The main objective of this CU is to provide to students the core of theoretical and interpretative elements made available by environmental sociology, which are supposed to bring about an important support to more proficient social, political and instrumental decision-making in their future professional activities. It will allow them to abide by more open wide approaches in view of complexity and social specificity of environmental problems and contemporary ecological crisis, which is said to be an ontological axis of contemporary global societies. By accessing to this knowledge, students will obtain valuable tools of interpretation to focus on the major social and political dimensions that converge on the mainstay of the contemporary ecological crisis. Finally, they are encouraged to strengthen capacity of critical analysis and scrutiny by developing competencies that endorse interdisciplinary bridging to other scientific and technical approaches to environmental problems.

1. Environment and society (I): environmental sociology
1.1. Society, nature and environment: paradigmatic questions on social theory and environment.
1.2. Theoretical perspetives on environment and social change (I): from human ecology to the «new ecological paradigm».
1.3. Theoretical perspetives on environment and social change (II): risk society and ecological modernization.
1.4. State, collective action and citizenship in the environmental field: perspetives on social action towards sustainable development and sustainability.
2. Environment and society (II): contemporary problems and debates.
2.1. Environment, globalization and biodiversity.
2.2. Environmental risk, governance and new technologies.
2.3. Environmental change, participation and public perception.

a) Periodic evaluation:
Elaboration of two essays: a) an individual essay on the theoretical and paradigmatic perspectives of Environmental Sociology; and b) a group essay, based on an environmental/social problem selected by the group, on the discussion of theses of Ecological Modernization theories or Risk Society theories. Each of the essays will count with 50% for the final grade. Successful completion of those who have ratings higher than 7 values ??in both evaluation moments and average > or = 9.5;
b) Final written exam: Students without periodic evaluation or without approval in the 1st Season.

Paula Castro

Students who complete this course will be able to:
1. Identify the consequences (on individual well-being and social behavior) of the contact with nature and the exposure to environmental hazards
2. Identify processes and strategies for risk communication
3. Identify psychosocial processes related to place
4. Identify contributions of psychology to understand pro-ecological behavior, the reception by the communities of new environmental laws and the public consultation.
5. Diagnose environmental situations requiring intervention

1. Introduction: Levels of analysis in the study of person-environment interaction.
2. Positive and negative impacts of the physical environment on individual and social behavior
3. Perception of environmental risks, risk communication strategies and participation.
4. Psychosocial processes in relation to the place
5. Psychosocial processes involved in the reception of new environmental laws: conservation of biodiversity and adaptation to climate change.
6. Models and forms of consultation and public participation. Implications and consequences.
7. Integration and conclusions.

Periodical evaluation or exam.
The periodical evaluation includes:
1. A critical presentation in group in classes a (50%).
2. the critical evaluation of a text, and the development from it of a research question within the themes in classes (50%).

Pedro Quartin Graça

The CU is designed to instruct students on the general principles of international, European and Portuguese environmental law. Students should acquire an understanding of the general theory of environmental law and of the special challenges raised by this legal domain (due to conflicts of interests, scientific uncertainties, social and political controversies). The course also aims to promote knowledge and critical analysis of specific regimes, illustrative of those challenges, namely: global climate change, industrial waste, genetically modified organisms.
Students is expected to be capable of framing the problems, identify the relevant legal instruments and to critically analyse both the legislation, and case-law selected for consideration.The elaboration of a research paper on a topic from the course?s programme or related to this programme will further deepening of knowledge and analytical and critical abilities, as well as his/her research capability.

1.Fundamentals of environmental law in an international and European context. Principles and sources of international environmental law; Law-making, implementation, and effectiveness of EU environmental law. 
Public regulation and self-regulation. Environmental law and risk regulation.
2.Portuguese environmental law in the European context. Overview of general and sectoral regimes: waters, air, conservation of nature and biodiversity; chemicals; waste; ozone layer.
3.Methods and instruments of environmental law: environmental licensing; environmental contracts; environmental impact assessment. Access to information, public participation in environmental regulatory procedures. Access to justice.
Case studies of environmental regimes and their enforcement: climate change; industrial waste; GMO.

Students should write an essay on a topic. The evaluation will be done in this essay, as well as their oral presentation.
Of students expected to participate actively in class.

Fundamental concepts for the management of biodiversity and ecosystem services will be presented, as well as the legal and institutional framework underlying the management of biodiversity, and the associated strategies and targets at the national, European and global scales. The unit will explore the synergies between biodiversity and the economic system, and technical tools to support decision-making and response options for biodiversity management, to implement biodiversity strategies and accomplish biodiversity targets.

1. Fundamental concepts on biodiversity, ecosystems and ecosystem services
2. Changes in biodiversity and ecosystem services, assessment and trends
3. Biodiversity data sources to support decision-making
4. Sustainable food systems and soil biodiversity
5. Synergies and trade-offs in the management of ecosystem services: the case of Rewilding
6. Legislation and international agreements
7. Sustainable management of biodiversity conservation areas
8. Economy and biodiversity: sustainability and interdependence between the economic system and natural capital
9. Action plans and strategies for biodiversity in the business sector

There are two alternatives for evaluation, as follows:
a) Periodic:
Worksheets: 20%
Group assignment: 30%
Written test (1ª Época): 50% (minimum grade 8/20)

b) Final (1ª ou 2ª Época) Students not in periodic evaluation or not approved in the first attempt:
Exam 100%

Cristina de Sousa

On the successful completion of the course students will have acquired a broad, critical and advanced understanding of:
1. the major topics, facts and issues related to sustainability transitions and their implications with respect to political, economic, socio-cultural, institutional, and technological changes and barriers, environmental considerations, as well as societal effects;
2. the main conceptual frameworks in transition theory;
3. transition pathways to foster sustainable modes of production and consumption in different societal sectors;
4. the main governance challenges and public policies to achieve sustainable transitions;
5. various social, economic, political, cultural, institutional and technological challenges to successful sustainability transitions across a number of scales, sectors and geographical contexts on the basis of real-world examples.

1. An introduction to sustainability transitions and innovation
2. Theories on sustainability transitions
2.1 Multi-level perspective (MLP)
2.2. Technological Innovation systems
2.3. Strategic niche management
2.4. Just transitions
2.5. Deep transitions
3. Transitions governance and policy mixes for sustainability transitions
4. Real-world examples of sustainability transitions: energy, transportation, food and construction

The course will consist of 10 2-hours lectures or seminars.
In lectures students will have a chance to familiarise themselves with the academic perspective on the three first topics of the syllabus and be given an opportunity to actively discuss various issues and aspects of sustainability transitions.
Seminars, with invited experts, will occur in the fourth topic of the syllabus. The experts will previously provide reading materials.
Student presentations (incl. Q&A) at the end of the course week, outlining the initial idea for the collective paper.

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Periodical assessment consists of two components:
- short essay (< 6000 words) with a critical analysis of one theorical approach on sustainability transitions ? 50%;
- collective paper (< 8000 words; max 3 authors) on one example of sustainability transition ? 50%.

Final assessment:
Written exam ? 100%

Francisco Oneto

OA1 - To acknowledge disciplinar contributions from Social and Cultural Anthropology to environmentalism
OA2 - To identify and contextualize environmental issues in a scale where human unity and diversity are considered
OA3 - To use Anthropology's theoretical and epistemological principles as instruments for a positive contribution establishing sinergies and understandings among multidisciplinar research teams.

P1. Environment and the human condition in the Anthropocene.
P2. The Improbable Primate.
P3. 'Oikoumene' and fenomenological perspective
P4. Anthropology, Biology, Complexity.
P5. Ontologies of Nature

a) 10% of the final mark - Attendance and participation in classes, debates and seminars

b) 30% of the final mark - Work project on essay (one single page, according to instructions to be provided in the classroom).

c) 60% of the final mark - Essay (circa 5.000 words) on selected topic or bibliography to be indicated during the semester and to be delivered at the time of evaluations

d) optionally, or in case of recurrent absence - final examination (100%)

Susana Batel

After completion of the course the student should be able to:
1. Identify and understand the main contemporary challenges from the perspective of environmental sciences;
2. Develop skills to adopt an interdisciplinary perspective between environmental sciences and the social and human sciences of the environment for the resolution of current environmental problems;
3. Develop a critical and interdisciplinary perspective to intervene in existing environmental challenges and diagnose new environmental challenges.

This course will operate in a seminar system with guests from disciplines from Environmental Sciences (Natural Sciences and Engineering and Technology - STEM) and from different sectors (academia, industry, NGOs), specialists in the areas of contemporary environmental science challenges to be focused.
These areas will include challenges such as climate change, the circular economy, waste management and life cycle analysis, energy efficiency and poverty, forest fire management, urban regeneration and spatial planning.

The course will be structured in seminars, but including practical examples and exercises to deepen critical analysis and knowledge of the main current challenges of environmental sciences in different areas.

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Continuous assessment consists of two elements:
a) 20% - Presence and participation in seminars;
b) 80% - Individual written work - Choice of one of the challenges of environmental sciences focused on classes and interdisciplinary critical analysis of this challenge, integrating the perspective of environmental sciences with the perspectives and knowledge of the social and human sciences of the environment acquired in the other UC of the MEAS.
This UC has no finala exam given its nature. There is no resit exam.

Cristina de Sousa

Paula Castro

Competencies to be acquired or developed :
- understanding of what a masters dissertation is and how to prepare it
- understanding of the nature of scientific activity and the types of research used in social sciences
- understanding of the main methods for data gathering and analysis used in both quantitative and qualitative research traditions, as well as the potentialities and limits of each tradition
- Ability to use theories and models for analysing different types of phenomena
- Ability to construct sound arguments and to convey them to different audiences
- Ability to develop research with autonomy

1. Introduction. What is a master's dissertation
2. Types of research in social sciences
3. Qualitative and quantitative methodologies: main features, procedures amd types of conclusions. Examples of studies.
4. Presentation of the main phases of scientific research work and their theoretical, methodological and technical requisites. Types of data gathering and analysis. Examples of studies.
5. Specificities of academic and masters dissertation writing

Periodic assessment based on:
Group assignment (30%: Evaluation of empirical research article, including reading notes and oral presentation.
Individual assignment (70%): Dissertation project (research theme, problem and proposed methodology) to be presented orally and in the report.
A minimum of 8 is required at each assignment.
Active participation in classes is valued. Students are expected to read and discuss the work materials.
This UC has no exam given its nature. There's no resit exam.

Cristina de Sousa

Students who successfully complete this curricular unit will be able to:
- Chose a theme and formulate a specific research problem
- Elaborate a literature review, framing their problem by choosing the appropriate theories and empirical evidence
- Chose the apropriate methods and materials for addressing their specific problem
- Analyse results and reach susbtantiated conclusions
- Produce a scientific paper and poster

In the beginning of this curricular unit, students will be prompted to choose a personal interest topic, which is relevant for the state of the art, as well as a supervisor. With the supervisor, students will:
- Formulate the starting question
- Identify the relevant literature and elaborate a theoretical and empirical revision
- Formulate the research problem and the specific goals
- Design a study to test the goals
- Create a procedure and the materials
- Carry out the study
- Analyse and interpret the results
- Elaborate the dissertation plan
- Write the dissertation
Throughout this process students will receive important information for the theme of their dissertations and for the conduction of the process itself, as, for example, literature that is relevant for their topic and indications on the design they should use.

Two teaching methods will be used: (i) dissertation guidance in direct contact with the supervisor in individual sessions or, seldom, in small groups of students whose dissertation topics are very similar; (ii) attendance of seminars in which each student presents his/her dissertation progress, planned activities, difficulties met, etc. These seminars will focus on the dissertation topic, as well as in the research and writing process.

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The dissertation will be assessed by a panel of judges in public tests, after the supervisor's approval of its conclusion and quality to be presented in public tests. Assessment will be based on the scientific merit of the study and on its theoretical and methodological adequacy.

The main objetive of this CU is to prepare students for the development of an applied project. Students shall transform to practice the theoretical and methodological knowledge acquired throughout the master. The preparation, carrying out and writing of a project will enable students to critically assess a real and concrete context of social studies in environment and sustainability, identifying relevant issues or problems.
Students who successfully complete this curricular unit shall be able to
- Convert an environmental and/or sustainability problem into a research problem;
- Elaborate a literature revision and put theories and empirical evidence to practice in order to formulate hypotheses;
- Select the adequate analysis methodologies concerning the problem;
- Analyse intervention results ;
- Produce a scientific a report systematising the results and which can be easily interpreted and used by the agents involved in environmental and sustainability problems and policies.

In the beginning of this curricular unit, students will be prompted to choose a personal interest topic, which is relevant for the state of the art, as well as a supervisor. With the supervisor, students will:
- Identify/select a relevant environmental and/or sustainability problem
- Formulate the research problem based on the chosen problem
- Identify the relevant literature and elaborate a theoretical/empirical revision
- Formulate hypotheses
- Design an intervention
- Prepare materials
- Carry out the programme
- Analyse and interpret the results
- Assess the programme's efficiency
- Write a report
Throughout this process students will receive important information for the contentof their projects, as, for example, relevant literature for their topic and indications on the design they should use and on how to present the final report.

Two teaching methods will be used: (i) project guidance in direct contact with the supervisor in individual sessions or, seldom, in small groups of students whose project topics are very similar; (ii) attendance of seminars in which each student presents his/her project's progress, planned activities, difficulties met, etc. These seminars will focus on the project itself, on relevant applied research for the topics in analysis and in the report writing process.

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The project report will be assessed by a panel of judges in public tests, after the supervisor's approval of its conclusion and quality to be presented in public tests. Assessment will be based on the scientific merit of the study and on its theoretical/methodological adequacy regarding interventions in environmental and sustainability problems.