The terms "landscape ecology" and "geoecology" were coined by Carl Troll to
describe the field of study deriving from the linkage of physical geography and ...
30 augusti 2013 Umeå University, SE-901 87 Umeå, Sweden Department of Ecology and Environmental Science Richard Bindler Phone: +46 90 786 9742. Fax: +46 90 786 6705 E-mail:
[email protected] www.emg.umu.se
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Field methods in geoecology, fall term 2013 Welcome to ‘Field methods in geoecology’, which begins on Monday, 2 September. We will meet from 9:00 to 11:00 in NC290 in Naturvetarhuset, and discuss the aims and expectations of the course and what you will be doing over the following weeks. Below is a general summary of the aims of the course and a schedule. This is an advanced-level course and the majority of the work is done in project form with supervision (direct and indirect). The format of the course combines: field instruction; extensive field and laboratory work that includes the full spectrum from sampling, laboratory analyses to data analysis; electronic data mining; literature searching, reading and analysis; and literature and seminar discussions, and written presentations of methods and results, as well as the individual project report. Course leader: Richard Bindler,
[email protected], tel.: 090-786 9742 Introduction The terms "landscape ecology" and "geoecology" were coined by Carl Troll to describe the field of study deriving from the linkage of physical geography and ecology. These "new" holistic disciplines, whose birth coincided with the development of aerial photography, explicitly recognized the role of geographical relations (space, elevation, etc.) in modulating the results of complex biotic-abiotic interactions in the environment. The conceptual origins of geoecology can be traced as far back as Herodotus, but are primarily rooted in the ideas of the German Naturphilosophen, who believed natural phenomena too complex to understand without thorough integration of all of man's observational powers. The premier scientific practitioner of this holistic philosophy was Alexander von Humboldt, whose multitudinous contributions to science profoundly influenced the development of the modern sciences of climatology, ecology, bio- and physical geography, and geology. Foreign advances in applied aspects of landscape ecology and geoecology have mostly outpaced developments in the United States. Although landscape ecology was introduced in Europe in 1938, it has been practiced in the United States only since the mid 1980's, and although dozens of universities worldwide offer undergraduate and advanced degrees in geoecology, outside of physical-geography circles the term is still largely unknown here. Contemporary applications of landscape ecology in the United States typically emphasize biological concerns, but modern problems in the analysis of landscape structure and dynamics and in landscape management, especially those involving the influence of human landuse patterns, require a more integrated "geoecological" approach. Safford, Hugh DeForest, 2002: Geoecology; historical roots and contemporary practice. Abstracts with Programs Geological Society of America 34(6): 545
In the late 1960’s Carl Troll first introduced the term geoecology to describe the field of study that links physical geography and ecology. Geoecology is a holistic discipline that “underscores the connection between the biotic and abiotic components” in the environment (Hugett 1995). It is an environmental problem-oriented, interdisciplinary natural science, which aims at the understanding of the functioning and impact of the environment, and in particular to identify and solve problems connected with human use (Association for Geoecology in Germany). Course aims In this course you will learn and work with different field and laboratory methods that are applied in environmental research and in monitoring, for example in the International Cooperative Programme (ICP) on Assessment and Monitoring of Air Pollution Effects on Forests. Much of the work will be exemplified through sampling and analyses of soil, because it is the medium linking geology and vegetation. You will work with natural and a range of disturbed environments (agricultural, polluted, urban).
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In this course we emphasize developing hands-on, practical experience in performing geoecological investigations. The guiding principal is that “learning is not a spectator sport” (Chickering and Gamson 1987). The sports metaphor is not inappropriate. How skilled you become with methods that you are introduced to in the field and the laboratory and through literature discussions and how much you learn will reflect the time and effort that you put into this work. The course is structured to give you an opportunity to learn and practice field observation, field techniques, laboratory analyses, data analysis and finally data summary in written form. After some initial demonstration, much of the work each week will be done independently as a group. Through this direct experience you will develop a practical understanding of important fundamental concepts in geoecology, and develop a critical understanding of field and laboratory methods that are commonly used. In this course we use current research literature, that is, peer-reviewed research articles published in international journals. The literature will include some assigned papers that are either review in nature or specifically related to field and laboratory methods we are using, but to an even greater extent research articles that you find and acquire through literature searches in Web of Science. The intended learning outcomes of this course are that students should be able to: •
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apply methods and skills that are fundamental to geoecological investigations o plan and perform sampling of soils, peat and vegetation o perform and evaluate field and laboratory analyses o summarize, analyze and present environmental data and information in written and oral presentations critically analyze scientific research
At the advanced level (pass with distinction) students should be able to: • •
synthesize new environmental research results within the framework of problems/themes covered in the course evaluate new data and conclusions in relation to international primary references (e.g., peer-reviewed journals) within the subject field
Examinations •
Literature seminars (individual): Read and evaluate current research articles; summary of key points from 2–3 assigned articles, with additional articles required as supporting information. 3 main topics.
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‘Short communication’ (writing groups, 2–3 persons): The fieldwork and analyses done within the first (forest soil gradient) and third section (pollution gradient) of the course will be presented as a brief, structured paper. The paper shall follow the guidelines for ‘Short Communications’ in the journal Environmental Pollution, which “follow the same format as full papers, except that Results and Discussion sections should be combined. Manuscripts should not exceed 2000 words”.
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‘Short communication’ (individual): The fieldwork and analyses done within second (agricultural, acid-sulfate soil) and fourth section (urban geochemistry) of the course will be presented individually in a brief, structured paper. The paper shall follow the guidelines for ‘Short Communications’ in the journal Environmental Pollution, which “follow the same format as full papers, except that Results and Discussion sections should be combined. Manuscripts should not exceed 2000 words”.
Examination criteria for seminars An active participation in the seminar discussions is one part of the examination of the course. The criteria for grading the seminar part follow below. Fail (U)
Pass (G)
Pass with distinction (VG)
Not much understanding of topic demonstrated
Good understanding of topic demonstrated
Thoroughly familiarized with subject area
Not fully prepared with reading of seminar papers
Has read seminar papers
Carefully read all seminar papers
Written summary of supplementary articles not completed
Written summary of supplementary articles completed
Written summary of supplementary articles completed with well-motivated response integrating information
Adds no scientific ideas to discussion
Adds scientific ideas to discussion
Adds important scientific ideas to discussion
Seminar contributions are not clear; questions/comments off topic
Seminar contributions are appropriate, but ideas not fully developed
Seminar contributions are clear, well-developed ideas
Answers not volunteered
Participates actively, but responses are brief
Participates actively by integrating information from several sources, including supplementary readings and comments from other students
Examination criteria for written assignments For a grade of ‘pass’ (G): Are the important patterns or changes in field and laboratory data identified and well described? Are data clearly presented? Are ideas/interpretations clearly organized and developed, which demonstrate understanding of fundamental principals? Do references selected to support ideas/interpretations meet a scientific standard? Does the selection of references correctly support the ideas/interpretations? Do the figures or tables presented in written texts support the presentation of results and significant changes identified and discussed? Do they help demonstrate an understanding of fundamental principals? For a grade of ‘pass with distinction’ (VG): Are ideas/interpretations well supported? Are assessments/interpretations of the major patterns/changes well evaluated? Are own interpretations/conclusions integrated with existing work, demonstrating both comprehensive knowledge of the research field and an ability to produce new knowledge?
