João Guerra

The main objective of this CU is to provide students with the core of theoretical and interpretative elements made available by environmental sociology, which are supposed to bring about necessary 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 given the complexity and social specificity of environmental problems and contemporary ecological crisis, an ontological axis of contemporary global societies. By accessing this knowledge, students will obtain valuable interpretation tools to focus on the significant social and political dimensions that converge on the mainstay of the contemporary ecological crisis. Finally, they are encouraged to strengthen their critical analysis and scrutiny capacity 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) Assessment along the semester (two essays):
1. an individual essay on Environmental Sociology's theoretical and paradigmatic perspectives.
2. a group essay based on an environmental/social problem selected by the group, discussing one of the themes explored in the second part of the syllabus (Environment and Society (II): problems and debates).
3. Each essay will count for 50% of the final grade. However, class participation may give rise to a bonus of up to 20% of the average of the two essays
4. Successful completion for those who score more than seven marks in both assessment essays and an average of 9.5 or higher.

b) Final written exam:
Students without periodic assessment or approval.

Paula Castro

Students completing this course will be able to
1. identify and exemplify the levels of analysis at which person-environment relationships can be studied by psychology
2. Identify processes of relationship with place and community and their implications for sustainability and social and personal change.
3. Identify psychology's contributions to understanding climate action and inaction and their relationship to communities' reception of new environmental and climate laws and public participation.
4. identify models and contributions of psychology to the understanding of climate action/inaction, climate activism and climate denialism.
5. Diagnose environmental situations requiring intervention

CP1.Introduction: Levels of analysis in understanding person-environment interaction.
CP2. Relationship with place and community and implications for sustainability, social and personal change
CP3. Relationship to place and its relationship to community responses to urban place change, climate change and biodiversity conservation.
CP4. Psychosocial processes involved in public participation and the construction of environmental citizenship.
Climate activism and climate denialism. Implications and consequences.
CP6. Integration and conclusions.

The course can done by assessment throughout the semester or by evaluation by exam.
Assessment throughout the semester has 2 moments:
1. A group presentation in class of an indicated text (40%).
2. an individual written critical assessment of a text discussed in class, which includes how the text can frame the development and presentation of a research question related to a topic discussed in class (60%).
To succeed students need to have a mark of more than 8.5 in the two assessment instruments throughout the semester, and a final average of >or= 9.5.
Those who have not taken or who have failed the assessment throughout the semester can take an exam (passing requires at least 9.5). Assessment by exam will cover all the syllabus content.

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.

Assessment throughout the semester is that occurring regularly, during the curricular period.
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.

Catarina Roseta Palma

João Carlos Gomes Belo Farinha

Vânia Andreia Malheiro Proença

The course covers the most relevant topics in biodiversity and ecosystem services management, with the following learning goals:
LG1. understand the fundamental concepts for the management of biodiversity and ecosystem services, as well as the legal and institutional framework underlying the management of biodiversity
LG2. know the associated strategies and targets at the national, European and global scales
LG3. explore the synergies and trade-offs between biodiversity and the economic system
LG4. know the technical tools available to support decision-making
LG5. assess management options in terms of their ability to attain 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. Synergies and trade-offs in the management of ecosystem services
5. Sustainable food systems and soil biodiversity
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

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

b) Final (1ª ou 2ª Época) Students not in assessment throughout the semester or not approved in the first attempt:
Written 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

1. Assessment throughout the semester consists of two components:
- short essay (< 5000 words) with a critical analysis of one theoretic approach on sustainability transitions - 50%;
- collective paper (< 8000 words; max 3 authors) on one example of sustainability transition - 50%.

2. Final assessment:
Written exam (1st and 2nd period) - 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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The evaluation is made through an assessment throughout the semester consisting of three elements:
a) 10% - Attendance [minimum grade 10];
b) 20% - Group participation in one of the seminars [minimum grade 10];
b) 70% - 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 [minimum grade 10].
This UC has no final 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

Assessment throughout the semester 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.

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.