ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 3 Expository Class: 9 Interactive Classroom: 12 Total: 75
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Soil Science and Agricultural Chemistry, Functional Biology
Areas: Soil Science and Agricultural Chemistry, Ecology
Center Faculty of Biology
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
0. Descriptive details of the subject
Name and code:
Subject: Conservation and restoration of terrestrial ecosystems
Code: P1241212
No. of credits: 3 ECTS
Schedule: please see the schedule for the Master's Degree (https://www.usc.gal/gl/titulacions/masters_oficiais/mbio/
Language of the course: Spanish
Faculty
Xosé Luis Otero Pérez
Department of Edaphology and Agricultural Chemistry
Phone number: 13300
email: xl.otero [at] usc.es (xl[dot]otero[at]usc[dot]es)
Otilia Reyes Ferreira
Department o Bioloxía Funcional. Area of Ecology
Phone number: 881813318
e-mail: Otilia.reyes [at] usc.es (Otilia[dot]reyes[at]usc[dot]es)
Tutorial classes
X.L. Otero: Friday, 10:00 a 13:00 10:00 to 13:00 in the Department of Edaphology and Agricultural Chemistry. School of Biology.
O. Reyes: Monday, 10:00 to 13:00 Department of Bioloxía Funcional. School of Biology.
The subject "Conservation and restoration of terrestrial ecosystems" provides knowledge to understand the basic principles for conservation and degradation of different terrestrial ecosystems and to apply restoration techniques. This subject aims that students acquire skills to identify situations of risk of degradation of terrestrial ecosystems and to propose measures for both the prevention and ecological restoration of the terrestrial environment.
The subject will be organized around three thematic blocks:
Block 1. DEGRADATION OF WETLANDS AND BASIC RESTORATION TECHNIQUES
1.1.Degradation processes: Alterations of the hydrological system. Pollution and eutrophication. Filling and occupation.
1.2. Restoration techniques: Evaluation of the state and design of the restoration project (setting objectives). Management of water quality and dynamics. Regeneration and habitat creation.
1.3. Study cases
Block 2. DEGRADATION PROCESSES ARISING FROM FOREST FIRES AND TECHNICAL RESTORATION OF ECOSYSTEMS:
2.1. Ecological effects of fire
2.2. Natural regeneration of vegetation
2.3. Ecological restoration
2.4. Study cases
BLOCK 3. DEGRADATION AND POLLUTION OF SOILS BY MINING ACTIVITIES
3.1. Quarries and Mines. Operationally aspects. Impacts on terrestrial ecosystems.
3.2. Techniques of restoration of mining sites.
3.3 Dynamics of the most common contaminants in mining. Decontamination treatments.
3.4. Study cases
Interactive classes
• Seminars: Study of cases of degradation and recovery of terrestrial ecosystems. Restoration plans and environmental monitoring
• Practices: There will be 1 field trip (if funding allows), where the knowledge explained in the theoretical sessions will be applied. We will visit a regenerated wetland area, an area affected by fires and / or a restored mining site. Students will be trained in various vegetation sampling techniques in burned areas.
Basic bibliography
Zonas húmedas
• USDA-NRCS.2003. Wetland Restoration, Enhancement, and Management. https://www.nrcs.usda.gov/Internet/FSE_DOCUMENTS/nrcs143_010838.pdf
• Eades P., Bardsley, L., Giles, N., Crofts, A. 2003. The wetlands restoration manual. The wild life trusts, Newark.
• Zonas incendiadas
García Novo F., Casal M., Pausas J. G., eds. 2018. Ecología de la regeneración de zonas incendiadas. Academia de Ciencias sociales y del Medio Ambiente. Sevilla. https://pdfs.semanticscholar.org/a0a3/65c0722b64d884791726b1b498096d6d2…- Instituto
• Vega J. A., Fonturbel T., Fernández C., Arellano A., Díaz-Raviña M., Carballas M. T., Martí A., González-Prieto S., Merino A. y Benito E. 2013. Acciones urgentes contra la erosión en áreas forestales quemadas. Guía para su planificación en Galicia. Xunta de Galicia. Santiago de compost.https://lourizan.xunta.gal/sites/w_forlou/files/vega_2013_acciones_urge…
Zonas mineras
• Tecnológico Geominero de España. 1999. Manual de restauración de terrenos y evaluación de impactos ambientales en minería (Vol. 2). IGME. http://info.igme.es/SidPDF%5C065000%5C106%5C65106_0001.pdf
• Alberruche et al. 2010.Guía para la rehabilitación de huecos mineros con residuos de construcción y demolición. Ministerio para la Transición Ecológica. http://info.igme.es/SidPDF%5C065000%5C106%5C65106_0001.pdf
• Tripathi, N., Singh, R. S., & Hills, C. D. 2016. Reclamation of Mine-impacted Land for Ecosystem Recovery. John Wiley & Sons, Limited. ISBN: 978-1-119-05790-1232 Pages
• Video restauración de minas. Endesa https://www.endesa.com/es/proyectos/todos-los-proyectos/eficiencia-ener…
Libros complementarios
Wetlands
• Hawke, C.J., José P.V., 1996. Reedbed, management for commercial and wildlife interests. Royal Society for the Protection of Birds (RSPB).
Hughes, J. Heathwaite, L.1995. Hydrology and hydrochemistry of British wetlands. Wiley. Biblioteca Intercentos Lugo.
• Koerselman, W., Verhoeven, J. T.A. 1995. Restoration of eutrophicated fen ecosystems; external and internal nutrientes sources and restoration strategies. In Restoration of temperate wetlands (B. Wheeler, S. Shaw, W. Fojt, R. Robertson , eds) John Wiley & sons. UK. Pp 91-112.
• Nottage, A., Robertson, P. 2005. The saltmarsh creation handbook: a Project manager´s guide to the creation of saltmarsh and intertidal mudflat. RSPB.
• Reddy, K.R., DeLaune, R.D. 2008. Biogeochemsitry of wetlands. Science and Application. CRC Press.
• Sutherland, W., Hill, D.A.1995. Managing hábitats for conservation. Cambridge University Press.
Wildfire
• Cerdà A. y Robichaud P.R. 2009. Fire effects on soils and restoration strategies. Land Reconstrution and management series, vol. 5. Science Publishers. Hampshire.
• Díaz-Fierros F., ed. 2018. Incendios forestales. Reflexiones desde Galicia. Hércules de Ediciones, A Coruña.
• García-Duro, J., Cruz, O., Casal, M. y Reyes, O. 2019. Biological Invasions. 21:1427–1438.
• Martínez Ruíz C., Lario Leza F. J., Fernánez Santos B., eds. 2012. Avances en la restauración de de sistemas forestales. Técnicas de implantación. Sociedad Española de Ciencias Forestales (SECF) y Asociación Española de Ecología Terrestre (AEET). Madrid.
• Ministerio de Agricultura, alimentación y Medio ambiente, ed. 2013. Guía técnica para la gestión de montes quemados. Akasa S. L. Madrid.
Moreira F., Catry F., Sande Silva J. y Rego F. 2010. Ecologia do fogo e gestao de áreas ardidas. ISA Press. Lisboa. https://www.academia.edu/29095679/Ecologia_do_fogo_e_gest%C3%A3o_de_%C3….
• Trabaud L. y Prodon R., eds. 2002. Fire and biological processes. Backhuys Publishers. Leiden.
• Trabaud L., ed. 1998. Fire management and lanscape ecology. International Asssociation of wildlandfire. Washington.
Trabaud L., ed. 2000. Life and environment in the Mediterranean. Wit Press. Boston.
• Vallejo R. 1996. La restauración de la cubierta vegetal en la comunidad valenciana. Fundación Centro de Estudios Ambientales del Mediterráneo (CEAM). Valencia.
• Reyes, O. y Casal, M. 2008. Journal of Vegetation Science, 19:575-583.
• Reyes, O., Kaal, J., Arán, D., Gago, R., Bernal, J., García-Duro, J. & Basanta, M. 2015. Fire Ecology, 11:119-133.
• Rivas, M., Reyes, O. & Casal, M. 2006. International Journal of Wildland Fire, 15: 73-80.
Mine areas
• García, F. M., Vázquez, F. M., & Olano, C. N. (2012). Didáctica de la Mina de Touro: Procesos de Recuperación de Suelos y Aguas hiperácidas de Minas de Sulfuros Metálicos mediante la Valorización Biogeoquímica de Residuos. Boletín das ciencias, 25(76), 65-66.
• Prasad, Majeti Narasimha Vara, Paulo Jorge de Campos Favas, and Subodh Kumar Maiti. "Bio-Geotechnologies for Mine Site Rehabilitation." (2018).
In this subject the students will acquire the following skills described in the title report:
General: CG01, CG02, CG03, CG05, CB6, CB7, CB8,
Transversal: CT1, CT3, CT4, CT6.
Specific: CE9 (Know the main factors of degradation of aquatic and terrestrial ecosystems, and restoration strategies)
Lectures and seminars in the classroom and in the field, in which problems applied to real cases will be resolved, will alternate; the environmental consequences of certain actions and proposals for improvement will be analyzed.
The basic theoretical contents of the subject will be taught based on lectures that will be supported by the use of Power Point presentations and information on Environmental systems and restoration programs for degraded areas .
The teaching material (program, presentations, documents, etc.) will be provided to the students as the program is developed.
A field visit is envisaged. A visit to an old copper mine, a restored marsh and burned forest areas is contemplated. It is intended to involve students in the aforementioned visit by conducting an evaluation through a questionnaire.
Virtual Campus
The USC Virtual Campus will serve as a tool for communicating with students using the Moodle application, offering information on the curriculum taught in the classroom throughout the course, as well as complementary materials to study the subject (teacher's notes and scientific-technical documents), promoting the students' independent work and consultation of literature sources in English.
The following material will be provided to the students at the beginning of the course through the subject's virtual campus:
• TEACHING GUIDE: The approved teaching guide for the subject (in Galician, Spanish, and English).
• DAILY PLANNING: A guide indicating the detailed day-to-day activity planning
Throughout the development of the subject, the students will be provided with the following material:
• PRESENTATIONS: The presentations used by the teacher as a guide for lectures (in pdf format).
• ACTIVITY NEWSLETTER: Pdf/Word file listing exercises and questions related to the content that has been taught.
• COMPLEMENTARY MATERIAL for each unit, such as relevant laws and regulations, scientific articles, and links to websites with relevant content (environmental impact assessment study projects, environmental surveillance programs, etc.)
Scenario 1 (no restrictions to physical presence)
In-person teaching (24 h)
• Lectures and interactive lessons: The course will combine lectures (explanation and discussion of topics) and seminars (performing exercises) where the teacher will try to emphasize the most relevant aspects of the subject and verify the assimilation of the content by the students. Therefore, it is very important for students to work on the available material to promote the teacher-student interaction.
• Field trips: The course foresees a visit to an old copper mine quarry, a restored marsh and burned forest areas. The involvement of the students in said visit will be achieved by performing an assessment through a questionnaire.
• Small-group tutorial classes (1 hours)
• Individualized tutorial classes: They will be held through the MS Teams platform.
NOTE: FACE MASKS SHALL BE MANDATORY BOTH IN ALL CLASSROOM ACTIVITIES AND DURING THE FIELD TRIP.
Scenario 2 (partial restrictions of physical presence)
Scenario with fewer than 12 students (<30% of capacity of classroom A8, 42): It will remain the same as in scenario 1 (distance, face masks, and in-person lessons).
Scenario with more than 12 students: This entails their division into two groups that will alternate for in-person lessons (lessons will keep the same schedule, but part of the students will attend in person and the rest will attend online through the available computer tools).
Composition of the groups: Once registrations are formalized, the academic committee will decide on group composition and rotation, which will be applicable to each module.
Schedule and timetable: The programmed schedule and timetable for each subject must be followed regardless of whether lessons are taught in person or online (simultaneous).
In-person and online teaching (24 h)
• Lectures and interactive lessons: The students (approx. 25) will be divided in two groups composed by 12-13 people; these groups will alternate for in-person attendance so that one group will physically attend lessons while the other will attend online through a camera set up in the classroom (connected to a Teams session).
• Field trips: The course foresees a visit to to an old copper mine quarry, a restored marsh and burned forest areas. The involvement of the students in said visit will be achieved by performing an assessment through a questionnaire.
Online teaching (1 hours)
• Tutorial classes: They will be held through the MS Teams platform.
NOTE: FACE MASKS SHALL BE MANDATORY BOTH IN ALL CLASSROOM ACTIVITIES AND DURING THE FIELD TRIP.
Scenario 3 (closure of facilities)
Fully online teaching (24 h)
• Lectures and interactive lessons: The approved program will be followed using Team sessions, always promoting daily communication with the students by the different resources available (teacher's lectures, watching videos, discussion sessions, online resources, etc.).
• Team work: a team project will be prepared and presented orally through MS Teams during the last tutorial class session of the subject. The project will consist of a critical analysis of an environmental impact assessment.
• Individualized tutorial classes: They will be held through the MS Teams platform.
6. Assessment system
Continuous assessment (CA)
This subject establishes that the weight for CA shall be 40%, with the remaining 60% corresponding to a final test.
Scenario 1 (no restrictions to physical presence)
The students' grade will be calculated as the weighted average of their performance in the classroom (participation, team work), technical visit, and final exam.
Activities included in Continuous Assessment
Continuous Assessment includes monitoring of the following activities:
• Follow-up tests: 3 short tests (15 min) to be performed after each contents block. To be performed individually. Weight: 15%. In-person attendance.
• Team work will consist of a short presentation (maximum 5' per group) of a topic, including: a) summary of a unit covered by the subject; b) presentation of corrective measures applicable to different public constructions. Weight: 15%. Online attendance.
• The technical visit will be assessed by a questionnaire that will be given to the students on the day of the visit; this questionnaire shall be filled during the visit and handed back at the end. To be performed individually. Weight: 5%. In-person attendance.
• "Proactive attitude in the classroom" aims to assess the daily attitude of each student, particularly: a) showing that they work daily on the subject and participate in the discussions that take place in the classroom; b) relevant comments on the covered topics; c) motivation and positive attitude in the classroom, among others. To be performed individually. Weight: 5%. In-person attendance.
Final exam (in person)
• The exam shall consist of two different parts: theoretical questions (30% of the grade) and practical EIA exercises to be solved (30% of the grade). A minimum score of 4 out of 10 must be achieved for each part.
Students will be considered "not sat" if they do not attend any assessment activity (exam, team work, or technical visit). If they only attend some of them, the grade on first session will be "fail".
Those who need to resit the assessment will keep the grades obtained in the team work, technical visit, and proactive attitude in the classroom. In case they have not attended one particular activity, they will need to answer additional questions:
- If they have not participated in the team project, additional questions about the content of surveillance and monitoring plans will be included.
- If they have not participated in the technical visit, additional questions about said visit will be included.
Grade distribution Mode
Continuous assessment 40%
- Tests 15% In-person attendance
- Team work 15% In-person attendance
- Technical visit 5% In-person attendance
- Proactivity 5% In-person attendance
Final exam 60%
- Theory (min. 40%) 30% In-person attendance
- Exercises (min. 40%) 30% In-person attendance
Scenario 2 (partial restrictions of physical presence)
This scenario foresees the same activities, but they will be assessed differently according to the methodology employed. Thus, the presentation of the team project, the technical visit, and the exercises in the final exam would be done in person if possible, while the remaining activities would be done online.
Grade distribution Mode
Continuous assessment 40%
- Tests 15% Online (simultaneous)
- Team work 15% In-person attendance
- Technical visit 5% In-person attendance
- Proactivity 5% In-person and online
Final exam 60%
- Theory (min. 40%) 30% In-person attendance
- Exercises (min. 40%) 30% In-person attendance
Scenario 3 (closure of facilities)
All the assessment activities would be done online, including the questionnaire after the virtual visit, presentations of team projects, and final exams. The technical visit will be replaced by a seminar.
Modifications to the assessment: In these scenarios, the final exam will be done online via Teams and Moodle.
Grade distribution Mode
Continuous assessment 40%
- Tests 15% Online (simultaneous)
- Team work 15% Online (simultaneous)
- Technical visit 5% Online (simultaneous)
- Proactivity 5% Online
Final exam 60%
- Theory (min. 40%) 30% Online (simultaneous)
- Exercises (min. 40%) 30% Online (simultaneous)
In case of misconduct in the performance of exercises or exams, the provisions in the Regulations for student assessment and academic performance and grade revision shall be applicable.
The subject has a workload of 3 ECTS, which are distributed as follows:
Expository activities: 7 hours
Interactive activities: 14 hours
Mandatory tutorials: 1 hour
Exam: 2 hours
Personal work: 51 hours
Total : 75 h
It is recommended that students have basic knowledge in general chemistry, biology and geology, which are important to pass the subject
In addition, it is advisable that the student has knowledge of English (written comprehension) and of basic computer applications (Word, Excel, use of e-mail, consultation of web pages) at user level. On the other hand, it is important that the students work on the material of the subject throughout the course to promote teacher-student interaction.
The use of the virtual campus is recommended as the backbone of all the activities to be carried out in this area.
Recommendations for telematic teaching
• In accordance with the rules of the telematic evaluation, it is necessary to have a microphone and a camera to carry out telematic exams, in addition to the fact that these devices greatly improve the interaction with the teacher.
• Improve information and digital skills with the resources available at USC.
9. Contingency plan
a) Teaching methodology
Scenario 2 (partial restrictions of physical presence)
Scenario with fewer than 12 students (<30% of capacity of classroom A8, 42): It will remain the same as in scenario 1 (distance, face masks, and in-person lessons).
Scenario with more than 12 students: This entails their division into two groups that will alternate for in-person lessons (lessons will keep the same schedule, but part of the students will attend in person and the rest will attend online through the available computer tools).
Composition of the groups: Once registrations are formalized, the academic committee will decide on group composition and rotation, which will be applicable to each module.
Schedule and timetable: The programmed schedule and timetable for each subject must be followed regardless of whether lessons are taught in person or online (simultaneous).
In-person and online teaching (24 h)
• Lectures and interactive lessons: The students (approx. 25) will be divided in two groups composed by 12-13 people; these groups will alternate for in-person attendance so that one group will physically attend lessons while the other will attend online through a camera set up in the classroom (connected to a Teams session).
• Field trips: The course foresees a visit to to an old copper mine quarry, a restored marsh and burned forest areas. The involvement of the students in said visit will be achieved by performing an assessment through a questionnaire.
Online teaching (1 hours)
• Tutorial classes: They will be held through the MS Teams platform.
NOTE: FACE MASKS SHALL BE MANDATORY BOTH IN ALL CLASSROOM ACTIVITIES AND DURING THE FIELD TRIP.
Scenario 3 (closure of facilities)
Fully online teaching (24 h)
• Lectures and interactive lessons: The approved program will be followed using Team sessions, always promoting daily communication with the students by the different resources available (teacher's lectures, watching videos, discussion sessions, online resources, etc.).
• Team work: a team project will be prepared and presented orally through MS Teams during the last tutorial class session of the subject. The project will consist of a critical analysis of an environmental impact assessment.
• Individualized tutorial classes: They will be held through the MS Teams platform.
6. Assessment system
Scenario 2 (partial restrictions of physical presence)
This scenario foresees the same activities, but they will be assessed differently according to the methodology employed. Thus, the presentation of the team project, the technical visit, and the exercises in the final exam would be done in person if possible, while the remaining activities would be done online.
Grade distribution Mode
Continuous assessment 40%
- Tests 15% Online (simultaneous)
- Team work 15% In-person attendance
- Technical visit 5% In-person attendance
- Proactivity 5% In-person and online
Final exam 60%
- Theory (min. 40%) 30% In-person attendance
- Exercises (min. 40%) 30% In-person attendance
Scenario 3 (closure of facilities)
All the assessment activities would be done online, including the questionnaire after the virtual visit, presentations of team projects, and final exams. The technical visit will be replaced by a seminar.
Modifications to the assessment: In these scenarios, the final exam will be done online via Teams and Moodle.
Grade distribution Mode
Continuous assessment 40%
- Tests 15% Online (simultaneous)
- Team work 15% Online (simultaneous)
- Technical visit 5% Online (simultaneous)
- Proactivity 5% Online
Final exam 60%
- Theory (min. 40%) 30% Online (simultaneous)
- Exercises (min. 40%) 30% Online (simultaneous)
In case of misconduct in the performance of exercises or exams, the provisions in the Regulations for student assessment and academic performance and grade revision shall be applicable.
Xose Lois Otero Perez
- Department
- Soil Science and Agricultural Chemistry
- Area
- Soil Science and Agricultural Chemistry
- Phone
- 881813300
- xl.otero [at] usc.es
- Category
- Professor: University Lecturer
Otilia Reyes Ferreira
- Department
- Functional Biology
- Area
- Ecology
- Phone
- 881813318
- otilia.reyes [at] usc.es
- Category
- Professor: University Lecturer
| Tuesday | |||
|---|---|---|---|
| 09:30-14:00 | Grupo /CLE_01 | Galician, Spanish | Seminar Room 4 Jacques Ives Cousteau |
| Wednesday | |||
| 09:30-14:00 | Grupo /CLE_01 | Galician, Spanish | Seminar Room 4 Jacques Ives Cousteau |
| Thursday | |||
| 11:00-14:00 | Grupo /CLE_01 | Spanish, Galician | Seminar Room 4 Jacques Ives Cousteau |
| 15:00-18:00 | Grupo /CLE_01 | Galician, Spanish | Seminar Room 4 Jacques Ives Cousteau |