Prezentacja programu PowerPoint

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BUP Mentors meeting, Uppsala 21-22 Feb. 2005
Environmental Sciences Mentors report Pawel
Migula Dominika Stygar University of Silesia,
Katowice, Pl
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Mentor and assistant activities

• Involvement in course activities
• Lists of teachers and their updating
• E-mail correspondence with teachers
• Participation in teacher/students meetings and
  seminars
• Lecture outside own institution
• Delivering the examination questions

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Mentor activity

• Involvement in course development
• Analysis of course reports from the teachers
• Analysis and reports to questions from
  teachers and students
• Recommendations from recent literature and any
  other resources available for upgrading the
  course materials
• Preparation of new upgraded material for the
  internet educational resources for BUP web site

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Role of mentors

• Involvement in course activities
• Correspondence with environmental
  organisations and Institutions searching for
  new teaching materials (i.e EEA, HELCOM, WWF,
  reports, video-films, proceedings, etc.)
• Replying to questions from teachers
  and students or searching for appropriate
  expert for finding the answer or solution

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We have in our files for the courses

• List of teachers involved in teaching the course
  each year/semester with address details and
  contacts (not full)
• Information whether or not teachers form other
  countries are involved in the local courses
• Details about the programme (contact hours,
  weeks of study, type of the course (optional/
  compulsory), its placement in the university
  system, ECTS credits yes/no, forms of teaching,
  facilities used

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Information from our Questionary to universities
involved in teaching Environmental Science courses
Size of the course contact hours per week
weeks of study percentage of full time
Implementation of the credits points No. of
ICTS credits given for the course When does the
course take place   Students and
curriculum Number of groups and students
participating The background level of students
taking the course Position of the course in the
University system               
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FORMER DATA REPORTED 2003-04
ES1 BSE ES12 Environ. Science, EES Engl.
for E.Sci.
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A piece of our data bank (excel)
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A piece of the data bank (excel)
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Env. Sci. Network No. of countries teaching
(ES) 10 No. of countries responded
9 Response lacking 1 (Estonia) No. Univ.
teaching (ES) 91 No. of Univ. responses
20 Student grups and students Number of
groups 1-4 Average number of groups/Univ
2.5 Number of students/group 10-50 Average
No. of students/group 25
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• Size of the course
• average hrs/week 2
• weeks of study 1-24
• average/weeks of study 15 (full semester)
• Smallest course
• 1 week - St. P. State Hydrometeo. Univ.
• Largest course
• 24 weeks -Belarusian Nation.Technic. Univ.
• Language used
• Generally teaching in native languages
• Most bilingual (rarely lectures and seminard in
  English)
• Seldom English used only
• (!! Importance of English for Environmental
  Science)

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What we expected to have in our files from
questionnaire

• Materials used for the course
• Activity of theachers/students
• Comments for the future development of the course
• The efficiency of the course in preparation of
  students thesis
• Difficulties with some parts of the course
• for students
• for teachers, why?

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From responses and mails

• Weak points in teaching the courses identified by
  teachers
• insufficient English (both, students and
  teachers), weak access to Internet, improper
  facilities, shortage in of course materials,
  passiveness of students, too large students
  groups,
• Insufficient information about the courses
• Weak recognition of courses among students
• Refusal of students from the examination if the
  course is not compulsory
• Expectations updated materials, new video-audio,

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• STATUS of the COURSE
• ECTS 3 - 4.5
• usually other credits 4.5
• shortage of ECTS. Belarus-State Acad. Gorki,
• Poland Medical Univ-Wroclaw,
• Russia St. Petersburg Univ.
• max credits 15 Belarusian Nation.Technic.
  Univ.
• position in univ. system 98 elective
• obligatory Russia- St.P. State Univ.
• During summer practicals St.P Hydrometeo. Univ.
  (1w)
• TIMETABLE winter or summer semester

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Workshops with students In ca. 25 of
Universities Finland-Abo Univ,
Poland-Univ of Gdansk, Univ. Silesia
Slovakia-Nitra Univ, Ukraine- Univ of
Lviv Teachers in conferences (BUNetwork)
Nearly 50 of Universities represented Use of
the BUP network and resources as a source of
new data, searching for news in evironmentsl
issues, tool for communication-cooperation
between Teachers/teachers, teachers/students
(Kaliningrad University is the best example)
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To improve!

• Interrelations between universities even
  responses to questionnaires are dramatically
  short, (if any)
• Delay in their receiving
• Teachers are not motivated enough for answering,
  especially in undergraduate courses

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Materials available needs for improvements
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No. of pages 824 Cover Cloth bound
paperback Illustrations B/W Price 500 SEK ISBN
91-970017-0-8
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  Part AUnderstanding the Environment
  Part BEnvironmental ImpactsChapter 7Chapter
8Chapter 9Chapter 10Chapter 11Chapter
12Chapter 13Chapter 14Chapter 15   Part
CSociety and Environment  Part DManaging the
Environment
Content   Part AUnderstanding the
Environment  Part BEnvironmental ImpactsPart
CSociety and Environment   Part DManaging
the Environment
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Chapter 1Discovering the Environmental Dilema

• Introduction
• In this first chapter, environmental science is
  introduced  in three ways
• First, from the perspective of natural science,
  the concept of the environment and the context in
  which it can be studied are defined. This
  includes environmental protection, sustainable
  development, and human ecology.
• Second, from a political perspective, the
  environment is placed in a societal context that
  involves political change, that is political,
  economic, and legal action.
• Third, from the perspective of historians, the
  environment is seen as part of how humans
  perceive nature, themselves and their lives both
  in the present and in the past
• All three perspectives are equally relevant in
  understanding what is meant by "the environment",
  and which basic assumptions are present when we
  attempt to manage, protect, and restore it.
•  
• Authors of this chapter are
• Tage SundströmMagnus Andersson

Introduction Content Objectives Quiz Links Graphs
Glossary
Corrections Updates Amendments
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• Content
• Metals natural, essential, and toxic
• Occurrence and distribution of metals 
• Review Box 12.1 Heavy metals overview 
• The biological roles of metals 
• The flow of metals in society 
• Metals as environmental pollutants
• Metals in the environment 
• Metallurgic industry 
• Metals in water the Baltic Sea 
• Metals in atmospheric deposition 
• Methods Box 12.2 Mosses for biomonitoring 
• Metals in soil 
• Case Box 12.3 Regional geochemical mapping in the
  Baltic Sea region 
• The heavy metals
• The forms metallic, salts and organo-metallic
  compounds 
• Mercury pollution 
• Outlook Box 12.4 Mercury and gold mining 
• Cadmium increased levels in biota 

Introduction Content Objectives Quiz Links Graphs
Glossary
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Introduction Content Objectives Quiz Links Graphs
Glossary

• Objectives
• In this chapter you should learn that
• The term heavy metals often refer to metals which
  are toxic in the environment.
• Most of the heavy metals are essential in small
  amounts for the biological function of organisms.
  
• At high concentration all metals negatively
  influence organisms.
• In living cells heavy metals are bound to
  proteins
• Iron and aluminum are the two most commonly used
  metals, both are non-toxic.
• Metals are emitted to the environment from many
  different point sourses, e.g. industries, waste
  incinerators, coal power plants, traffic and
  agriculture.
• Large amounts of heavy metals are also released
  from the soil due to natural weathering
  processes. Acidification could dramatically
  enhance the processes.
• Extraction of metals produce large amounts of
  soild wastes that often are major sources for
  heavy metal pollution.
• Almost all waters in Europe have increased levels
  of heavy metals.
• Eventually heavy metals spread through the
  atmosphere end up in the vegetation.
• The Minamata disaster in Japan in the mid 50's
  was caused by methyl-mercury.
• The distribution pathways for mercury in the
  environment are complex, including both
  atmospheric transport and water soluble forms.
• Mercury is concentrated in food-chains anf high
  levels may occur in fish. In Sweden and Finland
  it is recommended not eat fish from lakes more
  than once a week.
• Cadmium, lead, chromium and arsenic are other
  metals that sometimes may reach unacceptable
  levels.
• The use of toxic metals has decreased markedly in
  Europe the last decade.

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Links
Introduction Content Objectives Quiz Links Graphs
Glossary
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Introduction Content Objectives Quiz Links Graphs
Glossary
Chapter 12 - Glossary   alloysmixture of
elemental metals iron is often used in alloys
with the so-called ferro-alloy metals, titanium,
chrome, nickel, vanadium, and magnesium arsenic
(As)a semimetal often discussed in connection
with heavy metals because it is toxic and
released together with several heavy
metals Atomic Absorption Spectrometry (AAS)a
method used for analysis of a broad range of
metal ions, in which a solution of a sample
containing the metals is heated to vapour using a
flame or electrical heating and the radiation
measured from a cathode lamp is absorbed by the
atoms in proportion to their amounts in the
sample bioavailabilitythe extent to which a
metal is available for uptake by living cells
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• Booklets
• Physical Geography of the Baltic by Lars
  Håkanson
• Life in the Baltic Sea by Lena Kautsky
• Eutrophication of the Baltic Sea by Curt
  Forsberg
• The Baltic Region in History by Harald
  Runblom, Mattias Tydén and Helene
  Carlbäck-Isotalo.
• Industrial Emissions and Toxic Pollutants by
  Peter Backlund, Bjarne Holmbom and Erkki
  Leppäkoski,
• Toxicology-The Environmental Impact of
  Pollutants by Jan-Erik Kihlström
• Economy and Law-Environmental Protection in the
  Baltic Region by Ing-Marie Andréasson-Gren,
  Gabriel
• Michanek and Jonas Ebbesson
• Environmental Policy and Cooperation in the
  Baltic Region by Gunnel W. Bergström
• Water and Wastewater Management in the Baltic
  Region by Bengt Hultman
• The Prospect of a Sustainable Society by Nils
  Tiberg

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Session 1. The Geoecology of the Baltic Region
Coordinator Prof. Lars Håkanson, Uppsala
UniversityBroadcast from Uppsala October 23,
1991
This session gives an introduction and overview
of the Baltic Sea and its drainage area. It deals
with the geoecology and a systems approach to the
land, the coasts and the Baltic Sea itself
functions, mechanisms, processes and present
status. The special situation of the Baltic Sea,
as the largest brackish water body of the world,
compared to other water regions of the world and
Europe is described including its water exchange,
and the critical inflow of salt and fresh water.
The emphasis is on the interaction between
abiotic and biotic factors and the environmental
issues.
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• The most used course materials
• BSE - all booklets (often translations)
• video sets, all less used 4, 8,
  space-bridge)
• Env.Sci.book all chapters or relevant parts
• as suggested in teachers guidebook)
• other materials internet, other
  publications, films, reports, local data

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  MATERIAL From Questionnaire Which material
do You use   The Environmental Science text
book? English for Environmental
Science?    booklets (which of them) Do you
have enough booklets for all students?   films
(which of them)   Do you need any new/other
materials?   NETWORK/CONFERENCES Do you use
the BUP network? If yes how? Do the teachers
take a part in BUP conferences? Do the students
take a part in BUP students conferences,
meetings and workshops? Do you organize any
additional training on how to teach the subject
included in the course? What is your vision of
developing the BSE course?
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Role of mentors in case the courses are addressed
to other targets (secondary level teachers/
industry/ administration/all other interested?

• Coordination in preparatory work for selecting
  proper teaching materials international/national
  wide??
• Quality assessment of teachers who will offer
  such courses in the market
• Royalties for BUP network?
• Internal/External assessment (visiting the
  courses)