Organization of the Living World

Objectives

a) review the levels of organization of the living world;

b ) recognize the enormous diversity of living beings;

c) Identify attitudes harmful to the wildlife and to the natural environment and develop skills and values that enable social intervention in defense of the welfare of living organisms, in harmony with the environment;

d) Recognize the defining moments of the historical evolution of environmental health;

e) Recognize the importance of the environment and its variables in determining the health status of populations and ecosystems;

f ) Recognize and identify cases of natural and anthropogenic pollution;

g ) Relate human exposure or animal or plant pollutants present in the environment with the effects of this exposure , and identify emission sources.

h) Develop skills related to self-learning, based on the ability of being able to mobilize research fundamental to the understanding of the living world scientific knowledge.

Program

The Living World (LW): Consolidation of concepts 1 . The LW - general characterization. Levels of organization. 2. The living system component. Origin of life. Mechanisms inherent in the maintenance of life. Biodiversity 1. Concept of biodiversity (BDV): genetic diversity, species diversity and ecosystem diversity. Plant and animal BDV. 2. Azorean Fauna and Flora. 3. Measuring BDV. 4. Economic value of BDV, its management (conservation, preservation and protection) and sustainable development. Legal status of BDV. 5. Living beings and the environment. 6. Major threats to the LW. 7. The importance of respect for BDV. Ecosystems Recovery. Historical evolution of Environmental Health 1. Health and its environmental determinants. 2. Natural and anthropogenic pollution. 3. Water, air and soil quality and health 4. Health indicators of the population and health implications. 5. Environmental exposures, health problems related to the environment. 6. Concepts of monitoring and biomonitoring.

Teaching Methodologies

The contents are explored both in lectures and practical classes and support the acquisition of the above referenced skills. The practical classes are primarily intended to reinforce achievement of the objectives described also to consolidate the acquisition of those skills. The lectures seek to encourage understanding and integration of knowledge and long-term memory. Active student participation is encouraged. In practical classes - especially if you want to develop the ability to identify, interpret and relate the various topics that have to do with the Living World.

In the assessment of the theoretical component two tests are performed. The tests include questions that assess understanding, capacity for analysis and synthesis. The practical component is evaluates by attendance, punctuality, class participation and quality of reporting. The theoretical and practical components are respectively weights of 75 % and 25 % of the final grade.

Bibliography

ATTENBOROUGH, D., 1995. A Vida Privada das Plantas. Gradiva Pub.
AZEVEDO, C, 2012 – Biologia Celular e Molecular – Lidel
BROOKER, R., WIDMAIER, E., GRAHAM, L. & STILING, P., 2010 – Biology – McGraw Hill
DIAS, E., MENDES, C, MELO, C., PEREIRA,D. & ELIAS, R., 2005 - Azores Central Islands Vegetation and Flora Field
Guide. Quercetea 7: 123-173.
INGROUILLE, M. J. & EDDIE, B., 2006. Plants. Diversity and Evolution. Cambridge Univ Press
JONES, A., REED, R. & WEYERS, J., 2003 – Practical Skills in Biology – Pearson, Harlow
KOREN, H. & M. S. BISESI, 2002 - Handbook of Environmental Health. Lewis Pub.
PINTO, I. S. & ANTUNES, T., 2006. Botânica - A Passagem à Vida Terrestre. Lidel.
QUEIROZ, R. G., 2005. O Mundo Mágico das Plantas. Thesaurus.
RAVEN, P. H., EVERT, R. F. & EICHHORN, S. E., 2007. Biologia Vegetal. Guanabara Koogan
SCHAFER, H., 2005 - Flora of The Azores: A Field Guide - Margraf Verlag
SOLOMON, E.P., BERG, L. R. & MARTIN, D. W., 2008 – Biology – Brooks/Cole