Rehabilitation of Degraded Areas in the Natural Environment

Methodological bases for the treatment of degraded spaces. Recovery of degraded spaces.
The purpose of the course is to recognize the different degraded spaces to carry out the planning, organization and methodology of their treatment. Restoration is understood in a broad sense, from simple improvement, through rehabilitation for various uses and uses. It treats with special emphasis the most important cases of the environment, related to the professional activity of forestry and agronomists and environmentalists, in general.

THEORY SESSIONS
METHODOLOGICAL BASES FOR THE TREATMENT OF DEGRADED SPACES

I. Introduction: human activity and its impact on the environment. Types of degraded spaces. Productive and environmental functions of ecosystems.
II. Land use and agricultural practices.
III. Degradation and rehabilitation of freshwater wetlands.
IV. Coastal zone rehabilitation
V. Soil degradation and soil rehabilitation after fires
SAW. Soil contamination and soil rehabilitation treatments.
VII. Land rehabilitation and rural development.

PRACTICE SESSIONS (two sessions of
1. Estimation of soil erosion 2. Practical cases of degradation and recovery of degraded spaces Case studies: -Recovery of mining environments. - Restoration of burned soils - Recovery of marsh systems. -Recovery of fluvial media

FIELD PRACTICES
Examples of restoration of areas degraded by agricultural-forestry work, fires, riverside degradation, etc.

General information:
• ECTS credits: 4.50
• Exhibition Class: 18.00
• Interactive Laboratory Class: 18.00
• Evaluation activities 2.5
• Tutoring Hours: 2.00
• Student work ECTS: 72
• Total: 112.5

BASIC REFERENCES
Merino, A., Doni, S., Evelpidou, N., Ferreiro, T., García-Arias, A.I., Masciandaro, G., Rodríguez-González, P.M. (2019). Best practices on land restoration in Mediterranean environments. Monografías do Ibader. Serie Territorio. Universidad de Santiago de Compostela. Pp.326.

BIBLIOGRAFÍA COMPLEMENTARIA
Alcañiz i Baldellou, J. M.; Ortiz i Perpiñà, O.; Carabassa i Closa, V. (2009). Utilización de lodos de depuradora en restauración. Manual de aplicación en actividades extractivas y terrenos marginales. Generalitat de Catalunya.
Alloza, J. A.; y otros (2007). El Papel de los Bosques en la mitigación del Cambio Climático. 334 p. Fundación Gas Natural. ISBN: 978-84-611-6599-5.
Certini G., 2005. Effects of fire on properties of forest soil: a review. Oecologia 143: 1–10
Hernández Fernández, MT (2014). Residuos Orgánicos En La Restauración-Rehabilitación De Suelos Degradados y contaminados. Red Compostaje Española.
Ley Vega de Seoane, C.; Gallego Fernández Juan B. Vidal Pascual, C (2007). Manual de restauración de dunas. Ministerio de Medio Ambiente. Dirección General de Costas
Merino, A. (2010). Recuperación de suelos degradados. Manual general.
Parsons A. 2003. Burned Area Emergency Rehabilitation (BAER) soil burn severity definitions and mapping guidelines Draft. USDA Forest Service, Rocky Mountain Research Station (Missoula, MT).
Valladares, F.; Balaguer, L.; Mola, I.; Escudero, A.; ALfaya, V. (2011). Restauración ecológica de áreas afectadas por infraestructuras de transporte. Bases científicas para soluciones técnicas. Fundaciób Biodiversidad.
Vega,J. A.; Fontúrbel, T.; Fernández, C.; Díaz-Raviña, M.; Carballar, M. T.; Martin, A.; González-Prieto, S.; Merino, A.; Benito, E. (2013). Acciones urgentes contra la erosión en Áreas Forestales quemadas. Guía para su planificación en Galicia. Xunta Galicia. ISBN: 978-84-8408-716-8
Xunta de Galicia (2008). Resolución de 8 de enero de 2008, de la Dirección General de Calidad y Evaluación Ambiental, por lo que se da publicidad a la instrucción técnica de residuos ITR/01/08, de 8 de enero de 2008, de la Dirección General de Calidad y Evaluación Ambiental, referente a la elaboración de suelos (tecnosoles) derivados de residuos.

In this subject, the knowledge of the most basic subjects related to soils and other agricultural and forestry disciplines is applied. The follow-up of the subject will allow the student to assess the most appropriate soil management to maintain its production functions and environmental quality. In the same way, you will receive tools that allow you to identify the causes of degradation and advise on soil management techniques and, where appropriate, recovery.

Basic, general and transversal competences:

CG3 - Knowledge of the degradation processes that affect forest systems and resources (pollution, pests and diseases, fires, etc.) and ability to use the techniques of protection of the forest environment, hydrological-forest restoration and conservation of biodiversity
CECF5 - Evaluation and correction of environmental impact
CETEEF11 - Recovery of Degraded Spaces
CT11 - Use of information in a foreign language
CT12 - Ability to solve problems through the integrated application of their knowledge.
CETEEF10 - Ability to know, understand and use the principles of Hydrology and Hydrological-Forest Restoration

The theoretical-practical classes present an updated synthesis of the set of previous knowledge of education of activities in nature. The methodology is going to be fundamentally based on eminently practical activities in a natural environment with singular aspects. Students must discover, point out and explain the reason why these elements have educational richness. From these activities the students will make activity designs. Students will be served in small groups, or individually, in tutoring to guide their inquiries.
All this will be done in an international context in which the use of English is favored.

Large group lecture classes. They will be taught to the whole group. It is supported by extensive photographic material.

Activities in interactive seminars: Certain aspects, such as the monitoring of the subject under tutorials or the completion of coursework (study of real cases proposed by the students themselves), try to promote cooperative learning among students.

Practices. Students carry out a laboratory practice with the samples taken on the field trip

Group tutorials. Students present in class the cases studied by themselves. Degradation processes are discussed and solutions are proposed.

Individual tutorials. The teacher is available in the tutorials

Study of practical cases proposed by the students. Students must select real practical cases to study in situ the approaches presented in class. A simple report is made for each case.

Participation in forums. Students participate in forums with topics proposed by themselves (section "Scientific cafeteria")

Field practice. Visit to different cases of degradation of spaces where symptoms are analyzed and restoration measures are discussed

Internationalization: this matter includes aspects that favor internationalization. The use of English, a language that is partially used in classes. Professors from other countries are invited to give seminars. It also informs about the possibilities of stays in other universities.

Students who were granted class attendance exemption (Instruction No. 1/2017, of the General Secretariat, on class attendance exemption in certain circumstances and Regulations for the granting of class attendance exemption approved by the Xunta de Facultade) must attend the field practices, as well as the work presentation sessions, both the one prepared jointly with the remaining subjects of module 3 and the specific work on the subject.

A continuous evaluation system is used
Oral or written tests: 70%
Works delivered or exhibited: 30%
Field trips are mandatory and are graded through participation and a work to be delivered.
The evaluation system is the one indicated in the previous paragraphs. Degree of continuing training: attendance and participation in class (30%), written tests (70%).
In the first opportunity (June) students will be evaluated based on their participation in the classroom, in the different activities and their ability to pass the different written tests. A minimum grade of 4.5 will be required to pass the course
On the second opportunity, those students who have not passed the initial evaluation will be evaluated through an exam that will include the different contents of the subject.
Repeaters have the opportunity to be evaluated continuously, attending different activities, handing in assignments and participating in the classroom and virtual campus activities. Otherwise, they will be evaluated through an exam. In any case, it is recommended to carry out field practices. This practice will be mandatory if it has not been done in previous years.
Likewise, students with exemption from class attendance will be evaluated through an exam that will include the different contents of the subject. In any case, it is recommended to carry out field practices.
All the mentioned competencies are evaluated.
In cases of fraudulent completion of exercises or tests, the provisions of the “Regulations for the evaluation of students' academic performance and review of grades” (article 16 of the Resolution of 6/15/2011 of the USC, DOG) will be followed of 7/21/2011)

It is recommended that the student experience and investigate the cases raised in the course


PRESENTIAL WORK Hours
Face-to-face class in full group 2
Practical classes: 8
Tutorials 2
Carrying out and scheduling activities, written exercises or exams 4
Other tasks with the teacher of the subject: excursions in the natural environment. eleven
TOTAL hours of face-to-face work 27

Identify nearby cases where knowledge can be applied