Course: Gestão de Ambiente e Território / Environmental ... … · 4 Environmental and...

Environmental and Territorial Management Integrated Master in Environmental Engineering

4th Year, 2nd Semester 2019-2020

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Course: Gestão de Ambiente e Território / Environmental and Territorial Management Mestrado Integrado em Engenharia do Ambiente / Integrated Master in Environmental Engineering 4º Ano/4th Year, 2º Semestre / 2nd Semester 2019-2020 Responsibility and Coordination: Professor Maria do Rosário Partidário COVID 19 – Contingency Plan Until further indications the GAT course will run as follows until Easter: Lectures: all lectures will run online using Zoom.us application. For more information please check <https://tecnico.ulisboa.pt/pt/aulas-por-videoconferencia/>) The lecture of 12th March will be used for testing the remote connection. Lectures will be resumed on the 19th of March, online. Please follow the updated programme available in Fenix. Slides will be made available before the lecture as usual. Readings are mandatory before the lecture. Guest lectures: suspended until further notice Individual questions: Individual questions will be replaced by a two pages essay related to the topic of the two lectures in each week of 19th and 26th March. Each essay will value 5 in a scale of 20 (covering two lectures). Students can write the essay based on literature review or, in the case of the week of 19th March, choose one paper from those offered upon which to develop the essay. The essay of 19th March is to be delivered on the 25th March. The essay of 26th March is to be delivered on the 1st of April. Both essays should be short (max 1000 words) but inspired, well-written, with sufficient substance that can show me what you have learned with the topic. Any two essays that may be similar in theme and writing will be rejected, so please do the evaluation individually. However, you may wish to pair with a colleague to discuss the theme. Essays however will need to be individually written. You may write in English or in Portuguese. For the week of 2nd April we will try to run a question through Socrative, at the end of the class. For after Easter we will have to arrange depending on the evolution of the situation, but we may need to continue running the lectures and evaluation online. Exercises: Exercise 2 to be delivered by Thursday 12th March evening; Exercise 3 to be announced as scheduled. Group work assisted: will be developed online on March 17th from 2.30-3.30 and on March 19th from 8.00-9.30. On April 2nd from 8.00-9.30 and from 11.30-13.00. Each group will receive a link and be asked to establish an appointment of 15 min. These 15 min must be well used, there will be no extension as there are many groups to assist online. Each group will also be asked to prepare and send ahead of the appointment a two pages slide with work developed to that moment (slide 1) and questions/doubts to be clarified (slide 2). Also, during this period of time, if the group has any further questions/doubts about the development of the project work we encourage you to contact by email Margarida exposing your questions/doubts or to try to arrange a time for Videoconference.



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Group work. Students should organize your own work in groups in a way that you avoid physical meetings, particularly with many participants. Software like Google Hangouts, Zoom.Us or Skype, can be used in most circumstances. This course is fully conducted in English. Objetivos de aprendizagem / Learning objectives No final do semestre espera-se que os alunos saibam interpretar a relação entre ambiente e território, orientada por princípios de sustentabilidade, bem como os conceitos e os instrumentos relevantes à sua gestão. Os alunos deverão saber compreender os processos de transformação do território, identificar e analisar valências ambientais que valorizam o território, os processos territoriais que podem afetar o ambiente numa ótica global e integrada, atendendo às relações de sinergia ou conflito que se estabelecem entre atividades e recursos, bem como às relações que se estabelecem entre diferentes atividades. Os alunos deverão ter desenvolvido capacidades e competências de intervenção no território de forma a assegurar que a componente ambiental é introduzida como uma mais valia que contribui para o equilíbrio e a sustentabilidade dos processos de desenvolvimento territorial. Students are expected to know, by end of the semester, how to interpret the environment-territory relationship, driven by sustainability principles, as well as the concepts and instruments that are relevant in the management of this relationship. Students must understand the processes of transformation of territories, identify and analyse environmental assets that value territories, the territorial processes that may affect the global and integrated environment, considering both the synergies and conflict relationships that are established between activities and resources, as well as the relationships between different activities. Students will have developed capacities and competencies to work with the territory to ensure the environmental component is introduced as an added value that contributed to a balanced and sustainable territorial development process.

Docentes / Lecturers Coordenação e Responsabilidade / Coordination and Responsibility Maria do Rosário Partidário, Professor Contacto / contacts: [email protected], ext. 2341 gabinete / room 3.41.1 (Alameda) Horário de dúvidas / Students allocated time: quinta-feira / thursday, 13-14h Acompanhamento e implementação / Teaching assistance Margarida Barata Monteiro, [email protected], ext 2342 gabinete / room 3.42 (Alameda) Horário de dúvidas / Students allocated time: terça-feira / tuesday, 14:30h – 15:30h. Learning methodological approach A problem/project-based learning (PBL) approach is adopted in this course during the whole semester. The PBL approach is adapted to the logic of the Bolonha reform through which students are the main actors of a process of research of a problem that they identify right in the beginning. Classes offer the concepts, instruments and tools, the knowledge base for that research journey – “a unique opportunity to



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acquire new knowledge and competences at a high academic level in an independent manner” (AAU). More information at http://www.en.aau.dk/education/problem-based-learning. The learning process is deeply rooted in the development of a project, associated to a central theme. Information on the project work is provided in a road-map that will drive students work throughout the semester. Students use the information provided and develop research to further collect and gather relevant information which they will be working with during the semester to address the project group theme and requirements. A broad perspective on the environment is adopted (including biophysical, social and economic aspects). The learning methodological approach generally follows four tasks:

1. Problem identification (What is the problem / project?); 2. Analysis (What information do we need and how will we use it?); 3. Solution (What can be the solutions?); 4. Conclusions and perspectives (Did we address/resolve the problem? What else could be done?).

Continuous evaluation This course runs under continuous evaluation, distinguishing the individual and the group evaluation. The continuous evaluation replaces the first call of exams. Fulfillment of this course only by exam is restricted to working students, at their request. Students that do not get approval in the continuous evaluation have the opportunity to complete the course in the 2nd call of exams, as long as they have a min mark of 7 as their final mark based on the continuous evaluation. With the exception of the 1st week of classes, all theoretical classes will finish with one question relative to the theme of the lecture, to be answered individually by students. A total of 10 questions will be asked but only the best eight questions will be considered in the evaluation. Each question has a value of 2,5. The evaluation is based on the individual performance of the work developed, both individually and in group, during the whole semester, considering the level of dedication of each student. Final mark is fine-tuned based on subjective assessment of the professors on the students’ performance during the semester. Final approval: minimum of 9,5 Summary table on the GAT evaluation rules:

Type Deliverables % Min

Individual 1 individual question after each class (each question value: 2,5) – final mark is based on the sum of the eight best valued)

30% >= 9,5

5 Exercises 20%

Group Project (development and presentations) 50% >= 9,5

Exam Only one option in 2nd call 100% >= 9,5



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General case: min mark of 7,0 Working student status: no min mark required

Sample Bibliography Problem structuring & Mapping tecniques Best A, Holmes B. 2010. Systems thinking, knowledge and action: towards better models and methods.

The Policy Press • 2010 • ISSN 1744 2648 Cronin, K., Midgley, G. & Jackson, L.S., 2014. Issues Mapping: A problem structuring method for

addressing science and technology conflicts. European Journal of Operational Research, 233(1), pp.145–158. Available at: http://linkinghub.elsevier.com/retrieve/pii/S0377221713006772.

Meadows, D., 2008. Thinking in Systems - a primer D. Wright, ed., London: Earthscan. Mingers, J., Rosenhead, J. (2004) Problem structuring methods in action. European Journal of

Operational Reseach, 152(3), 530-554. Policy Analysis Thissen, W.A.H., Walker, W.E. 2013. Public Policy Analysis: New Developments. Springer: New York.

(available in: https://link.springer.com/book/10.1007%2F978-1-4614-4602-6) Nilsson M, Persson A, 2017. Policy note: Lessons from environmental policy integration for the

implementation of the 2030 Agenda Environmental Science and Policy 78 (2017) 36–39 Environmental and sustainable planning Area Metropolitana de Lisboa/FCT-UNL, 2013. Guia de Boas Práticas de Sustentabilidade na Área

Metropolitana de Lisboa. Lisboa. Berkes F, Colding J, Folke C. (Eds) 2002. NAVIGATING SOCIAL–ECOLOGICAL SYSTEMS Building

Resilience for Complexity and Change. Cambridge University Press. Cambridge. Jacobs S, Burkhard B, van Daele T, Staes J, Schneiders A. 2015. ‘The Matrix Reloaded’: A review of

expert knowledge use for mapping ecosystem services. Ecological Modelling 295 (2015) 21–30 http://dx.doi.org/10.1016/j.ecolmodel.2014.08.024

Costanza R, de Groot R, Braat L, Kubiszewski I, Fioramonti L, Sutton P, Farber S, Grasso M, 2017. Twenty years of ecosystem services: How far have we come and how far do we still need to go? Ecosystem Services 28 (2017) 1–16. https://doi.org/10.1016/j.ecoser.2017.09.008

European Environment Agency (EEA), 2019. Sustainability transitions: policy and practice. European Environment Agency (EEA), 2010. The territorial dimension of environmental sustainability. European Environment Agency (EEA), 2005. Sustainable use and management of natural resources. Fidelis, Teresa, 2001. Planeamento Territorial e Ambiente, Principia, Cascais, 315p. Fleming A, Wise R, Hansen H, Sams L. 2017. The sustainable development goals: A case study.

Marine Policy 86 (2017) 94–103. http://dx.doi.org/10.1016/j.marpol.2017.09.019 Gunderson, L.H., Holling, C.S., 2002. Panarchy: Understanding Transformations in Human and Natural

Systems. Washington, DC: Island Press. Jackson T, 2009 Prosperity without Growth – economics for a finite planet. Earthscan. London



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Ostrom, E. 2009. A General Framework for Analyzing Sustainability of Social-Ecological Systems. Science 325, 419 (2009).

Partidário, M.R., 1999. Introdução ao Ordenamento do Território, Universidade Aberta, Lisboa. Roberts, D., 2010. Prioritizing climate change adaptation and local level resilience in Durban, South

Africa. Environ. Urban. 22, 397–413. doi:10.1177/0956247810379948 Public Participation Abelson J, Forest PG, Eyles J, Smith P, Martin E, Gauvin FP, 2003. Deliberations about deliberative

methods: issues in the design and evaluation of public participation processes. Social Science & Medicine 57 (2003) 239–251. PII: S 0 2 7 7 - 9 5 3 6 ( 0 2 ) 0 0 3 4 3 - X

IAIA 2006. Public Participation International Best Practice Principles. Special Publication Series No. 4. http://iaia.org/uploads/pdf/SP4.pdf

Climate change and territorial vulnerability Adger, W.N., Arnell, N.W., Tompkins, E.L., 2005. Successful adaptation to climate change across scales.

Glob. Environ. Chang. 15, 77–86. doi:10.1016/j.gloenvcha.2004.12.005. Baker, I., Peterson, A., Brown, G., McAlpine, C., 2012. Local government response to the impacts of

climate change: An evaluation of local climate adaptation plans. Landsc. Urban Plan. 107, 127–136. doi:10.1016/j.landurbplan.2012.05.009

European Environment Agency (EEA), 2013. Adaptation in Europe: Addressing risks and opportunities from climate change in the context of socio-economic developments.

Hölscher, K., Frantzeskaki, N., Loorbach, D. 2019. Steering transformations under climate change: capacities for transformative climate governance and the case of Rotterdam, the Netherlands. Regional Environmental Change; 19: 791. https://doi.org/10.1007/s10113-018-1329-3.

Larsen, R.K., Swartling, Å.G., Powell, N., May, B., Plummer, R., Simonsson, L., Osbeck, M., 2012. A framework for facilitating dialogue between policy planners and local climate change adaptation professionals: Cases from Sweden, Canada and Indonesia. Environ. Sci. Policy 23, 12–23. doi:10.1016/j.envsci.2012.06.014

Moser, S.C., 2014. Communicating adaptation to climate change: the art and science of public engagement when climate change comes home. Wiley Interdiscip. Rev. Clim. Chang. 5, 337–358. doi:10.1002/wcc.276

Wilson, E. and Piper, J., 2010. Spatial Planning and Climate Change, Routledge. Planning Theory & Instruments

Caetano, Mário; Cartão, Hugo; Painho, Marco, Alteração da ocupação do solo em Portugal 1985-2000, Agência Portuguesa do Ambiente.

CE, 2008. Comunicação da Comissão ao Conselho, ao Parlamento Europeu, ao Comité das Regiões e ao Comité Económico e Social Europeu Livro Verde sobre a Coesão Territorial Europeia: Tirar Partido da Diversidade Territorial SEC (2008) 2550, COM (2008) 616 final, Bruxelas p.13.

Faludi, A., 1987. Environmental-Centred View of Planning. Pergamon Press. Oxford. Faludi, A., 1973. Planning Theory. Elsevier.



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Fainstein, S. And S Campbell, 2012. Readings in Planning Theory. 3rd. Edt. Wiley-Blackwell. Chichester. Goitia, F. C., 1982. Breve História do Urbanismo. Colecção Dimensões. Lisboa: Editorial Presença.

Hough, M; Cities and natural process. ISBN: 0-415-12198-1. Lynch, K., 1960. The image of the city. MIT Press. Cambridge, Massachussets. Sense of Place and Community Well-being

Vanclay, F., 2008. Place matters (chapter 1) in Making sense of place: exploring concepts and expressions of place through different senses and lenses, edited by Frank Vanclay, Mathew Higgins, Adam Blackshaw. National Museum of Australia Press.

Lynch, K., 1960. The image of the city. MIT Press. Cambridge, Massachussets. Kumagai, Y. and Partidario, M. 2018 Lasting community wellbeing: Comparison of Lisbon and Tokyo,

Sustainable Development, 2018: 1-12 Philips R. and Wond C. 2017. Handbook of Community Well-being Research. Springer National sites DGT – Direção-Geral do Território (http://www.dgterritorio.pt/) e http://www.dgterritorio.pt/cartografia_e_geodesia/cartografia/cartografia_tematica/cartografia_de_uso_e_ocupacao_do_solo__cos_clc_e_copernicus_/ APA – Agência Portuguesa do Ambiente (https://www.apambiente.pt/) CCDR LVT – Comissão de Coordenação e Desenvolvimento Regional de Lisboa e Vale do Tejo

(http://www.ccdr-lvt.pt/pt/) INE – National Statistical Institute (https://www.ine.pt/xportal/xmain?xpid=INE&xpgid=ine_main) Portugal2020 (https://www.portugal2020.pt/Portal2020) International sites EEA – European Environment Agency (http://www.eea.europa.eu/) ESPON - European Territorial Observatory Network (https://www.espon.eu/) EUROSTAT – European Statistics (https://ec.europa.eu/eurostat) European Commission various legal texts: http://eur-lex.europa.eu/pt/index.htm European Commission – environment (http://ec.europa.eu/environment/index_en.htm) European Commission – sustainable development / http://ec.europa.eu/environment/eussd/ International Association for Impact Assessment (http://www.iaia.org/) International Association for Public Participation (http://www.iap2.org/) Intergovernmental Panel on Climate Change (IPCC) (https://www.ipcc.ch/)



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General Programme Important dates & information

Guest lectures: 19th March and 2nd April Presentations: 23rd April and 21st May During the semester one week (3,5h) is free of classes as equivalent time for students to develop their own field trips for project development. The 27th February is released for

Week Day 8h-9h30 9h30-11h30 11h30-13h00 Students following week actions

8 20 Feb

Introduction and scope of the course Project/Problem learning approach Introduction to the group work project

Concepts: environment, territory, resources, sustainability Intro to Exercise 1: Essay on climate change

Read Baker et al 2012

9 27 Jornadas Engenharia do Ambiente Read ch 1 Berkes, Colding and Folke, 2002 (pg 1-29) Read Jackson, 2009, ch 1 (pg 1-16)

10 5 Mar Systems resilience Thresholds. Carrying capacity. Limits of acceptable change

Group work: Identification and analysis of the study area; CC strategies. Intro to Exercise 2: Identification and mapping problems

Read Ostrom, 2009 Read Costanza et al, 2017 Read Burkhart, 2015 Read Roberts 2009

11 12 Trial and adaptation to remote access to lectures and interactions

Group works assistance during next week: 14h30-16h 17 of March and 8h-8h30 19 of March - time for group work assistance on CC



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strategies, CC problems and challenges)

12 19

Socio-ecological systems. Ecosystem services and Biodiversity.

Climate change, territorial vulnerability and adaptation

Field research: Data collection

13 26 Territorial Environmental components - biophysical

Territorial Environmental components – socio-economic Territorial restrictions

Field research: Data collection Read Vanclay, F. (2008) Read Lynch, K. (1960)

14 2 Apr

Group work: CC strategies; CC problems and challenges.

Community Well-being, sense of place.

Group work: CC strategies; CC problems and challenges.

Field research: Data collection

15 9 Apr Easter Holidays

16 16

Territorial Planning instruments and the environment Intro to Exercise 3: Strategic guidelines

Invited guest – PMAAC AML (João Telha CEDRU)

Prepare presentations

17 23

Student’s presentations. Integrate exercise 3 in group project Field research: Data collection and analysis

18 30 Group work: CC innovative proposals.

Invited guest – Spatial Planning in response to climate change (Carlos Pina)

Group work: CC innovative proposals.

Field research: Data collection and analysis Read Best and Holmes, 2010



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Intro to Exercise 4: Infectious diseases, biodiversity loss and CC – confronting perspectives

Read Nilsson and Persson, 2017 Read Fleming et al 2017 Read Abelson et al 2003

19 7 May Group work: CC 2030 approach.

Agenda 2030 – integrated approach Policy formulation, negotiation, decision and evaluation processes Stakeholders engagement and participation.

Group work: CC 2030 approach.

Field research: Data collection and analysis

20 14 Group work: CC 2030 approach.

Integrating environmental issues in municipal planning - Tomar and Loulé case-studies

Group work: CC 2030 approach.

Prepare final presentations

21 21 Student’s final presentations

22 28 No classes (time equivalent to field work project development)

Course: Gestão de Ambiente e Território / Environmental ... … · 4 Environmental and...

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