Active actions in the protection of species and habitats - theory and practice WF-OB-CZOP

A. Learning outcomes::
1. Knowledge:
EK 1 – the student perceives the impact of civilization on the nature; predicts and characterizes the effects of human intervention on the nature and environment; explains the causes and effects of environmental degradation (physical, chemical and biological); defines and summarizes its effects on the status of selected species and biodiversity; recognizes the basic terms in a foreign language in the field of population ecology, behavioural ecology and nature conservation including active protection of species and habitats
2. Skills:
EK 2 – The student plans and describes individually and in a team field or review projects on the planning and implementation of active conservation measures for selected species and habitats.
EK 3 - the student creates a multimedia presentation in a team, is able to plan the presentation time, to decide on the selection of the content and form and to plans to split the roles between team members; the student while planning a multimedia presentation and the conservation plan uses a wide spectrum of knowledge and information sources, including studying science publications, the Internet and mass media, and direct consultations with specialists.
EK 4 - the student analyses and interprets the scientific text, is able to critically evaluate the source information regarding the human impact on the nature and environment, can find the causes of the existing threats and /or situations, can compare, criticize and evaluate the submitted presentations; the student uses basic terminology in the field of nature and environmental protection in Polish and English
3. Competences:
EK 5 – the student actively develops ecological awareness by taking tasks scheduled for the courses, individually and in a team; takes care of the reliability and credibility of the submitted content; retains the criticism and caution in relation to unverified sources; can discuss, appreciates the comments of colleagues; is responsible by taking part in activities in accordance with accepted principles of attendance and punctuality
B. ECTS
participation in the course - 30
preparing a presentation and reading of sources - 30
prepare the conservation plan with reading of sources - 30
Total hours: 90 [90/30 (25) = 3]
Number of ECTS – 3

Assessment criteria:
Knowledge (EK 1)
Grade 2: the student does not recognize and cannot identify the casual relationships between the human activities and various elements of the nature and the environment, does not perceive the influence of civilization on nature, cannot foresee and characterize effects of human intervention on inanimate and inanimate nature, does not explain the causes and effects of physical degradation; is not able to define and summarize the effects of anthropogenic impact and other factors on the status of selected species and on biodiversity; does not recognize the basic terms in a foreign language in the field of ecology, and nature conservation.
Grade 3: the student poorly recognizes and identifies the causal relationships between the human activities and various elements of the nature and the environment, superficially recognizes the impact of civilization on nature, has difficulties to forecast and characterize the effects of human intervention in nature, animate and inanimate; unconvincingly explains the causes and consequences of physical and biological degradation of environment; cannot summarize in a synthetic way the anthropogenic impact and other factors on the status of selected species and on biodiversity; has difficulties with the basic terms in a foreign language in the field of ecology, and nature conservation
Grade 4: the student usually recognizes and identifies the causal relationships between the human activities and the various elements of the environment, recognizes the impact of civilization on nature, can forecast and characterize most effects of human intervention in nature, animate and inanimate; well explains the causes and effects of physical and biological degradation of the environment, can summarize the anthropogenic impact and other factors on the status of selected species and on biodiversity; usually has no difficulties with the basic terms in a foreign language in the field of ecology and nature conservation
Grade 5: the student excellently recognizes and identifies causal relationships between the human activities and the various elements of the environment; recognizes the impact of civilization on nature, can forecast and characterize in a brilliant way the effects of human intervention in nature, animate and inanimate, very well explains the causes and consequences of physical and biological degradation of environment; comprehensively defines the anthropogenic impact and the influence of other factors on the status of selected species and on biodiversity; has no difficulties with the basic terms in a foreign language in the field of ecology and nature conservation

Skills (EK 2-4)
Grade 2: the student is not able to work in a team; cannot find and/or analyze and interpret the information available in libraries, on the Internet, or specialists on a given subject, particularly cannot critically evaluate sources regarding the human impact on nature and environment and find out the causes of the existing hazards and/or situation; cannot prepare a multimedia presentation in accordance with the requirements; is not able to compare, criticize and evaluate the submitted presentations, and propose changes in the content, form and way of presentation that can improve the quality of presentation; cannot prepare a simple report (conservation plan) on the basis of data collected in the field and the literature
Grade 3: the student has problems with working in a team; sometimes uncritically analyses and interprets information available in libraries and the Internet on a given topic including difficulties with a critical assessment of information regarding the human impact on nature and the environment; has difficulties with definition of potential reasons for the existing threats and/or situation; creates a multimedia presentation in a considerably reduced extent to the requirements of such communication; while comparing and evaluating other presentations is not very creative; student prepares simple reports (conservation plans) on the basis of data collected in the field and the literature, but they are far from ideal
Grade 4: the student is able to work in a team; usually properly analyzes and interprets the information available in libraries and on the Internet on a given topic; creates a multimedia presentation largely consistent with the requirements of such communication: a well-planned presentation time, selection of the content, a form of communication and division of labor in the group do not raise major objections; while comparing and evaluating other presentations is trying to be creative; student can prepare a simple report (conservation plans) on the basis of data collected in the field
Grade 5: the student organizes and performs well in a team, the student perfectly analyzes and interprets information available in libraries and on the Internet on a given subject; a multimedia presentation created by the student meets all the requirements: time, the content and form of presentation is very well planned; is able to compare, criticize and evaluate submitted presentations in an open and creative way; the proposed changes are insightful and purposeful and may improve the quality of the presentation; his/her reports (protection plans) are complete, reliable, and conscientiously prepared.

Competences (EK 5)
Grade 2: the student does not perform the tasks scheduled during the course; cannot work in a team, does not care about the reliability and credibility of the content; does not maintain criticism in the expression of opinion and caution when using unverified information sources (the Internet); cannot appreciate the comments of colleagues; does not discuss about the presentation and the problem presented; is not punctual and leaves a lot of classes
Grade 3: the student is not very involved in the tasks scheduled during the course and/or has difficulties with working in a team; often does not care about the reliability and credibility of the content presented, is not critical in expressing opinion and often uncritical when using unverified information sources (Internet), the student cannot fully appreciate the value of comments of colleagues; discusses rarely and not creatively, sometimes is late, leaves classes
Grade 4: the student undertakes the tasks planned for the course; works reliably in the team, takes care of the credibility of the presented content; is trying to be critical in expressing his/her opinion and while using unverified information sources (the Internet), can appreciate the comments of the colleagues; is open and creative in expressing his own opinion, is punctual and diligently attends the course.
Grade 5: the student is very willing to undertake the tasks planned during the course; has no problems in teamwork, often giving a direction for the group activity; cares about the reliability and credibility of the presented content; retains insightful and critical in the expression of opinion, is cautious when using unverified information sources (the Internet), can fully appreciate the comments of the colleagues; is very active, open and creative in his polemics; is diligent and responsible

Methods of assessment
The final grade is composed of:
1. The evaluation of the presentation prepared by the team. The evaluation will assess the form, content and presentation
2. The Assessment of the report (protection plan) on the basis of data collected in the field and the literature. The evaluation will assess the form and the content of the report
3. The activity during the course
4. The number of absences and lateness

The final grade is the arithmetic average of the individual evaluation of the team presentation and evaluation of the written report. Team presentation and evaluation of the report may increase (in the case of best-in-class) or decrease (in the case of the worst in the group) individual assessment of 0.5 degrees.
Significant activity in the classroom increases the scores of the presentation according to the formula: evaluation of presentation + (0.125 x number of classes in which the student was active). Absence and tardiness reduce final assessment in accordance with the principle: for the third and each subsequent absence the final score is reduced by 0.5 x number of consecutive absences, lateness to class more than 10 minutes = 0.5 absences.

Anderwald D. 2014. Podręcznik najlepszych praktyk ochrony sów. Centrum Koordynacji Projektów Środowiskowych, Warszawa
Anderwald D., Przybyliński T., Zawadzka D. 2014. Podręcznik najlepszych praktyk ochrony ptaków szponiastych. Centrum Koordynacji Projektów Środowiskowych, Warszawa
Anderwald D.2009. Ochrona drapieżnych zwierząt a rozwój cywilizacyjny społeczeńst ludzkich. Studia i Materiały Centrum Edukacji Przyrodniczo-Leśnej. Wyd. SGGW, Rogów
Badora K. 2004. Autostrada – środowisko przyrodnicze. Studium konfliktów przestrzennych. Opole
Błaszkowska B. 2008. Czynna ochrona cennych przyrodniczo łąk i pastwisk. Doświadczenia praktyczne. OTOP, Gdańsk
Bukaciński D. 2015. Strategia czynnej ochrony zagrożonej awifauny wysp środowej Wisły: podręcznik najlepszych praktyk. OTOP, Warszawa
Dobrowolski K.A., Lewandowski K. (red.) 1988. Ochrona środowisk wodnych i błotnych w Polsce IE PAN, Dziekanów Leśny
Dombrowski A., Głowacki Z., Jakubowski W. i in. (red. 2002. )Korytarz ekologiczny doliny Bugu. Stan – Zagrożenia- Ochrona. IUCN, Warszawa
Fuszara E., Lesiński G. 2002 Pomagamy nietoperzom. Poradnik. Studio OP-Art., Suwałki
Gacka-Grzesikiewiecz E. (red.) 1995. Korytarz ekologiczny doliny Wisły. Stan – Funkcjonowanie – Zagrożenia. IUCN, Warszawa
Głowaciński Z. (red.) 2001. Polska czerwona księga zwierząt PWRiL Warszawa
Indykiewicz P., Jerzak J., Barczak T. 2008. Faun miast. Ochronić różnorodność biotyczną w miastach. Bydgoszcz
Jankowski W., Świerkosz K. (red.) 1995. Korytarz ekologiczny doliny Odry. Stan – Funkcjonowanie – Zagrożenia. IUCN, Warszawa
Kot H. i Dombrowski A.(red.) 2001. Strategia ochrony Fauny na Nizinie Mazowieckiej. MTOF, Siedlce
Krogulec J. (red.) 1998. Ptaki łąk i mokradeł Polski. Stan populacji, zagrożenia i perspektywy ochrony. IUCN, Warszawa
Krzysztofiak L., Krzysztofiak A.(red.) 2015. Zwalczanie inwazyjnych gatunków roślin obcego pochodzenia - dobre i złe doświadczenia. Stowarzyszenie "Człowiek i Przyroda", Krzywe
Kurek k., Hałuk J., Bury S., Piotrowski M. 2014. Podręcznik najlepszych praktyk ochrony gadów. Centrum Koordynacji Projektów Środowiskowych, Warszawa
Lesiński G. 2006. Wpływ antropogenicznych przekształcen krajobrazu na strukturę i funkcjonowanie zespołów nietoperzy w Polsce. Wyd SGGW, Warszawa
Makles M., Pawlaczyk P., Stańko R. 2014. Podręcznik najlepszych praktyk ochrony mokradeł. Centrum Koordynacji Projektów Środowiskowych, Warszawa
Mazur W. (red.). 2014. Podręcznik najlepszych praktyk ochrony owadów. Centrum Koordynacji Projektów Środowiskowych, Warszawa
Mikusek R.2012 Budki dla ptaków. Fundacja Wspierania Inicjatyw Ekologicznych, Kraków
Mitrus S. 2007. Metody badań i ochrony żółwia błotnego. Podręcznik metodyczny. Wyd. Uniw. Opolski, Opole
Mysłajek R.W., Nowak S. 2014. Podręcznik najlepszych praktyk ochrony wilka, rysia i niedźwidzia brunatnego. Centrum Koordynacji Projektów Środowiskowych, Warszawa
Nasiadka P., Dziedzic R. 2014. Podręcznik najlepszych praktyk ochrony kuropatwy i zająca. Centrum Koordynacji Projektów Środowiskowych, Warszawa
Nowicki M., Sitnicki S. 2007. Ochrona środowiska w praktyce. EkoFundusz, Warszawa
Olech W., Perzanowski K. 2014. Podręcznik najlepszych praktyk ochrony żubra. Centrum Koordynacji Projektów Środowiskowych, Warszawa
Pawlaczyk P., Jermaczek A. NATURA 2000 – narzędzie ochrony przyrody. WWF. Warszawa
Perrins C.M., Lebreton J.D., Hirons G.J.M. 1991. Bird Population Studies. Relevance to Conservation and management. Oxford University Press.
Poradniki ochrony siedlisk i gatunków Natura 2000 – podręcznik metodyczny (tomy 1-6) http://natura2000.mos.gov.pl/natura2000/pl/poradnik.php
Pullin A.S. 2007. Biologiczne podstawy ochrony przyrody PWN. Warszawa
Rachwald A., Fuszara M. 2014. Podręcznik najlepszych praktyk ochrony nietoperzy w lasach. Centrum Koordynacji Projektów Środowiskowych, Warszawa
Strawiński S. 1971. O ptakach, ludziach i miastach
Symonides E. 2008. Ochrona Przyrody. WUW Warszawa
Towarzystwo Przyrodnicze Bocian 2012. Poradnik ochrony bociana białego dla lekarzy weterynarii. PTOP, Warszawa
Towarzystwo Przyrodnicze Bocian 2012. Poradnik ochrony bociana białego. PTOP, Warszawa
Towarzystwo Przyrodnicze Bocian 2018. Ochrona ptaków w budynkach. PTOP, Warszawa
W. J. Sutherland, I. Newton, R. Green. 2004. Bird Ecology and Conservation: A Handbook of Techniques. Oxford UP
Wilk T., Jujka M., Krogulec J., Chylarecki P. 2010. Ostoje ptaków o znaczeniu międzynarodowym w Polsce. OTOP, Marki
Williams D.R., Pople R.G., Showler D.A., Dicks L.V., Child M.F., zu Ermgassen E.K.H.J., Sutherland W.J. 2013. Bird Conservation: Global evidence for the effects of interventions. Exeter, Pelagic Publishing
Zawadzka D. 2014. Podręcznik najlepszych praktyk ochrony gluszca i cietrzewia. Centrum Koordynacji Projektów Środowiskowych, Warszawa

Information on level of this course, year of study and semester when the course unit is delivered, types and amount of class hours - can be found in course structure diagrams of apropriate study programmes. This course is related to the following study programmes:

• Environmental Protection - full-time second cycle studies

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of WF-OB-CZOP in USOSweb