Name: ECOSYSTEM DEGRADATION AND RESTORATION TECHNIQUES
Code: 518104001
Type: Elective
ECTS: 4.5
Length of subject: Per term
Semester and course: 4th Year - First term
Speciality: Mención en Hortofruticultura y Jardinería
Language: English
Mode of study: On-site class
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
jueves - 09:00 / 11:00
EDIFICIO DE ETSI AGRONÓMICA, planta 1, Despacho 1.30
Concertar la cita previamente por e-mail
Tutorials will be carried out by request of the student sending an email 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: Catedrático de Universidad
Number of five-year periods: 2
Number of six-year periods: 3 de investigación
Curriculum Vitae: Full Profile
Responsible for the groups: G2
Lecturer data: CEACERO MORENO, MATÍAS
Knowledge area: Edafología y Química Agrícola
Department: Ingeniería Agronómica
Telephone:
Email: matias.ceacero@upct.es
Office hours and location:
Qualifications/Degrees:
Master en Conservación, Gestión y Restauración de la biodiversidad en la Universidad de Granada (ESPAÑA) - 2021
Graduate en Ciencias Ambientales en la Universidad de Granada (ESPAÑA) - 2020
Academic rank in UPCT: Investigador Fpi
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
[CB1 ]. Students are required to show they possess and understand knowledge in an area of study that starts from the base of general secondary education, and that they are at a level which includes aspects that imply knowledge coming from the forefront of their field of study.
[CB3 ]. Students are required to have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant issues of a social, scientific or ethical nature.
[TG1 ]. Capacity for the preliminary preparation, conception, drafting and signing of projects whose aim is the construction, reform, repair, conservation, demolition, manufacture, installation, assembly or exploitation of movable or immovable property which by their nature and characteristics belong in the agricultural and livestock production technique (facilities or buildings, farms, infrastructure and rural roads), the agri-food industry (extractive, fermentative, dairy, canning, fruit and vegetable, meat, fishery, salting and, in general, any other industries dedicated to the processing and / or transformation, conservation, handling and distribution of food products) and gardening and landscaping (urban and / or rural green spaces -parks, gardens, nurseries, urban trees, etc.-, state or private sport facilities and environments subject to landscape recovery).
[TG11 ]. Ability to develop their activities, making a social, ethical and environmental commitment in tune with the reality of the human and natural environment.
[TG5 ]. Ability to write and sign studies on rural development, environmental impact and waste management of agri-food industries, agricultural and livestock farms, and spaces related to gardening and landscaping.
[RA10 ]. Ability to learn about, understand and use the principles of technology transfer, and to understand, interpret, communicate and adopt advances in the field of agriculture.
[RA9 ]. Ability to learn about, understand and use the principles of decision making by using the resources available for work in multidisciplinary groups.
It is an optional subject of the degree which is mandatory for the Mención en Hortofruticultura y Jardinería. The competences of the Módulo de Tecnología Específica de Hortofruticultura y Jardinería (Orden CIN/323/2009 de 9 de febrero) to be acquired are:
HJ4. Capacity for knowing, understanding and using the basics and principles of: Environmental and landscape engineering; Environmental law and management; Principles of sustainable development; Marketing and professional strategies; Valorisation of environmental goods.
HJ5. Capacity for knowing, understanding and using the basics and principles of: Hydrology. Erosion. Plant material: production, use and maintenance. Ecosystems and biodiversity; Physic environment and climate change. Analysis, urban management and planning design. Principles of landscaping. Specific design and grafic tools; Applied development of environmental impact studies; Landscape and environmental restoration; Gardering projects and their management; Development projects. Tools for land and landscape planning; Planning and management of projects and works.
[T6 ]. Ethics and sustainability
At the end of the subject the students will be able to:
1. To identify causes and consequences of ecosystem degradation, especially in relation to soil and vegetation cover.
2. To describe the different forms of ecosystem degradation focusing on the biogeochemical processes which occur in soil and their relation to plant cover.
3. To contrast and critically evaluate the methodology to study the degradation of ecosystems focusing on soils and their relation to plant cover.
4. To examine abd critically evaluate the methods and techniques for soil restoration and revegetation in degraded ecosystems, especially those employed in semiarid ecosystems.
5. To evaluate the consequence of the mismanagement of soil-plant systems in the ecosystems.
6. To design strategies for the sustainable management of degraded ecosystems with the goal of meeting admissible environmental standards and providing of ecosystem services.
7. To critically evaluate the importance of the environment in the socioeconomic point of view in order to assure the sustainability of the natural resources
Causes and consequences of ecosystem degradation. Processes of soil and vegetation cover degradation. Methods and techniques for restoring soil quality and vegetation cover in degraded ecosystems, and how they affect the quality of other resources such as water and ecosystem services.
Unit I. Introduction to ecosystem degradation (lesson 1)
Lesson 1- Basic concepts on soil degradation processes in ecosystems. The role of soil and vegetation cover. Resistance and resilience.
Unit II. Edaphic aspects of degradation of ecosystems and their regeneration (lessons 2-6)
Lesson 2- Soil and ecosystem services. Soil quality indicators.
Lesson 3- Biological and physical soil degradation. Reclamation strategies.
Lesson 4- Hydric and aeolian erosion. Factors, forms and consequences of soil erosion. Prediction and evaluation of soil erosion. Techniques to prevent and control erosion.
Lesson 5- Salinization and saline ecosystems.
Lesson 6- Soil Contamination. Strategies for soil management and remediation in polluted areas.
Unit III. Degradation and regeneration of soil plant cover (lessons 7-10)
Lesson 7- Introduction to ecological restoration. Basic concepts.
Lesson 8- Loss of habitats and their fragmentation: ecological corridors.
Lesson 9- Revegetation techniques. Planning of afforestation and plant species selection.
Lesson 10- Sowing methods and planting in ecosystems reclamation. Previous works to afforestation. Maintenance of afforestation.
Unit IV. Study cases (lessons 11-13)
Lesson 11- Adaptation of forests to climate change
Lesson 12- Natural regeneration in post-fired landscapes.
Lesson 13- Environmental impacts and sustainable management in anthropogenic multi-impacted areas.
1. Technical visit (field trip)
During the visit, led by the lecturers, various locations will be visited where students will be able to observe and discuss in situ the environmental impacts caused by various anthropic activities and the restoration actions carried out. The students will complete at home the elaboration of a report that will be contemplated in the final evaluation of the subject. The lecturers will value the active participation during the visit (doubts/questions).
2-Practical cases
Practical cases at classroom related to degradation processes and ecosystem restoration measures. The lecturers will explain examples/cases of environmental topics/problems. The lecturers will provide data/information/guide to the students to help in the resolution of practical cases/questions. The works will be qualified for the final mark of the subject. Students who do not attend for justified reasons, according to the current UPCT regulations, will have the option to carry out and deliver the practical cases/questions even if they have not attended the Face-to-face sessions.
3-Seminars
Cooperative theoretical-practical work proposed by the lecturers for subsequent oral presentations. These oral presentations consist of the discussion of issues in relation to a topic related to the subject. They can consist of technical/scientific works directly related to specific topics of the subject or a transversal nature issue that present social relevance. Students must critically apply the skills acquired during the development of the subject. For the preparation of the seminars, it will be possible to use research papers, news, information or relevant facts within the scope of environment or that appear in specialized communication media. The works will be carried out preferably in a cooperative way (groups of maximum three students). Exceptionally and justified by the low number of students, they may be carried out in solo mode. The students must deliver the files of their presentations. In exceptional cases, lecturer may ask for an additional report.
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 each teaching Unit:
Unit I. Introduction to ecosystem degradation.
The learning goals of this unit consist of describing the basic concepts about ecosystems degradation and the role of soil and vegetation. In addition, previous knowledge on soil will be updated.
Unit II. Edaphic aspects of degradation of ecosystems and their regeneration.
The goal of this unit is the evaluation of soil quality in order to describe the different type of soil degradation processes. The structure of each lesson is similar. First, the definition of each type of degradation process is presented. Then the degradation processes are described, including their causes and consequences. Finally, aspects related to the evaluation of the degradation are discussed and monitoring, management and remediation options are proposed.
Unit III. Degradation and regeneration of soil plant cover.
In this unit the topic of revegetation is discussed including scientific-technical aspects related to afforestation projects. The goal is that the student can describe the most important elements in afforestation projects, identifying the most relevant issues and adapting the techniques to the specific conditions of each site.
Unit IV. Study cases.
To evaluate study cases on ecosystem degradation and alternatives for its reclamation.
Due to the connections with other subjects, it is recommended that students update their knowledge in relation to Botany, Geology, Edaphology and Climatology; Landscaping.
Class in conventional classroom: theory, problems, case studies, seminars, etc
- Theory lessons in the classroom using ICTs, including the resolution of students` questions.
- Practical cases in the classroom related to degradation processes and ecosystem restoration measures. The lecturers will explain examples of procedures for resolving practical cases or environmental degradation scenarios. They will provide data, information, and guidance to assist students in resolving similar cases or answering questions related to the topic. These assignments or questions will be assessed and contribute to the final mark for the subject. Students who do not attend for justified reasons, in accordance with current UPCT regulations, will still have the option to complete and submit the practical cases even if they have not attended the face-to-face sessions.
- Oral presentations by seminar groups. Presentations will focus on topics related to the subject. Following initial research, students may attend tutorials for review and feedback on their drafts. Additionally, the lecturers may require the submission of a written report. Deadlines for oral presentations and report submissions (if applicable) will be set by the lecturers at the start of the course. The evaluation of these works will contribute to the final mark for the course.
35.5
100
Class in the field or open classroom: practical classes
Technical visit (field trip). During the visit, guided by the lecturers, students will visit various sites where they will be able to observe and discuss in situ the environmental impacts caused by different anthropogenic activities, as well as the restoration measures recently implemented. Students will prepare a report at home based on the visit, which will be considered in the final evaluation of the subject. The lecturers will also assess students` active participation during the visit, including questions and discussions.
7.5
100
Assessment activities (continuous assessment system)
Written exam on the lessons of the subject.
2
100
Assessment activities (final assessment system)
Final written exam on the lessons of the subject. In addition, additional activities will be included for those students who have not do the real case actvity, trip report or oral presentation.
3
100
Tutorials
Attendance by appointment by e-mail at the tutorials time table. Employment of on-line resources (Aula Virtual). Review of the drafts of practical works.
5
100
Student work: study or individual or group work
Study of the theoretical contents of the subject by the students, carrying out the practical works/cases/quesitons and preparation of the seminar.
82
0
Individual official test
There will be a single partial exam covering the theory lessons. The grading criteria will follow the current UPCT regulations.
60 %
Evaluation of practical sessions, visits and seminars based on reports and corresponding documents
Evaluation of the field trip report. For students who did not attend the field trip, as well as those who attended but did not submit the report, a written question will be included in the global exam to provide an opportunity to obtain the corresponding 10%.
10 %
Solving of cases, theoretical questions, practical exercises or problems given by the teaching staff
Evaluation of practical cases in the classroom. For students who do not complete this activity and fail to submit the practical cases or questions, an alternative question or activity will be included in the final exam to provide an opportunity to obtain the corresponding 15%.
15 %
Presentation and defence of individual or group assignments
Evaluation of students` oral presentations. For students who do not deliver the oral presentations, a written question will be included in the final exam to provide an opportunity to obtain the corresponding 15%.
15 %
Other evaluation activities
0 %
Individual official test
Written global exam on theory lessons. The grading criteria will follow the current UPCT regulations. Students who have already passed the partial exam are not required to sit the official global exam but may choose to do so if they wish to improve their mark. In such cases, the final mark will be the one obtained in the global exam, replacing the previous partial exam mark.
60 %
Evaluation of practical sessions, visits and seminars based on reports and corresponding documents
For students who did not submit the technical visit (field trip) report or did not attend the trip, a question will be included in the final exam. Students who attended the trip and submitted the report are not required to complete this part but may choose to do so if they wish to improve their mark. In such cases, the final mark will be the one obtained in the global exam, replacing their previous mark.
10 %
Solving of cases, theoretical questions, practical exercises or problems given by the teaching staff
For students who did not submit the practical case, a question will be included in the final exam. Students who did the practical case are not required to complete this part but may choose to do so if they wish to improve their mark. In such cases, the final mark will be the one obtained in the global exam, replacing their previous mark.
15 %
Presentation and defence of individual or group assignments
For students who did not deliver the oral presentation, an alternative activity will be included in the final exam. Students who completed the oral presentation are not required to do this part but may choose to do so if they wish to improve their mark. In such cases, the final mark will be the one obtained in the global exam, replacing their previous mark.
15 %
After completing each lesson, the lecturer will monitor the assimilation of the subject by providing
questions for auto-evaluation/short reports/ etc. in the class or by Aula Virtual
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Aula Virtual Web of the Departamento de Edafología y Química Agrícola de la Universidad de Granada: http://edafologia.ugr.es http://www.edafologia.net/
- Web resources on soil quality:
Australia
http://www.soilquality.org.au/factsheets
USDA, United States
https://www.nrcs.usda.gov/wps/portal/nrcs/main/soils/health/assessment/
Web page of the Ministerio de Agricultura, Pesca y Alimentación on forest resources:
https://www.mapama.gob.es/es/desarrollo-rural/temas/politica-forestal/default.aspx