BIODIVERSITY AND GLOBAL CHANGE

“Diversity and global change” is a combined course for the students of the first year of the master program in Environmental Sciences and the second year students of Conservation Science and Technology for Cultural Heritage. Therefore, this course will blend the useful knowledge for both programs. The main topic of the course is Local Ecological Knowledge (LEK) and its possible integration with and application to environmental science and cultural heritage. The educational objectives of the course will cover:
a) The basics of forming LEK and its main components.
b) Examples of effective integration of LEK and the role of local communities in maintaining natural and cultural heritage in the context of global change.
Particular attention will be directed towards changes caused by human activities. Students who complete the course will have an advanced understanding of the LEK and its components. They will be able to critically analyse the effect of everyday decisions and actions on different stakeholder levels on the sustainability of practices and decisions from the perspective of local communities and their natural and cultural heritage.

1. Knowledge and understanding
a) Knows the basic terminology used to address LEK.
b) Knows the different influential factors on LEK in the context of global change.
c) Knows the strategies for adaptation to or mitigation of global change on LEK level.
2. Ability to apply knowledge and understanding
a) Have learned how to properly use the terminology in all the processes of application and communication of the acquired knowledge.
b) Can recognize different factors in the analysis of the causes of global change and evaluate their impact on LEK.
c) Can see the applications of learned strategies in everyday life and to suggest the best possible strategies for different stakeholders.
3. Judgment skills
a) Will learn to choose a subject for independent work.
b) Will learn to formulate scientific hypotheses.
4. Communication skills
a) Know how to communicate the specificities of LEK and global change using appropriate terminology.
b) Knowing how to interact with peers and with the tutor, in a critical and respectful way.
5. Learning skills
a) Have improved presentation skills by presenting a literature review.
b) Have improved reviewer skills by reviewing fellow students works.
c) Have developed skills for critical reading of scientific publications.

Adequate knowledge in general biology or ecology is recommended as background for the course.

1. Introduction to the course, organization, requirements, and deadlines; overview of the subjects covered during the lecture.
2.-4. The basics of LEK and its main components.
5-12. Examples of effective integration of LEK and the role of local communities in maintaining natural and cultural heritage in the context of global change. 9.-10. Two last meetings will be reserved for reporting the independent study.
13. Communication and mediation as instruments for supporting LEK.
14-15. Presentation of the students' projects.

Required reading:

Aronson, S.M., 2007. Local science vs. global science: Approaches to indigenous knowledge in international development (Vol. 4). Berghahn Books.
Maffi, L. and Woodley, E., 2012. Biocultural diversity conservation: a global sourcebook. Routledge.

The grading:

Active participation in the seminars – 25 %
Independent study and presentation – 20%
Reviewing two independent studies and debates – 5%
Written exam – 50%

In case if the student doesn't attend any lecture, the value of the written exam will be 100%

The written exam will consist of ten open questions requiring a concise and well-supported answer on the different subjects covered within the course. The value of every question is 5% of the final grade (or 10% in the case of non-attendance).

The example of the questions from the previous year:
1. How does urbanization influence global change?
2. How cultural diversity and biological diversity are interconnected?
3. What are the main consequences of deforestation?
4. What makes a species invasive?
5. How plants and their pollinators interact?
6. How language influences perception of the ecosystem?
7. Would returning to traditional lifestyle stop global change?
8. What are the most important anthropogenic drivers of global change?
9. Could GMOs be a solution for the food crisis?
10. Bring an example of a plant or an animal affected directly by climate change or human activity. Please, describe the consequences.

Students are allowed to use handwritten notes.

written and oral

Grading will be as follows:
Scores in the 18-22 range will be awarded in the presence of:
- sufficient knowledge and applied understanding with reference to the syllabus;
- limited ability to collect and/or interpret data, making independent judgements;
- sufficient communication skills, especially in relation to the use of course-specific language;
Scores in 23-26 range will be awarded in the presence of:
- discrete knowledge and applied understanding with reference to the syllabus;
- discrete ability to collect and/or interpret data, making autonomous judgements;
- fair communication skills, especially in relation to the use of the specific language of the course;
Scores in the 27-30 range will be awarded in the presence of:
- good or very good knowledge and applied understanding with reference to the syllabus;
- good or very good ability to collect and/or interpret data, making independent judgements;
- fully appropriate communication skills, especially in relation to the use of language specific to the course.
Honours will be awarded if the student has made extra commitments during the course, helping others to understand, participating fully in all activities (unless justified absence) and in the presence of excellent knowledge and ability of applied understanding with reference to the syllabus and excellent judgement and communication skills.

The frontal meetings will be split between lecture, discussion and practical exercises. The discussion section will be grounded on the required texts or conducted exercises.

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development