Short Bio
Ágata Dias holds a PhD in Geology, specializing in Mineralogy, Crystallography, and Metallogeny, as well as an MSc in Dynamic Geology. Her scientific interests encompass mineralogy, petrology, geochemistry, and marine geology, with a specific focus on deep-sea hydrothermal systems and ore deposits. Since 1996, she has actively participated in research projects related to deep-sea exploration and the study of mineralogy, geochemistry, and ore-forming minerals. Upon joining the ISE, she has also engaged in environmental projects.
In addition to her research activities, Ágata Dias has collaborated with various universities and research institutions worldwide. These include IFREMER in Brest, France; ETH in Zurich, Switzerland; NOC in Southampton, UK; the University of Bergen in Norway; FCUL in Lisbon, Portugal; GIGCAS and the State Oceanic Administration (SOA) in China, specifically the SIO (South China Sea Institute of Oceanology) and SIO (State Key Laboratory of Marine Geology). She has also participated in several scientific cruises. With over 20 years of academic experience, Ágata Dias worked as an assistant and auxiliary professor at ULHT and as an invited auxiliary professor at FCUL, both in Portugal, until she joined ISE-USJ in 2012.
Postdoctoral experience:
2011-2012 Post-doc on the seafloor hydrothermal systems and associated ore deposits in the Portuguese EEZ and adjacent areas. CREMINER/LARSyS Laboratory of Robotics and Systems in Science and Engineering. FCT: SFRH/BPD/68648/2010
2010-2011 Post-doc on the geochemistry and mineralogy of new Arctic deep sea Hydrothermal system. - Ultra-slow spreading and hydrogen-based deep biosphere Jan Myen and Loky’s Castle hydrothermal fields. H2deep project/ EUROCORES Program – EuroMARC - European Science Foundation (ESF) No. ERAS-CT-2003-980409 of the European Commission: EUROMARC/0001/2007/ H2DEEP
More info here: http://ise.usj.edu.mo/people/agata-alveirinho-dias
ResearcherID/Publons: ABI-6221-2020 ; ORCID ID: 0000-0003-3026-7366 ; SCOPUS Author ID: 49061005200 ; Research Gate: Ágata A Dias; Ciência ID F318-B7C4-F8CC
RECENT RESEARCH PROJECTS:
SeaMin – InSituMin projectIn-situ trace elemental and isotopic constraints on modern seafloor massive sulfide mineralization – 现代海底块状硫化物成矿作用的原位微量元素和同位素限制 FDCT File No.: 0041/2021/A1, 2021-2024 (Principal Investigator)
SWIMAR – The role of ultramafic-hosted hydrothermal systems in the formation of seafloor deposits: comparison between SWIR and MAR fields/超基性岩系海底熱泉系統於海床熱液礦床扮演之角色:以 SWIR 及 MAR 熱泉系統相互比較為例. FDCT File No.: 002/2018/A1, 2018-2021 (Principal Investigator).
SMSMOR – Seafloor Massive Sulfides Resource along Mid-Ocean Ridges. InterRidge Working Group (team member)
Mag.I.C. – Petrology and Geochemistry of Igneous Rocks from Macao: Implications for the Crustal Evolution of Southern China. FDCT File No.: 043/2014/A1, 2015-2018 (Principal Investigator).
BLUE MINING – Breakthrough Solutions for the Sustainable Exploration and Extraction of Deep Sea Mineral Resources. FP7 (7th research framework programme), EU Research Projects. Proj. ref.: 604500, 2014-2018 (team member).
Publications
2023
Ding T, Dias Á A, Wang J, Tan T, Liang J, Wu B, Tao C (2023) Serpentinization and its implications for ultramafic-hosted sulfide mineralization: a case study at the Tianzuo hydrothermal field, 63.5°E, Southwest Indian Ridge. Marine Geology. 106969: https://doi.org/10.1016/j.margeo.2022.106969
Yang W, Tao C, Liao S, Liang J, Li W, Ding T, Dias Á A, Wang X, Wang L (in press) Record of hydrothermal activity in the Yuhuang hydrothermal field and its implications for the Southwest Indian Ridge: evidence from sulfide chronology. Acta Oceanologica Sinica.
2022
Liao S, Tao C, Wen H, Yang W, Liu J, Jamieson JW, Dias Á A, Zhu C, Liang J, Li W, Ding T, Li X, Zhang H (2022) Hydrothermal remobilization of subseafloor sulfide mineralization along mid-ocean ridges contributes to the global oceanic zinc isotopic mass balance. Geochimica et Cosmochimica Acta, 335, 56-67: https://doi.org/10.1016/j.gca.2022.08.022
Ding T, Wang J, Tao C, Dias Á A, Liang J, Wang Y, Chen J, Wu B, Huang H. (2022) Trace-element compositions of sulfides from inactive Tianzuo hydrothermal field, Southwest Indian Ridge: implications for ultramafic rocks hosting mineralization. Ore Geology Reviews, 104421: https://www.sciencedirect.com/science/article/pii/S0169136821004479
Qiu Z, Tao C, Ma W, Dias Á A, Hu S, Shao Y, Yang K, Zhang W (2022) Material Source of Sediments from West Clarion–Clipperton Zone (Pacific): Evidence from Rare Earth Element Geochemistry and Clay Minerals Compositions. Journal of Marine Science and Engineering, 10,1052: https://doi.org/10.3390/jmse10081052
Yang W, Liao S, Dias Á A, Liang J, Li W, Ding T, & Tao, C. (2022). Geochemistry, sulfur and lead isotopic composition of hydrothermal sulfide from the Duanqiao hydrothermal field on the Southwest Indian Ridge: implications for ore genesis. International Geology Review, 1–17. https://doi.org/10.1080/00206814.2022.2081937
2021
Yu J,Tao C, Liaob S, Dias Á A, Liang J,Yangb W, Zhud C (2021) Resource estimation of the sulfide-rich deposits of the Yuhuang-1 hydrothermal field on the ultraslow-spreading Southwest Indian Ridge. Ore Geology Reviews, 104169 : https://doi.org/10.1016/j.oregeorev.2021.104169
Quelhas, P, Borgens. R, Dias, A. Á, Ribeiro, L, Costa, P Mata, J. (2021) Geological Map of the Macao Special Administrative Region (China). (2021) Journal of Maps, 17 (2)257-267. https://doi.org/10.1080/17445647.2021.1906340
Quelhas, P, Mata J and Dias, A Á (2021) Magmatic evolution of garnet-bearing highly fractionated granitic rocks from Macao, Southeast China: Implications for granite-related mineralization processes. Journal of Earth Sciences. JES-07-2020-0330. https://doi.org/10.1007/s12583-020-1389-4
Quelhas P, Mata J, Dias Á A (2021) Evidences for mixed contribution of mantle, lower and upper crust to the genesis of Jurassic I~type granites from Macao, SE China. GSA Bulletin. 133 (1-2): 37–56.. https://doi.org/10.1130/B35552.1
2020
Ding T, Tao C, Dias Á A. et al. (2020) Sulfur isotopic compositions of sulfides along the Southwest Indian Ridge: implications for sulfide mineralization in ultramafic rocks. Mineralium Deposita. https://doi.org/10.1007/s00126-020-01025-0
Milinovic J, Dias Á A, Janeiro A. Pereira M. Martins S, Petersen, SIM and Barriga F J A SIM (2020) XRD identification of ore minerals during cruises: Refinement of extraction procedure with sodium acetate buffer. Minerals. 10(2), 160. 1-19 https://doi.org/10.3390/min10020160
Quelhas, P., Dias, A. Á, Mata, J., Don, D., Ribeiro, L. (2020) High-precision geochronology of Mesozoic magmatism in Macao, Southeast China: evidence for multistage granite emplacement. Geoscience Frontiers. 11, 1. 243-263 https://doi.org/10.1016/j.gsf.2019.04.011
Dias Á A, Qiu W, Barriga FJAS & Tao C (2020) Sub-Seafloor Sulfide Mineralization in the Saldanha Hydrothermal Field, Mid-Atlantic Ridge (MAR). Goldschmidt2020
Qiu W, Dias ÁA, Costa IMA & Barriga F (2020) Ore-Forming Process of the Menez Gwen Hydrothermal Field: In situ S Isotopes and Trace Metals Constraints Goldschmidt2020
Costa P & Dias Á A (2020) Oxyhydroxide Hydrothermal Crusts from Saldanha Hydrothermal Field Goldschmidt2020
Before 2020
Liao S, Tao C, Dias Á A, Su X, Yang Z, Ni, Liang J, Yang W, Liu J, Li W, Dong C (2019) Surface sediment composition and distribution of hydrothermal derived elements at the Duanqiao-1 hydrothermal field, Southwest Indian Ridge. Marine Geology. https://doi.org/10.1016/j.margeo.2019.105975
Quelhas, P., Dias, A. Á, Mata, J., Don, D., Ribeiro, L. (2019) High-precision geochronology of Mesozoic magmatism in Macao, Southeast China: evidence for multistage granite emplacement. Geoscience Frontiers. https://doi.org/10.1016/j.gsf.2019.04.011
Costa P and Dias Á A. (2019) Hydrothermal Fe-Mn deposits from low-temperature systems of the Mid-Atlantic Ridge. InterRidge Workshop on Hydrothermal Ore-forming Processes, Hangzhou.
Qiu W, Dias Á A, Barriga F, Tao C (2019) Sulfide mineralization of the Saldanha hydrothermal field (MAR): constraints from sulfur isotope in-situ microanalysis. InterRidge Workshop on Hydrothermal Ore-forming Processes, Hangzhou.
Dias Á A, Costa P. Marques AF, Ribeiro L, Madureira P, Calado A, Gonçalves E & Morato T (2019) Geochemistry of Fe-Si-(Mn) Chimneys from Luso Vent Field, MAR. Goldschmidt 2019. 10i, 445. Barcelona. https://goldschmidt.info/2019/abstracts/abstractView?id=2019003072
Quelhas P, Dias Á A, Mata J & Wayne Davis D (2019) Geochronological, geochemical and petrographic constraints on incremental pluton growth: the case of Macao granitic suite. Goldschmidt 2019. 06g, 258. Barcelona. https://goldschmidt.info/2019/abstracts/abstractView?id=2019004459
Quelhas, P., Mata, J., Lou, U. T., Ribeiro, M. L., Borges, R., Dias, Á A (2018). A origem e evolução dos magmas graníticos de Macao à luz de dados de geoquímica elementar e isotópica / Source and evolution of Macao granitic magmas: insights from wholerock geochemistry and isotopic signatures. XIV Congresso de Geoquímica dos Países de Língua Portuguesa e XIX Semana de Geoquímica (XIV CGPLP/XIX SG, international conference). 25-29 March 2018, Trás-os-Montes e Alto Douro, Portugal.
Milinovic J, Barriga F, Dias Á A, Martins S, Pereira M & Janeiro A (2017) Offshore Assessment of Minerals in Deep-Sea Sediments from the TAG-Area (26°N, 44°W). Goldschmidt2017. Paris.
Quelhas, P., Mata, J., Lou, U. T., Ribeiro, M. L., Borges, R., Dias Á. (2017) New Geochemical Constraints on I-Type Granites of Macao: Petrogenesis and Geodynamic Implications. 27th Goldschmidt Conference. 2126, 06d 13-18, August 2017. Paris, France
Quelhas P M, Mata J, Lou U T, Ribeiro M R and Dias Á (2016) Mesozoic Granitic Magmatism in Macao, Southeast China. AGU Fall meeting 12-16 December 2016, San Francisco
Dias Á, Quelhas P, Lou U, Mata J & Ribeiro M L (2016) Petrology and Geochemistry of Granitic Rocks from Macao. Goldschmidt2016. 61, 05c – 665. Yokohama, Japan. July.
Dias, Á S and Barriga, F (2015) Saldanha hydrothermal field: the role of the sediment-cover in the preservation of ore-forming minerals. Third InterRidge Theoretical Institute: Magmatic and Tectonic Processes and Seabed Resources at Mid-Ocean Ridges. T2-09.
Cruz M I, Marques F A M, Dias Á S, Pedersen R, Barriga F J A S (2014) Sr and Nd isotopic composition of Jan Mayen and Loki’s Castle: a progress report. 43rd Underwater Mining Institute · 21-28 September 2014
Cruz MI, Marques F, Dias Á S et al (2013) Sulfide Sites in the Arctic Ocean: Jan Mayen and Loki’s Castle. Goldschmidt. Florence. Italy
Cruz M I, Dias A S etal (2013) Sulphide mineralization in Arctic seafloor hydrothermal fields: extending the European exploration area to the Far North. ERA-MIN, March, Carcavelos, Portugal
Relvas J, Barriga F, Costa I, Cruz I, Dias Á, Marques F, Pinto A (2012). Massive Sulfide Mineralization in Relic and Modern Seafloor. Ophiolite and Related Ore and Industrial Minerals, Karadeniz Technical Univ.,Turkey.
Dias, Á S et al (2011) Geochemistry and stable isotopes constraints on high-temperature activity from sediment cores of the Saldanha field. Marine Geology, 279 (2011) 128–140.
Dias, Á S et al (2010). Tracing fluid-rock reaction and hydrothermal circulation at the Saldanha hydrothermal field. Chemical Geology, 273(3-4): 168-179.
Dias, Á S (2008) Geochemistry of a sediment push-core from the Lucky Strike hydrothermal feld, Mid-Atlantic Ridge. Chemical Geology, 247(3-4): 339-351
Dias Á S and Barriga F. (2006) Mineralogy and geochemistry of hydrothermal sediments from the serpentinite-hosted Saldanha hydrothermal field (36°34′N; 33°26′W) at MAR. Marine Geology. 225, 157–175
Dias Á S and Barriga, F J A S, (2005). Mineralogical and geochemical hydrothermal evidences on sediments from the serpentinite-hosted Saldanha hydrothermal field. Mineral Deposit Research. 1: 603-606
Miranda J M, Silva P F, Lourenço N, Henry B, Costa R and Saldanha Team (Dias, Á S included) (2003) Study of the Saldanha massif (MAR, 36º34´N): Constrains from rock magnetic and geophysical data. Marine Geophysical Researches, 23: 299–318
Cruz M I, Dias Á S, Relvas J M R S, Carvalho C, Fonseca R, Pedersen R.B, Barriga F J A S (2011) Geochemistry of the Artic Loki’s Castle hydrothermal vent products, Mineralogical Magazine Goldschmidt Conference, p 708
Dias Á S, Cruz I, Fonseca R, Barriga F J A S, Pedersen, R B (2011) Trollveggen Vent Field: Mineralogy and geochemistry of chimneys and deposits, and evidence of hydrothermal activity in far-field cores. Final EuroMARC conference
Cruz M I, Dias Á S, Carvalho C, Barriga F J A S, Relvas J M R S, Fonseca R, Pedersen R (2011) Loki's Castle Arctic Vents and Host Sediments: Mineralogy and Geochemistry, Final EuroMarc Conference
Dias Á S et al (2010) Mineralogy and Geochemistry from Trollveggen Vent Field Chimneys and Metalliferous Sediments (Mohns Ridge, West Jan Mayen Fracture Zone at 71°N).Eos, Transactions, American Geophysical Union, AGU's online supplement
Barriga F, Fonseca R, Dias Á S, Cruz I, Carvalho C, Relvas J, Pedersen R B (2010) Acid-Extractable Geochemistry from the Loki's Castle Hydrothermal Field, Norwegian Sea at 74º N (South Knipovich Ridge).Eos, Transactions, AGU's online supplement
Barriga FJAS, Carvalho C, Cruz MI, Dias Á S, et alR (2010) Preliminary Results on Mineralogy and Geochemistry of Loki's Castle Arctic Vents and Host Sediments. Geophysical Research Abstracts Vol 12, EGU2010-11970, European Geosciences Union (EGU)
Barriga F J A S, Carvalho C, Cruz I M, Dias Á S, Fonseca R, Relvas J M, Pedersen R B (2010) Mineralogy and geochemistry of Loki’s Castle Arctic vents and host sediments: preliminary results. European Geosciences Union (EGU). Vienna, Austria.
Dias Á S, Fruh-Green GL, et al (2006) High Temperature Hydrothermal Components in the Sediment Cover of the Saldanha Hydrothermal Field. Eos, Transactions, American Geophysical Union, AGU OS21B: 1591. AGU's online supplement
Barriga FJAS, Dias Á S, Mills RA, et al (2006) Pb and Nd Isotope Variations and Elemental Geochemistry in Hydrothermal Sediments in a Push Core from Lucky Strike, 37ºN Mid-Atlantic Ridge. Eos Transactions, AGU. 1590. AGU's online supplement
Dias Á S, Jorge R and Barriga F (2005) Low temperature hydrothermal Manganese crust from Saldanha field, Mid-Atlantic Ridge, International MoMar Implementation Workshop, 29.
Dzhatieva Z, Sinha M, Santos F, Silva N, Dias Á S, et al (2005) On preliminary results of the active electromagnetic survey of Saldanha hydrothermal venting field, MAR. International MoMar Implementation Workshop, 33
Sinha M C, Santos F, Dzhatieva Z, Dias Á S, et al (2005), Saldanha Massif, Mid-Atlantic Ridge: A Controlled Source EM Study. Eos, Transactions. AGU, 86(52), OS33A-1464
Sinha M, Dzhatieva Z, Santos F, Silva N, Dias Á S, et al (2005) Active electromagnetic survey of hydrothermal venting area at Saldanha Massif, Mid-Atlantic Ridge. Geophysical Research 7, EGU05-A-07706
Dias Á S, Barriga F, Fouquet Y (2002) Hydrothermal sediments from Saldanha Mount (MAR, FAMOUS/AMAR). Theoretical Institute, Thermal Regime of Ocean Ridges and Dynamics of Hydrothermal Circulation, Pavia, IRTI, InterRidge, Abst 41
Barriga F J A S, Dias Á S, et al (2002) Replacement processes in volcanogenic massive sulfide deposits; the key to giant orebodies. Geological Society of America 34(6):444
Barriga F J A S, Fouquet Y, Almeida A, Biscoito M, Charlou J-L, Costa R, Dias Á S, et al (1999) Preliminary results of the Saldanha mission (FAMOUS segment of the MAR 36º30’N), Geophysical Research Abstracts, EGS, vol 1, 184
Barriga F. Fouquet Y, Armando A, Miranda M, Charlou J-L, Costa R, Dias Á S, et al (1998). Discovery of the Saldanha Hydrothermal Field on the FAMOUS Segment of the MAR (36º; 30’N) Eos Trans., AGU 79(45): F67
Governmental Reports
Modules
Year 2 Associate Diploma
This module is designed to introduce students to the different fields of science and their social and ethical consequences. It is aimed at students who have no background in science or are non-majors in science. The goal is to give students an overview of what science is and how the different fields of science intersects with everyday life. The course will highlight and encourage discussions on current understandings and research trends in the field of science and how these affect our daily lives.
Recent developments in Science relevant to concerns about the nature of life, health and related social issues will be addressed. Through lectures, discussions, debates, research projects, field trips, film-viewing, active-learning activities and workshops, the students will explore such issues as chemistry, stem cell research, pre-implantation genetic diagnosis, genetic engineering/GMOs, forensic DNA, space exploration and energy.
This module is designed to introduce students to the different fields of science and their social and ethical consequences. It is aimed at students who have no background in science or are non-majors in science. The goal is to give students an overview of what science is and how the different fields of science intersects with everyday life. The course will highlight and encourage discussions on current understandings and research trends in the field of science and how these affect our daily lives.
Recent developments in Science relevant to concerns about the nature of life, health and related social issues will be addressed. Through lectures, discussions, debates, research projects, field trips, film-viewing, active-learning activities and workshops, the students will explore such issues as chemistry, stem cell research, pre-implantation genetic diagnosis, genetic engineering/GMOs, forensic DNA, space exploration and energy.
This module is designed to introduce students to the different fields of science and their social and ethical consequences. It is aimed at students who have no background in science or are non-majors in science. The goal is to give students an overview of what science is and how the different fields of science intersects with everyday life. The course will highlight and encourage discussions on current understandings and research trends in the field of science and how these affect our daily lives.
Recent developments in Science relevant to concerns about the nature of life, health and related social issues will be addressed. Through lectures, discussions, debates, research projects, field trips, film-viewing, active-learning activities and workshops, the students will explore such issues as chemistry, stem cell research, pre-implantation genetic diagnosis, genetic engineering/GMOs, forensic DNA, space exploration and energy.
Year 2 Bachelor
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
This module introduces students to the different fields of science and their social and ethical consequences. It is aimed at students who have no background in science. The goal is to give students an overview of what science is and how the different fields of science intersect with everyday life. The course will encourage discussions on current understandings and research trends in the field of science and how these affect our daily lives. Recent developments in science relevant to concerns about the nature of life, health and related social issues will be addressed.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
This module is designed to introduce students to the different fields of science and their social and ethical consequences. It is aimed at students who have no background in science or are non-majors in science. The goal is to give students an overview of what science is and how the different fields of science intersects with everyday life. The course will encourage discussions on current understandings and research trends in the field of science and how these affect our daily lives.
Recent developments in science relevant to concerns about the nature of life, health and related social issues will be addressed. Through lectures, discussions, debates, research projects, field trips, film-viewing, active-learning activities and workshops, the students will explore such issues as chemistry, stem cell research, pre-implantation genetic diagnosis, genetic engineering/GMOs, forensic DNA, space exploration and energy.
This module is designed to introduce students to the different fields of science and their social and ethical consequences. It is aimed at students who have no background in science or are non-majors in science. The goal is to give students an overview of what science is and how the different fields of science intersects with everyday life. The course will highlight and encourage discussions on current understandings and research trends in the field of science and how these affect our daily lives.
Recent developments in Science relevant to concerns about the nature of life, health and related social issues will be addressed. Through lectures, discussions, debates, research projects, field trips, film-viewing, active-learning activities and workshops, the students will explore such issues as chemistry, stem cell research, pre-implantation genetic diagnosis, genetic engineering/GMOs, forensic DNA, space exploration and energy.
This module is designed to provide students with an overview of the different fields of science and how they are linked with everyday life. Recent developments and research trends in science relevant to concerns about life, health, environment and related social issues will be highlighted, addressed and explored through lectures, discussions, debates, research projects, field trips, film-viewing and workshops.
The module will begin with an introduction to science and the scientific method. It will then progress to evaluate how science is linked with social development by addressing modern topics in science. Advances in different fields of science, from earth and planetary science, to chemistry to biology, will be studied in order to understand the profound impact that scientific discoveries can have in our lives.
The module uses a combination of lecture/discussion classes with hands-on science activities to provide a basic understanding of the scientific method, the most significant modern scientific challenges and the role of science in social development.
This module is designed to introduce students to the different fields of science and their social and ethical consequences. It is aimed at students who have no background in science or are non-majors in science. The goal is to give students an overview of what science is and how the different fields of science intersects with everyday life. The course will highlight and encourage discussions on current understandings and research trends in the field of science and how these affect our daily lives.
Recent developments in Science relevant to concerns about the nature of life, health and related social issues will be addressed. Through lectures, discussions, debates, research projects, field trips, film-viewing, active-learning activities and workshops, the students will explore such issues as chemistry, stem cell research, pre-implantation genetic diagnosis, genetic engineering/GMOs, forensic DNA, space exploration and energy.
This module is designed to introduce students to the different fields of science and their social and ethical consequences. It is aimed at students who have no background in science or are non-majors in science. The goal is to give students an overview of what science is and how the different fields of science intersects with everyday life. The course will highlight and encourage discussions on current understandings and research trends in the field of science and how these affect our daily lives.
Recent developments in Science relevant to concerns about the nature of life, health and related social issues will be addressed. Through lectures, discussions, debates, research projects, field trips, film-viewing, active-learning activities and workshops, the students will explore such issues as chemistry, stem cell research, pre-implantation genetic diagnosis, genetic engineering/GMOs, forensic DNA, space exploration and energy.
"This module is designed to introduce students to the different fields of science and their social and ethical consequences. It is aimed at students who have no background in science or are non-majors in science. The goal is to give students an overview of what science is and how the different fields of science intersects with everyday life. The course will highlight and encourage discussions on current understandings and research trends in the field of science and how these affect our daily lives.
Recent developments in Science relevant to concerns about the nature of life, health and related social issues will be addressed. Through lectures, discussions, debates, research projects, field trips, film-viewing, active-learning activities and workshops, the students will explore such issues as chemistry, stem cell research, pre-implantation genetic diagnosis, genetic engineering/GMOs, forensic DNA, space exploration and energy.
"
This module introduces students to the different fields of science and their social and ethical consequences. It is aimed at students who have no background in science. The goal is to give students an overview of what science is and how the different fields of science intersect with everyday life. The course will encourage discussions on current understandings and research trends in the field of science and how these affect our daily lives. Recent developments in science relevant to concerns about the nature of life, health and related social issues will be addressed.
"This module is designed to introduce students to the different fields of science and their social and ethical consequences. It is aimed at students who have no background in science or are non-majors in science. The goal is to give students an overview of what science is and how the different fields of science intersects with everyday life. The course will highlight and encourage discussions on current understandings and research trends in the field of science and how these affect our daily lives.
Recent developments in Science relevant to concerns about the nature of life, health and related social issues will be addressed. Through lectures, discussions, debates, research projects, field trips, film-viewing, active-learning activities and workshops, the students will explore such issues as chemistry, stem cell research, pre-implantation genetic diagnosis, genetic engineering/GMOs, forensic DNA, space exploration and energy."
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
This course will be a survey of 20th century views on the nature of scientific knowledge. How does Science Work? Where does science begin and end? Which kinds of activity count as "science"? Does science tell us what the world is "really" like? Is science our only sure path to respectable "knowledge"? What makes it different from other ways of understanding the universe? Topics will include: Logical positivism and Popper, the problem of induction, Kuhn, Feyerabend, Lakatos, and radical philosophies of science, and subsequent attempts to rebuild moderate empiricism and realist positions, as well as realism and anti-realism, scientific revolutions, and scientific reasoning.
This course will be a survey of 20th century views on the nature of scientific knowledge. How does Science Work? Where does science begin and end? Which kinds of activity count as "science"? Does science tell us what the world is "really" like? Is science our only sure path to respectable "knowledge"? What makes it different from other ways of understanding the universe? Topics will include: Logical positivism and Popper, the problem of induction, Kuhn, Feyerabend, Lakatos, and radical philosophies of science, and subsequent attempts to rebuild moderate empiricism and realist positions, as well as realism and anti-realism, scientific revolutions, and scientific reasoning.
Year 3 Bachelor
Students will be given an introductory overview about historical foundations of this discipline and its relation with epistemology and metaphysics. They will learn about the foundations and methodologies of the scientific method, the scientific revolution, and the important philosophers and that have been shaping our understanding about science, such as Bacon, Popper, Hume, and Kuhn. Students will discuss the different views in philosophy of science, such as the inductivism, deductivism and falsificationism. They will also learn about the structure of the scientific revolution and the concept of paradigm. They will reflection on the importance and implication of philosophy in their field of study. Topics related to scientific realism, ethics in science, the social aspects of science, as well as the importance of philosophy in different branches of natural and social sciences will be presented and discussed.
Social stratification is the unequal distribution of the goods that members of a society value -- earnings, income, authority, political power, status, class, prestige, etc. This course introduces various sociological perspectives on stratification. We will look at major patterns of inequality throughout human history, how they vary across countries, how they are formed and maintained, how they come to be seen as legitimate and desirable, and how they affect the lives of individuals within a society. The readings incorporate classical theoretical statements, contemporary debates, and recent empirical evidence. The information and ideas discussed in this course are critical for students who will go on in sociology and extremely useful for students who want to be informed about current social, economic, and political issues.
Year 4 Bachelor
Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.
As an integral part of the Licenciate studies, all undergraduate students at IIUM are required to prepare and present a portfolio of their work. The portfolio is assembled over the entire duration of their undergraduate studies, and is to consist of selected pieces of work that they have produced during their studies. A student’s portfolio may contain examples of assignment work, tests and examination answer scripts, presentations and project reports, and other work done by the student during his or her studies.
Year 1 Doctorate
This module will start with an introduction to the historical foundation of the scientific method, the main philosophical currents that have shaped scientific thinking, and how modern science operates. The module will then provide an overview on the different research designs and methodologies adopted in various fields of knowledge. A final emphasis will be given to techniques of academic writing, publication, and scientific communication.
This module will start with an introduction to the historical foundation of the scientific method, the main philosophical currents that have shaped scientific thinking, and how modern science operates. The module will then provide an overview on the different research designs and methodologies adopted in various fields of knowledge. A final emphasis will be given to techniques of academic writing, publication, and scientific communication.
This module will start with an introduction to the historical foundation of the scientific method, the main philosophical currents that have shaped scientific thinking, and how modern science operates. The module will then provide an overview on the different research designs and methodologies adopted in various fields of knowledge. A final emphasis will be given to techniques of academic writing, publication, and scientific communication.
This module will start with an introduction to the historical foundation of the scientific method, the main philosophical currents that have shaped scientific thinking, and how modern science operates. The module will then provide an overview on the different research designs and methodologies adopted in various fields of knowledge. A final emphasis will be given to techniques of academic writing, publication, and scientific communication.
This module will start with an introduction to the historical foundation of the scientific method, the main philosophical currents that have shaped scientific thinking, and how modern science operates. The module will then provide an overview on the different research designs and methodologies adopted in various fields of knowledge. A final emphasis will be given to techniques of academic writing, publication, and scientific communication.
This module will start with an introduction to the historical foundation of the scientific method, the main philosophical currents that have shaped scientific thinking, and how modern science operates. The module will then provide an overview on the different research designs and methodologies adopted in various fields of knowledge. A final emphasis will be given to techniques of academic writing, publication, and scientific communication.
This module will start with an introduction to the historical foundation of the scientific method, the main philosophical currents that have shaped scientific thinking, and how modern science operates. The module will then provide an overview on the different research designs and methodologies adopted in various fields of knowledge. A final emphasis will be given to techniques of academic writing, publication, and scientific communication.
This module will start with an introduction to the historical foundation of the scientific method, the main philosophical currents that have shaped scientific thinking, and how modern science operates. The module will then provide an overview on the different research designs and methodologies adopted in various fields of knowledge. A final emphasis will be given to techniques of academic writing, publication, and scientific communication.
This module will start with an introduction to the historical foundation of the scientific method, the main philosophical currents that have shaped scientific thinking, and how modern science operates. The module will then provide an overview on the different research designs and methodologies adopted in various fields of knowledge. A final emphasis will be given to techniques of academic writing, publication, and scientific communication.
This module aims to introduce participants to key elements of doctoral research in the broad sense of an Academic framework. It focuses on providing an understanding of the research support Mechanisms at USJ and in overviews of the main research specialisation fields within the University of Saint Joseph, namely Business Administration; Education; Global Studies; Government Studies; History; Information Systems; Psychology; Religious Studies; Science. The course also provides an opportunity for the students to present and discuss their own work in a seminar environment.
This Module provides an initial experience of supervised research work where students will work with their intended supervisor in a collaborative tutorial model that resembles the practice of Thesis Supervision. During the Module the intended supervisor will guide the student trough multiple meetings (up to 15) during a full academic year The students will conduct autonomous research that should result in a preliminary literature review, research contextualisation and a thesis proposal completely finished and prepared to be submitted to the Foundation Year Final thesis proposal review and assessment instances.
Year 0 LifeLong Learning
Science Learning Methods - Field Trips
科學學習方法 - 實地考察
Year 1 Master
This interdisciplinary module will provide training in the most common methods and tools used in environmental projects. The module will start by covering the basic principles of experimental design, data collection and data analysis in different environment-related frameworks. Students will then receive training in common analytical techniques in geo and biochemistry and in Geographical Information Systems (GIS). An enphasis will be put into GIS as their application crosses many fields of Environmental Sciences. The theoretical/practical concepts related to GIS design, development and management and the features of existing GIS software regarding its capability of analysis of spatial data will be presented. Students will be trained in space modelation and surveillance of spatial error, geo-databases concepts, vector/raster representation, 3D/network analysis, geostatistics and remote sensing.
This module focuses on issues and concerns regarding pollution and waste management in today’s cities. It includes topics on sources, identification and characterization of pollutants, effects of pollutants on the physical and natural environment and on public health, abatement techniques, control and management of pollution. Different sources and types of wastes and the corresponding methods of management will be assessed and compared. This will be complemented by visits to facilities such as the Macao Incineration Plant and Macao Waste Water Treatment Plant. Environment-friendly waste management strategies such as reduction, recycling and reuse are evaluated in terms of their use/application in the region. Existing rules and regulations in Macao, Hong Kong, China and other countries, regarding pollution monitoring and control, environmental sanitation, solid and liquid waste management, quality control and standards are also included. Students are expected to develop a conceptual plan or proposal for pollution and waste management in Macao, Hong Kong or a city of their choice at the end of the module.
This module provides students with a basic understanding on the major coastal processes and systems with relevance to coastal zone management and their relationship with climate change. Topics include the coastal geomorphology and morphodynamics (genesis and evolution), coastal landform classification (estuaries, deltas, beaches, barriers, dunes etc), the complex coastal processes (wind, tides, currents, waves and climate), sea-level fluctuations (causes and consequences on the costal zones) and human-coastal interactions.
Climate change is predicted to influence the frequency and magnitude of coastal hazards and how to manage phenomena related with sea-level rise, erosion, storms, tsunamis and other natural hazards will be discussed.
Year 1 Pre-University
This course focuses on General Chemistry and introduces the students to the Scientific Methods. It covers fundamental concepts, important theories and laws in Chemistry. Students will also explore Chemistry in the Atmosphere and study the significance of various chemical cycles in nature.
This course focuses on General Physics which includes basic concepts and key ideas while providing opportunities for students to learn reasoning skills and a new way of thinking about their environment. They will have an opportunity to understand the energy sources of today and will explore the energy sources of the future.
