93616 - Mediterranean Ecosystems

Learning outcomes

The course identifies peculiarities of the Mediterranean basin ecosystems which determined the definition of the “Mediterranean Type Ecosystems” (MTE). It analyses their structural characteristics, functional aspects, goods and services which they offer, and which contributed to prosper of the Mediterranean civilizations, putting in evidence also elements of their vulnerability. At the end of the course the student has knowledge on types, organization and distribution of MTE, he/she is able to identify ecosystem processes important for human and environmental wellbeing, is familiar with tools for the evaluation of the environmental quality and of the critical elements caused by human disturbance.

Course contents

The course provides students with a fundamental understanding of the characteristics, global distribution and functioning of Mediterranean-Type Ecosystems (MTEs), with particular emphasis on the terrestrial, coastal and marine ecosystems of the Mediterranean Basin. It examines the structural and functional characteristics of these ecosystems, as well as the ecosystem goods and services they provide, highlighting their role in the development of Mediterranean civilizations.

Particular attention is devoted to the impacts of human activities on Mediterranean ecosystems, both in the past and current ones, the resulting processes of environmental change and degradation, and the main strategies currently adopted for their protection and conservation.

The course covers the following topics:

1. Mediterranean-Type Ecosystems (MTEs): definition, global distribution, climatic and geographical characteristics, and their main structural and functional features.
2. The Mediterranean Basin: geography, geology, palaeoclimatology, and the geological evolution of the Mediterranean Sea.
3. Terrestrial ecosystems of the Mediterranean Basin: plant adaptations to Mediterranean environmental conditions, the main terrestrial ecosystems, biodiversity, endemism, and the ecological role of fire.
4. Coastal and marine ecosystems of the Mediterranean Basin: geographical, physical and chemical characteristics of the Mediterranean Sea, and the main coastal and marine ecosystems.
5. Ecosystem goods and services: definition, historical development of the concept, and classification of ecosystem services (provisioning, supporting, regulating and cultural services).
6. The development of Mediterranean civilizations: human settlements, human–vegetation co-evolution, plant domestication, the origins of agriculture, urbanization, and the development of major economic activities.
7. Change and degradation of Mediterranean ecosystems: pollution, erosion, wildfires, deforestation, non-native species, overexploitation of marine resources, the effects of climate change, habitat degradation and loss, changes in plant communities, soil degradation, and biodiversity loss.
8. Conservation of Mediterranean ecosystems: environmental legislation and conservation policies at the international, national and local levels; institutions responsible for environmental protection; protected areas; promotion of sustainable economic activities; environmental education; and science communication.
9. Sustainable development: definition, historical evolution of the concept, and the United Nations Sustainable Development Goals (SDGs) of the 2030 Agenda.

Readings/Bibliography

Bibliography obligatory for the preparation of the exam:

ANPA (2001) La biodiversità nella regione biogeografica mediterranea. Stato dell’Ambiente 4/2001. 1-147. ISBN 88-448-0047-0

Aschmann H. (1973) Distribution and Peculiarity of Mediterranean Ecosystems. In: Castri F., Mooney H.A. (eds) Mediterranean Type Ecosystems. Origin and structure. Ecological Studies, vol 7. Springer-Verlag, Berlin Heidelberg, 11-19.

Joffre, R., Rambal, S. (2002) Mediterranean Ecosystems. Encyclopaedia of life sciences. Macmillan Publishers Ltd, Nature Publishing Group, 1-7.

Lange, M. A. (2020). Climate change in the Mediterranean: environmental impacts and extreme events. IEMed: Mediterranean Yearbook, 30-45.

Martín-López, B., Oteros-Rozas, E., Cohen-Shacham, E., Santos-Martín, F., Nieto-Romero, M., Carvalho-Santos, C., ... & Cramer, W. (2016). Ecosystem services supplied by mediterranean basin ecosystems. In Routledge Handbook of Ecosystem Services (pp. 405-414). Routledge.

Minelli, A. (2009) Lagune, estuari e delta – Una frontiera fra mare e fiumi. Quaderni habitat. Museo Friulano di storia naturale, Udine, 78 pp.

Pignatti, S. (1986) The consequence of climate on the mediterranean vegetation. Annali di Botanica, 42, 123-130.

Pignatti, S. (1987) The relationships between natural vegetation and social system in the mediterranean basin. In: Miyawaki, A. et al. (eds) Vegetation ecology and creation of new environments, Tokai University Press, Tokyo, Japan, 35-45.

Pignatti, S. (1991) Man-environment relationships. The earliest phases of civilization. Biology Forum, 84 (1), 83-90.

Pusceddu A., Sarà G. e Viaroli P. (2020) Ecologia, ed. UTET Università, Italia, p. 362 (solo alcuni capitoli che saranno indicati agli studenti durante le lezioni)

Rick, T., Ontiveros, M. Á. C., Jerardino, A., Mariotti, A., Méndez, C., & Williams, A. N. (2020). Human-environmental interactions in Mediterranean climate regions from the Pleistocene to the Anthropocene. Anthropocene, 31, 100253.

Zeder, M. A. (2008). Domestication and early agriculture in the Mediterranean Basin: Origins, diffusion, and impact. Proceedings of the national Academy of Sciences, 105(33), 11597-11604.

• Students are also required to study the PowerPoint presentations used during the lectures, which will be made available on the University's Virtuale platform.

• Additional reading materials and bibliographic resources, while not compulsory, will be recommended during the course for students wishing to explore the topics covered in greater depth.

Teaching methods

The course consists of lectures, student-led seminars based on assigned readings, and discussions of case studies. Although attendance is not compulsory, students are strongly encouraged to attend all classes. Prior to selected lectures, students are expected to read the materials assigned by the lecturer and prepare brief notes, which will serve as the basis for classroom discussions.

As part of the seminar activities, groups of two or more students will prepare an 8–10-minute PowerPoint presentation on an assigned topic, based on the bibliography provided by the lecturer. Each presentation will be followed by a class discussion aimed at exploring the topics in greater depth and fostering critical thinking and analytical skills.

PowerPoint presentations used during the lectures will be made available on the University's Virtuale platform.

Assessment methods

Assessment consists of an oral examination covering the topics addressed during the course. The examination comprises three questions. Where appropriate, students will be expected to support their answers by referring to the case studies discussed during the lectures.

The final mark will be based on the following assessment criteria:

• scientific accuracy and understanding of the topics covered in the course;
• ability to critically analyze and interpret the course content and to contextualize it within the field of cultural heritage, including through reference to the case studies discussed during the course;
• ability to establish interdisciplinary connections;
• appropriate use of scientific terminology;
• clarity, coherence and effectiveness of oral communication.

The final mark is expressed on a 30-point scale, with 18/30 being the minimum passing score.

The final mark will be awarded according to the following criteria:

• 30 cum laude: outstanding, comprehensive and fully integrated knowledge of the subject; excellent analytical, synthetic and critical thinking skills; full command of scientific terminology; outstanding ability to apply and contextualize the concepts covered with originality and academic accuracy.
• 30: comprehensive and in-depth knowledge of the subject; excellent ability to apply the concepts covered and establish connections between the different topics; full command of scientific terminology and strong critical thinking and contextualization skills.
• 27–29: extensive and accurate knowledge; good understanding of the course content; ability to apply concepts and relate them to the field of cultural heritage; appropriate scientific terminology and good critical and argumentative skills.
• 24–26: sound knowledge of the main topics, although some aspects may not be fully developed; ability to apply concepts in familiar contexts and establish essential links with cultural heritage.
• 21–23: satisfactory but not in-depth knowledge; understanding of the fundamental concepts and partial ability to apply them; generally clear presentation, despite some inaccuracies.
• 18–20: basic knowledge limited to the essential concepts; partial understanding of the course content and mainly guided application of the knowledge acquired; some inaccuracies in both presentation and scientific terminology.
• Fail: fragmented or seriously inadequate knowledge; inability to understand and apply the fundamental concepts; failure to achieve the requested learning outcomes of the course.

Exam dates will be published on the AlmaEsami website. Students may register for exams exclusively using the methods provided by the AlmaEsami online system.

Teaching tools

Teaching activities will be supported by PowerPoint presentations, scientific papers and selected chapters from the prescribed textbook.

Students requiring specific support services or reasonable adjustments to teaching activities and assessment methods due to disabilities or specific learning disorders (SLD) are encouraged to contact the University of Bologna Service for Students with Disabilities and Specific Learning Disorders (SLD) in order to arrange the most appropriate adjustments.

Any concept maps authorized for use during the oral examination must be submitted to the lecturer at least 10 days before the examination date for approval.

Office hours

See the website of Barbara Mikac