Name: DEGRADATION AND RESTORATION OF MEDITERRANEAN AGROECOSYSTEMS AND SURROUNDINGS AREAS
Code: 203302002
Type: Elective
ECTS: 4
Length of subject: Per term
Semester and course: 1st Year - First term
Speciality:
Language: English
Mode of study: On-site class
Lecturer data: GONZÁLEZ ALCARAZ, MARÍA NAZARET
Knowledge area: Edafología y Química Agrícola
Department: Ingeniería Agronómica
Telephone: 968325411
Email: nazaret.gonzalez@upct.es
Office hours and location:
lunes - 09:00 / 11:00
EDIFICIO DE ETSI AGRONÓMICA, planta 1, Despacho 1.31
Concertar cita previamente por e-mail
miércoles - 09:00 / 11:00
EDIFICIO DE ETSI AGRONÓMICA, planta 1, Despacho 1.31
Concertar cita previamente por e-mail
Qualifications/Degrees:
Master in Advanced Techniques in Agricultural and Food Research and Development from Technical University of Cartagena (SPAIN) - 2012
PhD in Advanced Techniques in Agricultural and Food Research and Development from Technical University of Cartagena (SPAIN) - 2012
Graduate in Biology from University of Murcia (SPAIN) - 2006
Academic rank in UPCT: Programa Ramón y Cajal
Number of five-year periods: Not applicable due to the type of teaching figure
Number of six-year periods: No procede por el tipo de figura docente
Curriculum Vitae: Full Profile
Lecturer data: GONZÁLEZ ALCARAZ, MARÍA NAZARET
Knowledge area: Edafología y Química Agrícola
Department: Ingeniería Agronómica
Telephone: 968325411
Email: nazaret.gonzalez@upct.es
Office hours and location:
lunes - 09:00 / 11:00
EDIFICIO DE ETSI AGRONÓMICA, planta 1, Despacho 1.31
Concertar cita previamente por e-mail
miércoles - 09:00 / 11:00
EDIFICIO DE ETSI AGRONÓMICA, planta 1, Despacho 1.31
Concertar cita previamente por e-mail
Qualifications/Degrees:
Master in Advanced Techniques in Agricultural and Food Research and Development from Technical University of Cartagena (SPAIN) - 2012
PhD in Advanced Techniques in Agricultural and Food Research and Development from Technical University of Cartagena (SPAIN) - 2012
Graduate in Biology from University of Murcia (SPAIN) - 2006
Academic rank in UPCT: Programa Ramón y Cajal
Number of five-year periods: Not applicable due to the type of teaching figure
Number of six-year periods: No procede por el tipo de figura docente
Curriculum Vitae: Full Profile
Lecturer data: CONESA ALCARAZ, HÉCTOR MIGUEL
Knowledge area: Edafología y Química Agrícola
Department: Ingeniería Agronómica
Telephone: 968327034
Email: hector.conesa@upct.es
Office hours and location:
martes - 09:00 / 11:00
EDIFICIO DE ETSI AGRONÓMICA, planta 1, Despacho 1.30
Concertar la cita previamente por e-mail
miércoles - 09:00 / 11:00
EDIFICIO DE ETSI AGRONÓMICA, planta 1, Despacho 1.30
Concertar la cita previamente por e-mail
Tutorials will by carried out by request of the student sending a mail to hector.conesa@upct.es
Qualifications/Degrees:
PhD in PhD from Universidad Politécnica de Cartagena (SPAIN) - 2005
Master in Master in Management of Soil Quality and Management from Instituto AMYCA de formación (SPAIN) - 2003
Engineer in Agricultural Engineer from Technical University of Cartagena (SPAIN) - 2001
Academic rank in UPCT: Profesor Titular de Universidad
Number of five-year periods: 2
Number of six-year periods: 3 de investigación
Curriculum Vitae: Full Profile
Lecturer data: CONESA ALCARAZ, HÉCTOR MIGUEL
Knowledge area: Edafología y Química Agrícola
Department: Ingeniería Agronómica
Telephone: 968327034
Email: hector.conesa@upct.es
Office hours and location:
martes - 09:00 / 11:00
EDIFICIO DE ETSI AGRONÓMICA, planta 1, Despacho 1.30
Concertar la cita previamente por e-mail
miércoles - 09:00 / 11:00
EDIFICIO DE ETSI AGRONÓMICA, planta 1, Despacho 1.30
Concertar la cita previamente por e-mail
Tutorials will by carried out by request of the student sending a mail to hector.conesa@upct.es
Qualifications/Degrees:
PhD in PhD from Universidad Politécnica de Cartagena (SPAIN) - 2005
Master in Master in Management of Soil Quality and Management from Instituto AMYCA de formación (SPAIN) - 2003
Engineer in Agricultural Engineer from Technical University of Cartagena (SPAIN) - 2001
Academic rank in UPCT: Profesor Titular de Universidad
Number of five-year periods: 2
Number of six-year periods: 3 de investigación
Curriculum Vitae: Full Profile
[CB6 ]. To possess and understand knowledge that provides a basis or opportunity to be original in the development and / or application of ideas, often in a research context.
[CG1 ]. To learn about the field of study in which agricultural and food research and development are developed and the research skills and methods related to such field.
[CG4 ]. To be able to perform a critical analysis, and an evaluation and synthesis analysis of new and complex ideas in the agri-food sector.
[CE1 ]. To synthesize previous knowledge together with newly acquired knowledge in the matter, so as to be able to cope in agri-food contexts in which there is little specific information.
[CE3 ]. To show a certain degree of scientific and technical training to start a research activity in the field of agri-food.
[CE4 ]. To show a certain degree of understanding of the concepts, principles and theories related to the chosen subjects of the master's program.
Competencias específicas de la asignatura:
1.- Planificar y elaborar estudios y proyectos científico-técnicos relacionados con la degradación y regeneración del sistema suelo-agua-planta en agroecosistemas y su entorno, interpretando datos y proponiendo soluciones.
Aspectos referidos a la semipresencialidad:
Los estudiantes pueden participar en las actividades formativas de esta asignatura de forma presencial (acudiendo físicamente al espacio en el que se desarrollan) o en línea a través de internet, excepto en "Sesiones Prácticas de laboratorio, campo o planta piloto", en las que solo puede participarse de forma presencial.
[CT1 ]. Spoken and written effective communication
[CT4 ]. Using information resources responsibly
1. To understand the concept of agroecosystems and what ecosystem services they provide, particularly those related to the soil-water-plant system.
2. To evaluate how the ecosystem services associated with the soil-water-plant system can be impaired.
3. To understand the relationship of the soil-water-plant system of agroecosystems with their surrounding areas and to identify the critical aspects that determine the balance between them.
4. To identify key indicators to evaluate the degradation of agroecosystems and their surrounding areas.
5. To critically analyse the relationships between the status of agroecosystems and their surrounding areas.
6. To understand the application of appropriate regeneration measures to different cases of degradation and different types of agroecosystems and their surrounding areas.
1. Concept, typology and importance of ecosystem services in agroecosystems. Response to degradation: stability, resistance, sensitivity and resilience. 2. Biodiversity, functionality and trophic networks. Biogeochemical cycles in the soil-water-plant system. 3. Causes, forms and consequences of the degradation of ecosystem services associated with the soil-water-plant system in agroecosystems and their surrounding areas. 4. Degradation of the soil-water-plant system in agroecosystems and their surrounding areas: physical degradation, eutrophication, pollution and ecotoxicology. 5. Preventive/corrective methods and techniques of the degradation of the soil-water-plant system in agroecosystems and their surrounding areas.
Unit 1: Ecosystem and agroecosystems services (Lesson 1)
Lesson 1. Concepts of ecosystems and agroecosystems. Biodiversity and ecosystem services. Ecosystem services of the soil-vegetation binomial. Soil quality indicators. Resistance and resilence.
Unit 2. Impacts of anthropic activities on the soil-water-plant system of agroecosystems and surrounding areas. Diagnosis and restoration alternatives. Case studies (Lessons 2-6).
Lesson 2. Deforestation. Biological and physical soil degradation. Soil erosion and methods for its prevention/control/restoration.
Lesson 3. Salinization of soils and water: diagnosis and corrective measures.
Lesson 4. Eutrophication. Causes, diagnosis, study methods and normative aspects. Consequences and corrective measures. Role of wetlands to combat eutrophication.
Lesson 5. Contamination. Diagnosis and biogeochemical background. Study methods, normative aspects and prevention and corrective measures.
Lesson 6 Ecotoxicology. General and applied aspects of the employment of ecotoxicological tools in studies of ecosystems degradation.
Practical program of the subject
1. Field trip. 2. Oral presentation of works related to the subject topics.
Promoting the continuous improvement of working and study conditions of the entire university community is one the basic principles and goals of the Universidad Politécnica de Cartagena. Such commitment to prevention and the responsibilities arising from it concern all realms of the university: governing bodies, management team, teaching and research staff, administrative and service staff and students. The UPCT Service of Occupational Hazards (Servicio de Prevención de Riesgos Laborales de la UPCT) has published a "Risk Prevention Manual for new students" (Manual de acogida al estudiante en materia de prevención de riesgos), which may be downloaded from the e-learning platform ("Aula Virtual"), with instructions and recommendations on how to act properly, from the point of view of prevention (safety, ergonomics, etc.), when developing any type of activity at the University. You will also find recommendations on how to proceed in an emergency or if an incident occurs. Particularly when carrying out training practices in laboratories, workshops or field work, you must follow all your teacher's instructions, because he/she is the person responsible for your safety and health during practice performance. Feel free to ask any questions you may have and do not put your safety or that of your classmates at risk.
Detailed description of learning goals for every teaching unit:
Unit 1: Ecosystem and agroecosystems services. To identify general concepts related to the degradation of agroecosystems and ecosystem services and their relationship with biodiversity. To understand the concept of soil quality indicators, how to select the most suitable indicators and to describe the most widely employed soil quality indicators and the criteria for their application in agroecosystem soils in Mediterranean areas. To indentify and evaluate the factors which determine the degradation of soils in agroecosystems.
Unit 2: Impacts of anthropic activities on the soil-water-plant system of agroecosystems and surrounding areas. Diagnosis and restoration alternatives. Case studies. The overall objective of this part of the subject is that students understand that agroecosystems are not isolated compartments of their environment, but rather have a close relationship with it. Thus, the management of agroecosystems must be harmonized not only to generate benefits within them but also to help preserve the environment, since in this way the environment will have a positive impact on the agroecosystems themselves. When these balances are broken, serious degradation problems are generated that may harm all sectors of society. Students should understand the fundamentals of degradation processes and their repercussions, before moving on to study possible corrective measures. The use of real examples resulting from research work will illustrate the situations described and provide students with a realistic view of the different aspects to be dealt with.
Class in conventional classroom: theory, problems, case studies, seminars, etc
Exposure of topics by the lecturers and resolution of doubts raised by the students.
30
100
Class in laboratory: practical classes / internships
0
100
Class in the field or open classroom (technical visits, lectures, etc.). In general, activities that require special resources or planning
Field trip to degraded areas and experimental facilities. Various locations affected by anthropic activities will be visited to observe
and discuss in situ the environmental impacts caused and the restoration actions carried out. Students will complete the preparation of a report at home which will be considered in the final evaluation of the subject. The lecturers will value active
participation during the visit (posing of doubts/questions).
6
100
Class in a computer classroom: practical classes / internships
0
100
Assessment activities (continuous assessment system)
- Realization of one partial written exam.
- Oral presentation of works related to the subject topics. Tutorials will be used to review and correct the presentation drafts. Additionally, lecturers may request the delivery of a written report on the presented works. Lecturers will give instructions sufficiently in advance for the preparation, exhibition and delivery (if it applies) of the works. The presentation of the works and, where appropriate, the delivery of the reports, will be considered in the final evaluation of the subject.
4
100
Assessment activities (final assessment system)
Realization of final wirtten exam.
3
100
Tutorials
Presential: Raising doubts in tutorials/class. Discussion of work topics.
Non-presential: Raising doubts by email/Virtual Classroom (Aula Virtual). Submission of work drafts for discussion.
11
50
Student work: study or individual or group work
Study of subject contents by students, completion of the field trip report and preparation of works for oral presentations.
66
0
Individual test (oral or written)
Partial written exam on the contents of the subject. Theoretical-practical questions aimed at evaluating both theoretical knowledge and the ability to apply it. It will be necessary to obtain a minimum grade of 4.0 out of 10.0 in the written exam so that the rest of the evaluable items in the subject could be considered.
40 %
Evaluation of practical sessions, visits and seminars based on reports and corresponding documents
Evaluation of the report on the field trip. For students who do not come to the excursion or do not submit the report, a substitute test will be given in the final exam so that they have the option of obtaining the corresponding 20%.
20 %
Solving of cases, theoretical questions, practical exercises or problems given by the teaching staff
0 %
Presentation and defence of individual or group assignments (it may include auto-evaluation and peer-evaluation)
Evaluation of the oral works presented by the students. For students who do not present the oral work, a substitute test will be given in the final exam so that they have the option of obtaining the corresponding 40%.
40 %
Attendance and participation in classes and internships
0 %
Attendance to seminars and visits to companies
0 %
Individual test (oral or written)
Final written exam on the contents of the subject. Theoretical-practical questions aimed at evaluating both theoretical knowledge and the ability to apply it. Two possible cases might occur:
- Case 1. Mark of 4.0 or more out of 10.0. The theory part will be approved, and the rest of the evaluable items will be considered.
- Case 2. Mark of less than 4.0 out of 10.0. The subject will be suspended regardless of the grades obtained in the continuous evaluation works.
40 %
Evaluation of practical sessions, visits and seminars based on reports and corresponding documents
For those students who did not submit the report on the field trip, a substitute test will be placed on the final exam. Those students who did deliver the report do not have the obligation to do this part of the exam, although they can do it to try to raise their grade (in this case, the grade obtained in the final exam will be taken into account, regardless of whether it is higher or lower than the previous one).
20 %
Presentation and defence of individual or group assignments (it may include auto-evaluation and peer-evaluation)
For those students who did not make the oral presentation of the work, a practical exercise will be placed in the final exam consisting of writing a report on a topic related to the contents of the subject. Those students who did do the presentation do not have the obligation to do this part of the exam, although they can do it to try to raise their grade (in this case, the grade obtained in the final exam will be taken into account, regardless of whether it is higher or lower than the previous one).
40 %
After completing each lesson and/or teaching unit, lecturers will monitor the assimilation of the contents by posing questions/problems in class or via the Virtual Classroom (Aula Virtual) and/or carrying out small tasks/exercises by the students.
Author: Tan, Kim Hua
Title: Principles of soil chemistry /
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Title: Fundamentals of ecotoxicology : the science of pollution /
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Title: Heavy metals in soils /
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Title: Edafología para la agricultura y el medio ambiente
Editorial: Mundi-Prensa,
Publication Date: 2003
ISBN: 9788484761488
Author: Perk, Marcel van der
Title: Soil and water contamination /
Editorial: CRC Press/Taylor & Francis,
Publication Date: 2014
ISBN: 9780415893435/&
Author: Yong, Raymond N.
Title: Environmental soil properties and behaviour
Editorial: CRC Press,
Publication Date: 2012
ISBN: 9781439845295
Author: Coleman, David C.
Title: Fundamentals of soil ecology /
Editorial:
Publication Date:
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Author: Diana H. Wall, Richard D. Bardgett, Valerie Behan-Pelletier, Jeffrey E. Herrick, T. Hefin Jones, Karl Ritz, Johan Six, Donald R. Strong, and Wim H. van der Putten
Title: Soil Ecology and Ecosystem Services
Editorial: Oxford University Press
Publication Date: 2012
ISBN: 9780199575923
Author: Osman, K.T.
Title: Soil degradation, conservation and remediation
Editorial: Springer
Publication Date: 2014
ISBN: 978-94-007-7589-3
Author: Osman, K.T.
Title: Management of Soil Problems
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Publication Date: 2018
ISBN: 78-3-319-75525-0
Unit 1: Ecosystem and agro-ecosystems services
- FAO (Food and Agriculture Organization). 2015. Status of the World's Soil Resources. ISBN: 978-92-5-109004-6, http://www.fao.org/documents/card/en/c/c6814873-efc3-41db-b7d3-2081a10ede50/
- Yong, R.N., Nakano, M., Pusch, R. 2012. Environmental Soil Properties and Behaviour. ISBN 9781439845295, CRC Press.
Unit 2. Impacts of anthropic activities on the soil-water-vegetation system of agro-ecosystems and surrounding areas. Diagnosis and restoration alternatives. Case studies.
- Álvarez-Rogel, J., González-Alcaraz, M.N., Conesa Alcaraz, H.M., Tercero, M.C., Párraga-Aguado, I., María Cervantes, A., Jiménez Cárceles, F.J. 2016. Eutrofización y contaminación por residuos mineros en humedales del Mar Menor: comprendiendo los procesos biogeoquímicos para plantear actuaciones de manejo. En: Mar Menor: una laguna singular y sensible. Evaluación científica de su estado. León V.M. y Bellido, J.M. Editores. Instituto Español de Oceanografía. Temas de Oceanografía 9. pp. 251-270. http://www.repositorio.ieo.es/e-ieo/handle/10508/10770.
- Álvarez-Rogel, J., Jiménez-Cárceles, F.J., Egea-Nicolás, C. 2006. Phosphorus and nitrogen content in the water of a coastal wetland in the Mar Menor lagoon (SE Spain): relationships with effluents from urban and agricultural areas. Water Air and Soil Pollution, 173: 21-38.
- Conesa, H.M., Jiménez, F.J. 2007. The Mar Menor lagoon (SE Spain): a singular natural ecosystem threatened by human activities. Marine Pollution Bulletin. 54: 839-879t 2.
- Conesa, H.M., Schulin, R. 2010. The Cartagena-La Unión mining district (SE Spain): a review of environmental problems and emerging phytoremediation solutions after fifteen years research. Journal of Environmental Monitoring, 12: 1225-1233.
- Conesa, H.M., Schulin, R., Nowack, B. 2008. Mining landscape: a cultural tourist opportunity or an environmental problem? The case of the Cartagena-La Unión Mining District (SE Spain). Ecological Economics. 64 :690-700.
- González Alcaraz, M.N.; Francisco J. Jiménez Cárceles; Consuelo Egea Nicolás; Antonio María Cervantes; Isabel Párraga Aguado; José Álvarez-Rogel; Héctor M. Conesa Alcaraz. 2011. Papel de los humedales costeros del mar menor en la depuración de aguas eutrofizadas: el caso de la Marina del Carmolí. En: El Mar Menor. Estado actual del conocimiento científico. Instituto Euromediterráneo del agua. Murcia, España. pp. 73-104.
- Kabata-Pendias, A., Szteke, B. 2015. Trace Elements in Abiotic and Biotic Environments. ISBN: 978-1-4822-1279-2, CRC Press.
- Morgado, R.G., Loureiro, S., González-Alcaraz, M.N. 2018. Changes in Soil Ecosystem Structure and Functions Due to Soil Contamination. In: Soil Pollution. From Monitoring to Remediation, Armando C. Duarte, Anabela Cachada, Teresa Rocha-Santos (Eds). Academic Press. Elsevier. https://www.sciencedirect.com/science/article/pii/B9780128498736000030.
- Robinson, B.H., Bañuelos, G., Conesa, H.M., Evangelou, M.W.H., Schulin, R. 2009. The Phytomanagement of Trace Elements in Soil. Critical Reviews in Plant Sciences. 28: 240-266.
- Tripathi, N., Singh, R.S., Hills, C.D. 2016. Reclamation of mine-impacted land for ecosystem recovery. ISBN: 9781119057901, Wiley-Blackwell.
- Van der Perk, M. 2014. Soil and Water Contamination. Second Edition. ISBN: 978-0-415-89343-5, CRC Press.
Online resources:
http://edafologia.ugr.es/index.htm
http://www.fao.org/soils-portal/es/
http://www.agroecosistema.org/
http://www.fao.org/ecosystem-services-biodiversity/es/
http://www.fao.org/agriculture/crops/mapa-tematica-del-sitio/theme/biodiversity/es/