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What's the Difference Between the B.A. and B.S. Degree In
What’s the Difference Between the B.A. and B.S. Degree in ES? 8.1.20 If you’re thinking about pursuing Environmental Studies (ES) at UC Santa Barbara the first important decision you have to make is choosing which degree to pursue, the Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) in Environmental Studies. While both majors are similar in design and stress the importance of understanding the complex interrelationships between the humanities, social sciences, and natural science disciplines, having two degree options allows students maximum flexibility to choose a major that best fits their environmental interests and goals. In this document we provide a detailed comparison of the academic requirements of the B.A. and B.S. major so one can understand the differences and can make an educated decision. Given your decision will also be based on what you want to do after graduation we thought it might be helpful to also highlight just a few example career paths each degree might lead to. Just remember, no matter which major you choose, your decision should be based on what you believe will ultimately make you happy. Simply put, the B.A. degree in ES is the more interdisciplinary major, requiring a swath of introductory courses in the humanities, social, physical, and natural sciences. It stresses the importance of comprehending basic social, cultural, and scientific theories and understanding how they interact with one another and play an important part of every environmental issue. While this degree will make one science literate, the degree offers maximum flexibility to select ES electives and outside concentration courses from just about every academic discipline at UCSB, including: arts, policy, culture, languages, humanities, and economics to name just a few. -
Human Ecology Review
HUMAN ECOLOGY REVIEW Volume 22, Number 1, 2015 RESEARCH AND THEORY IN HUMAN ECOLOGY Introduction: Progress in Structural Human Ecology 3 Thomas Dietz and Andrew K. Jorgenson Metatheorizing Structural Human Ecology at the Dawn of the Third Millennium 13 Thomas J. Burns and Thomas K. Rudel Animals, Capital and Sustainability 35 Thomas Dietz and Richard York How Does Information Communication Technology Affect Energy Use? 55 Stefano B. Longo and Richard York Environmental Sustainability: The Ecological Footprint in West Africa 73 Sandra T. Marquart-Pyatt Income Inequality and Residential Carbon Emissions in the United States: A Preliminary Analysis 93 Andrew K. Jorgenson, Juliet B. Schor, Xiaorui Huang and Jared Fitzgerald Urbanization, Slums, and the Carbon Intensity of Well-being: Implications for Sustainable Development 107 Jennifer E. Givens Water, Sanitation, and Health in Sub-Saharan Africa: A Cross-national Analysis of Maternal and Neo-natal Mortality 129 Jamie M. Sommer, John M. Shandra, Michael Restivo and Carolyn Coburn Contributors to this Issue 153 Research and Theory in Human Ecology 1 Introduction: Progress in Structural Human Ecology Thomas Dietz1 Environmental Science and Policy Program, Department of Sociology and Animal Studies Program, Michigan State University, East Lansing, United States Andrew K. Jorgenson Department of Sociology, Environmental Studies Program, Boston College, Boston, United States Abstract Structural human ecology is a vibrant area of theoretically grounded research that examines the interplay between structure and agency in human– environment interactions. This special issue consists of papers that highlight recent advances in the tradition. Here, the guest co-editors provide a short background discussion of structural human ecology, and offer brief summaries of the papers included in the collection. -
ENVIRONMENTAL STUDIES/SCIENCE What Can I Do with This Degree?
ENVIRONMENTAL STUDIES/SCIENCE What can I do with this degree? AREAS EMPLOYERS STRATEGIES PLANNING Air Quality Federal, state, regional, and local government Get on planning boards, commissions, and Aviation Corporations committees. Building/Zoning Consulting firms Have a planning specialty (transportation, water Land-Use Banks resources, air quality, etc.). Consulting Real estate development companies Master communication, mediation and writing skills. Recreation Law firms Network in the community and get to know "who's Transportation Architectural firms who" in your specialty area. Water Resources Market research companies Develop a strong scientific or technical background. Colleges and universities Diversify your knowledge base. For example, in Nonprofit groups areas of law, economics, politics, historical preservation, or architecture. ENVIRONMENTAL EDUCATION AND COMMUNICATION Federal, state, and local government Master public speaking skills. Teaching Public and private elementary, middle, and high Learn certification/licensure requirements for teach- Journalism schools ing public K-12 schools. Tourism Two-year community colleges Develop creative hands-on strategies for teaching/ Law Regulation Four-year institutions learning. Compliance Corporations Publish articles in newsletters or newspapers. Political Action/Lobbying Consulting firms Learn environmental laws and regulations. Media Join professional associations and environmental Nonprofit organizations groups as ways to network. Political Action Committees Become active in environmental -
Environmental Studies (CASNR) 1
Environmental Studies (CASNR) 1 ENVIRONMENTAL STUDIES College Requirements College Admission (CASNR) Requirements for admission into the College of Agricultural Sciences and Natural Resources (CASNR) are consistent with general University Description admission requirements (one unit equals one high school year): 4 units of English, 4 units of mathematics, 3 units of natural sciences, 3 units Website: esp.unl.edu (http://esp.unl.edu/) of social sciences, and 2 units of world language. Students must also The environmental studies major is designed for students who want to meet performance requirements: a 3.0 cumulative high school grade make a difference and contribute to solving environmental challenges point average OR an ACT composite of 20 or higher, writing portion not on a local to global scale. Solutions to challenges such as climate required OR a score of 1040 or higher on the SAT Critical Reading and change, pollution, and resource conservation require individuals who Math sections OR rank in the top one-half of graduating class; transfer have a broad-based knowledge in the natural and social sciences, as students must have a 2.0 (on a 4.0 scale) cumulative grade point average well as strength in a specific discipline. The environmental studies and 2.0 on the most recent term of attendance. For students entering major will provide the knowledge and skills needed for students to the PGA Golf Management degree program, a certified golf handicap work across disciplines and to be competitive in the job market. The of 12 or better (e.g., USGA handicap card) or written ability (MS Word environmental studies program uses a holistic approach and a framework file) equivalent to a 12 or better handicap by a PGA professional or high of sustainability. -
Ethnographic Understandings of Ethnically Diverse Neighbourhoods to Inform Urban Design Practice
Local Environment The International Journal of Justice and Sustainability ISSN: 1354-9839 (Print) 1469-6711 (Online) Journal homepage: http://www.tandfonline.com/loi/cloe20 Ethnographic understandings of ethnically diverse neighbourhoods to inform urban design practice Clare Rishbeth, Farnaz Ganji & Goran Vodicka To cite this article: Clare Rishbeth, Farnaz Ganji & Goran Vodicka (2017): Ethnographic understandings of ethnically diverse neighbourhoods to inform urban design practice, Local Environment, DOI: 10.1080/13549839.2017.1385000 To link to this article: http://dx.doi.org/10.1080/13549839.2017.1385000 © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published online: 10 Oct 2017. Submit your article to this journal Article views: 684 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=cloe20 Download by: [University of Sheffield] Date: 31 October 2017, At: 04:13 LOCAL ENVIRONMENT, 2017 https://doi.org/10.1080/13549839.2017.1385000 Ethnographic understandings of ethnically diverse neighbourhoods to inform urban design practice Clare Rishbeth , Farnaz Ganji and Goran Vodicka Department of Landscape, University of Sheffield, Sheffield, UK ABSTRACT ARTICLE HISTORY The aim of this paper is to inform urban design practice through deeper Received 19 August 2016 understanding and analysis of the social dynamics of public outdoor Accepted 8 September 2017 space in ethnically diverse neighbourhoods. We hypothesise that KEYWORDS findings from ethnographic research can provide a resource that Public open space; literature improves cultural literacy and supports social justice in professional review; ethnicity; diversity; practice. The primary method is a meta-synthesis literature review of 24 urban design; UK ethnographic research papers, all of which explore some dimensions of public open space use and values in UK urban contexts characterised by ethnic and racial diversity. -
Cultivating the Commons an Assessment of the Potential for Urban Agriculture on Oakland's Public Land
Portland State University PDXScholar Urban Studies and Planning Faculty Nohad A. Toulan School of Urban Studies and Publications and Presentations Planning 12-2010 Cultivating the Commons An Assessment of the Potential for Urban Agriculture on Oakland’s Public Land Nathan McClintock Portland State University, [email protected] Jenny Cooper University of California - Berkeley Follow this and additional works at: https://pdxscholar.library.pdx.edu/usp_fac Part of the Social Policy Commons, Urban Studies Commons, and the Urban Studies and Planning Commons Let us know how access to this document benefits ou.y Citation Details McClintock, N., and Cooper, J. (2010). Cultivating the Commons An Assessment of the Potential for Urban Agriculture on Oakland’s Public Land. Available at www.urbanfood.org. This Working Paper is brought to you for free and open access. It has been accepted for inclusion in Urban Studies and Planning Faculty Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Cultivating the Commons An Assessment of the Potential for Urban Agriculture on Oakland’s Public Land by Nathan McClintock & Jenny Cooper Department of Geography University of California, Berkeley REVISED EDITION – December 2010 ! i Cultivating the Commons An Assessment of the Potential for Urban Agriculture on Oakland’s Public Land Nathan McClintock & Jenny Cooper Department of Geography, University of California, Berkeley October 2009, revised December 2010 In collaboration with: City Slicker Farms HOPE Collaborative Institute for Food & Development Policy (Food First) This project was funded in part by the HOPE Collaborative. City Slicker Farms was the fiscal sponsor. -
What Can I Do with a Major In… URBAN STUDIES by 2025, 75 Percent of the World's Population Will Live in Cities
What can I do with a major in… URBAN STUDIES By 2025, 75 percent of the world's population will live in cities. The Urban Studies major prepares students to establish, develop, and carry out ministry or other work in an increasingly urban world, both in the local church and through parachurch ministries, local government and secular non-profits, as well as to lay a foundation for graduate study. Includes one year of course work and internship while living in Minneapolis’ inner city. What types of work are related to this degree? Who employs people with this degree? Inner-city missions Cross cultural ministries, domestic or foreign Refugee resettlement Federal, state and local governments Church staff member AmeriCorps programs Community organization director (cross cultural) Social and human services organizations Evangelism and church planting Para church organizations Government work Community development organizations Hospitality ministries Educational programs (non-licensure) Refugee resettlement Parks and recreation programs Program development Family services agencies/programs (financial, family planning, Job development health and wellness, marriage, vocational, food/housing Life skills coaching assistance, military family support) Residential counselor National and international humanitarian aid organizations Human services worker or case manager Advocacy (legal or adoption) More information online at ONETonline.org General Strategies for Success: An understanding of economics, sociology, anthropology and political science/public policy can enhance your employability and effectiveness. Urban studies majors have an understanding of issues facing society in urban areas. This understanding of other cultures and trends is valued by employers in many industries including education, government, and business. Learn at least one additional language and learn about ESL teaching strategies. -
Handbook Headings
School of Environment, Education and Development Planning and Environmental Management MSc Global Urban Development and Planning 2019-2020 Programme Handbook www.seed.manchester.ac.uk/studentintranet ii School of Environment, Education and Development Planning and Environmental Management MSc Global Urban Development and Planning 2019-2020 Programme Handbook www.seed.manchester.ac.uk/studentintranet iii iv Welcome to the School of Environment, Education and Development The School of Environment, Education and Development (SEED) was formed in August 2013 and forges an interdisciplinary partnership combining Geography and Planning and Environmental Management with the Global Development Institute (GDI), the Manchester School of Architecture and the Manchester Institute of Education, thus uniting research into social and environmental dimensions of human activity. Each department has its own character and the School seeks to retain this whilst building on our interdisciplinary strengths. The Global Development Institute (GDI) is a culmination of an impressive history of development studies at The University of Manchester which has spanned more than 60 years and unites the strengths of the Institute for Development and Policy Management (IDPM) and the Brooks World Poverty Institute. IDPM was established in 1958 and became the UK’s largest University-based International Development Studies centre, with over thirty Manchester-based academic and associated staff. Its objective is to promote social and economic development, particularly within lower-income countries and for disadvantaged groups, by enhancing the capabilities of individuals and organisations through education, training, consultancy, research and policy analysis. To build on this tradition, the University created in SEED the Brooks World Poverty Institute, a multidisciplinary centre of excellence researching poverty, poverty reduction, inequality and growth. -
Environmental Studies Is Not for Turer, and Carol Goody As Our ES Our ES Students and Enhance the the Faint of Heart
Volume 1, Issue 1 Greetings from the Director 2007-2008 Being a faculty member or student Program Coordinator and Lec- valuable learning opportunities for in environmental studies is not for turer, and Carol Goody as our ES our ES students and enhance the the faint of heart. As a global Administrative Assistant. environmental understanding of all Skidmore students as they live and population, we face seemingly As was the case in 2002 when we learn on a more environmentally- insurmountable environmental first implemented the ES major, friendly campus. issues – climate change, water Skidmore students continue to be pollution, air pollution, loss of the driving force in ES. While we In addition to our strides on cam- biodiversity, compromised agricul- began the ES major with one pus, we have strengthened bridges tural productivity, and more. I’m graduate in 2002 (Jenna Ringel- with the surrounding community often asked how I remain positive heim, see page 2), our declared through the Water Resources Ini- while absorbed in such daunting majors and minors now number tiative (see insert) and our en- challenges on a day to day basis. It over sixty. Our ES students’ ac- hanced efforts on internship place- certainly helps that I have a stereo- complishments during their time at ments. Our community partners typical Midwestern disposition; I Skidmore (see page 3) and in their provide valuable learning opportu- fall firmly at the friendly end of post-Skidmore life (page 4) are nities for students and faculty alike the personality spectrum, I tend to nothing short of remarkable. Most and are just as much a part of our view the world through a rosy set rewarding for me, however, is the ES Program as our campus con- of lenses, and yes, I am a bit ob- willingness of our current students stituents. -
URBAN STUDIES ACADEMIC MAP: DEGREE BS (120 CREDIT HOURS) Offered Evenings, Weekends, and Online
URBAN STUDIES ACADEMIC MAP: DEGREE BS (120 CREDIT HOURS) Offered Evenings, Weekends, and Online This deg r e e map is a semester-‐by-‐semester sample course schedule for students majoring in Urban Studies. The milestones listed to the right of each se m e ste r are designed to keep a st ude nt on track to graduate in four years. The s chedule serves as a general guideline to help st ude nt s build a full schedule each se m es t e r . Milestones ar e courses and specia l requirements ne cessary fo r timely pro gress t o c omplete a major. When one or more milestones are missed, students should consult with an academic advisor to determine if another degree path would be more suitable. The mission of the Urban Studies program is to recruit, retain, and educate a diverse student body in the knowledge, skills and values of professional public service. In order to accomplish this mission, we will strive to do the following: • Meet the professional development needs of students and those employed in the public, nonprofit, health and urban sectors by providing a quality program that builds skills in and knowledge of sociology, social work, urban affairs, public administration & leadership; • Provide students with responsive, timely, and business friendly support services to promote retention and successful program completion; • Conduct research and service activities supportive of these educational purposes; and • Serve the public, nonprofit, health and urban sectors as a source of consultation, applied research, and knowledge of social programs, public policy & public management issues to the community. -
Environmental-Studies.Pdf
Environmental Studies 1 Environmental Studies Directors of undergraduate studies: Michael Fotos ([email protected]) for B.A. students, Kealoha Freidenburg ([email protected]) for B.S. students; www.yale.edu/evst Environmental Studies offers the opportunity to examine human relations with their environments from diverse perspectives. The major encourages interdisciplinary study in (1) social sciences, including anthropology, political science, law, economics, and ethics; (2) humanities, to include history, literature, religion, and the arts; and (3) natural sciences, such as biology, ecology, human health, geology, and chemistry. Students work with faculty advisers and the director of undergraduate studies (DUS) to concentrate on some of the most pressing environmental and sustainability problems of our time: energy and climate change, food and agriculture, urbanism, biodiversity and conservation, human health, sustainable natural resource management, justice, markets, and governance. Students may pursue either a B.A. or a B.S. degree within Environmental Studies. The B.A. program is intended for students who wish to concentrate in the social sciences and humanities. The B.S. program encourages students to focus in the natural sciences, especially fields such as environmental health and medicine, ecology, and energy and climate change. Both degree programs culminate in a senior essay project that is commonly preceded by independent summer research. Prerequisites The B.A. degree program has no prerequisites. The B.S. degree program requires a natural science laboratory or field course focusing on research and analytic methods, and a term course in mathematics, physics, or statistics selected from MATH 112 or higher (excluding MATH 190), or PHYS 170 or higher, or S&DS 101 or higher; two-term lecture sequence in chemistry (or CHEM 170 or CHEM 167), and either the two-term biology introductory sequence BIOL 101, 102, 103 and 104, or EPS 125. -
Warnell School of Forestry and Natural Resources Professional
Warnell School of Forestry and Natural Resources Professional Program Curriculum Natural Resource Management and Sustainability Major Program of Study Course ID Course Title Hours FANR 3000-3000L Field Orientation, Measurements, and Sampling in Forestry and Natural 4 Resources CRSS (FANR) 3060-3060L Soils and Hydrology 4 FANR 3200W-3200L Ecology of Natural Resources 4 (FANR 3300-3300D and Economics of Renewable Resources 2 FANR 3400-3400D) Society and Natural Resources 2 FANR 3800-3800L Spatial Analysis of Natural Resources 3 FANR 4500S or Senior Project or 4 FANR 4990R Senior Thesis FANR 4800W Renewable Resources Policy 2 Computer Programming Requirement – choose one course from: PBIO (BINF)(FANR) 4700 Computational Plant Science 3 CSCI 1301-1301L Introduction to Computing and Programming 4 CSCI 1360 Foundations for Informatics and Data Analytics 4 CSCI 2150-2150L Introduction to Computational Science 4 Area of Emphasis and Restricted Electives (choose Water and Soil Resources or Geospatial Information 32 Science—see following page) Professional Hours 60 Total with Regents Core 120 Effective for students entering Fall 2017 and later. Professional Program Curriculum (continued) Natural Resource Management and Sustainability Major Areas of Emphasis Community Forestry and Arboriculture Area of Emphasis Course ID Course Title Hours Required Courses: 23 COFA 5001 Urban Tree Management I 3 COFA 5300-5300L Community Soils & Site Development 4 COFA 5010-5010L Urban Tree Management II 4 COFA 5500 Community Forest Management 3 COFA 4650 Community