Academic management

This is an optional course with practical computer sessions. From the knowledge of the previous state of the ecological systems, the models allow to determine (approximately) their temporal evolution. For this reason, they are used to forecast future scenarios of climate change, environmental impact, and exploitation, and allow the optimization of biodiversity and resource management measures. There are many types of ecological models and the discipline is growing very fast, so trying to bring them all together in one course is an impossible task. The main emphasis will revolve around models linked to the study of marine resources.

Indeed, for the modern management of marine resources, the use of models that make predictions of population size in the short and long term is essential; predictions with sufficient reliability to determine the appropriate exploitation policies. These dynamic population models are, of course, mathematical models.

Therefore, a minimum knowledge of the mathematical tools is necessary, which can be used for model analysis once it is well defined. Most of the time these tools will have a certain degree of sophistication and the student cannot be expected to understand the mathematics on which it is based. Only the minimum necessary mathematics will be used to guarantee the correct use of the tools. This analysis will be illustrated by means of a computer package (commercial as MATLAB or free as OCTAVE) oriented to scientific calculation and graphic visualization.

Part of the course is dedicated to the running of the EwE platform (Ecopath with Ecosim and Ecospace), which is a very popular software designed for fishing management. Using EwE, students will be introduced to fisheries management models, exploring management options, the impact of marine protected areas, predicting the movement of pollutants, or the effect of environmental changes. By what means more professional training, the course will conclude by examining the capabilities of the managed software package during the course for in-house software development.

Students are expected to have a basic background in calculus and algebra, as well as a minimal knowledge of operating systems.

• Cognitive skills:

C1:    Ability to interpret mathematical models in biology. 
C2:    To understand how mathematical concepts form the basis for modelling and numerical simulations.

• Instrumental-methodological skills:

IM1:  Ability to use software packages such as ECOPATH, ECOSIM and ECOSPACE.
IM2:  Capability to postulate simple mathematical models.
IM3:  Ability to use computer software for scientific calculation, numerical simulation, and graphic visualization.
IM4:  Capability to write your own programs to analyze simple mathematical models.

• Linguistic skills:

L1:     Ability to communicate effectively and present written and oral scientific reports.
L2:     To use scientific English.

• Interpersonal skills (collaborative tasks):

I1:      Development of skills for teamwork.

• Systemic competences (scientific criticism, motivation):

S1:     To know the role of mathematical tools in the development of scientific knowledge.
S2:     To strengthen the multidisciplinary vision of scientific work.

• Learning outcomes:

The student will understand the mathematical genesis of population dynamics models in their two variants, temporal and spatial-temporal. In particular, you will understand how the language of differential equations allows you to write those laws that govern the operation of an ecosystem in such terms that it is possible to estimate the evolution of its different elements. The high number of these and the great variety of interactions that can take place between them makes unavoidable that the result is, from the mathematical point of view, a non-trivial problem. Therefore, the student will know some of the tools available to deal with it.

There are different programs that implement mathematical methods for the analysis of marine ecosystem models. Among them the most popular is the one known by the initials EwE (Ecopath with Ecosim and Ecospace). The student will acquire skills in the use of it and of the additional module ECOSPACE for the study of spatial-temporal dynamics.

The last part of the course will be devoted to the basic learning of a computer package for scientific calculation and graphic visualization (either free as OCTAVE or commercial as MATLAB). The practical application will be the design (even at a rudimentary level) of own software for the study of ecosystems. The student will acquire a minimum skill in the use of this tool and will be able to design (with an extra personal effort) specific programs to carry out the analysis of their own models. This is undoubtedly an attractive plus of professional training.

• Foundations of ecosystem modeling: mass balance, temporal and spatial-temporal models.
• Use of an ecological/ecosystem modeling software (Ecopath with Ecosim and Ecospace).
• Use of a mathematical computing software for scientific calculation, numerical simulation, and graphic visualization.
• Introduction to the design of software for model analysis.

Face-to-face sessions (4 hours)..

Methodologies: Lectures and mentoring.

Lectures in the computer laboratory (6 hours)..

Methodologies: Interactively lections and mentoring.

Practices with computers: (25 hours).

Group tutoring: (2,5 hours)

Exceptionally, in view of the health situation, all teaching and learning will be delivered online. In which case, students will be notified of any new guideline in due course.

Students will be graded based on continuous assessment throughout the course.

(P1) Students' learning outcomes at theoretical and practical lectures are assessed by means of questionnaires and resolution of practical case studies.

(P2) Class attendance and the quality of an active participation (at least 75% attendance in theoretical and practical lectures).

(P3) Collaborative work.

Ongoing evaluation: (P1) 70%, (P2) 20% and (P3) 10%.

Exceptionally, in view of the health situation, assessments may be conducted remotely. In which case, students will be notified of any new guideline in due course.

• Resources and course materials available on our e-Campus website.
• Ecopath with Ecosim (http://www.ecopath.org/).
• Pauly, D., V. Christensen and C. Walters. 2000. Ecopath, Ecosim, and Ecospace as tools for evaluating ecosystem impact of fisheries. ICES J. Mar. Sci. 57: 697-706.
• Christensen, V., and Walters, C. J. 2004. Ecopath with Ecosim: methods, capabilities, and limitations. Ecological Modelling.
• Christensen, Walters and Pauly: Ecopath with Ecosim: A User's Guide (available at http://www.ecopath.org/).
• User guide of a mathematical computing software for scientific calculation and graphic visualization.