Forests play a fundamental role in our well-being, but they are in a critical situation. This subject addresses the knowledge of the ecological bases of this type of ecosystem and what is necessary for the management of problems related to the environmental conditions that limit the structure and functioning of forests, the physical and chemical characteristics and dynamics of the environment, forest biodiversity, production and biogeochemical cycle, and service flows for social welfare and the learning of the functions of different forest ecosystems.

Climate change and sustainable management criteria in forest ecosystems. Final aspects of the use of forest ecology, changes suffered by forests, usually by human action. Simultaneously, the management contemplating solutions of conservation and restoration or regeneration.

SPECIFIC COMPETENCES

- Knowledge of biodiversity, production and biogeochemical cycles of forests.

- Knowledge of the peculiarities of forests, of the organisms inhabiting these systems and their importance in the functioning of forests: primary producers, consumers and decomposers.

- To know the functions of different forest ecosystems and the flows of services provided for the welfare of society.

- Interpret global change and sustainable management criteria in forest ecosystems.

- The capacity of the ecological use of forests to manage, preserve and find restoration or regeneration solutions.

TRANSVERSAL COMPETENCES

- Ability to evaluate, interpret and synthesize biological data and information

- Processing and interpretation capacity according to explanatory models of data obtained from observations and measurements

- Capacity for technical and scientific reporting

- Competence to properly communicate the biological knowledge necessary for the training and dissemination of the area of education at all levels

- Use appropriate techniques and equipment

THEORETICAL CLASSES

1-Structure and distribution of the main types of ecosystems in the world.

2-Basic measurements for forest management.

3-Managed ecosystems.

4-forest management.

5-Landscape biodiversity.

6-Carbon balance.

7-Water and nutrient balance in forest ecosystems.

8-Biomass and forestry production.

9-Changes

10-Forest pests.

11-Basque forestry reality and management strategies.

INTERNSHIP PROGRAMME

1.- Forest study: structure, plant biodiversity indices, soil organic matter, biomass and production calculations, service assessment (0.3 credits).

2.- Plantation studies: structure, plant biodiversity indices, soil organic matter, biomass and production calculations, service assessment (0.3 credits).

3. Rural practice: characteristics of forest and crop ecosystems (0.8 credits).

4. Seminar (0.3 credits): Rural practices and laboratory

Different methodologies are used in this area:

Classes: its objective is to transmit the theoretical contents of Forest Ecology and are directed to all students enrolled in the subject. In this type of teaching, the teacher uses audiovisual media.



Classroom practices: They complement, consolidate and apply the contents developed in the classes. Individually or in small groups, students see problems and applied cases of Forest Ecology.



Practices and procedures: practices coordinated with seminars. They are developed in small groups and the aim is for students to carry out a full ecological research. Both in the field and in the laboratory, students use the basic methodology and tools of Forest Ecology to analyze the responses of communities to changes in environmental variables.



Seminars: Seminars are related to field and processing practices. For the development of a Forest Ecology project, the analysis of the data obtained in rural and laboratory practices and the discussion of the results.



Field trips: Students observe and learn different examples of forest management.

• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 60
  • Team projects (problem solving, project design)) (%): 40

During the development of the evaluation tests it shall be prohibited the use of books, notes or notes, as well as of apparatus or telephone, electronic, computer or other devices, by students. In any case of dishonest practice or the protocol on academic ethics and prevention of dishonest practices or fraudulent evaluation tests and academic work in the UPV/EHU.



-Continuous assessment:

The assessment will be made on the basis of a written theoretical examination (short questions, interpretation of schemes and problems) worth 60% of the final note and on the basis of work on practices, which will amount to 40% of the final note. To pass the subject it will be necessary to pass the theoretical examination and the practices. Correctness and precision in responses and consistency in approaches will be assessed. In the case of practice reports, their suitability to the scientific standard will also be assessed.



- Final evaluation:

Students who drop out of the continuous assessment and opt for a final evaluation must submit their written resignation to the teacher responsible for the subject within nine weeks of the beginning of the four-month period. In this case the assessment will be based on the written theoretical examination (test questions with multiple answers, short questions, interpretation of schemes and problems) which will be worth 60% of the final note and a practical examination which will be worth 40% of the final note in which the student will have to demonstrate that he or she gathers the knowledge, skills and practical skills of the subject. To pass the subject it will be necessary to pass the theoretical and practical examination.



- Failure to attend the exam will be interpreted as resignation.

During the development of the evaluation tests it shall be prohibited the use of books, notes or notes, as well as of apparatus or telephone, electronic, computer or other devices, by students. In any case of dishonest practice or the protocol on academic ethics and prevention of dishonest practices or fraudulent evaluation tests and academic work in the UPV/EHU.



Special call



-Continuous assessment:

For the July special assessment the grades of the course’s practical work will be kept and the written test will have to be repeated. The characteristics of the examination and the assessment criteria shall be the same as the ordinary call.





-Final evaluation:

The characteristics of the theoretical and practical examinations and the assessment criteria shall be the same as those of the ordinary call.

Documentation provided by the teacher in the master class
Subject practice protocols

Basic bibliography

Aber DA & Melillo JM. 2001. Terrestial ecosystems. Harcourt Academic Press. New York.

Kent, M. & Coker,P. 1992. Vegetation Description and analysis. A Practical Approach. Belhaven Press.

Kimmins, J.P. 2003. Forest Ecology: foundations for sustainable management. Prentice Hall. Nueva Jersey.

Likens, G.E., Bormann, R. S., Pierce, R.S., Eaton, J.S. and N.M. Jhonson. 1977. Biogeochemistry of a Forested Ecosystem. Springer-Verlag, New york.

Reichle, D.E. (Ed.). 1981. Dynamic properties of forest ecosystems. International Biological Programme 23. Cambridge University Press.

Smith, R. Smith, T. 2002. Ecology and Field Biology: Hands-On Field Package. Kluwer Academic Publishers.

In-depth bibliography

Bailey, G. 2002. Ecoregion-Based Design for Sustainability. Springer.
Costanza, R., Mageau, M., Norton, B. & Patten, B.C. 1998. What is Sustainability? Pp. 231-239. En: Rapport, D., Costanza, R., Epstein, P.R., Gaudet, C. & Levins, R. (eds). Ecosystem Health. Blackwell Science.
Dudley, N., Schlaepfer, R., Jeanrenaud, JP., Jackson, W. and Stolton, S. 2006. Forest Quality - Assessing forests at a landscape scale. Earthscan.
Gliessman, S.R. 2001. Agroecosystem Sustainability: Developing Practical Strategies. CRC Press LLC. Florida. EEUU.
Innes, JL., Hickey, G., Hoen,HF. 2005. Forestry and Environmental Change: Socioeconomic and Political Dimensions. CABI.
Lindenmayer DB., and Hobbs, R. 2007. Managing and Designing Landscapes for Conservation, Moving from Perspectives to Principles. Murdoch University.
Mansourian, S., Vallauri, D., Dudley, N. 2005. Forest Restoration in Landscapes - beyond planting trees. Springer.
Turner, Monica G., Gardner, Robert H., O'Neill, Robert V. 2001. Landscape Ecology in Theory and Practice - Pattern and Process. Springer

Journals

Forestry, Forest Ecology and Management, Annals of Forest Science, Applied Vegetation Science, Plant Ecology

Web addresses

http://www.nysaes.cornell.edu/ent/biocontrol/
http://www.worldwildlife.org/
http://www.biologybrowser.org/
http://www.unep.org/
http://oils.gpa.unep.org/facts/facts.htm
http://www.ser.org/
http://www.iucn.org/
http://www.ipcc.ch/
http://highered.mcgraw-hill.com/sites/0073050822/student_view0/index.html
https://www.khanacademy.org/partner-content/crash-course1/cc-ecology