• Om studenten inte blivit godkänd på ett prov har examinatorn rätt att ge en kompletteringsuppgift – om det finns skäl för det och om det är möjligt.
• Om studenten har ett beslut från SLU om särskilt pedagogiskt stöd på grund av funktionsnedsättning, har examinatorn rätt att ge ett anpassat prov eller låta studenten genomföra provet på ett alternativt sätt.
• Om denna kursplan ändras, eller om kursen läggs ner, ska SLU besluta om övergångsregler 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 utbildningens regelsamling.

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, 3.0 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, 1.0 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.