SchoolofNaturalSciences

EnvironmentalSciencesJuniorSophisterHandbook2017-2018

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TableofContentsTheProgramme Courseobjectivesandlearningoutcomes………………………………… 5TheEuropeanCreditTransferSystem……………………………………... 7Coursestructure…………………………………………………………………….. 8Moduledescriptions……………………………………………………………….. 9Someimportantdatesin2017-18…………………………………………… 19

ProgrammeRegulations Assessmentsandexaminations……………………………………………….. 20PlagiarismandEthics............................…………………………………………. 21Gradingguidelines………………………………………………………………….. 22

GeneralInformation Academicandpersonalissues…………………………………………………. 24Healthandsafety……………………………………………………………………. 25Staffcontacts………………………………………………………………………….. 29

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AnoteonthisHandbookThis handbook applies to all students taking the Environmental SciencesProgrammetaughtbytheSchoolofNaturalSciences.Itprovidesaguidetowhatisexpectedofyouon thisprogramme,and theacademicandpersonal supportavailabletoyou.Pleasedownloadandretainacopyforfuturereference.The information provided in this handbook is accurate at time of preparation.Any necessary revisions will be notified to students via email, and will beupdatedontheEnvironmentalSciencesundergraduateprogrammewebsite.YourattentionisdrawntotheUniversityCalendarPart1(therelevantpartsofwhich are available at registration, or from your tutor) and, in particular,sections G & P that outline general rules governing all students progressionthroughCollegeandtheFacultyofScience;inadditionyourattentionisdrawntoSections H5/H6 regarding attendance. In the event of any conflict orinconsistency between the General Regulations published in the UniversityCalendar and information contained in course/departmental handbooks, theprovisionsoftheGeneralRegulationswillprevail.

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WelcomeWelcometotheEnvironmentalScienceModeratorshipProgramme!Thisbookletaims to provide youwith a basic overviewof the Programme and the coursesyouwillundertakeduringyourJuniorSophisteryearwithus.Environmental Sciences is by its nature a multidisciplinary research area,comprising a study of the frequently complex interactions between thebiological, chemical and physical components of our environment.Environmental scientists have training that is similar to other physical or lifescientists, but is specifically applied to the environment. A broad scientificknowledge is requiredwhichmayalso involveanunderstandingofeconomics,lawandthesocialsciences.

TheundergraduatedegreecourseofferedbytheSchoolofNaturalScienceshasbeen designed to provide for the needs of students with an interest in thisrapidlydevelopingacademicandprofessional field.Theprogrammecomprisesspeciallydesignedmodulesplussuitablemodulesfromcontributingdisciplines.Fieldstudyisacorecomponentoftheprogramme.

We lookforwardtoworkingwithyouduringyoursophisteryearswithusandtrustthatyouwillfindEnvironmentalSciencesasfascinatingandrewardingaswedo.

Prof.IanDonohueCourseDirector

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CourseobjectivesandlearningoutcomesOurmissionisto:

• makeyouawareofthebasicconceptsandcurrentresearchdevelopmentsinEnvironmentalScience;

• enableyoutounderstandthebasisofgoodexperimentaldesign;

• teachyoutoworkefficientlyandsafelyinlaboratories;

• enableyoutobecomeacompetentfieldresearcher;

• teachyoutocriticallyanalysequantitativedata;

• developyourwrittenandoralcommunicationskills;

• developyourskillstoworkeffectivelyinagroupandindependently;and

• makeyousociallyaware,particularlyinrelationtothecontributionthatEnvironmentalSciencemakestosociety.

Onsuccessfulcompletionofthisprogramme,studentsshouldbeableto:

• identify and describe plant and animal communities and analyse theirdistribution;

• demonstrate the principles of geochemical cycling in the global contextwithspecificreferencetoenvironmentalchange;

• discusstheprinciplesofhydrologyanditsrelationshipwithgroundwaterquality;

• discuss the causes and effects of terrestrial, atmospheric and marinepollutionandpresentdaymitigationstrategies;

• showagoodworkingknowledgeofskillsandtools,suchasspatialdataanalysis and statistical techniques, which can be used selectively toaddresscomplexproblems,ortoconductcloselyguidedresearch;

• identify, formulate, analyse and suggest reasoned solutions to currentenvironmentalproblems;

• design an Environmental Impact Assessment for a range of diversehabitats;

• criticallyassessscientificliterature;

• work effectively as an individual, in teams and in multidisciplinarysettings;and

• communicate effectively with both the scientific community and withsocietyatlarge.

EmphasisintheModeratorshipisonthestudentacquiringlaboratoryandfieldskills.To reflect this, thereareanumberof fieldexcursions that studentsmaychoose in the Junior andSenior Sophister years.An introductoryAutumn field

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trip begins the Junior Sophister year (as part of themodule in Plants and theIrishEnvironment)where the student is introduced to skills in data collectionandanalysis.Thisinvolvesthreedays'fieldandlaboratorystudiesinarangeofecosystems,includingwoodlands,bogs,salt-marshesandsand-dunes.Also during the Junior Sophistor year, in the second semester, EnvironmentalSciencesstudentswilltakeafieldcourseinGlendalough(aspartofthemoduleinWildlife Biology and Terrestrial Ecology) andmay also attend the optionalresidentialfieldcourseinFieldSkillsinPlant&EnvironmentalSciencethattakesplace in Gran Canaria. In the final year of the Environmental Science degree,students may also attend a residential field course in Kenya, as part of themoduleinTropicalEcologyandConservation.The School makes every effort to keep down expenditure on field courses.However, it is necessary that students should budget appropriately. Forinformationonfinancialassistance,contact:SeniorTutor'sOffice,No.27,Collegeoryourtutor.Note:Students receiving local authority grants may be eligible for local authoritysupport. Letters confirming attendance on courses can be obtained from theCourseDirector.Pleasenote:IfchequesfromLocalAuthoritiesarenotreceivedbeforethestartofthe Field Course, studentswill be required to pay the full amount andwill berefunded this amount on receipt of cheques from Local Authorities. You arethereforeadvisedtoapplytoyourlocalAuthorityforfundingwellinadvanceofthefieldtrips.

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TheEuropeanCreditTransferSystemTheEuropeanCredit Transfer andAccumulation System is an academic creditsystem based on the estimated student workload required to achieve theobjectivesofamoduleorprogrammeofstudy.Itisdesignedtoenableacademicrecognition for periods of study to facilitate student mobility and creditaccumulationandtransfer.TheCreditsaretherecommendedcreditsystemforhighereducationinIrelandandacrosstheEuropeanHigherEducationArea.The Credits weighting for a module is a measure of the student input orworkload required for that module, based on factors such as the number ofcontact hours, the number and length of written or verbally presentedassessment exercises, class preparation and private study time, laboratoryclasses, examinations, professional training placements, and so on asappropriate. There is no intrinsic relationship between the credit volume of amoduleanditslevelofdifficulty.TheEuropeannormforfull-timestudyoveroneacademicyearis60Credits.TheTrinityacademicyearis40weeksfromthestartofMichaelmasTermtotheendof the annual examination period. 1 Credit represents 20-25 hours estimatedstudent input, so a 5-Creditmodulewill be designed to require approximately120hoursofstudentinputincludingclasscontacttimeandassessments.Creditsareawardedtoastudentonlyuponsuccessfulcompletionofthecourseyear. Progression from one year to the next is determined by the courseregulations. Studentswho fail a year of their coursewill not obtain Credit forthatyeareveniftheyhavepassedcertaincomponentmodules.Exceptionstothisruleareone-yearandpart-yearvisitingstudents,whoareawardedCredits forindividualmodulessuccessfullycompleted.Inadditiontothespecifiedcontacthoursindicatedundereachmodule,youareexpectedtoengageinworkassociatedwiththemoduletobringyourinputuptoatotalofatleast125hoursfora5Creditmoduleand250hoursfora10Creditmodule.

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CoursestructureTheSophisterEnvironmentalScienceModeratorshipProgrammeconsistsof60European Credit Transfer Systems (ECTS Credits) per year. Junior Sophisterstake a total of 50 mandatory Credits and optional modules up to 10 Credits.Some modules are examined entirely by in-course assessment; most areassessed by a combination of in-course assessment and examination. Thesemodulesareindicatedingreaterdetailbelow:CompulsoryModulesModuleCode Modules ECTS Exam% CA%

BO3018 PlantsandtheIrishEnvironment 5 - 100%BO3123 SoilScience 5 50% 50%ES3053 FreshwaterHydrobiology 5 - 100%ES3040 EnvironmentalMonitoring 5 50% 50%GG3030 EnvironmentalGovernance 10 50% 50%GL3423 HydrologyandWaterQuality 5 70% 30%ZO3010 FundamentalsofEcology 5 50% 50%ZO3085 WildlifeBiology 5 50% 50%ZO3070 ExperimentalDesign&Analysis 5 - 100% TOTALECTS 50 OptionalModules(studentschoose10creditsfromthefollowingmodules)ModuleCode Modules ECTS Exam% CA%

BC BroadCurriculum 5 - 100%BO3120 EnvironmentalDynamics 5 - 100%

BO3121 FieldSkillsinPlant&EnvironmentalScience 5 - 100%

BO3122 Entomology 5 50% 50%BO3124 EconomicBotany 5 - 100% TOTALCREDITSREQUIRED 10

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ModuledescriptionsCOMPULSORYMODULESBO3108:PLANTSANDTHEIRISHENVIRONMENTCoursetype:MandatoryCoordinator:ProfessorJohnParnellECTSCredits:5CreditsAssessment:100%Continuousassessment

Description:ThismodulecombinesanintroductiontothePlantSciencesandEnvironmentalSciences moderatorships with a series of field-based activities including aresidentialfield-tripduringthefirstweekofterm(Week5).TherewillalsobealecturegivenduringthefieldtripandthreefollowingitonspecificaspectsoftheIrishflora.

Learningoutcomes:• Collectandaccuratelyrecordvarioustypesofdatafromarangeof local

habitatsusingseveraldifferentmethods.• Identifynativespecies.• Interpret relationships between plants, and between plants and the

physicalenvironment.• Contrastecologicalsamplingtechniquesandassesstheirrelativemerits.• Analyseindetailthenaturalandculturallandscape.

BO3123:SOILSCIENCECoursetype:MandatoryCoordinator:ProfessorMattSaundersECTSCredits:5Assessment:50%Continuousassessment,50%Examination

Description:Soils are important for plants as they provide the key resources required forgrowth and also essential structural support. This module will provide anoverview of the fundamental concepts of soil formation and characterisation;how soil characteristics influence plant distribution and productivity throughwaterandnutrientavailability;howsoilorganisms(bacteria,fungi)interactwithplants and how soils influence global biogeochemical cycles (carbon andnitrogen).Particularfocuswillbegiventotheroleofsoils intheproductionoffood,fuelandfibreandhowsustainablelandmanagementpracticesarerequiredtoensurethelong-termhealthandfertilityofsoilsystems.

Learningoutcomes:Onsuccessfulcompletionofthismodule,studentsshouldbeableto:

• Describethenatureofsoilandthetermsusedtodescribethemajorphysicalandchemicalcharacteristicsofsoil.

• Understandhowsoilsareformedandhowtheyareinfluencedbynaturalandanthropogenicprocesses.

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• Compareandcontrasttheroleofsoilsinplantproductivitysuchasthroughplantwaterrelationsandmineralnutrition.

• Appraisetheissuesofsustainablesoilmanagementandtheimpactsofintensivelanduseonsoilqualityandfertility.

• Demonstrateanunderstandingofbiogeochemicalcyclingwithinsoilsystemsandtheroleofsoilsinthemitigationofclimatechange.

IndicativeReadingList:• Foth,HD.(1990).Fundamentalsofsoilscience.Wiley,Chichester.• Hartlemink, AE., McBratney, AB., White, RE. (Eds) (2009). Soil Science,

Earthscan,London.• Lal,R.(2006).Encyclopediaofsoilscience.TaylorandFrancis.Oxford.• McLaren,RG., Cameron,KC. (1996). Soil science: sustainableproduction

andenvironmentalprotection.OxfordUniversityPress,Oxford.• Weil,RR.,Brady,NC. (2016).Thenatureandpropertiesofsoil.Pearson,

London.• White, RE. (2006). Principles and practice of soil science: the soil as a

naturalresource.BlackwellScience,OxfordES3053:FRESHWATERHYDROBIOLOGYCoursetype:MandatoryCoordinator:ProfessorNickGrayECTSCredits:5Assessment:100%Continuousassessment

Description:This is an introductory module in freshwater systems (lakes and rivers) thatexploretheeffectofwaterqualityonthebiotaandcommunitystructure.Areasstudied include:Factors thatdeterminethedistributionofbiota:Naturaldispersion;flow,substrate;dissolvedsolids;dissolvedoxygenandtemperature;suspended solids. Aquatic ecosystems: Community structure; identification oforganisms; functional feeding groups; P:R, plants, allochtonous andautochotonusinputs;habitatzonation;riverandlakeecosystems;feedingguilds;microbialoxygendemand(inc.self-purification,oxygenbalance,re-aeration,theoxygen-sag curve).Water pollution: Toxic substances; suspended solids (inertand oxidizable), deoxygenation, non-toxic salts (inc. salinization, eutrohicationand algal toxins); heated water, effect on buffering system; diffuse pollution;afforestation;responsetoclimatechange.

Water basin management: Basic management processes; Water FrameworkDirective; water quality and regulation. Water quality assessment: Physico-chemical and biological surveillance; Sampling surface waters (inc. designingsamplingprogrammers,mixing, safety in the field,hydrologicalmeasurements;chemical and biological sampling); Biological data (inc. pollution and diversityindices; multivariate analysis); Chemical data (inc. chemical indices; massbalance and modelling). The module comprises lectures, field and laboratorywork.

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RequiredCourseText:Gray,N.F.(2010)WaterTechnology:anintroductionforenvironmentalscientistsandengineers.(3rdedition)Elsevier,Oxford.ES3040:ENVIRONMENTALMONITORINGCoursetype:MandatoryCoordinator:ProfessorJeremyPiggottECTSCredits:5Assessment:50%Examination,50%Continuousassessment

Description:Thismodulecoversthetoolsandsamplingapproachesusedtocharacterizeandmonitor the quality of the environment. Techniques encompass the collectionand analysis of chemical and biological samples and their application toenvironmentalquality indices. Studentswillhavetheopportunity toapplythetechniquestoarangeofsampletypes,suchasthosesuchasthosecollectedfromterrestrial and aquatic environments. Techniques include both traditional andnovel methods being applied in environmental monitoring programs acrossEurope.Visitstolaboratoriesinotherinstitutionsareincluded.

LearningOutcomes:Onsuccessfulcompletionofthismoduleyouwillbeableto:

• Explain the tools and sampling approaches used to characterize andmonitorthequalityoftheenvironment

• Select appropriate procedures for the collection and analysis ofenvironmentalsamples(chemicalandbiologicalsamples)

• Carryoutarangeofanalysisproceduresinthefieldandlaboratory• Present and interpret results of chemical/biological analyses and

applicationtorelevantenvironmentalqualityindicesGG3030:ENVIRONMENTALGOVERNANCECoursetype:MandatoryCoordinator:ProfessorPatrickBresnihanECTSCredits:10Assessment:50%Continuousassessment,50%Examination

Description:Thismodulefocusesonthewayinwhichenvironmentalissuesaregovernedbythe state, theprivate sector,publicsandcivil society. Themodulewill expandstudent’s knowledge of fundamental concepts of nature, culture andenvironment,andthepoliticsofenvironmentalvaluationandprotection.

LearningOutcomes:Onsuccessfulcompletionofthismodulestudentswillbeableto:

• Identify and articulate theoretical aspects of governance andenvironmentalgovernance.

• Discusstherolesofgovernanceactors(public,privateandcivilsociety)intheenvironmentalfield.

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• Critically debate the nature and impact of governing tools andtechnologiesthatoperateatarangeofscales(andacrossscales)fromthelocaltotheglobal.

• Outline the nature of governing with respect to select areas of theenvironment.

• Critically analyse and reflect on information provided by variety ofsources including academic papers, print and TV media and internetmaterialcoveredduringthemodule.

KeyTexts:• Evans,G.(2012)EnvironmentalGovernance,Routledge,London.• Doyle,T.andMcEachern,D.(2008)EnvironmentandPolitics,Routledge,

London.• Baker,S.(2006)SustainableDevelopment,Routledge,London.• Roberts,J.(2004)EnvironmentalPolicy,Routledge,London.

GL3423:HYDROLOGYANDWATERQUALITYCoursetype:MandatoryCoordinator:ProfessorCatherineCoxonECTSCredits:5Assessment:30%Continuousassessment,70%Examination

Description:This course aims to provide students with an understanding of hydrologicalprocesses,followingthedifferentpathwaysofwaterthroughtheterrestrialpartof the hydrological cycle. It also aims to familiarise studentswith the factorsaffectinggroundwaterquality,andtodevelopanunderstandingofgroundwaterqualityissuesinthecontextofintegratedcatchmentmanagement.

Modulecontent:The hydrology component of this module includes the following topics: thehydrological cycle and catchment water balances; rainfall andevapotranspiration; soil water and hillslope hydrology; river flow;hydrogeology; groundwater – surface water interaction. The water qualitycomponent is focussed primarily on groundwater, with topics includinggroundwater chemistry and natural groundwater quality problems;groundwaterqualityissuesinruralandindustrialsettings;groundwaterqualitymonitoring; groundwater vulnerability and protection. The interaction ofgroundwaterandsurfacewaterqualityisalsoconsidered.

Learningoutcomes:Oncompletionofthismodule,thestudentshouldbeableto:

• Evaluate the role of different hydrological pathways in a range ofcatchmentsettings.

• Carryoutcalculationsrelatingtocatchmentwaterbalance,riverflowandgroundwatermovement.

• Analyse the factorscontrollingaquiferhydrochemistryandcontaminanttransportprocesses.

• Assess groundwater quality problems in both rural and industrialsettings.

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• Evaluate groundwater vulnerability to pollution; understand the role ofgroundwater protection schemes and of integrated catchmentmanagement.

ZO3010:FUNDAMENTALSOFECOLOGYCoursetype:MandatoryCoordinator:ProfessorIanDonohueECTSCredits:5Assessment:50%Continuousassessment,50%Examination

Description:Thismoduleexaminesthefactorsthataffectthedistribution,growthandsurvivalofplantandanimalcommunities.Itdescribeshoworganismsinteractwiththeirenvironmentandtherolethattheyhaveinecosystemandcommunitystructure.Thereisanintroductiontotheconceptsandmodelsthathelptoexplainandpredictorganismdistributionsandinteractions.

Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeableto:

• Definewhatwemeanbyecologyanddescribeitsprinciplesandpractice.• Showafirmmethodologicalandtheoreticalunderstandingofthestudyof

thedistributionandabundanceofspecies.• Describeandevaluateunifyingconceptsofdistributionsandecological

processes(e.g.feedingstrategies,interspecificinteractions,etc.).• Show,throughpracticalexercises,agoodapproachtoprojectwork.• Showenhancedcommunicationskillsthroughavarietyoftechniques.

KeyTexts:• Begon,M.,Townsend,C.R.&Harper,J.L.(2006)Ecology:fromIndividuals

toEcosystems.Fourthedition.BlackwellPublishing.• Townsend,Begon&Harper(2008)EssentialsofEcology.Thirdedition.

BlackwellPublishing.ZO3085:WILDLIFEBIOLOGYCoursetype:MandatoryCoordinator:ProfessorJohnRochfordECTSCredits:5Assessment:50%Continuousassessment,50%Examination

Description:Thistwo-partmodulebeginswithaseriesoflecturesinHilaryTerm,whichofferanintroductiontoterrestrialbiodiversityandwildlifebiology,bothgloballyandregionally. Topics covered will include: assessment of biodiversity fromindividual, population, community and landscape scales and the importance offoraging ecology, habitat selection, inter- and intra-specific competition,territoriality, dispersion, population dynamics and regulation for determiningdiversityanddistributionofanimals.Therewillalsobeaparticularfocusontheorigins,developmentandcurrentstatusoftheIrishvertebratefauna.Thelectureserieswillbecomplemented,inWeek34,byafive-dayresidentialfieldcoursein

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Glendalough, CoWicklow, duringwhich field techniques used for the study ofterrestrial ecosystems will be introduced, with an emphasis on habitat andpopulationassessmentofmammals,insectsandbirdsandtheirinteractionswithplantsandtheabioticenvironment.Fieldvisitswillhelpwithanunderstandingof contrasting habitats and approaches to conservationmanagement. Studentswillcarryoutandpresentamini-projectduringthelasttwodaysofthecourse.

LearningOutcomes:Onsuccessfulcompletionofthismodule,thestudentwillbeableto:

• Demonstrate the relationship between determinants of the patterns ofterrestrial biodiversity and the practice of wildlife management andconservation

• Recognise and evaluate the main factors influencing the conservationstatus of species, in particular habitat selection and requirements,populationprocessesandinterspecificinteractions

• Explain the origin, diversity and status of the current Irish vertebratefauna.

• Censusmammalsandinsectssafelyusingavarietyofthemostcommonlyusedmethods,andbirdsbysightandsong.

• Construct habitatmaps and appreciate the importance of scale in suchmaps.

• Assess anthropogenic effects on the environment and evaluate somecontrolmeasuresusedtominimisetheminnaturereserves.

• Design, conduct and present a small scale field study investigating anecologicalquestion.

RecommendedReadingList:• Primack,RichardB.2010.EssentialsofConservationBiology(5th

edition).Publisher–SinauerAssociates,Sunderland,Mass.(ISBN9780878936403)

• Groom,MarthaJ.,Meffe,G.K.andCarroll,C.R.2006.PrinciplesofConservationBiology(3rdedition).Publisher–SinauerAssociates,Sunderland,Mass.(ISBN0878935185)

ZO3070:EXPERIMENTALDESIGNANDANALYSISCoursetype:MandatoryCoordinator:ProfessorCeliaHollandECTSCredits:5Assessment:100%Continuousassessment

Description:This module will aim to put data collection and analysis in the context ofresearch design andwill be an important foundation for the Senior Sophisterresearch project. The module consists of two parts. The emphasis will bepracticalwith amore 'hands on' approach rather than the theory of statistics.Initially studentswill be taught about experimentaldesign,data collectionandsampling and the use of spreadsheets for data entry. This will lead on topreliminary data exploration and issues of normality. Emphasiswill be placedupontheimportanceofvisuallyexploringthedatapriortotheuseofstatistical

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tests. Summary statistics, includingmeasures of centre and spread, skewness,kurtosis,percentilesandboxplots,willbecovered.Then themodulewillmoveontoexploretheconceptofhypothesistestingandtheneedtocomparetwoormoremeans.Thiswill involvetheuseof t-testsandanalysisofvariance.Othertypesofdatawill alsobe introduced including theanalysisof frequencies.Therelationshipbetweentwovariablesinthecontextofregressionanalysiswillalsobeexplored.Finallyadatasetwillbeusedtobringtheentireprocesstogetherstarting with simple data exploration through summary statistics to morecomplex analyses. The aim of the second part of themodule is to address, inmore detail, the fundamentals of experimental design and to explore howpreviousprojectswereconducted.Inaddition,studentswilllearnhowtowriteamoderatorshipprojectproposal.

Learningoutcomes:Onsuccessfulcompletionofthismodule,studentsshouldbeableto:

• address the fundamentals of experimental design and use hypothesistestingtoanswerbiologicalquestions.

• appreciate instruments for data collection, and how to explore andanalysedatawithinthecontextofresearchdesign.

• code data using an Excel spreadsheet and explore these data usinggraphicalandsummarytechniques.

• outlinetherequirementsofparametricstatisticaltestsandrecognizetheapplicabilityoffoursuchtests.

• calculate statistical tests by hand and use the statistical package R toexploreandanalysedata.

• write a moderatorship project proposal, design an experiment andanalysethefindingsofascientificpaperinagroupsetting.

RecommendedReadingList: Ruxton,GraemeD.andColegrave,Nick.2011.Experimentaldesignforthelifesciences(3rdedition)Publisher–OxfordUniversityPress,Oxford(ISBN9780199569120).

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OPTIONALMODULESBCBROADCURRICULUMCoursetype:OptionalECTSCredits:5Assessment:100%Continuousassessment

StudentsareallowedtochooseanyBroadCurriculumcourseexceptforBCBOTBO3120:ENVIRONMENTALDYNAMICSCoursetype:OptionalCoordinator:ProfessorFraserMitchellECTSCredits:5Assessment:100%Continuousassessment

Description:Thelast2.6millionyearsofEarthhistoryhavewitnesseddramaticclimaticandenvironmental changes. This module provides an overview of these majorenvironmental changes, their causes, and their significance for humandevelopment.Itcontrasts‘glacial’and‘interglacial’worlds,examinesthenatureofthetransitionsbetweenthem,exploressomepotentialcausesofchange,andillustrates their environmental impacts. In the process, a range of keyenvironmentalrecordsareconsidered,alongwiththe“proxies”usedtodevelopthem.

LearningOutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeableto:

• Explain why global climates have varied dramatically over the last 2.6millionyears.

• Describethespatialandtemporalvariationinpastclimatechange• Describethelongtermimpactofclimatechangeonecosystems• Describethetechniquesusedtoreconstructpastclimates• Describethetechniquesusedtoreconstructpastecosystems• Evaluate the contribution of climate and human activity to ecosystem

dynamics• Relate the relevance to past ecosystem change to current and future

ecosystemfunction.BO3121:FIELDSKILLSINPLANTANDENVIRONMENTALSCIENCECoursetype:OptionalCoordinator:ProfessorJaneStoutECTSCredits:5Assessment:100%Continuousassessment

Description:Theaimsofthemoduleare:

• Tointroduceasubtropicalislandflorawithahighfloristicdiversityandacomplexbiogeographicalmake-up.

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• To record the plant communities across a range of environments,differinginrainfall,altitude,degreeofdisturbance,etc.andtoinvestigatetheecophysiologyofthenativefloraovertherangeofhabitatsstudied.

• Toassessthethreattobiodiversityposedbyhumanactivities.• Todevelopyourknowledgeoffield-basedplantandanimalidentification.

Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeableto:

• Describethelinkbetweenenvironmentalconditionsandvegetationcommunitycompositionandstructure(i.e.understandwhycertainplantsgrowindifferentplaces–whatmorphological,physiologicalandecologicaltraitshaveevolvedforliveinparticularenvironmentsandhowareplantsaffectedbyhumanactivities?)

• Samplevegetationinthefieldaccuratelyandrepresentativelyinadiversityofnaturalandanthropogenicecosystems(i.e.beabletodesignappropriatesamplingaccordingtodifferenthabitattypestomakeecologicalassessments)

• OutlinewhatshouldbeinanEnvironmentalImpactAssessmentScopingreportandconductascopingexerciseforahypotheticaldevelopmentintheCanaryislands

• Design,conductandanalyseafieldexperimentandpresenttheresultsinbothwrittenandoralformat

• Demonstratetransferrablefieldskillsincludingmakingaccurateandappropriatefieldnotes,teamwork,riskassessment

IndicativeReadingList:Readinglists(journalarticles)willbegivenduringlecturesandpriortofieldcourse.BO3122:ENTOMOLOGYCoursetype:OptionalCoordinator:ProfessorJaneStoutECTSCredits:5Assessment:50%Continuousassessment,50%Examination

Description:Therearemore speciesof insectsonEarth thananyothergroupoforganismsandtheyareofmassiveecologicalandeconomicimportance. Thismodulewilladdress behavioural, social, ecological and applied aspects of entomology,including their role in delivering ecosystem services (such as biocontrol andpollination), invasive species (such as fire ants and harlequin ladybirds) andconservation (both in Ireland and internationally). The practicals will providestudentswiththeskillsforsamplingandidentificationofinsects,whichwillbefurtherenhancedthroughanindividualproject.Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeableto:

• Categoriseinsectsaccordingtotheirkeyfeaturesintothemainordergroups;knowthedistinctionbetweeninsectsandotherarthropods

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• Describesomeoftherangeofbehavioursemployedbyinsectsforforaging,defendingandreproducing

• Developunderstandingoftheroleofinsectsinecosystemprocessesandtheirinteractionswithotherorganisms

• Explaintheirvalueasprovidersofecosystemservices• Quantifytheeconomicimportanceofinsects(bothpositiveandnegative)

tohumans• Evaluatetheconservationbiologyofinsectsatnationalandinternational

levels

IndicativeReadingListPricePW,DennoRF,EubanksMD,FinkeDL,KaplanI(2011)InsectEcology:Behavior,PopulationsandCommunities.CambridgeUniversityPressBO3124:ECONOMICBOTANYCoursetype:OptionalCoordinator:ProfessorMikeWilliamsECTSCredits:5Assessment:100%Continuousassessment

Description:Thismodulerepresentsareviewoftheeconomicimportanceofplants,rangingfromthecommercialuseofalgaeinthefoodandbiofuelindustry,agriculturallyimportant crops, plants as sources of pharmaceuticals to the use of non-foodcrops in industry. The module is entirely continually assessed. The continualassessmentwillbe in the formofadesk-basedstudyusingFAOdataonglobalfoodproduction,studenttalksonkeyeconomiccropsfromaroundtheglobetopracticalsonbrewingandtissueculture.

Learningoutcomes:Onsuccessfulcompletionofthismodulestudentsshouldbeableto:

• Understandtheimportanceofplantsinawiderangeindustries• Describethemajorfoodcropsoftheworldandtheircultivation• Use meta-analysis to answer key questions on sustainability of food

production• Haveaworkingknowledgeofbrewingandtheuseofbotanicals inbeer

making• Produceplantsfromcallustissue.

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Someimportantdatesin2017-182017 MichaelmasTerm(andPlantsandtheIrishEnvironmentModule)begins

25thSeptember2017

LecturesandTutorialsbegin 2ndOctober2017StudyWeek-nolectures 6th–10thNovember2017MichaelmasTermends 17thDecember20172018

LecturesandTutorialsbegin 15thJanuary2018StudyWeeks-nolectures 26thFebruary–2ndMarch2018HilaryTermends 8thApril2018Revisionperiod 9th–27thApril2018Examinationperiod 30thApril–27thMay2018

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AssessmentandExaminationsExaminationdatesJuniorSophisterandSeniorSophisterexaminationswilltakeplaceaftertheTrinityTerm,between:1stMay–26thMay2018.ExternalExaminerAnexternalexaminer,currentlyProfessorGuyWoodward(ImperialCollegeLondon)moderatestheJuniorandSeniorSophisterexaminations.Itiscommonpracticeforexternalexaminerstovivastudentsfollowingthecompletionoftheirfinalexaminations.Thevivatimetablewillbeavailableduringtheexaminations. ModuleassessmentJuniorSophistermodulesareassessedbyin-coursecontinuousassessmentand/orexamination.PleasenotethattwentypercentoftheSeniorSophisteroverallmarkiscarriedforwardfromtheJuniorSophisteryear.

SeniorSophistermodulesarealsoassessedbyin-coursecontinuousassessmentand/orexamination.Yourfinaldegreeclassificationisbasedonacombinationofmarks;continuousassessment;researchprojectincludingsubmissionofathesisandexaminations.

Youshouldtakecarenottoengageinplagiarismwhencompletingexercises:forinstancecolludingwithotherstocompleteaword-processedpracticalreportwouldbeplagiarismunlessapprovalhadbeensoughtinadvancefromtherelevantlecturer.[seesectionbelowonCollegepolicydealingwithplagiarism.]

Youmustindicateonanypracticalwrite-upsthenameofyourPartner(s)andhis/herIDnumber(s).SubmissionofcontinuousassessmentmaterialToavoidanymisunderstandingsarisinginrelationtosubmittingcontinuousassessmentspleaseadheretothefollowingpointsastheyareabsolute:

• Assessmentsmustbesubmittedattheappropriatelocation(usuallyeithertheBotanyorZoologyOffices,dependinguponthemodule)beforethesetdeadline.Studentsneedtosign-offatthetimeofsubmission.

• Assessmentsleftinstaffpigeonholes,orhandedtoothermembersofstaffwillnotbemarked.

• Forlatesubmissionstherewillbeadeductionof5%perday,includingweekends.Submissionsreceivedmorethanthreedayslate,withoutamedicalcertificate,willnotbemarked.ALLLATESUBMISSIONSMUSTBEHANDEDINDIRECTLYTOTHERELEVANTOFFICETOTHEEXECUTIVEOFFICERTOBEDATESTAMPED.

• Anyalternativearrangementsmustbeapprovedbythestaffmemberresponsiblefortheassessment,andtherelevantExecutiveOfficernotified.

• PleaserememberitisimportanttokeepallContinuousAssessmentexerciseswhenreturnedtoyou,untiltheCourtofExaminershasawardedyourfinalmark.

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PlagiarismToensurethatyouhaveaclearunderstandingofwhatplagiarismis,howTrinitydealswithcasesofplagiarism,andhowtoavoidit,youwillfindarepositoryofinformationathttp://tcd-ie.libguides.com/plagiarism.Weaskyoutotakethefollowingsteps:

(i) VisittheonlineresourcestoinformyourselfabouthowTrinitydealswithplagiarismandhowyoucanavoiditathttp://tcd-ie.libguides.com/plagiarism.Youshouldalsofamiliarizeyourselfwiththe2015-16Calendarentryonplagiarismlocatedonthiswebsiteandthesanctionswhichareapplied.

(ii) Completethe‘Ready,Steady,Write’onlinetutorialonplagiarismathttp://tcd-ie.libguides.com/plagiarism/ready-steady-write.Completingthetutorialiscompulsoryforallstudents.

(iii) Familiariseyourselfwiththedeclarationthatyouwillbeaskedtosignwhensubmittingcourseworkathttp://tcd-ie.libguides.com/plagiarism/declaration.

(iv) ContactyourCollegeTutor,yourCourseDirector,oryourLecturerifyouareunsureaboutanyaspectofplagiarism.

EthicsInlinewithTrinityCollegeDublin’sPolicyonGoodResearchPractice,allresearchintheSchoolofNaturalSciences(SNS)shouldbeconductedaccordingtotheoverarchingethicalprinciplesof“respectfortheindividualsubjectorpopulation,beneficenceandtheabsenceofmaleficence(researchshouldhavethemaximumbenefitwithminimalharm)andjustice(allresearchsubjectsandpopulationsshouldbetreatedfairlyandequally).”Allindividualsinvolvedinresearchshouldfacilitateandensureresearchisconductedethically.Ethicalconductinresearchisasharedresponsibility.PrimaryresponsibilityrestswiththePrincipalInvestigator(s).Ethicalresponsibilitiesandlegalobligationsmayoverlap.Allstaffandstudentsconductingresearcharerequiredtoensurethattheirresearchiscarriedoutincompliancewiththispolicy.Ethicalreviewisrequiredbeforeanystudiesinvolvinghumansubjects,otherlivingorganismsandnaturalorman-madehabitatscommence.Thisrequirementappliestostaff,postgraduateandundergraduatestudentsandvolunteers/interns.Field-andlaboratoryworkcannotcommenceuntilreviewhasbeencompletedand/orapprovalhasbeengained.STUDENTSPLANNINGTOUNDERTAKERESEARCHSHOULDCOMPLETETHESNSResearchEthicsApplication.Forfurtherdetailspleasefollowthislink:www.naturalscience.tcd.ie/research/ethics

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SophisterEssay&ExaminationMarkingGuideClass Mark

RangeCriteria

I

90-100

EXCEPTIONALANSWER;Thisanswerwillshoworiginalthoughtandasophisticatedinsightintothesubject,andmasteryoftheavailableinformationonthesubject.Itshouldmakecompellingargumentsforanycaseitisputtingforward,andshowaroundedviewofallsidesoftheargument.Inexamquestions,importantexampleswillbesupportedbyattributiontorelevantauthors,andwhilenotnecessarilygivingtheexactdate,shouldshowanawarenessoftheapproximateperiod.Inessays,thereferencingwillbecomprehensiveandaccurate.

80-89 OUTSTANDINGANSWER;Thisanswerwillshowfrequentoriginalityofthoughtandmakenewconnectionsbetweenpiecesofevidencebeyondthosepresentedinlectures.Therewillbeevidenceofawarenessofthebackgroundbehindthesubjectareadiscussed,withevidenceofdeepunderstandingofmorethanoneviewonanydebatablepoints.Itwillbewrittenclearlyinastylewhichiseasytofollow.Inexams,authorsofimportantexamplesmaybeprovided.Inessaysallimportantexampleswillbereferencedaccurately.

70-79 INSIGHTFULANSWER;showingagraspofthefullrelevanceofallmodulematerialdiscussed,andwillincludeoneortwoexamplesfromwiderreadingtoextendtheargumentspresented.Itshouldshowsomeoriginalconnectionsofconcepts.Therewillbeonlyminorerrorsinexamplesgiven.Allargumentswillbeentirelylogical,andwellwritten.Referencinginexamswillbesporadicbutreferencingshouldbepresentandaccurateinessays.

II-1

65-69 VERYCOMPREHENSIVEANSWER;goodunderstandingofconceptssupportedbybroadknowledgeofsubject.Notableforsynthesisofinformationratherthanoriginality.Evidenceofrelevantreadingoutsidelecturenotesandmodulework.Mostlyaccurateandlogicalwithappropriateexamples.Occasionallyalapseindetail.

60-64 LESSCOMPREHENSIVEANSWER;mostlyconfinedtogoodrecallofmodulework.Somesynthesisofinformationorideas.Accurateandlogicalwithinalimitedscope.Somelapsesindetailtolerated.Evidenceofreadingassignedmoduleliterature.

II-2

55-59 SOUNDBUTINCOMPLETEANSWER;basedonmoduleworkalonebutsuffersfromasignificantomission,errorormisunderstanding.Usuallylackssynthesisofinformationorideas.Mainlylogicalandaccuratewithinitslimitedscopeandwithlapsesindetail.

50-54 INCOMPLETEANSWER;suffersfromsignificantomissions,errorsandmisunderstandings,butstillwithunderstandingofmainconceptsandshowingsoundknowledge.Severallapsesindetail.

III

45-49 WEAKANSWER;limitedunderstandingandknowledgeofsubject.Seriousomissions,errorsandmisunderstandings,sothatanswerisnomorethanadequate.

40-44 VERYWEAKANSWER;apooranswer,lackingsubstancebutgivingsomerelevantinformation.Informationgivenmaynotbeincontextorwellexplained,butwillcontainpassagesandwords,whichindicateamarginallyadequateunderstanding.

F-1 30-39 MARGINALFAIL;inadequateanswer,withnosubstanceorunderstanding,butwithavagueknowledgerelevanttothequestion.

F-2 0-29 UTTERFAILURE;withlittlehintofknowledge.Errorsseriousandabsurd.Couldalsobeatrivialresponsetothemisinterpretationofaquestion.

U.G Ungraded

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SophisterProject&ThesisMarkingGuideClass Mark

RangeCriteria

I 85-100 Exceptionalprojectreportshowingbroadunderstandingoftheprojectareaandexcellentknowledgeoftherelevantliterature.Exemplarypresentationandanalysisofresults,logicalorganisationandabilitytocriticallyevaluateanddiscussresultscoupledwithinsightandoriginality.

70-84 Averygoodprojectreportshowingevidenceofwidereading,withclearpresentationandthoroughanalysisorresultsandanabilitytocriticallyevaluateanddiscussresearchfindings.Clearindicationofsomeinsightandoriginality.Averycompetentandwellpresentedreportoverallbutfallingshortofexcellenceineachandeveryaspect.

II-1 60-69 Agoodprojectreportwhichshowsareasonablygoodunderstandingoftheproblemandsomeknowledgeoftherelevantliterature.Mostlysoundpresentationandanalysisofresultsbutwithoccasionallapses.Somerelevantinterpretationandcriticalevaluationofresults,thoughsomewhatlimitedinscope.Generalstandardofpresentationandorganisationadequatetogood.

II-2 50-59 Amoderatelygoodprojectreportwhichshowssomeunderstandingoftheproblembutlimitedknowledgeandappreciationoftherelevantliterature.Presentation,analysisandinterpretationoftheresultsatabasiclevelandshowinglittleornooriginalityorcriticalevaluation.Insufficientattentiontoorganisationandpresentationofthereport.

III 40-49 Aweakprojectreportshowingonlylimitedunderstandingoftheproblemandsuperficialknowledgeoftherelevantliterature.Resultspresentedinaconfusedorinappropriatemannerandincompleteorerroneousanalysis.Discussionandinterpretationofresultseverelylimited,includingsomebasicmisapprehensions,andlackinganyoriginalityorcriticalevaluation.Generalstandardofpresentationpoor.

Fail 20-39 Anunsatisfactoryprojectcontainingsubstantialerrorsandomissions.Verylimitedunderstanding,orinsomecasesmisunderstandingoftheproblemandveryrestrictedandsuperficialappreciationoftherelevantliterature.Verypoor,confusedand,insomecases,incompletepresentationoftheresultsandlimitedanalysisoftheresultsincludingsomeseriouserrors.Severelylimiteddiscussionandinterpretationoftheresultsrevealinglittleornoabilitytorelateexperimentalresultstotheexistingliterature.Verypooroverallstandardofpresentation.

Fail 0-19 Averypoorprojectreportcontainingeveryconceivableerrorandfault.Showingvirtuallynorealunderstandingorappreciationoftheproblemandoftheliteraturepertainingtoit.Chaoticpresentationofresults,andinsomecasesincompletelypresentedandvirtuallynon-existentorinappropriateorplainlywronganalysis.Discussionandinterpretationseriouslyconfusedorwhollyerroneousrevealingbasicmisapprehensions.

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AcademicandPersonalIssuesAcademicIssuesIfyouexperienceanyacademicproblems,belowaresomesourcesofassistance:• ModuleLecturerand/orcoordinator• CourseDirector• Classrepresentatives• HeadofDiscipline• Personaltutor(oranyothertutorifyoucannotfindyours)• SeniorTutor• HeadofSchool• DirectorofTeachingandLearning(Undergraduate)• Students’UnionEducationOfficer,(01)6468439,Email:

education@tcdsu.orgPersonalIssuesIfyouexperienceanypersonalproblems,belowaresomesourcesofassistance:• Personaltutor(oranyothertutorifyoucannotfindyours)• SeniorTutor• StudentCounsellingService,199/200PearseStreet,College,Email:

student-counselling@tcd.ie;(01)8961407• Niteline:(ThursdaystoSundaysduringtermonly,9pm-2.30am)at1800

793793• StudentHealthService,House47-MedicalDirector:DrDavidMcGrath01

8961556;Doctors:DrMarySheridan,DrAislingWaters,DrNiamhMurphy8961556;Nurse:MsCarmelConway018961556;HealthPromotionOfficer:MsMartinaMullin018961556;Physiotherapist:MsKaritaCullen018961591;

• WelfareOfficer,Students’Union,House6,College(01)6468437,Email:welfare@tcdsu.org

• Chaplains;House27,College:AlanO’Sullivan(RomanCatholic)8961260;HilaryDungan(ChurchofIreland)018961402;JulianHamilton(Presbyterian)8961901;PeterSexton(RomanCatholic)018961260

• DisabilityServices,MrDeclanTreanor,Room3055,ArtsBuilding(018963111),Email:disab@tcd.ie

• Anystudent,memberofstafforotherpersonwithwhomyoufeelabletodiscussyourproblems

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HealthandSafetyLEGALBACKGROUNDTheUniversitymustexercisea"dutyofcare"toemployeesandthosetheysupervise.Thisdutyofcareisrecognisedinbothcriminalandcivillaw.Thereisalsoadutyoneverybodytotakereasonablecarefortheirownsafetyandthesafetyofthosearoundthem.DISCIPLINESAFETYOFFICERSBotany-BotanyBuilding,AnatomyBuilding&DartryGardens–SiobhanMacNamee,Siobhan.McNamee@tcd.ieEnvironmentalScience-AnatomyBuilding–MarkKavanagh,kavanamg@tcd.ieGeography-MuseumBuilding–TerenceDunne,Terence.Dunne@tcd.ieGeology-MuseumBuilding,TTechPearseSt.–CoraMcKenna,mckennc6@tcd.ieZoology–ZoologyBuilding–AlisonBoyce,aboyce@tcd.ieCONTRIBUTINGDEPARTMENTSEachofthefourdisciplinesthatcomprisetheSchoolofNaturalSciences(i.e.Botany,Geography,GeologyandZoology)contributecoursestotheEnvironmentalScienceModeratorship.CourseswillberuninthelectureandlaboratoryfacilitiesineachDepartmentbuilding.Youmustmakeyourselfawareofthesafetyregulationsandhouserulesforeachdepartment.Youshouldalsobecomefamiliarwiththedepartmentresourcesavailabletoyou,suchaslibraries,museumsandITfacilities.InformationcanbefoundoneachdepartmentwebsiteorbycontactingtheChiefTechnicalOfficerorExecutiveOfficer.THELABORATORYInformallaboratoryexerciseswillhavebeenriskassessed.Youwillbeundersupervisioninacontrolledenvironmentwhereallreasonablesafetyprecautionshavebeenconsideredandallhazardsidentified..Youhavealegalobligationtofollowtheinstructionsofthoseincontrolofthelaboratory.Youhaveadutyofcareforyourselvesandthosewhomaybeaffectedbyyouractions.Thismeansthatyourbehaviourinthelaboratorymustbesuchthatyoudonothingtoplaceeitheryourselforotherlaboratoryusersatrisk.Ifyoudonotunderstandanyinstructionsyoumustalertthoseincontrol.Instrumentationinalaboratoryisanareaofhighrisk..Ifyouhaveneverusedaninstrumentbeforeyouwillnotknowthepotentialdangersitmaypose.DonotinterferewithanypieceofequipmentoruseitwithoutpriorinstructionThestaff,bothacademicandtechnical,alongwiththedemonstrators,areavailabletoinstructyousoalwaysasktobetakenthroughtheuseanddangersofanypieceofequipmentwhichyouhavetouse.

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FIELDWORKFieldworkisdefinedasanypracticalworkcarriedoutinthefieldbystafforstudentsoftheUniversityforthepurposeofteachingand/orresearch.BydefinitionitoccursinplaceswhicharenotunderthecontroloftheUniversity,butwheretheUniversityisresponsibleforthesafetyofitsstaffandstudents.Pleasenote:VoluntaryandLeisureactivitiesareexcluded.OutsideofVoluntaryandLeisureactivities,theHeadofDisciplinehasoverallresponsibilityforhealthandsafetyintheirarea.Theyarerequiredtoensurethattheriskassessmentofthefieldworkismadeandtoensurethatasafesystemofworkhasbeenestablishedforallstaffandstudents.Thisdutyisfrequentlydelegatedtothememberofstafforganisingthefieldwork.TheHeadofDisciplinemustensurethatthefieldworkmeetsthesafetycriteriaoftheSchool,andthataccidentsarereportedandinvestigated.ThereisaDepartmentSafetyOfficer,whoisresponsibleforday-to-daysafetymatters.Thereisadutyonthefieldworkparticipantstotakereasonablecarefortheirownsafetyandthesafetyofthoseaffectedbythem.Somestaffandstudentsmaybeunabletocarryoutcertaintypesoffieldworkduetoanynumberofphysicalormedicalconditionsandearlyidentificationofsuchproblemsisessential.ThereareanumberofformsthatmustbecompletedbeforeLaboratoryorFieldworkisbegun.Pleasenotethatitiscompulsoryforeachstudenttofilltheseformsinpriortobeginningfieldwork.ThesemayincludeHealthDeclarationForms,CodeofConductAgreementandRiskAssessment.TheformsmustbereturnedtotherelevantDisciplineSafetyOfficer.Relevantandsuitableprotectiveequipmentmustbeworn.Participantsmustdressappropriatelyespeciallyincoldandwetconditions.Whentheactivityinvolvestheuseofboatsotherthanregisteredferriesappropriatelifejacketsmustbeworn.TheSchoolofNaturalScienceshaspreparedadetailedsetofinstructionsrelatingtofield-work.Availableat:http://www.naturalscience.tcd.ie/healthsafety/FIREFirePreventionCopiesoftheCollegeGeneralFireNoticearedisplayedinallDepartments.Familiariseyourselfwiththeinstructionsincaseoffire.AnydefectorpotentialfirehazardsshouldbereportedtothebuildingFireWarden.Notethepositionoffireextinguishersinyourworkingarea.PleasenoteyouarenotpermittedtouseafireextinguisherunlessyouhaveattendedtheCollege’strainingcourse.

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Beforeleavingofficesorlaboratories:-- ensurethatalllitterbinsdonotcontainanysmoulderingmaterials.- donotleavelitterbinsunderorneartoanycombustibleitemse.g.desks,

tables,shelvingetc.- closeallfilingcabinetsandpresses.- switchoffandunplugelectricalequipmentnotinuse.

InCaseofFire

– ThereisafirealarmsysteminthebuildingscontrolledbyallDisciplines.Ifthealarmbellsringorsomeoneshouts'fire',allpersonsinthebuildingmustexitasrapidlyaspossibleandassembleattheappropriateassemblypointForBotany,ZoologyandCentrefortheEnvironmentthisislocatedattheGrasstriangle(‘FlatIron’)ateastendofBoardwalk(CollegePark),designatedFirePointD:

Attheassemblypointorganiseyourselvesintolaboratoryorfunctionalgroupsandtheseniorpersonpresentmusttakearoll-call.Missingpersonsmustbereportedimmediately.

InformtheFrontGateSecurityOfficer,emergencyno.ext:1999(018961999frommobile)orthe24hoursecurityno.ext:1317(018961317),whowillcallthefirebrigade.BOMBS/HOAXBOMBCALLS/BOMBWARNINGSKeepandeyeoutforsuspiciouspackagesatalltimes.IfoneisobservedreportittotheChiefTechnicalOfficeroranotherstaffmember.Ifabombisthoughttobeinthebuilding,proceduresessentiallyfollowthoseemployedinthecaseoffire.ReporttoCollegeauthoritiesonext:1999/1317(FrontGateSecurityOfficer&24hourSecurity)whowillcalltheGardaí.

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FIRSTAIDFirstAidboxesareplacedineverylaboratory.Theseboxescontainarangeofdressingsandbandagesfortreatmentofminorcutsandburns.DONOTUSEANITEMWITHOUTSUBSEQUENTLYINFORMINGATECHNICALOFFICER.Thisensurestheincidentisrecordedandtheitemsusedarereplaced.AlistoftrainedFirstAidersisdisplayedoneachfirstaidcabinet.REPORTANYDEFICIENCYOFTHEITEMSINORONTHEBOXTOTHERELEVANTCHIEFTECHNICALOFFICER.

AllaccidentsmustbereportedtotheSafetyOfficerandenteredintheaccidentbook.Anaccidentreportformwillbecompleted.Dangerousoccurrences(nearmisses)mustalsobereportedontheappropriateform.Intheeventofseriousaccidentormedicalemergencyrequiringtheemergencyservices,quicklyreportittotheChiefTechnicalOfficerinthatbuildingortheseniorpersonpresent,thencalltheFrontGateSecurityOfficerext:1999/1317DuringofficehoursminormedicalassistancecanbeobtainedfromtheStudentHealthServiceext:1556/1591

FirstAidmayonlybecarriedoutbyatrainedfirstaidresponder.Inthefield,allstaffanddemonstratorscarryanindividualfirstaidkit.Departmentalvehiclescarryamoreextensivekit.Reportallfieldinjuriesorillnessimmediatelytotheleaderofthefieldtrip.Youmustalwaysadheretotheinstructionsanddirectionsofthefield-leader.

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StaffContacts

Staff Officelocation Ext Email

Teachingstaff

ProfYvonneBuckley ZoologyBuilding 3172 buckleyy@tcd.ie

ProfPatrickBresnihan MuseumBuilding 2661 pbresnih@tcd.ie

ProfCatherineCoxon CentrefortheEnvironment

2235 cecoxon@tcd.ie

ProfIanDonohue ZoologyBuilding 1356 ian.donohue@tcd.ie

ProfRobbieGoodhue MuseumBuilding 1419 goodhuer@tcd.ie

ProfNickGray BotanyBuilding 1639 nfgray@tcd.ie

ProfNiamhHarty CivilEngineering 1302 Niamh.Harty@tcd.ie

ProfCeliaHolland ZoologyBuilding 1096 cholland@tcd.ie

ProfAndrewJackson ZoologyBuilding 2278 jackson@tcd.ie

ProfNicolaMarples ZoologyBuilding 2527 nmarples@tcd.ie

ProfJenniferMcElwain BotanyBuilding

ProfFraserMitchell BotanyBuilding 1811 fmitchll@tcd.ie

ProfJeremyPiggott ZoologyBuilding 1642 Jeremy.Piggott@tcd.ie

ProfJohnRochford ZoologyBuilding 2237 rchfordj@tcd.ie

ProfMattSaunders BotanyBuilding 4870 saundem@tcd.ie

ProfJaneStout BotanyBuilding 3761 jane.stout@tcd.ie

ProfSteveWaldren TrinityBotanicGardens,Dartry

5117 swaldren@tcd.ie

ProfMikeWilliams BotanyBuilding 2421 willimsm@tcd.ie

TechnicalStaff

MsPatriciaCoughlan BotanyBuilding 1275 coughlp@tcd.ieMrMarkKavanagh Centreforthe

Environment1017 kavanamg@tcd.ie

MsSiobhanMcNamee BotanyBuilding 1309 smcnamee@tcd.ieMsJackieStone Centreforthe

Environment1275 jstone@tcd.ie

DrMartynLinnie ZoologyBuilding 1679 mlinnie@tcd.ie

MsAlisonBoyce ZoologyBuilding 3506 aboyce@tcd.ie

MsSarah-LouiseHassett ZoologyBuilding 3506 shassett@tcd.ie

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ExecutiveOfficers

MsAislingO’Mahony UndergraduateTeachingOffice,ZoologyBuilding

1274 ZOBO@tcd.ie

MsFionaMoloney 1366 ZOBO@tcd.ie