BSC 4057 Environmental Issues

Instructor: Dr. S. Gilchrist Office: HAN 42 Telephone (voice mail): 359-4377

email gilchris@sar.usf.edu homepage: www.newcollege.usf.edu/gilchrist/

Office hours: 9-10:30 Monday; others by appointment

This course satisfies requirements of theUSF liberal Arts Curriculum areas: values and ethics, environment, analytical thinking, and communication skills. The Liberal Arts Curriculum is designed to provide depth and breadth in shared, abiding concerns of an educated society. Additionally, this curriculum emphasizes the range of ways that humans know and interpret their world, culture and lives.

As an exit course in Major Works/Issues, this course will provide a sense of closure and synthesis to issues and questions examined.

The text for this course is Taking Sides, Clashing Views on Controversial Environmental Issues by Theodore Goldfarb. We will also make extensive use of online materials and some library reserve material. Of issues covered in the text, we will examine 10 (two for one week only) plus 3 issues of interest to Florida/Sarasota not specifically addressed in the text. Students should read the text before class so that discussions will be effective. Thought papers are due at the beginning of the class for the time assigned. These papers will be based on the readings and class materials. Each paper should frame the issue with at least one reference outside of the text reading (if you are using a net resource, you should understand that many are just opinion; be careful in your selections). Students should take a position and support it (no just opinion) clearly. Generally, students should identify 2 to 3 major points/arguments. Criteria used to evaluation whether information is accurate or inaccurate should be given. Students should note what additional information might be needed to persuade a reader to accept the position supported. Papers should not exceed 3 pages typed (double space with size 10 or greater type face--no fancy scripts).

Some guided discussions, group inquiries, and role playing will be used to enhance class activities.

Grades are based on:

Events Journal: 200 points

Class presentation: 100 points (can be oral or poster; individual or group)

Discussion participation: 80 points

Thought papers (11 @ 20 points each): 220 points

There will be opportunities during the term for students to attend local City and County Commission meetings and local seminar series dealing with environmental issues. A synopsis of the meeting/seminar and a discussion of the environmental issues examined can be substituted for a thought paper (up to 3 may be substituted) or may be used as a substitute in the events journal.

You are taking this course to broaden your own perspectives and to share views on environmental issues. An "A" will require at least 540 points, a "B" will require at least 480 points, a "C" will require 420 points, a "D" requires 360 and above, and an "F" is below 360 points. The emphasis here is on learning not satisficing.

Attendance policy: Attendance is necessary for success in this class. If you must be absent for an emergency, illness or religious celebration, contact my office by voice mail or email in advance of the class period.

Course Outline

*final presentation--sea turtles by John McLeod Fall 1999  (some pictures and images used in the presentation are from www.nmfs.gov/prot_res/turtles.html

Works cited for the presentation

"Chilled, Rare Sea Turtles Convalescing."  Sarasota Herald Tribune   23 November 1999

"Collecting Sea Turtle Carcass Costs $800."  Sarasota Herald Tribune 25 November 1999

Florida's Sea Turtles.  Brochure. Florida Power and Light Co.  1992.

Scenario for Endangered Species Issue--class exercise 2

A granting agency has indicated that it is willing to fund a new enterprise development area in your town over a three year period. This development area will provide needed jobs in both manufacturing and retail for the townspeople and revenue to make improvements to schools and infrastructure. However, people live in the town because they have strong ties to the area (multigenerational occupation of the land) and they enjoy the natural beauty of the area. You must put together a proposal for obtaining the funds offered. The agency is aware that the area of interest to them for development has three species of endangered plants ( Garber's spurge-Chamaesyce garberi, Garetts's mint-Dicerandra chrismanii, and Godfrey's butterwort- Pinguicula ionantha) and a bald eagle nest (Haliaeetus leucocephalus) on the property. In addition to enterprise development, this granting agency is known to fund wildlife projects.

What will you plan to put into your proposal? How will you address the issues surrounding the endangered species and species of special concern on the property? Map out a strategy with your collaborators.

You will form teams of 6-8 students to represent the interests of the land developers, conservationists, economists, local government and citizens. You should use resources from the library or online. To get you started, you could look at the following sites:

http://nsearc.org/ advocates changes to the Act to lessen burden on landowners

http://www.nmfs.gov/tmcintyr/esatext/ gives text of Act

http://www.defenders.org/esapage.html advocacy group to strengthen Act

http://fl-stewardship.com/endgspc.htm some information on Florida species

Farm Scenario for week 5

Your group inherits 250 acres of farmland in south Florida.  You decide that you will work this farm for fun and profit.  Along the north and east borders, there are roads that connect your property to the surrounding community.  Running east and west along the center of your property is a creek that has running water most of the year, even when it is very dry.  It is a sandy bottom creek that winds across the land, connecting to your neighbors' farms (your neighbors have farmed the area for over 20 years each; they grow citrus, soybeans and strawberries and maintain less than 20 head of cattle each).  There is vegetation such as maidencane, road grass, and club grass along the creek that hourse a variety of wildlife such as hares, raccoons, foxes, voles, crayfish and butterflies.  These plants are also found in the wetlands scattered throughout your property, but concentrated in the northeast quarter.  There are no substantial wetlands south of the creek (drainage for the property is down to the creek from the north with the southern part of the property having well drained soil).  Irrigation for the farm in the past has been from spraying water from above ground nozzles (elevated 5 feet) from several wells located throughout the property.  There has never been a water shortage on the property though some of the wells were low for the last couple of dry years.

There is a 5 acre pine forest on the northwest corner.  You house and barn/riding ring on the property occupy 1 acre near the pine forest.

The planting regime for the land has been highly variable over time.  What kinds of crops will you plant?  Where is the best place for the selected crops to be planted? Why? Describe the soil enrichment, water management and pest control measures that you will use.