香港六合彩挂牌资料

Overview

This module will allow students to explore key concepts and theories of wildlife ecology as they relate to conservation. Amongst other topics, the module addresses drivers of animal distribution, foraging theory, niche theory, vulnerability to extinction, the role of apex predators, trophic interactions and spatial ecology. The module will also give students practical skills of survey techniques and data analysis, as well as the opportunity to discuss with an expert about the role of zoos in conservation (i.e. visit to Chester Zoo). The lectures are accompanied/complemented by field trips to 香港六合彩挂牌资料 Pier, Henfaes farm, Treborth Botanic Garden and Chester Zoo. The data collected during the first two trips will be statistically analysed in dedicated computer sessions and reported on via an assessed group presentation.

Assessment Strategy

-threshold -D Quiz: Students should be able to identify at least half of the ecological theories relevant to conservation from four choices. Field trip group presentation: - Limited focus on the topic;- Scant background information; - Little evidence of understanding the model selection methods and AIC;- Limited understanding of occupancy/detectability/population estimation (whichever is relevant);- Weak use of literature and examples; - Limited use of visual aids;- Limited group contribution;- Poor time keeping;- Limited ability to answer questions. Project proposal: Average standard of written English. Aims and hypotheses poorly defined. Methods poorly described. Weak evidence of an understanding of the theory being investigated, statistical tests/methods used and of additional reading/attempts at a more thorough use of these methods. Arguments within the Discussion are barely relevant and do not address the aims/hypothesis. Limited evidence of additional reading and interpretation. Poor referencing.

-good -B Quiz: Students should be able to identify at least two thirds of the ecological theories relevant to conservation from four choices. Field trip group presentation: - Direct focus on the topic;- Reasonable background information; - Some evidence of understanding the model selection methods and AIC;- Some understanding of occupancy/detectability/population estimation (whichever is relevant);- Appropriate use of literature and examples; - Good quality use of visual aids;- Adequate group contribution;- Acceptable time keeping;- Competent ability to answer questions. Project proposal: Good standard of written English. Aims and hypotheses adequately defined. Methods adequately described. Some evidence of an understanding of the theory being investigated, statistical tests/methods used and of additional reading/attempts at a more thorough use of these methods. Arguments within the Discussion are relevant and could be used to address the aims/hypothesis. Some evidence of additional reading and interpretation. Good referencing.

-excellent -A Quiz: Students should be able to identify at least 90% of the ecological theories relevant to conservation from four choices. Field trip group presentation: - Excellent focus on the topic;- Strong background information; - Clear evidence of understanding the model selection methods and AIC;- Strong understanding of occupancy/detectability/population estimation (whichever is relevant);- Excellent use of literature and examples; - High quality use of visual aids;- Great group contribution;- Precise time keeping;- Confident and knowledgeable question answers. Project proposal: Excellent standard of written English. Aims and hypotheses clearly defined.Methods clearly and briefly described.Clear evidence of an understanding of the theory being investigated, statistical tests/methods used and of additional reading/attempts at a more thorough use of these methods.Arguments within the Discussion are logical and used to address the aims/hypothesis.Clear evidence of additional reading and interpretation.Excellent referencing.

Learning Outcomes

• Ability to conduct and critically interpret statistical analysis of ecological data.

• Ability to think and react to changing field conditions and understand the implications of this to the results obtained.

• Ability to write a scientific study with a logical, coherent, well-structured, evidence-based and fully referenced argument.

• Application of principles of ecological sampling and field survey design to wildlife conservation research questions.

• Critical knowledge and understanding of the key ecological theories that relate to wildlife conservation.

• Understanding and ability to use some common methods used to test ecological theories of wildlife conservation.