List of KCL Geography modules for SOAS Joint Honours students
going into 2nd and 3rd years in 2017-18
PLEASE NOTE THE COURSE OPTIONS INFO FOR KCL GEOGRAPHERS IS NOT A USEFUL
GUIDE FOR YOU, ALWAYS USE THIS ONE INSTEAD
from Dr Deborah Potts, SOAS Geography Convenor: [email protected]
This document starts with information about the general rules about Geography courses for the joint
honours students. Please read this as it answers most of the questions which SOAS students have after
they have attended the Geography options meeting in March. The list of courses follows; with the details
on each course in the final section.
GENERAL PRINCIPLES FOR BOTH YEARS FOR SOAS GEOGRAPHERS
A normal pattern is for joint honours students to take a minimum of 5 full units in each discipline
over a three year-degree, with 12 units taken overall. Many second and third year modules are
equivalent to a half unit and KCL now uses the credit system whereby 15 credits is equivalent to a
half unit and 30 equals a full unit. Students who have done 2 Geography units in their first year could
therefore take between three and five further units in Geography in their subsequent two years (or
between six and ten half units or an appropriate combination of full/half units to make up the total).
Remember each half unit is 15 credits in KCL-'speak'.
Choosing and registering your choices at KCL: When you have made your provisional choices
please EMAIL them to Debby; it also helps her if you also email your probable SOAS choices at
the same time. In due course I will forward those choices on to the Geog office. Then also go online on
the KCL student records system to register your KCL course choices online If you do not know
how to get access to Student Records, please email the Assessments and Records Centre
([email protected]). Do not worry if you are not sure about either the KCL or SOAS options, there is time to
change them later but I need some indication.
At KCL the timetable for next year comes out sometime during the summer when you are on vacation.
Thus some of you may have to change your preliminary choices due to timetable clashes that you do not
know about yet.
Choosing and registering your choices at SOAS: After discussions with SOAS Geography units will
not appear individually on its online sign up as this caused many difficulties when module changes
occured (because of staff changes or new modules, for example). There may be 'dummy' Geography
modules there so that the share of courses between disciplines and the total number (ie equivalent of four
full units per year) can be checked. Please ask your faculty support officers if you want more
information on this or it is not clear when you go online at SOAS for sign up - Debby Potts cannot help
here (although you are welcome to cc me in). These officers are easily found on the faculty web pages;
dev studies email for student support is [email protected], for example.
Geography Pathways are not applied to SOAS geographers: The Geography ‘pathways’ which are
guides for KCL Geographers are not implemented for SOAS students so you can ignore them except
inasmuch as they may help you to realize which courses sort of ‘go together’.
None of the courses in year 2 or 3 are compulsory for SOAS joint honours students (although several
are compulsory for KCL Geographers).
Floating courses: you cannot take floating courses (ie courses not from either of the disciplines of your
degree) at KCL. They have to be taken at SOAS. If you really do want to take a non-geography course
at KCL, you will have to discuss this with your faculty support officers and tutors, as there may be fees
involved. Debby Potts has no power in this respect.
Timetabling: See choosing and registering your courses. The key issue is: at KCL we do not get the
timetable for next year until the summer vacation period. So if a clash turns up at that point, don't worry,
you can change your choices.
Tutorials: unlike at SOAS, there are no seminars/tutorials attached to KCL Geography courses (with
one or two exceptions). This means you do not have tutorials at KCL after year one unless you take a
tutorial-based course (eg one of the 2nd year courses relating to methods).
1st yrs going into 2nd year:
KEY POINTS
1. None of the geog courses are compulsory in the second year (nb this is different from the
situation for KCL Geographers) - you have free choice.
2.If you decide to go on a 2nd year field trip (which is a taught and assessed course equivalent to
one half unit /15 credits), you must sign up for one quite quickly (places are allocated first
come first served). Once you have been allocated to a field trip, you cannot change your mind at
a later date – you will be expected to go and pay the relevant fee.
3. Recall that you must, over the 3 years of your jt degree, do approx 5 full units (equivalent to 10
half units) in each discipline with the balance of the twelve units needed over the full three years
allocated as you wish. A 15 credit unit at kcl = one half unit.
4.You can work out for yourselves which of the courses seem best suited to you but do email me if
you have queries. It is often a good idea to discuss your choices with me and you must email
Debby Potts with your list of courses when you have decided which courses you are doing.
It is very important that the office (Isobel Ige) knows of your KCL course choices or there can
be problems with exam registration. An obvious way of doing this is to cc her into the email in
which you give me your FINAL choice (but not the ones in which you are asking me what to
take etc). However I will send your final(ish) choices to her anyway.
Remember to register your KCL Geog choices online too at KCL. Please note that as described
above, we recognize there may be changes to those choices later on so don't worry about that;
changes can be accommodated.
5.Note that there are various methods courses in year 2. One is called Research Tutorials which
may well be of interest to some of you IF you think that designing social science research
projects and so on is something you want to know about. In that case consider doing this course.
It helps with the IGSs in year 3 (which are again not compulsory for you) but it would alse
help with an ISP at SOAS and with general social science skills. It is also the ONLY course in
year 2 with tutorials and there are currently no other tutorials in year 2. If you think you are
interested in developing your social science research methods skills, it is probably a good idea to
come and talk to me too about this. Note that if you do decide to do an IGS in year 3 (I realise it
is hard for you to know this at the moment), you may find it more difficult if you have not done
this course although it is not a prerequisite. However doing the course does NOT mean you have
to do an IGS. The coursework involves writing up a proposal for a presumed research
project/IGS but you can do this even if you decide not to do one in your 3rd year.
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2nd yrs going into year 3
KEY POINTS:
1.Recall that you must, over the 3 years of your jt degree, do approximately 5 full units (equivalent
to 10 half units) in each discipline with the balance of the twelve units needed over the full three
years allocated as you wish. A 15 credit unit at kcl = one half unit. There is some flexibility but
if you want to depart from this norm, please email me to discuss it.
2.You have free choice across the Geography modules available for year 3. You do not have to do
an IGS or any other 3rd year course that is compulsory for KCL geographers. If you do want to
do an IGS and you have not done any related methods courses in year 2, then you should email
Isobel Ige with an idea of the topic as soon as possible so that she can allocate you to a
tutor (before 2nd term ends), and cc DP. You should note that you will be required to submit
a formal proposal in order that an appropriate supervisor can be allocated. You should also
discuss this with Debby Potts.
Students on 4 year programmes
If you are doing a combination which involves 4 years of study, this usually means that one year is spent
abroad. This is no problem. Just email Debby Potts and Isobel Ige to let us know. It will be helpful for
you if, in March of the year you are away, you check your KCL (nb NOT SOAS) emails to get the
information from Isobel about which courses are available for the year you return. You can then email
her and Debby to let us know which courses you think you are most likely to wish to do. Note this does
not bind you to those courses, it is just helpful for us to have an indication. It is also very helpful for
you!
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LIST OF GEOGRAPHY MODULES AVAILABLE IN 2017-18
SECOND YEAR MODULES (ALL 15 CREDITS= half unit)
* = courses which are frequently taken by SOAS Geog students (this is purely for info; many of these
courses have only been running for a year or two so I would not be able to comment on the trends for
them).
5SSG2017
Historical Geographies of Urbanism
5SSG2023
Physical Geography: Earth Surface Processes and Landforms
5SSG2024
Biogeography & Ecology
5SSG2040
Territory, State & Nation
5SSG2042
Natural Hazards
5SSG2043
Environmental Remote Sensing
5SSG2044Development Geographies: Livelihood and Policy Contexts* [but nb; this course cannot be
taken by those studying Geography and Development Studies, as there is overlap with the course
Development Conditions and Experience]
5SSG2051
Climate Variability, Change & Society
5SSG2052
Society, Environment and Geography: The Nature of the Environment
5SSG2054
Water & Development
5SSG2056
Urban & Cultural Geography: Space, Society & Culture
5SSG2058
Urban Geography: Exploring the City
5SSG2059
Geocomputation
5SSG2060
Spatial Analysis (Can only be taken with 5SSG2059 Geocomputation)
5SSG2064
Global Environmental Issues: Science & Solutions
5SSG2065
Cities & Citizenship
5SSG2061
Geographical Research Skills
5SSG2062
BSc Research Tutorials OR 5SSG2063 BA Research Tutorials [these are useful for those
who think they might want to do an IGS in year 3]
5SSG2046 Field Research in Physical Geography OR 5SSG2047 Field Research in Human Geography
[These are the field trip courses] *
THIRD YEAR MODULES (ALL 15 CREDITS (half unit) EXCEPT IGS GSSG0610 = full unit)
6SSG3064
Advanced Issues in Natural & Environmental Hazards
6SSG3077Applied Geocomputation & Spatial Analysis [only available to students who have completed
both 5SSG2059 Geocomputation and 5SSG2060 Spatial Analysis.]
6SSG3025
Desert Environments
6SSG3040
Directed Readings in Geography
6SSG3028
Environmental Remote Sensing II
6SSG3058
Environmental Risk, Governance and Society
6SSG3076
Geopolitics, Power & Place
6SSG3070
Global Environmental Change 1: Climate Science
6SSG3071
Global Environmental Change 2: Earth System Dynamics
6SSG3013
Global Political Ecology
6SSG3073
Histories & Geographies of Climate Change
6SSG3074
Hollywood & the Post Industrial City
6SSG3056
Political Economy of Hazardscapes
6SSG3072
The Right to the City
6SSG3030
Tropical Forests in a Changing Environment
6SSG0610
Independent Geographical Study
6SSG3061
Current Research in Geography
It should be noted that two additional modules will become available in the next couple of months, but
will not be available to select online. Further details of these modules will be circulated in due course,
together with details on how to select these. The modules are:
Gender & Development in the Global South – SEM2 – Professor Cathy McIlwaine
Political Economy of Development in Latin America – SEM TBC – Dr Jeff Garmany
DETAILS OF EACH COURSE
SECOND YEAR
5SSG2047
FIELD RESEARCH IN HUMAN GEOGRAPHY
Fieldtrip leader: Ruth Craggs (Kerala), Andrew Brooks (Hong Kong), Alex Loftus (San Francisco)
Teaching arrangement: pre-departure lectures/seminars/project work; 1 week residential fieldtrip
– early Dec 2017
Assessment: group proposal (35%); Individual field report (65%)
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.
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5SSG2046
FIELD RESEARCH IN PHYSICAL GEOGRAPHY
Fieldtrip leaders: Nick Drake (Morocco); Mark Mulligan (Western Ghats)
Teaching arrangement*: 1 week residential fieldtrip (early-mid Dec 2017 – the Western Ghats fieldtrip
will depart one week after the other trips); pre & post departure lectures & practical sessions
taught across Term1 & Term 2.
Assessment: 2 x essays (50% each).
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.
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5SSG2061
GEOGRAPHICAL RESEARCH SKILLS
Co-ordinator: Jon Reades
Teaching arrangement: various seminars & practical sessions; group presentations arranged by fieldtrip:
Term 2
Assessment: 2 x essays (45% each); attendance mark (10%)
Specific aims of the module:
The aim of this module is to provide students with an understanding of a range of skills used within current
geographical reseach. The module is intended to enable students to deepen their understanding of a choice
of skills that can then be applied within their dissertation research.
Learning outcomes of the module
By the end of the module, the student will have an in-depth knowledge of the skills most relevant to his or
her dissertation research, understand the appropriate context in which to apply the chosen methods and will
be able to evaluate which methods are most applicable to particular forms of research and be able to apply
the methods within a research project.
Module structure
This module offers a choice from a range of research skills seminars and practical sessions covering such
topics as: Remote Sensing; Modelling; Interviews and Analysis; ‘Text’ and analysis; and Case Studies and
Mixed Methods. Depending on the student’s pathway, some options will be prescribed sessions in order to
ensure the skills training necessary for the pathway and some options may have limited numbers. A
comprehensive list of seminars and practical sessions will be circulated before the start of this module and
students will be asked to make their selections before the end of Term 1.
5SSG2062
BSc GEOGRAPHY RESEARCH TUTORIALS
Lecturers: various
Teaching arrangements: A mixture of lectures and tutorials, in Term 1 & 2
Assessment: Report (40%), IGS Proposal (60%)
Specific aims of the module
The aim of this module is to prepare students for their undergraduate dissertation (IGS).
Learning Outcomes
By the end of the module the student will have an in-depth knowledge of the nature of geographical
research and the requirements for a research proposal in Geography. Students will be able to evaluate a
research proposal on the basis of methods chosen, the ability to apply those methods and the levels of
ethical, personal and environmental wisks involved in conducting research. Students will be able to apply
the skills acquited in the preparation of a research proposal and, ultimately, a piece of independent
geographical research.
Module structure
This module is taught in a series of lectures and tutorials. Students are split into tutorial groups relating to
their chosen pathway and/or fieldtrip choice. Lectures will be given as a whole cohort and will cover
topics such as writing an IGS Proposal, research ethics, risk assessment and how to put a proposal into
practice.
5SSG2063
BA GEOGRAPHY RESEARCH TUTORIALS
Lecturers: various
Teaching arrangements: A mixture of lectures and tutorials, in Term 1 & 2
Assessment: Report (40%), IGS Proposal (60%)
Specific aims of the module
The aim of this module is to prepare students for their undergraduate dissertation (IGS).
Learning Outcomes
By the end of the module the student will have an in-depth knowledge of the nature of geographical
research and the requirements for a research proposal in Geography. Students will be able to evaluate a
research proposal on the basis of methods chosen, the ability to apply those methods and the levels of
ethical, personal and environmental wisks involved in conducting research. Students will be able to apply
the skills acquited in the preparation of a research proposal and, ultimately, a piece of independent
geographical research.
Module structure
This module is taught in a series of lectures and tutorials. Students are split into tutorial groups relating to
their chosen pathway and/or fieldtrip choice. Lectures will be given as a whole cohort and will cover
topics such as writing an IGS Proposal, research ethics, risk assessment and how to put a proposal into
practice.
5SSG2056
URBAN & CULTURAL GEOGRAPHY: SPACE, SOCIETY & CULTURE
Coordinator: Johan Andersson
Teaching arragements: 10 x 2 hours lectures/seminars, first term
Assessments: Two essays (50% each)
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
Module Structure
The lectures and seminars for this module cover the following topics:
- Paris of the Nineteenth-Century: Modernity, Modernism and the City
- Weimar Berlin: The Expressionistic City
- Necropolis: The City in Ruins
- Fordism and Post War Suburbanisation
- Modernist Architecture and Urban Planning
- New Urban Social Movements
- Postmodernism and the LA School
- Noeliberal Urbanism
- The Spectral Turn: Memory and the City
- The Postcolonial City
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5SSG2044
DEVELOPMENT GEOGRAPHIES: Livelihood and Policy Contexts [cannot be
taken by Dev Studies students from SOAS)
Coordinator: Andrew Brooks
Teaching arrangements: 20hrs lectures; first term
Assessments: 1000 word formative essay (0%); examination (100%) (January)
The module will cover a range of conceptual and empirical material pertaining to the development geography
of ‘Third World’ countries. Research conducted in the global South is often associated with the
‘development’ label, and development often serves as shorthand for the modernisation of the global economy.
Mainstream ‘modernisation-as-development’ has lost credibility with the persistence of poverty in Africa,
Asia and elsewhere. This module will enable students to understand the process of economic divergence
which has been experienced by the poor, rather than the ascent towards parity with the First World, which
was anticipated in the post-war era. The different approaches towards development are discussed as are the
politics of international trade and economic policy, including examples relating to Natural Resources and the
Clothing Trade.
Students will understand debates about the meaning of the term ‘development’ and the different ways of
measuring ‘development’ and be apprised as to the theoretical changes in development geography. The
module will also provide material which will prepare students for development-related courses in their third
year and to assist some in the selection of third year dissertation topics which consider geographical issues
pertinent to developing countries.
Learning outcomes:
At the completion of the course students should be able to:
1. Understand and engage with the debates about strategies to achieve development and the meaning of
'development'.
2. Research the different economic policies of different developing countries and discuss how these relate to
the livelihoods of the poor
3. Evaluate various ways of measuring poverty and development and understand different examples of
development successes and failures.
4. Understand and explain contemporary patterns of wealth and welfare in the poor and middle income
countries of the world.
Module structure
1. a) Introduction – Defining Development
1. b) Measuring Development
2. a) Expectations of Modernity
2. b) Development Theories and Coursework Discussion
3. a) Resource Curse
3. b) Structural Adjustment and the Debt Crisis in Africa
4. a) Development in East Asia and South Korea
4. b) Gender and Development
5. a) Rural livelihoods
5. b) Urban Livelihoods
6. a) Global Health and Development
6. b) Development Success and Failure in Mozambique
7. a) The MDGs, SDGs and PRSPs
7. b) Extraversion, Corruption and Passive Revolution
8. a) New Powers: The Rise of the BRICS
8. b) BRICS in Africa
9. a) Clothing Poverty: The Global Fashion and Textile sector
9. b) Free versus Fair Trade
10. a) The A-Z of Development (Module Re-Cap)
10. b) After Development
Compulsory Module for Physical Geography Pathway*
5SSG2023 PHYSICAL GEOGRAPHY: EARTH SURFACE PROCESSES AND LANDFORMS
Lecturer: TBC
Teaching arrangement: 10 double lectures and one laboratory practical, first term.
Assessment: examination (100%) (January)
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.
5SSG2052
SOCIETY, ENVIRONMENT AND GEOGRAPHY: THE NATURE OF
ENVIRONMENT
Lecturer: Alex Loftus
Teaching Arrangements: 10 x 2 hours lectures/seminars, first term
Assessment: coursework (70%); poster (15%) & group presentation (15%)
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.
Module structure
This module is delivered in weekly lectures combined with seminars and class discussion, with topics
including:
- Society, Environment & Geography
- The Nature of Geographical Thought: Historicising contemporary concepts
- The Nature of the Environment: From Sustainable Development to Peak Oil
- Relations of Production: Capitalism and Nature
- Social Relations: Race, Nature and Patriarchy
- Everyday Life: The Scaled Politics of Global Environmental Activism
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- Institutions: The State of Nature
- Technologies: Clean-tech, Eco-Developments and Cyborgs
- Ideas: Ideologies of Nature
- Poster “Opening”
5SSG2059 GEOCOMPUTATION
Lecturer: James Millington; Jon Reades
Teaching Arrangements: 20hrs lectures, 20 hours field/lab based learning, first term
Assessment: 1 coursework (65%); 2 x online quizzes (10% each); 1 executable code assessment (15%);
formative Code Notebook assessment.
Specific aims of the module
This module seeks to build competence in the use of computational techniques for cleaning, exploring,
visualising and performing reproducable analysis on data. Consequently, the specific aims of the module
are:
• To provide students with an understanding of the analytical concepts and methods suitable for
computational analysis in Geography through interaction with large, real-world data sets.
• To provide students with experience of the decision-making process involved in selecting and
employing a range of data analysis methods and tools. It is therefore expected that they will
develop an understanding of the appropriateness of different methods for different data.
• To empower students with the ability to manipulate and analyse data in a reproducible fashion using
computational techniques.
• To support the development of computationally-oriented independent research outputs in the 3rd year
and beyond.
Learning outcomes
By the end of the module, students should be able to understand commonly-used computational techniques
and be able to employ them appropriately, understand the limitations and assumptions inherent in the
choice of different data analysis methods, understand and use the importance of reproducible data
manipulation analysis techniques and apply all of these in a practical context.
Module structure
The module is structured into ten one-hour lectures, each accompanied by a three-hour practical, that
covers different computational concepts and their application. This course is intended to serve as a
conceptual and practical foundation for the Spatial Analysis module in Term 2; however, the course will
also be of interest to students who wish to understand and employ computational tools in their own
research practice (e.g. in the IGS and post-graduation). It is intended that the methods covered be relevant
to both human and physical geography students. Likely topics covered will be: Introducing computational
techniques, reading data, checking and filtering data, visualising data, aggregating data, distributions in
data, looking for relationships, looking for differences and making a map without GIS.
5SSG2060 SPATIAL ANALYSIS
Lecturers: Jon Reades; Naru Shiode
Teaching Arrangements: 10 hours lectures, 30 hours field/lab based learning, first term
Assessment: 1 coursework (50%); 2 x online quizzes (10% each); 2 x Executable code (15% each)
Specific aims of the module
This module aims to provide students with an understanding of the importance of space for quantitatively
investigating scale, interaction and uncertainty.
• To enable students to implement data analysis methods for identifying and analysing spatial
patterns with a particular focus on autocorrelation and the modifiable areal unit problem (MAUP).
• To enable students to develop, employ and interpret simple models, in particular the use of
Geographically Weighted Regression (GWR).
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•
•
To provide students with practical skills and understanding to conduct spatial analysis with
computational tools.
To support the development of quantitatively-oriented independent research outputs in the 3rd year
and beyond.
Learning outcomes
By the end of this module, students should be able to:
• Understand commonly-used methods to identify and quantify spatial patterns.
• Build simple models to explore the importance of spatial relationships in a variety of data.
• Understand the limitations and assumptions inherent in choosing spatial data analysis methods.
• Use computational tools to manipulate and analyse spatial data.
Module structure
The module is structured into ten one-hour lectures, each accompanied by a three-hour computer practical
that explores the practical implementation of the concepts and ideas discussed in lectures. The structure
wil enable students to gain both the required theoretical and conceptual understanding and the practical
skills and knowledge. Computer practicals will allow students to explore the use of computational and
software tools for spatial analysis. An overview of the likely composition and order of concepts that will
be addressed in each linked lecture/practical is:
• Introduction to spatial analysis
• Types of spatial data
• Working with spatial data
• Scale and interaction
• Introducing spatial relationships
• Global spatial relationships
• Local spatial relationships
• Regional variations
• Point patterns
• Alternative spaces
Please note that this module can ONLY be taken on completion of 5SSG2059 Geocomputation.
5SSG2024
BIOGEOGRAPHY & ECOLOGY
Lecturer: Terry Dawson
Teaching arrangements: 14 lectures; 6 hours fieldtrips, second term
Assessment: examination (100%)
Specific aims of the module:
The module aims to introduce students to the interdisciplinary study of biogeography and ecology, defining
that biodiversity is, how it varies in different ecosystems and at different spatial scales, and how it is
perceived, measured and governed. The module examines key biogeographical and ecological topics from
both physical and human perspectives. This interdisciplinary approach is essential for the understanding
and management of environmental problems that involve biological diversity and ecological communities.
The module will therefore provide students not just with an essential grounding in the fundamentals of
biogeography and ecology, but also an appreciation of how this is mediated by society. These skills are
valuable for both physical and human geographers and are a central facet of environmental geography.
Most specifically, the module will focus on biodiversity, ecological systems and ecosystem services with a
focus on current threats, management and conservation.
Learning outcomes:
At the completion of the module students should have a fundamental knowledge of what biodiversity is,
how it is classified and how it varies across the terrestrial surfaces of the Earth at ifferent scales. The
module also aims to help students to understand ecological principles that govern species and their
interactions with one another in a community. Students should also be able to critically evaluate how
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biodiversity is measured, valued and governed. They should be able to appreciate how much of
biodiversity and biogeography is influenced by societal activities, values and interpretations, which affect
not just the patterns and processes found within the Earth’s ecosystems, but also past, present and future
management of biological diversity and associated resources.
Module Structure:
The module will be structured in to sections, with the first section focussing on urbanisation, urban form
and structure, urban biodiversity and conservation and the second section focussing on urban hydrology,
urban rivers, urban river restoration and both terrestrial and aquatic pollution. The lectur series ends with a
field trip to an urban site in London. Lectures are arranges as follows:
1. What is urban, urbanisation and urban ecology?
2. Urban form and structure
3. Urban landscape ecology
4. Urban biodiversity
5. Urban conservation
6. Urban hydrology and urban rivers
7. Terrestrial and aquatic pollution
8. Urban river restoration
9. River Thames case study
10. Field trip
5SSG2051
CLIMATE VARIABILITY, CHANGE & SOCIETY
Lecturer: George Adamson
Teaching arrangements: 20 lectures, second term
Assessment: examination (100%) (Summer)
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 longterm 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
5SSG2043
ENVIRONMENTAL REMOTE SENSING
Lecturers: Emma Tebbs
Teaching arrangement: 16 hours lectures, 4 hours computer practicals, first term
Assessment: 2 x essays (50% each)
Specific aims of the module:
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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. Students will develop
practical skills in remote sensing including the processing and analysis of satellite imagery in R software.
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.
5SSG2064
GLOBAL ENVIRONMENTAL ISSUES: SCIENCE & SOLUTIONS
Lecturers: Various
Teaching arrangement: 20 lectures, second term
Assessment: PowerPoint slides (40%); essay (60%)
Specific aims of the module
To further develop environmental issues introduced to students in the first year compulsory physical
geography module, and highlight how geography forms a nexus for investigation of such topics. To enable
students to gain an understanding of key environmental problems that humanity faces in the Anthropocene,
particularly in relation to sustainability and environmental security. To introduce students to the diverse
array of technological, management and policy options for their mitigating and potential solutions of the
selected environmental issues.
Learning outcomes
At the end of this module, students should be able to:
Understand a selection of important environmental problems facing the modern world.
Understand the scientific processes and debates influencing key issues, such as (as representative example
that may change), deforestation, desertification, biodiversity loss, urbanisation, pollution, ocena
acidification, loss of polar environments, agricultural intensification, maintaining sustainability and
ecosystem services, and understanding ecological systems and resilience.
Understand how physical geography approaches the understanding and resolution of global environmental
problems, and provide an insight into the nature of envvironmetal geography.
Module Structure
This module is structured in 10 two-hour sessions (which may be delivered as either lectures or practicals,
as appropriate) that explore many of the key global environmental issues affecting the environmental
security of the modern world. The module will enable students to gain a broad understanding of ten
important environmental issues that have emerged during the Anthropocene, the science that underlies
them, the various management and mitigation options and technologies, and how this links to policy.
Topics covered will include (as representative examples, which may change) deforestation, desertification
and agricultural intensification, biodiversity loss, urbanisation, pollution, ocean acidification, loss of polar
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environments, maintaining sustainability and ecosystem services, and understanding ecological systems
and resilience.
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5SSG2017
HISTORICAL GEOGRAPHIES OF URBANISM: MAKING THE MODERN CITY
Lecturer: Ruth Craggs
Teaching arrangement: 18 lectures; 1 field visit, first term
Assessment: coursework (50%) examination (50%) (January)
Specific aims of the module:
The module aims to enable students to develop an understanding of the comparative dimensions of
urbanisation from the late 19th century to 1980 and to enable students to explore the relationships
between urbanisation and the broader currents of economic, social, political and cultural change. The
modern and modernist city is the focus of the module, and in particular the themes of utopian thought,
planning, housing, community, and heritage/conservation. The geographical focus is primarily Britain,
the British empire, and the post-colonial world.
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
The module is structured chronologically and thematically, exploring the following issues:
An urbanising world: urban utopia or dystopia?
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 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? What did contemporary
observers think about the changes and how were their ideas expressed?
Imperial Cities
This section explores the ways that imperialism impacted on cities and in Britain and the British Empire,
through planning, architecture, domestic spaces, monuments and pageants. Focus will fall on questions
of race, representation, and control.
Planning the urban future
This section explores new ideas about town planning that emerged in the early and mid-twentieth century
in the UK and empire, and will explore slum clearance, town and country planning, garden cities, and
New Towns. It will also include the showing of a film.
Housing the masses and creating community
This section will discuss the rise (and fall) of high rise public housing in the UK This will be placed in a
comparative context with examples from across the world, including the Soviet Union and Singapore, and
will also explore how community was produced and destroyed through modern planning. It will also
briefly discuss more contemporary notions of high rise housing and the rebranding of public housing as
exclusive city living. This section will also include a field walk in London.
Heritage and conservation: modernist legacies
The modern city and modern architecture is now a controversial part of the contemporary city and many
buildings and master plans from the mid-twentieth century are now being demolished in the UK and the
postcolonial world. Other buildings are now protected as ‘heritage’. What should count as heritage and
what does this mean for our ideas of the contemporary and future city?
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5SSG2042
NATURAL HAZARDS
Lecturer: Bruce D. Malamud
Teaching arrangements: 16hrs lectures; 3hrs (smaller group) seminars, 6hrs DVD’s etc., first term
Assessment: examination (100%) (January)
Specific aims of the module:
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 (and some technological)
hazards, including floods, severe storms, strong winds, droughts, wildfire, and asteroid impacts, and the
complex relationship that exists between each natural hazard and society. This module is aimed at both
physical and human geography students. The specific aims of this module include the following:
(i)
To introduce students to the basic theory for the creation and/or existence of different kinds of
natural hazards.
(ii)
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.
(iii)
To discuss the politics and science surrounding hazard predictions and probabilistic forecasting.
(iv)
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.
Module structure
An example of a year’s structure (subject to change) is the following:
•The Perception of Hazards in the UK
•Risk Perception
•Geomythology
•Earthquakes and the Hazards of Shelter
•Floods
•Drought and Desertification
•Heavy Metal Contamination of Water, Soil and Foodcrops in Zambia.
•Wildfires.
•Winds, Cyclones and Tornadoes
•Asteroid Impacts
5SSG2040
TERRITORY, STATE & NATION
Lecturer: Richard Schofield
Teaching arrangements: 14 hrs lectures; 6 hrs seminars, second term
Assessment: coursework (35%); presentation (15%); examination (50%) (Summer)
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 (RNS)
2.
Traditional territorial geopolitics: Ratzel, Curzon and the boundaries and spatial characteristics
of the state (RNS)
3.
An introduction to the territorial state and sovereignty (EGHJ)
4.
Nations and nationalism (EGHJ)
5.
Territoriality, state and nation: contemporary Somalia (SK)
6.
Boundaries and territorial disputes: a contemporary tour d’horizon (RNS)
7.
The new geopolitics: sovereignty and hegemony in the post-Cold War world (RNS)
8. – 10. Students seminar presentations (moderated and assessed by RNS)
5SSG2058
URBAN GEOGRAPHY: EXPLORING THE CITY
Coordinator: Rob Cowley
Teaching arrangements: 14 hrs lectures; 2 hours field visit; 4 hours seminars; second term
Assessment: 1 x coursework essay (60%), group presentation (15%), group poster (25%)
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 three themes that collectively explore some of the key material and ideological contexts
relating to urban growth. Examples are chosen from a wide range of periods and places.
Exploring urban spaces in the contemporary city: This section explores some of the key social
characteristics of cities and the ways that urban theorists have sought to understand them. The section
tackles the key topic of how to understand and theorise urban public space, and considers the broad
utopian urban planning trends that characterised much 20th century, and contemporary, urban
geography.
Exploring urban flows : This section seeks to understand the economic, social 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. It also considers the flows of people and cultures that are
increasingly a prominent feature of contemporary cities across the world.
Urban futures: This sections tackles contemporary approaches to envisioning and designing future
cities, in light of various forms of crisis that, we are told, will have an impact on the urban world. The
section focuses in particular on future city designs using eco-city and smart city ideals, as well as the
increasingly prominent trend of using data and geovisualisation as governancne and urban management
tools.
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:
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Section I: Exploring Urban Spaces in the Contemporary City
Week 1:Introductory session and public space in the city
Week 2:20th century utopias
Section II: Exploring Urban Flows
Week 3: Cities, regions and globalization
Week 4:Governance, politics and regeneration
Week 5:The migrant city
Section III: Urban Futures
Week 6:Reading week – no lecture
Week 7:‘Eco’ urban futures
Week 8:‘Smart’ urban futures
Week 9:Imaging the city
Section IV: Presentation and Poster Sessions
Week 10:Presentations and poster session 1
Week 11:Presentations and poster session 2
5SSG2054 WATER & DEVELOPMENT
Lecturer: Maria Rusca
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, socioeconomic 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.
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5SSG2065 CITIES & CITIZENSHIP
Lecturer: Ayona Datta
Teaching arrangement: 15 lectures 5 seminars, second term
Assessment: essay (70%) group report & presentation (30%).
Specific aims of the module
This module aims to enable students develop an understanding of contemporary dimensions of citizenship
as a way of thinking through how these shape and are shaped by cities. This understanding includes an
awareness of the different kinds of primary, secondary and grey sources available for the study of cities
and citizenship. Through this conceptual model, the module uses case studies from the global North and
South to explore the political, economic, social and cultural processes that shape cities and citizenship as
connected sites of people’s sense of identity and belonging.
Learning outcomes
On completion of this module, students should have acquired:
• an understanding of the relationship between cities and citizenship across the global North and South
and the role of citizens in shaping this relationship;
• an appreciation of the key issues linking citizenship rights and responsibilities to the spaces and scales
where they are enacted/contested;
• knowledge of the processes underpinning social inequalities, social difference, citizenship and feelings
of belonging at different scales;
• independent research, teamwork and presentation skills;
• an ability to present their knowledge in different written formats.
Module Structure
Please note that the module structure may change slightly.
1.Cities and Citizenship: Introduction
2.Cities, Citizenship and the State (Seminar)
3.Global cities and denational/postnational citizenship
4.Sustainable cities and environmental/ecological citizenship (Seminar)
5.Smart cities and digital/smart citizenship
6.Arrival cities and translocal/transnational citizenship (Seminar)
7.Informal cities and Insurgent/Active citizenship
8.Case study report group presentations
9.Intimate cities and embodied/gendered citizenship (Seminar)
10.Urban citizenship: A new research agenda?
THIRD YEAR COURSES
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6SSG0610
INDEPENDENT GEOGRAPHICAL STUDY (30 credits)
The Independent Geographical Study (IGS) is a compulsory part of the third year course. You cannot be
awarded an Honours degree unless you submit and pass the IGS. You will be provided with a separate
IGS Handbook (please note that a copy of the IGS Handbook will also be posted on the Department Website
in April) and you are advised to read this Handbook 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.
Additional timetabled seminar workshops will run to support the analysis of your data and writing of your
IGS.
6SSG3061 CURRENT RESEARCH IN GEOGRAPHY (15 credits)
Coordinator: Alex Loftus
Teaching Arrangement: Seminars; Term 1
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:
• Critical understanding of current geographical research in the specified pathway;
• The ability to read critically, engage with and discuss--in a seminar setting--current research across a
range of geographical themes and topic;
• An understanding of current geographical research and material in preparation for the IGS
Module Structure
Students will select blocks of seminars from the list provided. Seminar blocks will be capped to ensure
participation in small group sessions. An indication of seminar topics that has been offered in the past is
listed. Topics are likely to vary from year to year, depending on the expertise of the seminar leaders.
- Past Climate Change & Human Evolution
- Modelling Geomorphology
- Spatial Simulation: Segregating, Searching & Spreading
- Nitrogen in the Environment
- Spreading like Wildfire: How to simulate wildfires and why do we bother?
- Climate & History in the tropics
- Cultural Theory & Climate Change
- Geographies of porduction & globalization: clothing in the global economy
- Queer Theory, space & the study of sexuality
- Big data & the quantification of space & society
- Geogrpahies of production, consumption & waste making
- Water Footprints and Global Virtual water
- Measuring viulnerability of Natural Hazards
- Violent geographies and spaces of performance
- HowSAFE – How states account for failure in Europe: Risk and the limits of governance
- Cities, Citizenship & the Migrant Metropolis
OPTIONAL MODULES (EACH WORTH 15 CREDITS)
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6SSG3064
ADVANCED ISSUES IN NATURAL AND ENVIRONMENTAL HAZARDS
Value: 15 credits
Lecturer: Bruce D. Malamud
Teaching Arrangement: 10hrs lectures; 10hrs seminars/tutorials, first term
Assessment: Essay (75%) and group poster (25%)
Specific aims of the module:
The educational aims of this module are twofold (1) to broadly review and understand some of the
quantitative and qualitative methods that scientists currently use to assess natural and environmental
risk and (2) to facilitate a critical understanding of the socioeconomic, political and physical sciences
issues surrounding the reduction or increase of the effects of natural and environmental disasters, both
in the context of ‘natural’ and anthropogenic causes.
Learning outcomes:
At the completion of the module, students should be able to demonstrate the following:
• A critical understanding of some of the quantitative and qualitative methods that scientists
currently use to assess, communicate and visualize natural and environmental risk, and the
ability to challenge and understand some of the limitations and strengths of these approaches;
• A broad critical evaluation and synthesis of evidence for methods and concepts used to reduce
the effects of natural & environmental disasters, both in the context of ‘natural’ and
anthropogenic hazards;
•The ability to utilize both reference material assigned in class and a broad range of material the
student has found independently (e.g. peer-review papers, books, internet), to explore in depth
over the course of the term, a specific aspect or aspects of natural hazards, for their final essay.
•The ability to effectively interact, prepare and present a group poster based on a given topic to
student peers.
Module structure
This module will be structured around a series of lectures and discussions (partly aimed around class
interests) aimed at understanding current methods for assessing, communicating and visualizing
risk and reducing disaster for hazards that are natural (e.g., earthquakes, volcanoes, tsunamis, mass
wasting, floods, climate, and extreme temperatures, multi-hazards) and environmental (e.g. heavymetal contamination, chemical hazards), and the complex relationship that exists between these
hazards and society. It is expected that as the module is advanced, that students taking this module
are already familiar with the material in the 2nd year Natural Hazards module or find another way to
familiarize themselves with the material that was covered (e.g., sitting in on 5SSG2042,
downloading the lectures). This module is aimed at both physical and human geography students.
6SSG3077applied geocomputation & spatial analysis
(MODULE ONLY AVAILABLE TO STUDENTS WHO HAVE TAKEN BOTH 5SSG2059 &
5SSG2060)
Value: 15 credits
Lecturer: James Millington
Teaching Arrangement: 10 x 2 hour seminars, 10 x 1 hour computer practicals, first term
Assessment: 2500 word report (80%), oral presentation (20%)
Aims of the module
This module aims to build on previous level 5 modules to enable students to further understand how
computational techniques and spatial analysis are used for applied geographical data analysis and
problem solving. Consequently, the specific aims of the module are:
1. To provide students with further understanding of computational concepts and techniques
suitable for data analysis for applied geographical questions and problems.
2. To enable students to develop further experience of the decision-making process involved in
selecting and employing a range of analysis methods and tools for applied data analysis and
problem solving, including identifying and negotiating limitations of different techniques and
approaches.
3. To enhance students’ ability to manipulate and analyse geographical data using computational
techniques for applied questions and problems.
Learning outcomes
By the end of the module students should be able to:
•Understand how contemporary computational techniques and methods for identifying and analysing
patterns and dynamics in geographical systems are applied in real-world contexts,
•Comprehend the limitations and assumptions of these different techniques and methods for
application to real world geographical data analysis and problem solving
•Apply computational tools for applied geographical data analysis and problem solving
Module content and structure
The module is structured into ten two-hour seminars, each accompanied by a one-hour practical, that
cover the application of advanced concepts in geocomputation and spatial analysis. This module builds
on the two level 5 modules of the Geocomputation and Spatial Analysis undergraduate degree pathway
(with the same names). Whereas those modules provided the foundation, this module now considers
more advanced concepts and how they are applied to real-world issues and problems.
The seminars will be a mixture of lecturing about advanced concepts and discussion of their application
with students. In particular, we aim to involve external collaborators from industry/government to
discuss their issues/challenges and how they can use computational and spatial analyses to address them.
Practical sessions will give students the chance to interact directly with teaching staff to pursue their
own applied analysis projects.
The module will be split into three general areas of application and we hope to have at least one external
collaborator per section. The applications will be relevant to both human and physical geography
students and will be related to:
1.Geodemographics (e.g. housing and income)
2.Human-Environment Interactions (e.g. land use and natural resources)
3.Networks (e.g. transport and social)
Within these areas of general applications we will discuss with students how specific tools and
techniques can be used to investigate issues and explore ways to overcome challenges. These tools and
techniques can include analysis using clustering algorithms (e.g. k-means, hierarchical), network
analysis (e.g. centrality, degree distribution) and simulation (e.g. cellular automata, agent-based).
6SSG3025
DESERT ENVIRONMENTS
Value: 15 credits
Lecturer: 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:
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•
•
•
•
Explain physical aspects of the semi-arid and arid environments;
Understand they ways that people interact with semi-arid and arid enviroments;
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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: Alex Loftus
Lecturers: various
Teaching Arrangement: personal study, either term
Assessment: 4000 word 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 written (email) consent from the lecturer and forward this to the
UG Programme Officer by email ([email protected]). The lecturer concerned on the prime module,
will have to indicate that they are happy for you to take this option. It should be noted that lecturers do not
have to say yes, and can limit the number of students they accept for Directed Readings – this limit may vary
between lecturers. 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
work with you on deciding a topic for your assessment. 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 and it is your
responsibility to ensure that you meet with the relevant lecturer to set the topic.
6SSG3028
ENVIRONMENTAL REMOTE SENSING 2
Value: 15 credits
Lecturer: Emma Tebbs
Teaching arrangement: 10 hrs lectures and 10 hrs practical classes, first term
Assessment: Practical portfolio (75%), 1 x computer-based exam (25%)
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).
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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;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;
• 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 stateof-the-art image analysis system (ENVI) to undertake a wide variety of techniques commonly used in EO
applications. The computer-based exam will test theoretical knowlegde and the portfolio will assess
practical skills.
6SSG3058
ENVIRONMENTAL RISK, GOVERNANCE AND SOCIETY
Value: 15 credits
Lecturers: Henry Rothstein, David Demeritt
Teaching arrangement: 10 lectures, 10 seminars, first term
Assessment: Two essays (50% each)
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 policy-makers, 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 chemcial, biological,
radiological and nuclear terrorism. The module finishes with reflections on the future management of
environmental risk issues.
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6SSG3076
GEOPOLITICS. POWER & PLACE
Value: 15 credits
Lecturer: Ruth Craggs, Richard Schofield
Teaching arrangement: 8 hours lectures; 8 hours seminars; 4 hours poster & oral presentations, first term
Assessment: essay (65%); individual poster (35%)
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Specific aims of the module
This module explores contemporary and historical geopolitics and encourages students to think critically
about the actors, power relations, and practices of international politics. It outlines key approaches to
conceptualising and researching geopolitics within geography, and provides students with the opportunity of
aplying these to a number of historical and contemporary case studies.
Learning outcomes
On completion og this module students should be able to:
• Have a systematic understanding of key approaches to conceptualising geopolitics
• Appreciate the variety of methodological approaches used to research geopolitics
• Identify the value of different conceptual and methodological approaches for understanding
contemporary and historic case studies
• Apply conceptual and methodological approaches in geopolitics to unfamiliar contexts
Module structure
This module explores contemporary and historical geopolitics, through a series of linked lectures and
seminars. The first part of the module introdices different conceptual and methodological tools for
researching geopolitics, whilst the second part of the module introduces different thematic case studies to
which these approaches can be applied. The topics covered in the lectures and seminars include:
Wk1: Introduction to the module and the history of geopolitics
Wk2: Popular geopolitics: Reading, representing and reproducing geopolitical visions
Wk3: Beyond Representation and the west: Feminist, subaltern and non-representational geopolitics
Wk4: Methods for researching geopolitics
Wk5: Poster session
Wk6: Post-war geopolitics: Decolonisation and the Cold War
Wk7: Migration and the production of migrant illegality
Wk8: Environmental Geopolitics
Wk9: Resources and materiality
Wk10:Presentation session
6SSG3070 GLOBAL ENVIRONMENTAL CHANGE 1: CLIMATE SCIENCE
Value: 15 credits
Coordinator: Thomas Smith
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:
•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
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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 paleoenvironmental changes, studies of the contemporary environment, or future projections.
6SSG3071 GLOBAL ENVIRONMENTAL CHANGE 2: EARTH SYSTEM DYNAMICS
Value: 15 credits
Coordinator: Thomas Smith
Teaching arrangement: 20 (2hour) lectures; second term
Assessment: Two essays (50% each)
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 paleoenvironmental 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
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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: Raymond Bryant
Teaching arrangement: 20 lectures, second 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.
Structure:
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
6SSG3073
HISTORIES & GEOGRAPHIES OF CLIMATE CHANGE
Value: 15 credits
Lecturers: George Adamson, Mike Hulme, Amy Donovan, Helen Adams, Mark Pelling, Daanish
Mustafa
Teaching Arrangement: 9 x 2 hour lectures; 1 x 2 hour seminars, second term
Assessment: 1,500 word essay (30%); 2500 word essay (70%)
Specific aims of the module
This module introduces the human dimensions of climate and climate change. It explains the different
ways in which climate knowledge is constructed historically and geographically and explores how
climate is represented and articulated in different societies. 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.
Wk 2.
Wk 3.
Wk 4.
Wk 5.
Wk 6.
Wk 7.
Wk 8.
Wk 9.
Wk 10.
The idea of climate / Historical narratives of climate
The history of anthropogenic climate change
How scientific knowledge constructs climate change
Climate knowledge in diverse cultures
Framing climate change and public perceptions
Seminar: Climate ‘tipping points’: how a metaphor affects the imagination
Climate change adaptation and the city
Climate development challenges
Adaptation: Learning from the past
Climate change as a travelling idea
6SSG3074
HOLLYWOOD & THE POST INDUSTRIAL CITY
Value: 15 credits
Lecturer: 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
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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:
•Use visual and narrative methods to critically analyse Hollywood films
•To understand recent urban and social change through cinema
•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
•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
6SSG3056
POLITICAL ECONOMY OF HAZARDSCAPES
Lecturer: Daanish Mustafa
Teaching arrangement: 20 lectures, first term
Assessment: short essay (30%), poster presentation (15%) long essay (55%)
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.
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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
6SSG3072
THE RIGHT TO THE CITY
Value: 15 credits
Lecturer: Phil Hubbard
Teaching arrangement: 16 hours lectures, 5 hours seminars; first term
Assessment: 2 x coursework (50% each)
Specific aims of the module
The module provides a sustained examination of the idea that the contemporary production of urban
space restricts the rights of many urban dwellers to inhabit, develop and otherwise shape the cities in
which they live and work. Drawing especially on the work of Henri Lefebvre (alongside other
‘metromarxists’) the module will contrast the way that cities serve the interests of financial powers,
developers and property owners with the forms of exclusion, alienation and marginalisation experiences
by those who are oppressed by virtue of their class, ethnicity, sexuality, age or gender. Through
consideration of different struggles for urban space, the module will pose important questions about how
people should make claims to urban space, and explore the political potential of the demand for ‘the
right to the city’.
The module aims to:
•Provide an introduction to critical urban theory through a consideration of the key concepts
informing debates on ‘the right to the city’.
•Encourage a theoretically-informed examination of the city that is attentive both to the dominant
production of space as well as its contestation, transgression and subversion.
•Explore how the concept of ‘the right to the city’ has taken on a wider political resonance as
urbanism has been increasingly shaped by global forces and processes.
Learning outcomes
On completion of this module students should be able to:
•Critically evaluate the utility and versatility of the concept of ‘the right to the city’ as an analytical
framework in urban geography.
•Demonstrate how rights-based perspective can illuminate questions of social and spatial justice
with reference to a range of case study examples, including ones based on self-led fieldwork.
•Recognise the limits of existing conceptions of urban rights, and articulate how analytical
frameworks and concepts might emerge in the context of ‘planetary urbanism’.
Module structure
The module wioll be taught in 8 x 2-hour lectures, supported by 1 hour seminars every two weeks.
There will also be two self-led group activities in support of the module.
6SSG3030
TROPICAL FORESTS IN A CHANGING ENVIRONMENT
Value: 15 credits
Lecturer: 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;
• Should know how to apply appropriate monitoring and modelling techniques to the better
management of these systems;
• 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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