DEPARTMENT OF GEOGRAPHY Undergraduate Modules 2014-15 First Year Modules All first year modules are compulsory to students on the BA/BSc Geography programmes. 4SSG1008 Geography Tutorials: Critical Thinking & Techniques Value: 30 credits Coordinator: Andrew Brooks/Thomas Smith Lecturers: All Tutorial Staff. Teaching arrangement: Weekly one-hour tutorials in both terms Assessment: 100% coursework Other requirements: Attendance is compulsory to pass the module. A non-assessed oral presentation for the poster is required (failure to do so, will result in 20 marks being deducted off the mark for the poster). Module Structure: This module is taught wholly by small-group tutorials (maximum 7 students) and covers a set of topics and assignments designed to encourage good study skills, including proper Harvard Referencing, note taking, plagiarism vs. paraphrasing, fundamental grammar skills and coursework structure, the difference between different kinds of source material, researching topics, critical evaluation of evidence, the ability to develop a logical argument, the ability to present research in a variety of formats, and examination techniques. Tutorial topics will comprise some related to first year taught modules in the first year Geography degree programme, with others set by individual tutors. The six assessed assignments required during the course of the year include essay writing, report writing, and visual presentation. Most of the assessed assignments are intended to be formative, and are returned rapidly to the students (within two weeks) with group discussions of any weaknesses of a given coursework, and how to improve on these to strengthen the next coursework. 4SSG1011 Principles of Geographical Inquiry I Value: 30 credits Coordinator: James Millington Lecturers: Various Teaching arrangement: 20 hours lectures, 10 hours seminars/tutorials, 40 hours field/lab/supervised learning, both terms Assessment: 100% coursework Module Structure: This module considers key concepts that underpin both human and physical geography, and discusses both the theory of these concepts as well as some of main techniques and methods that can be used to analyse geographical data. It involves the collection and analysis of data following localised fieldwork, and training in appropriate software for statistical anlaysis. Examples of the application of concepts and techniques are drawn from a range of geographical settings, and include familiarisaton with research performed by geography staff. 4SSG0141 Geographical Foundations: the making of the modern world Value: 30 credits Coordinator: Alex Loftus Lecturers: Various Teaching arrangement: 40 hours lectures, both terms Assessment: Coursework (35%); Examination (65%) Module Structure: This module considers the development of human societies at world, national and local scales. It examines the historical development and current state of the world economic system, the implications of globalization for national economies, for sustainable development and for changing patterns of consumption. Examples are drawn from a range of geographical and historical settings. 4SSG0140 The Changing Natural Environment Value: 30 credits Coordinator: Rob Francis Lecturers: Various Teaching arrangement: 40 hours lectures, both terms Assessment: January Examination (30%) Summer Examination (70%) Module structure This module examines fundamental principles and approaches to understanding change in the natural environment. A range of themes are explored at a variety of geographical scales, from the global to the micro-level, including plate tectonics, world weather systems and the hydrological cycle, as well as glaciers, river basins and ecosystems. An important theme is global change, whether tectonic, climatic or human-induced. In the Second Year students must take 120 credits. All optional modules in the second year are 15 credits each. BA/BSc in Geography Students must take 5SSG2053 Principles of Geographical Inquiry (30 credits); either 5SSG2048 Methods in Human Geography (15 credits) or 5SSG2049* Methods in Physical Geography (15 credits), either 5SSG2046* Fieldwork in Physical Geography (15 credits) or 5SSG2047 Fieldwork in Human and Development Geography (15 credits). * Students taking 5SSG2049 Methods in Physical Geography MUST take 5SSG2046 Fieldwork in Physical Geography, as the two modules link together. * Students taking 5SSG2048 Methods in Human Geography MUST take 5SSG2047 Fieldwork in Human & Development Georaphy, as the two modules link together. In addition to the compulsory modules noted above, students must opt onto one of the following pathways and take the compulsory 15 credit module relating to this pathway: Physical Geography Pathway – 5SSG2023 Physical Geography: Earth Surface Processes and Landforms Human Geography Pathway – 5SSG2025 Urban & Cultural Geography: Space. Society & Culture Development Geography Pathway – 5SSG2044 Development Geographies: Livelihoods and Policy Contexts Society, Environment & Geography Pathway – 5SSG2052 Society, Environment and Geography: The Nature of the Environment Students can choose their optional modules (all optional modules are 15 credits) freely from the list below: 5SSG2011 Economic and Social Change in Post War Europe 5SSG2017 Historical Geographies of Urbanism 5SSG2023 Physical Geography: Earth Surface Processes and Landforms 5SSG2040 Territory, State & Nation 5SSG2042 Natural Hazards 5SSG2043 Environmental Remote Sensing 5SSG2044 Development Geographies: Livelihood and Policy Contexts 5SSG2051 Climate Variabilty, Change & Society 5SSG2052 Society, Environment and Geography: The Nature of the Environment 5SSG2054 Water & Development 5SSG2055 Institutions, Governance & Development 5SSG2056 Urban & Cultural Geography: Space, Society & Culture 5SSG2057 Landscapes: Ecology, Biogeography & Management 5SSG2058 Urban Geography: Exploring the City Compulsory Modules 5SSG2047 FIELDWORK IN HUMAN AND DEVELOPMENT GEOGRAPHY Value: 15 credits Fieldtrip leader: Prof. Mark Pelling (India), Prof. Chris Hamnett (China), Dr. Richard Wiltshire (USA) Teaching arrangement: pre-departure lectures/seminars/project work; 1 week residential fieldtrip – Dec 2014 – this module ties with 5SSG2048 Methods in Human Geography Assessment: project (70%) and field trip diary (30%) Specific aims of the module To promote experiential learning through field investigations. Promote the ability to identify research problems and frame research questions in the field. Develop appropriate methodologies to study geographical issues in the field. Explore the relationships between global and national processes at a local scale. Learn to work effectively in groups. Learning outcomes of the module At the completion of the module students will be able to identify research problems in the field. Frame research questions in the field. Develop an awareness of the range of methodologies used in the study of field based geographical research. Apply a range of different methodologies in a fieldwork context. Develop an awareness of the resources required to undertake geographical research. Develop an awareness of the ethical issues involved in undertaking field-based research. Evaluate the effectiveness of different methodologies. Identify how processes that operate at different spatial and temporal scales are manifested in the geographical environment. Appreciate the general and unique sets of processes that combine in any particular place to produce a given set of outcomes. Identify the processes promoting effective teamwork. Identify the strengths and weaknesses of individuals in relation to teamwork and to devise ways of working together effectively. Module structure The fieldtrip aims to encourage an active engagement with the external world through experiential learning beyond the formal classroom. This provides an opportunity to apply conceptual and methodological skills learned elsewhere in the curriculum to more complex field environments. The module encourages students to develop the ability to identify a problem or research question and to design appropriate methodologies in the field. In doing so it also provides an opportunity to examine ethical aspects of the research process and to experience and understand the processes involved in team working. *The majority of this module is taught during a one-week residential fieldtrip, for which attendance and full participation is essential. Should this be impossible (e.g. due to medical problems) students should contact the relevant Fieldwork leader and the UG Programme Officer immediately. Prior to the start of the fieldtrip separate lectures/seminars will focus on: 1. Ethical, moral and safety issues in the field 2. Processes of effective group working 3. Geographical and historical contexts of the specific field site, including cultural, political, social and economic aspects. 5SSG2046 FIELDWORK IN PHYSICAL GEOGRAPHY Value: 15 credits Fieldtrip leader: Professor Nick Drake (Morocco) Teaching arrangement*: 3 hours lectures; 3 hours practicals; 1 week residential fieldtrip – Dec 2014 Assessment: project (100%) and non-assessed fieldbook. * please note the teaching for this module is combined with the teaching of the Methods in Physical Geography and the data collected on the fieldtrip is used for the assessment of both assignments for the Fieldwork and Methods modules. It is for this reason that students taking this module as an option are required to take the 5SSG2049 Methods in Physical Geography module, which complements it. Specific aims of the module To promote experiential learning through field investigations; promote the ability to identify research problems and frame research questions in the field; develop appropriate methodologies to study physical geography issues in the field, including experimental design, field measurement techniques, and data analysis and prepare students for undertaking their Independent Geographical Study. Learning outcomes of the module At the completion of the module students should be able to identify research problems in the field. Frame research questions in the field. Identify a range of methodologies used in the study of field-based geographical research. Apply a range of different methodologies in a fieldwork context. Evaluate the effectiveness of different methodologies. Understand the resources required to undertake geographical research. Identify how processes that operate at different spatial and temporal scales are manifested in the physical geography environment. Identify the general and unique sets of processes that combine in any particular place to produce a given set of outcomes in physical geography. Identify key techniques and research methodologies to successfully carry out their Independent Geographical Study. Module structure The fieldtrip aims to encourage an active engagement with the external world through experiential learning beyond the formal classroom. This provides an opportunity to apply conceptual and methodological skills learned elsewhere in the curriculum to more complex field environments. The module encourages students to develop the ability to identify a problem or research question and to design appropriate methodologies in the field. In doing so it also provides an opportunity to examine ethical aspects of the research process and to experience and understand the processes involved in team working. *The majority of this module is taught during a one-week residential fieldtrip, for which attendance and full participation is essential. Should this be impossible (e.g. due to medical problems) students should contact their the Fieldwork leader and the UG Programme Officer immediately. Prior to the start of the fieldtrip separate lectures will focus on: 1. Safety and ethical issues in the field. 2. Introduction to the field area where the trip will take place. After the fieldtrip, lectures and lab practical will focus on 3. Analyzing data collected in the field. 5SSG2048 METHODS IN HUMAN GEOGRAPHY Value: 15 credits Coordinator: Dr Jon Reades Teaching arrangement: 5 hours lectures, 7.5 hours practical/training, 10 hours project work; first term Assessment: Reflective Methodologies essay; Group Research Project Proposal; Attendance (10%) Specific aims of the module This module should be seen as essential preparation for the 2nd year field trip: it aims to provide an understanding of the core qualitative methodologies commonly employed by researchers in human and/or development geography, and of how to access and analyse them. Particular attention will be given to the methods typically employed by human geographers in the field, but consideration will also be given to the role of more frequently ‘desk based’ quantitative and humanities techniques as integral components of well-rounded geographical research. Building on the general overview and exposure to survey methods provided in PGI 1, students are expected to develop a more sophisticated understanding of the appropriateness and utility of different methods, and their relative strengths and weaknesses. Students will also be expected to demonstrate an understanding of how to use various methods in undertaking research on the Human Geography field trip and, ultimately, as part of the Independent Geographical Study. Learning outcomes of the module At the completion of the module students should: • Have an awareness of the range of available information sources in human and/or development geography, and know how to access and analyse them. • Understand how the core qualitative research methods are used in human geography practice, and how they relate to quantitative and humanities methods. • Understand the appropriateness and utility of different methods and their strengths and weaknesses. • Have some of the necessary methodological tools to carry out their field trip research and Independent Geographical Study successfully. Module structure Section I: Qualitative Research Methods (Weeks 1–5) The first five weeks of the Methods in Human Geography module will focus on the core qualitative methodologies commonly employed ‘in the field’ by human geographers; these are: semi-structured and structure interviews; participative research and focus groups; ethnography, observation & visual methods; policy documents & textual analysis; and humanities & quantitative methods in context. 1. Semi-Structured & Structured Interviews 2. Participative Research & Focus Groups 3. Ethnography, Observation & Visual Methods 4. Policy Documents & Textual Analysis 5. Integrating Humanities & Quantitative Methods Section 2: Field Trip Preparation (Weeks 6–10) Students will work as one more groups with their allocated field trip project supervisor on the preparation of a detailed research proposal, complete with interview guide and/or other appropriate supporting material. The objective of the assessment is to demonstrate to the field trip staff that the students have fully understood the methods that they propose to employ in the field and are prepared to do so at a high level: in many cases, participants in field trip research are giving up a great deal of their time (and in some cases, income) to support the students, and so the students are expected to invest a degree of preparatory effort so as to make this participation worthwhile. Some modest variation in format for Weeks 6–10 from field trip project group to field trip project group is to be expected since the nature of the research also varies. Generally speaking, students will be expected to attend and participate in a 2-hour working group each week: this will include readings designed to provide students with the relevant background information for their research project, and such assignments or tasks as the lecturer may require for the students to develop a viable research proposal. *Please note that students taking this module MUST take the 5SSG2047 Fieldwork in Human Geography module. 5SSG2049 METHODS IN PHYSICAL GEOGRAPHY Value: 15 credits Co-ordinator: Professor Nick Drake Teaching arrangement: 7 hours lectures; 15 hours practicals; both terms Assessment: 1 x essay (90%), 5 x practicals (10%) Specific aims of the module To provide an understanding of research methodologies in physical geography, including their strengths and weaknesses. Equip students with a range of skills to undertake field and modelling research. Prepare students for undertaking the Independent Geographical Study. Learning outcomes of the module At the completion of the module students should be able to understand different methodologies that may be available for physical geography research and the impacts they have on the possible outcomes of that research. Apply GIS and remote sensing techniques to practical projects. Understand different approaches to data analysis. Apply simple statistical and/or numerical modelling approaches. Have some of the necessary research methodology tools to carry out their Independent Geographical Study successfully. Module structure The module enables students to understand different methodologies that may be available for physical geography research and the impacts they have on the possible outcomes of that research. To apply GIS and remote sensing techniques to practical projects. To understand different approaches to data analysis. To apply simple statistical and/or numerical modelling approaches. To have some of the necessary research methodology tools to carry out their IGS successfully. *Please note that students taking this module MUST take the 5SSG2046 Fieldwork in Physical Geography module. 5SSG2053 PRINCIPLES OF GEOGRAPHICAL INQUIRY II Value: 30 credits Lecturers: various Teaching arrangements: A mixture of lectures, practicals and tutorials; both terms Assessment: 2 x 1500 word essays (20% each), GIS Map (20%), 2000 word IGS Proposal (30%), online Practical test (10%) and in tutorial oral presentation Specific aims of the module The module aims to build upon and expand the concepts, skills and methods taught within the module Principles of Geographical Inquiry I: The London Environment; facilitate a critical understanding of geographical concepts, skills and methods with a specific emphasis on the skills/methods of Geographic Information Systems (GIS), quantitative analyses, and current global environmental issues and challenges; and prepare students for their Independent Geographical Study (IGS). Learning Outcomes At the completion of this module students should be able to demonstrate a critical understanding of geographical concepts, skills and methods and their relevance and application to geography and society through the specific lens of GIS and global environmental issues; an appreciation of the links between human and physical geography through an application of geographical knowledge to specific and pressing global environmental issues; the ability to utilise a greater range of data collection methods and statistical analysis relevant to geography and to their future studies within the BA and BSc Geography programmes; an understanding of the role of GIS in geography, and familiarity with the use an application of GIS software; and a deeper understanding of different research methodologies and project design techniques which can applied to the development and completion of an Independent Geographical Study. Module structure Broad topics relating to global environmental issues and the application of geographical concepts, skills and methods will be covered during a series of lectures, while specific skills and methods will be developed in seminar or practical sessions given over blocks of several weeks. Parallel tutorial sessions will also take place to develop research skills relating to, among other things, the development of the third year dissertation project. *Please note that these modules can be taken as optional modules on all other Geography Pathways. Compulsory Module for Human Geography Pathway* 5SSG2056 URBAN & CULTURAL GEOGRAPHY: SPACE, SOCIETY & CULTURE Coordinator: Dr Johan Andersson Teaching arragements: 10 x 2 hours lectures/seminars, first term Assessments: coursework (50%); examination (50%) Specific aims of the module This module takes a predominantly cultural approach to the study of cities and draws on a range of artistic sources (cinema, literature, art and music for example) to analyse recent urban change in the context of globalisation and post-industrial restructuring. Specific emphasis is placed on how identity categories such as class, gender, race and sexuality inform cultural and urban landscapes and students will be introduced to perspectives such as Marxism, feminism, queer and post-colonial theories. The objectives of the module are: • To familiarise students with the key work and recent developments in cultural and urban geography • To reflect critically on how identity categories such as class, gender, race and sexuality inform cultural aesthetics and urban landscapes • To enable students to think about their everyday life/environment (space, society and culture) through the lens of social and cultural geographical theory • To enable students to ‘read’ different ‘cultural texts’ through a spatial perspective Learning Outcomes: At the completion of this module, students should be able to demonstrate knowledge and understanding of the key theoretical, empirical and methodological debates in human geography, particularly from an urban geography perspective. Students should be able to critically analyse and explore key human geography concepts, for example, space, place, scale and culture, and work to apply them in a number of different emprical contexts Compulsory Module for Development Geography Pathway* 5SSG2044 DEVELOPMENT GEOGRAPHIES: Livelihood and Policy Contexts Coordinator: Dr Debby Potts Lecturers: Dr Debby Potts & Dr Andrew Brooks Teaching arrangements: 20 lectures; first term Assessments: examination (50%); essay (50%) Specific aims of the module: To apprise students of the debates about the meaning of the term ‘development’ and the different ways of measuring ‘development’. Apprise students of theoretical developments in development geography, including postmodern and postcolonial theories. Develop an awareness of how patterns of wealth and welfare vary both between and within developing countries. Develop a critical understanding of contemporary development policy approaches. Develop an awareness of selected processes operating within developing countries which affect their rural, urban and population geography. Develop an appreciation of the links between regional expertise and development practice. Learning outcomes: At the completion of the module students should be able to understand and engage with the debates about the 'impasse in development' and contestation over the meaning of 'development' for stakeholders and practitioners. Evaluate the various ways of measuring poverty and development. Discuss contemporary policy approaches to development, such as community-based participatory approaches. Understand and explain contemporary patterns of wealth and welfare indices in the poorer countries of the world. Assess critically how some Asian countries enjoyed rapid economic development in the post war-era. Provide an overview of selected, contemporary processes in demographic change and rural and urban areas in developing countries. Understand the significance of 'ground-truthing' development theories in specific, regional contexts. Module structure (provisional outline) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Introduction to the Course/Geographies from the South/Debating ‘development’ Theories and strategies of development The Global North, Trade and development: theory and practice Poverty: indices, measurement, geography, scale Gapminder (knowledge-based development geography tool)/discussion about coursework The development strategies of the NICs China : development or growth? Rural development Urbanization and development in the Global South Development Alternatives Compulsory Module for Physical Geography Pathway* 5SSG2023 PHYSICAL GEOGRAPHY: EARTH SURFACE PROCESSES AND LANDFORMS Lecturer: Dr Andreas Baas Teaching arrangement: 10 double lectures and one laboratory practical, first term. Assessment: examination (100%) Specific aims of the module To provide an overview of the basic concepts that underpin geomorphic process and landform investigations. The module presents detailed case studies of a variety of environments to develop an understanding of relationships between processes and forms in landscapes around the globe. Learning Outcomes At the completion of the module students should have a thorough understanding of the key geomorphological processes operating at the Earth’s surface, the significance of time and space scales for recognizing process-form linkages in different environments and the interactions between fluids and sediment transport that result in the formation and development of a variety of landforms. Module structure This module discusses the basic concepts and principles that underpin geomorphic landforms and processes operating at the Earth's surface in a great variety of landscapes around the globe. It presents the significance of time and space scales for recognizing process-form linkages in different environments and the interactions between fluids and sediment transport that result in the formation and development of a variety of landforms. Topics covered include: history of geomorphology, fluvial geomorphology, chaos, fractals, self-organisation, coastal environments, aeolian systems, glacial landscapes, weathering & mass wasting, soils & vegetation. The module includes a sand-pile experiment exercise. Compulsory Module for Society, Enviromnet & Geography Pathway* 5SSG2052 SOCIETY, ENVIRONMENT AND GEOGRAPHY: THE NATURE OF ENVIRONMENT Lecturer: Dr Alex Loftus Teaching Arrangements: 10 x 2 hours lectures/seminars, first term Assessment: coursework; poster & group presentation Specific aims of the module: Environmental questions have been at the heart of Geography’s disciplinary identity for the last century or more. This course will introduce some of the questions that geographers have sought to tackle, at the same time as drawing out some of the key issues for environmental politics and policy. How we make sense of nature matters not only for the kind of environment we want to be a part of, but also for our sense of the political possibilities within the world. Articulating a position within such debates has been the central tasks of society-environment geographers for much of the discipline’s existence and will be our focus in this series of lectures. Learning Outcomes: By the end of the course, you will be able to analyse and evaluate a range of different perspectives on the environment. You will be able to use David Harvey’s dialectical and co-evolutionary perspective on socio-environmental change as a way of analysing the influence of different processes on the environment. In addition, you will be able to challenge one-dimensional readings that place emphasis on single determinants. Optional Modules – All optional modules are 15 credits 5SSG2051 CLIMATE VARIABILITY, CHANGE & SOCIETY Lecturer: Dr George Adamson Teaching arrangements: 20 lectures, second term Assessment: examination (100%) Specific aims of the module: This module will explore the physical processes and patterns of natural climate variability and palaeoclimatic change, how anthropogenic influence result in climate change, and how these aspects of climate can impact ecosystems and society. Learning outcomes: At the completion of the module students should be able to demonstrate a conceptual understanding of the physical processes that govern the climate system. This includes knowledge of the role of the long-term and short-term carbon cycle; climate oscillations and teleconnections as well as the mechanisms underlying climatic variability; an understanding of the nature of direct and indirect impacts of climate change on ecosystems and society; the science of climate change and the basics of climate modelling and climate projections; a conceptual knowledge of adaptation and mitigation strategies to achieve a sustainable development. Module structure (may be slightly amended) 1. The Framework of Climate Science 3. Orbital-scale Climate Change 5. Oscillations and Teleconnections 7. Climate Modelling 9. Human Response to a Changing Climate 2. Tectonic scale Climate Change 4. Deglacial and Historic Climate Change 6. Greenhouse Effect and Greenhouse Gases 8. Climate Change and Climate Projections 10. Adaptation and Mitigation 5SSG2011 ECONOMIC AND SOCIAL CHANGE IN POST WAR EUROPE Lecturer: Professor Chris Hamnett Teaching arrangement: 20 lectures, first term Assessment: examination (100%) Specific aims of the module: To enable students to understand the shift from rural agrarian to urban industrial and service economies in post-war Europe and the associated social changes in terms of industrial and occupational structures, class composition, earnings and incomes, migration, ethnicity, consumption and the like. To examine the nature and impact of different ‘welfare state regimes’ in Europe and look briefly at the problems created by the transition from state socialism to market economies in Eastern Europe. Introduce students to some of the main dimensions of contemporary Economic and Social Change in Post War Europe and the similarities and differences between European countries in terms of these dimensions. Learning Outcomes: At the completion of the module students should be able to understand some of key processes and dimensions of economic and social change in post war Europe. Appreciate both the key similarities and differences between different European countries post war. Understand some of the major policy debates regarding unemployment, economic growth, migration and other issues such as demographic change. Module structure The topics covered include the economic transformation of Europe in the C20th from agriculture to manufacturing industry and services, the changing nature of the labour markets, the role of the welfare state, income, wealth and poverty, migration and ethnic change, demographic change, social exclusion and the transition from state socialism to post socialism. 5SSG2043 ENVIRONMENTAL REMOTE SENSING Lecturer: Professor Nick Drake Teaching arrangement: 20 lectures, first term Assessment: examination (100%) Specific aims of the module: To provide a comprehensive understanding of environmental remote sensing. To achieve this students will learn the fundamental characteristics of electromagnetic radiation and how it interacts with earth surface materials. How this radiation is recorded using a wide variety of instruments (e.g. cameras, scanners, RADAR) on a wide range of platforms (e.g. aeroplanes, satellites). How we can extract information on the environment from these data and images and the advantages and limitations of this information. The diverse array of applications of remote sensing in geography. Learning Outcomes: At the completion of the module students should be able to provide a general overview of how environmental remote sensing is used to provide spatial and temporal information on the environment. Provide students with an appreciation of the strengths and weaknesses of methods used to derive information about the Earth.Illustrate the diverse array of applications of remote sensing is physical and human geography Module structure Topics taught on this module include an introduction to and the history of remote sensing; Electromagnetic Radiation; Platforms, Sensors(active and passive), and Orbits; Visible and Near Infrared Remote Sensing and Applications; Using AVHRR for monitoring the Mozambique floods of 2000; Microwave, Thermal; and Ultraviolet Remote Sensing and Mapping, Monitoring and Modelling. 5SSG2017 HISTORICAL GEOGRAPHIES OF URBANISM: MAKING THE MODERN CITY Lecturer: Professor David Green and Dr Ruth Craggs Teaching arrangement: 18 lectures; 1 field visit, second term Assessment: coursework (50%) examination (50%) Specific aims of the module: The module aims to enable students to develop an understanding of the comparative dimensions of urbanisation from the eighteenth to the mi- twentieth century and to enable students to explore the relationships between urbanisation and the broader currents of economic, socia, political and cultural change. Sections cover particular sets of issues which are explored through the lens of class, gender, ethnicity and race in different cultural contexts – both in western cities but also in relation to imperial and non-imperial cities beyond Europe and North America. Learning Outcomes: At the completion of the module students will be able to • compare and contrast patterns of urbanisation at different places and times • to explain the relationships between social, cultural, political processes and the production of urban spaces and urban forms. Module structure Section 1: New languages of space: cities in the 19th and 20th centuries This section explores the new kinds of spaces that were being created in cities during the 19th and 20th centuries. How did the concentration of people and activities affect the nature of social, political and cultural relations in urban places? What kinds of issues were raised when homes were connected to infrastructures such as water, sewerage, electricity and gas? What kinds of questions were raised in relation to the use of public space? How did these issues differ in varying cultural contexts? What kinds of imaginative and representational spaces were created in order to understand the modern city? Section 2: Cities and the environment This section examines the impact that cities had on their surrounding environments and the environmental issues that arose as a result of urbanisation. The concentration of people in large cities required networks of supply – of wood, energy, food and water. How did demands for these goods affect the environment, both in the immediate locality but also much further afield? What kinds of issues were raised by dense urban living in relation to environmental conditions in cities and how were these tackled? Section 3: Cities of Strangers With rapid urbanisation came diversity. What were the implications of large scale urban growth in relation to acquiring personal knowledge about individuals when most people remained strangers? How significant was dress and fashion in helping identify urban ‘types’; what was the role of institutions and regulation in modern urban society? Section 4: Protest, cooperation and urban theatre This section explores the theatricality of urban spaces focussing on the symbolic nature of cities. Cities are places in which cultural and political activities are played out. Streets and public places became spaces for performance – from carnivals to world exhibitions, and from executions to strikes What opportunities does urban living create for different forms of protest and cooperation and how were these expressed in cities? Section 5: Cities of homes Cities are homes for people but these take very different forms – from street living to luxury villas. What was the symbolic as as well as the functional nature of ‘home’ and what kinds of concerns were raised in relation to housing urban populations? What issues arose when homes became networked with utilities – with water, sewerage, electricity and gas? Were these alien and dangerous intrusions into private worlds of the home or welcome additions to modern urban life? 5SSG2055 INSTITUTIONS, GOVERNANCE & DEVELOPMENT Lecturer: Professor Frances Cleaver Teaching arrangements: 20hrs lectures; second term Assessment: coursework (100%) Specific aims of the module: This module focuses on understanding agrarian change, natural resource management and rural development from the perspective of rural dwellers themselves. The module will develop students’ understanding of key trends in agrarian change and rural development in the Global South and further their ability to use cases and examples to critically debate topical policy concerns. The module will focus on the micro-level dynamics of rural livelihoods, citizenship and governance in the context of broader structural patterns of inequality and processes of change. The module brings socio-anthropological approaches into conversation with political economy and political ecology perspectives. Learning outcomes: On successful completion of this module students will be able to: Understand a range of different ideas about the dynamics of rural livelihoods, development and agrarian change. Critically analyse both ‘mainstream’ and ‘alternative’ ideas. Identify the conceptual underpinnings, and the strengths and weaknesses of current policy approaches to rural development. 5SSG2057 LANDSCAPES: ECOLOGY, BIOGEOGRAPHY AND MANAGEMENT Lecturer: Dr Robert Francis and Dr James Millington Teaching arrangement: Lectures/seminars and a computer practical sesssion, second term Assessment: 1 x formative essay (0%) and 1 x summative essay (100%) Specific aims of the module The aim of the module is introduce students to the different elements of studying landscapes as a geographical element, including the history, concepts, tools and application of landscape ecology as a unique combination of spatial ecological and geographical sciences, alongside key biogeographical theory and elements of landscape management. In particular the module will focus on the most dominant model for explaining landscape structure and pattern, the patch-corridor-matrix concept. The nature and importance of interactions and feedbacks between ecological process and spatial pattern will also be evaluated and discussed, particularly in the context of succession-disturbance dynamics. The module also aims to facilitate a critical understanding of the computational tools used to investigate spatial patterns and processes at the landscape scale, and to highlight the ways in which the principles and measures of landscape ecology feed into landscape planning and conservation management and policy. Learning Outcomes: At the completion of the module, students should have a critical understanding of key elements of spatial biogeography and landscape ecology theory and application across a range of examples and contexts, in particular the differences between structural and functional interpretations of landscape pattern and process. This will be accompanied by a familiarity with the main landscape metrics used to quantify landscape patterns, including the software tools used to characterise them (e.g., GIS), and an understanding of the modelling approaches used to investigate processes (e.g., markov and cellular automata approaches). The module should also cultivate an appreciation of the importance of landscape-scale understanding in driving both planning and management for environmental sustainability and conservation. Finally, students should develop the ability to describe and assess different landscape structures based around central patch-corridor-matrix concepts and principles of fragmentation and connectivity. Module structure It is now accepted that any ecological management or conservation effort must be conducted at the landscape scale or they will almost certainly fail. This makes an understanding of landscape ecology, biogeography and management useful for land planners and managers, policy makers, landscape architects, ecologists and conservation biologists, amongst other professions. The module is a series of eight, two-hour lectures, and one two-hour computer practical. Lectures will begin by defining landscapes and landscape ecology and establishing the latter’s status as an ecological and geographical discipline, and defining its theoretical and practicle roles in developing our understanding and management of landscapes. This includes the way in which we can group the landscape spatially and temporally into patches, corridors and matrices, all of which may function in different ways and affect how biota and abiota flow around the landscape. The discussion will then go into greater depth, looking at landscape patterns that may be observed in both natural and human-modified environments, and the explanations and implications of these arrangements in terms of ecological processes. This will be supported by considering spatial models used in landscape ecology and their application to land management and conservation of biodiversity. Computer practicals will connect theory of pattern metrics and process models to their application by providing hands-on experience of their use. A practical land management exercise in one of the lecture sessions will evaluate landscape management techniques for a species of conservation importance. The lecture series will end with an examination of new directions and future trends to be expected in landscape ecology and management. 5SSG2042 NATURAL HAZARDS Lecturer: Professor Bruce Malamud Teaching arrangements: 12 lectures; 8 seminars/tutorials, first term Assessment: examination (100%) Specific aims of the module: To introduce students to the basic theory for the creation and/or existence of different kinds of natural hazards. To facilitate an understanding of the primary and secondary effects (both negative and positive) of different natural hazards on the natural environment and society, using specific examples from localities around the world. To discuss the politics and science surrounding hazard predictions and probabilistic forecasting. To consider anthropogenic effects on mitigating or worsening the effects of the hazard. Learning Outcomes: At the completion of the module students should be able to understand fundamental causes and effects of several different kinds of natural hazards to access pertinent information on different aspects of natural hazards using books, journal articles and the internet, and to explore in depth over the module of the term, a specific aspect or aspects of natural hazards, as outlined in the seen examination question(s). Module structure Both the causes and results of natural hazards provide a dramatic intersection between physical and social geography. Many disasters that occur are a complex mix of natural events and human processes, including political, social and economic. This module provides an overview of natural hazards, including earthquakes, volcanoes, tsunamis, mass wasting, floods, climate (severe storms, strong winds, droughts), and wildfire, and the complex relationship that exists between each natural hazard and society. This module is aimed at both physical and human geography students. 5SSG2040 TERRITORY, STATE & NATION Lecturer: Richard Schofield Teaching arrangements: 14 hrs lectures; 6 hrs seminars, second term Assessment: examination (75%); report (15%); oral exam (10%) Specific aims of the module: To have an effective overview of political geography’s historical and contemporary treatment of the questions of territoriality, state and nation. The module will give a critical introduction to evolving theory, models and typologies developed to explain patterns at the state-, regional and global levels and will explore frameworks for viewing these issues (and testing some of the ideas encountered) on a more applied regional basis in the third year of the degree Learning Outcomes: At the completion of the module students should be able to develop skills of verbal presentation and argument through assessed seminar presentations. They should also understand how questions of territoriality, nation and sovereignty are viewed in developing regions of the world, and gain an insight into the historical determinants of the establishment of political geography. Module structure: 1. Introduction to territory within political geography/viewing of Christopher Hitchens’ classic 1989 BBC Frontiers programme on the Cyprus conflict 2. Traditional territorial geopolitics: Ratzel, Curzon and the boundaries and spatial characteristics of the state 3. An introduction to the territorial state and sovereignty 4. Nations and nationalism 5. Territoriality, state and nation: contemporary Somalia 6. Boundaries and territorial disputes: a contemporary tour d’horizon 7. The new geopolitics: sovereignty and hegemony in the post-Cold War world 8. – 10. Students seminar presentations 5SSG2058 URBAN GEOGRAPHY: ECPLORING THE CITY Lecturer: Various Teaching arrangements: 16 hrs lectures; 1 seminar, field visit; second term Assessment: examination (50%); essay (50%) Specific aims of the module: The module explores the relationships between urbanisation and the broader social, economic, environmental and political processes within which the growth and decline of cities are embedded. It is organised into four themes that collectively explore some of the key material and ideological contexts relating to urban growth. 1. Cities as social spaces 2. Cities as real and virtual spaces 3. Cities as economic spaces 4. Cities and the environment Examples are chosen from a wide range of periods and places. Cities as Social Spaces: This section explores some of the key social characteristics of cities and the ways that urban theorists have sought to understand them. It contrasts the city with the countryside, and asks how urban sprawl alters our understanding of what it means to live in an urban society. This section also examines some of the problems arising from social and economic inequality in cities. Cities as Real and Virtual Spaces : This section explores the city both as a material artifact and a representational space. It seeks to explore the ideological underpinnings of planning and the built urban form, and some of the ways in which the city has been represented in both visual and literary form. Cities as economic spaces This section seeks to understand the economic and financial relationships that underpin contemporary urbanisation at a national and global level. It examines the flows of information within and between places, and the ways in which clusters of knowledge and innovation can transform the urban landscape. Nature and the City This sections explores the relationshisp between cities and the environment, focussing on how climate change is increasingly important for the urban future and how urban communities can adapt to these changes. Learning outcomes: Students taking this module will be expected to be able to: • Identify the relationships between cities and the economic, social and political processes within which they are embedded • Explain the relationships between urban growth and decline in the context of these processes • Illustrate these relationships using a variety of examples taken from a range of geographical and historical contexts • Relate their own experiences of living in London to the wider economic, social and political processes that structure urban growth in the current day. Module structure (may change slightly): Week 1 1. An urbanising world: cities and the growth of the world economy 2. What is the city? The origins of urban sociology Week 2 3. The country vs the city: a false dichotomy? 4. Unequal cities: de-industrialisation, post industrialism and urban inequality Week 3: (seminar) 5 and 6: What makes the ‘good’ city? (seminar) Week 4 7. Building the good city: ideology, urban planning and design (FC) 8. The disappearing city: suburbia, ex-urbia and the effects of urban sprawl (FC) Week 5 9. Imagining the city I: writing, place and the urban imagination 10. Imagining the city II: image, place and the urban imagination (prior visit to Tate Modern) Week 6 11. Cities and the global financial system (FC) 12. Economic flows, regional dynamics and urbanisation Week 7 13. The creative city 14. The smart city Week 8 15. Regenerating urban spaces: the post-industrial world 16.The urban growth machine Week 9 17 and 18: Field visit to the South Bank Week 10 19. Adapting to change: cities and the environment 20. New cities for the future 5SSG2054 WATER & DEVELOPMENT Lecturer: Dr Naho Mirumachi Teaching arrangement: 10 lectures 10 seminars, first term Assessment: essay (85%) group poster (15%). Specific aims of the module This module aims to explore the linkage between water resources management and sustainable development; to explore the various scales of politics of water resources management and governance in developing country contexts; to introduce contemporary policy discussions on water resources management and governance in developing country contexts; and to practise applying theory to policy problems of water resources management and governance with specific reference to developing country contexts. Learning outcomes On completing this module, students should be able to understand the role and implications of water resources management in sustainable development; to understand the relevance of environmental, socio-economic and political dimensions of water use and allocation at various spatial scales ranging from the local community level to the international transboundary river basin level; to identify and critically assess the role of actors and institutions involved in water resources management and governance; to critically analyse the strengths and weaknesses of existing water policy; to demonstrate critical thinking through both structured essay responses and seminar excercises; to identify and critically assess data and information through academic literature, newspapers, policy papers (and other grey literature), and websites. Module structure The module explores the interface of water resources management and sustainable development through the perspective of politics of water use and allocation. The module first examines different types of water and their uses and relevance to sustainable development. Secondly, the module examines politics of water use and allocation at the local, national and international levels through issues of community irrigation, Integrated Water Resources Management and international transboundary river basin agreements. Particular focus is on the actors and institutions involved in water governance at these spatial scales. Thirdly, through discussions, group work and poster presentations, the module will assess the policy responses to the problems of water resources management in developing country contexts. In the Third Year students must take 120 credits. With the exception of the IGS which is 30 credits, all modules in the third year are 15 credits each. BA/BSc in Geography Students must take 6SSG0610 Independent Geographical Study AND 6SSG3061 Current Research in Geography Students can choose their other options (all optional modules are 15 credits) freely from the list below: *6SSG3069 *6SSG3067 6SSG3025 6SSG3040 6SSG3037 6SSG0365 6SSG3028 6SSG3058 6SSG3016 6SSG3070 6SSG3071 6SSG3013 6SSG3043 6SSG3056 6SSG3068 6SSG3072 6SSG3030 Histories & Geographies of Climate Change Hollywood and the Postindustrial City Desert Environments Directed Readings in Geography Economic & Social Change in Southern Africa Economy, Society and Politics in C19th London Environmental Remote Sensing II Environmental Risk, Governance and Society Global Cities: Processes, Problems & Policies Global Environmental Change 1: Past & Present Global Environmental Change 2: Present & Future Global Political Ecology Japanese Environments Political Economy of Hazardscapes River Processes & Management The Right to the City Tropical Forests in a Changing Environment Compulsory Module 6SSG0610 INDEPENDENT GEOGRAPHICAL STUDY (30 credits) The Independent Geographical Study (IGS) is a compulsory part of the third year course, representing one whole course unit. You cannot be awarded an Honours degree unless you submit and pass the IGS. You will be provided with separate guidance notes on the IGS (please note that copies of the guidance notes will also be posted on the Department Website in April) and you are advised to read these carefully as it provides you with all the information and relevant deadlines for completing your IGS. The objective of the IGS is for you to design and execute a research dissertation on a subject of your own choice. The IGS should identify a problem, and attempt to solve it through the collection and analysis of primary or secondary data. It is essential that this is related to existing literature on the subject. Preferably, the topic chosen should be related to your choice of third year optional modules. You will be allocated a tutor who can support you in the topic you have chosen, before the start of the 2nd year examination period. Compulaory for ALL BA & BSc Geography students 6SSG3061 Current Research in Geography Coordinator: Dr Alex Loftus Teaching Arrangement: Seminars Assessment: 100% coursework Specific Aims of the Module: The aims of the moudle are to facilitate a critical understanding of current geographical research relevant to the human geography programme pathway, to prepare students for their Independent Geographical Study (IGS), to provide practical experience of learning in a seminar setting and to learn to engage with research through the use of a reflective diary Learning Outcomes: At the completion of this module students should be able to demonstrate 1) critical understanding of current geographical research in the specified pathway, 2) the ability to read critically, engage with and discuss--in a seminar setting--current research across a range of geographical themes and topic and 3) an understanding of current geographical research and material in preparation for the IGS Students will select blocks of seminars from the list provided. Seminar blocks will be capped to ensure participation in small group sessions. OPTIONAL MODULES (EACH WORTH 15 CREDITS) 6SSG3069 HISTORIES & GEOGRAPHIES OF CLIMATE CHANGE Value: 15 credits Lecturer: Professor Mike Hulme Teaching Arrangement: 9 x 2 hour lectures; 1 x 2 hour seminars Assessment: 1,000 word essay (30%); 3000 word essay (70%) Specific aims of the module This module introduces the social dimensions of climate and climate change. It explains the different ways in which climate knowledge is constructed and explores how climate is represented and articulated in society. It explores existing theories regarding societal vulnerability and resilience to climatic variability and discusses development challenges. Existing fears and narratives around climate change are placed in an historical perspective. The module also discusses the contribution of the study of climatic adaptation in the past to contemporary challenges. Learning outcomes On completion of this module students should be able to: Understand the idea of climate from a variety of perspectives, including cultural/historical geography, vulnerability/resilience theory, science and technology studies Understand the processes involved in the creation of climate knowledge Appreciate climate change as a social discourse and place existing narratives regarding climate and climate change within an historical perspective Understand the role of different cultural and political beliefs within climatic discourse and how these are represented in the media Understand the challenges faced in adapting to climate change and outline case studies of adaptation to climate variability in the past and today Critically assess the contribution of social science knowledge to contemporary climate debates Module content and structure The topics to be covered in the lectures and seminars are: Wk 1. The idea of climate / Historical narratives of climate Wk 2. The history of anthropogenic climate change Wk 3. Climate change – framings and perceptions Wk 4. Seminar: Climate change and the media – what does Geography have to contribute? Wk 5. Modelling and knowledge practices Wk 6. Climate knowledge and indigenous cultures Wk 7. Climate change adaptation and the city Wk 8. Climate development challenges Wk 9. Adaptation: Learning from the past Wk 10. Climate change as a travelling idea 6SSG3067 HOLLYWOOD AND THE POSTINDUSTIRAL CITY Value: 15 credits Lecturer: Dr Johan Andersson Teaching Arrangement: 20 Lectures, 8 film screenings; second term Assessment: Film review (30%); Essay (70%) Specific aims of the module: This course explores how the economic reorganisation of the city since the late 1960s has impacted on the production, distribution, and mise-en-scène of Hollywood cinema. While there is a significant literature in economic geography on post-Fordist changes in the film industry, this module aims to link the interconnected restructuring of the US city and film industry with visual, aesthetic and narrative developments in urban cinema. Throughout, we will focus on how new trends in on-location shooting, technical innovations (with regards to sound, lighting, digital animation, lighter equipment and so on) and changes in the distribution of film (TV, video and online) have resulted in novel modes of representing the city. Particular emphasis will be placed on close readings of individual films or genres that explore the changing occupational class structure of post-Fordist cities (yuppie, ghetto and gentrification films as well as corporate and legal thrillers for example) or the identity politics associated with new urban social movements (feminist cinema, New Queer Cinema, representations of race). Learning Outcomes: On successful completion of this module students will be able to: 1. Use visual and narrative methods to critically analyse Hollywood films 2. To understand recent urban and social change through cinema 3. To use insights from geographical scholarship to examine the interconnected changes in the economic organisation of Hollywood and the postindustrial city since the late 1960s 4. To reflect critically on the politics of representation with regards to both broader ideological shifts and the depiction of minority groups in Hollywood cinema Module structure 1. Introduction: - Cinema and space: an interdisciplinary terrain - Film theory: narrative structure and visual style 2. Hollywood 3. The economic geography of Hollywood - New Hollywood and the auteur 4. Urban branding and the politics of on-location shooting 5. The vigilante and the city 6. Feminism and spectatorship 7. Cinema and identity politics: contested representations 8. Noir urbanism 9. The corporate thriller and transnational space 10. The hedonistic city 11. The financial crisis in film 6SSG3025 DESERT ENVIRONMENTS Value: 15 credits Lecturer: Professor Nick Drake Teaching Arrangement: 20 Lectures, first term Assessment: Two research essays (50% each) Specific aims of the module: To provide a comprehensive understanding of the characteristics of desert environments, the environmental problems found in these regions, and the techniques that can be used to assess and mitigate them, using examples from both arid and semi-arid environments. Enable students to gain an understanding of the important climatic, hydrological, geomorphological and ecological processes that occur in deserts, and examine the ways in which they are affected by human activities. Identify environments adapted to high temperatures and the scarcity of water which are highly susceptible to a diverse set of anthropogenic influences leading to desertification. Monitor the effects of desertification and ways to rectify these effects. Enable students to gain an understanding of the policy options for management of deserts, concentrating on the requirements of the UN Desertification Convention. Learning Outcomes: At the completion of the module students should be able to explain physical aspects of the semi-arid and arid environments. Understand they ways that people interact with semi-arid and arid enviroments. Understand the consequences of these interactions and the methods that can be employed to assess and mitigate any adverse effects Module structure General topics taught will include climate and hydrology; desertification; geomorphology; vegetation and other life forms; water and water management and climate change 6SSG3040 DIRECTED READINGS IN GEOGRAPHY Value: 15 credits Module convenor: Dr Alex Loftus Lecturers: various Teaching Arrangement: personal study, either term Assessment: research project (100%) Module structure The module should be taken in association with ONE other third year module (the prime module). This module is a particularly challenging option and only students who have a keen interest in the area of study concerned and wish to develop it further should consider registering for this option. Students registering for this module will need to request a consent form from the UG Programme Officer. You will need to consult with the lecturer concerned on the prime module, who will authorise your consent form if they are happy for you to take this option. The method of assessment for this prime module is not affected by taking the directed readings module associated with it. The Directed Readings module provides the opportunity for an in-depth review/critique/analysis of material related to the prime module. This will involve one meeting with the lecturer on the prime module, who will provide you with a set of key references on a particular theme. You must adhere to the topics set to ensure that there is no overlap between the Directed Readings coursework and the coursework/exam questions for the associated module. It is your responsibility to work independently to produce the coursework. 6SSG3037 ECONOMIC & SOCIAL CHANGE IN SOUTHERN AFRICA Value: 15 credits Lecturers: Dr Debby Potts, Dr Andrew Brooks Teaching arrangement: 10 2 hour sessions, second term Assessment: examination (100%) Specific aims of the course: To explore theories relating to selected geographical themes and test these in relation to the specificities of Southern Africa taking a political economy approach. This will include explaining the significance of political geography, legacies of white settler rule, and economic globalization as determinants of economic and welfare patterns in the region. Key themes to be covered are migration patterns, urban and rural livelihoods, the debates about regional economic and political cooperation under the auspices of the Southern African Development Community (SADC), and the influence of China. At the completion of the course students should have a sound framework with which they can evaluate contemporary economic, political and social patterns in the region as a whole. Gain an understanding of regional development and integration issues via the southern African context, including trade and local and global politics. Recognise the role of globalization in any developing region of the world, in terms of the impacts of neo-liberal economic policies imposed by the international financial institutions and trade liberalization. Learn the significance of political (in)stability in determining economic development outcomes, and the legacy of white minority regimes on contemporary geography. Identify the factors influencing economic and political patterns in the region as a whole and appreciate the need to combine a variety of geographical conceptual approaches and theories with historical understanding in order to analyse world regions. Module structure This course will focus on certain aspects of the Southern African region’s economic and social geography. Ten countries are covered. Geographical themes related to processes of economic development (eg globalization, migrant labour systems, natural resource endowment) in the region are given particular emphasis. 6SSG0365 ECONOMY, SOCIETY AND POLITICS IN C19TH LONDON Value: 15 credits Lecturer: Professor David Green Teaching arrangement: 18 lectures plus 2 classes, first term Assessment: examination (50%) and essay (50%) Specific aims of the module: In the context of London’s development between c. 1800 and c. 1914, the course aims to (i) develop an understanding of London both as a physical place and a conceptual entity; (ii) explore the relationships between economic, social, cultural and political processes and (iii) understand London in its wider geographical and historical setting. Learning Outcomes: At the completion of the module students should be able to understand the processes underlying London’s growth and physical development in the nineteenth-century; appreciate the issues raised by this growth in relation to contemporary understanding of urban problems; understand the relationships between economic, social, cultural and political changes and how those changes were expressed in the urban landscape. Participation There are two walks in week 5 and 6. For each walk you will be required to read sections of the Charles Booth notebooks online relating to sections of the route through which we will pass. In week 7 we will construct a map of murders that took place in London during the nineteenth century based on information you collect from newspapers available online. This map will be made available ahead of the class based on the data each student has provided and will form the basis for discussing crime and policing in the capital. Module structure 1. The Great Wen: the material and imagined worlds of nineteenth-century London 2. Engine of Growth: the metropolitan economy 3. People, place and neighbourhoods: London’s changing demography 4. The city of contrasts: leisure, pleasure and poverty 5. Exploring Victorian London: West End to the City (walk) 6. Exploring Victorian London: East End (walk) 7. Mapping murder in nineteenth-century London 8. The city of flows: making London ‘modern’ 9. Governing London: politics and protest 10. London, the nation and the empire. 6SSG3028 ENVIRONMENTAL REMOTE SENSING 2 Value: 15 credits Lecturer: Professor Martin Wooster Teaching arrangement: 10 lectures and 10 practical classes, first term Assessment: 2 x online exams (100%) Specific aims of the module: This module covers both the theory and practical application of environmental remote sensing methods, and students will spend approximately half of the teaching time analysing and manipulating a series of remote sensing datasets, mostly various types of satellite imagery. The module is therefore very much aimed at providing students with both the theoretical AND practical knowledge of environmental remote sensing methods, as conducted in the visible to thermal infrared spectral region. Lectures will examine the capabilities offered by remote sensing of Earth, as conducted from satellite Earth observation platforms, and there will be demonstrations of real remote sensing instrumentation. Lectures will cover many of the key spectral and image analysis methods by which satellite Earth Observation (EO) data collected in the visible to thermal infrared wavelength regions are processed to provide information on Earth's (land, water, air) environment, including such parameters as vegetation cover, landuse, sea and land surface temperature, forest fire timing and location etc. Around half of the teaching time is dedicated to students learning to practically manipulate and analyse image datsets, mainly using the ENVI image processing and analysis system (www.ittvis.com/envi). Learning Outcomes: By completing this module, students should gain both a theoretical and practical understanding of remote sensing in the visible and thermal infrared spectral regions. They should undertstand the capabilities of a number of key satellite EO systems that provide data across these spectral regions, and be able to describe the ways in which these data can be processed to elucidate a wide variety of information on Earth's environment. Furthermore, they should be able to load, analyse and output results from the satellite EO data themselves, in particular by using the ENVI image processing and analysis system. It would be expected that by the end of the module students would, for example, be able to at least load, calibrate and geo-correct image datasets, display color composites, examine spectral features, and classify and apply mathematical equations to satellte EO imagery. Module structure Around half of the moduel is delivered in a lecture format, each of which link to a subsequent practical class. Practical classes provide the opportunity for students to interact with remotely sensed data, building coniderably on any practical skills in this area that they may have gained earlier in the degree programme. No prior knowledge of image processing is assumed, and students will learn 'from scratch' to use a state-of-the-art image analysis system (ENVI) to undertake a wide variety of techniques commonly used in EO applications. Online exams will test both theoretical and practical knowledge. 6SSG3058 ENVIRONMENTAL RISK, GOVERNANCE AND SOCIETY Value: 15 credits Lecturer: Dr Henry Rothstein, Professor David Demeritt Teaching arrangement: 10 lectures, 10 seminars, second term Assessment: examination (50%); essay (50%). Specific aims of the module: This module aims to develop a critical understanding of the major theoretical approaches to risk from a number of different disciplinary perspectives. The module aims to develop students’ knowledge of individual and social theories of risk in relation to processes of environmental risk assessment, governance, perception and communication. Students will develop their skills in applying theoretical understanding to empirical case studies in order to better understand the issues at stake in contemporary debates about environmental risk. Learning Outcomes: At the completion of the module students should be able to: Demonstrate a knowledge of individual and social theories of environmental risk and of how theories of risk relate to processes of risk assessment, governance, perception and communication; Apply the acquired knowledge to empirical case studies and show awareness of the limitations of such applications; Critically evaluate and reflect on the issues at stake in contemporary debates about risk; Take an informed and reasoned approach to evaluating theoretical and empirical material that they encounter during the course of study; Conceptualise complex risk problems and clearly communicate critical issues. Module structure This module starts by considering how geography has approached issues of environmental risk, and goes on to discuss contemporary social theoretical explanations of the salience of risk within so-called ‘late modern’ society. The module then explores the factors that shape the wide variety of ways in which environmental risks are governed, using case studies to explore the factors that shape the politics, processes and outcomes of risk governance. The module then moves on to discuss the factors that shape public perceptions of environmental risk and the associated problems posed for policymakers, businesses and other stakeholders in communicating risk issues. Public risk perceptions are explored in greater depth through a series of case studies such as nuclear power, climate change and chemical, biological, radiological and nuclear terrorism. The module finishes with reflections on the future management of environmental risk issues. 6SSG3016 GLOBAL CITIES: PROCESSES, PROBLEMS, AND POLICIES Value: 15 credits Lecturer: Professor Chris Hamnett Teaching arrangement: 10 hours lectures, first term. Assessment: examination (100%) Specific aims of the module: To introduce students to the cities which play a key part in the control and co-ordination of the global economic and financial systems. Enables students to examine the position of cities in the global urban system, the changing structure of their economies, social and spatial structures, development and planning processes and their social conflicts, focusing on London, Paris, New York, Los Angeles and Tokyo. Learning Outcomes: At the completion of the module students should be able to understand the major theoretical debates regarding global or world cities, critically appreciate some of the key literature in the field and grasp the similarities and differences between global cities in terms of structures and processes Module structure The module covers the following four major sets of topics: 1. The global city thesis: from Hall to Sassen. Approaches to the designation and classification of global cities. Global cities as the control and command centres of the international economy. 2. From manufacturing to financial and business services, and the rise of the cultural industries: the changing economy of global cities; Global cities as centres of finance capital and competition. 3. The changing occupational structure and income structure, Social polarisation and dual cities; Race, ethnicity, migration and segregation; Inequality, social exclusion and the rise of the urban underclass?; The housing market: gentrification and homelessness; 4. Property development and global cities; Canary Wharf and remaking of London and New York. Planning global cities. The rise of the cultural industries and global cities as centres of cultural production and consumption. 6SSG3070 GLOBAL ENVIRONMENTAL CHANGE 1: PAST & PRESENT (Module title will change) Value: 15 credits Lecturers: Professor Nick Drake, Professor Martin Wooster and Dr Mark Mulligan Teaching arrangement: 20 (2 hour) lectures and practical classes; first term Assessment: One essay (50%); one practical write up (50%) Specific aims of the module To review the nature and processes of terrestrial environmental changes experienced during the period of existence of human societies up to and including the present, focusing in this module on changes to the climate, terrestiral carbon cycle, and to Earth’s landcover and landuse. By covering variability and change in these areas of the Earth system the module will provide the scientific background necessary to better understand the causes and consequences of environmental changes in isolation and as a whole, whether they be paleo-environmental changes, studies of the contemporary environment, or future projections. Learning outcomes Students who complete this module will be familiar with: • Past Climate Change 1: Tectonic Timescale Change • Past Climate Change 2: Orbital Scale Change1 • Past Climate Change 3: Orbital Scale Change 2 • Past Climate Change 4: Historical Change • Mechanisms of Present Day Climate Change: Sinks and Sources of Atmospheric Greenhouse Gases and Aerosols • Ocean-Atmosphere Interactions & the Marine Carbon Cycle • Case Studies in Measuring and Monitoring Terrestrial Carbon Cycle Components • Global Satellite Monitoring of the Environment: Introduction to Methods and Tools • Data-enhanced Investigations for Climate Change Education: NASA GIOVANI Practical Landcover and Landuse Change: Lecture and Practical Structure This module will review the nature and processes of terrestrial environmental changes, focusing on those related to the carbon cycle, and to Earth’s landcover and landuse. By covering variability and change in these areas of the Earth system and they are assessed, both in relation to natural variabilities and anthropogenic influences, the module will provide the scientific background necessary to better understand the causes and consequences of environmental changes in isolation and as a whole, whether they be paleo-environmental changes, studies of the contemporary environment, or future projections. 6SSG3071 GLOBAL ENVIRONMENTAL CHANGE 2: PRESENT & FUTURE (Module title will change) Value: 15 credits Lecturers: Dr Thomas Smith Teaching arrangement: 20 (2hour) lectures; second term Assessment: coursework (100%) Specific aims of the module To review the nature and processes of terrestrial environmental changes experienced during the period of existence of human societies up to an including the present and near future, focusing in this module in particular on changes and variability in atmospheric composition, climate and hydrology, and including an examination of paleo-environmental records. By covering variability and change in these areas of the Earth system the module will provide the scientific background necessary to better understand the causes and consequences of environmental changes in isolation and as a whole, whether they be paleo-environmental changes, studies of the contemporary environment, or future projections. Learning outcomes Students who complete this module will: • Understand the historic and geologic context for current environmental changes taking place within the Earth system, including an understanding of paleo-environmental records. • Understand the processes and drivers of the key terrestrial environmental changes (particularly in this case focusing on those related to atmospheric composition, to climate variability and change, and to related hydrological variations). • Be able to critically analyse research covering the many multi-disciplinary aspects of global environmental change related to atmospheric and hydrological processes. • Be able to contextualise their understanding of noted and forecast anthropic environmental changes within the perspective of natural environmental variability. • Be able to evaluate strategies to adapt to, manage, mitigate and prevent environmental changes where necessary or desirable, particularly in the context of changes to Earth’s atmospheric composition, climate and hydrological regimes. • To be able to understand the impact of multiple environmental changes acting within the same landscape or environment. • Be able to understand future projections of atmospheric composition and climate in the context of past records. Structure This module will outline the causes and consequences of past, current and future changes to Earth’s atmosphere, climate and hydrological regimes, and examine paleo-environmental records and future projections of atmospheric composition and climate. It will inform students of the variety of methods used to derive information on these issues in order to quantity their magnitude, extent and significance. It will cover how humans are currently changing these aspects of the Earth's environment, and put this change in the context of past environmental changes and range of natural variability. 6SSG3013 GLOBAL POLITICAL ECOLOGY Value: 15 credits Lecturer: Professor Raymond Bryant Teaching arrangement: 20 lectures, first term Assessment: essay (50%), examination (50%) Aims: To introduce students to environmental change in Asia, Africa and Latin America (or the Global South), with a view to assessing the prospects for success of sustainable development strategies, along with an evaluation of the causal forces and socio-economic and political ramifications of such changes. Learning Outcomes: At the completion of the course students should be able to appreciate the intertwined nature of political and ecological processes in Asia, Africa and Latin America (or the Global South). Identify and assess the varied political and economic factors contributing to environmental change, the social ramifications of such changes, and the prospects for success of current sustainable development initiatives. Lectures: PART ONE: CONTEXT AND ACTORS 1. Introduction: theorizing political ecology 2. Colonialism and environmental change (overview) 3. Colonialism and environmental change (case study: Southeast Asian forestry) 4. The state in environmental management 5. Transnational corporations (TNCs) and the environment 6. Non-government organisations (NGOs) and the environment PART TWO: LOCAL CONFLICT AND COOPERATION 7. Tragedy of the commons or of enclosure? 8. Environmental movements as livelihood struggles (Rural/Urban) 9. Festive ecology? Christmas as world’s greatest planned eco-disaster 10. Gender and the environment 11. Ethnicity and the environment: placing indigeniety PART THREE: UNDERSTANDING ENVIRONMENTAL ‘PROBLEMS’ 12. Tropical deforestation: emotional neocolonialism? 13. Urban pollution: fear and loathing in the city? 14. Global warming vs. the tsunami: slow vs fast disasters? 15. Land degradation and hazards: cause or manifestation of poverty? PART FOUR: NORTH-SOUTH RELATIONS 16. Global environmental summits (1992-2012) 17. Sustainable development: conceptual blueprint or rhetorical device? 18. Population and the 'limits to growth' 19. Debt, aid, global institutions and the environment 20. Conclusion: future directions and course review 6SSG3043 JAPANESE ENVIRONMENTS Lecturer responsible: Dr. Richard Wiltshire Teaching arrangement: 20 lectures, second term Assessment: 1,500 word essay (50%), 1 hour examination (50%) Specific aims of the module: To give students a knowledge of the physical, social and economic bases of environmental problems in modern Japan; to give students an awareness of how aspects of Japanese culture impinge upon the conception of, and attitudes towards, the physical environment at home and abroad; to develop an understanding of how environmental movements have emerged and developed in Japan; to elucidate how the Japanese state and business world have managed protest over environmental issues to achieve other goals; to equip students with the basis for conducting postgraduate research into Japanese environmental issues. Learning Outcomes: At the completion of the module students should have an appreciation of the inherent complexity of environmental problems in a late developing advanced industrial society; an understanding of how cultural attributes impact upon attitudes towards the environment; learned that the uneven distribution of power impacts upon the ability of different stakeholders to respond to environmental problems; an understanding of how the commonalities of environmental movements in advanced economies interact with national specificities; gained a stronger appreciation of how the resolution of environmental problems defined at one spatial scale impacts upon environmental quality at other scales and in other places. Module structure The module aims to give students an awareness of human-environment interactions in another advanced industrial society but expressed within a unique cultural context, the understanding of which requires reflection on how far personal and scholarly appreciation of the environment is inherently culture-bound. The initial focus is upon cultural perceptions, and the incorporation of an idealised “wrapped” nature into Japanese culture, in contrast to attitudes to nature in the raw. The hazards posed by Japan’s natural environment are then explored, from the standpoints of both physical geography and risk management. Japan’s encounters with environmental pollution in the course of industrialisation are examined from the perspectives of social history, environmental politics and environmental policy. Energy supply problems are afforded similar treatment, with particular reference to Japan’s involvement with nuclear power. A discussion of postwar human-environment interactions in the Japanese countryside, centred on recreation and the forestry industry, then opens up pathways for exploring Japan’s impact on the external environment, from deforestation in South East Asia to whaling in Antarctic waters, and active engagement with the global climate change agenda. 6SSG3056 POLITICAL ECONOMY OF HAZARDSCAPES Lecturer: Dr Daanish Mustafa Teaching arrangement: 20 lectures, first term Assessment: essay (50%), poster (30%) and presentation (20%) Specific aims of the module: The module aims to familiarize students with cultural, political economic, pragmatic and technocratic perspectives used to explain and sometimes spawn hazardousness of everyday life. To educate students that hazards are not accidental interruptions of ‘normal’ life but rather integral to the social geographies that modern societies have produced. The integrative concept of ‘hazardscapes’ will be introduced to capture the discursive and material aspects of environmental and social hazards. Hazardous environments in both the rich and the poorer parts of the world will be critically evaluated from multiple theoretical perspectives to formulate strategies for enhancing human safety and environmental quality. Learning Outcomes: At the completion of the module students should be able to demonstrate sound knowledge of multiple theories used within the hazards, environment/society, and development geography subfields within human geography; demonstrate sound knowledge of the key concepts of vulnerability and resilience as they pertain to economic development; have a critical understanding of hazard perceptions at the individual, community, institutional and societal scales; have critical thinking about prevailing policies, ‘common wisdom’ and stereotypes about hazard response, planning and reconstruction. Module structure The module will consist of eight in class lectures and two sessions of student presentations. We will review the history of hazards research from religious based explanations of environmental hazards, to more scientific and engineering based approaches, to the recent shift towards political economic and discourse based reasons for human vulnerability to hazards. The discussion of hazards will be specifically nested within broader concerns with human environment interactions and environmental thought from the paleolithic, neolithic, classical and ultimately modern period. Having established the temporal and spatial context of hazards research and human experience of hazards, the concept of hazardscapes will be introduced as a hybrid perspective emphasizing both the material and discursive underpinnings of vulnerability to hazards. Through the second half of the course the concept of hazardscapes will be discussed with reference to such topical concerns as geographies of development and underdevelopment, gender, terrorism and violence, and disaster relief and recovery. The course will conclude with an exploration of pathways for building resilience against hazards and politically emancipatory and socially just conceptions of sustainable development 6SSG3068 RIVER PROCESSES & MANAGEMENT Value: 15 credits Lecturer: Professor Nick Clifford Teaching arrangement: 20 hours lectures; second term Assessment: examination (100%) Specific aims of the module: This course aims to provide the key knowledge and understanding at an advanced level necessary to support the development of management strategies for rivers. To foster the capacity for critical analysis, independent judgement and communication at a level commensurate with taught postgraduate study. It therefore embraces three complementary topics: 1. The dimensions of catchment and river system processes, particularly the connectivity between catchment, river and their floodplain processes and the interdependency of hydrological, geomorphological and ecological processes. 2. The ways in which human activities at a range of spatial and temporal scales impact on the fluvial system and how these impacts propagate through the catchment, river system and floodplain. 3. The options available for environmentally-sensitive management of rivers, their catchments and floodplains. Learning outcomes: 1. A conceptual and critical understanding of the interrelationships between hydrological, geomorphological and ecological processes within river systems and their floodplains. 2. An understanding of the impacts of catchment-wide land use changes, network-scale flow regulation, and local, in-river engineering works on river ecosystems; a critical understanding of the process linkages that drive these impacts and a critical ability to devise and select methods for estimating and modelling them. 3. An understanding of the nature, relative limitations, merits and appropriate contexts for application of particular river management approaches and a critical insight into the potential consequences of their application. 4. The skills to undertake critical reflection and construct reasoned suggestions and judgements concerning the causes and possible solutions to particular river management problems. 6SSG3072 THE RIGHT TO THE CITY Value: 15 credits Lecturer: Dr Nicholas De Genova Teaching arrangement: 16 hours lectures, 5 hours seminars; second term Assessment: coursework (100%) Within the context of ‘The Right to the City’, this module will be centrally concerned with several inter-related questions: • ‘What is a right?’; • ‘Who has rights?’; and ‘How do people make claims for rights?’; • ‘What is a city?’ and ‘What do we mean by “the urban”?’ • ‘Is there such a thing as “the right to the city”?’ • What are the political potentials of a demand for ‘the right to the city’? By way of these elementary questions, this module aims to: • critically problematise the very notion of ‘rights’ and to interrogate the often-unexamined normative valorisation of the notion of citizenship as a presumed framework for rightsbearing and the staking of rights claims. • examine the relationship between cities and citizenship, and the configurations of ‘rights’ across disparate spatial scales. • attend to the profound transformations of conventional notions of ‘the urban’ under contemporary conditions of ‘globalisation’. • encourage students to continuously re-examine and re-evaluate various particular formulations of the theoretical proposition of ‘the right to the city’ in relation to historically or ethnographically descriptive works about geographically diverse examples. On completion of this module students should be able to: • Develop a systematic textually grounded understanding of the substance and complexity of the idea of ‘the right to the city’ based upon key theoretical readings. • Compare and contrast disparate and divergent examples of urban social and political struggles in relation to the concept of ‘the right to the city’, and in the process, identify the possibility of new concepts within the existing knowledge frameworks and approaches. • Critically evaluate the utility and versatility of the concept of ‘the right to the city’ in relation to geographically and historically distinct instances where it can be deployed as an interpretive/ analytical or organisational framework. • Assess how effectively this unifying analytical tool may serve the purposes of critical research in urban geography. • Take responsibility for their own learning and development using reflection and feedback to analyse their own capabilities. 6SSG3030 TROPICAL FORESTS IN A CHANGING ENVIRONMENT Lecturer: Dr Mark Mulligan Teaching arrangement: 15 lectures, 1 workshop plus 4 seminars, second term Assessment: examination (50%), research essay (50%) The module includes hands-on demonstrations with monitoring equipment, canopy access techniques, biological specimens and hardware models. The coursework requires students to venture deeply into the scientific literature and thus develop good reading, note taking, summary and research skills. Specific aims of the module: To develop an awareness of the structure and function of tropical forest ecosystems. To provide an understanding of the biophysical, ecological and anthropic processes which characterise these environments. To develop an awareness of the human impacts on these important systems and the kinds of geographical tools available for monitoring, modelling and mitigation of the worst effects of these impacts. Learning Outcomes: At the completion of the module, students will have an understanding of the nature of tropical rainforests, their structure and their function and should know how to apply appropriate monitoring and modelling techniques to the better management of these systems. Students will have ventured deeply into the scientific literature and thus developed good reading, note taking, summary and research skills. Module structure Part I Fundamentals 1. Humid tropical climates. 2. Climate history and scenaria for the humid tropics. 3. Humid tropical vegetation. 4. Humid tropical animals. 5. Humid tropical landscapes and soils. 6. Humid tropical societies and land use past, present and future. Part II The Lowland Humid Tropical Forests Ecosystem Processes 7. Energy: 8. Water and nutrients. Ecosystem dynamics 9. Forest architecture and plant physiology 10. Forest ecology and dynamics: the web of life. 11-12 Biological Diversity. Part III The Tropical Montane Cloud Forests State of the art 13. Mountains in the mist DVD. 14. The climate of cloud forests. 15. Cloud forest hydrology and cloud interception. 16. The controls on TMCF productivity and stature. 17. Tropical forests, carbon and climate change 18. Conservation and biodiversity prospecting in the world's biodiversity hotspots. 19. Land use change in the Ecuadorian Amazon 20. The hydrological and ecological impacts of petroleum production in the Ecuadorian Amazon.
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