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P1: On the use of GMOs: synthesis
Students will have to synthesize the output of their debate regarding the main arguments for and against using GMOs. All groups will have to collaborate and summarize their arguments in a concrete document of wide consent.
P2: Biodiversity inventorying
Students will have to work in groups of three. During the field session F3 (sampling riparian and freshwater biodiversity) and F4 (inventorying mountain biodiversity) they will have to fill a standard worksheet of biodiversity inventorying. They will have to note all the different plant and animal species they observe, their habitat type, estimated population size whenever possible, their conservation status, and the locality they observed them. They will have to deliver their work as a report of biodiversity inventorying with two parts: freshwater and mountain biodiversity
P3: Conservation strategy: student project
Each instructor will have to supervise and guide the students’ project, by giving instructions and by supporting their project with relevant bibliography to read (five to ten publications per topic). Students will have to design a strategy for the conservation of a habitat, species or closely related group of species that has been encountered on the field course. Students should include knowledge acquired during the lectures and seminars, as well as skills learnt during the practical and computer labs as appropriate. They will have to work on their own and they should present their project in written document as well as 15 minute presentation (power point) to the rest of the class. Proposed topics could include: the design of conservation strategy for the Balkan chamois, the yellow bellied toad, the golden eagle, the brown bear, the forest or alpine bird community, the riverine ecosystems, the riparian vegetation, the conservation of outstanding landscapes, mountain lakes etc.
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