Skoglig naturvårdsbiologi
Information från kursledaren
Most welcome to the course in Forest Conservation Biology!
The course is a distance course, and will run at a 50% pace from January to June 2023.
There will be one mandatory physical meeting during the course, whe we will meet in Uppsala for two full days of excursions. This will take place 4-5 May. Please book these dates in your calendar alreay now!
The course consist of both asynchronous and synchronous activities. Asynchronous activities are e.g. recorded lectures that you can follow when it suits you, and assignments that you can work on when it suit you but hand in before a given deadline. Synchronous activities are for example literature seminars, discussions and exercises, where you meet teachers and fellow students online at a specified time. The synchrounous activities are always scheduled Thursdays and Fridays (with one Wednesday as an exception!).
Please note that some of the synchonous activites are mandatory!
If you have any questions regarding the course, please do not hesitate to contact me.
/Erik Öckinger
Kursvärdering
Kursvärderingen är avslutad
BI1378-30165 - Sammanställning av kursvärdering
Efter att kursvärderingen stängt har kursansvarig och studentrepresentanten upp till en månad på sig att skriva kommentarer. De publiceras automatiskt i sammanställningen.
Andra kursvärderingar för BI1378
Läsåret 2024/2025
Skoglig naturvårdsbiologi (BI1378-20119)
2024-11-01 - 2025-01-19
Läsåret 2023/2024
Skoglig naturvårdsbiologi (BI1378-30088)
2024-01-15 - 2024-06-02
Läsåret 2023/2024
Skoglig naturvårdsbiologi (BI1378-20046)
2023-10-31 - 2024-01-14
Läsåret 2022/2023
Skoglig naturvårdsbiologi (BI1378-20115)
2022-11-01 - 2023-01-15
Läsåret 2021/2022
Skoglig naturvårdsbiologi (BI1378-30027)
2022-01-17 - 2022-06-05
Läsåret 2020/2021
Skoglig naturvårdsbiologi (BI1378-30289)
2021-01-18 - 2021-06-06
Kursplan och övrig information
Kursplan
BI1378 Skoglig naturvårdsbiologi, 15,0 Hp
Forest Conservation BiologyÄmnen
Skogsvetenskap Biologi SkogsvetenskapUtbildningens nivå
Avancerad nivåModuler
| Benämning | Hp | Kod |
|---|---|---|
| Debatt och debattartikel | 2,0 | 0202 |
| Litteraturseminarium | 2,0 | 0203 |
| Exkursion | 2,0 | 0204 |
| Skriftlig examination | 9,0 | 0205 |
Fördjupning
Avancerad nivå, har endast kurs/er på grundnivå som förkunskapskravAvancerad nivå (A1N)
Betygsskala
Kraven för kursens olika betygsgrader framgår av betygskriterier, som ska finnas tillgängliga senast vid kursstart.
Språk
EngelskaFörkunskapskrav
Kunskaper på grundnivå motsvarande 120 hp varav- 60 hp biologi eller
- 60 hp skogsvetenskap eller
- 60 hp skogshushållning eller
- 60 hp miljövetenskap eller
- 60 hp landskapsarkitektur eller
- 60 hp lantbruksvetenskap
- 60 hp naturresurshushållning eller
- 60 hp skogs- och träteknik
samt
Engelska 6.
Mål
Kursens syfte är att ge studenterna fördjupade kunskaper inom bevarandebiologi (naturvårdsbiologi) med fokus på dess tillämpning i skogslandskap. Studenterna ges möjlighet att fördjupa sin ämneskunskap och utveckla förmåga att arbeta självständigt samt bättre förstå hur ämneskunskapen kan användas av avnämare. Efter avslutad kurs ska studenten kunna:
Förklara viktiga teorier och begrepp inom ekologi som används i bevarandebiologi och deras tillämpning i skoglig naturvård;
Definiera biologisk mångfald och jämföra olika sätt att mäta biologisk mångfald i skogsekosystem;
Beskriva naturliga förhållanden och processer i svenska skogar, hur mänskliga störningar (såsom skogsbruk, klimatförändringar och förändrad markanvändning) påverkar den biologiska mångfalden (för närvarande, i dåtid och i framtiden) och föreslå lämpliga metoder för bevarande och restaurering av biologisk mångfald;
Beskriva och jämföra olika naturvårdsåtgärder som utförs i svenska skogslandskap;
Diskutera hur bevarande av biodiversitet kan vara i konflikt med eller i linje med andra samhällsmål;
Tillägna sig, kritiskt analysera och diskutera vetenskaplig litteratur inom bevarandebiologi.
Innehåll
Kursen behandlar ämnet bevarandebiologi (naturvårdsbiologi) med fokus på dess tillämpning i skogslandskap. Undervisningen består av en blandning av självstudier och olika undervisningsaktiviteter: föreläsningar, litteraturseminarier, projekt, exkusioner och övningar.
Kursen består av flera delar: Naturliga och mänskliga störningsregimer, Skogens biologiska mångfald och hur man mäter den, Naturvårdsåtgärder i skogen, Viktiga ekologiska begrepp i bevarandebiologin, Bevarandeåtgärder för enskilda arter, Globala förändringar, Naturvården i ett samhälleligt sammanhang samt Multifunktionella skogar och urban ekologi. Varje del består såväl av föreläsningar som minst en annan undervisningsform (t.ex. litteraturseminarier, projekt och övningar). Litteraturseminarier är viktiga för att fördjupa ämneskunskap och vetenskapligt tänkande.
Kursen ges som distanskurs. Litteraturseminarier, inlämningsuppgifter, muntliga presentationer, exkursioner och skriftlig tentamen är obligatoriska.
Betygsformer
Kraven för kursens olika betygsgrader framgår av betygskriterier, som ska finnas tillgängliga senast vid kursstart.Examinationsformer och fordringar för godkänd kurs
Godkänd skriftlig tentamen, godkända skriftliga inlämningsuppgifter och muntliga presentationer samt deltagande i obligatoriska seminarier och exkursioner.
- Examinatorn har, om det finns skäl och är möjligt, rätt att ge en kompletteringsuppgift till den student som inte blivit godkänd på en examination.
- Om studenten har ett beslut från SLU om riktat pedagogiskt stöd på grund av funktionsnedsättning, kan examinatorn ge ett anpassat prov eller låta studenten genomföra provet på ett alternativt sätt.
- Om denna kursplan läggs ned, ska SLU besluta om övergångsbestämmelser för examination av studenter, som antagits enligt denna kursplan och ännu inte blivit godkända.
- För examination av självständigt arbete (examensarbete) gäller dessutom att examinatorn kan tillåta studenten att göra kompletteringar efter inlämningsdatum. Mer information finns i utbildningshandboken.
Övriga upplysningar
- Rätten att delta i undervisning och/eller handledning gäller endast det kurstillfälle, som studenten blivit antagen till och registrerad på.
- Om det finns särskilda skäl, har studenten rätt att delta i moment som kräver obligatorisk närvaro vid ett senare kurstillfälle. Mer information finns i utbildningshandboken.
Ansvarig institution/motsvarande
Institutionen för ekologi
Kompletterande uppgifter
Betygskriterier
The grade for the entire course is based on the grades on the debate, the excursion and the written exams (including the assignment in genetics) described below.
Debate and debate article, 2.0 credits
Scale: 5, 4, 3 or U (fail) (which is used for the grading of the course, but for the module only Pass or Fail is visible)
To pass this module the student needs to participate in the scheduled debate and write a debate article before the indicated deadline.
To get grade 3 requires:
- Active participation in oral debate.
- Article with 1-2 arguments with some support.
- Article with appropriate language and structure.
To get grade 4 requires:
- Everything required for grade 3.
- The article is delivered before the indicated deadline
- The article should have at least 3 arguments, which are highly relevant and well-supported.
- The article should be easy to read, which means that it is linguistically correct and well structured.
To get grade 5 requires:
- Everything required for grade 4.
- The article has throughout an argumentation that is clear and logical.
- The text is throughout well-written and concise.
Literature seminars, 2.0 credits
Scale: Pass or Fail
To pass this module the student needs to participate in the six scheduled online seminars. This means that the student (i) is prepared to discuss questions for each scientific paper, and (ii) presents scientific papers for the group members when responsible, according to the instructions for the seminars.
Excursion, 2.0 credits
Scale: 5, 4, 3, and U (fail) (which is used for the grading of the course, but for the module only Pass or Fail is visible).
To get grade 3 requires:
- Participate in the excursion 21-22 April
- Do all field work and answer all questions according to the instructions in the assignment called “Compare disturbance regime and conservation values”
To get grade 4 requires:
- Everything required for grade 3.
- The assignment is delivered before the indicated deadline.
- The answers to several of the questions reveals a broad and deep knowledge of the subject.
- The answers are easy to read, since they are linguistically correct and well-structured.
To get grade 5 requires:
- Everything required for grade 4.
- The answers to most of the questions reveals a broad and deep knowledge of the subject.
- The text shows an ability to connect the field observations with general knowledge about forest ecology.
- The text is throughout concise.
Written exam, 9.0 credits
Scale: 5, 4, 3, and U (fail)
The written exam consists of three parts: the written part of the assignment in Conservation genetics, and two take home exams.
The written report in the Conservation genetics assignment will be assessed as follows:
To get grade 3 requires: Shows comprehensive understanding of conservation genetics concepts
To get grade 4 requires: Shows comprehensive understanding and an ability to link together conservation genetics concepts in a logical way
To get grade 5 requires: Shows depth and breadth in understanding of conservation genetics concepts and an ability to link together conservation genetics concepts in a logical way
The written exam will test the ability regarding the following aspects:
- Describe nature conservation with respect to its societal context, explain its scientific foundations, and structurally discuss underlying ethical values; - Explain important theories and concepts in population biology, community ecology, ecosystem ecology, and landscape ecology and their application in forest-related nature conservation; - Define biodiversity and compare different ways to assess biodiversity in forest ecosystems; - Describe the natural conditions and processes in Swedish forests, how anthropogenic disturbance affect biodiversity, and propose appropriate conservation and restoration approaches; - Describe different types of conservation measures taken in Swedish forested landscapes - Explain the roles of actors in the forest sector regarding nature conservation and give examples on how their perspectives on nature conservation differ - Give examples on how ecological knowledge can be combined by knowledge in other disciplines to find solutions in nature conservation, for instance when handling conflicting goals in multifunctional forests.
To get grade 3 requires
- Basic abilities regarding all seven aspects described above. Basic abilities means that key terms can be explained and patterns described.
To get grade 4 requires
- Everything required for grade three.
- Everything required for all modules (debate article, excursion, written exam) have been sent in before the deadlines.
- For several of these aspects, the student shows a knowledge which especially is deeper, but also wider. This means that also processes behind the patterns can be explained and that the patterns can be described from different perspectives. Wider knowledge means that a larger number of terms can be explained and more patterns be described relevant for forest conservation biology.
- The student can make a reasonable choice about which knowledge that should be used in different practical examples.
To get grade 5 requires
- Everything required for grade four
- For almost all of these seven aspects, the student shows especially a deep, but also wide, knowledge. This means that also processes behind the patterns can be explained and that different perspectives on the same patterns can be compared. Wider knowledge means that a larger number of terms can be explained and more patterns be described relevant for forest conservation biology.
- The student can discuss which knowledge that should be used in different practical examples and the consequences of different choices.
Litteraturlista
**Literature list – Forest Conservation Biology 2023
**
Sodhi & Ehrlich 2010. Conservation Biology for all, (Oxford University Press), available online at:
https://conbio.org/publications/free-textbook
Forest conservation biology in society
Sodhi & Ehrlich Chapter 1-2
Hortal, J. et al. (2015) Seven shortfalls that beset large-scale knowledge of biodiversity. Annu. Rev. Ecol. Evol. Syst. 46: 523-549.
Ecological concepts
Sodhi & Ehrlich Chapter 10
Conservation Genetics
Groom, M.J. et al. (2005) Chapter 11 Conservation genetics: the use and importance of genetic information. In: Principles of Conservation Biology. 3rd ed. Pp. 375-415.
Supple, M.A. & Shapiro, B. (2018) Conservation of biodiversity in the genomics era. Genome Biology 19:131.
Landscape planning, extinction debts and colonisation credits
Sodhi & Ehrlich Chapter 5
Jackson, S.T. & Sax, D.F. (2010) Balancing biodiversity in a changing environment: extinction debt, immigration credit and species turnover. TREE 25: 153-160.
Kuussaari, M. et al. (2009). Extinction debt: a challenge for biodiversity conservation. TREE 24:564-571.
Metapopulation ecology
Hanski, I. & Gaggiotti. O.E. (2004). Metapopulation biology: past, present, and future. In: Ecology, genetics, and evoluation of metapopulations. Pp. 3-22.
Population viability analysis
Ranius, T. A population viability analysis of a beetles inhabiting hollow trees
Indicators and other surrogate tools
Butchart, S.H.M. et al. (2010) Global biodiversity: indicators of recent declines. Science 328: 1164-1168.
Disturbances and conservation values in boreal and nemoral forests
Kuuluvainen, T. (2002) Natural variability of forests as a reference for restoring and managing biological diversity in boreal Fennoscandia. Silva Fennica 36: 97-125.
Ramberg, E. et al. (2018) Coordination through databases can improve pre-scribed burning as a conservation tool to promote forest biodiversity. Ambio 47: 298–306
Nilsson, S.G. et al. (2008) Biodiversity and sustainable forestry in changing landscapes – principles and southern Sweden as an example. Journal of Sustainable Forestry 21: 11–43.
Non-native species
Sodhi & Ehrlich Chapter 7
Climate change and biodiversity
Sodhi & Ehrlich Chapter 8
Felton, A. 2016. How climate change adaptation and mitigation strategies can threaten or enhance the biodiversity of production forests: Insights from Sweden. Biological Conservation 194: 11-20.
Ranius, T. et al. 2023. Protected area designation and management in a world of climate change: A review of recommendations. Ambio 52: 68-80.
Large herbivores
Edenius, L., Bergman, M., Ericsson, G. & Danell, K. 2002. The role of moose as a disturbance factor in managed boreal forests. Silva Fennica 36: 57-67.
Forestry and biodiversity conservation
Felton, A. et al. 2020. Keeping pace with forestry: Multi-scale conservation in a changing production forest matrix. Ambio 49: 1050-1064.
FAO 2018. Forest Policy – Basic knowledge.
Restoration and rewilding
Bullock, J.M. et al. 2011. Restoration of ecosystem services and biodiversity: conflicts and opportunities. TREE 26: 542-549.
Nogues-Bravo, D. et al. 2016. Rewilding is the new Pandora’s box in conservation. Current Biology Magazine 26: R87-R91
Seddon, P.J. et al. 2014. Reversing defaunation: Restoring species in a changing world. Science 345: 406-412.
Cost-effectiveness
Schröter, M. et al. (2014) Ecosystem services and opportunity costs shift spatial priorities for conserving forest biodiversity. PLOSOne 9:e112557
Urban ecology
Fay, N. & Butler, J. (2017) Chapter 33. Conservation of ancient and other veteran trees. Routledge handbook of urban forestry.
Duinker, P.N. et al. (2017) Chapter 34. Urban woodlands and their management. Routledge handbook of urban forestry.
Sodhi & Ehrlich Chapter 13.7, P. 253.
Literature seminar articles
Vellend et al. 2006. Extinction debt of forest plants persist for more than a century following habitat fragmentation. Ecology 87: 542-548.
Jonason et al. 2014. Vegetation in clear‐cuts depends on previous land use: a century‐old grassland legacy. Ecology & Evolution 4: 4287-4295.
Groves et al. 2012. Incorporating climate change into systematic conservation planning. Biodiversity & Conservation 21: 1651-1671.
Warren et al. 2018. The projected effect on insects, vertebrates, and plants of limiting global warming to 1.5°C rather than 2°C. Science 360: 791-795.
Simonsson et al. 2016. Conservation values of certified-driven voluntary forest set-asides. Forest Ecology and Management 375:249-258.
Sverdrup-Thygeson et al. 2014. Spatial and temporal scales relevant for conservation of dead-wood associated species: current status and perspectives. Biodiversity Conservation 23:513-535.
Felton A. et al. 2020. Keeping pace with forestry: Multi-scale conservation in a changing production forest matrix. Ambio 49: 1050–1064
Nieminen 2020. No evidence of systematic pre-emptive loggings after notifying landowners of their lands’ conservation potential. Ambio (2020): 1-10.
Sidemo-Holm et al. 2022. Urbanization causes biotic homogenization of woodland bird communities at multiple spatial scales. Global Change Biology 28: 6152-6164.
Sjöman et al. 2016. Diversification of the urban forest – Can we afford to exclude exotic tree species? Urban Forestry & Urban Greening 18: 237-241.