic:Deforestation


Wednesday November 11th Wade
Topic:

Friday November 13th Matt
Topic: Extinction

Monday November 16th Rebecca
Topic: Political issues associate with the melting of the Artic Icecap

Wednesday November 18th Emily
Topic:

Friday November 20th Dani/Erin
Topic:

Monday November 23rd Seth
Topic:

Monday November 30th Greg
Topic: Genetically Modified Organisms (plants)

Wednesday December 2nd Cord
Topic: The History of Alternatively-Fueled Automobiles

Friday December 4th Sarah
Topic:

Monday December 7th Josh
Topic:

Wednesday December 9th Tracy
Topic:

Assignment:
You should plan to make a "formal presentation" to the class that lasts approximately 30 minutes. These presentations can involve lectures, powerpoint slides, videos, interaction with your classmates, etc. (I want to leave the format open to you so that you can do what you think will most effectively help you to cover your material). The ramainder of the class period is reserved for class discussion.

Reading Assignments:

You should each find a few articles that you would like students to read prior to coming to class.

Expected Learning Outcomes:

Professors and administrators are spending an increasing amount of our time "assessing" the effectiveness of our classes and programs. It is difficult to assess student learning and performance without knowing exactly what you want students to be able to do. Thus, I have found it very useful to think about explicitly stating my "expected learning outcomes" (I hope that these help you focus your learning efforts in this course as well).

I would like for each of you to write out 4 - 5 expected learning outcomes from your presentation. Writing learning outcomes requires a little practice. Take a look at these site if you would like some more info.

Expected Learning Outcomes-
http://www.tltc.ttu.edu/content/asp/assessment/pages/pg04.pdf

Learning Objectives: Stems and Samples- http://www.educationoasis.com/instruction/bt/learning_objectives.htm

Discussion Questions:

As you might have noticed, I am not an expert in how to stimulate discussion in class. There is nothing more akward than standing up in front of a class that is supposed to be discussing a topic and hearing nothing but awkard silence. Hopefully, you will agree that you need to help each other out by participating fully in the discussions led by your classmates.

One thing that might help to stimulate discussion would be to ask several questions that students can think about when they do the reading and are listening to your presentattions. Thus, I would like you to send me several questions that you would like your classmates to think about.