The subject addresses the study of the concept and methodological treatment of the landscape (analysis and diagnosis) for its integration into sectoral public policies and territorial planning, taking into account current regulations and the recommendations of the European Landscape Convention.



In this subject, the expression of the territorial system, the landscape, is presented and analyzed. In the first themes present and analyze the contribution of the various sciences to the concept of landscape and the territorial instruments that require the application of landscape analysis and diagnosis methods. Subsequently, and from a perspective systemic and visual factors, types of classification and landscape characteristics are treated using tools photographic and cartographic, statistical foundations and specific measuring instruments. Finally, they develop the issues related to the assessment of the landscape based on the territorial objective (diagnosis, reception capacity, determinations and impact).

COMPETENCIES



The competencies corresponding to this subject according to the Verified Report (https://www.ehu.eus/es/web/graduak/grado-geografia-y-ordenacion-territorio/verificacion-seguimiento-y-acreditacionn) are:



BASICS

CB1- That the student has demonstrated that they possess and understand knowledge in an area of study that starts from the basis of general secondary education, and is usually found at a level that, although supported by advanced textbooks, also includes some aspects that involve knowledge from the cutting edge of their field of study.

CB2- That the students know how to apply their knowledge to their work or vocation in a professional way and have the competencies that are usually demonstrated through the preparation and defense of arguments and the resolution of problems within their area of study.

CB3- That the student body has the ability to gather and interpret relevant data (normally within their area of ​​study) to make judgments that include reflection on relevant issues of a social, scientific or ethical nature.

CB4- That the student body can transmit information, ideas, problems and solutions to both specialized and unspecialized audiences.

CB5- That the student body has developed those learning skills necessary to undertake further studies later with a high degree of autonomy.



GENERAL

G004- Know, understand and interpret the territory and interrelate the physical environment with the social and human sphere.

G005- Explain the diversity of places, regions and locations and understand spatial relationships and processes. Interrelate phenomena at different territorial scales.

G006- Use geographical information as a means for the description, analysis and interpretation and management of the territory. Express information cartographically, prepare and interpret statistical information. Use of ICTs in the analysis and communication of research results.

G007- Make proposals for territorial planning and management, and the location of services and activities.

G008- Present and transmit geographical knowledge and understand these problems in a multidimensional way.



SPECIFIC TO THE TERRITORY MANAGEMENT MODULE M02

M02CM02- Ability to pose and solve problems through the application of knowledge

acquired both theoretical and technical.

M02CM04- Apply geographical knowledge to the analysis and diagnosis of the territory and its landscape. For this requires:

-presenting the concept of landscape in its different dimensions and its treatment in the regulatory context

-understanding the system that underlies the landscape and the factors that determine the different types of landscape

-using and interpret basic information sources in landscape treatment

-understanding the spatial dimension of landscape phenomena at different scales

-define and characterize the different types of landscape

-learning to evaluate the landscape in parameters of quality, fragility and capacity for use based on its characteristics and from various techniques

-training students in the development of the theoretical and methodological model of landscape treatment based on various approaches: territorial diagnosis, impact evaluation.



LEARNING RESULTS OF THE SUBJECT LINKED TO THE PREVIOUS COMPETENCES:

L- Know how to interpret the different dimensions of the landscape concept.

LR2- Understand and determine the diversity system and factors underlying the landscape.

LR3- Know how to search for and interpret basic sources of information in landscape treatment

LR4- Properly use the instruments, drawing, measurement and data processing techniques of the analysis landscape and provide cartographic outputs thereof.

LR5- Apprehend the spatial dimension of the landscape: the scale and structure of landscape phenomena.

LR6- Know how to evaluate the landscape in parameters of quality, fragility, capacity and impact based on methods and techniques diverse.

LR7- Be able to develop a theoretical and methodological model of landscape treatment based on different approaches.

1. Concept and method in landscape

1.1. Conceptual background and current dimensions of the landscape

1.2. The landscape: conservation and territorial planning

1.3. Objectives and methods of working in landscape: types of analysis

2. Analysis and classification

2.1. Landscape diversity factors

2.2. Delimitation and naming of landscape units

2.3. Landscape classification

3. Structure and dynamics of the landscape

4. Diagnosis of potentiality: Assessment

4.1. Quality assessment methods

4.1.1. Direct methods

4.1.2. Non-direct methods

4.2. Methods for assessing visual fragility

4.3. Landscape capacity of the territory: Application of quality assessment and fragility in

organization.

5. Prognosis and synteresis: Environmental impact on the landscape.

The course methodology includes expository classes by the teachers and the preparation of practical work so that students assimilate the theoretical and applied concepts explained in the thematic blocks of the subject and acquire skills in the different instruments and technologies used in class. The teaching-learning process is based on the active, project-based learning methodology, focusing on the analysis and diagnosis of the landscape of a municipality. The submissions of the different sections of the project (Tasks on the eGela platform) will be held on the dates established on the digital platform. In addition, the course includes a field trip in which the students will recognize, through the interpretation of the landscapes and the material provided, the content covered in the expository classes.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 50
  • Realization of Practical Work (exercises, cases or problems) (%): 50

The evaluation of this subject is continuous. Evaluation process by competence and learning results:

LR1- final exam (0.5). Practice (0.5):

- The interpretative argument is adequate

- The most important aspects contributed are collected

- The established relationships are the relevant ones

- The written expression is correct

- Own ideas are contributed

LR2- Exam (0.5) / Practice (0.5):

- Relevance of the response given

- Complete interpretation of the information provided

- The argument is well organized

LR3- Practice (0.5):

- Relevant material and scales used

- The use of the material is orderly

- The information extracted is meaningful and well interpreted

LR4- Exam (2):

- Correct completion of the task set

- The graphic expression is clear

- Correct order of steps performed

- Adequate use of resources

Practice (1.5):

- Adequate resolution of the practical cases raised

- Proper use of the material used

- Correct used variables

- Relevant results

- Correct graphic material used

- Well organized presentation order

LR5- Exam (0.5):

- Relevance of the response

- Expository clarity

- Adequate resolution of the practical cases raised

- Proper order

- Analysis criteria used appropriately

- Appropriate resources used

- Relevant results

- Graphic material presented correctly and clearly

LR6- Exam (1)

- Relevance of the response

- Correct and well-organized evaluative argumentation

- Reference to the resources to be used appropriately

- The design of relationships expressed between parameters is optimal

- Valid own ideas are contributed

Practice (1):

- Correct performance of the tasks set

- Adequate use of resources

- Correct order of steps performed

Note: Individual works are collected once the practice has been completed

LR7- Exam (0.5):

- Relevance of the response

- Convincing argumentation used

- Own ideas are contributed

Practice (0.5):

- Correct completion of the task set

- Use of appropriate instrumental and technological resources

- Correct order of steps performed

- Convincing argument

- Clear written and graphic expression

*To add the Practicum grade and the Exam grade, both parts must be approved.



Normative Regulations for Student Evaluation. BOPV, March 13, 2017:

*Article 8. Evaluation systems:

"8.3. Students will have the right to be evaluated using the final evaluation system, regardless of whether or not they participated in the continuous evaluation system. To do this, students must present in writing to the teaching staff responsible for the subject to waive continuous evaluation, for which they will have a period of 9 weeks for semester subjects counting from the beginning of the semester, according to the calendar academic center."



*Article 12. Waiver of the call:

"12.2.- In the case of continuous evaluation, if the weight of the test is greater than 40% of the grade for the subject, it will be enough to not appear for said final test for the final grade to be not presented or not presented."



Students who have not completed continuous evaluation must submit on the day of the exam the practical work proposed and evaluated as project tasks during the course.

As the evaluation of this subject is continuous:

- Those who have passed the practicum part during the course will have that grade saved for the extraordinary exam.

- Those who have not completed the practicum or have it suspended will have to complete it and submit it on the day of the extraordinary call.

Evaluation process by competence and criteria (the same as for the ordinary call).



Normative Regulations for Student Evaluation. BOPV, March 13, 2017:

*Article 9. Evaluation in the extraordinary call.

"9.1.-Students who do not pass the subject in the ordinary call, regardless of the evaluation system chosen therein, will have the right to take the exams and evaluation activities that make up the final evaluation test. of the extraordinary call.

9.2.- The evaluation of the subjects in the extraordinary calls will be carried out exclusively through the final evaluation system.

9.3.- The final evaluation test of the extraordinary call will consist of as many exams and evaluation activities as are necessary to be able to evaluate and measure the defined learning results, in a manner comparable to how they were evaluated in the ordinary call. The positive results obtained by the students during the course may be preserved. In the case of having obtained negative results through the continuous evaluation carried out during the course, these results cannot be maintained for the extraordinary call, in which the students will be able to obtain 100% of the grade."

Readings of supplementary material
Topographic, thematic maps and orthophotographs
Drawing material and measuring instruments and calculator
Excel spreadsheet
QGIS/ARCGIS programs

Basic bibliography

AAVV (2014): Geografía de los paisajes de España. UNED.

Benayas, J. (coord.). (1994): Viviendo el paisaje. Guía didáctica para interpretar y actuar sobre el paisaje. Madrid,

Fundación NatWest, 27-36.

Bolós, M. de (dir.). (1992): Manual de la Ciencia del Paisaje. Teoría, métodos y aplicaciones. Barcelona, Masson.

Burel, F. y Baudry, J. (2002): Ecología del paisaje. Conceptos, métodos y aplicaciones. Madrid, Ediciones Mundi-Prensa.

Busquets, J. y Cortina, A. (coords.) (2008): Gestión del paisaje. Manual de protección, gestión y ordenación del paisaje.

Barcelona, Ariel Patrimonio.

CEOTMA (1991): Guía para la elaboración de estudios del medio físico. Contenido y metodología. Madrid, Ministerio de Obras Públicas y Transporte (3ª edición).

Conseil de Europe (2000): Convention européenne du paysage. Florencia: STE 176.

https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802f3fbd

Cruz, L. y Español, I. (2009): El paisaje. De la percepción a la gestión. Madrid, Liteam ediciones.

Escribano, M. (1987): El paisaje. Madrid, Ministerio de Obras Públicas, Serie Unidades Temáticas Ambientales.

Español, I. (1998): Las obras públicas en el paisaje. Guía para el análisis y evaluación del impacto ambiental en el

paisaje. Madrid, CEDEX, Ministerio de Fomento.

Español, M. (2006): Manual de ecología del paisaje aplicada a la planificación urbana y de infraestructuras. Madrid,

Colegio de Ingenieros de Caminos, Canales y Puertos.

Farina, A. (2011): Ecología de paisaje. Alicante, Publicaciones Universidad de Alicante.

Forman, R. y Godron, M. (1986): Landscape Ecology. New York, John Wiley & Sons.

Frolova, M.; Menor, J.; Cancer, L. (2003): Paisaje en las políticas de Francia y España, Estudios Geográficos, 64 (253),

605-621.

Frolova, M. (2009): La evolución reciente de las políticas de paisaje en España y el Convenio Europeo de Paisaje, Proyección Año 5 (1), nº 6.

http://bdigital.uncu.edu.ar/objetos_digitales/3457/frolovaproyeccion6.pdf

Gómez Orea, D. (1994): Ordenación del Territorio. Una aproximación desde el medio Físico. Madrid, Editorial Agrícola Española, Serie Ingeniería Geoambiental.

González Bernáldez, F. (1981): Ecología y paisaje. Barcelona, Blume Ediciones.

González Bernáldez, F. (1985): Invitación a la ecología humana. Madrid, Tecnos.

Haines-young, R. y Chopping, M. (1996): Quantyfing landscape structure: a review of landscape indices and their application to forested landscapes, Progress in Physical Geography, 20 (4), 418-445.

Hervás, J. (2009): Ordenación del Territorio, Urbanismo y Protección del Paisaje. Barcelona, Bosch.

Maderuelo, J. (2005): El paisaje. Génesis de un concepto. Madrid, Abada editores.

Mata, R. y Sanz Herráiz, C. (dirs.) (2003): Atlas de los paisajes de España. Madrid, Ministerio de Medio Ambiente.

Mérida, M. (1997): El paisaje visual. Baética, 18, 205-222.

Ramos, A. (dir.). (1979): Planificación física y Ecología. Modelos y métodos. Madrid, EMESA.

Rougerie, G. y Beroutchachvili, N. (1991): Géosystèmes et paysages. Bilan et méthodes. París, Armand Colin.

Smith, R. y Smith, T. (2000): Ecología. Pearson Addison-Wesley 4ª edición.

Zoido, F. y Venegas, C. (coords.) (2002): Paisaje y Ordenación del Territorio. Sevilla, Consejería de Obras Públicas y Transportes, Junta de Andalucía y Fundación Duques de Soria.

In-depth bibliography

De Groot, R. (2006): Function-analysis and valuation as a tool to assessland use conflicts in planning for sustainable, multi-functional landscapes, Landscape and Urban Planning, 75, 175-186.
Gómez, F., Riesco, P. 2010. Marco conceptual y metodológico para los paisajes españoles. Aplicación a tres escalas.Junta de Andalucía. http://www.upv.es/contenidos/CAMUNISO/info/U0643729.pdf
Gulinck, H.; Múgica, M; De Lucio, J.V.; Atauri, J.A. (2001): A framework for comparative landscape analysis and evaluation based on land cover data, with an application in the Madrid region (Spain), Landscape and Urban Planning, 55(4), 257-270.
Martín, B. y Otero, I. (2012): Mapping the visual landscape quality in Europe using physical attributes, Journal of Maps, 8(1), 56-61.
Martínez, J.; Martín, M.P.; Romero, R. (2003): Valoración del paisaje en la zona de especial protección de avescarrizales y sotos de Aranjuez (Comunidad de Madrid), GeoFocus, 3, 1-21.
Mata, R. (2000): Los orígenes de la conservación de la naturaleza en España, en: Martínez de Pisón, E. (dir.), Estudiossobre el paisaje, Madrid, Universidad Autónoma de Madrid, Fundación Duques de Soria, 259-279.
Mulero, A. (2013): Significado y tratamiento del paisaje en las políticas de protección de espacios naturales en España,Boletín de la Asociación de Geógrafos Españoles, 62, 129-145.
Mücher, C.A., Klijn, J.A., Wascher, D.M., Schaminée, J.H.J., (2010): A new European Landscape Classification (LANMAP): a transparent, flexible and user-oriented methodology to distinguish landscapes, Ecological Indicators, 10,87–103.
Otero, I.; Casermeiro, M.; Ezquerra, A.; Esparcia, P. (2007): Landscape evaluation: comparison of evaluation methods in a region of Spain, Journal of Environmental Management, 85, 204-214.
Ormaetxea, O.; Saénz de Olazagoitia, A. (2018): Paisaje y paisajes en el País Vasco: síntesis diacrónica de su configuración y consideración normativa, Estudios Geográficos, 79 (284), 85-113.

Journals

Landscape and Urban Planning. Amsterdam:
https://www.sciencedirect.com/journal/landscape-and-urban-planning
Landscape ecology. Amsterdam:
https://www.springer.com/journal/10980
Landscape Research. Cambridge:
https://www.tandfonline.com/toc/clar20/current

Web addresses

Asociación Española de Geografía: http://www.age.es
Permanent European Conference for the Study of the Rural Landscape: http://www.pecsrl.org
Council of Europe: http://www.coe.int
European Network of Universities dedicated to landscape studies and education according to the principles of the
European Landscape Convention: http://www.uniscape.eu/
Observatori del Paisatge de Catalunya: http://www.catpaisatge.net/
UNESCO: https://www.unesco.org