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
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: 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: 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 ecosystems degradation. Types of soil and vegetation cover degradation. Methods and techniques for recovering soil quality and vegetation cover in degraded ecosystems abd their effects on the quality of water resources and ecosystem services. Causas y consecuencias de la degradación de ecosistemas. Procesos de degradación del medio edáfico y de la cubierta vegetal. Métodos y técnicas de regeneración de la calidad del suelo y de la cubierta vegetal en ecosistemas degradados y cómo repercuten en la calidad de otros recursos como el agua y los servicios ecosistémicos.
Unit I. Introduction to ecosystem degradation (lesson 1)
Lesson 1- Human foodprint. 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- Restoration in dune ecosystems
Lesson 12- Natural regeneration in post-fired landscapes.
Lesson 13- Environmental impacts and sustainable management in anthropogenic multi-impacted areas.
Subject practices 1. Technical visit (field trip). 2. Practical cases. 3. Seminars.
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 at the classroom using TICs. Resolution of the students questions.
- Practical cases at classroom related to degradation processes and ecosystem restoration measures. The lecturers will explain examples of the procedures for the resolution of the practical cases or examples of cases of environmental degradation. The lecturers will provide data/information/guide to the students to help in the resolution of similar cases or questions about the discussed issue. The works/questions 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 even if they have not attended the Face to-face sessions.
- Oral presentation by groups of seminars. Presentations are based on topics related with the subject. After the initial search for information, students can attend tutorials for the review and correction of drafts. Additionally the teachers may request the
delivery of a written report. The teachers will propose at the beginning of the course a deadline for the oral presentations/delivery (ifapplies) of the works. The evaluation of these works will be taken into account for the final mark of the course.
35.5
100
Class in the field or open classroom: practical classes
Technical visit (field trip). During the visit, and guided by the lecturers, students will visit various locations where will be able to observe and discuss in situ the environmental impacts caused by various anthropic activities and the restoration actions carried out just. The students will complete the preparation at home of a report that will be considered in the final evaluation of the subject. The lecturers will value active participation during the visit (doubts/questions).
7.5
100
Assessment activities (continuous assessment system)
Partial written exam on the lessons of the subject.
2
100
Assessment activities (final assessment system)
Final written exam on the lessons of the subject.
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 on the theory lessons. Rules of qualification will be according to the current UPCT normative.
60 %
Evaluation of practical sessions, visits and seminars based on reports and corresponding documents
Evaluation of the report on the field trip. For those students who did not attend the trip and for those who attended the trip but did not deliver the report, a written question will be included in the global exam so that they can have option to obtain the corresponding 10%.
10 %
Solving of cases, theoretical questions, practical exercises or problems given by the teaching staff
Evaluation of the practical cases/questions raised in classroom. For the students who do not carry out this activity and do not deliver the practical cases/questions, an alternative question/activities will be included in the final exam so that have an option to get the corresponding 15%.
15 %
Presentation and defence of individual or group assignments
Evaluation of the oral presentations done by the students. For those students who do not do the presentations there will be a written question in the final exam so that they have option to obtain the corresponding 15%.
15 %
Other evaluation activities
0 %
Individual official test
Written global exam on the theory lessons. Rules of qualification will be according to the current UPCT normative. Those students that passed the partial exman, are not obligated to do the final exman but they can do it in case they want to obtain a higher mark. For the latter, they will keep the mark of the global exam and not that mark that they obtained previously.
60 %
Evaluation of practical sessions, visits and seminars based on reports and corresponding documents
For those students who did not deliver the report of the technical visit (field trip) or did not attend the trip, a question on the final exam will be included. Those students that attended the trip and delivered the report, are not obligated to do this part but they can do it in case they want to obtain a higher mark. For the latter, they will keep the mark of the global exam and not that mark that they obtained previously.
10 %
Solving of cases, theoretical questions, practical exercises or problems given by the teaching staff
For those students who did not deliver the practical case/questions, a question on the final exam will be included. Those students that delivered the practical case/question, are not obligated to do this part but they can do it in case they want to obtain a higher mark. For the latter, they will keep the mark of the global exam and not that mark that they obtained previously.
15 %
Presentation and defence of individual or group assignments
For those students who did not do the oral presentation, a question on the final exam will be included. Those students that did the oral presentation, are not obligated to do this part but they can do it in case they want to obtain a higher mark. For the latter, they will keep the mark of the global exam and not that mark that they obtained previously.
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
Author: Tan, Kim Hua
Title: Principles of soil chemistry /
Editorial: CRC Press,
Publication Date: 2010
ISBN: 9781439813928
Author: Mirsal, Ibrahim A.
Title: Soil Pollution origin, monitoring & remediation
Editorial: Springer,
Publication Date: 2008
ISBN: 9783540707752:
Author: Perk, Marcel van der
Title: Soil and water contamination /
Editorial: CRC Press/Taylor & Francis,
Publication Date: 2014
ISBN: 9780415893435/&
Author:
Title: An introduction to environmental chemistry
Editorial: Blackwell Science,
Publication Date: 2004
ISBN: 9780632059058
Author: ,
Title: Sustainable forest management: from concept to practice
Editorial: Routledge
Publication Date: 2017
ISBN: 9781844077236|
Author:
Title: Introduction to forestry and natural resources
Editorial: Elsevier
Publication Date: 2021
ISBN: 9780128190029
Author: Pepper, Ian L.
Title: Environmental microbiology
Editorial: Elsevier ; Academic Press,
Publication Date: 2014
ISBN: 9780123946263
Author:
Title: Handbook of soil sciences: resource management and environmental impacts
Editorial: CRC Press
Publication Date: 2011
ISBN: 9781439803073
Author:
Title: Handbook of soil sciences: properties and processes
Editorial: CRC Press
Publication Date: 2012
ISBN: 9781439803059
Author: ,
Title: Soils and human health
Editorial: Boca Raton, FL : b CRC Press , c
Publication Date: 2016
ISBN: 9781439844540
Author: Osman, K.T.
Title: Soil degradation, conservation and remediation.
Editorial: Srpinger
Publication Date: 2014
ISBN: 978-94-007-7589-3
Author: Osman, K.T.
Title: Management of Soil Problems
Editorial: Srpinger
Publication Date: 2018
ISBN: 978-3-319-75525-0
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