Official Title: Assistant Professor | Programme Coordinator for the Master of Environmental Sciences and Management | Chair of USJ Green Committee | Programme Coordinator for Pre-University
Faculty: 科學及環境研究所
電郵: karentagulao@usj.edu.mo
Short Bio
Karen Araño Tagulao is an Assistant Professor and the Programme Coordinator of the Master of Environment Science and Management at the Institute of Science and Environment. She also serves as the Chair of the USJ Green Committee. Holding a Bachelor's degree in Biology, a Master's degree in Marine Science (Biology), and a PhD in Science (with a dissertation on seagrass ecology), she currently teaches Science and Environmental Science-related modules and supervises students at the Bachelor, Master, and PhD levels.
Actively involved in research, Karen has been a Principal Investigator (PI), Co-PI, and team member in several FDCT projects from 2010 to the present. Her research focuses on the ecology and environmental science fields, with a particular emphasis on marine plants such as algae and mangroves. She leads scientific research projects, conducts science promotion and communication activities with local schools on mangrove ecology and DNA technology, and regularly delivers science and environment-related courses to the community.
Her primary research interests includes marine ecology, ecophysiology, population genetics of seaweeds and seagrasses, marine natural products biochemistry, ecology of mangroves, marine pollution, ecotoxicology, and science education. Her current research is concentrated on the role of mangroves as a nature-based solution in climate change mitigation and adaptation, as well as plastic pollution entrapment in Macao. She aims to further develop her research line in the area of environmental and marine ecological monitoring in Macao.
Key projects
One Drop at a Time: Exploring Biodiversity in Macao's Urban Wetland Ecosystems and the Role of Water Stewardship. WASH Foundation. (2023 to present) As PI.
Wetland ecosystems: a nature-based solution for coastal protection and plastic pollution entrapment in Macao. Clean the World Foundation (2022-2023). As PI.
SeaMin – In-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 0041/2021/A1 (2021-2024), As PI (from September 2024).
Wetland ecosystems as a nature-based solution for climate change adaptation and mitigation in Macao. Clean the World Foundation (2021-2022). As PI.
PlastiFish: Methods, effects and risk analysis of microplastics in fish production/ 漁類生產中的微塑料檢測方法，影響及風險分析, FDCT-FCT 0004/2019/APJ (2020-2024). As a Member.
Macao coastal zone change and key technologies of space utilization based on land and sea 澳門海岸帶變化與陸海統籌空間利用關鍵技術研究. FDCT- 0011/2021/AFJ (2021-2024). As a Member (with MUST).
Nature-based solutions for a cleaner and safer Macao (2020-2021). As PI.
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 (2015-2018). As Co-PI.
Inventory and assessment of the marine flora of Macau. FDCT 028/2010/A (2010-2012). As PI.
Publications
Recent Publications
Tagulao KA, Lai WI, Lebel A, Calheiros CSC (2023) Evaluating the Potential of Mangrove Phytoremediation for Mitigating Coastal Water Eutrophication in Macao SAR: A Field and Mesocosm Study. Sustainability 15, 7830. https://doi.org/10.3390/su15107830
Ivorra L, Cardoso PG, Chan SK, Cruzeiro C, Tagulao K (2022) Quantification of insecticides in commercial seafood sold in East Asian markets: risk assessment for consumers. Environmental Science and Pollution Research. https://doi.org/10.1007/s11356-022-24413-7
Tagulao KA. Bernardo A B I. Kei L H. Calheiros C S C (2022) Mangrove Conservation in Macao SAR, China: The Role of Environmental Education among School Students. Int. J. Environ. Res. Public Health, 19, 3147. https://doi.org/10.3390/ijerph19063147
Tagulao, K A (2022). Nature-Based Solutions for Environmental Education in the East Asian Context. In: Vasconcelos, C., Calheiros, C.S.C. (eds) Enhancing Environmental Education Through Nature-Based Solutions. Integrated Science, vol 4. https://doi.org/10.1007/978-3-030-91843-9_21
Ivorra L, Cruzeiro C, Ramos A, Tagulao KA, & Cardoso PG (2022) How can environmental conditions influence dicofol genotoxicity on the edible Asiatic clam, Meretrix meretrix? Environmental Pollution, 293, 118467. https://doi.org/10.1016/j.envpol.2021.118467
Ivorra L, Cardoso PG, Chan SK, Cruzeiro C, Tagulao K A. (2021). Can mangroves work as an effective phytoremediation tool for pesticide contamination? An interlinked analysis between surface water, sediments and biota. J. Clean. Prod. 295, 126334. https://doi.org/10.1016/j.jclepro.2021.126334
Ivorra L. Cruzeiro C, Chan S K, Tagulao K A, Cardosod P G. (2019). Uptake and depuration kinetics of dicofol metabolite 4,4′-dichlorobenzophenone, in the edible Asiatic clam Meretrix meretrix. Chemosphere, 235 662-669. https://doi.org/10.1016/j.chemosphere.2019.06.155
Ivorra L, Cardoso P G, Chan S K, Tagulao K L, Cruzeiro, C. (2019). Environmental characterization of 4,4′-dichlorobenzophenone in surface Twaters from Macao and Hong Kong coastal areas (Pearl River Delta) and its toxicity on two biological models: Artemia salina and Daphnia magna. Ecotoxicology and Environmental Safety, 171, 1-11, doi: https://doi.org/10.1016/j.ecoenv.2018.12.054
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.
This module covers the basic principles of ecology focusing on the concepts pertaining to the complex patterns of interactions between the physical environment and communities on earth. Emphasis is given on current issues, especially in the context of the Pearl River Delta region. It aims to explore the ecology of terrestrial, marine and freshwater environments and the efforts being made to conserve them. Students will visit a variety of habitats, and observe directly the main environmental factors that prevail in each of them so as to gain a first-hand understanding of the ecology of Macao and neighbouring areas.
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.
