Short Bio
Karen Araño Tagulao is a senior lecturer at the Institute of Science and Environment. She obtained her B.Sc. and M.Sc degrees in Biology from the University of the Philippines. Her BSc thesis was conducted at the International Rice Research Institute on the population dynamics of weeds in lowland rice field. She then continued doing research as a University Research Associate in a joint project between the University of the Philippines Marine Science Institute and the University of North Carolina at Wilmington, on the Genetic and Chemical Characterization of Agar Producing seaweed. Her M.Sc. thesis examined the Growth and Chemical Characteristics of the seaweed, Gracilaria. She was involved in both ecological/environmental and genetics research during her graduate studies. She was then granted a Ph.D. fellowship by the Netherlands Foundation for the Advancement of Tropical Research in an integrated and sandwich scheme between the Radboud University and UNESCO-International Institute for Hydraulics and Environmental Engineering, the Netherlands, in cooperation with the University of the Philippines Marine Science Institute. Her Ph.D. dissertation is on the phylogeographic relationships of Indo-Pacific seagrasses, which mainly applied molecular genetic markers on seagrass populations from Asia to Africa.
She is currently teaching science related modules at USJ and at the same time actively involved in both scientific research and science promotion activities. Her most recent work dealt with the ecology of local mangroves and macroalgae. She also gives workshops to local schools about DNA technlogy and coordinates environmental education initiatives focused on wetlands, as part of the university's science promotion program. Her current research interest is focused on the role of mangroves in pollution remediation.
Publications and Conference Presentations
Tagulao KA, EDR van Steveninck. Phenotypic plasticity in Enhalus acoroides: in vitro and in situ light response experiments. World Seagrass Conference and 13th International Seagrass Biology Workshop, June 11-17, 2018, National University of Singapore.
Tagulao KA, Wong UM, Chan SK, Ivorra LG, Cardoso PG. Mangroves in Macao: their Role in Heavy Metals Remediation. The 7th International Symposium for Wetland Pollutant Dynamics and Control (WETPOL), August 21-25, 2017, Big Sky, Montana, USA.
Ivorra L, Tagulao K, Chan SK, Cardoso PG, Cruzeiro. "Dicofol” levels in the mouth of the Pearl River Delta and its environmental implications. 22nd International Conference on Environmental Indicators, August 1-5, 2017, Helsinki, Finland.
Tagulao KA, Chan SK.Spatial and Temporal Patterns of Seaweeds in Macao SAR, PRC. International Seaweed Symposium, Copenhagen, Denmark, June 2016.
Tagulao KA. Enhalus acoroides, resilient or vulnerable? Research Progress in Biology, Ecology and Management. UNESCO-IHE, Delft, the Netherlands, August 2015
Tagulao KA. In Situ Transplantation Experiment: effects on survival, morphology and reproduction of Enhalus acoroides”. International Seagrass Biology Workshop, Hainan, China, November 2014
Araño-Tagulao, K. , Chan S.K., Ang, P.O., Wong, S. and Kam, K. 2012. Macao's mangroves. University of St. Joseph, Macao. ISBN 978-99965-940-0-7.
Tagulao, KA, Chan SK. Recent advances in the training of Macao Secondary School teachers and students in environmental and science education”(澳門中學老師的環境與科學教育的培訓及最近進展). Annual Cross - Straits Forum on Education for Sustainable Development"Conference at the Macau Fisherman's Wharf and Venetian, April 1st and April 2nd 2011
Tagulao, KA. Urbanity and Seagrasses. 2010. International Conference on The City and the Ocean: Urbanity, (Im)migration, Memory, and Imagination, Center for the Humanities and Social Sciences, NSYSU, Kaohsiung, Taiwan.
Rollon, R.N. M.S. Samson, M.Y. Roleda, K.G. Araño, M.W.B. Vergara and W.Y. Licuanan. 2003. Estimating Biomass from the Cover of Gelidiella acerosa along the Coasts of Eastern Philippines. Botanica Marina.
Araño K.G., G.C. Trono, Jr., N.E. Montano, R.D. Villanueva and A. Hurtado. 2000. Selection and development of Gracilaria cultivars for Philippine seaweed farms. Botanica Marina.
Reseach Projects
2015-2018. The Role of Mangroves on the Bioaccumulation and Citogenotoxic Effects of Heavy Metals and Pesticides on the Food Web of a Tropical Coastal System/紅樹林對亞熱帶海岸系統食物鏈金屬的富集和細胞基因毒牲的影響及殺蟲劑的角色. FDCT 117/2014/A3. Research Team: Chan Shek Kiu (PI), Karen Arano-Tagulao (co-PI), Nora Tam (Team Member), Eduardo Rocha (Team Member), Patricia Teixeira Cardoso (Consultant). More info.
2013-2014. Macau Biodiversity. Macao Foundation. Coordinators: Karen Tagulao (PI), SK Chan (Co-PI), David Gonçalves. More info (external link).
2013-2015. Bringing Science to Schools in Macao: From Genes to Environment. FDCT 040/2013/P. Research Team: Karen Tagulao (PI), SK Chan (Co-PI). More info.
2010-2012. DNA Technology Workshops for Secondary School Students. FDCT 028/2010/P. Research Team: Karen Tagulao (PI), SK Chan (Co-PI), Mak A (team member). More info.
2010-2012. Inventory and assessment of the marine flora of Macau. FDCT 028/2010/A. Research Team: Karen Tagulao (PI), SK Chan (Co-PI), PO Ang PO (Co-PI), S Wong (Research Assistant), K Kam (Research Assistant). More info.
Publications
Modules
Year 1 Doctorate
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 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 deals with the concepts and principles in ecology, the physical and biological factors that influence the distribution and dynamics of organisms in the various terrestrial and aquatic environments, processes and dynamics of interactions within and among populations of organisms, communities and ecosystems (from populations to ecosystems). Specific examples of terrestrial and aquatic ecosystems in Macao such as the forests in Coloane, the wetlands in Taipa and mangrove forest in the Coloane-Taipa area will be discussed and compared to other ecosystems in the world. The ecological, economic and social benefits given by these different ecosystems are also valuated. This is followed by identification of approaches and strategies in ecosystems conservation, primarily relating these to the various services that the natural ecosystems provide. Emphasis is given on current issues on conservation, especially in the Macao context. Students will experience practical field activities to the different ecosystems in Macao, Hong Kong and nearby areas and are expected to develop conceptual conservation proposals for the ecosystems in Macao.
The development of new environmental technologies is of paramount importance to fight global environmental challenges such as global warming or energy supply and to face the increasing population pressure on urban areas. The module will start by describing the established technologies available for environmental management, including water treatment, solid waste disposal, gas emissions and energy production. New technologies being developed in these areas will also be studied and their potential discussed. The module includes laboratory training in some analytical techniques (e.g. determination of physical-chemical parameters in water samples) and field visits to relevant facilities such as solid and water treatment plants.
Year 1 PGDE
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of the University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with the university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and the university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice.
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of the University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with the university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and the university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice.
Year 1 Bachelor
This course will study the basic and advanced statistical methods, and issues of sample design; qualitative techniques in the social sciences and the analysis of qualitative data; the use of GIS, remote sensing and modeling technologies in an environmental and social context.
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.
Students will have the time and place to observe, practice and test their learning achievements in areas related to human life. The use of real life situations, scenario building, simulation, introspective exercises and project development and management will create an environment where students will be challenged to question and research the wide range of issues that are central to the emergence and dynamics of life.
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.
Some principles of biogeography and ecology are examined in the context of the human occupation of the earth. Sedimentary, biological and gaseous records of environmental change are described over the time period of the Quaternary epoch, ranging through past ice ages and the Holocene period up to the present day. Case studies are drawn from animal and plant communities, deep sea and ice cores and terrestrial sediment bodies. Past evidence for the impacts of climate change on environmental systems are discussed.
The module focuses on contemporary developments in the scientific understanding of genetics and the ways in which these are transforming the possible relations between humans and their natural environments. Recent scientific advances, often termed `The New genetics' raise important ethical, sociological and cultural issues and have significant policy implications. A series of examples will be used to draw out these issues including: Intelligence Cloning GM food Genetic testing and screening, criminality and criminal intelligence, the ethics of buying and selling of gene-strings, medicine. The focus will be mainly on human genetics, although there will be some consideration of animal and plant genetics in some areas.
This course will review and analyze recent trends in global health, current problems of health, and the influence of economic, population and social factors on health and living conditions in different countries. The student will acquire the basics of descriptive and analytical epidemiology and understanding of key health indicators used in international comparisons. Looking at the major determinants of health and disease in different national contexts, the student will analyze the main transnational factors that influence the transfer of risks to health and the structural conditions that determine one country's vulnerability in a globalized economy.
Year 3 Bachelor
Students will experiment with different approaches to identifying, understanding and managing the dynamics of social interaction. Students will be encouraged to use concepts of design and architecture to explore issues such as the dynamics of social environments, organizations, ecology, science and technology, creativity and innovation, media and multimedia. A problematizing approach to learning and the use of cooperative education techniques will enable students to deepen their understanding of complex social issues and environments, and to assist them in developing thoughtful ways of interacting with the world.
This module provides a basic introduction to plant physiology which is essential in the understanding of how plants adapt and survive in different environments. Students will be first introduced to basic topics such as the structures and functions of the plant cell, photosythesis, transport mechanisms, metabolism and growth. Emphasis will also be given on current concepts and understandings related to how plants react to changes as well as stress in the physical environment like light, temperature, water availability, nutrients, pollution and defense against herbivory. Students will be engaged in both laboratory and field experiments to gain a deeper understanding of the concepts learned in class.
Year 4 Bachelor
Students will be encouraged to recognize and understand the ongoing redefinition of societies as communities and the affirmation of the individual as a person. These capacities are relevant pre-conditions to students as they become cultured and transnational scholars. Students will be encouraged to delve into their learned and inherited cultural traditions to study and develop deeper awareness of notions, principles, methodologies and techniques useful to building family, academic, business, and civic communities that can and should make a difference. Recent research in the new science of networks will help the understanding and implementation of these ongoing transformations.
This class studies the cause and consequences of population change. The questions we will look at include: How many people can the earth support; Can social security adapt to population aging? Why has fertility declined over the last century? Why have marriage rates fallen and divorce risen? Are there limits to human life expectancy? Is it possible to fix the Census undercount? What impact do immigrants have on workers and taxpayers? The course focuses primarily on economic analysis of these questions, but we will also make use of demographic methods.
Students will first gain an appreciation of the importance of science in shaping modern society, and the importance of effective science education. Then the structure and organisation of the Macau science curriculum will be explored and appropriate subject-specific techniques for teaching, learning and assessment will be considered. Students will also learn about the resources and tools available to enhance primary science education and how best to develop a scientific ways of thinking in young learners.
This module will review and evaluate scientific theories, biological knowledge from genetics to ecosystems, that are essential to conservation biology and its applications. It will review concepts in biodiversity, applied ecology, environmental management, community, population and landscape ecology. Emphasis will be given to the various mechanisms that cause changes, specially the loss, restoration and maintenance of biological diversity, as well as the consequence of these changes, specially in today’s world. The implications of conservation for ethics, law, policy and economics will also be dealt with. Management principles and tools for conservation will be discussed and students are expected to apply this by taking part in practical field activities to identify and evaluate current conservation issues in the region.
Year 0
Task-based Science Learning (Primary, Secondary)
Science Learning Methods - Field Trips
科學學習方法 - 實地考察
Year 1
This course is an introduction to the basic concepts and applications of Biology with Human Emphasis. It highlights core concepts, current understandings and research trends in the field of Human Biology with particular emphasis on the nervous system.
This course provides basic concepts and applications of Genetics with emphasis on Human Genetics. It highlights core concepts, current understandings and research trends in the field of Classical and Molecular Genetics.
This course is an introduction to the application of knowledge and understanding of human processes, their interactions and outcomes over space and time. It covers the nature, significance and effects of people’s values and attitudes including their own in relation to geographical issues and questions.
This course introduces the different methods used in conducting an investigative research in human geography. The students are expected to plan, conduct and present their own simple geographical research.
